Amelie Sherry

Academic Literacy
Professor Herrmann
Sept 23, 2016
Declaration of Independence Lesson Plan
1. Author/Date: Amelie Sherry (modified and adapted lesson plan originally created
by Isaac Raya)
2. Subject: U.S. History
3. Teaching Strategies:
a. Quick write
b. Formative assessment (Kahoot!)
c. Fishbowl
4. Grade/Level: 8th Grade
5. Topic or Unit of Study: Declaration of Independence
6. Objective:
a. Students will be able to analyze the declaration of independence
and apply previous knowledge through dialogue and project.
b. Students will be able to practice critical thinking skills that relate to
the content through structured debate.
c. Based on CA State Content Standard 8.1b, students will be able
to analyze the philosophy of government expressed in the Declaration of
Independence, with an emphasis on government as a means of securing
individual rights (e.g., key phrases such as all men are created equal, that they
are endowed by their Creator with certain unalienable Rights).
7. Learning Context:
a. The past several classes, students learned (or relearned) about
the colonial life, including the economies of New England, Middle, and Southern
colonies, and the preceding events leading up to the Declaration such as the
Boston Massacre, the Stamp Act, various leaders, and other events surrounding
tensions with Great Britain. They have studied primary documents of both
colonists and British folk.
b. This also prepares the groundwork (foreshadows) for when the
class studies slavery, abolition, the Civil War in the second semester. All of the
content work stems from understanding the philosophy statement beneath the
Declaration of Independence
c. For more details, visit the classroom blog for all the agendas
leading up to the lesson.
8. Summary
a. After students review the historical term context and how that is
important in learning about history, the class moves into a debate using evidence

they have studied to defend their side. Half the class defends independence
while the other defends unity between colonies and Great Britain. For this lesson,
students are exploring the moment independence was declared, taking in
multiple perspectives using layers of depth and complexity of critical thinking.
This is accomplished through the teaching technique called fishbowl.
b. Next, there is direct instruction of the reading and breakdown of
the Declaration of Independence.
9. Time Allotment: 95 minute class
10. Sample Student Products:
a. KWL Charts
b. Semantic Maps used for debate preparation and gathering of
evidence.
11. Author's Comments & Reflections: N/A
12. Resources
a. Isaac Rayas (master teacher) original lesson plan
b. Ideas from USF Academic Literacy course and cohort
13. Anticipatory Set:
a. Quick Write to tap into prior knowledge: Describe a time when you
were misunderstood because someone didnt know the full story? Explain how
this relates to what you've learned about contextualization. You can include how
it made you feel and what the outcome was.
b. Kahoot!
14. Modeling/Guided/Independent Practice:
a. Address K-W-L Chart questions
b. Step-by-step explanation for each direction of the Fishbowl
assignment
c. Divide class into 2 groups
i.
Group 1 represent the Loyalists/Great Britain. Their
goal is to keep the colonies under control of the crown.
ii.
Group 2 represents the Patriots/colonists. Their
goal is to break away from the British.
d. Preparation:
i.
Individually, each person looks through all of their
resources (K-W-L chart, Pictorial Input diagram, Stamp Act Powerpoint,
textbook) to develop ideas that will support and defend their goal.
1. Based on evidence, decide what set
of values and philosophy your side operates from.
ii.
Students meet with their group and compare notes,
add, revise, further develop their arguments. As a group, they must
decide on the 3 most important points.

iii.
Must decide on what you believe main philosophy
and role of government is (all equal, role of people in charge)
1. UNIFORM Statement of Philosophy
e. Execution (Fishbowl):
i.
4 fishbowl groups are created (half are Loyalist, half
are Patriots).
ii.
Within each fishbowl section, there is an inner circle
(half Loyalists, half Patriots) and an outside circle ((half Loyalists, half
Patriots).
iii.
Round 1:
1. Duties of inside circle: debate using
the evidence for 5 minutes.
2. Duties of outside circle: observe,
listen, make notes on strong and weak points.
iv.
Round 2:
1. Inside and outside circle swap
places
2. The now-inside circle debriefs the
debate, talking about which points are strong and why. They must
choose a winner based on the argument, claim, evidence, and
delivery.
v.
Round 3 (optional):
1. Choose one group to debate in front
of whole class.
2. Class decides which side wins
based on argument.
vi.
**IN ALL DEBATING, MUST TIE BACK TO
PHILOSOPHY/VALUE SYSTEM***
f. Break up letter on the ground
i.
It's Too Late to Apologize
g. Direct Instruction
i.
3 sections of Declaration
1. Statement of Beliefs (Values)
a. What is a good
government?
2. List of Grievances
a. What did England do
wrong?
3. Declaration of Independence
(officially separate from motherland)
a. What is going to
happen now.
h. Declaration of Independence
i.
Let them hold it!!
i. KJHS poster assignment
i.
Follows format of actual declaration
1. Beliefs: what is a good school?

2. Grievances: what did Kenilworth do

wrong?
3. Declaration: what is going to happen
in the new school?
15. Closure:
a. Exit Ticket: Share with partner about the progress of KJHS poster,
explain rationale, and give feedback to each other of strong and improvable
points.
16. Follow-Up:
a. Quick write the following day: what are the 3 sections of the
declaration of independence?
b. Homework assignment is to complete the project of the Kenilworth
Declaration of Independence.
c. Gallery walk of everyones KJHS declaration.
17. Instructional Materials:
a. Projector
b. iPad
c. Links from youtube and Kahoot!
d. KWL Chart
e. Stamp Act Powerpoint
f. Textbook
g. Declaration of Independence papers
h. Semantic Maps (60 copies)
i. Roll Sheets (to take points)
j. Blog with quick write, agenda, and assignment
18. Assessment Plan:
a. Formative:
i.
Kahoot! Acts as a formative assessment because
students get immediate feedback and we can discuss as a class any
difficulties or misunderstandings.
ii.
Exit Ticket to see progress of student work
b. Summative:
i.
Students Participation -- each person is required to
speak when part of the inside circle. The system is using check plus,
check, check minus.
ii.
K-W-L chart and Semantic Map completed for
debate and observation notes.
iii.
KJHS declaration of independence poster.
Assignment directions and rubric listed HERE.
19. Assessment/Rubrics:

a. Students get full points for participating in debate discussion and

for completing KWL chart and Semantic Map
b. KJHS declaration of independence poster. Assignment directions
and rubric listed HERE.