The Declaration

of
Independence

Maggie Anderson
Edu 5380
Nov. 26, 2014

1
 Table of Contents

Content outline.........................................................................................................................................3

Rationale..................................................................................................................................................4

Unit objectives.........................................................................................................................................4

Lesson #1.................................................................................................................................................8

Lesson #2................................................................................................................................................11

Lesson #3................................................................................................................................................14

Lesson #4................................................................................................................................................18

Lesson #5................................................................................................................................................21

Bibliography...........................................................................................................................................25

Materials.................................................................................................................................................29

2
 Content Outline

Teacher background knowledge

Teachers need a relatively thorough understanding of the events and philosophies surrounding the
writing and signing of the Declaration of Independence to engage in meaningful discussion with the
students. See Bibliography for suggested teacher resources.

Vocabulary
-rights
-blog
-comment (in the context of a blog)
-refresh (in the context of a web page)
-declaration
-self-evident
-unalienable
-pursue, pursuit
-institute (verb)
-consent
-abolish
-principle
-ideal
-synthesize

Lesson outline
Lesson #1(Building background knowledge): Students explore an interactive timeline and answer
questions, which they will email or print and deliver to the teacher.

Lesson #2 (Introduction to idea of “rights”): After engaging in a short discussion about rights, students
respond to prompts on a class blog and comment on each other's responses.

Lesson #3 (Understanding events surrounding and purposes of the Declaration): Students explore
different aspects of the Declaration of Independence while rotating through centers including silent
reading, videos, signers of the Declaration, exploring the text itself, and analyzing artwork.

Lesson #4 (Understanding principles set forth in Declaration): Students become familiar with the “Four
Ideals”: the right to life, the right to liberty, the right to pursue happiness, and that all men are created
equal. They analyze scenarios that demonstrate these four ideals.

Lesson #5 (Culminating activity): Students synthesize information from the centers, Four Ideals lesson,
and provided news stories to answer the question “Why does the Declaration of Independence matter
today?” in a five-paragraph opinion piece that will be presented in front of the class.

3
 Rationale
The information that fifth graders learn about the history of our country as well as the principles
upon which it is founded will shape their political attitudes and will be the basis of their understanding
of current events for the rest of their lives. If they, like me, take few history classes during the rest of
their academic careers, this may be the most comprehensive look at the founding of our country that
they'll ever get. An integrated unit focusing on the rights and responsibilities of Americans then and
now will help them be more active and aware citizens, and encourage them to reflect on the privileges
they enjoy living in the United States of America. It will also greatly supplement the “Great
Americans” program and research that they will be doing later in the year.
The integration in this unit is focused on reading, writing, speaking and listening, and
technology in order to increase sophistication in later class discussion and writing and to ensure
students become familiar with different modes of communication that they will be require to
understand in a new age of information-sharing.

Unit Objectives
Social Studies Core Curriculum Objectives
Fifth Grade Social Studies Standard 2
Students will understand the chronology and significance of key events leading to self-government.
Objective 1
Describe how the movement toward revolution culminated in a Declaration of Independence.
A. Explain the role of events that led to declaring independence (e.g., French and Indian
War, Stamp Act, Boston Tea Party).
B. Analyze arguments both for and against declaring independence using primary sources
from Loyalist and patriot perspectives.
C. Explain the content and purpose for the Declaration of Independence.
Objective 2
Evaluate the Revolutionary War's impact on self-rule.
A. Plot a time line of the key events of the Revolutionary War.
B. Profile citizens who rose to greatness as leaders.
C. Assess how the Revolutionary War changed the way people thought about their own rights.
D. Explain how the winning of the war set in motion a need for a new government that would
serve the needs of the new states.

Common Core objectives

Speaking and Listening Standard 1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
B. Follow agreed-upon rules for discussions and carry out assigned roles.
C. Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.

4
 D. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.

Reading: Informational Text Standard 2

Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.

Reading: Informational Text Standard 3

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in
a historical, scientific, or technical text based on specific information in the text.

Reading: Informational Text Standard 4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant
to a grade 5 topic or subject area.

Reading: Informational Text Standard 9

Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.

Writing Standard 2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
B. Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
E. Provide a concluding statement or section related to the information or explanation
presented.

Writing Standard 4
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.

Writing Standard 5
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.

Writing Standard 8
Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work.

Writing Standard 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
A. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more
characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g.,
how characters interact]”).

Other objectives
Educational Technology Grades 3-5
Standard 7: Use telecommunications and on-line resources (e.g., email, online discussions, web

5
environments) to participate in collaborative problem-solving activities to develop solutions or
products for audiences inside and outside the classroom.

