Designing and Delivering Instruction From a Textbook:Bill of Rights

[Or Developing Your Own Materials]

1. Examine the section of text you’ll be teaching; for example, chapters on the American Revolution, or on Victorian poetry, or types of rocks.

a. Now look at the standard course of study. http://www.dpi.state.nc.us/curriculum/

Copy and paste relevant standards.

1.04 Elaborate on the emergence of an American identity.

1.05 Identify the major domestic problems of the nation under the Articles of Confederation and assess the extent to which they were resolved by the new Constitution.

1.06 Compare viewpoints about government in the Federalist and the Anti-Federalist Papers.

1.07 Evaluate the extent to which the Bill of Rights extended the Constitution.

1.08 Compare the American system of government to other forms of government.

Does your textbook cover all that the standard course of study (which you have made more precise and concrete) says you have to teach? If not,…

What’s missing from your textbook?

Superficial: few details (dates, places, persons); little on what persons and groups said and wrote.

No passion.

What should you add?

Chronology

Quotations from Founders (Jefferson, Madison, Hamilton, Adams) and from Federalists and Anti-federalists (Sam Adams, Patrick Henry).

Students read and identify their points.

Table that compares and contrasts Federalist (Nationalist) and Anti- federalist (confederationist) positions.

b. Also examine research and expert opinion, and your own knowledge of the topic.

Skim some of the docs, below; copy and paste useful ideas. These ideas will guide making objectives, selecting of content, how you present information, and assignments/assessments.

http://www.teachingamericanhistory.org/ Lots of resources.

Chester E. Finn, Jr., Diane Ravitch. The mad mad world of textbook adoption.

Sandra Stotsky. The stealth curriculum. Manipulating America’s history teachers. Forham Foundation, 2004.

Diane Ravitch. A consumer’s guide to high school history textbooks. The Fordham Institute, 2004.

Walter Russell Mead. The state of word history standards. Fordham Institute, 2006. Click on North Carolina. Look at the last paragraph.

A fundamental problem with the standards are their lack ofchronological sequence. Major narratives such as the women’ssuffrage movements and race conflicts are mentioned withoutreference to specific dates or events. Instead, students are requiredto “analyze causes and results of ideas regarding superiority andinferiority in society and how those ideas have changed overtime.”Without concrete examples, events,and people, this objective—

like most others in the framework—has little meaning andis more likely to confuse students than improve their understandingof history. The state needs to dig its heels in and supply actualcontent if it hopes to deliver on its promise to prepare its studentsfor life in the twenty-first century.

Finn, Julian, and Petrilli. The state of state standards. Fordham Foundation, 2006.

David Klein et al. The state of state of state math standards. Fordham Foundation, 2005. http://www.mathematicallycorrect.com/

http://idea.uoregon.edu/~ncite/documents/math/math.html

Sandra Stotsky. The state of state English standards. Fordham Foundation, 2005. Paul R. Goodman et al. The State of State Science Standards. Fordham Institute, 2005.

2. Do the resources (above) suggest strands of knowledge to weave together to help your students to GET and to retell the story (in a history course, for example)? What did Walter Russell Mead say? Knowledge strands might include:

Timeline of events PersonsGroups (families, political parties)Social institutions Culture (values, beliefs), religionTechnologyGeography Big ideas that organize the content and might also be lessons.

Now that you know the strands, design instruction so that information from all of the strands is covered.

You don’t organize instruction around these strands; that is, you don’t talk about persons and then groups, and then social institutions. Rather, you include knowledge OF these strands in the presentation. For example, you would include these when discussing writing the Constitution.

3. Do your resources suggest “big ideas” that can introduce and organize the whole unit; e.g., in history? For example, big ideas in science (the hierarchical organization of reality---parts—wholes ) can help organize a unit on biology.

Some Big Ideas in Social Science Any big ideas about power, corruption, liberty? [Hint. Lord Acton.]

Features of Nondemocratic, Statist, Totalitarian Governments. Find ideas about what can happen when there is absolute power of a few (who control the police and military, and the economic system) over the many? Is this a warning to your students?

