A Statement of Freedom



|Lesson Synopsis: |

Students explore the political, economic, and social factors that influenced the writing of the Declaration of Independence and the importance of this document. They look at the events of the American Revolution, and look forward to elements that should be included in the new government in order to assure that the grievances in the Declaration of Independence are addressed.

TEKS:

|5.2 |History. The student understands how conflict between the American colonies and Great Britain led to American independence. The |

| |student is expected to: |

|5.2A |Identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War|

| |and the Boston Tea Party. |

|5.2B |Identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas |

| |Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions of significant individuals during the |

| |revolutionary period. |

|5.2C |Summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. |

| |military. |

|5.15 |Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights.|

| |The student is expected to: |

|5.15A |Identify the key elements and the purposes and explain the importance of the Declaration of Independence. |

Social Studies Skills TEKS:

|5.24 |Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid |

| |sources, including electronic technology. The student is expected to: |

|5.24A |Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, |

| |print, and visual material; documents; and artifacts to acquire information about the United States. |

|5.24B |Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main |

| |idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. |

|5.24E |Identify the historical context of an event. |

|5.25 |Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: |

|5.25D |Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• As a patriot, write a pamphlet outlining the elements that should be included in the new government in order to assure that the grievances in the Declaration of Independence are addressed. (5.2C, 5.15A, 5.24A, 5.25D)

[pic] 5F

|Key Understandings and Guiding Questions: |

• Con frecuencia, las guerras son el resultado de un deseo de independencia política, económica y social y a menudo dirigen el desarrollo de estructuras de gobierno futuras.

← ¿Cómo guiaron los factores políticos, económicos y sociales a los colonos para declarar independencia de Inglaterra?

← ¿Qué pensaron los colonos norteamericanos que se debía incluir en un nuevo gobierno?

← ¿Qué papeles jugaron los Padres de la Patria y los Héroes de la Patria en la Guerra de Independencia?

Vocabulary of Instruction:

• conflicto

• motivación

• independencia

• declaración

• monarquía

• tiranía

• agravio

• consenso

• representación

• impuestos

• boicot

•

|Materials: |

• Refer to the Notes for Teacher section for materials.

|Attachments: |

• Teacher Resource: Road to Revolution Timeline

• Handout: Looping Cards: Road to Revolution (cut apart and shuffled, 1 set per group)

• Handout: Graphic Organizer (optional, 1 per student)

• Teacher Resource: PowerPoint: Reading the Declaration

• Teacher Resource: Declaration Scavenger Hunt

• Handout: Declaration of Independence Structure and Analysis (1 per student)

• Teacher Resource: Declaration of Independence Structure and Analysis Key

• Teacher Resource: Declaration of Independence Tri-fold (optional, 1 per student)

• Teacher Resource: American Revolution Timeline

• Teacher Resource: Treaty of Paris Scavenger Hunt

|Resources and References: |

• Declaration of Independence:

• Information on Common Sense by Thomas Paine:

• Yankee Doodle:

• Washington resigning commission (Trumbull painting):

|Advance Preparation: |

1. Become familiar with content and procedures for the lesson.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview available resources and websites according to district guidelines.

5. Prepare materials and handouts as needed.

|Background Information: |

The students come to understand that a desire for political, economic, and social independence is often hard won and often results in revolution. They have already studied some of the requirements that Great Britain placed on them, increasing their desire for independence. After the battles at Lexington and Concord, the American colonists in the Second Continental Congress thought they had exhausted their options and wrote the document that would become the basis for the U. S. Constitution.

|Getting Ready for Instruction Supplemental Planning Document |

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

|Instructional Procedures |

|Instructional Procedures |Notes for Teacher |

|ENGAGE |NOTE: 1 Day = 50 minutes |

| |Suggested Day 1 – 10 minutes |

|Review events leading to the American Revolution studied so far (these were studied in |Attachments: |

|Unit 4). (See the Teacher Resource: Road to Revolution Timeline. This could also be used |Teacher Resource: Road to Revolution Timeline (can be used as student |

|as a student handout.) |handout) |

| |Handout: Looping Cards: Road to Revolution (cut apart and shuffled, 1 |

|Divide the class into small groups. Distribute to each group a set of the Handout: Looping|set per group) |

