Public Schools of Robeson County AMHI

AH1.H.1.3 and AH1.H.5.1-The Declaration of Independence Lesson Plan

Social Studies Goals/I Can Statements/Learning Targets / Essential Question: How did the “power of the pen” influence the political atmosphere in the colonies prior to the American Revolution?
I can…analyze the Declaration of Independence and identify key aspects of the document.
Learning Targets:
To can make connections of an American document to European philosophy and thought.
Common Core State Standards / AH1.H.1.3 Use Historical Analysis and Interpretation to: consider multiple perspectives of various peoples in the past
AH1.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom andequality contributed to the development ofAmerican political and economic systems through
Reconstruction
Conceptual Lens / Influence
Values and Beliefs
Freedom
Culture
Prior Knowledge Needed / The Enlightenment
Acts passed in the colonies prior to the American Revolution
Who were the Sons of Liberty
Vocabulary / John Locke
Montesquieu
Rousseau
Inalienable Rights
Social Contract
Continental Congress

Tasks For Lessons

Engage—What tasks will “hook” students and uncover what they know and think about the concept? / Journal Entry: Do you agree with the following statement: the pen is mightier than the sword? How powerful is the power of the pen?
Class discussion about opinions. What is bias?
Explore/Explain—What tasks will encourage students to observe, question, and investigate the concepts and explain concepts in their own words? / Students will work in pairs to examine the front page of various newspapers. Choose one article and discuss how the article makes you feel about the subject. Is the writer bias?
Students share with class. Does their article support the above statement?
Elaborate—What experimental inquiry, investigative projects, problem solving, and decision-making tasks will help students apply their new labels, definitions, explanations, and skills? / Students will analyze the Declaration of Independence.
How is the Declaration organized?
What basic rights does the Declaration claim for all people?
Who is the “He” referred to by Jefferson?
List 10 grievances the colonists had against King George III. Be specific.
Study the names of the people who signed the Declaration. Which do you recognize? Why?
Evaluate—What formative assessments will ensure that learning is occurring? / Students record a summative statement about the Declaration of Independence. What is the main idea?
Students record one question they have about the process of analyzing a document?
Differentiation—What tasks will challenge students and support those who need additional help? / Students who need assistance completing the assignment will receive an outline of the document to help them identify the key parts to the document. Teacher will walk these students through the process. Upper level students will collaborate with peers to come to analyze and interpret the document.