Group Newspaper-American System of
Government
Course(s)/Subject(s):Civics
8/8GT
Grade Level(s): 8
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Key Words:
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civics, technology,
Internet, democratic government, Magna Carta, Glorious
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Revolution, House of
Burgesses, Mayflower Compact
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Developer(s) Name: Michael Magathan
School: Lake Braddock Secondary School
Approximate Time Frame:3
& 1/295 minute block periods
Materials/Equipment
Needed:computer lab
Description of Lesson (includes
context):Working in groups of 4,
students will design, research, and create a "newspaper" that
effectively explains the who, what, when, where and why of four
historical events that in some way have influenced the American
system of government.
LESSON OUTLINE
- What is the objective of this lesson?
Students will have a more detailedunderstanding of four historical
events and the
importance they had in the shaping of our democracy.
FCPS POS Standards
8.1Students will identify and understand the rights and
responsibilities of citizens of
the United States.
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8.5
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Students will
conduct inquires and research to demonstrate
knowledge and
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understanding of
civics, economics, and geography.
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FCPS POS Benchmarks
8.1.1Students will be able
to explain the meaning of American citizenship and analyze
issues involving the rights of citizens of the united States
8.5.1Students will be able
to acquire information from a variety of sources.
8.5.3Students will be able
to analyze information.
8.5.4Students will be able
to interpret information.
8.5.5Students will be able
to communicate in a variety of written forms.
8.5.7Students will be able
to communicate using technologies.
FCPS POS Indicators
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8.1.1.bIdentify the founding
documents and the fundamental principles of our
democratic republic including constitutionalism and limited
government, rule of
law, democracy and republicanism, individual worth and dignity,
sovereignty,
consent of the governed, and majority rule and minority rights.
8.5.1.aGather information
from written, oral, and visual sources.
8.5.1.bUse search strategies
to access and retrieve electronic information.
8.5.3.bDistinguish between
relevant and irrelevant information.
8.5.3.dParaphrase
information.
8.5.3.eSummarize
information from multiple sources.
8.5.4.bDetermine cause and
effect relationships.
8.5.4.eDetermine the
accuracy and reliability of sources.
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8.5.5.c
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Communicate
through products such as letters, visuals, maps,
newspaper
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articles,
research papers, learning logs, and reaction
papers.
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8.5.7.aUse application
software and word processing skills to create a document.
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8.6.3.a
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Students will
demonstrate conduct that complements the dynamics
of a variety of
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groups and
situations.
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8.6.3.b
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Participate
effectively in a group by working with others to
set goals, delegate
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responsibilities,
and complete the task cooperatively.
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VA SOL(s) (including Computer/Technology):
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7.1,CT 8.4.1, 8.4.2,
8.4.3,
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8.4.4,
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8.4.5, CT 8.1.1,
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8.1.4, 8.1.5
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EVIDENCE
- What will we examine as evidence of students' knowledge
and/or skill?
Product(s):A newspaper that accurately details four
historical events that helped shape
the American system of government.
Performance(s):-group interaction
-distribution of workload
-effective use of class and lab time
-depth of research
-accuracy of information
-effectiveness of layout
-effectiveness of visuals
-overall presentation and effectiveness
-following of directions
DIRECTIONS
Page 2 of 4
- What exactly will the students and teacher do during the
lesson?
Directions to students for proceeding with the lesson:
- Assignment Title: The Roots of American Government...In The
News
- You have read about several historical events that helped
shape the type of government
we have in the United States today. They include the Magna Carta,
The Glorious
Revolution, the formation of The House of Burgesses and The
Mayflower Compact.
- Your task is to write four (4) newspaper articles, complete
with headline, that gives the
reader the who, what, when, where and why (both why it happened
and why it is
important) of the before mentioned historical events. The article
can be from the point
of view of someone living at the time the event took place or of
that of a person living
today who is looking back to that time. The name/s of the
reporter/s (byline) should be
at the top of each article.
- You will work in a group of up to 4 people in your class
(remember this is a
group grade...select your partners with this in mind).
- You will be given 2 blocksin the computer lab to conduct
research on the
Internet and the electronic encyclopedia, to create visual, and to
use the
computer to create the final product... some class time will be
given before,
and sandwiched in between lab sessions, for the purposeof
group
brainstorming, layout planning & proofreading (your teacher
will indicate
how much class time will be allotted for this).
- The work mustbe divided evenly.
- Use an actual newspaper to help you lay out your paper.
- Your newspaper must have a masthead (The Bruin Post).
- Your newspaper must have at least two visuals related to the
articles ( illustrations,
photo, downloaded visual) that in some way involved using the
computer or
scanner...The visuals must have captions.
- The names of all editors (partners) should be in the bottom
right-hand corner
with period number.
- Be creative...have fun.
- Be neat
- Have your articles proofread...spelling, grammar &
punctuation will be a factor
when determining your grade.
- Check the rubric to see the standards on which your work will
be evaluated.
- The due date is ___________________.
- This is a level 3 assignment.(30 points)
Special Directions to teacher/administrator using the lesson?
- Plan for a 1/2to 3/4 blockto introduce the assignment and to
allowstudents to form
groups and make some initial group decisions such as dividing up
tasks, naming the
paper, etc.,then plan another 1/2 block day to allow students to
process information,
lay out the paper and coordinate with one another.
- Book the computer lab so that you have at least one student
workday sandwiched in
between lab sessions.
- You may want to coordinate with the LD and/or ESL
teachers.
- It might be advisable to make arrangements for students to
work after school in the lab
to complete any parts of the assignment they could not complete
during the provided
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classtime.
- It is advisable to conduct some research yourself to find
sights that might assist the
students in speeding up their research.
- Require students to provide you with websites or hard copies
of the information found
on the Internet.
APPROPRIATE ACCOMMODATIONS/MODIFICATIONS
- What options in presentation(s) and/or response(s) are
suggested in order to provide the opportunity for all students to
demonstrate achievement of the benchmark(s) and
indicator(s)?
Work closely with your ESL and LD resource people. I found their
assistance to be
extremely helpful.
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