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Diversity

Declaration of Independence: Grievances against King George III

Grade Level:
8
Subject:
Social Studies
Topic:
Declaration Of Independence
Objective:
Students will be able to: demonstrate a mastery of knowledge about the grievances in the Declaration of Independence (DOI), practice research skills by investigating a particular historical figure, using texts and the internet, interpret the meaning of a primary source document through writing, evaluate and judge the worthiness of the grievances, demonstrate presentation skills by presenting to the class their research and writing.
Other Information:
Learner Diversity Day 1: For first period pre-AP class, Ss will be given 2 grievances each, but still work in pairs to discuss ideas. For the other classes, SPED Ss will be paired with non-SPED students to decrease reading load and help with analyzing primary documents. Teams will be given 2 grievances total to research. Both audio and visual learners will benefit from hearing the text read, seeing the text, the discussion and the video where they can listen for grievances in mentioned in the song.

Learner Diversity Day 2:Learner Diversity: For first period pre-AP class, Ss will work with their partner to evaluate and summarize the 4 grievances that their team has in total. Each pre-AP S will summarize their grievance in his/her own words. For the other classes, SPED Ss who are paired with non-SPED students will use resources that are a lower reading level to evaluate the same grievances as their partner. All students will right a brief summary in their own words of assigned grievance. If necessary, the non-SPED student can read the text or SPED Ss can ask T to read text. Both audio and visual learners will benefit from hearing the text read, seeing the text, the discussion and the video where they can listen for grievances in mentioned in the song.

Learner Diversity Day 3:
Reflection:
Click to enter. Your reflection should be entered after you've delivered your lesson. Evaluating what worked well and what could be improved will further your professional development, and help any teachers looking to build off your lesson.
Prep:
For day 1, T will read through the DOI to identify vocab terms Ss might not recognize. T will define terms ahead of class and prepare vocab sheets for students. T will time herself when reading through the DOI. T will choose a wide selection of different leveled books for students to use as resources for their assignments. T will preview video to be shown to class. T will pair students ahead of time for the partner work.

For day 2, T will create a rubric to review with the Ss and provide research links to provide some credible internet resources for Ss to view.
*online U.S. History text book http://admin.bhbl.neric.org/~mmosall/ushistory/textbook/Chapter%204%20American%20Revolution/ch%204%20sect%202a%20Declaration%20of%20Independence.pdf

*http://www.ushistory.org/declaration/related/index.htm

*"Americans Will Celebrate 1775 as a "Glorious Era"" (1780) By John Wilkes, from speech in Parliament, 1780 http://www.ushistory.org/declaration/more/wilkes.htm

*Text of speech "Independence: A Solemn Duty" by Richard Henry Lee (urging Congress to declare independence."
http://www.ushistory.org/declaration/more/independence-lee.htm

*http://www.sparknotes.com/history/american/declaration/section2.rhtml

For Day 3, no prep involved
Materials:
Vocabulary Handout

Modified DOI Text (excerpt)

DOI text (transcribed from original)

http://www.archives.gov/exhibits/charters/print_friendly.html?page=declaration_transcript_content.html&title=NARA%20%7C%20The%20Declaration%20of%20Independence%3A%20A%20Transcription

Video "Too Late To Apologize: A Declaration" by Soomo Publishing.
http://www.youtube.com/watch?v=uZfRaWAtBVg

Short-presentation rubric
Standards Met:
IDs Only
Detail