Beacon Lesson Plan Library
Santa Rosa District Schools
Students have a chance to create and develop their own nations or islands, and make decisions about finance, economy, defense, and even the flags.
The student uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain.
-Materials for visual aid supplied by students
-Copy of [The Iroquois Constitution], [The Declaration of Independence], and “Letters from an American Farmer” in text [The American Experience], 2nd edition, Prentice Hall, 1991
1. Locate the reading selections listed in the supplementary assignment of the Procedures. If needed, both [The Iroquois Constitution] and [The Declaration of Independence] can be located at University of Oklahoma's College of Law Website (www.law.ou.edu/hist). This site displays a chronology of U.S. historical documents. [The Iroquois Constitution] may be found under the Pre-Colonial section, while [The Declaration of Independence] is located under the 18th Century section, 1775-1800. “Letters from an American Farmer” is located in the text [The American Experience], 2nd edition, Prentice Hall, 1991.
2. Prepare a discussion on the purpose of each document read from various nations (optional).
3. Make copies of the New Nation assignment sheet and the Evaluation Checklist for New Nation for each student. (See Associated File)
SUPPLEMENTARY ASSIGNMENT: Although this reading is not necessary for this project, it may serve as a learning tool.
1. As a class, students need to read the following selections: [The Iroquois Constitution], [The Declaration of Independence], and “Letters from an American Farmer.”
2. Discuss and review to make sure students understand the purpose of each document. (Note: [The Iroquois Constitution] detailed the type of leader and citizen one should be, how to create peace, etc. The purpose of [The Declaration of Independence] was to be independent from British control. “Letters from an American Farmer” was a written advertisement for the new land.)
3. Start a discussion on symbols of [The Iroquois Constitution], such as the great tree, antlers, fires, etc.
1. Ask students what symbols we have for our country today (e.g., the eagle, Uncle Sam, the Libery Bell, our flag).
2. Discuss with the students that a country's flag is an international symbol to represent a nation. Ask students why the American flag looks the way it does? What flags of other countries do the students know represent something?
1. Explain that they have a chance to create their own new nations, much like the individuals who shared in creating America.
2. Ask students to brainstorm qualities of a good leader, as well as problems in America.
3. Pass out the New Nation assignment sheet and discuss all phases of the instructions. (See Associated File)
4. Go over the requirements of the essay and the Evaluation Checklist for New Nation. (See Associated File)
5. OPTIONAL: (Depending on if you read above selections) Discuss with students that while this is their own nation, they need to take into consideration what the passages they read prior to this assignment stated about leadership, how they described the new nation, etc. to gain attention of fellow individuals seeking a new country.
6. Explain to students that their New Nation should be in essay form and to refer back to their brainstorming as a guide.
7. The drafts of their New Nation should be due three days from the time you pass it out to students. Tell students that you are giving them two class periods to work on the ideas and they are welcome to bring in materials for visual aids and work on it in class. However, if students do not get finished in the designated time, they are to finish out of class.
8. Presentations should be made on the third day.
Assess students' projects using the checklist in the associated file.