CCSS Lesson on Authorship of Declaration of Independence

1. CCSS Lesson on Authorship of Declaration of Independence • Text: Excerpt from Joseph Ellis’s biography, American Sphinx: The Character of Thomas Jefferson, 1997. • ACT Passage • American Government or 11th Grade English class

2. The Hook • Find #1 on your CIS packet. Respond to the following question: “When is it acceptable to use someone else’s ideas and present them as your own?” • Any time • Sometimes • Never • After selecting a choice, write a few sentences to explain your answer.

3. Discussion: The Hook • Get in groups of 3-5. • Discuss your choices and come to a consensus. (10 minutes) • Identify a speaker to share and provide reasons for the group’s decision. (3 minutes per group)

4. First Reading • As you read the article, highlight passages you don’t understand or that prompt questions you may have. • For each of the highlighted passages, write your question in the margin.

5. Class Discussion • Use your questions to prompt discussion with your classmates about the ideas and claims presented by the author.

6. Vocabulary • Content-specific words • General academic words • Multi-meaning words • Words students may encounter in intellectual readings or discussions • Try to focus on teaching vocabulary in context and using word parts.

7. “inalienable rights” – line 11 • What does it mean to be an alien? • What does “in” mean in this word? • What does “able” mean in this word? • So what does “inalienable” mean? • What is a right? • Look at the context of the sentence. Are there any clues?

8. “articulated” – line 19 • Are there any clues in the sentence or surrounding sentences ? • “Articulate” means to make clear and distinct.

9. “quasi” – line 20 • Looking like or resembling, but not having all the characteristics of something • So what does “quasi-religious” mean? • What does this imply about Thomas Jefferson?

10. “embalm” – line 26 • When have you heard the word, “embalm” used? • What does embalm mean in this passage? • What is being embalmed?

11. “harbingers” – lines 27 and 28 • “Harbingers” means those who come ahead to make known the approach of another or anything that foreshadows the future. • Do you have any knowledge of harbingers in history, science, or other subjects?

12. “tyranny” – line 28 • What is a tyrant? • Do you know of any tyrants in history? • What is tyranny? • Tyranny is the act of using power in an unjust or harmful way.

13. “oppression” – line 28 • Are there any words in this word that you recognize? • What does it mean to “press” something? Keeping in mind what you know about tyranny, what do you think oppression might mean? • Oppression means to use force, cruelty, or torture to keep people down.

14. “ideological” - line 31 • What word do you recognize in the word, “ideological”? • What does “ology” mean? • How does “ical” change a word’s meaning? • Ideology means a body of knowledge surrounding beliefs. • Can you think of any ideologies in your world?

15. “spawned” – line 33 • What knowledge do you already have of the word “spawn”? • How is it used in this sentence?

16. “sacrilege” – line 60 • What word do you recognize in this word? • What does it mean to be sacred? • Sacred means holy. • “leg” means to steal. • What does sacrilege mean? • What are some things you know of that are sacrilege?

17. Text Coding As you read the text, use the text codes to label the author’s claim, supporting evidence, and any opposing views on the topic. • C = Author’s claims regarding Jefferson’s authorship of Declaration of Independence • E = Evidence the author uses to support his claim • O= Opposing views/claims/evidence on the subject.

18. Small Group Discussion With a partner in the class, evaluate the claims made by the author and the opposing views presented. Use the chart to document the evidence of both positions. After viewing the evidence, determine which claim has the strongest evidence.

19. Written Response Evaluate Ellis’ argument regarding Jefferson’s designation as the author of the Declaration of Independence. Based on Ellis’ use of evidence, does he have a strong or weak argument? Explain.

20. Research Extension • Research two additional sources on this topic. • As you read the two articles, highlight key passages and write annotations or questions to ask in a class discussion. • Document your sources using the MLA format.

21. Questions You May Pose • I don’t understand…..Can you explain this to me? • What are the parts of the author’s argument that supports…..? • What did the author mean when he said….? • What is the author’s purpose in….? • How does the author….?

22. Extended Class Discussion • Use the information you gathered in your research to present your views on the argument presented by Ellis in the article. • Be prepared to use textual evidence to support your position regarding Jefferson’s authorship of the Declaration of Independence in a class discussion. • Also, be prepared to pose questions or make comments in reference to your classmates’ viewpoints.

23. Final Writing • Write a two-page essay that supports or disputes the idea that Thomas Jefferson should be recognized as the author of the Declaration of Independence. • Use evidence from the text and two additional sources you find to support your claim. • Document your sources using the MLA format.