|Cards: Road to Revolution (cut apart and shuffled). Groups create a correct timeline by | |

|placing the cards in order. This reinforces the sequence of events leading to the American|Purpose: |

|Revolution. |Review the idea that increasing dissatisfaction colonists felt regarding|

| |their treatment by England led to a revolution. |

|Students tell the story to each other, using information on the Looping Cards to guide | |

|their statements. |TEKS: 5.2C, 5.15A, 5.24A, 5.25D |

| | |

| |Instructional Note: |

| |The Looping Cards can be used as a large group activity as well. Give |

| |each student a card to read in the proper order. (There are 12 cards in |

| |this set, so most classes would need 2 groups.) |

| |If desired, return to the K-H-W-H-L-H chart from Unit 4. |

| |This should be a review since much of this content was taught in |

| |previous units. A good way to demonstrate this is to create a timeline |

| |that students can see as you are reviewing the events. |

|ELABORATE – Communicating ideas |Suggested Day 1 continued – 15 minutes |

|Lead students to consider how people learn about important events today. Ask questions |Materials: |

|such as |Information on Common Sense by Thomas Paine: |

|How long does news take for news to travel through school? | |

|How does it travel? | |

|How about news about events across the world? (Facebook, satellite transmission, TV news, | |

|Twitter) | |

| | |

|Students compare the instantaneous transmission of data and information today to spreading| |

|news in the 18th century – without TV, satellites and the Internet. Encourage students to | |

|think about how news traveled (often by written documents sent by messenger on horseback | |

|or ship) | |

| | |

|Another way people share their ideas today is to write about it. | |

|Today we use things like blogs, newspapers, television talk shows, and books to | |

|communicate ideas. | |

|In the 18th century they had newspapers, meeting houses, and pamphlets. | |

|One of the most famous and influential was Thomas Paine’s Common Sense. | |

| | |

|Share pictures of and quotes from Thomas Paine’s Common Sense. Options for inclusion in | |

|discussion include: | |

|“Until an independence is declared, the continent will feel itself like a man who | |

|continues putting off some unpleasant business from day to day, yet knows it must be | |

|done.” | |

|“These are the times that try men's souls” | |

|Now is the seedtime of continental union, faith and honor. | |

|“The cause of America is in a great measure the cause of all mankind. “ | |

|“Declaring War against the natural rights of all Mankind, … is the Concern of every Man | |

|…” | |

|“O! ye that love mankind! Ye that dare oppose not only the tyranny but the tyrant, stand | |

|forth! “ | |

|"Everything that is right or reasonable pleads for separation. … 'tis time to part.” | |

| | |

|Students speculate on and then reach consensus about the purpose of Paine’s work and about| |

|Paine’s point of view. They base their ideas on the quotes, and support their ideas with | |

|evidence. | |

|EXPLORE – First and Second Continental Congress |Suggested Day 1 (continued) – 15 minutes |

|Students give examples of grievances people may need to address in their lives today and |Purpose: |

|consider how we address these grievances in today’s world. Ask: |Continue to review the story of the Road to Revolution to lay a |

|What are some things that people complain about today? |foundation for learning about the American Revolution and its effects. |

|Possible suggestions: | |

|Potholes in roadways we pay taxes to repair |TEKS: 5.2C, 5.15A, 5.24A, 5.25D |

|Damage and loss of work from BP oil spill | |

|Concerns about slower response from first responders (police, fire, ambulance) |Instructional Note: |

|Increased taxes and decreased services |The First Continental Congress was convened to respond to the |

| |Intolerable Acts. The Congress discussed and came to agreement on what |

|Facilitate a brief discussion on how people can address grievances effectively. Letter |was important to them: rights that included life, liberty, property, and|

|writing can be used as a first step to address a grievance |the right to establish their own taxes within the colonies. And they |

| |sent their resulting petition to King George and Parliament. They agreed|

|Review pertinent details regarding the First and Second Continental Congresses. Use words |to boycott British goods in response to the Intolerable Acts as the came|

|such as: |to realize they needed to stand together. |

|There were many things the colonists were having trouble dealing with. |The Second Continental Congress met to decide how to respond to British |

|So, in October of 1774, the colonial leaders got together at the First Continental |aggression. They named Washington Commander in Chief of the Continental |

