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ETE 335

ETE 335. Elementary Social Studies Lesson Gardner’s Multiple Intelligences. ETE 335. Elementary Social Studies Lesson Gardner’s Multiple Intelligences. Dan Taylor Civics & Government Grades 9-12 The Constitution . ETE 335. Elementary Social Studies Lesson

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ETE 335

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  1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

  2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Dan Taylor Civics & Government Grades 9-12 The Constitution

  3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: • Identify the various reasons why the Constitution was so important in the founding of our country • Describe the circumstances which lead to the creation of this document • Understand the consequences of the creation of the Constitution and how it effects our lives today Objectives: Content/Knowledge: Students will be able to recognize the reasons why the founding fathers risked so much to create the Constitution. Process/Skills: Students will be able to describe the various circumstances which lead to the creation of the Constitution. Values/Dispositions: Students, through analysis, will be able to make connections and inferences about the Constitution and how it affects their lives on a day to day basis.

  4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: For every student taking part in a Social Studies class, it is important to learn of the canonic documents which have shaped the way citizens of the United States live. The Constitution stands as perhaps the single-most important document in our nation’s history. Through this lesson, students will be able to discover the importance of the Constitution and how it has greatly impacted the formation of our country. Standards: State – Illinois Common Core or Learning Standards 14.B.3 Identify and compare the basic political systems of Illinois and the United States as prescribed in their constitution 14.B.4 Compare the political systems of the United States to other nations 14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation. 14.F.3a Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and the Illinois Constitution. National – NCSS Themes Time, Continuity and Change- This theme asks teachers to provide experiences that allow a student to study the way humans view themselves over time. Through this lesson, students will be able to develop upon this theme of time and change as they compare the rights and liberties of citizens at the time against what they now experience today. It can be hard to grasp just how impactful the Constitution was without understanding the context of why it was created. Power, Authority and Governance- This lesson will provide students with a great opportunity to analyze the importance and influence governments can have over the general populace. For American citizens, they were fed up with a seemingly tyrannical leader who presided over them thousands of miles away. Students will learn that the actions taken by certain American leaders lead to the democratic system of government that we know today. Civic Ideals and Practices- Through this lesson, students will be able to learn the importance of standing up for what is right when rights and liberties are being persecuted. Through the analysis of American citizens at the time, we will be able to learn the importance of being a civic-minded citizen and how to exhibit those characteristics.

  5. Logical/Mathematical

  6. Logical/Mathematical “Reasoning, logical thinking; handling mathematical problems” • Learning Activity: For a logical/mathematical learner, I would be sure to create a lesson that plays to that student’s strengths. In this lesson, I would have students research the thought process that the creators of the Constitution went through in order to create the document. This activity would be great for logical/mathematical thinkers since they would be asked to research the process that the writers of the Constitution went through as they went into the writing process. Students would be asked to research who wrote the document, the reasoning behind that document, and how the writers logically thought through the document as they wrote it. • Resources: History Book, notebooks, • Online: • http://wiki.answers.com/Q/Who_wrote_the_US_Constitution • http://www.americanwriters.org/works/declaration.asp

  7. Verbal/Linguistic

  8. Verbal/Linguistic “Using language to present your ideas, to express your feelings or persuade others” • Learning Activity: For a verbal/linguistic learner, I would design a lesson that has students express themselves through self-expression. For this class activity I would have each student pretend that they were a state delegate who were part of the process of creating the Constitution. Given this, I would ask each student to write down and then present their own ideas for what the Constitution should contain. Each student will be asked to include at least one point from the original Constitution, but they will be allowed to think creatively as they create their own document. At the end of class students will be asked to share their work. • Resources: History Book, Notebooks, Computer • Online Resources: • http://www.archives.gov/exhibits/charters/constitution.html • http://www.constitutionfacts.com/