Educational Technology Standard 8

Use technology resources (e.g., calculators, data collection probes, videos, educational software) for
problem-solving, self-directed learning, and extended learning activities.

Visual Arts Standard 2

The students will analyze, reflect on, and apply the structures of art.
Objective 1
Analyze and reflect on works of art by their elements and principles.
B. Explain how the elements of color, line, and space are used to communicate ideas in art.

Visual Arts Standard 3

The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and
purposes.
Objective 1
Explore possible content in art prints or works of art.
A. Determine the context by examining the subject matter, themes, symbols, ideas, and
meanings in significant works of art.

6
Lessons

7
 Lesson #1: Interactive Revolutionary War Timeline

Length of lesson
50-60 minutes

Grade level
Fifth Grade

Social Studies Core Curriculum objectives

Fifth Grade Standard 2
Objective 1a: Explain the role of events that led to declaring independence.
Objective 2a: Plot a time line of key events of the Revolutionary War.

Common Core objectives

Reading: Informational Text Standard 3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in
a historical, scientific, or technical text based on specific information in the text.

Speaking and Listening Standard 1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
B. Follow agreed-upon rules for discussions and carry out assigned roles.
C. Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
D. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.

Other objectives
Educational Technology Grades 3-5
Standard 7: Use telecommunications and on-line resources (e.g., email, online discussions, web
environments) to participate in collaborative problem-solving activities to develop solutions or
products for audiences inside and outside the classroom.

Preparation
-Update Weebly website the day before to make sure instructions are still appropriate; make necessary
changes: http://revolutionary3140.weebly.com/timeline.html
-Reserve computer cart; set up computers on desks during recess to save time
-During oral history projects students should learn how to attach word documents to an email, but if
this does not go according to plan, set aside time to teach this skill sometime prior to the lesson

Time Lesson Management

15-20 Introduction
minutes
Direct students to the website with the link to the
interactive timeline and the questions. Allow
students, in pairs, ten minutes to explore the
Computers will be out and ready
for students when they come
back in from recess. We will
review computer procedure
briefly, then assign partners

8
 timeline on their own based on their interests. using sticks. I will show the
timeline on the SmartBoard and
show them how to navigate the
site before the students log into
their computers. Establish an
acceptable volume before cutting
students loose.

20 minutes Content Students must look at any other

student who is talking, and they
Ask students for their most interesting finds on the must raise their hands to speak.
interactive timeline. Then, direct their attention to
the events I want to make sure everyone reads
(listed on the webpage). Allow them 5-10 more
minutes to focus specifically on these events.

15 minutes Closure Students need to have their eyes

When most students are finished reading these
entries, direct the students' attention to the 10
questions at the bottom of the web page. The
students can pick five of the first nine questions to
answer (this number may vary depending on time),
and they all must answer #10. These will be
answered by partnerships in a word documents that
will be sent to my school email for me to grade. If
time allows, partnerships may volunteer their
opinions on what two other events should have been
added to my list of important Revolutionary War
events.
off their monitors and on me as I
continue to give them directions.
Reinforce acceptable volume
before continuing partner work.
Students will have learned ahead
of time how to attach word
documents to an email, but I will
refresh their memory by briefly
modeling this process for them
on the SmartBoard.

If time is short, this part of the activity can be

continued the following day.

NA Evaluation

Using the rubric provided on the website, I will

grade submissions for content and evidence. This
grade will count only for classwork.

Adaptations
This lesson will likely be taught at a time when most gifted students are at ELP. If this is the case, those
students will complete this activity as homework. On their own time they can explore what they want at
their own pace, and they don't have to worry about partners. If the ELP students are there, assign them

9
to work with each other as partners.

Andy, the student I am most concerned about as far as behavior and attention goes, will need to be
partnered with someone who he enjoys but who also has the ability to complete their work even if he
doesn't. The freedom to explore for a few minutes ahead of time, though, should hook him. I know that
he'll find the histories of the battles and weapons interesting, and hopefully that interest will carry into
the rest of the assignment.

Integration
While reading and interpreting information are important parts of this lesson that are not specific to
social studies, I really wanted to use this lesson as more practice with navigating online resources and
creating and transmitting products on the computer. For some reason this is something I find my fifth
graders struggling with, so my hope is that this lesson will reinforce technology skills that will first be
taught during our service learning activities.

10
 Lesson #2: Rights

Length of lesson
60-80 minutes (including computer lab block)

Grade level
Fifth grade

Social Studies Core Curriculum Objectives

Fifth Grade Social Studies Standard 2
Students will understand the chronology and significance of key events leading to self-government.
Objective 1
Describe how the movement toward revolution culminated in a Declaration of Independence.
A. Explain the role of events that led to declaring independence (e.g., French and Indian
War, Stamp Act, Boston Tea Party).
Objective 2
Evaluate the Revolutionary War's impact on self-rule.
C. Assess how the Revolutionary War changed the way people thought about their own rights.

