Hope Despair and Memory Lesson 1 Declaration of

Hope, Despair, and Memory Lesson 1: Declaration of Independence Sections 1 and 2

OVERVIEW We will read texts about MORALITY IN THE FACE OF INJUSTICE in order to understand: Ø THE CONSEQUENCES OF FORGETTING and Ø THE IMPORTANCE OF REMEMBERING AND MEMORALIZING TRAGIC EVENTS.

Let’s Review! Unit Overview: At the end of this unit, to show that you understand the unit goals we just discussed, you will be asked to write an essay which explores how Wiesel’s claims in “Hope, Despair, and Memory” relate to the claims made in other texts throughout the unit. You will also engage in research about the use

WE WILL READ: The Declaration of Independence “Hope, Despair, and Memory” –Elie Wiesel “The Lottery” by Shirley Jackson & “A Modest Proposal” by Jonathan Swift Antigone – Sophocles “I Have a Dream” – Dr. Martin L. King, Jr. “The Gettysburg Address” – Abraham Lincoln

Let’s Review! Unit Overview: This means that over the course of the unit, we will build our understanding about how an author creates and furthers a claim and examine how memory affects our society. We will also look at how texts connect to each other to help us better understand how many different authors through different mediums and genres can explore similar ideas.

Today’s Outcomes • TSWBAT summarize the main points of an informational text, specifically The Declaration of Independence. • TSWBAT determine main ideas within The Declaration of Independence.

Let’s Prepare!

Let’s Prepare!

Let’s Prepare! 60 seconds

Let’s Discuss!

Let’s Discuss!

Let’s Discuss! What do memorials like the Vietnam Memorial or World War II Memorial in Washington D. C. contribute to our nation? Why are they

Let’s Read! • As I read, draw a box around each word that you are not confident of the meaning.

d n a s p d o St secon 30 Jot Let’s Pause! Jefferson chose to begin the Declaration of Independence with the words, “The unanimous Declaration of the thirteen United States of America. ” Was this necessary? Could the 13 colonies have declared independence if they

d n a p e t o t u S min 1 Jot Let’s Pause! Jefferson notes that “all men are created equal, ” suggesting that this was “self-evident. ” What was meant by this statement? How has this idea been

d n a p e t o t u S min 1 Jot Let’s Pause! How does Jefferson explain the reason for a formal declaration of independence? Why does Jefferson state the “causes which impel them to

Let’s Work With Words!

Let’s all use the same synonyms. Impel = force Self-evident = obvious Endowed = bestowed; given Unalienable = non-negotiable Usurpations = taking someone’s power or property by force Evinces = reveals Despotism = dictatorship Deriving = getting Tyranny = dictatorship Prudence = wisdom Candid = honest; sincere Transient = momentary Abolishing = ending

Let’s Read! 3 m s e t inu

10 s e t u n i m Let’s Read! Guiding Questions: • What is the most important information in this section of the text? • How can we boil that down to one

Let’s Express Our Understanding! 1) When groups decide that it is necessary to split apart, it is necessary to give reasons for the split. 2) We believe that all men are created equal and as such have certain undeniable rights such as the right to live, be free, and pursue things that make you happy. 3) The purpose of governments is to help people achieve these rights, and if a government is keeping people from gaining these rights, it should be abolished and a new one created. 4 & 5) New governments should not be created frequently or with little cause. Only when there is a pattern of abuse evident to the people under a government should is be destroyed. This is why the

Let’s Express Our Understanding! Skill Fact: Being able to objectively summarize a text is the FIRST step to comprehending complex texts. We will continue to work on developing our ability to summarize texts throughout the unit,

Let’s Close! Help! I got this!