Quiz Reflection and Review
Reflect on exactly what you did to prepare for your quiz. Be
honest! Then, answer the following:
1. Who are the founding fathers?
2. What form of government do we have in the U.S.?
3. What form of government did we have in the 13
colonies?
4. Why do we have government?
5. What are reservations? As in…”I have reservations about
letting you go to Pier Park alone.”
6. What is a monarchy?
7. What is an oligarchy?
8. Why did the colonists argue for independence?
Hey King,
Get Off Our Backs!
What led to the writing of the Declaration
of Independence?
What led to the writing of the
Declaration of Independence?
• Lesson Goal: Describe how English policies and responses
to colonial concerns led to the writing of the Declaration
of Independence.
_____I can trace the relationships between English/British
policies, English responses to colonial grievances, and the
writing of the Declaration of Independence.
_____I can recognize the underlying themes of English
colonial policies concerning taxation, representation, and
individual rights that formed the basis of the American
colonists’ desire for independence.
Primary Source Analysis:
• What do you think is going on in this
engraving? What is the issue on which it is
focusing? How do you know?
• This is a depiction of the Boston Massacre in
1770. The Boston Massacre occurred when a
large crowd of colonists crowded around
and harassed English soldiers. In response,
the soldiers fired their guns into the crowd
killing five people and injuring six.
Too Late To Apologize
What is this video depicting?
How do you know?
Did any images or lyrics stand out to you?
What questions do you have after watching this video?
Do you think the painting might be connected to the
video in some way? How?
Halfway across the globe
And we're standing on new ground
Screaming 'cross the waves
You can't hear a sound
There's no fair trials, no trade, no liberties
No tea
We've colonized America; we won't stand
for tyranny,
Oh king
And it's too late to apologize
It's too late
I said it's too late to apologize
It's too late
We've paid your foolish tax, read the acts
And they just won't do
We want to make it clear, we believe this
much is true
All men were created with certain
Unalienable rights
Among these are life, liberty, and the
pursuit
Of happiness
And it's too late to apologize
It's too late
I said It's too late to apologize
It's too late
It's too late to apologize
It's too late
I said it's too late apologize
It's too late
I said it's too late to apologize,
yeah
It's too late
I said it's too late to apologize,
yeah
Halfway across the globe
And we're standing on new
ground
Too Late to Apologize: A
Declaration
• The final image in the video is of the Declaration of
Independence.
• Do we understand what led up to the writing of this
document?
• What do we think we know? What else do we need
to know?
• Jot your ideas down.
What led to the writing of the
Declaration of Independence?
• We will be investigating the
background information on the
relationship between England and
the colonists.
• Using your “Hey King! Get off our
Backs” article, mark up the text
that shows the relationship
between England and the
colonists.
• Write a summary statement in the
box marked: Background
Information.
Hey King! Get Off Our Backs
Summary Statement!
• The colonists sailed to America from England. In
England, there was a king and a Parliament.
Parliament made laws and stood up for peoples’
rights. In America, the colonists needed some kind
of government to deal with everyday problems.
Some colonies started to create their own
governments, but the king still ruled over all of the
colonies. Over time, England spent more time
dealing with other issues and the colonies all
developed their own governments.
The Road to Independence
• Look at your “The Road to the
Declaration of Independence”
reading
• How is this text organized? How
do you know?
• What is the time period that is
being covered?
• For each year or set of years,
summarize the activities of the
English and the colonists in
separate, complete sentences.
• In the third column use a word
or phrase to summarize the
colonists’ concerns.
Year(s)
Summary of English and Colonial Activities in Complete Sentences
17541763
 After the French and Indian War, the British began restricting the
activities of the colonists.
 Boston lawyer James Otis argued that these actions violated the
individual rights of the colonists.
1764
 The British begin taxing sugar and other imports. They also stop
colonists from printing their own money.
 The colonists decide to boycott the taxed goods.
1765
 The Stamp Act is passed and money from this tax goes to the
British Parliament.
 The colonists send a petition to King George asking to repeal the
Stamp Act because taxation without representation violates the
colonists’ rights.
Years
Summary of English and Colonial Activities in Complete Sentences
1768 &
1769


17701773


1774


Colonists begin supporting the idea that taxation without representation is wrong
and they also begin boycotting more British goods.
The British send troops to Boston to keep order in the Massachusetts colony.
British troops kill five colonists and injure six in the Boston Massacre. Parliament
gets rid of all taxes on imports except for tea but then they only allow one British
company to be import tea to the colonies.
In response, a group of colonists board British ships in Boston, and dump hundreds
of chests of tea into the harbor.
The British pass a series of acts that closed the port of Boston, put Massachusetts
under military rule, made it illegal to bring soldiers to trial in the colonies, ended
the colonial government in Massachusetts, allowed soldiers to stay in colonists’
homes and gave land to Canada.
