Name Glenn Greubel

Advanced technology
7h Goals of the U.S. Constitution

Molloy College

Professor Esposito
12/2/2014
Social Studies: U.S. History

Instructional Objective: After a brief introduction to the influences of the United States
Constitution, students will demonstrate their understanding of important ideas, social and
cultural values, beliefs, and traditions from United States history (Standard Two, Key idea 3) by
completing a hall of fame walk of the Constitutional goals and answering a series of questions
with 85% historical accuracy.
Social Studies Standard 2: History of the United States and New York
Key Idea 2: The importance of ideas, social and cultural values, beliefs, and traditions from New
York State and United States history illustrates the connections and interactions of people and
events across time and from a variety of perspectives.
This will be evident when students walk around the Constitutional Goals hall of fame and answer
Common Core Standard 1: Reading, Writing, Speaking
This will be evident when students respond to their questions concerning the various
Constitutional goals using their own understanding and interpretation of the Constitutional
language in Notability on their iPads.
National Standard 2: Time, Continuity, and Change
Human beings seek to understand their historical roots and to locate themselves in time.
Knowing how to read and reconstruct the past allows one to develop a historical perspective and
to answer questions such as: What happened in the past? How am I connected to those in the
past? How has the world changed and how might it change in the future.
This will be evident when students make connections to the Constitution using the constitution
app on their iPads and how it affects their lives today but responding to the series of questions
during the Constitutional Goals hall of fame in the Notability app on their iPads.
Motivation: Prior to the Hall of Fame walk, students will be asked what has influenced them in
their lives. Students will then view a few pictures in which the teacher shows how certain
cultural aspects during their childhood influenced them. From here, students will give their own
personal examples. Students will then be introduced to the various influences that effected the
creation of the U.S. Constitution; Magna Carta, Mayflower Compact, House of Burgesses via the
constitution app.
Materials:
Teacher made hand outs
Pen/ Pencil
PowerPoint
Pictures
Smartboard

Edmodo
iPads

Strategies:
History Alive Strategy: The students will be preforming a gallery walk to gain an understanding
of the United States Constitution.
Literacy Strategy: The students will be reading historical documents in groups for understanding.
The students have accuses a dictionary, thesaurus and the Internet through the use of their iPads
to aid them in gaining an understanding of the documents.
Cooperative learning: students will walk around in small groups visiting each hall of fame
station. At each station, students can work together to answer the series of questions in their
packet on Notability.
Independent learning: students may choose to read the stations information to themselves and
interpret the various information of each Constitutional Goal by answering their packet questions
in Notability.
Group discussion: the class will discuss various things that have influenced them in their lives.
At this time it is appropriate for students to bring up their music taste, television and other areas
of interest that influence them. At the end of the lesson the students will discuss some of the
things that have had an influence on the Constitution.
Adaptations:
All students will receive a packet via Edmodo containing all the questions to the stations
in a packet. The packets are created in a large appealing font aiding those students with
visual and tactile needs. The students will use QR Scanner in order to revive each station.
Students that have issues in reading the documents will have access to text to speech
technologies on their iPads.

Differentiation of Instruction:

Learning Style Differentiation

For those students who are tactile learners, the movement to each station will help meet
their needs.
For those students who are kinesthetic learners, the cooperative learning throughout the
lesson will help meet their area of strength.
For those students who are visual learners, the viewing of each station up close, rather
than a PowerPoint presentation will help meet their needs.
Tiered Differentiation

John Cutillo- Student is very quiet and requires extra attention during lessons. At times
made need to be refocused.
Ryan Farber- Student tends to be talkative at the beginning of class. Must be warned a
few times before student responds to lesson. Mr. Keegan has a warning system with the
student which will be used during the lesson if needed.
Samyra Hayes- Student is outspoken and provides liveliness to the class. Although, the
student may call out, it has been used to help motivate the class. Students are not always
told to raise their hand as a result.
Developmental Procedures:
1. Prior to the presentation of their hall of fame walk, the teacher will ask students various
questions to observe their understanding of the influence of things in history, focusing on
the Constitution.
What influences you? Have you ever dressed a certain way because of a t.v. show or actor or
actress? What do you think influenced the Constitution?

2. Toward the end of the hall of fame walk, students will be asked a series of questions to
tie together the goals of the Constitution to their life today?
What were some of the goals of the Constitution? Do you see any of these in your lives today?
Where do you see them? Were the goals of the Constitution effective in keeping the Constitution
our law document today?
Assessment:
The teacher will evaluate the students understanding of the goals of the Constitution by
observing how accurately the students respond to the question in the packet. Furthermore, their
understanding of the goals will be observed based on how they can connect it to their lives today.
Independent Practice:
For homework, students will complete the remainder of their questions in the packet and submit
their answers through eBackpack.
Follow Up:
Academic Intervention: For students who conveyed that they did not understand the main
concepts discussed during the Constitutional goals lesson, will receive a copy of each station
with the important facts highlighted to help them focus on the information.
Academic Enrichment: The student who is academically gifted will be asked to bring in a picture
or article that helps show one of the constitutional goals in our lives today.

References
Briggs, B, & Petersen, C. (2011). United states history and government.
Upper Saddle River, New Jersey: Prentice Hall.
Castillo, P, Davidson & Stoff, M. (2000).The American nation.
Upper Saddle River, New Jersey: Prentice Hall.