Mod 5 Strategy Application

 

Vocabulary Selection and Teaching Plan

The text I selected:

 3/5ths clause in the United States Constiution

https://constitution.congress.gov/browse/essay/artI-S2-C3-1/ALDE_00001034/

 

Instructional goal of a lesson in which I would use this text:

The students are using this source( along with other sources) to either defend or argue against the statement that the freed people were really free after the civil war.

Word or concept

Word Level

Purpose/learning task—What, specifically, do I want my students to know about the word/concept?

Strategy or approach for teaching the word

Before

During

After

Enumeration

Level 2

Understand the correlation between the census and political representation.

Frayer Model

 

During

 

 

 

 

 

Apportioned

Level 3

To see and understand the relationship between taxes and state population. Undestand why slave owners would want their slaves included in the count, but be denied other freedoms and liberties.

 

 

Frayer Model

Before

 

 

 

 

 

 

Representation

Level 2

Be able to answer the questions of what does representation mean and why is it so important( particulary in hisorical and politcal conetexts)

Use a real world example and model it with the class( I.E have an interactive activity related to school.

Before

 

 

 

 

 

 

Census

Level 2

Be aware of what it is and what its significance is.

Frayer model

Before

 

 

 

 

 

 

Direct taxes

Level 2

Explain what a tax is and specifically what a “ direct tax” in both a historical and constitutional context.

Frayer model

 

During

 

 

 

 

 

Constitutionality

Level 4

N/A

N/A

N/A

N/A

 

N/A

 

 

 

Suffrage

Level 4

N/A

N/A

N/A

N/A

 

N/A

 

 

 

.

 

 

 

 

 

 

 

 

 

 

 

 

 

Frayer Model

1. Apportioned (Level 2)

  • Definition: Divided and distributed proportionally.
  • Characteristics: Based on population; involves fair division; used in government and budgeting.
  • Examples: Congressional seats are apportioned by state population; taxes can be apportioned across regions.
  • Non-Examples: Random assignment; everyone getting the same number regardless of size.

2. Enumeration (Level 3)

  • Definition: The act of counting people, especially in a census.
  • Characteristics: Conducted every 10 years; required by the Constitution; determines representation.
  • Examples: The U.S. Census; listing all students in a class.
  • Non-Examples: Estimation; guessing population size.

4. Direct Taxes (Level 2)

  • Definition: Taxes paid directly by individuals or entities to the government.
  • Characteristics: Not passed on to others; includes property or income tax.
  • Examples: Income tax, property tax.
  • Non-Examples: Sales tax (indirect); tariffs; excise taxes.

 

6. Representation (Level 2)

  • Definition: Having someone speak or act on behalf of a group in government.
  • Characteristics: Based on population or geography; fundamental to democracy.
  • Examples: Members of Congress; student council delegates.
  • Non-Examples: Dictatorship; no vote; self-rule without elections.

7. Census (Level 2)

  • Definition: An official count of a population conducted periodically.
  • Characteristics: Happens every 10 years; determines number of House representatives.
  • Examples: 2020 U.S. Census; demographic surveys.
  • Non-Examples: Polls; guesses; tax audits.

Prefix

“ Un”

Meaning:

Not or Opposite of

Gesture:

Thumbs down

Examples:

Unconstitutional

Unequal

Unfair

Unseen

Sentence:

Denying freed black people the right to vote was unconstitutional.

 

I decided to go with a Frayer Model because it seemed the most logical one for me to use for this task. This year I taught USVA history, and if I could go back and redo anything it would be putting im more effort on the vocabulary front. Many of our students greatly struggled with the context simply due to a lack of understanding what was being asked. Yes, we provided them vocabulary sheets, but there was not direct instruction, we simply believe the the students would teach themselves. Ideally this is what would happen, but sadly in this word of technology and Chat GPT, kids want instant gratification, they don’t know/ want to student or learn they want to be given and told what to do and what the answer is. Now, I am not saying we should just give them the answers, but we can meet them halfway by using these strategies that were mentioned in the module for this week. Ideally, I would like every unit to have students complete a Frayer model for some major key vocabulary terms, but I am concerned about the time constraints and my co-teacher buying in, but it definitely gives me some food for thought. Finally, although the article I chose did not have any prefix “un” words in it, reflecting back on this year I realize just how many times I or my co-teacher used those words. Pretty much throughout the year, we were trying to get our students to reflect upon the inherent discrimination that has existed( and stills exists) in our country and determine what has been done to improve it and what more can be done. Therefore, I think it would be crucial for them to know what the “ un” prefix means.

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