T H E D Ecla Ration Of I N D E P E N D E N C E
Overview
Summary
Background Information
The Declaration of
When the first shots of
Independence was written after
the Revo l u t i o n a ry War we re
T h e a long and painful struggle fi red in A p ril of 1775,m o s t
to p re s e rve the “ i n a l i e n abl e
A m e ricans sought only their
D ecla ration of ri g h t s ”of the gove rn e d .
rights as British citizens.
The British monarchy and
But as Britain put more
Parliament understood the
and more re s t rictions on
I n d e p e n d e n c e value of the colonies,bu t
the colonists, and sent more
g ove rning them from afa r
soldiers to put down the
By Judith Lloyd Yero
wa s n ’t easy. R oyal gove rn o r s
“ t r a i t o r s ,” the majority of
l o o ked after the King’s intere s t s.
A m e ricans realized that their
But when King George III laid
o n ly hope to reclaim their
one tax after another on the
rights was independence
c o l o n i s t s — t a xes passed with
f rom England. A year
no colonial re p re s e n t ation in
l at e r, the assemblies of
Parliament—the colonists
s everal colonies ordered
began to question them.
their re p re s e n t at i ves to the
Continental Congress to
The Declaration of
p ropose independence.
I n d e p e n d e n c e was drafted by
On July 2, 1 7 7 6 , 12 of the
t h ree men in the Continental
13 colonies adopted the
C o n g ress in 1776. I t
Vi rginia Resolution. A l t h o u g h
e s t ablished independence
A m e ricans celeb r ate July 4
and the founding principles
as Independence Day, t h e
of the nat i o n , as well as
d e l e g ates did not fo rm a l ly
explained the reasons why the
sign the document until
colonists bro ke from Bri t a i n .
August of 1776.
To d ay, it stands as the model
for other nations and the basis
of A m e rican gove rn m e n t .
Learning Objectives
G e n re / Text Feature s
Reading Skills
Writing Skills
Social Studies Skills
• expository
Skill Focus
W riting Fo c u s
• analyze how people create
• chapter titles and
• recognize cause and eff e c t
• write a speech (persuasive)
g o v e rnmental and authority stru c t u re s
subheads
• d e t e rmine word knowledge
• explain why the colonists wanted to
S u p p o rting Skills
• primary source
form their own nation
S u p p o rting Skills
• prewrite
• historical illustrations
• identify key ideas of democratic
• summarize
• conduct research
• contents, index, and
government
• draw conclusions
• organize information
glossary
• recognize the legacy of the
• compare and contrast
systematically
• sidebars and charts
Declaration of Independence
• reread/read on
Speaking and Listening
• construct a time line
• give an oral presentation
18 The Declaration of Independence
Focus on Reading
Before Reading
P review
Vo c a b u l a ry Strategy:
Tell students to prev i ew the
D e t e rmine word knowledge
Activate Prior Knowledge
b o o k . H ave them read the
Activity Master, Page 22
W rite the words D e cl a ration
ch apter titles and subheads,
Explain to students that some
of Independence on the board.
s t u dy the illustrat i o n s , and
words are often linked to a
Ask students what the wo r d s
read a few of the bri e f
s p e c i fic period in history.
d e cl a ra t i o n and i n d e p e n d e n c e
b i o g r ap h i e s. A s k :
H ave students consider the
m e a n . W rite their suggestions
What do you think you will
vo c abu l a ry words that are
on the board. Then ask students
l e a rn about the Decl a ration of
re l ated to the Declaration of
w h at they know about this
I n d e p e n d e n c e ?
