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Instructional Day |
Description |
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Day 1
Introduction to the topic
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Put a transparency of the overview of the Northwest Ordinance of 1787. (Reference #1). Distribute a copy of the Ordinance to each student. Use guiding questions for discussion. (Why was this document important? What are the key points? ect.) Distribute the Indiana Statehood Magazine. (www.statelib.lib.in.us/www/ihb/ihb.html) Using the graphic sheet (Reference #2), compare and contrast the Memorial Bill and the Enabling Act. On the other side of the paper, write a paragraph discussing some issues that might have been important concerning the territory becoming a state and why. In addition, have the student bring a photo of themself for use in an activity tomorrow. |
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Day 2
Analyzing primary sources
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Put transparency of reference #2 on the overhead and discuss with the students. Discuss the paragraphs concerning the issues important concerning Indiana territory becoming a state. Collect papers.
Introduce the terms primary and secondary sources. Put students into small groups. Pass out question sheet (Reference #3) to the students. Discuss the directions. Have them trade their picture and analyze. When finished, share findings with class. Collect analysis sheet for grade.
Pass out other primary source documents and the “Written Documents” sheet (Reference #4). With your group, discuss and complete document sheet. |
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Day 3
Indiana territory to statehood review
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Collect the document sheets. Distribute the Indiana Statehood Magazine. www.statelib.in.us/www/ihb/inb.html
Together read and discuss pg. 3 – 5. Assign – Using the graphic sheet, (Reference #4) compare and contrast the two documents. |
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Day 4
Indiana constitution
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Compare and contrast the Memorial Bill and the Enabling Act then collect homework. Discuss importance of the picture of the Elm Tree on pg.7 (Refer to website above) Pass out “Primary Source Categories” sheet. www.nara.gov/educaton/teaching/analysis
Distribute the “What is a Constitution?” paper and discuss. Pass out a copy of the US Constitution and the Indiana Constitution of 1816. With a partner, think of at least five inquiry-based questions and find the answers.
Choose a topic for a research project. Pass out criteria and choices for this. (Reference#5). Decide on your topic by Monday. |
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Day 5
Indiana constitution
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Day 6
Research
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Conference with each student about the topic they chose. Use this time for your research project |
Day 7
Research
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Day 8
Research
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If any are finished, begin your rough draft. |
Day 9
Work on project
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Finish rough draft and work on final copy. Conference with each child to see their progress. |
Day 10
Present project
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