Mod 14 Curriculum Selection Activity 2
Module 14 CSA2
Name of Text: Declaration of Independence
Publisher: The Founding Fathers
Publication Date: July 4th, 1776
Grade Level: 6th/7th Grade
| Criteria | Comments | Rating in Favor of Adoption 1(low) 5 (high) |
| Support for standards | SS.7.CL.1.7- Analyze the ideas and complaints set forth in the Declaration of Independence. The document itself is the DoI which is the best source in answering this standard. | 5 |
| Cultural Relevance | The relevance would have to tie into forming a democracy from a tyrant king. For ELLs, tying an extra resource or asking preemptive thinking questions may engage the learner further. (Example: What was it like buying _______ in your home country?") | 4 |
| Content Support | The content leading up to this lesson is the support. Learners will have an understanding of the dystopia during colonial times and how colonial grievances and conflicts lead up to the Declaration of Independence. | 5 |
| Readability and Grade Level Applicability | Readability is much more complex, many scaffolds will need to be in place to have the learners better understand the written English at the time. | 2 |
| Content Objectives | Understanding the grievances listed by the Colonies towards England and how that lead to our separation and succession in to being the United States. Learners must also recognize our natural freedoms and how each grievance addresses those freedoms. | 4 |
| Graphic Support | A graphic comparison of soldiers to colonials in certain towns throughout the colonies. This adds more of a connotative understanding to the lesson. | 2 |
| Visual Support | Photos of key events that lead up to our Declaration. (Boston Massacre, The Stamp Act, The Quartering Act, etc.) The visuals add to the effect of what is being taught and strengthens the connection between the acts and the Declaration. | 3 |
| Vocabulary | The vocabulary is old English and needs intensive support in identifying key details and terms. | 1 |
| Bias | The Declaration of Independence is a historical document that factually states how the colonies had felt and opposed British rule. | 5 |
| Differentiation and Scaffolding |
Scaffolding should target reading and developing the learners ability to dissect and process the text in the Declaration of Independence. The method to be used is the following process:
|
5 |