Common Core Objectives

Reading: Informational Text Standard 3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in
a historical, scientific, or technical text based on specific information in the text.

Speaking and Listening Standard 1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
B. Follow agreed-upon rules for discussions and carry out assigned roles.
C. Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.

Other objectives
Educational Technology Standard 8
Use technology resources (e.g., calculators, data collection probes, videos, educational software) for
problem-solving, self-directed learning, and extended learning activities.

Preparation
-Make sure Weebly website is up-to-date in case any last minute changes to the assignment are
necessary
-Check with computer lab teacher a month ahead of time to make sure that computer lab block can be
used for this assignment

Time Lesson Management

15-20 Introduction Sitting in a circle, students must raise
minutes their hands to comment in any way.
Brief discussion of rights:

11
 -What is a right?
-What do you have the right to do as a
member of our community? A citizen of our
country?
-How do you think the Revolutionary
War and events surrounding it changed the
way Americans thought about their rights?
(Talk to your neighbor about this)

Briefly introduce computer lab activity and

discuss commenting etiquette (no mean
words, constructive criticism only).

30-40 Content Establish an appropriate volume in the

minutes computer lab. Students should stay in
During computer lab, students will log into seats and raise hands to answer questions
their computers and go to rather than come to the individual
http://revolutionary3140.weebly.com/lets- teachers.
talk-about-rights.
After 5-10 minutes of reading the questions,
revisiting the interactive timeline, and
brainstorming, cue them to begin answering
the questions as a comment on the blog
post. Cue them to refresh the page, then
comment on the responses of at least two
other classmates, saying whether they agree
or disagree with them and why.

If not everyone's post is commented on, we

may provide extra time to comment in class
with laptops or during computer lab the next
week.

15-20 Closure Sitting in a circle, students must raise

minutes their hands to comment in any way.
Select several of the most interesting
comments and responses and in a class
discussion later, ask students what they
learned and what they thought. Ask students
what their favorite comments and responses
were, and then share my favorites. End with
a short explanation of the Founding Fathers'
inspirations for writing the Declaration of
Independence to lead into the following
lesson.

12
NA Evaluation NA

As an assessment, students will be receive

20 points for each answer and each
comment for a total of 100 points. As
outlined on the post, to receive the full
points students must use the question to
answer the question and back any
statements or opinions up with evidence.

Adaptations
All the students should be well engaged in this activity since they will have the freedom to move at a
pace they like. Andy may have trouble typing all his thoughts down, so consider pairing him with a
friend or doing his typing for him, depending on what kind of day he's having. Students who work
more slowly may need to arrange for extra time on the fifth grade computers to complete the
assignment. Allow them that time since reading each others' comments will be beneficial to them.

Integration
In this activity, students will have the opportunity to engage in discussion in an especially personal way
that satisfies Speaking and Listening Standards 1B and 1C. We often have classwide discussions, but in
most cases it is more the students all talking to the teacher than the students talking to each other. By
limiting the teacher's role and requiring the students to build off one another's thoughts on the
Revolutionary War's impact on citizens' thoughts about rights (Reading: Informational Text Standard
3), I hope to set a higher standard of communication for future discussions. The students will also be
engaging with communication technology in a way they have not yet this year, thus meeting
Educational Technology Standard 8.

13
 Lesson #3: Declaration of Independence Centers

Length of lesson
70-90 minutes (may take place over the course of two days)

Grade level
Fifth grade

Social Studies Core Curriculum objectives

Fifth Grade Social Studies Standard 2
Students will understand the chronology and significance of key events leading to self-government.
Objective 1
Describe how the movement toward revolution culminated in a Declaration of Independence.
B. Analyze arguments both for and against declaring independence using primary sources
from Loyalist and patriot perspectives.
C. Explain the content and purpose for the Declaration of Independence.
Objective 2
Evaluate the Revolutionary War's impact on self-rule.
B. Profile citizens who rose to greatness as leaders.

Common Core objectives

Reading: Informational Text Standard 3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in
a historical, scientific, or technical text based on specific information in the text.

Reading: Informational Text Standard 4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant
to a grade 5 topic or subject area.

Speaking and Listening Standard 1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
C. Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
D. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.

Other objectives
Visual Arts Standard 2
The students will analyze, reflect on, and apply the structures of art.
Objective 1
Analyze and reflect on works of art by their elements and principles.
B. Explain how the elements of color, line, and space are used to communicate ideas in art.

Visual Arts Standard 3

The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and
purposes.