The colonists convene the First Continental Congress and oppose the acts, begin
organizing colony militias and stop importing and exporting with England.
The Road to Independence
• Do you notice that there are some
major themes in the colonial
concerns column? What are three
major things you can see?
• The colonial concerns can be
grouped into three main concerns:
taxation, representation, and
individual rights.
• Adjust your answers to reflect the
three main concerns of taxation,
representation, and individual
rights.
Checking for Understanding:
Write a well-crafted informative response using one of the
following prompts:
Prompt 1: Using what you have learned during this lesson and
citing specific examples from the reading, explain the main
concerns of the colonists that led to the writing of the
Declaration of Independence.
Prompt 2: In 1963 Dr. Martin Luther King, Jr. wrote the following
statement as part of his Letter in Birmingham Jail: We know
through painful experience that freedom is never voluntarily
given by the oppressor; it must be demanded by the
oppressed. Based on what you have learned and citing
specific examples the reading and activity sheet, how does
this statement relate to the events leading up to the writing of
the Declaration of Independence?
Using the sample item below, choose the correct response. Then, explain
WHY the response is correct and why you eliminated your other responses.
What are the ideas and complaints in the Declaration of
Independence?
Lesson Goal: Analyze the ideas (natural rights, role of the government)
and complaints set forth in the Declaration of Independence.
_____I can explain the concept of natural rights as expressed in the
Declaration of Independence.
_____I can identify the natural rights specifically expressed in the
Declaration of Independence.
_____I can analyze the relationship between natural rights and the role
of government.
_____I can recognize the connection between specific grievances in
the Declaration of Independence and natural rights’ violations.
_____I can recognize colonial complaints as identified in the
Declaration of Independence
Artwork Analysis
• John Trumbull painted a presentation of the
Declaration of Independence in what is now called
Independence Hall in Philadelphia.
• The painting features the committee that drafted
the Declaration of Independence — John Adams,
Roger Sherman, Thomas Jefferson (presenting the
document), and Benjamin Franklin — standing
before John Hancock, the President of the
Continental Congress.
• This painting currently hangs in the U.S. Capitol.
• Define the term “independence”.
• What is an example of independence in everyday
life?
Background Information on the
Declaration of Independence
• During the Second Continental Congress in 1775,
delegates argued over whether to seek independence
or remain loyal to Great Britain. Many did not want to
seek independence as they feared that this would start a
war with Great Britain. Others felt that independence was
necessary because King George III was an oppressor who
was limiting the colonists’ rights and actions. They felt that
Great Britain was becoming a tyranny.
• In 1776, Thomas Paine stated that it was “common sense”
for the colonies to break away from Great Britain. He said
that King George was a “royal brute” and the colonies
had every right to sever ties.
Background Information on the
Declaration of Independence
• After many months of debate, more than half of the
delegates agreed to declare independence from
Great Britain.
• Thomas Paine’s writings were very influential in the
decision to declare independence.
• Thomas Jefferson, the main author, detailed the
colonies’ reasons for breaking away with Great
Britain.
• The document argued that the king did not look
after the interests of the colonies anymore.
• He listed the grievances, or complaints, that the
colonists had towards the crown.
Document
Analysis:
Brainstorm
about the
document
using your
questions on
the activity
sheet to guide
your
thinking…
What
questions do
you have
about this
document?
Excerpts from the
Declaration
• We will analyze
excerpts of this
document in order to
understand the
colonists’ argument for
independence.
• What is this about?
• Who is “He”?
• What is the main issue
of this document?”
S.L.A.P. technique:
Vocabulary
in Context
1. SAY the word aloud.
2. LOOK for clues,
3. ASK what the word might mean and think of
another word that may be used to express that
meaning
4. PUT that word in place of the unknown word,
does it make sense? Why or why not?
1. dissolve
2. impel
3. selfevident
4.
endowed
5.
unalienable
rights
6.
institute
7.
derive
8.
consent of
the
governed
9.
abolish
10.
usurpations
11.
despotism
12.
tyranny
13.
tyrant
14.
assent
15.
quartering
16.
deprive
17.
oppression
18.
rectitude
abolish
assent
consent of the
governed
to end
to agree
an agreement made by the people to establish a government and abide by its laws
deprive
derive
despotism
to take something away
to take
a system of government where the ruler has unlimited power
dissolve
endow
grievance
impel
impose
institute
natural rights
oppression
to bring to an end
to be given something naturally
a complaint
to urge
to establish by using authority or power
to establish
the belief that individuals are born with basic rights that cannot be taken away by
governments
the use of authority or power in a cruel or unjust manner
quarter
rectitude
self-evident
to house
the quality or state of being correct
obvious, having no need of proof
tyranny
a government in which a single ruler possesses and abuses absolute power
tyrant
a single ruler that possess and abuses absolute government power
unalienable
basic rights of the people that may not be taken away
(inalienable) rights
usurpation
the act of exercising power by force
Using the sample item below, choose the correct response. Then, explain WHY
the response is correct and why you eliminated your other responses.