  9. Musical/Rhythmic

  10. Musical/Rhythmic “creating and feeling a rhythm to express a mood; detecting and analysing musical themes” • Learning Activity: A musical/rhythmic learner is much harder to build a lesson around since it is not often music and social studies intersect, but this lesson should still be able to play to their strengths. For this lesson, I will give students 2 options for a learning activity. For option 1, I would ask the students to create a song or poem that describes the context of the time (i.e. the experiences of the people, revolutionary messages, influential people, events, etc.). For option 2, I would ask students to create a rhythm or cadence that goes along with the Constitution. If students choose option 2 I would also ask them to write a short essay response that answers the question of why the writers would go through the trouble of creating the Constitution. These two activities would allow a musical/rhythmic learner to thrive. • Resources: History Book, Notebook, Sheets (to write music on) • http://www.constitutionfacts.com/

  11. Visual/Spatial

  12. Visual/Spatial “Creating and interpreting visual images; thinking in three dimensions” Learning Activity: For a visual learner, I would have students expand upon their proclivity to view things in front of them. For this activity, I would ask students to design a cover page for the Constitution. I would ask the students to include images or slogans that would represent the ethos of the men who were tasked with writing the Constitution. I would be sure to ask them to provide images that give the viewer a sense of what life was like for people at this time. This lesson could be great for visual learners as they would be able to get hands-on with this activity and they would be allowed to think creatively. Resources: Posterboard, markers, crayons, pencils, History Book Image Ideas:

  13. Body/Kinesthetic

  14. Body/Kinesthetic “Feeling and expressing things physically; doing hands-on work” • Learning Activity: For a student that is a body/kinesthetic learner, I would do my best to get them up and out of their seats so that they could feel engaged in a lesson. For this learning activity, I would have the students work in groups of 4 where they would be tasked with writing a speech to the townspeople working to convince them to support the American Revolutionary message. I would ask them to write a 4-5 minute speech that would include details on what the Revolutionarys wanted, what they would do if they declared war on Britain, as well as how they would convince British sympathizers to go towards their side instead. After each speech was finished, I would have the groups come up and share their work with the class. • Resources: History Book, Notebooks, Computer • http://wiki.answers.com/Q/Who_wrote_the_US_Constitution • http://www.americanwriters.org/works/declaration.asp

  15. Interpersonal

  16. Intrapersonal “Understanding your own interior thoughts and feelings” Learning Activity: An interpersonal learner is one that focuses on their own thoughts and feelings so my lesson would be developed around these strenghts. For my learning activity, I would ask the students to individually write a short essay response to the question of “If you were a citizen of America at the time of the Revolution, would you support the Revolutionary cause? If so, what types of things would you do to help? If not, why not?” Through this essay response students would be asked to think about what they would do in this situation, and their own personal feelings would shine through. Resources: History Books, notebooks

  17. Intrapersonal

  18. Interpersonal “understanding the needs and feelings of others” Learning Activity: For an interpersonal learner, I would want that student to focus on how actions would affect others. For this learning activity I would present a hypothetical question. As the students would now know, American rebels went against the British government and formed their own, but what if this didn’t happen? I would ask the students to think about how much a single persons decision could affect others through the response to an essay question. “Given the importance of political decisions, what do you think the outcome would be for America if the American revolutionaries did not decide to break off from Britain and write the Constitution?” This question would not only focus on the lesson, but would work with the student’s skills of thinking about others. Resources: History Book, notebook

  19. Naturalistic

  20. Naturalistic “understanding nature, seeing patterns in the way nature works” Learning Activity: For a naturalistic learner I would have them focus on the human nature side of things since many of the events being centered are individually focused. For this activity, I would have students analyze the events that lead up to America fighting Great Britain (i.e. Boston Tea Party, Taxes, etc.). Through this analysis, students will be able to witness the human nature of these citizens – in other words they will be able to see to what extent humans can take persecution and injustice before they do something about it. Resources: History Book, notebooks.

  21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Visual Learning and Assessment: Visual Learning, Assessment, and Online Resources: Visual Learning: NOTE: Be sure to include one image that is germane to the focus of your lesson on each of the 8 lesson activity PowerPoint slides. Assessment: 1. Through completion of each individual assignment I will be able to see to what extent students understand the concepts I am teaching to them. In addition, I would also have an end of section assessment prepared that would review all of the material on the Constitution that we have covered together as a class. Online Resources: 1. Delicious Link: http://delicious.com/stacks/view/OVRjft

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