14
Objective 1
Explore possible content in art prints or works of art.
A. Determine the context by examining the subject matter, themes, symbols, ideas, and
meanings in significant works of art.

Educational Technology Standard 8

Use technology resources (e.g., calculators, data collection probes, videos, educational software) for
problem-solving, self-directed learning, and extended learning activities.

Materials
-Clipboards
-Center A:
-Center A graphic organizer (attached)
-6 laptops
-Biographies, if possible (listed in bibliography)
-Center B:
-Center B graphic organizer (attached)
-Books (listed in bibliography)
-Center C:
-Center C graphic organizer (attached)
-6 laptops with videos bookmarked (listed in bibliography)
-Headphones
-Center D:
-5 large printouts of the first paragraph and a half of the Declaration of Independence, or
presentation prepared for SmartBoard
-Markers
-Large writing paper
-Dictionaries/thesauri (or iPads with dictionary.com app)
-Center E
-Center E graphic organizer (attached)
-6 laptops with art bookmarked (listed in bibliography)

Preparation
-Reserve laptops a week in advance
-Print graphic organizers and staple into packets
-Check out books
-Bookmark videos on 6 laptops, plug in headphones
-Display on SmartBoard
-Ask other teachers if we can borrow iPads
-Download/open dictionary/thesaurus apps

Time Lesson Management

10-15 minutes Introduction Students are sitting in the circle with
clipboards. Graphic organizers will be

15
 Discussion about the events leading up to the
Declaration of Independence:
-What is a “Declaration of Independence?
What does “declaration” mean?
passed out at this time. They must
raise their hands in order to
participate in the discussion.

-What do they remember from Johnny

Tremain about the events leading up to it?
(Boston Tea Party, Battles of Lexington and
Concord)

-Why did the colonies feel the need to declare

their independence from Great Britain?

-Brief summary of who it was written and

signed by (Continental Congress, etc.)

45-60 minutes Content I will introduce procedures for each

Students will spend 10-15 minutes at each
center around the room. Centers include:
A) Learning more about the signers of the
Declaration
B) Free reading of books about the Declaration should close activities and finish
C) Choices of videos about Declaration
center before forming groups. Groups
will be formed by drawing sticks. I
will establish an appropriate volume
for each activity as I introduce centers
(“Should I hear any talking coming
from this center?” etc.) A timer on the
SmartBoard will indicate when they
writing, and another timer will
indicate that it is time to rotate.

D) The Declaration of Independence in your

own words
-Under teacher’s direction, students look
up definitions of unknown words found in the
first paragraph and a half of the Declaration
(Be sure to include self-evident, unalienable,
pursue, pursuit, institute, consent, abolish, and
principle)
-As a group, paraphrase sections of the
first part of the Declaration, which will later be
put together as a class

E) Looking at paintings

During these centers, the students will have

clipboards with a series of questions to answer
as they gather more and more information.

16
15 minutes Closure Students are sitting in the circle with
clipboards. They may have their
Another discussion as a class: clipboards on their laps. They must
raise their hands in order to
-What did you learn that was interesting and participate in the discussion.
new?

-Was there anything you had heard before?

Was there anything you thought you knew but
found you were wrong about?

-Did you find any conflicting information?

NA Evaluation Students will turn their graphic

organizers into the social studies
The students will turn their graphic organizers basket before leaving for recess.
in to me at the end of the activity for me to
look over and grade for completion. The
information will mostly be for myself, so I
know where there are gaps in knowledge for
the next lesson.

Adaptations
Depending on how the day is going, I will strategically place Andy in a group where he has a friend
who will not distract him, like Max. Students who tend to be quieter but have a hard time focusing like
Sohan, Thomas, and Ryder I will put in groups with friends they enjoy being with but who will
encourage them to think, like Mica and Cannon. Otherwise, this lesson is designed to let students pick
materials they are interested in and that are at an appropriate level for them. They will also be working
at their own speed. I will walk around the room to redirect students who may be struggling or who are
not picking tasks difficult enough.

Integration
Because of the wide variety of tasks that students will be participating in throughout the centers, many
different fifth grade standards will be met in regard not only to social studies but reading, speaking and
listening, visual arts, and technology as the students use laptop computers to watch videos, research
historical characters, look up words, and analyze artwork all related to the writing and signing of the
Declaration of Independence.

17
 Lesson #4: Four Ideals

Length of lesson
50-60 minutes

Grade level
Fifth grade

Social Studies Core Curriculum objectives

Fifth Grade Social Studies Standard 2
Students will understand the chronology and significance of key events leading to self-government.
Objective 1
Describe how the movement toward revolution culminated in a Declaration of Independence.
C. Explain the content and purpose for the Declaration of Independence.
Objective 2
Evaluate the Revolutionary War's impact on self-rule.
C. Assess how the Revolutionary War changed the way people thought about their own rights.