Identify some big ideas and paste them in.

4. Do the resources (above) say that you need additional content?

For example, original documents, biography, definitions of vocabulary, more details on events, maps? Identify what’s needed based on standard course of study, experts, and your own knowledge. For example, you may want to add original quotations from Founders and from persons who were their sources (such as John Locke).

1. So, do a Google search. 2. Find more resources. 3. Extract quotations, concepts, rules, facts, lists, explanations, theories that you want to teach.

Here are some resources.

http://oll.libertyfund.org/index.php?option=com_content&task=view&id=1094&Itemid=332

http://press-pubs.uchicago.edu/founders/tocs/toc.html

Open the next five. [Pretend you downloaded them.]

Some big ideas in social sciences. Find a few statements that you can present to introduce the unit.

Features of Nondemocratic, Statist, Totalitarian Governments.

Quotations relevant to writing the Constitution. Many quotations of federalists, anti-federalists, and persons (Madison) who were able to partially satisfy both sides.

Writing the Constitution.

Text of the Constitution.

Find images that you can turn into Powerpoint presentations.

5. Examine the materials---both in the textbook and the NEW supplementary materials (above). See the table at the end.

What are the main KINDS of things (information) you want students to learn regarding the different strands—persons, places, etc.?

Information/knowledge of:

Facts

Lists For example, a table that compares federalists and anti-federalists.

Concepts/vocabulary

Rules: statements of how things are related, connected, caused.

Models (diagrams) and theories (a set of rules in a sequence) that explain something.

Remember: there is a procedure for teaching each kind of knowledge.

http://people.uncw.edu/kozloffm/summaryinstrdesign.doc

http://people.uncw.edu/kozloffm/Overview%20for%20301.ppt

In a history course, you want students to be able to tell a captivating and edifying story.

Underline the information in the materials, or take notes, or copy and paste smaller chunks into a new document.

Label them as to type of knowledge, so that you know HOW to teach each one.

6. Arrange the materials (paragraphs, sections, chapters) in

the textbook and/or supplements in a logical sequence.

Think of what you want students to do at the END (the terminal objective). And then work backwards----What prior knowledge is needed to learn the last chunk, the second to last chunk, the third to last chunk? Then ask, What is a good way to START the unit? BIG IDEAS!!!

You don’t have to follow the sequence in a textbook. Some sections might be better if they came earlier or later.

Nor do you have to cover everything. Cover DEEPLY, thoroughly.

Also, think of one or more objectives for the information in each chunk. What do you want students to DO after the information is presented?

a. Repeat information.

b. Define concepts/vocabulary: accurately (acquisition), accurately and fast (fluency), students apply to or invent new examples (generalization), after time has gone by (retention.

c. State three problems of ……

d. Compare and contrast….

e. Summarize the…. [Could be a list.]

f. Explain… Use a set of rules (If,…then…) backed up by facts (“And X did happen.”).

Again, remember that there are four phases of mastery. First they have to “get it” (acquisition). Then teach them to generalize or apply knowledge (respond to, identify, solve, explain) new examples (generalization). Then teach them to go faster (define a list of vocabulary words; solve problems (fluency). And each lesson, review a sample of what has been taught earlier (retention). Correct all errors and if needed reteach any weak

knowledge.

7. Add scaffolding.

Check this…http://people.uncw.edu/kozloffm/How%20to%20Use%20These%20Documents.htm

a. Make a syllabus for the whole course. Week/topic/tests

http://people.uncw.edu/kozloffm/wholecoursesyllabusUSHistory.doc

b. Make weekly chart, with column for each day: topic, vocabulary/big ideas with objectives,

activities/projects, tests. Review each day to prepare class.

http://people.uncw.edu/kozloffm/CivicsTimelineFal07.xls

c. Make glossary that accompanies weekly chart. Hand out right before use; e.g., when reading chart for the day or week.

http://people.uncw.edu/kozloffm/Glossary%20for%20D%20o%20I.doc

d. Make guided notes that accompany daily column on weekly chart.