Independence and the peri o d
d o c u m e n t .You might ask
leading up to its wri t i n g.
questions such as:
What clues about the time and
Students can use the A c t i v i t y
place can you learn from the
D u ring what period of time wa s
Master on page 22 and the
p h o t o g raphs and illustra t i o n s ?
this document wri t t e n ?
g l o s s a ry to write what they
Set Purpose
a l re a dy know about each of
Who was invo l ved in writing the
Tell students that , although it
D e cl a ration of Independence?
the vo c abu l a ry wo r d s. T h ey
was written long ag o, t h e
can then use each word in a
What happened as a result
D e c l a r ation of Independence
sentence re l ated to that peri o d .
of this document?
still affects their lives in many
Students will use these wo r d s.
W rite students’ ideas into a
way s. As they re a d , h ave
b o y c o t t
P a r l i a m e n t
K - W-L ch a rt on the board. Wi t h
students think about what
c o l o n y
P a t r i o t
a part n e r, students should cre at e
their lives would be like if the
Continental
royal govern o r
their own K-W-L ch a rt in their
D e c l a r ation of Independence
C o n g re s s
t y r a n t
n o t eb o o k s. T h ey should wri t e
had never been wri t t e n .
L o y a l i s t
w h at they know in the fi r s t
Model your own purpose fo r
c o l u m n , and what they want to
reading for students.
k n ow in the second column.
After re a d i n g, students should
What I Know
What I Want to Know
What I Learn e d
complete the third column by
w riting what they learn e d .
Correlation to National Standards
Language Art s
Social Studies
G e o g r a p h y
S t a t e / L o c a l
• read a wide range of literature
• time, continuity, and change • the world in
____________________________
from many periods
• individual development
spatial terms (2, 3)
• apply a wide range of strategies
and identity
• places and
____________________________
to comprehend and interpret texts
• power, authority, and
regions (6)
____________________________
• use spoken, written, and visual
governance
• human systems
language to communicate
• p roduction, distribution,
(9, 11, 12, 13)
____________________________
effectively
and consumption
• conduct research by gathering,
• global connections
See Standards Chart
evaluating, and synthesizing data
• civic ideals and practice
on page 58.
from a variety of sources
The Declaration of Independence 19
Focus on Reading (continued)
During Reading
After Reading
Students should use the A c t i v i t y
Master on page 24 to plan
Read Strategically: Recognize
R e s p o n d i n g
and write their speech . T h ey
c a u s e - a n d - e ffect re l a t i o n s h i p s
I n i t i ate a class discussion to
m ay use other re s o u r c e s , s u ch
Activity Master, Page 23
assess reading compre h e n s i o n .
as books, e n c y c l o p e d i a s , or
Assign each ch apter of the
Ask questions such as:
the Intern e t , to find out more
book as independent re a d i n g.
W hy did Britain want colonies?
about why some colonists
As students re a d , t h ey can use
(summarize)
we re against breaking away
the Activity Master on page 23
f rom Bri t a i n .
W hy did the Loyalists and
to answer questions about why
Pa t riots disagree about
Communicating: Speaking/listening
the colonists wanted to fo rm
independence?
G ive an oral pre s e n t at i o n
their own nat i o n . The ch a rt on
(compare and contrast)
In small gro u p s , students can
p age 22 may remind students
What was the purpose of listing
read their speeches aloud. Try
of some of the King’s actions
all of the King’s “ g ri e va n c e s ”
to have both “ L oya l i s t s ” a n d
t h at caused unrest among the
in the Decl a ration?
“ Pat ri o t s ” in each gro u p.
c o l o n i e s. Remind students
(identify main idea)
t h at an e f f e c t is what hap p e n s ,
Students reading aloud should
and a c a u s e is why it h ap p e n s.
