This lesson focuses on deciphering the Declaration of Independence paying close attention to individual rights.
Goals and Objectives
Objective: Students will list and summarize the reasons the nation had an Industrial revolution. Students will analyze the long lasting effects of the Industrial Revolution had on America focusing on the technology, the rise of cities and factories, and how all of this lead to increase immigration.
Goals: Students will be able to critically think on the causes and effects of the Industrial revolution and how it reshaped the nation—predicting how this was one cause for the Civil War. Students will connect this event to modern times and how it influences their lives today.
Goals: Students will be able to critically think on the causes and effects of the Industrial revolution and how it reshaped the nation—predicting how this was one cause for the Civil War. Students will connect this event to modern times and how it influences their lives today.
California State Standards and Common Core Standards
8.1
Students
understand the major events preceding the founding of the nation and relatetheir significance to the development of American constitutional
democracy.
2.Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as means of securing individual rights (e.g., key phrases such as "all men are created equal, that they are endowed by their Creator with certain unalienable Rights").
Common Core
RH.6-8.2 Determine the central ideas of a primary or secondary source; provide a summary of the source distinct from prior knowledge or opinions
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
RH.6-8.7 Integrate visual information with other information in print and digital text
Students
understand the major events preceding the founding of the nation and relatetheir significance to the development of American constitutional
democracy.
2.Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as means of securing individual rights (e.g., key phrases such as "all men are created equal, that they are endowed by their Creator with certain unalienable Rights").
Common Core
RH.6-8.2 Determine the central ideas of a primary or secondary source; provide a summary of the source distinct from prior knowledge or opinions
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
RH.6-8.7 Integrate visual information with other information in print and digital text
Lesson Introduction
As students enter the classroom with classical version of star spangled banner will be playing as students enter the building.
Vocabulary
Students will write and define key ideas and vocabulary words in their notebook making sure to highlight blue (ideas) and highlight pink
(vocab): see handout
(vocab): see handout
Content Delivery
The teacher will lead a guided reading of the Declaration of Independence going over the key topics and illuminating on key vocabulary. Teacher will lead students to find the answers.
below is an highlighted teacher's version, students will receive a print out of the whole document, untouched, where they can highlight and write in the margins
below is an highlighted teacher's version, students will receive a print out of the whole document, untouched, where they can highlight and write in the margins
Student Engagement
Students will be following along with the teacher, answering question based on prior knowledge and deducting skills. After the reading has been done, students will get into think-pair-share or small groups to create a foldable in which to organize the topic/important points of Declaration of Independence.
Lesson Closure
Students will fill out the foldable including 3-4 bullet notes of key points and visuals depicting the importance of the Declaration of Independence.
Assessment
Formative-teacher will be stopping frequently throughout the guided reading asking students on their prior knowledge and deducting skills to identify/define vocabulary and what the reading will be about. During the group reading and foldable project, the teacher will be walking around the classroom looking at student’s responses and discussions and provide appropriate feedback.
Summative: Evaluation of the foldable will help the teacher determine if the goals and objectives of the lesson had been met
Summative: Evaluation of the foldable will help the teacher determine if the goals and objectives of the lesson had been met
Accommodations for English Learners, Striving Readers, and Students with Special Needs
Guiding students through the reading before tackling it on their own will accommodate EL and striving readers by going over key vocabulary and summarizing what the reading will be discussing. In addition, working in groups of mixed levels will place EL, striving readers, and kids with special needs with other students that can raise the learning and help them with reading and articulating their thoughts. Also, the foldable encourages visual learning by assigning an image with key
points.
points.