PART I PRIMARY SOURCE SET enter the components of your topic-specific primary source set here. 1. Teacher s Guide (title and introductory statement) a. The Founding Fathers: Champions of Equality or Hypocrites? b. The following primary source set will help students to determine the debate and compromise over the issue of slavery by examining it in the larger context of the founding documents and the promise of equality at the end of the 18 th century. 2. Historical Background (brief background information about the topic of your primary source set) a. The Founding Fathers of the United States created a government based on consent of the governed, equality, and liberty. These ideas, expressed in our founding documents, the Declaration of Independence and US Constitution, remain important today. However, at the time of our founding and the nearly 100 years that followed, slavery remained an economic institution protected by law including the Constitution itself. Were the men who had a significant impact on the creation of our nation and these documents truly champions of equality, or hypocrites who meant to extend equality to a limited number of people? 3. Primary Sources (complete the bibliographic organizer) Title of Primary Source Use MLA citation style and record the Digital ID/Permanent URL "David Barrow from Thomas Jefferson, May 1, 1815." The Thomas Jefferson Papers. Library of Congress, 15 Apr. 1999. Web. 1 Aug. 2012. <http://memory.loc.gov/cgibin/query/r?ammem/mtj:@field%28docid+@lit%28tj110156%29%29 > "Thomas Jefferson to Benjamin Banneker, August 30, 1791." The Thomas Jefferson Papers. Library of Congress, 15 Apr. 1999. Web. 1 Aug. 2012. <http://memory.loc.gov/cgibin/query/r?ammem/mtj:@field%28docid+@lit%28tj060149%29%29 > An Address to the Public, November 9, 1789. An American Capsule: Three Centuries of Broadsides and Other Printed Ephemera. Library of Congress. Web. 7 Aug. 2012. <http://hdl.loc.gov/loc.rbc/rbpe.14701000> Thomas Jefferson. Exhibitions. Library of Congress, 27 Jul. 2010. Web. 7 Aug. 2012. < http://www.loc.gov/exhibits/jefferson/> Slavery at Jefferson s Monticello: Paradox of Liberty. Plantation & Slavery. Monticello.org. Annotations for instructional use how will you use this primary source with your students? Letter describing Jefferson s views on slavery; can be a link or printed out with the key phrases underlined for student analysis. Letter describing Jefferson s views on slavery; can be a link or printed out with the key phrases underlined for student analysis. Evidence of Ben Franklin s involvement in an abolition society; provide as a link for student exploration Exhibition with various sources that show Jefferson s involvement in slavery and his beliefs about the institution; provide link to exhibition and basic instructions on which sections to view. Exhibition with various sources that
Web. 8 Aug. 2012. < http://www.monticello.org/slavery-at-monticello> Creating the Declaration of Independence: Slavery. Creating the United States. The Library of Congress. Web. 8 Aug. 2012. <http://myloc.gov/exhibitions/creatingtheus/ interactives/declaration/html/slavery/index.html> New States in the West and Northwest. Creating the United States. The Library of Congress. Web. 8 Aug. 2012. < http://myloc.gov/exhibitions/creatingtheus/constitution/roadtotheconstitution/exhibitobj ects/newstateswestandnw.aspx> Congress Drafts Northwest Ordinance. Creating the United States. The Library of Congress. Web. 8 Aug. 2012. < http://www.myloc.gov/exhibitions/creatingtheus/constitution/roadtotheconstitution/exhi bitobjects/congressdraftsnorthwestordinance.aspx> Congress Adopts the Northwest Ordinance. Creating the United States. The Library of Congress. Web. 8 Aug. 2012. < http://myloc.gov/exhibitions/creatingtheus/constitution/roadtotheconstitution/exhibitobj ects/congressadoptsordinance.aspx> The Declaration of Independence. Documents from the Continental Congress and Constitutional Convention, 1774-1789. The Library of Congress. Web. 8 Aug. 2012. < http://hdl.loc.gov/loc.rbc/bdsdcc.02101> The US Constitution. Charters of Freedom. The National Archives. Web. 8 Aug. 2012. < http://www.archives.gov/exhibits/charters/constitution_transcript.html> Call for the Abolition of Slavery. Creating the United States. The Library of Congress. Web. 8 Aug. 2012. < http://myloc.gov/exhibitions/creatingtheus/declarationofindependence/battlejoined/exhibi