Common Core objectives

Reading: Informational Text Standard 3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in
a historical, scientific, or technical text based on specific information in the text.

Reading: Informational Text Standard 4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant
to a grade 5 topic or subject area.

Speaking and Listening Standard 1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
C. Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
D. Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.

Preparation
-Have a transcript of the Declaration of Independence on the SmartBoard
-Copy and cut out five sets of game cards (attached)
-A sign for each of the four ideals printed and taped in a corner of the room

Time Lesson Management

15 minutes Introduction
Looking over Declaration of Independence
transcript, tell the class to listen for the “four
ideals,” or four main rights, declared for United
Students will sit in “theater seating”
so they can see the SmartBoard and
move easily in and out to come to the
board. They must always raise their
hands to participate. Students cannot

18
 States citizens. Read the Declaration until the return to their desks until all
words “Safety and Happiness” chorally, then ask instructions have been given and the
the students what the “four ideals” must be (all line leader has called rows.
men are created equal, right to life, right to liberty,
right to pursue happiness). Students may come up
to the SmartBoard to highlight these ideals. What
exactly do these words means? Use a dictionary if
necessary.

Explain game to be played as table to students and

do three or four examples together as a class For
instance, say, “There are rules on the playground
to keep us safe” and ask students if that applies to
life, liberty, pursuit of happiness, or equality of all
men and women. Explain once again that there are
envelopes on the table with the four “ideals” cards
and the statements and tell the students how long
they will be playing for.

25-35 Content Establish an appropriate volume for

minutes
Each table removes their set of cards from the
envelope and lines them up and then read each
statement and line the appropriate statements up
below the “Ideals” cards. After all or most of the
groups have used every card or the time is up, go
through each card as a class, discussing why the
cards were placed where they were.
Next, give students two minutes to think of a
scenario themselves and go to the corner of the
room with the corresponding right. Ask each
student what scenario they were imagining and
determine as a class that they are in the correct
corner.
this activity and then require
complete silence from those not
talking during the discussion. During
discussion, students seated on the
inside of the circle will turn around to
face the front of the room.
During the four corners game, the
students must move completely
silently.

10 minutes Closure Back in their seats, students on the

inside will be turned around with
“So what?” discussion. Ask the students: their eyes on the teacher. Anyone
-Why does it matter that we know what the who chooses to participate must raise
Declaration of Independence says? their hand.
-Why does it matter that fifth graders
understand the “Four Ideals?”
-Did you learn anything that was new today?
What was it?

19
NA Evaluation NA

My evaluation of this lesson will be in listening to

each student's response after choosing a corner of
the room. I expect that 85% or more of students
will choose an appropriate scenario to illustrate
their chosen ideal, and if they did not, I will
address those misunderstandings during the
closing discussion.

Adaptations
Most people in my class should not struggle with reading the “ideals” cards, but some may struggle
with staying on task during small group work. I will walk around the room and make sure that students
are on task, and encourage students who are not on task to be the card readers. Andy may not want to
participate in the four corners game, and if he chooses not to I will ask him to think of at least one
scenario to share anyway.

Integration
Because this lesson is very discussion-based, my focus will be on encouraging respectful discourse in
the classroom. Asking questions such as “Do you agree? Why or why not?” will satisfy Speaking and
Listening Standard 1, and exploring the meaning of the words in the Declaration of Independence
addresses Reading: Informational Text Standard 4.

20
 Unit Closure
Lesson #5: Why does the Declaration of Independence matter today?

Length of lesson
2 hours (over the course of a week)

Grade level
Fifth grade

Social Studies Core Curriculum Objectives

Fifth Grade Social Studies Standard 2
Students will understand the chronology and significance of key events leading to self-government.
Objective 1
Describe how the movement toward revolution culminated in a Declaration of Independence.
A. Explain the role of events that led to declaring independence (e.g., French and Indian
War, Stamp Act, Boston Tea Party).
B. Analyze arguments both for and against declaring independence using primary sources
from Loyalist and patriot perspectives.
C. Explain the content and purpose for the Declaration of Independence.
Objective 2
Evaluate the Revolutionary War's impact on self-rule.
C. Assess how the Revolutionary War changed the way people thought about their own rights.

Common Core Objectives

Reading: Informational Text Standard 2
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.

Reading: Informational Text Standard 3

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in
a historical, scientific, or technical text based on specific information in the text.

Reading: Informational Text Standard 4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant
to a grade 5 topic or subject area.

Speaking and Listening Standard 1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
B. Follow agreed-upon rules for discussions and carry out assigned roles.

