EDEL453 Spring2013 GregWINIEWICZ TeacherEdition

7/30/2019 EDEL453 Spring2013 GregWINIEWICZ TeacherEdition

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Declaring Independence

Submitted By: Greg Winiewicz

EDEL 453: Teaching Elementary School Social Science

Nevada State CollegeSpring 2013

Instructor: Karen Powell
http://georgewashingtoninn.wordpress.com/2009/07/03/declaring-independence/drafting-the-declaration-of-independence/


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Social Studies Lesson Plan

EDEL 453 - Spring 2013 Submitted by: Greg Winiewicz page 2

Summary of the Lesson Plan:

This social studies lesson is designed for 5th grade students to understand vocabulary and

concepts of the events that led up to the Declaration of Independence. This lesson uses

the 5th Grade Houghton Mifflin Social Studies textbook United States History Teacheredition (Unit 4- page 262-267).

A. Target Population: Grade Level: 5th Grade Skill Level: All Learning Levels Grouping: Whole group, partners to list the events that led up to the Declaration of

Independence, Individuals for assessment.

B. Materials: 5rd Grade Houghton Mifflin Social Studies textbookUnited States History Teacher

edition (Unit 4: The American Revolution ( page 262-267)

Vocabulary Study Guide and Reading Skills (Unit Resources, p. 74-75). Teacher willprovide copy to the students.

Pencil and Paper

C. Objectives: NV State Social Studies Standard

H2.5.6 Identify the events that led up to the Declaration ofIndependence

Student-Friendly Standards H2.5.6 I can list the events that led up to the Declaration of

Independence.

D. Procedure:1. Refer to notes on TE 262, Get Set to Read

Explain the Vocabulary and Study Guide that will be completed as studentsread. See attached page at the end of lesson.

Lookat the interactive map of the Revolutionary Battles. Discuss how the Declaration of Independence is like a birth certificate which

marks the beginning of the United States.

Introduce vocabulary (independence, declaration, rights, treason).2. Using the student book CD, project the book on the whiteboard, and Listen to the

book audio on the CD pg. 262-267, stopping to answer key questions in the TE

margins.


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3. Students will fill in information on their study guide as we discuss the main points ofthe lesson.

4.

Ask questions in the margins of the teacher edition emphasizing the need todeclare independence from Britain.

(TE 263 ) What did Patrick Henry mean when he said, Give me liberty or giveme death?

(TE 263) What did Thomas say was the only unfair treatment by Britain? (TE 263) What were the delegates concerned about regarding

independence?

(TE 264) Why did congress need a document like the Declaration ofIndependence?

(TE 264) What did Thomas Jefferson say about rights in the Declaration ofIndependence?

(TE 265) What does Thomas Jefferson mean when he said, All men arecreated equal?

(TE 265) Why did delegates sign the declaration? (TE 266) The signers knew they could be put to death because they signed

the Declaration. Why do you think they signed it anyway?

(TE 266) What are some ways we uphold equal rights for all?

9. Closure: Discuss the statements in the Review and Assess section of TE 267.

G. Assessment:

What will I use to measure student understanding?

Write a paragraph (TE 257):

Write a paragraph explaining why Americans needed independence to protect theirrights. Use the words independence and rights in your paragraph.

Students will work with a partner and make a list that lead to the writing of the Declarationof Independence.

Students will complete Lesson test, p. 76.Explain how you will know students understand the concepts from the lesson.Restate the

objective and explain how your assessment piece measures student understanding.Students will show they understand why Americans needed to declare their independence by

writing a paragraph that shows they know what events lead to writing the Declaration of

Independence.

H. Reflection:

1. Which part of the lesson do you think will be the easiest for you to teach?

I think using the vocabulary and the study guide will be the easiest because we have done

something similar in reading groups.


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2. Which part will be most challenging for you to teach?

I think some students might not be able to fully understand what our founding fathers did for our

country and the tremendous risk they took by signing the Declarations of Independence.

3. How will you follow up or extend this lesson?

As an extension to the lesson, I would use Extend Lesson 1 (p. 268-269) about Thomas Jefferson.

4. What can you do for students who dont grasp the concepts?

For the students who dont understand the concepts in this lesson, I would use the Reaching all

Learners described at the bottom of TE 263. Students will use visuals by looking at images and

captions in the lesson and listing the names of the people and documents shown. They will

describe each entry in the list.

5. Which part of the lesson, if any, do you think might need to change?

I think the lesson is very easy to follow and gives the students a comprehensible layout to the

lesson. There is time for reading and discussing and provides students with the teacher support

throughout the lesson. The only thing I might do to change the lesson is to let students illustratethe steps to independence and explain in writing the steps in more detail.

6. When you were writing this lesson plan, what was the most difficult part?

For me, the most difficult part was to focus on the lesson and the support the Houghton Mifflin

Social Studies book provides for me. Actually I wanted to read more about the United States

history because it was a great source of information for me and I found it quite fascinating.


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EDEL453 Spring2013 GregWINIEWICZ TeacherEdition

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