http://people.uncw.edu/kozloffm/guidednoteshistorycourse.doc

e. Make handouts that list what to review. State WHAT to know for each item; that is, objectives.

http://people.uncw.edu/kozloffm/Testreviewnotes2.doc

f. Teach students to make the format for, and to use Cornell note taking. Guided Notes with the Cornell Note-Taking Method ****

http://people.uncw.edu/kozloffm/CornellNoteSystem.pdf

http://people.uncw.edu/kozloffm/CornelNotesPlain.pdf

http://people.uncw.edu/kozloffm/CornellNotesGraph.pdf

g. Powerpoint presentations http://people.uncw.edu/kozloffm/persian1.ppt

8. Introduce each section by having students read the guided notes with you. Call on individuals to read SOME of the chunks/objectives to get them involved. [This does not apply as much to math texts with naïve students.]

“Gordon. Quotations from Locke, please….. What does he mean by….? John?”

9. Initially, teach students HOW to make sense of text---using, model-lead-test/check/verification.

a. YOU read an objective from the guided notes and show them how to find the relevant chunk of information in the text or on a PPT slide.

For example, one objective might be to cite the Founders’ considerations when they wrote the Constitution. Show students

(1) WHERE the information is; e.g., in a computer doc).

(2) How to READ the doc and extract information.

(3) How to compare and contrast, summarize, or show connections by making tables, lists, and diagrams.

“I’ll show you how to find the main points in this quotation from Jefferson….

Now I make a list. Let’s call it ‘Founders’ Fears for the New Government.’” I put Jefferson’s point on the list… Now I see what John Adams has to say about it…” etc.

(4) How to ask and answer comprehension questions about the information. This is an acquisition test.

“Now, what were the fears of the Founders for a new government. Let me remember them….”

10. YOU model this little routine (#9) several times. When it seems that students get the routine (# 9 above), have THEM do the reading and YOU test after each chunk, and later after a series of chunks. [delayed acquisition test]

T = Teacher. S = Student

T. “What’s the next objective on our guided notes?”

S. “Identify main features of the Battle at Marathon, page 176.”

T. “Everybody, read page 176. Jane, you read out loud. I’ll ask questions and you all take notes on the answers. Jane, go.”

J. “In September of 490 BC a Persian armada of 600 ships disgorged an invasion force of approximately 20,000 infantry and

cavalry on Greek soil just north of Athens.”

T. “Everybody. What was the date?”

S. “September, 490 BC.”

T. “Write it.”

T. “An armada is a fleet of ships. How many Persian infantry and cavalry?”

S. “20,000.”

T. “Correct, 20,000.”

T. “Everybody. Where did they land?”

S. “Just north of Athens.”

J. “Their mission was to crush the Greek states for supporting the Ionian Greeks to the east, who had revolted against Persian rule.”

T. [Show Ionian colonies on map.] “What had the Ionian Greeks done?”

S. “Revolted against Persian rule?”

T. “Why did the Persians invade?”

S. “Because the Greeks helped the Ionians.” “To crush them as punishment.”

J. “Athens mobilized 10,000 hoplite warriors to defend their territory. The two armies met on the Plain of Marathon twenty-six miles north of Athens. The flat battlefield surrounded by hills and sea was ideal for the Persian cavalry. Surveying the advantage that the terrain and size of their force gave to the Persians, the Greek generals hesitated.

J. “One of the Greek generals - Miltiades - made a passionate plea

for boldness and convinced his fellow generals to attack the Persians. Miltiades ordered the Greek hoplites to form a line equal in length to that of the Persians. Then - in an act that his enemy believed to be complete madness - he ordered his Greek warriors to attack the Persian line at a dead run. In the ensuing melee, the middle of the Greek line weakened and gave way, but the flanks were able to engulf and slaughter the trapped

Persians. An estimated 6,400 Persians were slaughtered while only 192 Greeks were killed. [Show slide of battle.]

Then give a review/delayed acquisition test of everything you taught and tested above.

