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    Primary Source Lesson Plan

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    api-516019097
    The document provides a lesson plan for teaching students about the American Revolution and primary source analysis. It includes goals, standards, an introduction, vocabulary, content delivery, student engagement through primary source analysis, closure, and assessments. The primary sources that students will analyze are the Virginia Declaration of Rights, Declaration of Independence, and Lee Resolution.

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    Primary Source Lesson Plan

    Uploaded by

    api-516019097
    29 views8 pages
    The document provides a lesson plan for teaching students about the American Revolution and primary source analysis. It includes goals, standards, an introduction, vocabulary, content delivery, student engagement through primary source analysis, closure, and assessments. The primary sources that students will analyze are the Virginia Declaration of Rights, Declaration of Independence, and Lee Resolution.

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    The document provides a lesson plan for teaching students about the American Revolution and primary source analysis. It includes goals, standards, an introduction, vocabulary, content delivery, student engagement through primary source analysis, closure, and assessments. The primary sources that students will analyze are the Virginia Declaration of Rights, Declaration of Independence, and Lee Resolution.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    29 views8 pages

    Primary Source Lesson Plan

    Uploaded by

    api-516019097
    The document provides a lesson plan for teaching students about the American Revolution and primary source analysis. It includes goals, standards, an introduction, vocabulary, content delivery, student engagement through primary source analysis, closure, and assessments. The primary sources that students will analyze are the Virginia Declaration of Rights, Declaration of Independence, and Lee Resolution.

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    © All Rights Reserved
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    Zach White

    Unit Title: American Revolution ‖ Lesson Title: Primary Source Analysis

    Goals & Objectives


    1. Students will analyze primary sources to understand the attitude of the nation leading up to the
    Revolutionary War
    2. Students will understand the foundation on which the colonists set for the independence of the
    nation
    California State Content Standards
    8.1 Students understand the major events preceding the founding of the nation and
    relate their significance to the development of American constitutional democracy.
    2. 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”).

    Common Core Literacy Standards


    CCSS.ELA-LITERACY.RH.6-8.2
    Determine the central ideas or information of a primary or secondary source; provide an accurate
    summary of the source distinct from prior knowledge or opinions

    Driving Historical Question


    Why did the American colonies feel they had a right to break away from the monarchy of
    Britain?

    Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 minutes


    The teacher will ask the class what they know about the Declaration of Independence. A recap
    will be given on the previous days lecture.

    Vocabulary (Content Language Development) ‖ Time: within the activity


    Vocabulary in this lesson will be infused within the activity. The activity centers around reading
    passages from the primary source documents and piecing together what the statements are
    saying. A vocabulary key terms page will be provided. Students will be able to read the key
    terms and their definitions. In the activity, they will plug in the key terms into the passages to
    figure out the meaning of each statement in the passages.

    Content Delivery (Method of Instruction) ‖ Time: 15 minutes


    The teacher will give a lecture on the road to revolution. Students will learn about the different
    taxes and distrust of the British monarchy. Students should have an understanding of the
    American government vs a monarchy. The teacher will deliver this content through a powerpoint
    presentation. The teacher will lecture to give the students the prior knowledge they need before
    looking at the primary sources.

    Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20 minutes


    Students will be given a worksheet to complete. The sources that the students will be analyzing
    are the Virginia Declaration of Rights, the Declaration of Independence, and the Lee Resolution.
    Once the worksheet is passed out, the teacher will have the students popcorn read. Once the
    reading as a class is over, the teacher will answer any questions before moving forward. The
    worksheets attached will have the information needed on student engagement.

    Lesson Closure ‖ Time: 10 minutes


    The teacher will call out on students to share their work. Each student will have a slightly
    different answer, so it will be beneficial for students to hear different perspectives to help them
    understand better. The teacher can correct any errors or help the students word their sentences
    better if it is needed.

    Assessments (Formative & Summative)


    Formative Assessment: The students will work together in groups to fill out the worksheets.
    After, they will share with the class their answers.

    Summative: Students will turn the worksheets in so that the teacher can grade the final product of
    the students' work.

    Accommodations for English Learners, Striving Readers and Students with Special Needs
    Students will have a handout that contains vocabulary for words they may not understand. These
    students will be grouped with other classmates who can help them understand the content. A
    dictionary can also be provided if students are still struggling with definitions.

    Resources (Books, Websites, Handouts, Materials)


    https://www.archives.gov/founding-docs/declaration-transcript

    https://www.archives.gov/founding-docs/virginia-declaration-of-rights

    https://www.battlefields.org/learn/primary-sources/lee-resolution

    All worksheets and handouts are attached


    Name:_____________________ Period:________ Date:______________

    Declaration of Independence

    Directions: Rewrite each passage into your own words

    When in the Course of human events, it becomes necessary for one people to dissolve
    the political bands which have connected them with another, and to assume among the
    powers of the earth, the separate and equal station to which the Laws of Nature and of
    Nature's God entitle them, a decent respect to the opinions of mankind requires that
    they should declare the causes which impel them to the separation.

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________

    We hold these truths to be self-evident, that all men are created equal, that they are
    endowed by their Creator with certain unalienable Rights, that among these are Life,
    Liberty and the pursuit of Happiness.

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________
    Name:_____________________ Period:________ Date:______________

    Virginia Declaration of Rights

    Directions: Rewrite each passage into your own words

    That all men are by nature equally free and independent and have certain inherent
    rights, of which, when they enter into a state of society, they cannot, by any compact,
    deprive or divest their posterity; namely, the enjoyment of life and liberty, with the means
    of acquiring and possessing property, and pursuing and obtaining happiness and safety.

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________

    That all power is vested in, and consequently derived from, the people; that magistrates
    are their trustees and servants and at all times amenable to them.

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________

    That government is, or ought to be, instituted for the common benefit, protection, and
    security of the people, nation, or community; of all the various modes and forms of
    government, that is best which is capable of producing the greatest degree of happiness
    and safety and is most effectually secured against the danger of maladministration.

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________
    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________

    ______________________________________________________________________
    Name:_____________________ Period:________ Date:_____________

    Lee Resolution
    Directions: Rewrite the Passage into your own words

    Resolved, That these United Colonies are, and of right to be, free and independent
    States, that they are absolved from all allegiance to the British Crown, and that all
    political connection between them and the State of Great Britain is, and ought to be,
    totally dissolved. That it is expedient forthwith to take the most effectual measures for
    forming foreign Alliances. That a plan of confederation be prepared and transmitted to
    the respective Colonies for their consideration and approbation.

    ____________________________________________________________

    ____________________________________________________________

    ____________________________________________________________

    ____________________________________________________________

    ____________________________________________________________

    ____________________________________________________________

    ____________________________________________________________

    ____________________________________________________________
    Vocabulary Sheet
    Declaration of Independence

    Dissolve: To destroy

    Political Bands: Political ties

    Impel: To force

    Self-Evident: Obvious

    Endowed: To be given

    Unalienable: Unable to be taken away

    Virginia Declaration of Rights

    Inherent: Permanent

    Compact: To release force

    Deprive: Take away

    Posterity: Past generations of family

    Vested: Secured in possession

    Derived: Obtain something from

    Magistrates: Lawmakers

    Amenable: easily persuaded

    Maladministration: dishonest administration

    Lee Resolution

    Absolved: To set someone free of guilt

    Allegiance: loyalty

    Expedient: easy to do, but not morally good


    Confederation: People grouped together

    Transmitted: passed on to

    Approbation: approval

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