W hy was signing the
✓ speak clearly
D e cl a ration of Independence
Identifying causes and e f fe c t s
✓ make eye contact with listeners
a risk for the signers?
can help students see
✓ read with conviction and appropriate
(draw conclusions)
connections between eve n t s.
emphasis and gestures
What events finally enabled
S t r ategy Ti p : R e read or read on
Listeners should
the A m e ricans to win
If students have diffi c u l t y
✓ listen politely
the Revo l u t i o n a ry War?
understanding certain passag e s ,
✓ identify the reasons and examples
(draw conclusions)
e n c o u r age them first to try to
✓ ask questions to clarify the
Writing and Researc h :
identify what is confusing to
speaker’s ideas
Write a speech
them and then to re read the
After all students have give n
p a s s age to see whether the
Activity Master, Page 24
their speech e s , the group can
confusion is cleared up.
Tell students to imagine that
discuss what parts of the
R e reading is helpful if students
t h ey live in the colonies duri n g
s p e e ches we re part i c u l a r ly
h ave missed an import a n t
the period leading up to the
c o nv i n c i n g. Students should
s t at e m e n t , s u ch as a topic
D e c l a r ation of Independence.
recognize that they don’t have
sentence or the definition of an
Would they be on the Loya l i s t s ’
to ag ree with the speaker to
i m p o rtant wo r d . Reading on
side or the Pat ri o t s ’ s i d e ?
realize that the speaker has
also helps clear up confusion
Students are to write a
done an effe c t i ve job of
by providing more explanat i o n .
p e r s u a s i ve speech to conv i n c e
p resenting his or her case.
others to join their cause either
M e e t i n g
for or against independence.
I n d ividual Needs
For specific strategies on
meeting individual needs, s e e
p ages 50–55.
20 The Declaration of Independence
Extend and Assess
Focus on Social Studies
Assessment Options
C ro s s - C u rricular Connection
Changing a Govern m e n t
Use the fo l l owing assessment
S c i e n c e
O rganize students into small
options to assess students’
In addition to his work as
g roups to re s e a r ch how the
understanding of The
a colonial leader, B e n j a m i n
colonial leaders sought to mold
Declaration of Independence.
Franklin also wrote P o o r
their gove rn m e n t . H ave them
Q u e s t i o n s
R i ch a rd ’s A l m a n a c a n d
s t a rt with their books and
Students can answer the
conducted many science
then re s e a r ch w w w. a r ch i ve s. g o v
fo l l owing questions.
e x p e ri m e n t s. H ave students
for additional info rm ation to
re s e a r ch his experi m e n t s ,
1 What role did the colonists have in
a n swer the fo l l owing questions
choose one, and answer the
governing their colonies before the
f rom the perspective of the
revolution?
fo l l owing questions.
drafters of the Declarat i o n :
2 What were several of the colonists’
Q u e s t i o n s
W hy is gove rnment necessary ?
biggest complaints about the way
1 What does this experiment seek
What is the difference between
King George III and Parliament
to prove?
a monarchy and a democra c y ?
treated them?
2 How did Franklin attempt to prove it?
3 In what ways did the colonists fight
How are leaders chosen in each
3 What was the result of the
back against Britain’s taxes?
f o rm of gove rn m e n t ?
experiment?
4 How did the British and American
What should or shouldn’t
troops compare?
Home-School Connection
g o ve rnments be able to do?
5 Why was the help of other countries
important in America’s war of
Students can ask pare n t s
What rights do people have
independence?
questions about how the
when the gove rnment doesn’t
act in their best interest?
Assessment Activity
d e m o c r atic fo rm of gove rn m e n t
H ave students select one person
helps citizens stop their
G roups can present their
f rom the story and explain
leaders from having too mu ch
i n fo rm ation in a va riety
w h at role that person played in
p owe r. T h ey may discuss what
of way s , s u ch as a panel
the battle for independence or
h appens when the people don’t
d i s c u s s i o n , a bulletin board
the writing of the Declarat i o n
l i ke what a leader has done.
d i s p l ay, or a skit. P rovide time
of Independence. Students can
Use news media as sources fo r
for students to share their
w rite a short essay to descri b e
i n fo rm at i o n .
i n fo rm at i o n .
their ideas.