You can also ask generalization and probe questions.

“What might have happened if the Greeks lost at Marathon?”

“Why do you think the Greeks won so easily?” [This leads to later chunks on weapons and armor, phalanx combat, Greek virtues, and Greek independence.]

http://qa.perl.org/phalanx/history.html

http://en.wikipedia.org/wiki/Hoplite

11. Later still, students can both read, ask questions, and do Powerpoint presentations. At this point, the format is more like a group discussion.

12. Make sure to cover not just acquisition of new knowledge, but also fluency, generalization, and retention.

a. Fluency. Fast question and answer on facts and definitions. Fast worksheets. Teacher-class, peers.

b. Generalization. Have students apply concepts and rule and theories/models to other situations.

“How are the Spartans like the Marines?”

“How does the Greek panoply compare with the modern infantry panoply?”

“Compare the reaction of many Americans to the attack on 9/11 to the invasion of Greece by Darius I.”

c. Retention. Cumulative review (weekly at least) of what was covered earlier, with emphasis on more recent information.

13. Make sure to have discussion and to develop assignments that strategically integrate much of the information learned.

Preparing the Presentation

Outline of logical sequence of chunks/tasks to teach. What is the terminal objective---what will students do when all the chunks are done? What activity integrates all the chunks of information? BACK UP from the end. Each earlier chunk/task prepares for the next.

Task 1. Overview of Bill of Rights

Task 2. Big ideas about government

Task 3. Nondemocratic forms of government.

Task 4. Ideas and statements of Founders who influenced writing the Constitution.

Task 5 Process of writing the Constitution and Bill of Rights

Task 6 Close examination of Bill of Rights

Task 7.

Task 8.

Task 9.

Task 10.

How to Teach Each Task/Chunk

Task 1. Overview of the Bill of Rights

a. Materials. For example, (1) quotations (e.g., from original documents); (2) expository text (e.g., sections from textbook; sections from internet documents). Paste in or give page numbers from separate documents you and students will read from.

Put each article/amendment in PPT.

ARTICLE I.Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

http://www.usconstitution.net/xconst_Am1.html Has definitions and commentary.

ARTICLE II.A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms shall not be infringed.http://www.usconstitution.net/xconst_Am2.html

ARTICLE III. No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.http://www.usconstitution.net/xconst_Am3.html

ARTICLE IV.The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.http://www.usconstitution.net/xconst_Am4.html

ARTICLE V.No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

http://www.usconstitution.net/xconst_Am5.html

ARTICLE VI.In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.

http://www.usconstitution.net/xconst_Am6.html

ARTICLE VII.In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by

jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.

http://www.usconstitution.net/xconst_Am7.html

ARTICLE VIII.Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

http://www.usconstitution.net/xconst_Am8.html

ARTICLE IX.The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.

http://www.usconstitution.net/xconst_Am9.html

ARTICLE X.The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.

http://www.usconstitution.net/xconst_Am10.html

LCopyright © 2002-2009 The Claremont Institute. Technical problems may be brought to the attention of the webmaster.

b. Knowledge to be learned from the chunk of material. Objectives. What will students do when they acquire the knowledge? Immediate tests. Delayed tests.

Facts. 1. When Bill was ratified/added---December 25, 1791. Students state 3 facts about 2. Bill of Rights is first 10 amendments. Bill of Rights 3. Bill of Rights represents concession to anti-federalists and to “common” persons who feared strong central government.

Lists. Some of the rights in the Bill Students list 7 rights.

Concepts. Definitions; examples; nonexamples. establishment, Teacher says vocabulary word, assemble, well regulated, Militia, capital, indictment, Grand Jury, student gives definition twice put in jeopardy, due process of law, trial by jury, excessive bail, cruel and unusual punishments, deny or disparage, delegated

Rule-relationships. And examples. Nothing relevant

Routines: solutions, explanations, theories, time sequences. Nothing relevant

c. Presentation of material. Script it. What are you going to say to get across and to test EACH bit of knowledge? Remember,

Gain attention.

Frame.