Reading: Informational Text Standard 9

Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.

21
Writing Standard 2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
B. Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
E. Provide a concluding statement or section related to the information or explanation
presented.

Writing Standard 4
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.

Writing Standard 5
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.

Writing Standard 8
Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work.

Writing Standard 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
A. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more
characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g.,
how characters interact]”).

Speaking and Listening Standard 4

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts
and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable
pace.

Preparation
-Print writing prompt/graphic organizer and pass out
-Print 1-3 copies of each news story (listed in bibliography) and place in designated area of the room

Time Lesson Management

25-30 minutes Introduction
Hand the writing prompt out and read over as a
class. Tell the students that when they return to
their seats (or come back from recess), there will
be a collection of news stories waiting for them
While reading the prompt
together, sit in a circle of chairs
in the middle of the room. If I
use the SmartBoard or Elmo to
model filling out the graphic
organizer, students whose backs

22
 around the room. Their task, as outlined in the are to the SmartBoard can turn
writing prompt, is to connect one or two of these around and sit on the ground.
news stories to the notes they took during the When the students move around
Declaration of Independence centers and the the room to pick out stories they
“Four Ideals” they learned about in the previous must do so silently.
lesson. Explain that each news story was picked
because I thought it connected to an aspect of our
rights as outlined in the Declaration of
Independence, but if they do not see the
connection they can choose a different story. Also
explain that using information from multiple
sources to write about one topic is called
“synthesizing.” If time allows, use a news story
as an example and fill out a sample graphic
organizer on the Elmo or SmartBoard.

35 minutes Content During reading and filling out

the graphic organizers, students
Students will have 15-20 minutes to pick stories will be sitting silently in their
and read them silently. After this time, they can seats. If they have a question,
begin filling out their graphic organizer and they must raise their hands and
working on a rough draft. This paper will follow let the teachers come to them.
the usual weekly writing schedule: rough draft
written on Monday night, first edit done on
Tuesday night, second edit on Wednesday night,
presentations of work on Thursday and Friday.
Extra time in class will be set aside on Tuesday
and Wednesday for writing during class so
students can ask questions since this writing
project is more sophisticated than most that they
have done in the past.

Appr. 60 Closure During oral presentations, all

minutes over the
course of two On Friday, students will present their pieces the
days same way that we present writing every week:
taking turns standing and reading with feet
together, paper held at bellybutton level, and
looking up at every punctuation mark. After each
piece we will clap, and the reader will choose two
classmates to give them feedback as well as
receive feedback from the teacher. This often lasts
over the course of a couple of days.
students' eyes must be on the
reader. Classmates cannot speak
unless they raise their hand and
are called on by the reader or a
teacher. When the reader is
finished, he or she will hand
their paper to me.

NA Evaluation (unit summative assessment) NA

23
 Using the rubric on the writing prompt, I will
give the students scores out of 100 on their papers
along with more formal, written feedback.

Adaptations
Because I know that Andy struggles with sitting down long enough to write without becoming
frustrated and giving up, I will give him the option of having his mom transcribe his ideas for him and
will privately tell him that that is what I expect, since he often falls between the cracks on writing
assignments. Thomas also struggles with this, and depending on how he is doing at this part of the year,
I will also give him the option of having his mom transcribe his words for him.

For gifted students who I know will need a push to extend their thinking, I will suggest they take two
articles to synthesize rather than just one.

Integration
This lesson covers many language arts standards, including ones not addressed in previous lessons. My
hope is that as the students are introduced to synthesizing ideas and their thinking is extended, they will
be able to more critically think about historical events and texts that we will research later. This lesson
is not at technology-heavy as the previous ones so that the students' focus can be on their writing
process and presentation.

24
 Bibliography
Lesson 1

Anderson, M. (2014, November 14). Timeline. Retrieved November 19, 2014, from
http://revolutionary3140.weebly.com/timeline.html

American Revolution Center : Collections Timeline. (n.d.). Retrieved November 19, 2014, from
http://timeline.americanrevolutioncenter.org/

Lesson 2

Anderson, M. (2014, November 19). Let's Talk About Rights. Retrieved November 19, 2014, from
http://revolutionary3140.weebly.com/lets-talk-about-rights

Lesson 3: Center A resources

Index of Signers by State. (n.d.). Retrieved November 19, 2014, from

http://www.ushistory.org/declaration/signers/index.htm

Fritz, J., & Hyman, T. (2005). Will you sign here, John Hancock? Weston, Conn.: Weston Woods.

Jurmain, S., Poe, R., & Books, L. (2012). Worst of friends Thomas Jefferson, John Adams, and the true
story of an American feud. Prince Frederick, MD: Recorded Books.

