I really enjoyed watching the videos this week about the students who have immersed themselves in technology! I was completely blown away by these children and their abilities!
Here is my lesson plan in case your interested:
CAST’s UDL LESSON BUILDER
Lesson Overview
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Title:
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Declaring Our Independence
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Author:
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Marissa Phillips
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Subject:
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Social Studies
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Grade Level(s):
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5th grade
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Duration:
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4 or 5- 1 hour class periods
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US History- Colonial Period- End of Revolutionary
War
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Revolutionary War
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Declaration of Independence
and its’ importance in American
History
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State
Standards:
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TEKS chapter
113 5th grade Social Studies:
(7) State
and federal laws mandate a variety of celebrations and observances, including
Celebrate Freedom Week.
(A) Each
social studies class shall include, during Celebrate Freedom Week as provided
under the TEC, §29.907, or during another full school week as determined by
the board of trustees of a school district, appropriate instruction
concerning the intent, meaning, and importance of the Declaration of
Independence and the U.S. Constitution, including the Bill of Rights, in
their historical contexts. The study of the Declaration of Independence must
include the study of the relationship of the ideas expressed in that document
to subsequent American history, including the relationship of its ideas to
the rich diversity of our people as a nation of immigrants, the American Revolution,
the formulation of the U.S. Constitution, and the abolitionist movement,
which led to the Emancipation Proclamation and the women's suffrage movement.
(B) Each
school district shall require that, during Celebrate Freedom Week or other
week of instruction prescribed under subparagraph (A) of this paragraph,
students in Grades 3-12 study and recite the following text: "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--That to secure these
Rights, Governments are instituted among Men, deriving their just Powers from
the Consent of the Governed."
(2) History. The student
understands how conflict between the American colonies and Great Britain led
to American independence. The student is expected to:
(A) identify and
analyze the causes and effects of events prior to and during the American
Revolution, including the French and Indian War and the Boston Tea Party;
(B) identify
the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin,
Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington,
and their motivations and contributions during the revolutionary period; and
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Goals
Unit Goals: |
To understand and be able to communicate why the colonists wanted independence, the events that led up to the Revolutionary War, identify key people/ events in this time period, the effects of the war and the formation of the country. |
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To understand
and be able to explain the DOI, its’ meaning and why it was an important step
in the American Revolution. The children should also be able to communicate
to whom it was written and why.
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Methods
Anticipatory Set: |
Each child will have the opportunity to explore the Declaration of Independence and to understand its' importance in American Revolution. |
Introduce and Model New Knowledge: |
Begin the lesson with a review of what the students already know about the events leading up to the creation of the Declaration of Independence and write their answers on the board for everyone to see/hear. Have the students watch/listen to the first part of the video located @http://www.youtube.com/watch?v=jYyttEu_NLU&feature=related. You will only need to watch up to 4:33. |
Provide Guided Practice: |
The students will each get a copy of the actual text of the document along with a “what it means” sheet. Students will review the text and the “what it means” sheet. While reviewing the text, students will paste the "what it means" under the actual text in the document. At the conclusion, students will understand that the DOI explained to the King the “charges” against Him and why the colonists were declaring their independence. |
Provide Independent Practice: |
Students will work in collaborative small groups to do one of the following:1. Create a skit to be preformed/recorded for the class wiki about the DOI2. Create a power point covering facts about the Declaration of Independence.3. Create a video using animoto, imovie, etc about the DOI
4. Create a audio skit/recording about the DOI
These projects can be about facts, people, the King,
etc. The students should develop and create projects that are meaningful to
the people in their group.
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Assessment
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Formative/Ongoing Assessment:
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This lesson will take place over four/five class
periods and there will be checkpoints along the way.
-End of 1st day- group video, DOI/what it
means sheet, groups formed, group will decide what their project will cover
End of 2nd day- groups will research and
work on their projects, students should decide what format their project will
take and which team member will be responsible for what, students are free to
use any resources located in the classroom
End of 3rd day- students will work in their groups
to complete any research and the rough draft/outline of their project.
End of 4th day/5th day if
necessary- students will use technology resources to finalize their project.
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The children will present their
projects to the class and then upload their projects to the class Revolutionary
War Wiki.
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Materials
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Smart board, internet, copies of the DOI, copies of the
“what it means” sheet, several video and audio recording devices, power point
software, animoto/imovie/other video creation website or software
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Have a great week everyone! ~Marissa :)
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