Finally...the Declaration of Independence Jenny L. 8A

When we first entered the classroom we were assigned to different pods. Once we settled down after the attendence had been taken, Mr. Armstrong outlined the homework that was to be completed by tomorrow - Week 11 Immersion on the Declaration of Independence.

Today, instead of going through different key terms in our pods, Mr. Armstrong told us to share the main ideas and rate the answers given by each person, in the order of the shoe sizes people have in each pod. Then as a class, we shared the main ideas, guided by the Powerpoint presentation Mr. Armstrong had, yet again, prepared for us. The presentation showed different illustrations appropriate for the topic and we also watched a mock-interview video on Paul Revere and his contribution.

We also discussed as to why the colonists were so upset about the acts that the British parliament passed and we learned that everything led up to the English Bill of Rights. Mr. Armstrong handed out paper which outlined the Declaration of Rights and told each pod to interpret different sections of the Declaration.

Once we were through, the pods shared their ideas of the Declaration of Rights each one another and realized that the document was stating one main idea: No taxation without representation.

Throughout the entire class, Mr. Armstrong made the understanding of the concept easier by using the usual metaphor involving a strict mother and a resisting child.

There were no significant questions posed by the students but when Mr. Armstrong did, as a class, they gave synchronized answers, such as filling in the blanks of Mr. Armstrong's explanation on English Bill of Rights.

Once again, we finished off another Social Studies class with deeper understanding and more knowledge than what we came to the classroom with in the beginning of the class.

Jenny L. 8A