Independently Declaring Our Findings: Student Reflections on History’s Progress
Teaching with Primary Sources
Illinois State University
Remy Garard and Amy Brinkmeier
Normal Community West High School
Summer 2013
Teaching with Primary Sources
Illinois State University
Thomas Jefferson "Original Rough Draught of the
Declaration of Independence"
Holograph with minor emendations by
John Adams and Benjamin Franklin, June 1776
This is an introductory lesson in which students will understand how a writer’s process is a window into the historical events and contexts to the time. Students will engage in a discussion of their insights developed while comparing multiple drafts of a text and how these texts reveals multiple layers of a writer’s thought process. Students will also understand how history’s progress is reflected by a writer’s process.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· Learn and understand the historical context of important American works of literary merit.
· Analyze the Declaration of Independence’s historical and literary significance, themes, purposes, and rhetorical features.
· Identify who created the primary source, when, and for what purpose.
· Answer the essential question: What can a seminal document from US History tell us both about history and the writer’s craft?
Recommended time frame / Three 50-minute class periods
Grade level / 11th
Curriculum fit / American Literature
Materials / · copy of Declaration of Independence (in workbooks)
· highlighters
· Handout: Introduction to the Declaration of Independence
· Handout: Analysing the Declaration of Independence
· Netbooks with access to www.loc.gov
Illinois Learning Standards/Common Core Back to Navigation Bar
CCSS.ELA and Literacy
Reading Informational Text
· RI. 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining whether the text leaves matters uncertain.
· RI. 11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
· RI 11-12.6 Determine and author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
· RI. 11-12.8 Delineate and evaluate the reasoning in seminal US texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy.
· RI. 11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth- century foundational US documents of historical and literary significance for their themes, purposes, and rhetorical features.
Procedures Back to Navigation Bar
Day One:
· Students will use classroom netbooks to visit http://myloc.gov/Exhibitions/creatingtheus/DeclarationofIndependence/Pages/default.aspx and read the information and explore the exhibition items.
· Students will use the attached “Introduction to the Declaration of Independence” hand-out to record their observations.
Day Two:
· Class discussion on yesterday’s lesson.
· Students will use loc.gov to find a rough draft of the Declaration of Independence (teacher may assist.)
· Students will analyze the document using the worksheet “Analyzing the Declaration of Independence”.
Day Three:
· Students will use their copy of the Declaration of Independence (found in their workbook) to complete the attached “Venn Diagram” comparing and contrasting the rough and final draft versions of this text.
· Class Socratic discussion (rubric) on their findings. Students may use the texts and Venn Diagram during the discussion. Teachers will evaluate insights/analysis during discussion.
Evaluation Back to Navigation Bar
Day One:
· Students will be evaluated on their answers to “Introduction to the Declaration of Independence”.
Day Two:
· Students will be assessed on their responses to “Analyzing the Declaration of Independence”.
Day Three:
· Students will be assessed on their responses and answers to “Venn Diagram” They will also be evaluated on their participation in the Socratic Discussion as they work.
Extension Back to Navigation Bar
This is the introductory lesson to a much larger unit about how American Identity has been shaped.
Primary Resources from the Library of Congress
Back to Navigation Bar
Image / Description / Citation / URL/ A handwritten rough draft of the Declaration of Independence by Thomas Jefferson. / Thomas Jefferson
"Original Rough Draught of the
Declaration of Independence"
Holograph with minor emendations by
John Adams and Benjamin Franklin, June 1776
Library of Congress, Manuscript Division / http://www.loc.gov/exhibits/treasures/images/uc004215.jpg
http://www.loc.gov/exhibits/treasures/tr00.html
/ An original printing of the final draft. Owned by George Washington. / The Declaration of Independence
Broadside. [Philadelphia: John Dunlap,
July 4, 1776]
Manuscript Division (6.1) / http://www.loc.gov/exhibits/jefferson/images/vc51.jpg
http://www.loc.gov/exhibits/treasures/tr00.html
**scroll down on page
/ The "Declaration Committee," chaired by Thomas Jefferson. / Currier and Ives. The Declaration Committee, New York, 1876. Copyprint of lithograph
Reproduction Number: LC-USZC2-2243 / http://www.loc.gov/exhibits/jefferson/images/vc56.jpg
http://www.loc.gov/pictures/item/91795008/
Rubric
Back to Navigation Bar
4 / 3 / 2 / 1Analysis / Speaker displays in-depth analysis that furthers The Question and makes sophisticated connections beyond the immediate discussion. / Speaker displays analysis that may further The Question. Speaker may extend and make outside connections. / Speaker responds to The Question. Speaker may attempt to make outside connection. / Speaker responds to The Question.
Text Reference / Speaker quotes directly from text. Choice of quote is instructive and intuitive. / Speaker quotes directly from text. Quote is appropriate. / Speaker may refer to text in a general sense. / Speaker does not refer to text or does so in error.
Listening / Speaker reflects upon peer and/or teacher ideas to extend and share his/her thinking. / Speaker reflects upon peer and/or teacher ideas to develop and share his/her thinking. / Speaker may reflect upon peer and/or teacher ideas to share his/her thinking. / Speaker responds only in isolation—not in reference to peer or teacher ideas.
Attentiveness / Speaker is engaged with appropriate eye contact and body language. Speaker encourages peers through nodding of head, smiles, etc. / Speaker is engaged with appropriate eye contact and body language. / Speaker does not distract from the conversation. / Speaker is disengaged or distracts from the conversation.
Socratic Discussion--The Declaration of Independence
______/16 Total
Handouts
Back to Navigation Bar
Introduction to the Declaration of Independence
Name:______
1. Go to: http://myloc.gov/Exhibitions/creatingtheus/DeclarationofIndependence/Pages/default.aspx
2. Read the two paragraphs under the heading “Creating the Declaration of Independence.” Write a summary of these paragraphs.
3. Click on the link “View all items from Creating the Declaration of Independence.” The right side of the screen has multiple examples of primary sources.
4. Choose any 3 items from this page to fill out the chart below.
Tips (1. Click “View Fullscreen” 2. Click “Back to Exhibition Items” to return to the previous screen”)
Title / Describe the Item / How does this item relate to what you already know about the Declaration of Independence or the American Revolution?“Analyzing the Declaration of Independence”
Name: ______
Observations:
· What do you notice first about this text?
· Is there any text you can read? What does it say?
· Even if you can’t read the text, what about this lets us know it is important?
· Describe anything about this text you find strange or unfamiliar?
· Are there any other details?
Reflections:
· What is the purpose of this text?
· Who was it written for?
· Who created it?
· What can you learn from examining this text?
· How would this text be different if it were created today?
Questions:
· What do you wonder about this text?
o Who?
o What?
o When?
o Where?
o Why?
o How?
Venn Diagram
Name: ______
1. Complete the Venn Diagram as you compare and contrast the rough draft and final version of the Declaration of Independence.
Before the Socratic Discussion: What can this document from US History tell us both about history and the writer’s craft?
After the Socratic Discussion: What ideas would you like to add or take out of your original answer to the question above? Why are you making these changes?
Teaching with Primary Sources
Illinois State University