11th Grade Close Reading Guided Reading Books

Close Reads & DBQs Declaration of Independence and Natural Rights

SS.7.C.1.1 & 1.4

This Zipped file includes 5 close reads with EOC questions on the back, Guided Notes/ Cornell Notes, Comic Strip, Bellwork/ Bellringer, and 1 DBQ (Document Based Questioning) series.

Close Readings/ Guided Readings:

-Excerpt of a Primary Source Document

-Can be used as a DBQ

-Great for Low Level Readers when guided

-Great for Gifted or Advanced independently

-Teacher lead questions

-Student Lead questions

-Vocabulary builders

-Student summary of text under discussion

-EOC (End of Course Exam) Questions based on the topic at had

DBQ Series:

-5 Primary Source Documents

-Guided questions that are document based

-Instructions

Standard being assessed:

SS.7.C.1.4 - The Declaration of Independence

Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

Benchmark Clarifications:

Students will explain the concept of natural rights as expressed in the Declaration of Independence.

Students will identify the natural rights specifically expressed in the Declaration of Independence (life, liberty, and the pursuit of happiness).

Students will analyze the relationship between natural rights and the role of government: 1. People are endowed by their Creator with certain unalienable rights;

2. Governments are instituted among men to secure these rights;

3. Governments derive their just powers from the consent of governed; and

4. Whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government.

Students will recognize the connection between specific grievances in the Declaration of Independence and natural rights’ violations.

Students will recognize colonial complaints as identified in the Declaration of Independence (imposing taxes without the consent of the people, suspending trial by jury, limiting judicial powers, quartering soldiers, and dissolving legislatures).

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These units are focused on close reading in history/social studies, primarily in the discipline of history, and using text-dependent questions to help students gain a deeper understanding of informational texts. Unit 3 will offer suggestions for how to implement FL CCSS in the other related disciplines of civics, economics, and geography. Why Close Reading Now? I wear a variety of professional hats—Department Head, Social Studies Coach, Youth In Government Advisor, Interactive Notebook Team member for the District, Chromebook Leader, tech Leader, School Based Leadership Team, AVID Tutor, and most of all Teacher. To keep myself honest (and humble), I spend a lot of time in classrooms watching kids and teachers at work. During the past few years, I've observed a transformation in the teaching of reading from an approach that measured readers' successful understanding of text through lengthy packets of comprehension questions to one that requires students to think about their thinking, activating their "good reader" strategies. The National Assessment of Educational Progress even made one of those strategies—making reader/text connections—a thinking strand within its framework (National Assessment Governing Board, 2002). For a long while, this approach looked ideal. What could be better than creating metacognitive readers? 14 Close reading files for your entire school year! Close Reading Topics Included: English Bill of Rights Mayflower Compact Montesquieu Thomas Paine- Common Sense Join or Die Declaration of Independence- Excerpt Declaration of Independence- Natural Rights Articles of Confederation Federalists Papers #51- Need Government Federalists Papers #51- Separation of Powers Alien & Sedition Act Cane Fight- Preston Brooks and Charles Sumner Analyzing Uncle Toms Cabin Emancipation Proclamation Eli Whitney Whiskey Rebellion Temperance Movement Woodrow Wilson WWI JFK Address Judicial Branch Legislative Branch Foreign Relations Paying for Government Power of Government