Grade/Subject: 8th Grade Social Studies
Date: 9/30/12
Lesson Title: Moving Toward Independence: Part II
Lesson
Summary
Name: Anthony Coleman
This lesson examines why the Declaration of Independence was written. Students will reflect
back on what happened after the Continental Congress and how colonies prepared for war. They
will learn how the Declaration of Independence declared the colonies free and independent
through active learning, a PowerPoint presentation, think-pair-share, and cooperative learning
strategies.
NETS-S
Standards
GLI
Benchmark
Standard
Ohio Standards: Must have at least 2. Include outline letter/number and page number
Content Standard 1
Content Standard 2
History
Government
E: Explain the causes and consequences of the
American Revolution, with emphasis on
both colonial and British perspectives.
p. 231
A. Explain why people institute governments, how
they influence governments, and how
governments interact with each other. p. 244
4. Explain the results of important
developments of the American Revolution
including:
a. A declaration of American independence.
p. 232
1. Analyze the principles of self-government and
how natural rights expressed in the Declaration of
Independence and their relationship to
Enlightenment ideas. p. 244
3. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
Objectives
b. Communicate information and ideas effectively to multiple audiences using a variety of
media and formats.
Lower Order: 1. Students will be able to identify key historical figures influential in the writing
of the Declaration of Independence.
Higher Order: 1. Students will be able to describe what happened at the Second Continental
Congress.
2. Students will be able to explain why the colonists drafted the Declaration of
Independence.
Pre-Requisite
Knowledge:
In the 1600s and 1700s the English established colonies in the Americas, some for profit and
others by religious groups seeking freedoms. In time, a distinctly new American society
emerged. Furthermore, independence was a spirit that became evident early in the history of
the American people. The spirit of independence contributed to the birth of a new nation, one
with a new government and a culture that was distinct from those of other countries.
Ultimately, the purpose of the Declaration of Independence was to justify the American
Revolution and to explain the founding principles of the new nation.
Procedures
Provide all information necessary for another teacher to replicate your lesson/unit. Please highlight strategies
in bold and number procedures step-by-step.
Time Procedures
Materials
-Teacher will write the lesson objectives on the whiteboard or
smart board. Be sure to tell the students that it is very important they
must meet the objectives.
Whiteboard,
Smartboard,
Markers
2
-Teacher will have students from each row in order go the smart board
and tell them they have to: write down a person, place, thing, or idea
from their section four readings. (Information Cloud) Ask a student if
they would like to name the cloud. When they are finished have
students return to their seats quietly.
Smartboard,
Markers,
Textbook
2
-Teacher will then discuss the responses with the students in a short
question and answer activity. Make sure students are actively
participating in the exercise. Feel free to call on students that are not
being involved.
Textbook,
Electronic
Textbook,
Smartboard
1
-Teacher will invite students and let them know that they will be
creating Part II of their PowerPoint presentations. The PowerPoint
presentation will be covering section four: Moving Toward
Independence Part II. Pgs. 150-151 in the textbook. Please advise
students that will be helping teaching the lesson to the rest of the class.
Smartboard,
Computer,
PowerPoint
10
-Teacher will monitor students working on Part II of their PowerPoint
presentations. Be sure to guide the students if they are having any
difficult creating the slides for their presentations.
1
-Teacher will then ask students to print a PowerPoint handout. Be
sure to tell students to follow along and ask questions during the
presentation. Student participation is necessary to accomplish the
lesson objectives.
6
-Teacher and students will begin Part II of the PowerPoint presentation.
1
-Teacher will be sure to discuss the images or pictures in the book
thoroughly so students understand what each one represents. Be sure
to tell students that expressive art was common during the time period.
Body
Engagement
1
1
-Teacher will conclude the PowerPoint and ask if there are any
questions. Short discussion is highly encouraged at this time.
PowerPoint
Handout
Textbook,
Electronic
Textbook
-Teacher will put students in groups of two for a think-pair-share
activity. Be sure to pair up students randomly.
Popsicle Sticks
5
-Teacher will invite students to participate in the interdisciplinary
activity. Have a couple students pass out white paper to every
pair in the class.
Textbook
White Paper
1
-Teacher will explain activity directions to the students. Be sure they
follow directions closely. Help any student that is having difficulty
comprehending the information. Put the directions on the or
smart board so students can use it as visual guidance. The directions
are: Prepare a help wanted ad to locate a person qualified to write the
Declaration of Independence. Describe the responsibilities of the job
as well as the experience and character traits that are need.
Whiteboard,
Smartboard,
Markers,
Interdisciplinary
Activity Directions
p. 151
1
-Teacher will discuss the activity with the students when they are
finished. Be sure to make connections with information learned from
the past to the present. They do not have to turn in the activity
ad. It should be put in one their binders or folders.
2
-Summarize the main points of the lesson. Be sure to refer back to the
lesson objectives and ask students if they believe each of them were
met.
9
-Teacher will put the section four quiz on the smartboard. Have
students number a half sheet of paper 1 through 10. Tell students to
put their name on the back of the paper. Tell students if they have
questions please raise their hand and you will assist them. Once they
are finished have the students crumble the quiz into a ball. Have them
throw the paper ball into the air. Once each one lands on the floor
have the students pick up one of them to grade. (Snowball Grading)
Be sure to tell students grading to put their name on the front. Have
students pass the graded quizzes forward to be recorded.
1
-Thank students for their active participation in the lesson. Ask students
if they have any additional questions or concerns.
Closing
1
Smartboard,
Electronic
Textbook
Resources
Notebook
Section Four Quiz
Observation of groups and working cooperatively to compile information on their
interdisciplinary activity.
Assessments:
Students listening attentively to their partner in their group and writing down information that is
being addressed.
Observation of students creating PowerPoint presentations.
Observation of students presenting information to the rest of the class from their PowerPoint
presentations.
Observation of students being engaged in the PowerPoint activities.
Observation of students working independently or cooperatively on all classroom activities.
Quiz over information presented in PowerPoint, student’s notes, and the readings.