1. Connecting the Past to the Present: Exploring Our Nation’s Founding Documents Kim Harris Senior Consultant

2. About me… Jersey Born and Raised PD Contractor for Indiana Adult Education 12 Years of Experience

3. Today’s Objectives  Generate ideas for accessing prior knowledge in Social Studies.  Develop new strategies for analyzing primary documents.  Practice strategies for developing new vocabulary.

4. “The teacher is the one who gets the most out of the lessons, and the true teacher is the learner.” –Elbert Hubbard

5. Decoding the Declaration of Independence Introduction Activity Option: Break-Up Letter Why does someone write a breakup letter? What typically goes into a break up letter? How does the person writing the letter often feel? https://www.teachingchannel.org/videos/teaching-declaration- of-independence

6. Decoding the Declaration of Independence Pre-Teaching Option: Brace Map http://thelessondeli.blogspot.com/2014/07/revolutionary- thinking-maps-declaration.html

7. Warm Up/Do Now INDEPENDENT ACTIVITY List 3 reasons why the colonists were angry at Britain.

8. Apologize… http://www.youtube.com/watch?v=uZfRaWAtBVg&feature=kp

9. Why were the colonists angry? Whole Class Debrief

10. Reflection… As a student, what might the warm up activities have done for you? Why did I select this video to be a part of the warm up? What lesson might need to come before this to improve comprehension?

11. Decoding The Declaration of Independence Breaking up the break up letter

12. Directions/Handouts Read your section of the Declaration independently, underline words or phrases that you don’t understand or that are confusing. Use the Words/Phrases you don’t understand worksheet to record your results.

13. Group Discussion As a group, discuss the difficulties you had with this section and see if group members can clarify words or phrases you marked as unclear. Record group members’ explanations on your worksheet.

14. Identifying Unknown Vocabulary The Frayer Model Each person in your group selects one word or phrase that is still unclear, and using the Modified Frayer Model, clarify unknown vocabulary or phrases. Use whatever technology you have available to you or a classroom dictionary to help you complete the model. Share your Frayer Models with your group.

15. Sedulous Constant or persistent in use or attention; assiduous; diligent Thoroughness, Persistence, Determination Things that require a person to be sedulous include: taking tests. Occupations may include: doctors, lawyers, athletes You must be a SEDULOUS student if you want to memorize new vocabulary.

16. Identifying Unknown Vocabulary The Frayer Model Each person in your group selects one word or phrase that is still unclear, and using the Modified Frayer Model, clarify unknown vocabulary or phrases. Use whatever technology you have available to you or a classroom dictionary to help you complete the model. Share your Frayer Models with your group.

17. Summarizing the Declaration As a group, summarize your section of the declaration in 140 characters or less using the “Tweet It!” handout. Post your “Tweet It!” on the wall.

18. TWEET IT!!!

19. Exit Ticket: I Can… Use the “I can” worksheet to identify 3 things you can now do after completing this lesson. Examples include: I can explain the purpose of the Declaration of Independence I can define 2 new vocabulary words I can use a Frayer model to identify unknown vocabulary I can summarize a portion of the declaration in 140 characters or less I can give 3 reasons why the colonists were angry with Britain

20. Next Steps… Where might you go next with this lesson?

21. Lesson Modification/Adaptation Warm Up:Activity:Closing:

22. Best Practices… What are some other ways you have taught primary documents to students?

23. Thank you! Kim Harris kharris@edsisolutions.com