LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
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 18th 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
Annotations for instructional use
– how will you use this primary
source with your students?
"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>
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.
“Thomas Jefferson.” Exhibitions. Library of Congress, 27 Jul. 2010. Web. 7 Aug. 2012. <
http://www.loc.gov/exhibits/jefferson/>
TPS_CALU Lesson Plan Template
Casey Douglas
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
“Slavery at Jefferson’s Monticello: Paradox of Liberty.” Plantation & Slavery. Monticello.org.
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/
interactive/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/>
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.
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
TPS_CALU Lesson Plan Template
Casey Douglas
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
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
9th Grade/American History I
4. Title of Lesson
The Founding Fathers: Champions of Equality or Hypocrites?
5. Teacher’s Name
Casey Douglas
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
TPS_CALU Lesson Plan Template
Casey Douglas
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
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.
TPS_CALU Lesson Plan Template
Casey Douglas
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
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?
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?
9. Duration
a. 4 Block Periods
10. Materials
a. Block 1
American Revolution Reading (assigned on 1st 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
TPS_CALU Lesson Plan Template
Casey Douglas
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
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.
TPS_CALU Lesson Plan Template
Casey Douglas
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
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 18th
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.
TPS_CALU Lesson Plan Template
Casey Douglas
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
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.
TPS_CALU Lesson Plan Template
Casey Douglas
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
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.
TPS_CALU Lesson Plan Template
Casey Douglas
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
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
1-Below Standards
Position
Statement
The position statement
provides a clear, strong
statement of the author's
position on the topic.
A position statement is
present, but does not
make the author's
position clear.
There is no position
statement.
Support for
Position
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.
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.
Includes 2 pieces of
evidence (facts,
statistics, examples,
real-life experiences)
that support the
position statement.
Includes 1 or fewer
pieces of evidence
(facts, statistics,
examples, real-life
experiences).
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.
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.
Evidence and examples
are NOT relevant
AND/OR are not
explained.
Evidence &
Examples
Accuracy
Grammar &
Spelling
All supportive facts and
statistics are reported
accurately.
Author makes no errors in
grammar or spelling that
distract the reader from the
content.
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.
TPS_CALU Lesson Plan Template
Casey Douglas