tobjects/callfortheabolitionofslavery.aspx> Jay and Slavery. The Papers of John Jay. Columbia University Libraries, 2002. Web. 8 Aug. 2012. < http://www.columbia.edu/cu/lweb/digital/jay/jayslavery.html> Peoria Speech, October 16, 1854. Lincoln Home. National Park Service, 12 Apr. 2012. Web. 8 Aug. 2012. < http://www.nps.gov/liho/historyculture/peoriaspeech.htm> Teachers Resource: Slavery. Liberty Hall Museum. Kean University. Web. 8 Aug. 2012. < http://www.kean.edu/libertyhall/teachersresource/> show Jefferson s involvement in slavery and his beliefs about the institution; provide link to exhibition and basic instructions on which sections to view. Jefferson s rough draft of the Declaration of Independence that shows his beliefs on slavery; analyze the link as a whole class Shows plans for territories in the western part of the newly independent America; analyze the link as a whole class Shows the draft of the NW Ordinance and its proposed ban of slavery; analyze link as whole class Shows the final version of the NW Ordinance and its ban of slavery; analyze link as whole class Declaration; read as a whole class and discuss references to equality and key principles of the document Text of Constitution; analyze the sections related to slavery as a whole class Shows book written by Benjamin Rush calling for an end to slavery; provide as a link for student exploration Provides a summary of John Jay s beliefs on slavery through a small collection of his documents; provide as a link for student exploration Lincoln s speech in which he explains how the founding fathers of America took steps to end slavery; view and analyze as a whole class Provides a list of letters written by William Livingston regarding his beliefs on slavery; provide as a link for student exploration
PART II STANDARDS ALIGNED LESSON PLAN develop the following lesson components below. 1. Lesson Plan Code (create a code to identify your lesson, for example if your lesson is Social Studies for Grade 5, Period 3 create a code that might look like this: SS.5.3 or SocSt-Gr5-Pd3). SS.9.1 2. Subject American History 3. Grade Level/Course 4. Title of Lesson 5. Teacher s Name 9 th Grade/American History I The Founding Fathers: Champions of Equality or Hypocrites? 6. Alignments (please use all relevant PA Academic and Common Core Standards for your specific subject, ELA, Math, Writing, and Speaking & Listening). PA History Standards 8.1.9.B. Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships. 8.3.9.A. Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S. 8.3.9.B. Compare the impact of historical documents, artifacts, and places which are critical to the U.S. 8.3.9.D. Interpret how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S. Ethnicity and race Workingconditions Immigration Militaryconflict Economic stability PA Common Core Standards RH.8.1 RH.8.6 RH.8.8 7. Vocabulary
a. Abolition b. Manumission c. Social Contract d. Natural Rights e. Popular Sovereignty f. Right to Revolution 7. Objective(s) for Learning a. Students will know taxation without representation, King George III, French & Indian War, Revolutionary War, Declaration of Independence, social contract, natural rights, popular sovereignty, right to revolution, equality, abolition. b. Students will understand the road to independence was paved with a long list of actions considered unfavorable to the colonists. the content and political ideas of the Declaration of Independence were influenced by the experience of the colonists under British rule. the key political ideas of unalienable rights and consent of the governed, as illustrated in the Declaration of Independence, form the basis of our system of government. the conflict between the promise of equality for all people in our founding documents and the existence of slavery in the United States. c. Students will be able to explain why the colonists revolted from British rule. explain the key political ideas found in each main section of the Declaration of Independence. argue whether they believed the founding fathers were true believers in equality or hypocrites as evidenced by the existence of slavery in the United States. 8. Essential Questions (includes guiding investigative and other essential questions) Essential Unit Question What are the main principles of our system of government outlined in the Declaration of Independence and US Constitution?
