Curricula for K-12 Civics Education Lesson Plan: Breaking Up With the British Student Handouts Too Late to Apologize: A Declaration By T.J. and the Revo http://www.webtexts.com/declaration/ Halfway across the globe And we're standing on new ground Screaming 'cross the waves You can't hear a sound There's no fair trials, no trade, no liberties No tea We've colonized America; we won't stand for tyranny, Oh king And it's too late to apologize It's too late I said it's too late to apologize It's too late We've paid your foolish tax, read the acts And they just won't do We want to make it clear, we believe this much is true All men were created with certain Unalienable rights Among these are life, liberty, and the pursuit Of happiness And it's too late to apologize It's too late I said It's too late to apologize It's too late It's too late to apologize It's too late I said it's too late apologize It's too late CVCS-Lesson1-Morales-f-docx 04/16/2012 This curriculum does not necessarily reflect the views of the Judicial Council, the AOC, or the Court Programs and Services Division/CPAS. Furthermore, the authors, the Judicial Council, the AOC, and the Court Programs and Services Division/CPAS do not provide any warranties regarding the currency or accuracy of the information in these works. Users are reminded to check the subsequent history of any case and changes to statutes and Rules of Court cited in the works before relying on them. These works are provided for the personal noncommercial use of teachers and may not be used for any other purpose without the written permission of the authors. Curricula for K-12 Civics Education I said it's too late to apologize, yeah It's too late I said it's too late to apologize, yeah Halfway across the globe And we're standing on new ground Now it’s your turn! With one or two partners, write your own break-up song to King George III. Alter the lyrics of a break-up song, adding facts from the Declaration of Independence to explain, in a heartfelt and dramatic way, why IT’S OVER! 1) Read and discuss the Declaration of Independence. Why couldn’t the colonies take it anymore? What were some of their main ideas about the role of the government? 2) Use your knowledge and notes on the Declaration of Independence to write your song! 3) Perform your song, with the instrumental version playing in the background. (I have the instrumental for every song listed below) CVCS-Lesson1-Morales-f-docx 04/16/2012 This curriculum does not necessarily reflect the views of the Judicial Council, the AOC, or the Court Programs and Services Division/CPAS. Furthermore, the authors, the Judicial Council, the AOC, and the Court Programs and Services Division/CPAS do not provide any warranties regarding the currency or accuracy of the information in these works. Users are reminded to check the subsequent history of any case and changes to statutes and Rules of Court cited in the works before relying on them. These works are provided for the personal noncommercial use of teachers and may not be used for any other purpose without the written permission of the authors. Curricula for K-12 Civics Education Standards for Success Advanced - A Proficient - B Basic - C Below Basic – D/F The song lyrics The lyrics of your The song lyrics Song lyrics are either demonstrate song clearly explain touch upon the off-topic, vague, or advanced knowledge the colonies’ colonists’ incorrect. of the founding grievances, their grievances, reasons fathers’ concerns and reasons for wanting for wanting vision. their independence, independence, and and their ideas about ideas about the role the role of of government, but government. more information is necessary. The song is performed When performed, Students sing the Students either read loud and clear, in the song is sung in an entire song, and the song, are tune, and with audible and clear most of it is loud incoherent, or detract engaging stage manner. and clear. from the content of presence. the song by laughing, mumbling, or stopping. Song is over the 1:30 Song meets the 1-1.5 Song is about one Song is less than one minimum. minute minimum. minute long. minute. Lyrics demonstrate Song uses various Song attempts to Song either does not advanced vocabulary words use vocabulary use vocabulary words, understanding of correctly. words correctly. or uses them vocabulary words. incorrectly. CVCS-Lesson1-Morales-f-docx 04/16/2012 This curriculum does not necessarily reflect the views of the Judicial Council, the AOC, or the Court Programs and Services Division/CPAS. Furthermore, the authors, the Judicial Council, the AOC, and the Court Programs and Services Division/CPAS do not provide any warranties regarding the currency or accuracy of the information in these works. Users are reminded to check the subsequent history of any case and changes to statutes and Rules of Court cited in the works before relying on them. These works are provided for the personal noncommercial use of teachers and may not be used for any other purpose without the written permission of the authors. Curricula for K-12 Civics Education “Irreplaceable” – Beyonce “Ex-Factor” – Lauryn Hill “I Will Survive” – Diana Ross “Cry Me A River” – Justin Timberlake “This Love” – Maroon 5 “Don’t Speak” – No Doubt “Yesterday” – The Beatles “Ball and Chain” – Social Distortion “Grenade” – Bruno Mars “So What” – Pink “Rolling in the Deep” – Adele CVCS-Lesson1-Morales-f-docx 04/16/2012 This curriculum does not necessarily reflect the views of the Judicial Council, the AOC, or the Court Programs and Services Division/CPAS. Furthermore, the authors, the Judicial Council, the AOC, and the Court Programs and Services Division/CPAS do not provide any warranties regarding the currency or accuracy of the information in these works. Users are reminded to check the subsequent history of any case and changes to statutes and Rules of Court cited in the works before relying on them. These works are provided for the personal noncommercial use of teachers and may not be used for any other purpose without the written permission of the authors. Curricula for K-12 Civics Education The Declaration of Independence, July 4, 1776 What Does it Say? What Does it Mean? 1) When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. 2) We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — 3) That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to affect their Safety and Happiness. CVCS-Lesson1-Morales-f-docx 04/16/2012 This curriculum does not necessarily reflect the views of the Judicial Council, the AOC, or the Court Programs and Services Division/CPAS. Furthermore, the authors, the Judicial Council, the AOC, and the Court Programs and Services Division/CPAS do not provide any warranties regarding the currency or accuracy of the information in these works. Users are reminded to check the subsequent history of any case and changes to statutes and Rules of Court cited in the works before relying on them. These works are provided for the personal noncommercial use of teachers and may not be used for any other purpose without the written permission of the authors. Curricula for K-12 Civics Education 4) Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. 5) But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. 6) Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world. a) He has refused his Assent to Laws, the most wholesome and necessary for the public good. CVCS-Lesson1-Morales-f-docx 04/16/2012 This curriculum does not necessarily reflect the views of the Judicial Council, the AOC, or the Court Programs and Services Division/CPAS. Furthermore, the authors, the Judicial Council, the AOC, and the Court Programs and Services Division/CPAS do not provide any warranties regarding the currency or accuracy of the information in these works.