Model, or presentation. (1) PPT. (2) You read text, and ask questions. (3) Students read text, and you ask questions. (4) Students read text and ask their own questions.

Lead. Students read with you?

Test. Ask questions relevant to objectives.

Verification.

Elaboration. Implications, relevance, questions raised.

Bridge to next chunk.

[Chunks of information will be on a PPT. The (teacher, students as a group, one student called on) reads each slide. Teacher then asks questions (immediate acquisition test). Students take notes in

their Guided Notes.]

a. Facts. “First, some facts about the Bill of Rights. Make sure you take notes in your Guided Notes.

“First fact. The Bill of Rights was ratified, and added to the Constitution on December 15, 1791. Ratified means approved by the states.

“Let’s make sure you got that. When was the Bill of Rights ratified?….

“Second fact. The Bill of Rights is the first 10 amendments.

Test. …..

“Third fact. The Bill of Rights represents a concession to the Anti-federalists and to common persons, who were afraid that without specified rights of citizens, and specified limits to government power, the new republic would become corrupt and tyrannical.

Test. ….

Delayed acquisition test. “What are the three facts about the Bill of Rights?”

b. Read each amendment.

Frame. “Now, let’s look at each amendment in the Bill of Rights. Try to remember each right that is enumerated or stated.

[Show slide for each amendment, or article. Teacher or students read the first time. Then students read each amendment silently. Define vocabulary words.]

ARTICLE I.Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

“Establishment of religion means endorse a religion. For example, the government can’t claim that Catholicism will be the national religion. It can’t establish Catholicism as a national religion.

Test. So, can the government say that everyone has to be [Baptist, Muslim, Hebrew]? No.

Why not?

Because that would be establishing or endorsing a religion.

[Do the remaining vocabulary words in the amendment.]

[Move to the next amendment. Do all.]

Delayed acquisition test.

1. Rights.“Let’s see how many rights you remember. Let’s make a list. Think….Go.” “Let’s see how many facts you remember. …”

“Give me one right……Matthews. Now!”

2. Define concepts. “Okay, let’s see if you remember the definitions of our concepts. First concept: establishment of religion. … Annis.”

3. Facts. “Let’s see if you remember our 3 facts. One fact…. Wes!..

Bridge to next Task. “Okay, now you know some vocabulary and some of YOUR rights and the limits of what government can DO in THIS society. Why is an enumeration and state ratification of a Bill of citizen Rights and of government limitations important? There are four reasons.

1. Citizens know their rights. Citizens, not subjects. The People are sovereign.

2. Citizens know the limits of government. What government can’t do.

3. Citizens can judge the propriety, legitimacy, constitutionality of proposed and passed laws and regulations.

4. The judgment that proposed and passed laws and regulations are unconstitutional can instigate opposition: letters, petitions, assembly, marches, voting, opposition parties, passive resistance (taxes, off the grid), armed insurrection.

But, citizens must read and interpret the Bill of Rights as the Founders meant it. And THAT is what WE are going to do.

But first, WHY DO WE NEED A BILL OR RIGHTS, ANYWAY? What are some lessons of history about government---about people’s rights--about government power---THAT TELL US THAT A Bill of Rights is essential.

Task 2. Big ideas regarding government

a. Materials. For example, (1) quotations (e.g., from original documents); (2) expository text (e.g., sections from textbook; sections from internet documents). Paste in or give page numbers from separate documents you and students will read from.

b. Knowledge to be learned from the chunk of material. Objectives. What will students do when they acquire the knowledge? Immediate tests. Delayed tests.

Facts. Nothing relevant

Lists. Nothing relevant

Concepts. Definitions; examples; nonexamples. Objectives

Rule-relationships. And examples. The big ideas here are Students repeat big ideas. rules. “If,…then…”

Extract big ideas from document; paste into PPT; read each one; elaborate or give examples; test (student repeat)

Frame: “Comrades, history is complicated. So many things happening; so many persons and groups involved; civilizations rising and falling; wars followed by more wars; hardly any periods of peace; one group enslaving another group; slaves rising up and taking power; former slaves then enslaving others. What is the BIG pictures? HERE are some ideas that will make it simpler.”

