AI will be teaching 23 students from a 12th grade Advance Placement Civics class. They are from 17-19 years of age and have prior knowledge of United States history but do not have an understanding of the government. There are 13 girls and 10 boys who are all of the top intellectual minds in the school. These students like to do large amounts of work and are accustomed to doing large amounts of assignments. They work best when they are working alone but feel the need to talk to other peers to establish a feeling of accomplishment.

SBy the end of a week my students will be able to compare one amendment to any other amendment, contrast one amendment to any other amendment, describe the amendments, identify the amendments, and apply what they learned to their daily lives. They will accomplish this by watching videos, working in groups, presenting to the class, doing debates, listening to a song/rap, and keeping a reflection journal with a 95% accuracy

SIn order to teach this lesson I will give the students a copy of the constitution which they will be required to keep until the end of the year as well as a journal. I will then split the class into groups where they will each get an amendment 11-16. They will put a star in their journal to indicate that was the amendment they did their presentation on. Each group will look at their amendment, write down the entire wording of that amendment, and then present to the class what they have learned. In their presentation they will include the actual text, how they put that amendment in modern terms, and then create a picture to represent that amendment. After they have completed this they must stay in their groups and come up with a question to ask the class on the Facebook page set up for this class. Once they have completed that, one student must post on the page and try to stump the other members of the class. If they do, they will receive a few bonus points to their presentation. Then they will participate in a debate which they will be either a candidate, a hype person, a poster creator, a questioner or if they are in the audience they will be a critic.

UI will print off copies of the constitution and hand out journals with the students names on them. Prior to the students presenting to the class I will look over the projects to make sure they are appropriate and have the accurate information. I will also look at the Twitter accounts to make sure that they are not using inappropriate language or images on the account. I will group the children based on their ability to work together as well as making sure that everyone in the group participates. The desks will be set up in square groups and will have the supplies they need on their desks. They will use my computer and speakers for the presentation.

RI will have a question on the board which will be answered through Polleverywhere.com. The students will tell me what they know about the amendments, tell me how many they think they can name, and then tell me if there is anything they have questions. After I establish a base of where everyone is on the concepts then I will divide them into groups. I will walk around to make sure everyone participates. The blog posts will help me ensure everyone is participating and understanding the concepts.

EI will evaluate my students by looking at their journals to make sure they understand everything that they are learning, the presentations to the class, and the bell ringers that will be presented before every class. I will also evaluate by listening in the group discussions and see if there is any group which is struggling with their amendment or presentation. When students answer each other’s questions then I will know they are learning. When the students do the debate, I will be able to see if they studied the role which will help me evaluate them. The participation of the audience and their review will also help me understand their knowledge. If they post simple answers with no insight I will know they did not study and will reflect on their grade.