EGP 335

Lesson Plan
Lesson Title: The Declaration of Independence and Decision Making
Day Number: 9
Author: Jessica Miller
Unit: Houghton Mifflin Unit 2- Americas Early Communities
Grade Level: Third
Back Ground Information
Expected Duration 50 minutes
Concepts
o Decision Making
o The Declaration of Independence and its affect on American
freedom
Vocabulary
o Independence: freedom from being controlled by other people
o Decision: the act of making up ones mind about what to do
Skills
o Analyzing
o Applying
o Investigating
1.1 Integration of Learning Outcomes/Objectives
Students will analyze copies of the Declaration of Independence
Students will collaborate respectfully in groups to discuss decision
making skills
Students will write a piece of literature from a Founding Fathers point
of view
1.2 Standards PA Civics, History, Economics, Geography & NCSS
Themes I-X
PA Standards
Rights and Responsibilities of Citizenship 5.2.3.B. Identify the
sources of conflict and disagreement and different ways conflict can be
resolved
Civics and Government 5.1.3.D. Identify key ideas about government
found in significant documents: Declaration of Independence
NCSS
Standard 5:Individuals, Groups and Institutions
help learners analyze groups and evaluate the influences
of institutions, people, events, and cultures in both
historical and contemporary settings;
Standard 6: Power, Authority and Governance

help learners to analyze and explain governmental

mechanisms to meet the needs and wants of citizens,
regulate territory, manage conflict, and establish order and
security;

1.3 Anticipatory Set (Standard 5.1.3.D.)

The teacher will split students into groups of 4-5 and have them analyze
copies of The Declaration of Independence. They should instruct the students
to make predictions about what they think this document might be and
identify words and phrases they recognize.
After five minutes has passed the teacher can bring the class back together
by having students share their observations and predictions about the
document.
Next, the teacher should identify the document as The Declaration of
Independence and discuss the following key concepts:
It was a statement written about why America should be
free from British Rule
Its main author was Thomas Jefferson, one of the Founding
Fathers
Independence means freedom from being controlled by
other people
The teacher should ask students How do you think the Founding Father
made such a big decision for our country? and How do you make important
decisions?
1.4

Procedures
The teachers should direct the student to read the page on decision
making in the chapter and write the five steps on the board as a
reference to be used through out the lesson.
Once everyone has read the page, the teacher should use the
think-aloud method to model this type of decision making with a
hypothetical situation.
For example, the teacher could say If I was on the play ground
and really wanted to play basketball, but all the basketballs were
already being used, what should I do? First, I would identify the
problem. So, I would say to myself I was planning on playing
basketball but there are no basketballs left for me to play with.
Then, I would think about my possible choices. I could go up to
another kid and take their basketball from them, I could choose
something else to play or I could ask them if I could join their game.
Next, I could gather information by asking the teacher if there were
any other basketballs inside, how much trouble I would get in for

1.5

taking the ball a way from somebody and asking the other kids how
long they planned to play with the basketball. After I had all the
information I wanted, I would make a list of pros and cons for all
my possible options. If I went up to a kid and took the ball I would
probably upset them and get in trouble and not be able to play
basketball anyway. If I chose something else to play, I could avoid
getting in to trouble or an argument, but I dont think I would have
much fun because I really wanted to play basketball. Lastly, if I
decided to ask the other students to join there game they could
possibly say no and that might be upsetting, but if they say yes I
would get to play the game I wanted with out upsetting anybody.
Finally, I would review each decision and make a choice. So, I might
think about how one of my decisions only had cons and rule that
one out right away. Then, I personally would realize that there was
only one option that had the possibility of getting me what I really
wanted. I would decide on asking the other students if I could join
their game of basketball.
Next, the teacher could present another hypothetical problematic
situation such as Its time for lunch, but when you go inside your back
pack you realize you have forgotten your lunch money at home. Then,
the teacher can work through the five steps of decision making by
calling on volunteers.
After the class has practiced decision making as a whole the teacher
should break the students back in to their original groups and present
them with one last hypothetical problem to solve. This problem would
be A fifth grader has been calling you mean names during recess.
They have been doing it for three days in a row now and you are really
upset.
The teacher can then instruct groups to take fifteen minutes to use the
five step decision making model to solve this problem.
After fifteen minutes is up, each group should share the decision they
decided to make and how they reached that choice
Differentiation
For Gifted Students: For students who excel with this activity, the
teacher could require them to generate more options during step two.
If they are a strong writer, the teacher could require them to record the
steps they took in order to make a decision.
For ELL Students: The teacher could pre-teach the important
vocabulary to them separately and provide a template of the decision
making structure for them to follow along with.

1.6 Closure
The teacher will ask the class a series of questions:
What does it mean to make a decision?

What does it mean to be independent?

Why is being able to make a good decision important and how
does the Founding Fathers decision to make America
independent still affect our lives today?
As an exit ticket, the students would be required to write a one page diary
entry as if they were one of the Founding Fathers, about to make this big
decision for our country. I would present them with the problem that Great
Britain has been being very unfair to America and the Americans no longer
want to be under their rule. They would then, have to write this diary entry
from a Founding Fathers point of view. In the entry, the Founding Father
would have to use the decision making model practiced during the lesson.
1.7 Formative/ Summative Assessment
Formative Assessment- The teacher will observe students during group
work. While the students are analyzing the copies od the Declaration of
Independence in the beginning of the lesson the teacher will be looking
for
Summative Assessment- The summative assessment will take place
during the final unit exam.
1.8 Materials/ Equipment Resources
A. Student Materials
a. Enlarged copies of the Declaration of Independence
b. Pencil
c. Paper
B. Teacher Materials/ Resources for Lesson Design
a. http://www.utb.edu/vpaa/cce/Documents/Celebrate%20Freedom
%20Week/DOI%20Background.pdf
b. http://www.archives.gov/exhibits/charters/declaration_transcript.
html

1.9 Technology
Students will use copies of the Declaration of Independence for hands on
investigation.
2.1 Reflection on Planning
Having the students investigate copies of The Declaration of
Independence will peek their interest and give them a good idea of what the
document looked like and what type of language was used in the document.
Talking about how the Founding Fathers had to make important decisions for
our country, just like we have to make important decisions for ourselves will
help them connect the content to their every day life. Allowing them to work
in groups to have them practice making decisions will help them work on
their social and collaboration skills. The closing questions will reiterate key
points from the lesson, while the exit ticket will have them connect the key
ideas of decision making and The Declaration of Independence.
Content Outline Area:
Fighting for Freedom
Focus: Americas Independence
Vocab:

Independence: freedom from being controlled by other people

The Decleration of Independance

The Declaration of Independence is a statement explaining why America should
be free from British rule. Why would America want to be free from British rule? Its main
author was Thomas Jefferson. At the time, American leaders did not recognize African
Americans, Indians or women as full citizens. Abigail Adams wrote to her husband, Jon
Adams, about why women should be citizens. On July, 4 1776 the American leaders
declared independence. In 1783 the British agreed to recognize America as a free
country.

Make a Decision
Focus: How to make a good decision
Vocab:
Decision: the act of making up ones mind about what to do
Learn the Skill

Step 1: Identify the problem.

Step 2: Think about possible choices.
Step 3: Gather information.
Step 4: Use information to list pros and cons.
Step 5: Review each choice. Then, make a decision.
Why is decision making an important skill?
Present students with a hypothetical problem. Have them use the five steps to make a
decision on how to solve the problem.