Reading the Declaration of Independance

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Reading the Declaration of Independance Powered By Docstoc
					Name: Sean Humphreys
School Building: Fort Le Boeuf High School
School District/Other School Agency: Fort Le Boeuf School District
Submitting Intermediate Unit: IU5
E-mail Address:

Project Name: TAS 2006

Planned Instruction Title: The Declaration of Independence

Grade Level:
        High School

Expected Instructional Time: (In minutes) One 80 minute period.

Key Words: (Key words should be search terms to enable locating your plan on the
Web.) Declaration of Independence, Revolutionary War, United States Government, July
4, 1776…

Standard Content Areas: To access the PA State Standards visit the following Web
av=|5467| (Check all that apply.)

            Civics & Government PA Standard or Proposed Standard

5.1 Principles and Documents of Government
5.1.12. GRADE 12
A.   Evaluate the major arguments advanced for the necessity of government.
B.   Analyze the sources, purposes and functions of law.
C.   Evaluate the importance of the principles and ideals of civic life.
D.   Analyze the principles and ideals that shape the government of Pennsylvania and
     apply them to the government.
      The Charter of 1681
      Charter of Privileges
      PA Constitution, its revisions and Amendments
E. Evaluate the principles and ideals that shape the United States and compare them to documents of
F. Analyze and assess the rights of the people as listed in the Pennsylvania Constitution and the
   Constitution of the United States.

G. Analyze and interpret the role of the United States Flag in civil disobedience and in
   patriotic activities.

H. Analyze the competing positions held by the framers of the basic documents of
   government of Pennsylvania and United States.
I. Analyze historical examples of the importance of the rule of law explaining the
   sources, purposes and functions of law.

            Civics & Government PA Standard or Proposed Standard

Learning Objectives and Summative Assessment: Learning Objectives and
Summative Assessment:

                        Performance Indicators  Summative Assessment
Learning Objectives        Student Work                Tool

The students will be able

Read information about                   Observe reading                   Informal - Observation
the Declaration of

Discuss the Declaration                  Question

Complete Declaration                    written and oral                      scoring questions
Questions                                 presentation

                                         PERFORMANCE                         SUMMATIVE
          LEARNING                        INDICATORS/                        ASSESSMENT
         OBJECTIVES                      STUDENT WORK                             TOOL
   List student competencies              How will students              What assessment tool will
   for each standard in clear,          demonstrate what they            you use to assess student
    measurable terms. What                 have learned?                 work? Show a model for
   will students know and be                                                your expectations.
    able to do as a result of
       this instruction?

                           Place Your Assessment Tool Here
(If using a scoring guide/rubric, how will you judge levels of performance such as, below
                         basic, basic, proficient, and advanced?)

                           Scoring of Reviewing the Declaration

      *Vocabulary 10 words from Declaration with sentence defining term. 20pts.
        *Comprehension of the Declaration Questions. 8 @ 5pts. Each 40pts.
                              *Cause and Effect 5pts.
                            *Drawing Conclusions 5pts.
                          *Identifying Assumptions 5pts.
                             *Recognizing Biases 5pts.
                            *Drawing Conclusions 5pts.

Overview: (A brief description of your instructional plan.)
Now that the decision to break away from Great Britain had been made, a formal
declaration of independence had to be drafted. Congress assigned the task to five men,
with Thomas Jefferson as the main author. On July 4, 1776, the United States of
America was born in Philadelphia. After the approval of the declaration, copies were
sent throughout the colonies and read aloud on corners and balconies while people
cheered. A copy was sent by ship to King George III and the British Parliament. Students
will read the Declaration of Independence and answer the following questions.


       Materials: (Resources, IMS materials, URLs, videoconference information,
books, videotapes, etc.) A copy of the Declaration of Independence, Paper and Writing
Utensils. A computer to view applicable images of Philadelphia.

        Instructional Activities: (Include strategies that elicit prior knowledge,
strategies that involve active student learning, and techniques for students to connect and
personalize new knowledge.)

*Vocabulary: Choose ten words in the Declaration which you are unfamiliar with. Look
them up in the dictionary and then on a piece of paper copy the sentence in the
Declaration in which each unfamiliar word is used, and after the sentence write the
definition of the unfamiliar word.

   1. Which truths in the second paragraph are “self-evident”?
   2. Name the three unalienable rights listed in the Declaration.
   3. From what source do governments derive their just powers?
   4. What rights do people have when their governments become self destructive?
   5. Who does “He” refer to in the Declaration in the paragraph “He has
   6. Which phrase in the Declaration expresses the colonists’ opposition to taxation
       without representation?
   7. According to the Declaration, what powers does the United States have as “Free
       and Independent States”?
   8. List the colonies that the signers of the Declaration represented.
*Cause and Effect: Why do you think the colonists were unhappy with the fact that their
judges’ salaries were paid by the king?

*Drawing Conclusions: The Declaration was separated into four parts. Write down the
first phrase of each of those four parts and explain it.

*Identifying Assumptions: Do you think that the statement “all men are created equal”
was intended to apply to all human beings? Explain.

*Recognizing Bias: What reference do you see to Native Americans? What attitudes
toward Native Americans does this express?

*Drawing Conclusions: What evidence is there in the Declaration, that the colonists had
already unsuccessfully voiced concerns to the King?

Interventions: (Activities for students who have not met the objectives at a proficient or
advanced level.) Adaptive copies of the Declaration will be made available. In addition,
learning support students will be required to answer an adaptive set of questions with the
aid of an LS instructor.

Extensions: (Activities for students who have met the objectives at a proficient or
advanced level.) Students wishing to learn more about the Declaration of Independence
may visit Philadelphia, Washington D.C. or may visit a variety of Web sites or read a
variety of texts and primary sources about this topic.

Reflections: (Use this opportunity to think about what actually took place during the
lesson. What advice do you have for another teacher who may use this lesson?)

      In creating this lesson…

      During the lesson…

      After teaching the lesson…

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