|Congress to discuss these things and what could be done. |Army, wrote the Declaration of Independence, and created the Articles of|

|They sent King George and Parliament a petition stating grievances and asking for help in |Confederation, acting as the provisional government during the American |

|finding a solution. The petition was delivered by Benjamin Franklin. (If desired, share |Revolution. |

|the petition with students using images at the Library of Congress.) |The Articles of Confederation was the first written constitution of the |

|The King and Parliament ignored the colonists’ petition. |United States. The document specified how the national government would |

|British troops were sent to enforce the acts of Parliament. They began their march in |operate. |

|April of 1775. | |

| | |

|Optional: Read again Longfellow’s poem to students (introduced in Unit 4). Then share | |

|Revere’s own account of the ride from the Massachusetts Historical Society. | |

| | |

|Continue the story of the beginning of the American Revolution. Use words such as the | |

|following. Supplement with information from the textbook and other classroom materials. | |

|When shots were fired in Lexington and Concord that dawn of April 19, 1775, the American | |

|Revolution had begun. This was the “shot heard ‘round the world.” | |

|The Second Continental Congress convened shortly after, on May 10. The leaders needed to | |

|decide how to respond to the escalation from tensions to war. | |

|The colonial leaders had a full agenda. They elected John Hancock as president of the | |

|Congress; they named George Washington Commander in Chief of the Continental Army; and | |

|they set up a committee to write the Declaration of Independence. They also began to work | |

|on setting up a new government in the form of the Articles of Confederation, which was the| |

|first written constitution of the United States and specified how the national government | |

|would operate. (The Articles of Confederation will be looked at more deeply in the next | |

|unit.) | |

|Thomas Jefferson was the primary author of the document. John Adams, Roger Sherman, | |

|Robert Livingston, and Benjamin Franklin completed the committee. | |

|EXPLAIN – Continental Congress |Suggested Day 1 (continued) – 10 minutes |

|Students solidify their learning about the First and Second Continental Congresses by |Attachments: |

|creating graphic organizer showing the purpose and results of each meeting. (See Handout: |Handout: Graphic Organizer (optional, 1 per student) |

|Graphic Organizer for an example organizer. Students could create their own. Also see the | |

|Notes for Teacher section for possible content information.) | |

|ELABORATE – Communicating ideas |Suggested Day 2 – 10 minutes |

|Ask: |Attachments: |

|When the leaders at the Continental Congress needed to have people learn about the |Teacher Resource: PowerPoint: Reading the Declaration |

|Declaration to accomplish their goals (remember that one of the purposes of the | |

|Declaration was to encourage other colonists – and nations – to join them), | |

|They sent copies of the Declaration of Independence out and people held public readings. | |

| | |

|Share the Teacher Resource: PowerPoint: Reading the Declaration and discuss the idea. | |

|EXPLORE – Analysis of the Declaration of Independence |Suggested Day 2 (continued) – 15 minutes |

|Provide students with access to the Declaration of Independence (distribute copies, use |Materials: |

|the copy in the textbook or other source, access online, etc.). |Declaration of Independence: |

| | |

|Student pairs skim through the Declaration, noting things they notice. | |

| |Attachments: |

|Display the Teacher Resource: Scavenger Hunt. (If desired, this could be used as a |Teacher Resource: Declaration Scavenger Hunt |

|handout,) |Handout: Declaration of Independence Structure and Analysis (1 per |

| |student) |

|Lead students on a search for evidence of the parts of the document and its main ideas. |Teacher Resource: Declaration of Independence Structure and Analysis KEY|

| | |

|Distribute the Handout: Declaration of Independence Structure and Analysis. | |

| |Purpose: |

|Student pairs use the handout to look more closely at the Declaration of Independence, |Emphasize that different parts of the Declaration of Independence |

|discussing answers to the questions. (Allow several minutes for students to discuss before|addressed different aspects of the colonists’ dissatisfaction with the |

|leading class summary.) |Crown. |

| | |

|As a class, students share what they discovered about the document. |TEKS: 5.2C, 5.15A, 5.24A, 5.25D |

| | |

|Students adjust the answers on their sheet to ensure they have correct information and to |Instructional Note: |

