Name: Chris Thomas Class: 11 th Grade US History and Government Lesson: 2 The Declaration of Independence and the American Revolution

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1 Name: Chris Thomas Class: 11 th Grade US History and Government Lesson: 2 The Declaration of Independence and the American Revolution Pre-planning information: I will be using the following resources in the classroom: projector, computer, document camera, and declaration of independence handout I will be referencing previous content including the causes of the American Revolution and the start of the war. The students will need this content knowledge to help understand the position the colonists were in when the Continental Congress adopted the Declaration of Independence. The students will have gone over previous content in the past lesson the knowledge that will be required to better understand this lesson. Students were also given a pretest on this learning segment and the results indicated that they were not able to recall what the Declaration actually said and why it was important other than declaring the US its own country. Due to the results of the pretest I will have them work in groups to interpret the declaration into their own words so that they may better understand the meaning and importance of the document. Content information: This lesson will focus on the Declaration of Independence and the American Revolution that falls chronologically between the causes of American Revolution and winning the war. This learning segment will also have students learning the process of interpreting primary source documents. In this second lesson students will be asked to interpret the Declaration of Independence by writing a section of the source in their own words and working with a group for support and to make sure that they are interpreting it correctly. In social studies it is easier to follow a chronological order so that the lessons are built upon one another. This learning segment is focused on the American Revolution, this lesson is the second of three that will focus on the revolution and it will look at the Declaration of Independence and the war and will rely on their knowledge of the causes to understand why they are declaring independence. It would be hard for students to understand the reasons for the Declaration of Independence without looking at causes of the war. In the previous lesson students learned about the policy of salutary neglect, the Proclamation of 1763, and the different Acts and taxes the British placed on the Colonies and how these events built up into violence and the start of the war. These ideas are important in understanding why colonists and the Continental Congress write the Declaration of Independence and support it the way they did. The following is New York States Social Studies Standards for teaching the Eleventh Grade US History and Government: o 11.2 CONSTITUTIONAL FOUNDATIONS ( ): Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic. (Standards: 1, 5; Themes: TCC, GOV, CIV, ECO)! 11.2b Failed attempts to mitigate the conflicts between the British government and the colonists led the colonists to declare independence, which they eventually won through the Revolutionary War. Students will investigate the purpose of and the ideas contained in the

2 Declaration of Independence. Common Core Standard: o C.C.R.S. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships between the key details and ideas. Objectives: Students will: o o Interpret information from a primary sources to the Declaration of Independence in their own words so that they will better understand the importance and significance of the document. Work as a group to rewrite a section of the Declaration of Independence into their own words and then teach the class what the section means. Language information In this lesson students will be learning how to interpret information by taking information from a primary sources and writing it in their own language. In this lesson students will also learn the historical discourse of cause and effect, with the focus being on causes, which will help them throughout this learning segment and in their future historical studies. Important vocabulary terms for this lesson include: o Cause, interpret, Declaration of Independence, Independence, Declaration Orientation/Engagement/Motivation: The desks and seating arrangement will be different then usual do to the cooperative learning task for the day. Having the seats and groups already laid out will have the students intrigued from the start of class and hopefully will help lead to engagement for the lesson. I will start of the day s lesson by reviewing the causes of the war. I will also have students define declaration and independence as the hook for the day s lesson. After students are engaged in the lesson I will introduce the day s objective and how as a class we will go about achieving it. Presentation/Explicit Instruction: I will model the process of interpreting the first few lines of the declaration into my own words why making notes and on the document and rewriting it on a separate paper. I will be using the think aloud strategy so that student can see my thought process and how I came up with my own interpretation. I will us a cooperative learning approach to engage all students with the same material. I will also check in on each student to make sure that they are on task and not struggling. I will differentiate for students by assigning them different sections of the declaration and provide them with a group for support. I will encourage students to reword their interpretation if they believe they have come up with a better interpretation.

3 Assessment: In this lesson I will use formal and informal methods of assessment to measure students understanding of the lesson. I will ask questions to check for understanding and have them hand in their rewritten declaration as a formative assessment. I will check with the pre-assessment to make sure that the students that do not already know the information have a full understanding of the new content. This lessons objective is to have students interpret information from a primary sources to gain an understanding and significance of the Declaration of Independence with their interpretations. I will collect their rewritten copy of the declaration and create a spreadsheet, in which I will make note of each correct and incorrect interpretation of the source by each student. I will then reteach any material in which a majority of students incorrectly interpreted a section. For each section that a student incorrectly interprets but the majority interprets correctly I will correct their interpretation and explain to them why it was not fully correct and how to fix it. For students that have not meet the objective I will meet with them to try and understand their reasoning for their answers and do my best to help those correct misconceptions. Closure: I will ask the students to answer the questions, What was the main reason the congress wrote the Declaration of Independence? and Did you find it hard to interpret the declaration into your own words? After the students answer the question we will have a brief discussion lead by the students to sum up the lesson as a whole. Materials Declaration of Independence, Projector, document camera, computer Lesson Script: Lesson Hook o Explain the reason for the change in desks and seating o Review Questions o Define Independence and Declaration and relate it to the students Introduce the lesson and the days goals Declaration of Independence o Introduce the declaration and explain how the jigsaw activity. o Model the process of looking reading and interpreting the declaration using a think aloud strategy and model the close reading process o Move around the room checking in with the groups to make sure that they are on task and to clear up misconceptions Class discussion o Each group will have explain to each other the different parts of the declaration with the exception of the last section

4 o As a class we will go over each section and the summaries that the groups came up with and why they are important o The class will work together through discussion to analyze the main purpose of the declaration of independence and the reasons why it was written Closure o Students will be asked to write answers to questions about the days lesson as a form of closure and hand them in as a formal assessment o This will be followed a short discussion of student answers to check for understanding as an informal assessment. o Students will be assigned the last section of the declaration for homework to practice interpreting a primary source and summarizing the section to reinforce the interpretation process while learning the content of the learning segment.

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