George Mason, A man all about the rights of the people!
Objectives:
SOL
Materials:
Procedures of Learning Activities:
Introduction- (about 5 minutes)
1. The teacher will start this lesson similar to the past lessons, by providing the students a painting of George Mason. The teacher will tell the students, "this painting is another Founding Father of the United State. His name is George Mason. Before I tell you more about this man, take a few minutes and write anything you know about him or anything you want to know about him."
2. The students will write and think for a few minutes about what they know about Mason. After about 2 minutes the teacher will ask the students to share their thoughts.
Instructional Learning Activity- (about 25 minutes)
1. The teacher will introduce that "George Mason never became president like the other Founding Father's we have learned about thus far, but his ideas and writings helped shape the government we have in place today. He wrote a document in 1776 to help ensure that people of this country have rights. We will explore this idea a little further through reading about what he wrote today."
2. The teacher will then provide a reading to the students on George Mason and the Virginia Declaration of Rights, titled George Mason's Revolutionary Words. The teacher will read this document aloud to the students as they follow along.
3. The reading poses questions for students to answer as they are reading. The teacher will stop and discuss these questions with the students.
4. After the teacher has read and discussed a little about George Mason, the students will be given another reading titled Let's Explore The VDR! The student's will work in small groups of 3 or 4 students. The students will stop and answer the question provided throughout the reading on the 16 articles in the Virginia Declaration of Rights (kid friendly version). As a group they will discuss, "What would happen if the rights didn't exist today?". The students will then pick one of the rights to draw a picture of. This picture will be turned in for assessment of comprehension of the reading.
Summary- (about 15 minutes)
1. The students will share some of their ideas from the answer of the discussion question.
2. The teacher will then explain that "although George Mason's ideas are present in the Constitution today, they were not originally included. When the delegates went to sign the document, George Mason decided not to. He believe that the Constitution didn't give the "people", or "white men", rights."
3. To conclude the lesson, the teacher will bring out the Class Constitution they wrote in lesson two. The teacher will project the amendments that the students made. The teacher will read them off and then ask the students to sign it, or not. If students choose to not sign, they will have to explain why. The teacher will ask, "what do you think is missing or should be changed in this Class Constitution in order for you to agree with it". If majority of the students sign, then the Class Constitution will be ratified.
Assessment: The teacher will be assessing throughout the lesson. In the beginning the pictures of George Mason will allow the teacher to assess for prior knowledge of him. The discussions will allow the teacher to assess the students comprehension of the text they are reading. The teacher will be looking to see if students were about to work in a small group and discuss what the rights Mason wrote mean. The teacher will also be looking at students ability to pick and draw what they believe one of the rights mean. The teacher will be assessing students ability to work in small groups throughout the activity.
Differentiation:
SOL
- VS 6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by
- English 4.6 The student will read and demonstrate comprehension of nonfiction texts.
- The students will be able to identify George Mason and his documents that help form ides presented in the Declaration of Independence and the United State Constitution.
Materials:
- Painting of George Mason
- George Mason's Revolutionary Words
- Let's Explore The VDR!
- Paper for drawing
- Class Constitution
Procedures of Learning Activities:
Introduction- (about 5 minutes)
1. The teacher will start this lesson similar to the past lessons, by providing the students a painting of George Mason. The teacher will tell the students, "this painting is another Founding Father of the United State. His name is George Mason. Before I tell you more about this man, take a few minutes and write anything you know about him or anything you want to know about him."
2. The students will write and think for a few minutes about what they know about Mason. After about 2 minutes the teacher will ask the students to share their thoughts.
Instructional Learning Activity- (about 25 minutes)
1. The teacher will introduce that "George Mason never became president like the other Founding Father's we have learned about thus far, but his ideas and writings helped shape the government we have in place today. He wrote a document in 1776 to help ensure that people of this country have rights. We will explore this idea a little further through reading about what he wrote today."
2. The teacher will then provide a reading to the students on George Mason and the Virginia Declaration of Rights, titled George Mason's Revolutionary Words. The teacher will read this document aloud to the students as they follow along.
3. The reading poses questions for students to answer as they are reading. The teacher will stop and discuss these questions with the students.
4. After the teacher has read and discussed a little about George Mason, the students will be given another reading titled Let's Explore The VDR! The student's will work in small groups of 3 or 4 students. The students will stop and answer the question provided throughout the reading on the 16 articles in the Virginia Declaration of Rights (kid friendly version). As a group they will discuss, "What would happen if the rights didn't exist today?". The students will then pick one of the rights to draw a picture of. This picture will be turned in for assessment of comprehension of the reading.
Summary- (about 15 minutes)
1. The students will share some of their ideas from the answer of the discussion question.
2. The teacher will then explain that "although George Mason's ideas are present in the Constitution today, they were not originally included. When the delegates went to sign the document, George Mason decided not to. He believe that the Constitution didn't give the "people", or "white men", rights."
3. To conclude the lesson, the teacher will bring out the Class Constitution they wrote in lesson two. The teacher will project the amendments that the students made. The teacher will read them off and then ask the students to sign it, or not. If students choose to not sign, they will have to explain why. The teacher will ask, "what do you think is missing or should be changed in this Class Constitution in order for you to agree with it". If majority of the students sign, then the Class Constitution will be ratified.
Assessment: The teacher will be assessing throughout the lesson. In the beginning the pictures of George Mason will allow the teacher to assess for prior knowledge of him. The discussions will allow the teacher to assess the students comprehension of the text they are reading. The teacher will be looking to see if students were about to work in a small group and discuss what the rights Mason wrote mean. The teacher will also be looking at students ability to pick and draw what they believe one of the rights mean. The teacher will be assessing students ability to work in small groups throughout the activity.
Differentiation:
- Visual- pictures to look at, readings with pictures, and drawing of a right
- Intrapersonal- work in small groups
- Interpersonal- turn in own assignments
- Kinethetic- able to sign or not sign the Class Constitution