Secondary Lesson Plan Template Use this lesson plan format and include supplementary materials (e.g.

activities, handouts, lecture notes). Date: August 30, 2013 Title: Defining and debating Americas founding ideals Description (1-2 sentences): Students will learn about the significance of the founding ideals in the Declaration of Independence and how they have been carried out throughout history. Subject: ELL US History Instruction time: 82 minutes Students level by grade: 11th Grade Standard(s) to be addressed: Understand historical patterns, periods of time, and the relationship among these elements. Understand concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity. Understand the role of individuals and groups within a society as promoters of change or the status quo.

Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only): What are Americas founding ideals and why are they important? How have Americans lived up to the ideals expressed in the Declaration of Independence?

Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): Analyze primary and secondary sources to understand the meaning and significance of the five founding ideals. Evaluate how the five founding ideals have influenced historical events. Identify historical events that challenged the five founding ideals.

Identified student needs and plans for differentiation: There will be a modified preview activity for the ELL US history class to introduce them to the topic and build their background knowledge about the ideals expressed in the Declaration of Independence.

Specific resources needed for this lesson: Textbook: History Alive!: Pursuing American Ideals Chapter 2 handouts Chapter 2 placards of historical events

Instructional method(s) used in this lesson:

Discussion and debate Independent study

Lesson Sequence: Ask students to write each ideal (opportunity, liberty, democracy, equality, and rights) and its definition in one of the five separate cards that are provided to them. On index cards, students will draw symbols for each ideal. Instruct students to use the card to take notes on about each ideal throughout the lesson. Put students in mixed-ability pairs. Instruct each pair of students to rank the ideals according to how important they are to Americans. Ask the following questions: o Which ideal is most important? o Which ideal is least important? Emphasize to students that there is no right or wrong answers and that their answers are based on their own beliefs and experiences. Discuss and debate the following questions using the information they wrote down in pairs: o Which of these ideals does America stand for most? o Which of these ideals does America stand for least? o Do you think some Americans would fight and die for any of these ideas? Which ones? o Which ones would you be willing to die for? Allow some students to respond nonverbally by choosing cards, pointing, or using short phrases. Encourage students who are more fluent to respond in complete sentences. Introduce the essential question: o What are Americas founding ideals, and why are they important? Students will look at a picture of the drafting of the Declaration of Independence at the beginning of chapter 2. Ask students: o What do you see here? o What are some observations you can make about this document? o Why are parts of the document scratched out? o What do the scratches tell you about the document? o What document is this? o Where in the document can you find references to the five founding ideals? Tell students that they will examine a series of images and quotations that span American history. Each image and quote relates to the ideals of the Declaration of Independence. The placards provide an overview of the importance of the ideals throughout American history. They also preview the content students will study in this course. Put students in mixed ability pairs. Distribute handout and review directions. o Instruct students to look at the picture and the description of the picture on each placard. o Students will write two things they learned from each placard. o Students will write which ideal they think the placard represents and explain their reasoning. o Model how to complete one of the placards. o Tell students that they will have 20 minutes to complete as many placards as they can. o After 20 minutes, the pairs will become an expert on the most recent placard they completed.

Monitor students as they work on the handout. o If students are having difficulty, read part of the description to students and remind students that there are no wrong answers. Ask students to complete their notes for their current placard and then have them remove the placard from the wall. Assign one student from each pair to be the expert for their placard, everyone else sits down. Tell the experts to organize themselves in chronological order, holding their placards in front of their chests so everyone in class can see them. Have the experts complete the following tasks, as appropriate: o Ask students to step forward if their placard relates to equality in any way. o Repeat this for each remaining ideal: rights, liberty, opportunity, and democracy o Discuss why some ideals appear more often than others. o Ask students to step forward if their placard illustrates events or ideas that moved the nation toward the ideals in the Declaration. Ask several students how it shows this. o Ask students to step forward if their placard illustrates events or ideas that moved the nation away from the ideals in the Declaration. Ask several students how it shows this. o Ask students to step forward if they believe their placard shows that Americans do live up to the ideals in the Declaration. Ask several students to explain how it shows this. o Repeat with examples of how Americans do not live up to the ideals in the Declaration. Collect student handouts

How will you modify or adjust this lesson in the future? In the future, I think I may ask ELL students more about their how their experiences in the United States have met or fell short of the five founding ideals. Although drawing a picture allowed the students to be more engaged than if I explained each ideal, I think providing the students with an opportunity to apply their own experiences to the ideals would have been more meaningful. Also, the ideals were very abstract concepts to some of the students, and their experiences would have been concrete examples they could have used to make connections to the new information they were presented with. I think they would have felt more comfortable discussing the ideals later on because they had the opportunity to create their own definition of the ideals.