|aid their understanding. |Note that the Declaration of Independence was also included in study for|

| |Celebrate Freedom Week (unit 3), so this is not completely new |

| |information. |

| |There is no need to read the entire document at this point. The |

| |immediate goal is to understand the structure of the document and the |

| |basic intent of each section. This activity should be done with much |

| |teacher guidance because of the advanced reading level of the document. |

| |Define the words as students have questions. |

| |if a handout version of the Declaration is used, students can highlight,|

| |box, or otherwise mark the sections. This can help them see the |

| |structure more clearly and help them focus on the purposes. (What were |

| |the writers trying to accomplish? Did they achieve that purpose?) |

|EXPLAIN – Summarize Declaration of Independence |Suggested Day 2 (continued) – 10 minutes |

|Student pairs discuss their learning, including: | |

|3 purposes of the Declaration of Independence | |

|2 grievances listed in the Declaration | |

|1 person who signed the Declaration: | |

|EXPLORE – Political, Economic and Social Reasons |Suggested Day 2 (continued) – 15 minutes |

|Distribute to each student a blank piece of paper. |Materials: |

| |Paper, blank for student-created trifold |

|Create a 3-column organizer on the board. Label the columns: Political, Economic, and |Declaration of Independence |

|Social. (See Teacher Resource: Declaration of Independence Tri-fold) and guide students to| |

|create their own organizer. |Attachments: |

| |Teacher Resource: Declaration of Independence Tri-fold |

|Provide students with access to the Declaration of Independence. | |

| |Instructional Note: |

|Student pairs look at the document more closely, this time noting evidence they find in |Sample tri-chart: |

|the Declaration of Independence about the political, economic, and social reasons for |(Answers will vary. Accept answers with appropriate support/evidence.) |

|declaring independence. (Students include the grievances as well as the purposes stated in| |

|the introduction.) |Political |

| |Economic |

|Student pairs discuss the Declaration of Independence and share their findings, adding |Social |

|information to their tri-fold and contributing to the class tri-fold. | |

| |  |

|Ask questions such as: | |

|What are some of the political reasons for breaking away from Great Britain that are |  |

|listed in the document? (town meetings banned, no representation from Parliament) | |

|What are some of the economic reasons listed in the document? (taxes, trade limits) |  |

|What are some of the social reasons listed in the document? (housing of British soldiers,| |

|blank search warrants) |  |

|What things did the colonists wish to fix about the way they were governed as British | |

|colonists when they became independent? | |

|What can we conclude, using clues in the Declaration, that the Founding Fathers wanted to | |

|ensure in a new nation’s government? | |

|EXPLAIN – Political, Economic and Social Reasons for the Declaration of Independence |Suggested Day 3 – 15 minutes |

|Review Day 2 learning by facilitating a discussion, encouraging students to provide |Purpose: |

|answers to the guiding questions and support (with evidence) for the Key Understanding. |Help students deepen their understanding of the Declaration of |

|Revolutions frequently result from a desire for political, economic, and social |Independence in historical context |

|independence and often drive the development of future governing structures. | |

|How did political, economic, and social factors lead the colonists to declare independence|TEKS: 5.2C, 5.15A, 5.24A, 5.25D |

|from England? | |

|What did the American colonists think should be included in a new government? | |

|What parts did the Founding Fathers and Patriot heroes play? | |

|EXPLORE – Events of the American Revolution |Suggested Day 3 (continued) – 35 minutes |

|Play a version of Yankee Doodle as students enter the room. Provide background about the |Materials: |

|song, including that lyrics were made up to tell the story of events. |Yankee Doodle: |

| | |

|Introduce and provide an overview of the events of the American Revolution using the |Washington resigning commission (Trumbull painting): |

|Teacher Resource: American Revolution Timeline and summaries from appropriate websites. | |

|Lead students to focus on key events and encourage them to recognize any patterns or cause| |

|and effect relationships. |Attachments: |

| |Teacher Resource: American Revolution Timeline |

|To deepen their knowledge of the events during the American Revolution, and the parts |Teacher Resource: Treaty of Paris Scavenger Hunt |

|significant individuals played in those events, students read selected sections of the | |

|textbook and other classroom materials. (This could be accomplished as homework.) |Instructional Note: |