Lesson 3: Center B resources

Sam, F. (2002). The Declaration of Independence: The Words that Made America. New York, NY:
Scholastic, Incorporated.

Landau, E. (2008). The Declaration of Independence. New York: Children's Press.

Burgan, M. (2001). The Declaration of Independence. Minneapolis: Compass Point Books.

Murray, S., & Publishing, I. (2002). American Revolution. New York: DK Pub.

Stein, R. (1995). The Declaration of Independence. Chicago: Children Press.

Green, H., & Green, M. (1997). Wives of the Signers: The women behind the Declaration of
Independence. Aledo, Tex.: Wall Builders.

Osornio, C., & Johnson, L. (2010). The Declaration of Independence from A to Z. Gretna, La.: Pelican
Pub.

Lesson 3: Center C resources

25
Declaration of Independence. (n.d.). Retrieved November 19, 2014, from
http://www.history.com/topics/american-revolution/declaration-of-independence

Jefferson Writes the Declaration of Independence Video. (n.d.). Retrieved November 19, 2014, from
http://www.history.com/topics/us-presidents/thomas-jefferson/videos/jefferson-writes-
declaration-of-independence

Ted-Ed. (2014, July 1). What you might not know about the Declaration of Independence-Kenneth C.
Davis [Video file]. Retrieved from https://www.youtube.com/watch?v=LKJMWHCUoiw

Nicholas Buenk. (2008, June 14). John Adams-Declaration of Independence [Video file]. Retrieved
from https://www.youtube.com/watch?v=nrvpZxMfKaU

CBS News. (2014, July 5). Inside the Declaration of Independence Signing [Video file]. Retrieved from
http://www.cbsnews.com/videos/inside-the-declaration-of-independence-signing/

US National Archives. (2010, July 2). Declaration of Independence [Video file]. Retrieved from
https://www.youtube.com/watch?v=W9ovu0a6pL8

Bigjosh2517. (2014, February 12). Declaration of Independence Scene (National Treasure) [Video file].
Retrieved from https://www.youtube.com/watch?v=he2jDZkzgiM

t bro. (2010, October 27). The Declaration School House Rock Copy [Video file]. Retrieved from
https://www.youtube.com/watch?v=vrSeCYSnj5Y

Lesson 3: Center E resources

Armand-Dumaresq, C. E. (ca. 1873). Signing of the Declaration of Independence [Painting]. Retrieved

from http://goo.gl/pCrukH

Trumbull, J. (1818). Declaration of Independence [Painting]. Retrieved from

http://www.aoc.gov/capitol-hill/historic-rotunda-paintings/declaration-independence

Lesson 4

The Declaration of Independence: A Transcription. (n.d.). Retrieved November 21, 2014, from
http://www.archives.gov/exhibits/charters/declaration_transcript.html

Fifth Grade Model Lesson I: Why is the Declaration of Independence Important? (n.d.). Retrieved
November 21, 2014, from
http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/226/Lessons -
Elementary/Grade 5 Model Lesson One - Declaration of Independence.pdf

Lesson 5

A Voice for the Voiceless. (2014, October 23). Retrieved November 21, 2014, from

26
 http://www.timeforkids.com/news/voice-voiceless/186496

Keady, C. (2014, October 10). Malala Wins Nobel Peace Prize. Retrieved November 21, 2014, from
http://www.timeforkids.com/news/malala-wins-nobel-peace-prize/182746

Keady, C. (2014, October 1). Protests in Hong Kong. Retrieved November 21, 2014, from
http://www.timeforkids.com/news/protests-hong-kong/179766

Iasevoli, B. (2009, September 18). A Justice Like No Other. Retrieved November 22, 2014 from
http://www.timeforkids.com/news/justice-no-other/171201

Richardson, N. (2014, August 13). Answers About Ebola. Retrieved November 22, 2014, from
http://www.timeforkids.com/news/answers-about-ebola/168406

Richardson, N. (2014, August 4). Safe to Drink. Retrieved November 22, 2014, from
http://www.timeforkids.com/news/safe-drink/167936

Docterman, E. (2014, August 1). Cracking the Girl Code. Retrieved November 22, 2014, from
http://www.timeforkids.com/news/cracking-girl-code/167871

Goldberg, E. (2014, June 23). Good News for Bees. Retrieved November 22, 2014, from
http://www.timeforkids.com/news/good-news-bees/166211

Delbanco, A. (2014, March 4). Trouble in Ukraine. Retrieved November 22, 2014, from
http://www.timeforkids.com/news/trouble-ukraine/149886

The Person of the Year Is... (2014, January 2). Retrieved November 22, 2014, from
http://www.timeforkids.com/news/person-year/136251

