First & Second Continental Congress - Research

First & Second Continental Congress - Research

Author(s):
Danielle Traphagan

Grade Level:
9th Grade United States History

Timeframe:
One 90 minute block

Lesson Description or Explanation
Students will conduct research for varied presentation modes chosen by students of the First and/or Second Continental Congressional Conventions. They will conduct research using primary and secondary sources, write abstractions, and eventually present research.

Indiana Curricular Standards
USH.9.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past.

USH.9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.

ISTE Standards
Research and Information Fluency

Critical Thinking, Problem Solving, and Decision Making

Assessments - Formative/Summative
Formative Assessment: Whole group discussion during review of finding trusted websites and description of First and Second Congressional Conventions.

Summative Assessment: Exit Card - Abstractions of analysis of primary and secondary sources located on the Internet.

Prior Knowledge
Curricular Knowledge or Skills: Students will already be able to differentiate between the three branches of government, to explain democracy, and chronologically list and define the founding of the United States federal government.

Technology Knowledge: Students will already be familiar with using the computer and accessing the Internet.

Technology
Internet Resources: pbs.org; loc.gov; usa.gov; gpo.gov; whitehouse.gov; loc.gov; Google Translate and translation.paralink.com/

Hardware: Computer w/Internet, Projector with Laptop for instructor demonstrations.

Software: Microsoft Office

Procedure
Day One:
1. Instructor will briefly review what trusted websites are and how to find them. (10 min)

2. Instructor will then briefly review U.S. government websites and how to find primary and secondary sources on the Internet. (10 min)

3. Then instructor will discuss how to analyze primary sources. (15 min)

4. Instructor will formatively assess what students already know about the First and Second Continental Congressional Conventions. (15 min)

5. Students will take a 5 min break.

6. Finally, instructor will provide instructions for assignment. This will be provided verbally and in hard copy form for all learners. Time will be given for student questions and concerns. (15 min)

• Students put into groups chosen by instructor.
• Students choose role either as a First Congressional Delegate, Second Congressional Delegate or MP (Member of Parliament of England).
• Students given directions for final presentation based on individual role.
o Final Presentations will be based on group-teacher discussions. They can range from essays to videos. This part of the unit will occur on different days; not a part of this lesson.

7. Students will locate and analyze primary documents referring to the proceedings of the First and Second Continental Congress Conventions. (20 min)

8. Students will turn in abstractions of all websites analyzed for presentation.

Day Two:
1. Instructor will hold whole group discussion on current research development/progress – how far have students gone in research, questions accrued during research, topics/ideas for further research. (20 min)

2. Instructor will review how to analyze secondary sources. (20 min)

3. Students will take a 5 min break.

4. Students will continue Internet research and move onto research using books, magazines, journal articles, etc. As students continue research, instructor will hold small group “briefs” on research. (45 min)

5. Students will turn in abstractions of all secondary sources analyzed for presentation.

Later Days…
1. Students will be given time to work on project presentations in small groups in later block classes.

Differentiated Instruction

ESL ESL students will be given the option to read the websites in their native language and translating their abstracts using the following websites: Google Translate and translation.paralink.com/
ESL students will also be able to use any trusted websites in their native language (with approval from ESL/ENL and/or General Ed teacher.

Challenge/Extend
For students who need a challenge I have provided more challenging websites - loc.gov and gpo.gov. These students will also be given an alternative assignment. This assignment will be to analyze the First and Second Continental Congressional Procedures with those of today’s Congress.

Special Needs
Special Needs Students will have accommodations based on the student’s IEP. Spec Ed students will be given extra time to complete assignment, allowed auditory abstractions using a voice recorder, assistance from Reading, Language Assistance Instructors, and resources of varied reading level.