1. Presented by the students of Ms. Bayles & Mr. Rust’s U.S. History Class The American Revolution

2. TARGET LANGUAGE INSTRUCTIONAL SETTING STATEMENT Program Description This program is an academic full-year U.S. History Class for High School Juniors. This is a 90 minute block class that students attend every-other day throughout the year. The course curriculum coincides with the Utah State Core Guidelines for 11 th grade U.S. History. This class is located in a Salt Lake City High School and is a mainstream course taught in English. The general objectives of the program are to give students a strong understanding of major events in United States history, as well as, an enduring understanding of the social, political, economical, & cultural implications these events have in shaping this country. These students have access to textbooks, primary resources, and computers with Internet access, and a wide variety of productivity software.

3. TARGET LANGUAGE INSTRUCTIONAL SETTING STATEMENT Student Description Students performance levels are equivalent to U.S. Standards for High School Juniors. This class is comprised of 25 students between the ages of 16-17. 15 are U.S. born, native English speakers. 10 students are foreign born from a variety of countries with foreign native languages. These students are all in the high intermediate/ low advanced level of a Sheltered-English Immersion Program. They all attend 5 mainstream/ English only classes except for 1 ESL class period each day. The 10 ESL students have all reached beginning academic level English proficiency. The goals of all students are to gain high school diplomas & college preparatory academic skills. Students are also working to develop positive learning attitudes for life-long learning. All students have access to academic assistance, computers, and educational counseling. ** ESL students also have ESL class period for improving academic language skills.

4. THEMATIC UNIT: The American Revolution Causes of the American Revolution Battles & Events Important Leaders Important Groups Effects of the American Revolution Topics Patrick Henry’s “Give Me Liberty or Give Me Death” The Declaration of Independence Treaty of Paris 1776, 1777 Boston Massacre Tea Acts, Tea Party Lexington & Concord New England British Army Continental Army North vs. South Washington Samuel Adams Thomas Jefferson Benedict Arnold Thomas Cage Free Blacks & Slaves Women Native Americans Immigrants States vs. Federal Debt / Land New Nation

5. The Declaration Of Independence Lesson Performance Objective: Through the study of the Declaration of Independence, students will be able to demonstrate their knowledge of the causes of the American Revolution. Students will demonstrate their knowledge by creating their own written interpretations of the Declaration of Independence; give a 5 minute presentation to the rest of class, and scoring greater than 80% on a 10 minute multiple choice & short-answer quiz. Language Objective: Students will be able to identify, understand, and use new vocabulary associated with the Declaration of Independence & the American Revolution. Students will also recognize differences between old English Language use and modern English Language use in written form. Content Objective: Students will be able to explain the importance of the Declaration of Independence in relationship to the American Revolution by answering the following two questions: Why was the Declaration of Independence written? How was the Declaration of Independence written? How was the Declaration of Independence written? Strategy Objective: Students will be able to create a concept/ semantic map in Inspiration TM (computer software program) that summarizes their section of the Declaration of Independence. Students will understand how using this type of graphic organizer will aid them in reading comprehension.

6. THE LESSON BEGINS… Discussing semantic maps as a strategy for reading. Discussing semantic maps as a strategy for reading. Illustrating how semantic maps can be created in Inspiration TM. Illustrating how semantic maps can be created in Inspiration TM. Modeling semantic mapping with Patrick Henry’s “Give Me Liberty or Give Me Death”. Modeling semantic mapping with Patrick Henry’s “Give Me Liberty or Give Me Death”. Q & A review discussion of the software and strategy. Q & A review discussion of the software and strategy.

7. SEMANTIC MAPPPING (Spider Webs) Semantic Maps are a type of graphic organizer that help students understand text better by… Semantic Maps are a type of graphic organizer that help students understand text better by… Providing a visual representation of facts and concepts and also relationships that link them together. (Essentially they are a brain organizer!)Providing a visual representation of facts and concepts and also relationships that link them together. (Essentially they are a brain organizer!) Organize ideas.Organize ideas. Easy way to store and recall information.Easy way to store and recall information. Depict the relationships among facts and concepts.Depict the relationships among facts and concepts. (WHO KNEW SPIDERS HAD SUCH GOOD READING SKILLS?)

8. Semantic Maps can be simple & complex as shown below

9. Inspiration TM is a computer software program that allows us to make more creative semantic maps… Patrick Henry’s “Give Me Liberty Or Give Me Death”

10. Student Assignment Please click on the Inspiration TM icon below to open the software application. Individually read the text. When finished, review the text as a group. As a group add on to the semantic map of your section. Don’t forget to use the Notepad feature for vocabulary & language. **REMEMBER** Your group will be presenting your section to the rest of class, so be prepared to support your ideas!