Malala Yousafzai. (2013, December 5). Retrieved November 22, 2014, from
http://www.timeforkids.com/news/malala-yousafzai/133566

Bernardo, Bridget. (2013, September 16). Freedom of the Press. Retrieved November 22, 2014, from
http://www.timeforkids.com/news/freedom-press/103681

Abrams, A. (2013, August 26). A March Remembered. Retrieved November 22, 2014, from
http://www.timeforkids.com/news/march-remembered/99936

Abrams, A. (2013, July 8). Trouble in Egypt. Retrieved November 22, 2014, from
http://www.timeforkids.com/news/march-remembered/99936

Abrams, A. (2013, June 26). The President's Climate Plan. Retrieved November 22, 2014, from
http://www.timeforkids.com/news/president%E2%80%99s-climate-plan/97006

Zimbler, S. (2010, February 1). Sitting Down to Take a Stand. Retrieved November 22, 2014, from
http://www.timeforkids.com/news/sitting-down-take-stand/5426

27
Plasket, K. (2011, October 11). Working for Peace. Retrieved November 22, 2014, from
http://www.timeforkids.com/news/working-peace/15386

Resources for building teacher background knowledge

Wills, G. (1978). Inventing America: Jefferson's Declaration of Independence. Garden City, N.Y.:
Doubleday.

Allen, D. (2014). Our Declaration: A reading of the Declaration of Independence in defense of

equality. Liveright.

Declaration of Independence. (n.d.). Retrieved November 22, 2014, from

http://www.ushistory.org/declaration/

28
Materials

29
Lesson 2: Center A

Declaration of Independence Centers

Name: _______________________________

Center A: Signers of the Declaration of Independence

Using the website on your laptop or either of the two books, click on the names of the signers to learn more information about them. Take notes on
four (two who you have heard of before, and two who are new to you) of them using this graphic organizer.

Name Where were they from? How did they demonstrate patriotism in their Other interesting notes
life?
___________________________
(Someone you have heard of before)

___________________________
(Someone you have heard of before)

___________________________
(Someone you have never heard of before)

___________________________
(Someone you have never heard of before)
Lesson 2: Center B

Center B: Silent Reading

Select up to three books that you are interested in reading about the Declaration of Independence. While you are reading, take notes on new
information as well as old information using this graphic organizer.

Book title and author New information learned Old information Other notes
Lesson 2: Center C

Center C: Videos

Watch any of the videos bookmarked on the computers provided and take notes using the graphic organizer.

Video title New information learned Old information Other interesting facts
Lesson 2: Center E

Center E: Declaration of Independence Artwork

As a group, look at the two pieces of artwork on the laptops: Signing of the Declaration of
Independence by Charles Edouard Armand Dumaresq and Declaration of Independence by John
Trumbull. After looking at each one carefully, discuss the following questions as a group and take notes
on your own paper.

What is the mood in each of the two paintings? Is the mood the same or different? How can you tell?
How does the color, line, and body language used in each painting affect how the painting makes you
feel?

How are these paintings similar? How are they different?

Which painting do you think is the most accurate representation of the actual signing of the Declaration
of Independence? Why do you think that?
Lesson 4: Game cards
Lesson 4: Game cards
Lesson 4: Game cards
Life
Liberty
Pursuit of
happiness
 All men are
created equal
 Why does the Declaration of Independence matter today?

In the past three weeks we have talked about what events during the
Revolutionary War led the colonists to question their rights and declare
their independence from Great Britain. We have also explored the
Declaration of Independence itself and learned about the Four Ideals,
which were defined by the Founding Fathers as the right to life, the right
to liberty, the right to pursue happiness, and that all men are created
equal. After choosing and reading one or two news stories from around
the room, decide what they have to do with the Four Ideals (keep in mind
that they may not relate to all four, and that's okay). Use this graphic
organizer on the next page to help you. Then, using your notes from your
Declaration of Independence packet, add key details that help answer the
question, “Why does the Declaration of Independence matter today?”
This is a five-paragraph opinion paper. You will receive 20 points for
an opening paragraph with a hook, 20 points for three body paragraphs
with topic sentences and relevant supporting details, and 20 points for a
concluding paragraph with a summation and concluding statement for a
total of 100 points. In order to receive the full points, you must use details
from the news story or stories you picked, at least two of the Four Ideals,
and use at least one idea from your Declaration of Independence packet.
Right to life Right to liberty

Details from your Declaration packet that connect: Details from your Declaration packet that connect:

Right to pursue happiness All men are created equal

Details from your Declaration packet that connectt: Details from your Declaration packet that connect:
So, based on all this information, why does the Declaration of Independence matter today? Write
one or two sentences that “sums it all up.” This can be used as an opening line or a concluding
statement.