Lesson Plan Name: Directed Reading-Thinking Activity Class/Subject: Current Issues/12th Grade Date: Days 1 & 2, Week 1 Student

Objectives/Outcomes -Students will analyze primary sources and construct thoughtful analysis on their meaning -Students will identify the original meaning of freedom meant by philosophers and thinkers of the 17th and 18th centuries -Students will recognize Content Standards -CCSS.ELA-Literacy.RH.6-8.2 : Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. -CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrases as they are used in a test, including vocabulary specific to domains related to history/social studies. -CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). - Illinois State Standard: 16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings). Materials/Resources/Technology -28 printed copies of the following primary source readings: Excerpts from Two Treatises by John Locke Excerpts from Leviathan by Thomas Hobbes Excerpts from Social Contract by Jean-Jacques Rousseau -28 printed copies of Graphic Organizer used to take write down and organize analyses of above documents -Smart Board Teachers Goals -To ensure give students a basis of knowledge of the idea of freedom that they can build off of for the rest of the unit. -To make logical inferences from a primary source and place it into historical context. -To provide students with a reading strategy to help read difficult primary

sources.

Lesson Plan Day One:

8:00-8:07 am

Start of Lesson: The lesson will begin by asking the students to participate in a Think-Pair-Share activity with a partner. The question for this activity will simply be: What is freedom? The students will be given 5 minutes to write these answers down with their partner and then they will be collected by the teachers. The teacher will explain to the students that throughout this unit they will be studying the idea of freedom in the past context, compared to present context in the hopes of answering that question. The teachers will inform the students that they will be examining the freedoms listed in the Bill of Rights as a guide in this task and that after each amendment is studies the partners will get their paper back that has their initial answer to the What is Freedom? question and will have another 5 minutes to write a new answer to the question. This will allow the students to reflect on what they have learned, how freedom changes with time and interpretation, and will allow the teachers to evaluate and assess what the students learned from that part of the unit. Introduction of Lesson: Once the teachers have finished explaining the Think-PairShare activity with the students, the teachers will explain the activity that the students will be participating in over the next two days and how it will apply to the rest of the unit that they are starting. Amy and Sean will explain that the goal of the unit is to determine what freedom is based on the Bill of Rights and how the amendments were originally intended compared to how they are interpreted today. The first activity that they will be doing will be interpreting primary sources from the 17th and 18th centuries that influenced the writing of the Bill of Rights as well as some of the first thoughts on the nature of freedom and what it meant. To help the students in their interpretation of these primary sources, the teachers will model the Directed ReadingThinking Activity which uses a process of predictions, checking for error, and summarization and interpretation making the primary sources easier to understand. Since the students will be given four different documents from prominent philosophers, the teachers will model one of these with them so that they only have to do three with their groups. Also, the students will have Graphic Organizers that they can use to take notes on freedom in each document, providing them with a comprehensive guide to freedom before the Bill of Rights in the Western World that they have created themselves. Lesson Instruction: The teacher will preview the primary source document with the students by reading the title of the document. Then she will ask them what they predict or expect to read about based on the title of the document (Two Treatises of Government). Next the students will write down their own predictions in the margins of the document. Also have students circle or underline any vocabulary words that they do not understand or are not familiar with. Amy will ask students to share their predictions with the class and write down all of the students

8:07-8:10 am

8:10-8:35 am

Lesson Plan: Day 2 8:00-8:07 Start of Lesson: The teacher will ask the students what the steps of DR-TA are in order to check if the students remember the steps from the previous days lesson. The students then will be asked if they know what the Bill of Rights are and will write them down on the Smart Board (blank slide of a power point or word document) so they can reference what the students wrote later in the lesson. The teacher will then tell the students to take out their graphic organizer note sheets for their primary source analyses so they can finish up the last few readings they have during the first half of the lesson. 8:07-8:10 Introduction of Lesson: The teacher will remind the students of the steps of DR-TA if the students did not remember them correctly from the previous days lesson. These steps will be pulled up on the Smart Board for students to reference during the class period. The teacher will then tell the students that they will be introducing the Bill of Rights (or re-introducing, depending on how many of the Bill of Rights the class remembered) and that they should be prepared to analyze the Bill of Rights based on the philosophies they read Lesson Instruction: - Students will get back in their pre-assigned groups to continue reading and analyzing the primary source excerpts for 35 minutes of class. - After 35 minutes, the students will put their graphic organizers to the side and will be directed back to the list of the Bill of Rights they came up with at the beginning of class. The students will then be introduced/re-introduced to the Bill of Rights. Assessments/Checks for Understanding: The teacher will walk around the classroom when the students are analyzing the primary source excerpts using DRTA in their groups and help students who have any questions or dont seem to be on the right track. Students will be given their Think-Pair-Share responses from the day before asked again to do a Think-Pair-Share of the What is Freedom? question using the information they learned from their analyses of the primary sources and the review of the Bill of Rights

8:10-8:45

8:10-8:45

8:35-8:50

Closure/Wrap-Up/Review: Students will spend 5 minutes of class answering the ThinkPair-Share question. Tell students that they will be going in depth about the amendments in the Bill of Rights and connecting them to current events as the unit continues. Self-Assessment: N/A