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Social Science Lesson Plan Part II
Lesson Title:
American Revolution: Understanding the Declaration of Independence—Vocabulary and Reading Comprehension Lesson Plan
Unit Central Historical Question(s):
How did the Declaration of Independence justify the American Revolution?
Subject / Course:
American History
Grade:
8th
Lesson Duration:
55 min
Content Learning Objective (content and product):
Students will be able to determine the meaning and uses of terms and phrases by examining them in context and relating them to the cultural ideas of the time.
After completing the anticipatory set, a brief review, investigating Document A and B as a class, completing the guided instruction, and engaging in a class discussion, students will be able to identify key terms and phrases and explain their meaning.
Historical Thinking Learning Objective (thinking skill and product):
Students will be able to weigh the justifications for the American Revolution by considering them in the light of the philosophies of the day and in the light of today’s philosophies to determine if they were or are valid.
Following direct instruction and guided practice, students will be able to summarize the philosophical basis for the American Revolution used by the Revolutionaries.
Historical Thinking Skill, California Content, and Common Core Standards Addressed:
Historical Thinking Skills
1. Evidence & Interpretation
Content Standards
Social Science 8th Grade: American History—The American Revolution
Students analyze the terms, phrases and context of the Declaration of Independence.
1. Describe the way in which the American Revolutionaries justified their need for independence from the English Crown by using the terms and phrases of the Declaration.
Common Core Standards (Reading Comprehension)
Reading Comprehension
CCSS.ELA-LITERACY.RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Narrative Summary of Tasks / Actions:
1. Anticipatory Set (5 min)
2. Central Historical Question for Lesson (0 min)
3. Teacher Input-delivery of historical content (20 min)
a. Historical Background (5 min)
b. Direct Instruction (15 min)
4. Guided Practice (15 min)
a. Document investigation alone and in groups
5. Lesson Assessment – with differentiation (10 min)
a. Recap of the document investigation answers
b. Summary of the findings
6. Closure (5 min)
7. Student Reflection-metacognition...
Anticipatory Set
Time: 5 min
Students will engage in a Think-Pair-Share activity in response to the following Question of the Day:
Why was the War for Independence fought?
The American Revolution was born out of a mix of ideas that found their ultimate expression in Thomas Paine’s The Rights of Man, which was published about a decade and a half after the Declaration of Independence was written. The American Revolutionaries embraced the Enlightenment philosophy and the “rights of man,” and asserted that no government could lawfully exist if it was not supported by the governed.
1. THINK: Students will read and think about their responses to the question for 30 seconds.
2. PAIR: Students will discuss their responses in pairs or groups of 3 for 1 minute and 30 seconds.
3. SHARE: The instructor will call on 2 pairs to briefly share their answers with the rest of the class for 1 minute.
2. Central Historical Question for Lesson
Time: 0 min
How did the Declaration of Independence justify the American Revolution?
3. Teacher Input (delivery of historical context)
Time: 20 min
Content Standards
Social Science 8th Grade: American History—The American Revolution
Students analyze the terms, phrases and context of the Declaration of Independence.
1. Describe the way in which the American Revolutionaries justified their need for independence from the English Crown by using the terms and phrases of the Declaration.
Common Core Standards (Reading Comprehension)
Reading Comprehension
8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Differentiation:
· For ELA students: terms and phrases defined on the board; students copy them down; students may work in groups
· For accelerated students: terms and phrases defined on the board; students copy them down
· For students with special needs: terms and phrases defined on the board; students receive their own copies already printed out
· For students below reading level: terms and phrases defined on the board; students copy them down
Instructional Strategies:
· Direct Instruction with QAR strategy
Historical Background: (5 min)
This lesson follows a unit on the American Revolution and a lesson introducing students to the key words to understanding the Declaration of Independence.
Help students recall what they…
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