9. Duration 10. Materials 1. (Unalienable rights (all men are created equal), consent of the governed (right to abolish government), separation of powers, checks and balances, federalism, republic, limited government. Essential Lesson Questions What actions and events led to the call for independence from Britain? What are the key political ideas found in the Declaration of Independence? Were the founding fathers champions of equality or hypocrites? a. 4 Block Periods a. Block 1 American Revolution Reading (assigned on 1 st day of school) Revolution & Independence PowerPoint Revolution & Independence Handout Video: America: The Story of Us Disc 1 ( Rebels chapters 5, 6, 7; Revolution chapter 2) Textbooks (CP & TP) b. Block 2 Revolution & Independence PowerPoint The Founding Documents Vocabulary Handout Declaration of Independence & Equality Handout Textbooks (CP & TP) Homework: Slavery Reading c. Block 3 Revolution & Independence PowerPoint Laptops Founding Fathers Research Handout Group Document Analysis Activity: Founding Fathers d. Block 4 Revolution & Independence PowerPoint Laptops Founding Document Analysis Handout Slavery and the American Founding Excerpt Handout Founding Fathers and Equality Supplemental Sources 11. Instructional Strategies (include the WHERE TO and Stripling Model of Inquiry as you describe your instructional procedures). a. Procedures (Block 1) i. Class Discussion
1. Share essential unit, lesson, and short essay questions with the students. 2. Distribute the Revolution & Independence Handout and use the Revolution & Independence Power Point, student textbooks, and homework assignment to generate a discussion on: a. Countries that controlled land in North American (CP: pgs. 95 & 99, TP: pg. 166) i. Which nations control land in 1754? ii. Which nation controls the 13 colonies? iii. Which nations control land after 1763? iv. Why do you think this changed? b. The French & Indian War (CP: pgs. 93-96, TP: pgs.162-167) c. Infamous Acts & Laws (CP: pgs. 98-107, TP: pgs. 175-184) i. Reference homework assignment here ii. Video Clips 1. Show Video: America: The Story of Us Disc 1 ( Rebels chapters 5, 6, 7; Revolution chapter 2) related to the causes of the Revolutionary War instruct students to list main ideas on the back of their Handout. a. Generate a discussion on the main ideas from the video. iii. Writing Prompt 1. Display the following question using the PowerPoint: a. Why did the colonists revolt from Britain? Include three different supporting examples. b. Think-pair-share c. Students will then complete the writing prompt on the back of their handout. b. Procedures (Block 2) i. Class Discussion---DOI 1. Read fake note found in classroom (resembles Declaration) 2. Review the essential unit/lesson questions and ask students to recap main ideas from yesterday s lesson. 3. Display The Declaration of Independence on the board and generate a brief discussion about what the students already know about the document. 4. Distribute The Founding Documents Vocabulary and Declaration of Independence & Equality Handout. 5. Use the PowerPoint to discuss these key principles: a. Social Contract b. Natural Rights c. Popular Sovereignty d. Right to Revolution 6. Model how to recognize these principles in the Preamble of the Declaration and add to Handout. ii. Cooperative Learning 1. Instruct students to turn to the Declaration of Independence in their textbook (CP: pgs. 122-125, TP: pgs. 196-199) a. Instruct groups to complete organizer on the back of the Handout.