What steps can citizens take
C reate a
E s s ays should
if they don’t like what their
Time Line
g o ve rnment is doing?
✓ present information clearly and
Activity Master, Page 25
succinctly
Could A m e ricans ove rthrow a
Students can use A c t i v i t y
✓ explain the character’s
President as the colonists did
Master on page 25 to cre ate
accomplishments
King George III?
a time line leading up to and
✓ use correct grammar and mechanics
For what reasons might
fo l l owing the Declaration of
Multiple-Choice Test
A m e ricans want to change their
I n d e p e n d e n c e. The time line
See the mu l t i p l e - choice test on
g o ve rn m e n t ?
should begin in 1763 and end
p age 64.
in 1781.
The Declaration of Independence 21
Name ____________________________________________
The Declaration of Independence
Vocabulary: Determine Word Knowledge
The terms below are from T h e D e cl a ration of Independence. E a ch word is re l at e d
to the document or to the period leading up to its wri t i n g. W rite down what
you alre a dy know about each term in the second column. Then use the book
and the glossary to find new info rm ation about each term . Use each term in a
sentence about the Declaration of Independence.
Wo rd or Te rm
What I Already Know
My Sentence
b o y c o t t
c o l o n y
Continental Congre s s
L o y a l i s t
P a r l i a m e n t
P a t r i o t
royal govern o r
t y r a n t
22
Activity Master
Vocabulary
Name ____________________________________________
The Declaration of Independence
R e a d i n g : Recognize Cause-and-Effect Relat i o n s h i p s
As you read The Decl a ration of Independence, think about how things ch a n g e d
and what caused those ch a n g e s. Think about changes in gove rnment and how
those changes affected people's live s. Complete the ch a rt below.
C a u s e
E ff e c t
1.
British rulers told the colonists they
c o u l d n ’t make their own glass, china,
knives, and guns.
2.
King George III told the colonists that they
c o u l d n ’t settle west of the Appalachian
m o u n t a i n s .
3.
The colonists boycotted British goods.
4.
Colonists made their own substitutes for
British goods.
5.
The American colonies declare d
independence from Britain.
Reading Strategies
Activity Master
23
Name ____________________________________________
The Declaration of Independence
Writing: Prewriting
A Speech
You are living in the colonies during 1775. Do you believe that the colonies
should declare independence from Britain? A re you a Loyalist or a Pat ri o t ?
W rite a speech to persuade others to join yo u .You must support your ideas
with reasons and examples. B e fo re wri t i n g, plan your speech by completing
the statements below. Then write the speech .
My colonial name is: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
My job is: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
I am a Loyalist or a Patriot (circle one) because (list reasons and examples):
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
King George III and Parliament have taken their actions because: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The colonists have resisted Britain’s actions because: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Others should join me because: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
My speech will begin with: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
My speech will end with: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
24
Activity Master
Writing
Name ____________________________________________
The Declaration of Independence
Social Studies: Construct a Time Line
Use the info rm ation provided below to construct a time line for the eve n t s.Yo u r
finished time line will show the important events leading up to and immediat e ly
fo l l owing the writing of the Declaration of Independence. To complete the time
l i n e, fo l l ow these dire c t i o n s.
1. Sequence the events below.
2. Put in the dates for each event.
3. Draw a simple time line in the space provided below.
Write the events in order along the time line.
4. Give your time line a title that explains what it shows.
D ate _______
Parliament passed the Stamp A c t .
D ate _______
The First Continental Congress met in Philadelphia.
D ate _______
The Fre n ch and Indian War ended.
D ate _______
The Declaration of Independence was signed.
D ate _______
Wa s h i n g t o n ’s army and the Fre n ch navy defe ated the Bri t i s h .
D ate _______
The “Boston Tea Pa rt y ” took place.
D ate _______
The Revo l u t i o n a ry War began.
D ate _______
Thomas Paine wrote Common Sense.
Social Studies Skills
Activity Master
25
