Civics Quarter 1: bellwork #2 Declaration of Independence (Florida Standards)

Learning Objectives: Language Arts Focus: Analyze/Evaluate Text Structure

Social Studies Content: Origins and Purposes of Law and Government Social Studies Skill: Synthesize information      

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Excerpted from The Declaration of Independence

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. That whenever any form of government becomes destructive to these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness.

He has refused his assent to laws, the most wholesome and necessary for the public good.

He has kept among us, in times of peace, standing armies without the consent of our legislature

For imposing taxes on us without our consent.

Question for the day

Question for day 1: L.A. 1.7.2.: Authors Purpose 1. Using the quote "That to secure these rights," determine the goal of the colonist in writing the Declaration of Independence. . The colonist wanted to continue petitioning King George III to move back to England. . The colonist didn't feel that their rights were being protected and needed to break away. . The colonist felt that taxation without representation was fair. . The colonist felt that standing army's in their home was fair.

Question for day 2: LA.7.2.2.1: The student will locate, use, and analyze specific information from organizational text features (e.g. table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words). 2. The colonists included that they are "endowed by their Creator." By using the clues around the phrase, determine the meaning. . These rights a given to us by the government . Rights that are God given. . All rights are not given they are earned through respect. . The governed has the right to alter or abolish laws.

Question for day 3: LA.7.1.7.3: The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details 3. According to the Declaration, who does the government get its power from? . . The states. . From their Creator. . The people. . The consent of a few.

Question Day for 4:LA.7.1.6.3: use context clues to determine meanings of unfamiliar words.   4.Determine the meaning of the word public good using context clues from the above passage. . To perform task that are necessary no matter the cost. . To do what's best for the elite. . To deter from law and work independently. . The benefit or we'll being of the public.

 

 

 

 

 

Declaration of Independence Excerpt

 

In every stage of these Oppressions We havePetitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free People.

Nor have We been wanting in attention to our British brethren. We have warned them from time to time of attempts by their legislature to extend anunwarrantable jurisdiction over us. We have reminded them of the circumstances of ouremigration and settlement here. We have appealed to their native justice and magnanimity, and we haveconjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and ofconsanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

Quiz

1: L.A. 1.7.2.: Authors Purpose 1. What was the underlying goal of the colonist in writing of the Declaration of Independence? a. To join back with the British and continue to be Loyalist. b. To break away from the British. c. To accept the apology from the British.   d. To form an oppressed nation.

2: LA.7.2.2.1: The student will locate, use, and analyze specific information from organizational text features (e.g. table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words). 4. Analyze the text to determine the meaning What is meant by  “Petitioned for Redress”?   a. The colonist wrote letters about the complaints to have the items changed. b. The colonist wrote letters in hopes that the King would send more troops. c. The colonists wrote letters in hopes to gain liberty in the name of the King in hopes to remain loyalist. d. The colonist wrote letters because they felt their unalienable rights were being met.

3: LA.7.1.7.3: The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details 3. The passage above refers the circumstances and oppressions that the colonist faced leading to the writing of the Declaration of Independence. Which of the following is not an example of the leading causes.   a. Intolerable Acts b. Boston Massacre c. Boston Tea Party d. Alien and Sedition Acts

4: LA.7.1.6.3: use context clues to determine meanings of unfamiliar words 4. Determine the meaning of the word tyranny   using context clues from the above passage. a. Cruel and oppressive government or rule. b. Government rule through the people. c. Government that derives solely on electoral vote. d. Parliamentary control over a few.