Hannah Rajkovich Declaration of Independence Lesson Plan 3/26/13 Content Standards:

CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Materials/Resources: SmartBoard, PowerPoint, Assessment Papers, Textbook Teachers Goals: To explain the lasting effects of the Declaration of Independence, and why the Declaration of Independence was necessary. Student Objectives: To understand the factors that led to the drafting, and signing of the Declaration of Independence To identify the reasons, as listed in the Declaration of Independence, that the colonists thought they were entitled to freedom from the King What elements of the Declaration of Independence are still relevant to today?

Procedure: 5 Minutes Ask the class what Freedom means and write these answers on the board. Some questions to fuel discussion: What does it mean to be free? Are we a free country free of taxes, responsibilities, choice? In order to be free what is the role of the government, and people? What basic rights are you entitled to? The right happiness, freedom, happiness, a quality life, a proud life? What is the price of freedom? What are synonyms of the word freedom?

2 minutes- Read the break up story to the class. 5 minutes - List pros and cons of breaking away and write them on the board. Questions to fuel discussion: Is the fight for freedom worth the struggle of the fight? Who else would be affected in the fight?

Once on my own would I even be able to survive? (Lack of resources, money, shelter, common sense, trained skills, etc.)

2 minutes Connect warm up activity with student objectives The men who wrote the Declaration of Independence asked themselves the same questions about freedom and in order to define their ideas they wrote them down and sent them to the king. By the end of class today, I want you to be able to identify the reasons the colonists were upset with the King, and why they felt it was necessary to ask for freedom. 20 minutes- Show students PowerPoint in PowerPoint explain unfair treatment of the colonists, what they wanted to improve, their reasoning behind sending the document **Break** 4 minutes- Show the YouTube Video to the Class To Late to Apologize http://www.youtube.com/watch?v=A_56cZGRMx4&feature=fvwrel 7 minutes- Present the PowerPoint about the Constitutional Congress. Why was the Second Constitutional Congress responsible for making decisions for all the colonists - Who did they want to defend? What interest group are they trying to protect? - What was their background and with this background could they understand the problems of the colonists? - Draw the forces box on the board 20 minutes - Hand out edits from the First Draft of the Declaration of Independence and have them compare it to the part that made it into the final copy. In order to compare the two versions of the Declaration, have each student fill out a Venn- Diagram of the two different versions. - We will read three different edits made to the Declaration and using the knowledge learned from the motivations of the Second Constitutional Congress, and historical context students will answer a questions why the Declaration of Independence were important. Assessment - 15 minutes Write a help wanted ad o It is 1776, and you agree that it is finally time to gain independence from the King. You know that he runs the most powerful country in the world, but you are willing to risk angering him in order to show your dilemmas with him. Prepare a help wanted ad to find a person that can address the king, and explain why he has not been a fair leader. In a short paragraph (4-7 sentences), describe the responsibilities of the job, as well as the experience and character traits that are needed in order to be hired. You can write this paragraph on the back of this page. Draw a new Flag for the now free colonies -

Adopting a new flag is often a sign of independence for a country. On the back of this piece of paper, please use different symbols and colors that you believe the new American people have. For example, the current U.S. flag has blue in it, and the color blue represents wisdom probably because the Founding Fathers were so smart! You can use the examples I provide, or you can make up your own (be creative, but appropriate). Whether you make up your own symbols, or the examples I provide, you must explain why you feel those symbols and colors represent the American colonists.

Red: the color of life, blood and passion is always associated with power. Blue: means tranquility and symbolizes the water and the sky which is often associated with infinity and wisdom. Green: is a symbol of nature and new growth. Yellow: A warning color in many cultures. Also, yellow is also used in many flags as the color is associated with the sun and is considered as color of kings as well. Black: Egyptians associate black with rebirth, while most countries associate the dark color with death. White: the color of purity is in many countries also associated with death. White flags are lifted also as sign to surrender. Violet: a combination of blue and red is a color used for meditation often, but can also mean bereavement in some cultures. Pink: is often used as a color to symbolize success.

Square: The four even lengths of the square symbolize balance and equal opposites Sun: The circle of the sun symbolizes unity and energy. Stars: Constellations of stars often represent energy, especially when depicting the night sky or star constellation Cross: In ancient times the cross only symbolized the different points of the compass, in the 4th century however the cross was also taken as the symbol of faith. Triangle: The triangle often also symbolizes strength and power. Closure 5 Minutes: Have students share their ideas and flags from the day and have students discuss them whats good about them, how their ideas fall nicely with the lesson