Social Studies Lesson Plan (2) - Reading lesson for Unit 1

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Enlightened Government ‖ Reading the Declaration of Independence Goals Objectives Students will be able to summarize the Declaration of Independence. Students will be able to infer the motives of the Founding Fathers based upon the Declaration of Independence. California State Content Standards 11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence. 1. Analyze the ideological origins of the American Revolution the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights the debates on the drafting and ratification of the Constitution and the addition of the Bill of Rights. Common Core Literacy Standards 1 CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source provide an accurate summary that makes clear the relationships among the key details and ideas. 2 CCSS.ELA-LITERACY.RH.11-12.5 Analyze in detail how a complex primary source is structured including how key sentences paragraphs and larger portions of the text contribute to the whole. 3 CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources both primary and secondary into a coherent understanding of an idea or event noting discrepancies among source Driving Historical Question What were the driving ideological reasons behind why the colonists and founding fathers wanted to separate from Great Britain What did the Declaration of Independence state Lesson Introduction Anticipatory Set/Hook/Accessing Prior Knowledge ‖ Time: 5 mins Students will receive a handout for the lesson. At the top of the hound out there will be two context clue questions describing the founding fathers from two points of view. Students will have a 3 rd anticipatory question asking them to state what the Declaration of Independence is about. After the questions are answered the teacher will call on students to discuss what they answered for the third question. Vocabulary Content Language Development ‖ Time: 10 mins during group discussions

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Dissolve. Impel self-evident endowed unalienable Rights deriving Prudence usurpations evince Despotism assent inestimable dissolutions convulsions hither appropriations tenure jurisdiction Civil unwarrantable magnanimity consanguinity Content Delivery Method of Instruction ‖ Time: 15 mins for paraphrasing. 20 mins for presenting Lesson begins with the standard greeting to the class and displaying of the agenda and the objectives for the day. Before the lesson starts pass out the handout of the reading to every student. Teacher will have the students individually complete the anticipatory questions at the start of the reading in order to set the stage for the primary source reading. Break the students into groups of 4. Groups should be made with some of the strongest readers in each group to serve as a minor scaffold for striving readers. Assign each group one of the segments of the Declaration of Independence. The goal of the lesson is to summarize the Declaration of Independence to know what it contains and what it’s about and it will be done via a jigsaw reading. Assign each group to paraphrase their assigned portion of the Declaration. While they are doing this make sure to monitor them and to assist with some of the difficult vocabulary within this lesson. The support should focus on the vocabulary and not the meaning of the whole passage. Call each group up to the front of the class one at a time. Read their assigned passage aloud to the class. Then their group will tell the class their paraphrased version which the class will write down. Use guided questions to address any of the key elements they may have missed from their paraphrasing. When each group is finished each student will individually read their now-paraphrased Declaration notes. Ask them to answer the final two questions of the handout as Closure. The teacher provides their own summary after the students to reiterate the lesson. Student Engagement Critical Thinking Student Activities ‖ Time: 35 mins Students will receive the reading handout for the day’s lesson. Students will individually complete the three anticipatory questions at the start of the lesson. A small numbers of students will also answer the third question orally when prompted. Students will receive the instructions for the reading lesson. The teacher will break them into groups of four and assign them the passage that they will paraphrase in a jigsaw activity. The groups will read the passage aloud and collaborate in order to understand the texts meaning. They will then paraphrase the passage and write it on the handout. This is the first segment of the body of the lesson.

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For the second segment each group will sequentially go in front of the class. The teacher will either read the passage themselves or ask for volunteers from the group. The students will then read their own paraphrased passages which the other students will write down or provide their own paraphrasing of the paraphrase. Once all the passages are paraphrased and written down students will individually read the “new” paraphrased Declaration of independence and answer the two closure focus questions. They will summarize the Declaration of Independence and write down five grievances that are listed within in order to meet the objectives. Lesson Closure ‖ Time: 5 At the end of the lesson students will be asked to summarize the Declaration of Independence. They will use the paraphrased paragraphs they used in the body of the lesson to piece that summary together. Students should be able to succinctly outline the main ideas of the Declaration in that summary. Students will be also asked to identify five grievances against the British government that are contained within the Declaration. Assessments Formative Summative 1 Entry level formative assessment – anticipatory set. Students will answer the two context clues questions and the initial question on the guided reading handout which informally assesses previous knowledge. The questions are designed to see what students misconceptions about the declaration of independence and the founding fathers are. It also functions as a hook to the reading of the Declaration. It only changes instruction in that it allows students to become aware of their own misconceptions or misunderstandings. 2 Progress monitoring formative assessment – Paraphrased presentation. Students will do a present their jigsaw portion of the Declaration to the class. If they are unable to do so I can ask informal guiding questions to assist them in parsing the text as well as providing any information they might have missed. 3 Summative – Students will briefing summarize on their handout what the Declaration of Independence said. This will assess whether they reached the main target of the lesson. Should students still not be able to summarize the Declaration. Accommodations for English Learners Striving Readers and Students with Special Needs 1 Groups will be organized to provide support for ELs. Stronger readers will be placed in separate groups and ELs will be placed with other bilinguals. 2 Vocabulary will be stressed during the group discussions as well as during each individual passage reading. 3 Information will be presented via handout via presentation as well as verbally. 4 Students will both speak the information and groups as well as write it individually. 5 Pre-reading strategies will help break down information for striving readers. 6 Jigsaw chunking and paraphrasing will prevent striving readers from being overwhelmed by an older form of English.

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Resources Books Websites Handouts Materials Reading Handout listed below. Overhead Projector.

