Maggie Noctor 1 Civics Lesson PlanIntroduction Lesson Topic: Investigate and understand the Declaration of Independence Length of Lesson: 45 mins SOL: VS.5 The student will demonstrate knowledge of the role of Virginia in the AmericanRevolution by: a) identifying the reasons why the colonies went to war with Great Britain, as expressedin the Declaration of Independence;Cognitive Objectives Students Will:Identify and understand the reasons colonies declared war with Great Britain as outlined in theDeclaration of Independence.Materials/Technology and Advanced Preparation Materials:42 sheets of colored paper, two per student21 copies of Declaration of Independence foldable worksheets21 copies of the Declaration of Independence, one per student1 large piece of poster board21 copies of Declaration of Independence worksheet, one per student1 Declaration of Independence1 Black sharpie with large tip
Maggie Noctor 2Advanced Preparation:1. Prepare poster board for class2. Write Declaration of Independence at the top of the poster board3. Add signatures to very bottom of Declaration of Independence4. Cut up the Declaration of Independence into 7 or 8 sections.5. Pre cut foldable worksheet for students.Teaching and Learning Sequence Introduction/Anticipatory Set: • Ask students what they know about the events surrounding the Declaration of Independence? • Take out a copy of the Declaration of Independence. • Read the preamble and grievances sections of the Declaration of Independence. • Ask students what the colonist were upset about? Do you think they should have been upset enough to risk writing the Declaration of Independence? • Explain to students the risks these men took by writing and signing their name to the Declaration of Independence.Lesson Development: • Hand out Declaration of Independence, foldable worksheet and two pieces of colored paper to each student. • Have students fold colored pieces of paper, one in half and one 3 quarters of the way down.
Maggie Noctor 3 • The piece of paper folded in half should be placed inside of the other piece of colored paper. • Have students glue the preamble pieces inside the first flap, and the corresponding section of the Declaration of Independence to the outside of the first flap. • Talk with the students about the preamble and how this is the introduction that tells the purpose of the document and why it was written. • Repeat with the Statement of Natural Rights of Humankind, Grievances Against the King and Announcement of Independence. • Then have students split into groups of 2 or 3. • Handout the Declaration of Independence worksheet to each student and a section of the Declaration of Independence to each group. • Instruct students to match their section, with a section on the worksheet. • Then the groups should discuss their section of the Declaration of Independence and draw or illustrate their section.Closure: • After the groups have finished their sections, each group should come up and present their section. • The groups need to explain their section in their own words to the class and then draw their picture on the large piece of poster board. • All students should take notes on their worksheet as the groups are presenting each section.
Maggie Noctor 4 • When all the groups have finished presenting there will be a new version of the Declaration of Independence on the board comprised of only pictures that show depictions of how the students view the different sections. • Tell students their homework tonight is to take this worksheet and their own copy of the Declaration of Independence home with them and complete the column labeled illustrations, based off of the notes they have taken today and their own interpretation of the Declaration of Independence they should be able to complete the illustrations.Homework: Complete the Declaration of Independence worksheet; column for Illustrations.Assessment: Formative: • Listen to answers given during the foldable activity; do the students understand the reasons the Declaration of Independence was written? • Watch while students work in groups; are they able to put their section of the Declaration of Independence in a correct paraphrase? Are they confusing the meaning of the sections? Summative: • Watch and listen as the students groups present their sections of the Declaration of Independence; are they paraphrasing the content correctly? Are their illustrations showing the meaning of their sections? • Collect the homework assignment and check for student understanding, do the student illustrations show comprehension of the Declaration of Independence? Or are they just making random drawings?
Maggie Noctor 5References:Cassutto, George. (2009). Lesson Plan: The Declaration of Independence.http://www.cyberlearning-world.com/lessons/lp.declaration_of_independence.htm.Edsitement. (2000). Declare the Causes: The Declaration of Independence.http://edsitement.neh.gov/view_lesson_plan.asp?id=282.