“Here’s one big idea. [On PPT?]

“Persons and groups that seek total control of a society usually claim that they rule on the basis of the Will of the People, and that they strive only to serve The People…. They promise utopias (inter-group harmony, peace, economic development) but invariably provide hell.

So, when you hear leaders promising…., you might take that as a warning….

“If a group or person wants not just to influence a society, but to change it totally, this means they will have to gain maximum control. To do this, they are going to have to get the support of the people. Now why would the people support such control unless they thought they would get something really BIG out of it? They wouldn’t. So, persons who seek total control promise all sorts of BIG benefits. And the people are fooled by this. What’s the lesson of history? Don’t be fooled by promises and the ideals of a ruler or candidate. Ask what it’s going to cost.”

ADD A FEW MORE, WITH COMMENTARY….

Test questions might be:

“What are some things that groups or persons promise they will deliver if the people let them rule?”

“What should people be wary of when they listen to political speeches?”

Now do a few more…

Routines: solutions, explanations, theories, time sequences. Nothing relevant

c. Presentation of material. Script it. What are you going to say to get across and to test EACH bit of knowledge? Remember,

Gain attention.

Frame.

Model, or presentation. (1) PPT. (2) You read text, and ask questions. (3) Students read text, and you ask questions. (4) Students read text and ask their own questions.

Lead. Students read with you?

Test. Ask questions relevant to objectives.

Verification.

Elaboration. Implications, relevance, questions raised.

Bridge to next chunk.

Task 3. Nondemocratic states---nonexample of democracy

a. Materials. For example, (1) quotations (e.g., from original documents); (2) expository text (e.g., sections from textbook; sections from internet documents). Paste in or give page numbers from separate documents you and students will read from.

Facts. Nothing relevant

Lists. Things that can happen (features of) nondemocratic, Students list and give examples of authoritarian, totalitarian, statist political systems 7 features: e.g., concentration of power in a party or person; absolute power (control of courts, military, police in service of power); control of education, religion, economic system; removal of dissent via murder, genocide, imprisonment.

Concepts. Definitions; examples; nonexamples. Teacher states word, students give authoritarian http://www.answers.com/topic/authoritarianism definition, with

examples.

totalitarian http://www.answers.com/topic/authoritarianism http://www.answers.com/topic/totalitarianism

fascism. http://www.econlib.org/library/Enc/Fascism.html

dictatorship http://www.answers.com/topic/authoritarianism

statism http://www.thefreedictionary.com/statism

a. Teach concepts.

For example,

Frame: “Okay, Comrades. Let’s learn some vocabulary to describe political systems whose object is to enslave a population. First concept: authoritarian….

b. Features of nondemocratic systems.

Copy And paste some statements and pictures from http://people.uncw.edu/kozloffm/soviet.doc

Perhaps begin with

If .... if... We didn't love freedom enough. And even more - we had no awareness of the real situation... We purely and simply deserved everything that happened afterward."

[Aleksandr I. Solzhenitsyn, The Gulag Archipelago, 1973.]

Frame: “Boys and girls, here is what can happen when people take freedom and a constitutional republic for granted. What you are about to see is not rare. In fact, it is far more common and longer lasting than freedom and the kind of government we now have.”

Test questions. “List the kinds of things that statist,

b. Knowledge to be learned from the chunk of material. Objectives. What will students do when they acquire the knowledge? Immediate tests. Delayed tests. Facts.

Lists.

Concepts. Definitions; examples; nonexamples.

Rule-relationships. And examples.

Routines: solutions, explanations, theories, time sequences.

c. Presentation of material. Script it. What are you going to say to get across and to test EACH bit of knowledge? Remember,

Gain attention.

Frame.

Model, or presentation. (1) PPT. (2) You read text, and ask questions. (3) Students read text, and you ask questions. (4) Students read text and ask their own questions.

Lead. Students read with you?

Test. Ask questions relevant to objectives.