iii. Class Discussion 1. Discuss results of group activity 2. Discuss the idea of equality and whether or not it applied to all people in the late 18 th century. a. Have a brief discussion about what the students already know about slavery in colonial America. iv. Homework 1. Slavery Reading c. Procedures (Block 3) i. Class Discussion 1. Review the essential unit/lesson questions and ask students to recap main ideas from yesterday s lesson and distribute the Founding Fathers Research Handout. 2. Discuss student responses to the Slavery Reading homework. 3. Discuss who a founding father was and show a list of prominent men who were slave owners. 4. Pose the following question: Were the founding fathers champions of equality or hypocrites? a. Discuss students initial response to the question. ii. Primary Source Analysis Modeling 1. Distribute laptops and model the primary resource analysis process using the Handout and the following Jefferson exhibit: http://www.loc.gov/exhibits/jefferson/jeffrep.html iii. Individual Research---Jefferson & Slavery 1. Students will complete Part 2 of the Handout using the Jefferson Exhibit found at: http://www.monticello.org/slavery-at-monticello/liberty-slavery a. Discuss student results. iv. Cooperative Learning 1. Students will work in groups of 4 to complete the Document Analysis Activity: The Founding Fathers & Equality, which requires them to analyze primary sources about their views towards slavery. v. Class Discussion 1. Generate a whole group discussion of how the sources in today s lesson helps us to better answer the question of the founding fathers intentions of equality. vi. Exit Ticket 1. Instruct students to provide a short writing response that explains how they would answer the essential question at this point. d. Procedures (Block 4) i. Class Discussion 1. Review the essential unit/lesson questions and ask students to recap main ideas from yesterday s lesson and distribute the Founding Document Analysis handout and laptops. 2. Declaration of Independence:
a. As a class, analyze the reference to slavery using Jefferson s rough draft at: http://myloc.gov/exhibitions/creatingtheus/interactives/declaration/html/ove rview.html 3. Northwest Ordinance: a. Analyze Section 6 on slavery: http://www.ourdocuments.gov/doc.php?flash=true&doc=8 4. US Constitution: a. Analyze Article I Section 2 Clause 3, Article I Section 9 Clause 1, Article IV Section 2 Clause 3: http://www.archives.gov/exhibits/charters/constitution.html ii. Individual Activity 1. Distribute the Slavery and the American Founding Excerpt Handout and instruct students to read the two documents and answer the target questions. a. Provide time to share and compare with a partner, then discuss as a whole class. iii. If Time: 1. Distribute the Founding Fathers & Equality Supplemental Sources Handout and discuss how the information helps answer the essential question. iv. Assessment 1. Assign LDC Writing Task: Founding Fathers & Equality WHERE TO Instructional Strategy W: Essential questions will be posted and referred to throughout the lesson, as well as a schedule of activities at the beginning of each day. H: The lesson will hook and hold students attention through the thought provoking key historical question and by encouraging students to argue their own point of view as they interpret historical documents. E: The learning experiences will include class discussion, individual exploration of documents, and opportunities to have a dialogue with classmates in groups. R: Students will reflect, revisit, revise, and rethink throughout the lesson by examining a multitude of different sources that help them answer the essential question each day, as well as by giving them the opportunity to hear their classmates opinions. E: Students will express their understandings through end of lesson discussions and an exit ticket that requires a short written response. T: Students will be able to work with partners on some activities or in a small group led by the teacher. O: Teacher will model the process of analyzing primary sources early in the lesson and gradually let students take over the process as the lesson progresses.
Stripling Model of Inquiry Students will connect by considering what they already know about slavery and the founding fathers. Students will also be encouraged to offer questions they have about the topic and what they hope to uncover. Investigation will take place by analyzing selected primary source documents individually, in groups, and via whole class discussions. Students will construct new knowledge and express this through class discussions and short written response about their learning. Finally, students will be encouraged to think about new questions they have on the topic and how they could find answers to these questions. PART III Assessment develop a performance task and rubric. 1. Formative Assessment (Performance Task & Rubric)
LDC Writing Task---Founding Fathers & Equality Were the founding fathers champions of equality or hypocrites? After reading required primary and secondary sources, write a one-page essay that addresses the question and support your position with evidence from the documents. L2. Be sure to acknowledge competing views. L3. Give examples from past or current events or issues that help illustrate and clarify your position. Category 4-Above Standards 3-Meets Standards 2-Approaches Standards Position Statement Support for Position Evidence & Examples Accuracy Grammar & Spelling The position statement provides a clear, strong statement of the author's position on the topic. Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. All supportive facts and statistics are reported accurately. Author makes no errors in grammar or spelling that distract the reader from the content. The position statement provides a clear statement of the author's position on the topic. Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. Almost all supportive facts and statistics are reported accurately. Author makes 1-2 errors in grammar or spelling that distract the reader from the content. A position statement is present, but does not make the author's position clear. Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. Most supportive facts and statistics are reported accurately. Author makes 3-4 errors in grammar or spelling that distract the reader from the content. 1-Below Standards There is no position statement. Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). Evidence and examples are NOT relevant AND/OR are not explained. Most supportive facts and statistics were inaccurately reported. Author makes more than 4 errors in grammar or spelling that distract the reader from the content.