Teacher: Hunter Hall
Date: 11/11/20
Grade/ Subject: 7th Civics
Materials: Chromebooks, Canva
ITSE Standards:
ITSE 1: Students leverage technology to take an active role in choosing, achieving, and
demonstrating competency in their learning goals, informed by the learning sciences
ITSE 3: Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves
and others.
ITSE 4: Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions.
ITSE 6: Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Lesson Objectives: The students will work alone to create a poster detailing one of the forms of
government that we learned about during Civi
cs this semester. This should show how well they learned about the different forms of
government.
Differentiation Strategies: Students who speak English as a second language are welcome to
create their work in their native language. I will run the words through a translator to see if it
makes sense. Students who cannot communicate through a digital medium can draw out the
assignment on a computer. Students who can do neither can talk to me about the assignment and
do a verbal assessment. If students need to take extra time for the assignment, then that will be
accommodated for. Each accommodation will be based on the student’s IEP/504 Plan.
Engagement: The teacher will show a clip from the musical Hamilton, where the cast are
discussing creating the United States government. The students will want to ask themselves, “Is
this how I would create a government?” 5 minutes.
Exploration: Students will be given the time to begin working on the assignment. The
assignment will be making a poster of their favorite form of government. Big Idea questions will
be, “Why is this my favorite form of government?” “What do I like about this form of
government?” “What do I dislike about this form of government?” 5 minutes.
Explanation: Students will be given the opportunity to verbally inform the teacher of what they
want to do their poster on and why. Teachers will discuss with the students more in-depth
concepts for the students to explore with their poster. Teachers will ask pointed questions about
what the students pick out such as “why did you like that one more than the other?” These
questions are meant to illicit a response from the students not lecture the students with more
information. 10 minutes.
Elaboration: Students will make their posters and talk with the teacher as they make them.
During this discussion the students will think about what their executive (executive) branch of
the government will look like, how they will make laws (legislative), how will the people be
governed, how much say will the people have in government (autonomy/democracy), how will
the laws be enforced (judicial)? Vocabulary terms are in parenthesis. This is meant to make
students think about the role of the government in our daily lives. As part of society we must
conform to the rules and regulations as laid out by our governing bodies in order to reap the
benefits, so students should be thinking about what they think would be good rules and
regulations. 25 minutes
Evaluation: Students will be informally assessed during the course of the class as to their
understanding of the lesson. The teacher will utilize this informal assessment to help steer the
students in the correct direction or reaffirm student understanding. Students will also answer a
few questions when they submit their work online as a formal assessment. 5 minutes.