Verification.

Elaboration. Implications, relevance, questions raised.

Bridge to next chunk.

Task 4. Ideas of Founders---quotations.

a. Materials. For example, (1) quotations (e.g., from original documents); (2) expository text (e.g., sections from textbook; sections from internet documents). Paste in or give page numbers from separate documents you and students will read from.

b. Knowledge to be learned from the chunk of material. Objectives. What will students do when they acquire the knowledge? Immediate tests. Delayed tests. Facts.

Lists.

Concepts. Definitions; examples; nonexamples.

Rule-relationships. And examples.

Routines: solutions, explanations, theories, time sequences.

c. Presentation of material. Script it. What are you going to say to get across and to test EACH bit of knowledge? Remember,

Gain attention.

Frame.

Model, or presentation. (1) PPT. (2) You read text, and ask questions. (3) Students read text, and you ask questions. (4) Students read text and ask their own questions.

Lead. Students read with you?

Test. Ask questions relevant to objectives.

Verification.

Elaboration. Implications, relevance, questions raised.

Bridge to next chunk.

Task 5. Writing Constitution and Bill of rights--process

a. Materials. For example, (1) quotations (e.g., from original documents); (2) expository text (e.g., sections from textbook; sections from internet documents). Paste in or give page numbers from separate documents you and students will read from.

b. Knowledge to be learned from the chunk of material. Objectives. What will students do when they acquire the knowledge? Immediate tests. Delayed tests. Facts.

Lists.

Concepts. Definitions; examples; nonexamples.

Rule-relationships. And examples.

Routines: solutions, explanations, theories, time sequences.

c. Presentation of material. Script it. What are you going to say to get across and to test EACH bit of knowledge? Remember,

Gain attention.

Frame.

Model, or presentation. (1) PPT. (2) You read text, and ask questions. (3) Students read text, and you ask questions. (4) Students read text and ask their own questions.

Lead. Students read with you?

Test. Ask questions relevant to objectives.

Verification.

Elaboration. Implications, relevance, questions raised.

Task 6. Close reading of Bill of Rights

a. Materials. For example, (1) quotations (e.g., from original documents); (2) expository text (e.g., sections from textbook; sections from internet documents). Paste in or give page numbers from separate documents you and students will read from.

b. Knowledge to be learned from the chunk of material. Objectives. What will students do when they acquire the knowledge? Immediate tests. Delayed tests. Facts.

Lists.

Concepts. Definitions; examples; nonexamples.

Rule-relationships. And examples.

Routines: solutions, explanations, theories, time sequences.

c. Presentation of material. Script it. What are you going to say to get across and to test EACH bit of knowledge? Remember,

Gain attention.

Frame.

Model, or presentation. (1) PPT. (2) You read text, and ask questions. (3) Students read text, and you ask questions. (4) Students read text and ask their own questions.

Lead. Students read with you?

Test. Ask questions relevant to objectives.

Verification.

Elaboration. Implications, relevance, questions raised.

Bridge to next chunk.

Each article/amendment in PPT

LOTS of commentary here on each amendment http://tcnbp.tripod.com/webguid.htm#Amendment 1

ARTICLE I.Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

http://www.usconstitution.net/xconst_Am1.html

ARTICLE II.A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms shall not be infringed.http://www.usconstitution.net/xconst_Am2.html

ARTICLE III. No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.http://www.usconstitution.net/xconst_Am3.html

ARTICLE IV.The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.http://www.usconstitution.net/xconst_Am4.html

ARTICLE V.No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

http://www.usconstitution.net/xconst_Am5.html

ARTICLE VI.In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been

previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.

http://www.usconstitution.net/xconst_Am6.html

ARTICLE VII.In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.

http://www.usconstitution.net/xconst_Am7.html

ARTICLE VIII.Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

http://www.usconstitution.net/xconst_Am8.html

ARTICLE IX.The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.

http://www.usconstitution.net/xconst_Am9.html

ARTICLE X.The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.

http://www.usconstitution.net/xconst_Am10.html