The Declaration of Independence
Discussion
• “All men are created equal, that they are endowed by
their Creator with certain unalienable Rights, that among
these are Life, Liberty and the pursuit of Happiness.”
• Have you heard the phrase life, liberty and the pursuit of
happiness before?
• Do you think this applies to all people?
• How does the text explain this phrase?”
• Life, liberty, and the pursuit of happiness are natural rights.
• Define the term natural rights in your own words and write
it in the discussion section of their activity sheet.
The Declaration of Independence
Discussion
• What is the connection between
natural rights and the role of
government?
• What evidence from the text led
you to this conclusion?
• You will continue reading the
document with your partner in order
to answer the questions on the
“Primary Source Document Analysis”
activity sheet.
• How does this information of the
Declaration of Independence fit into
what else we have learned?
1.
What type of document is this? (check one):
__ Newspaper
2.
__Report
_x_ Memo
__ Letter
What are some unique visual characteristics of this document? (check all that apply)
x Interesting Letterhead
__ Seals/Stamps
x Handwritten
__ Notations
3.
What is the date of this document?
July 4, 1776
4.
Who is the author (or creator) of this document?
The Representatives of the United States
__ Typed
x Signatures
What is their position? What words does the author use to make their position known to the reader?
We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to
the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good
People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be
Free and Independent States...
5.
Who is intended to read this? Do you think they read it?
He (King George III)
A. What is the author’s purpose for writing this document?
To declare independence from England and explain the reasons
why.
B. What evidence helps you understand why it was written? “We,
therefore, the Representatives of the united States of America, in
General Congress, Assembled, appealing to the Supreme Judge of
the world for the rectitude of our intentions, do, in the Name, and
by Authority of the good People of these Colonies, solemnly publish
and declare, That these United Colonies are, and of Right ought to
be Free and Independent States...”
C. How is the concept of “natural rights” discussed in this
document? “That all men are created equal, that they are
endowed by their Creator with certain unalienable Rights, that
among these are Life, Liberty and the pursuit of Happiness.” People
have rights that cannot be denied by any government.
D. How are “natural rights” and the government connected? “That
to secure these rights, Governments are instituted among Men,
deriving their just powers from the consent of the governed.” The
role of the government is to protect natural rights. Government gets
it power from the people or the public.
E. What are some grievances that the colonists express in the document?
1. He has refused to pass other Laws for the accommodation of large
districts of people, unless those people would relinquish the right of
Representation in the Legislature, a right inestimable to them and
formidable to tyrants only.
2.…He has dissolved Representative Houses repeatedly, for opposing with
manly firmness his invasions on the rights of the people.
3.… He has obstructed the Administration of Justice, by refusing his Assent
to Laws for establishing Judiciary powers.
4.… He has kept among us, in times of peace, Standing Armies without the
Consent of our legislatures.
5… For Quartering large bodies of armed troops among us:
6.…For imposing Taxes on us without our Consent.
7…For depriving us in many cases, of the benefits of Trial by Jury
F. Which grievances listed violate the colonists “natural rights”?
All
G. What were the colonists willing to give up by signing this document?
And for the support of this Declaration, with a firm reliance on the
protection of divine Providence, we mutually pledge to each other our
Lives, our Fortunes and our sacred Honor.
Checking for Understanding
Write a well crafted response to the following prompt
on pg. 16 of you notebook.
Prompt
• Using what you have learned from analyzing the
Declaration of Independence, write a well-crafted
informative text explaining the relationship between
natural rights and the role of government and how
the colonists’ complaints are related to the concept
of natural rights.
4.0
In addition to a 3.0, in-depth inferences and applications that go beyond what was taught.

3.0
Students are able to examine the Declaration of Independence from the perspective of the colonists
and the British.
The student will understand and/or be able to:
 Students will analyze the relationship between natural rights and the role of government. 1. People
are endowed by their Creator with certain unalienable rights; 2. Governments are instituted among
men to secure these rights; 3. Governments derive their just powers from the consent of the governed;
and 4. Whenever any form of government becomes destructive of these ends, it is the right of the
people to alter or abolish it, and to institute new government.
The student exhibits no major errors or omissions.
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:
 Students will explain the concept of natural rights as expressed in the Declaration of Independence.
 Students will recognize the connection between specific grievances in the Declaration of
Independence and natural rights’ violations.
However, the student exhibits major errors or omissions regarding the more complex ideas or processes.
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more
complex ideas and processes.
 Students will identify the natural rights specifically expressed in the Declaration of Independence
(life, liberty, and the pursuit of happiness).
 Students will recognize colonial complaints as identified in the Declaration of Independence
(imposing taxes without the consent of the people, suspending trial by jury, limiting judicial powers,
quartering soldiers, and dissolving legislatures).
0.0
Even with help, no understanding or skill demonstrated.