Declaration of Independence
8.1.2
J. Harris, Kings Canyon Middle School
Declaration of Independence
8.1.2
J. Harris, Kings Canyon Middle School
Designer: J.Harris
Publication Date: November 3, 2004
Standards:
History: 8.2.3
Historical Interpretation -2
Key Concepts: The Constitution of the United States, Limited Government
Vocabulary: Key vocabulary already introduced earlier in Constitution unit.
Objective: Students will know the 10 basic rights given to them by the Bill of Rights of the Constitution of the United States of
America.
TCI Strategy: Social Studies Skill Builder
EL Strategies:
Students will have already studied about the Bill of Rights.
Vocabulary necessary for success on this assignment will have already been taught.
The visual nature of the assignment conforms to accepted SDAIE strategies.
Materials:
TCI Supplemental Unit #3: The Constitution In a New Nation Lesson 3.3
Overhead projector
Procedure:
1. Students will be placed in pairs with their desks sitting next to each other.
2. Students will receive a copy of handout 3.3A
3. Read directions on handout to students.
4. Pass out placards 3.3A-J. Each paired group gets a different placard.
5. Students must describe what is happening in the placard, tell what amendment is being shown, tell what right is being
protected, and tell why they chose the amendment they did. All answers are recorded on student handout 3.3A.
6. When pairs have finished with one placard, they then send a representative up with their old placard and student handout
3.3A.
7. Have placards rotate around the room and check at completion of activity.
Technology Component: Overhead
TCI Resources: TCI Unit 3
Assessment: Students will be assessed during the assignment by the fact that they need the teacher‚s permission to continue with
a new placard. Completion of the assignment will indicate fulfillment of lesson objectives.
Reflection:
1. Student samples revealed that students were able to match pictures of events with the correct amendment in the Bill of
Rights. To do this one must have a somewhat deep understanding of the Bill of Rights.
2. At times having one student from each pair come to me became a little much. Overcrowding occurred. I will rotate
placards around the room the next time. Next time I will also eliminate box entitled “Explain Why I Chose this
Amendment,” because of redundancy.