Lesson Plan

Declaring Independence

Subject Area

Digital Literacy and Computer Science
Social Studies

Grade(s)

5

Overview

Students will develop an understanding of the purpose of the Declaration of Independence by synthesizing the grievances listed by the founding fathers.

Social Studies (2010) Grade(s): 5

SS10.5.8

Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.

Unpacked Content

UP:SS10.5.8

Vocabulary

  • identify
  • evaluate
  • contributions
  • principles
  • mobilize
  • Committees of Correspondence
  • Liberty
  • boycott
  • Continental Congress
  • ordinary citizens
  • American Revolution
  • declaration
  • financier
  • popular sovereignty
  • limited government
  • bicameral
  • unicameral
  • Great Compromise
  • Annapolis Convention

Knowledge

Students know:
  • The major events of the American Revolution as it relates to the battles and other events.
  • The principles contained in the Declaration of Independence.
  • The contributions of significant people and supporters of the American Revolution.
  • The contributions of African Americans, women, merchants and farmers.
  • The efforts used to gain support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress.
  • The location on a map of major battles during the American Revolution.
  • The reasons for colonial victory in the American Revolution.
  • The effect of the Treaty of Paris of 1783 on the development of the United States.

Skills

Students are able to:
  • Identify, describe, and evaluate events, individuals, and groups important in historic events.
  • Examine and interpret historic documents. Compare and contrast the contributions of significant people and events.
  • Identify the contribution ordinary people such as Haym Solomon.
  • Describe the contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, and supporters from other countries to the American Revolution.

Understanding

Students understand that:
  • Through the events of the American Revolution and the contributions of many people, the United States gained independence from Great Britain.
Social Studies (2010) Grade(s): 5

SS10.5.8.1

Describing principles contained in the Declaration of Independence
Digital Literacy and Computer Science (2018) Grade(s): 5

DLCS18.5.17

Publish organized information in different ways to make it more useful or relevant.

Unpacked Content

UP:DLCS18.5.17

Vocabulary

  • infographic
  • student created website
  • organized information

Knowledge

Students know:
  • information can be created and published in different ways to make it more useful, easier to understand, or relevant.
  • multiple ways to create and publish information.

Skills

Students are able to:
  • organize and publish information in different ways such as infographics, student
  • created websites, digital books, audio, video, etc.

Understanding

Students understand that:
  • information can be organized and published in different ways using images, text, inforgraphs, websites, digital books, etc.

Primary Learning Objectives

Students will be able to synthesize the grievances cited by colonists in the Declaration of Independence.

Procedures/Activities

Before Activity:

Introduce the Declaration of Independence to students by showing them a copy http://www.archives.gov/exhibits/charters/declaration_zoom_2.html.

Then, click on 'read transcript' and share with students an overview of what was being said in the two sections prior to the grievances but do not actually read the grievances. This will allow students to have an understanding of the purpose of the grievances.

During Activity

Print out the complaints document so that each group receives a complaint on a piece of paper with room to write, highlight, and underline.

Provide small groups of 2-3 students with one of the grievances.

Each group begins to read and discuss the meaning of the grievance. One member of the group should record the group's thoughts. Students should underline or highlight any words or phrases that they are unsure of in order to look them up in a dictionary. 

Students should begin creating a rough draft of their complaint in kid-friendly language. 

After Activity

Students will then create a presentation that shares the original complaint and their "kid-friendly" version. The presentation could be created by using presentation software, a web-based program, or a poster. 

Student groups can share their presentations in a whole class setting or post to a classroom management platform for students to view independently. 

Assessment Strategies

Assess students completed work using this checklist.

Acceleration

Students may create a response for more than one complaint. 

Intervention

If students are struggling it is helpful to pull students together to share words or phrases and discuss the meanings of the words and phrases.

Approximate Duration

Total Duration

31 to 60 Minutes

Background and Preparation

Background/Preparation

Students need to have an understanding of the events leading up to the American Revolution.

Materials and Resources

Materials and Resources

Internet-ready computers for all students or groups, access to presentation software or web-based presentation tool

For presenting, one computer attached to a projector, or classroom management software

Printed Complaints Document

Technology Resources Needed

Internet-ready computers for all students or groups, access to presentation software or web-based presentation tool

For presenting, one computer attached to a projector, or classroom management software

Approved Date

2015-07-08
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