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DigitalUnitPlanTemplate

UnitTitle:DeclarationofIndependence Name:DanielPonciano
ContentArea:U.S.History GradeLevel:11
CAContentStandard(s)/CommonCoreStandard(s):
11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of
Independence.

11.1.1DescribetheEnlightenmentandtheriseofdemocraticideasasthecontextinwhichthenationwasfounded.

11.1.2 Analyze the ideological origins of the American Revolution, the Founding Fathers philosophy of divinely bestowed unalienable natural rights, the debates on thedrafting
andratificationoftheConstitution,andtheadditionoftheBillofRights.

Reading

RI.11.2. Determine twoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanotherto


produceacomplexaccount;provideanobjectivesummaryofthetext.

ListeningandSpeaking

SL.11.4. Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant
evidence,soundvalidreasoning,andwell-chosendetails;useappropriateeyecontact,adequatevolume,andclearpronunciation.

WrittenandOralEnglishLanguageConventions

L.11.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.

L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase
importanttocomprehensionorexpression.

ELD

Reading(Intermediate)

Explainideas,phenomena,processes,andrelationshipswithinandacrosstexts(e.g.,compare/contrast,cause/effect,themes,evidence-basedargument)basedonclosereading
ofavarietyofgradeappropriatetexts,presentedinvariousprintandmultimediaformats,usingincreasinglydetailedsentences,andarangeofgeneralacademicand
domain-specificwords].

ListeningandSpeaking(Intermediate)

Contributetoclass,group,andpartnerdiscussions,sustainingconversationsonavarietyofageandgrade-appropriateacademictopicsbyfollowingturn-takingrules,askingand
answeringrelevant,on-topicquestions,affirmingothers,providingadditional,relevantinformation,andparaphrasingkeyideas.

BigIdeas/UnitGoals:

Students will understand the Enlightenment context of the American Revolution. Students will be able to analyze the ideas by Hobbes, Locke and Rousseau. Students will
summarize and compare primary documents such as Common Sense, The Declaration of Independence,TheAmericanConstitutionandTheBillofRights.Studentswillbeable
to define and use ideas such as natural rights, Social Contract Theory, separation of church & state, separation of powers, general will, government by consent, freedom of
speech,freedomofreligionanduniversal(whitemale)suffrage.NaturalRights

UnitSummary:

The first lesson will begin with a quick right about universal and unalienable rights. Through guided lecture notes, students will learn about colonialism, mercantilism and
Enlightenment classically-liberal ideas. The nextlessonontheDeclarationofIndependencewillprovidestudentsanopportunitytounderstand,interactwithandtousetechnology
and media as a form of expression and a force for democratization. Through in-class reading and an online webercise, students will progress their understanding of the the
Enlightenment context of the American Revolution. They will practice decoding and analyzing primary texts includingfromworksbyThomasPaineandthefoundingfathers.The
next day we will further analyze the Declaration of Independence as a class in ordertorecall,analyzeanddramatizeitscontent.Forhomeworkyouwillcompileinformationfrom
sourcesIhaveprovidedtoproduceanonlinegraphicorganizer.

You will have two final assessments; the first is avideoproject.Thevideoprojectcanbecompletedindividuallyorinagroupbutmustbeinthestudentsownwords,addressthe


major concepts, be longer than two minutes, have a meaningful narrative and demonstrate effort. The second final assessment is an open note and open bookunitexam.This
examwillhave45multiplechoiceandfiveshortanswerquestionscoveringthecontentandbigideasfromtheunit.

AssessmentPlan:
Entry-Level: Formative: Summative:

QuickWrite GuidedNotes,LearningLog,Quiz,Webercise&Graphic VideoProject&FinalExam
Organizer
Lesson1:TeacherLecture
Student Learning Objective: AcceptableEvidence: LessonActivities:
Through guided notes and a Teacher will use student quick
class lecture & video, students writes, completed guided notes Question of the Day quick write(QoD)andgroupdiscussionofinalienable&universalrights-
will recall, analyze and and learning logs to assess latent Students will write using prior knowledge and their opinions to answer the questions 1.) what a
summarizeEnlightenmentwriters knowledge, retention of previous universal human right is, 2.) does one exist and, if so,3.)whatmightanexampleofonebe?Students
and ideas (ie. Hobbes, Locke, classes, understanding and willbrieflyshareanswersanddiscussinsmallgroups.
Rousseau, natural rights, Social student thinking. Students will
Contract Theory & general will) recall, name and discuss Lecture,Video&GuidedLectureNotes
that influenced The Declaration Enlightenment writers and ideas. Studentwillexploretheconceptsofcolonialism,mercantilismandtheEnlightenment.
ofIndependence. Additionally, teacher will assess
student quizzes completed at the LearningLog(ReadingJournal)-Studentswillrecordasummaryofconceptsandvocabulary.
startofthenextlesson.
Lesson2:Webercise
Student Learning Objective: AcceptableEvidence: LessonActivities:
Studentswilllearnabout,discuss Teacher will use students
and evaluate the enlightenment worksheet answers,in-classreading Quiz:
ideas in the primary documents and the homework webercise to StudentswillusetheirunderstandingoftheEnlightenmentwritersandideas(ie.Hobbes,Locke,
Common Sense and the assess student mastery of the Rousseau,naturalrights,SocialContractTheory&generalwill)tocompleteafivequestionquiz.
Declaration of Independence. structure of the Declaration of
Students will understand, Independence. Additionally, Warm-upActivity:
summarize and analyze original students will interpret, in their own Teacher will lead a quick discussion about a breakup letter left in the classroom.Theletterwillbea
textsofhistoricalsignificance. words, the rights and grievances summarization of the break-up between the thirteen coloniesandBritainasstatedintheDeclaration
listed in the Declaration of of Independence but reworded to pass off as a modern teenage breakup letter. The teacher be
Independence. persuaded to read the note and reveal the author, the thirteen colonies. The activity will lead into
readingtheDeclarationofIndependence.

DeclarationofIndependencewithDefinitionsWorksheet
The teacherwillgoovernewvocabularyandstudentswillrecordvocabularywordsinthewordbankin
their reading journals. Beginning the in-class reading, the teacher will read first two paragraphs
modeling pronunciation of technical vocabulary, and connecting theconceptsofequalityandlibertyto
previous lessons. Teacher will assign students passages to read and/or initiate choral reading when
necessary. Teacher will discuss aspects of the text relating to meaning, asking students to locate
difficultwordstodiscusswithinthecontextofreading.

HomeworkWebercise-
For their homework, students will readthetextsCommonSense,theDeclarationofIndependence,
Which Side to Take and Arguments Against the Independence of these Colonies to identify three
enlightenment ideas used to argue for independence and three arguments against independence.
Finally, students will pick a side of the argument for or against independence and support their
argumentinaonepageessay.

Lesson3(GraphicOrganizer)
StudentLearningObjective: AcceptableEvidence: LessonActivities:
Students will decode and Students will devise a graphic
analyze the primary and organizer explaining terms such as GraphicOrganizer:
secondary texts the Declaration social contract theory, natural rights For homework, students will devise a graphic organizer that explores the American colonies breakup
of Independence and example andgeneralwill. with Britain. Students will identify the history of Mercantilism and the Enlightenment ideasofHobbes,
breakup letters. Students will LockeandRousseauintheDeclarationofIndependence.
recall, analyzeanddramatizethe
history of Mercantilism and the
Enlightenment ideas of Hobbes,
LockeandRousseau.
UnitResources:
Videos
1. KhanAcademy-DeclarationofIndependance:
https://www.khanacademy.org/humanities/us-history/road-to-revolution/declaration-of-independence/v/background-and-introduction-to-the-united-states-declaration-of-ind
ependence
2. https://www.khanacademy.org/humanities/us-history/road-to-revolution/declaration-of-independence/v/life-liberty-and-the-pursuit-of-happiness
3. CrashCourse-Taxes&Smuggling:https://www.youtube.com/watch?v=Eytc9ZaNWyc&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=6
4. SonomoPublishing-TooLateToApologize:https://www.youtube.com/watch?v=uZfRaWAtBVg
Breakupletteractivity
1. SpeakingofHistory-BreakUpLetter:http://speakingofhistory.blogspot.com/2008/10/teaching-declaration-of-independence-as.html
a. https://www.youtube.com/watch?v=ChiHRns2Hvk
2. Meganvangorder1-BreakUpLetter
a. https://www.youtube.com/watch?v=quIW5Q05g2U
3. TheCannedHistorian-VoicemailBreakup
a. https://www.youtube.com/watch?v=AEStwb0F1eQ
4. Adambold-DofIasabreakupletter
a. https://www.youtube.com/watch?v=37k2Xin8XiI
http://www.let.rug.nl/usa/documents/1776-1785/the-final-text-of-the-declaration-of-independence-july-4-1776.php
UsefulWebsites:
LessonPlans
1. NationalEndowmentFortheHumanities-DeclarationofIndependanceLessonPlan:
https://edsitement.neh.gov/lesson-plan/declaration-independence-expression-american-mind
2. TheGilderLehrmanInstituteofAmericanHistory-DeclarationofIndependenceLessonPlan:
https://www.gilderlehrman.org/history-by-era/road-revolution/resources/declaration-independence
3. TeachingHistory-DeclarationwithoutOverwhelmingStudents:http://teachinghistory.org/teaching-materials/ask-a-master-teacher/21770