| |At the end of the American Revolution, |

|Conclude discussion of the war with the Battle of Yorktown. |A treaty was signed (Treaty of Paris) which acknowledged sovereignty for|

| |the colonists and thus recognized as an independent nation. |

|Fill in details related to the end of the war, using words such as: |The Continental Army, with George Washington as its commander, was |

|As soon as the hostilities ended, General Washington resigned as Commander of the |formed by the Continental Congress in 1775. The army, along with state |

|Continental Army, and the Continental Army was disbanded. Though the colonists distrusted |militia forces, made up the colonial revolutionary forces. Because of a |

|the idea of having a “standing army” (under the control and order of the government), so |pervasive distrust of permanent (or "standing") armies, the Continental |

|the Continental Army was demobilized. |Army was quickly disbanded after the Revolution. The Congress of the |

| |Confederation officially created the United States Army after the end of|

|Show Trumbull’s painting of Washington’s resignation (at the Architect of the Capitol |the revolutionary war to replace the disbanded Continental Army. The |

|website) and read appropriate excerpts from Washington’s papers. |U.S. military evolved from militia (military force composed of ordinary |

| |citizens) to a well-trained standing army and navy. |

|Move to discuss the Treaty of Paris. Students think first about the goals of the Founding | |

|Fathers when they wrote the Declaration of Independence and decide what they should be | |

|negotiating for in the peace treaty. (freedom to expand to the west, independence from | |

|Britain, the ability to create their own government that would be able to tax themselves, | |

|provide representation in government, assure personal liberties). | |

| | |

|Visit the Treaty of Paris (Library of Congress websites) to view the signature page of the| |

|document (note John Adams and Benjamin Franklin) and skim through the document | |

|(transcript) to find evidence of achievement of the other goals. | |

| | |

|Display the Teacher Resource: Treaty of Paris Scavenger Hunt. As on Day 1, lead students | |

|through a focused study of the Treaty of Paris to determine if the colonists – and their | |

|negotiators – achieved what they set out to do with regard to Great Britain. | |

| | |

|Say, | |

|The Founding Fathers were still working on the documents that would become the foundation | |

|for our government. We will look closer at the Articles of Confederation in the next unit.| |

|EXPLAIN |Suggested Day 4 – 15 minutes |

|Part 1: | |

|Student pairs think for 1 minute about events of the American Revolution. (The Teacher | |

|Resource: American Revolution Timeline may be posted/displayed to aid students in | |

|remembering the events.) | |

|Partner A talks about the event for 30 seconds, summarizing the event and discussing | |

|people involved, historical context, cause-and-effect relationships with other events, | |

|etc. Partner B listens. | |

|Partner B then talks about a different event for 30 seconds while Partner A listens. | |

| | |

|Part 2: | |

|Student pairs think for 1 minute about significant people of the Revolutionary era, | |

|including their contributions to American history and their motivations for their action. | |

|Partner B talks about the person for 30 seconds, summarizing the person’s contribution and| |

|discussing historical context, motivations, and other contributions while Partner A | |

|listens. | |

|Partner A then talks about a different person for 30 seconds while Partner B listens | |

| | |

|Facilitate a discussion where students use what they have learned to answer the guiding | |

|questions and support the Key Understanding. | |

|Revolutions frequently result from a desire for political, economic, and social | |

|independence and often drive the development of future governing structures. | |

|How did political, economic, and social factors lead the colonists to declare independence| |

|from England? | |

|What did the American colonists think should be included in a new government? | |

|What parts did the Founding Fathers and Patriot heroes play in the Revolutionary War? | |

|EVALUATE – Critical Elements Pamphlet |Suggested Day 4 (continued) – 35 minutes |

|As a patriot, write a pamphlet outlining the elements that should be included in the new |Materials: |

|government in order to assure that the grievances in the Declaration of Independence are |Paper for creating pamphlet |

|addressed. (5.2C, 5.15A, 5.24A, 5.25D) | |

|[pic] 5F |Instructional Note: |

| |Students may want to rewrite their final copy on a “parchment” paper, |

| |which may be made using a paper grocery sack that been crumpled and then|

| |re-flattened or by “washing” a piece of white drawing paper in tea and |

| |then letting it dry. |

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