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Name:_______________________________________________________ 1 Context Clue Questions: What group do these phrases describe a. Patriots Enlightened American signed the Declaration of Independence started the most powerful nation on Earth freedom fighters unity. ________________________________________________________________ b. Traitors radical violent caused the death of thousands signed a manifesto which overthrew the government created an empire which enslaved and conquered people treasonous ________________________________________________________________ 2 Why do you think the Declaration of Independence was written ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Activity Instructions: In the box to the right of your group’s assigned excerpt summarize the key points in your own words. Use other groups’ paraphrases for the other boxes. Example: IN CONGRESS JULY 4 1776 The unanimous Declaration of the thirteen united States of America When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth the separate and equal station to which the Laws of Nature and of Natures God entitle them a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. When it comes time for a group to break away its oppressors and become independent explaining the reasons behind this decision is the right thing to do.

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EXCERPT 1 We hold these truths to be self-evident that all men are created equal that they are endowed by their Creator with certain unalienable Rights that among these are Life Liberty and the pursuit of Happiness. — That to secure these rights Governments are instituted among Men deriving their just powers from the consent of the governed — That whenever any Form of Government becomes destructive of these ends it is the Right of the People to alter or to abolish it and to institute new Government laying its foundation on such principles and organizing its powers in such form as to them shall seem most likely to effect their Safety and Happiness. EXCERPT 2 Prudence indeed will dictate that Governments long established should not be changed for light and transient causes and accordingly all experience hath shewn that mankind are more disposed to suffer while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations pursuing invariably the same Object evinces a design to reduce them under absolute Despotism it is their right it is their duty to throw off such Government and to provide new Guards for their future security. — Such has been the patient sufferance of these Colonies and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations all having in direct object the establishment of an absolute Tyranny over these States. To prove this let Facts be submitted to a candid world.

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EXCERPT 3 He has refused his Assent to Laws the most wholesome and necessary for the public good. He has forbidden his Governors to pass Laws of immediate and pressing importance unless suspended in their operation till his Assent should be obtained and when so suspended he has utterly neglected to attend to them. He has refused to pass other Laws for the accommodation of large districts of people unless those people would relinquish the right of Representation in the Legislature a right inestimable to them and formidable to tyrants only. He has called together legislative bodies at places unusual uncomfortable and distant from the depository of their Public Records for the sole purpose of fatiguing them into compliance with his measures. He has dissolved Representative Houses repeatedly for opposing with manly firmness his invasions on the rights of the people. He has refused for a long time after such dissolutions to cause others to be elected whereby the Legislative Powers incapable of Annihilation have returned to the People at large for their exercise the State remaining in the mean time exposed to all the dangers of invasion from without and convulsions within. EXCERPT 4 He has endeavoured to prevent the population of these States for that purpose obstructing the Laws for Naturalization of Foreigners refusing to pass others to encourage their migrations hither and raising the conditions of new Appropriations of Lands. He has obstructed the Administration of Justice by refusing his Assent to Laws for establishing Judiciary Powers. He has made Judges dependent on his Will

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alone for the tenure of their offices and the amount and payment of their salaries. He has erected a multitude of New Offices and sent hither swarms of Officers to harass our people and eat out their substance. EXCERPT 5 He has kept among us in times of peace Standing Armies without the Consent of our legislatures. He has affected to render the Military independent of and superior to the Civil Power. He has combined with others to subject us to a jurisdiction foreign to our constitution and unacknowledged by our laws giving his Assent to their Acts of pretended Legislation: For quartering large bodies of armed troops among us: For protecting them by a mock Trial from punishment for any Murders which they should commit on the Inhabitants of these States: For cutting off our Trade with all parts of the world: For imposing Taxes on us without our Consent: For depriving us in many cases of the benefit of Trial by Jury: For transporting us beyond Seas to be tried for pretended offences: EXCERPT 6 For abolishing the free System of English Laws in a neighbouring Province establishing therein an Arbitrary government and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies For taking away our Charters abolishing our most valuable Laws and altering

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fundamentally the Forms of our Governments: For suspending our own Legislatures and declaring themselves invested with power to legislate for us in all cases whatsoever. He has abdicated Government here by declaring us out of his Protection and waging War against us. EXCERPT 7 He has plundered our seas ravaged our coasts burnt our towns and destroyed the lives of our people. He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death desolation and tyranny already begun with circumstances of Cruelty Perfidy scarcely paralleled in the most barbarous ages and totally unworthy the Head of a civilized nation. He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country to become the executioners of their friends and Brethren or to fall themselves by their Hands. He has excited domestic insurrections amongst us and has endeavoured to bring on the inhabitants of our frontiers the merciless Indian Savages whose known rule of warfare is an undistinguished destruction of all ages sexes and conditions. EXCERPT 8 In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant is unfit to be the ruler of a free people. Nor have We been wanting in attentions to

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our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity and we have conjured them by the ties of our common kindred to disavow these usurpations which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must therefore acquiesce in the necessity which denounces our Separation and hold them as we hold the rest of mankind Enemies in War in Peace Friends. EXCERPT 9 We therefore the Representatives of the united States of America in General Congress Assembled appealing to the Supreme Judge of the world for the rectitude of our intentions do in the Name and by Authority of the good People of these Colonies solemnly publish and declare That these united Colonies are and of Right ought to be Free and Independent States that they are Absolved from all Allegiance to the British Crown and that all political connection between them and the State of Great Britain is and ought to be totally dissolved and that as Free and Independent States they have full Power to levy War conclude Peace contract Alliances establish Commerce and to do all other Acts and Things which Independent States may of right do. — And for the support of this Declaration with a firm reliance on the protection of Divine Providence we mutually pledge to each other our Lives our Fortunes and our sacred Honor.

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SUMMARIZING IDEAS Summarize the intention of the Declaration of Independence. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ List five grievances that Thomas Jefferson had against the British government. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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