Name: Kristina Sims
Date: 2-21-2012
Age/Grade Level: 4th
# of Students: 24
# of IEP students: 1
# of ESL students: 0
Subject: Social Studies Major Content: Declaration of Independence Lesson Length: 20 min
Unit Title: Important Documents
Lesson Number and Title: 2, Declaration of Independence
Academic Content StandardsContent Standard: 5.0 History involves people, events, and issues. Students will evaluate
evidence to develop comparative and causal analyses, and to interpret primary sources. They
will construct sound historical arguments and perspectives on which informed decisions in
contemporary life can be based.
Era 3 - Revolution and the New Nation (1754-1820)
Learning Expectation: 4.5.07 Identify the causes and results of the American Revolution.
b. Study the Declaration of Independence, its major ideas, and its sources.
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4.5.spi.5.determine the reasons for colonial settlement (i.e., religious, economic,
individual freedom).
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4.5.spi.6. examine the events that contributed to the outbreak of the American
Revolution (i.e. taxation, judicial process, lack of representations, quartering of
troops).
Lesson ObjectivesAfter studying the Declaration of Independence, TLW
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display the major ideas.
recite the writer.
AccommodationsThe hearing impaired student will sit towards the front of the room.
Context-
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The lesson contributes to the unit about Important Documents because it in itself is the
single most important document in our nation’s history. Without the brave colonists
going against the King of England, we would probably still be part of England.
Goals for this lesson: The students will appreciate the bravery of the colonists in writing
and sending the Declaration of Independence.
The students have prior knowledge of the Mayflower Compact from previous lessons.
They are familiar with the colonies belonging to Great Britain.
Students who are visual or auditory learners will benefit from the powerpoint/lecture.
Students who are kinesthetic learners will benefit from the activity with the drawing of
the major ideas.
Resources, media, technology
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Materials: Lesson powerpoint, white paper, crayons, biographies of important men
concerning the Declaration of Independence, notebook paper
Resources:
o http://www.archives.gov/exhibits/charters/declaration_transcript.html
o http://www.archives.gov/exhibits/charters/declaration_timeline.html
o http://www.mcwdn.org/GOVERNMENT/Declaration.html
o http://www.historyforkids.org/learn/northamerica/after1500/government/declaration.
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htm
http://www.usfca.edu/fac_staff/conwell/revolution/congress.htm
http://www.ushistory.org/us/9g.asp
http://www.ushistory.org/us/10e.asp
http://www.uswars.net/revolutionary-war/
http://2mgdamrevo10.blogspot.com/
http://library.thinkquest.org/TQ0312848/ccs.htm
http://www.ushistory.org/declaration/signers/index.htm
http://congressforkids.net/Independence_articles.htm
References
U.S. National Archives and Records Administration, (n.d.).The declaration of independence: A
transcription. Retrieved from website:
http://www.archives.gov/exhibits/charters/declaration_transcript.html
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U.S. National Archives and Records Administration, (n.d.).Creating the declaration of
independence - a timeline. Retrieved from website:
http://www.archives.gov/exhibits/charters/declaration_timeline.html

Alfieri, C. (n.d.). Government: The declaration of independence. Retrieved from
http://www.mcwdn.org/GOVERNMENT/Declaration.html
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Carr, K. (2012, January 25). Kidipede - history for kids: "Declaration". Retrieved from
http://www.historyforkids.org/learn/northamerica/after1500/government/declaration.htm
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Drucker-Hunsaker, S., Conwell, D., & Ochoa, J. M. (1999). Intolerable acts and the first
continental congress. Retrieved from
http://www.usfca.edu/fac_staff/conwell/revolution/congress.htm
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The intolerable acts. (2012). Retrieved from http://www.ushistory.org/us/9g.asp
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Guevara, M., Garcia, M., & Soliman, D. (2010, May 29). [Web log message]. Retrieved from
http://2mgdamrevo10.blogspot.com/
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Traitors, seamstresses, and generals: Voices of the american revolution. (2003). Retrieved from
http://library.thinkquest.org/TQ0312848/ccs.htm
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Kindig, T. (2011). Signers of the declaration of independence: Short biographies on each of the 56
declaration signers. Retrieved from http://www.ushistory.org/declaration/signers/index.htm

Perri, M. (Composer). (n.d.). The declaration of independence. [Web Graphic]. Retrieved from
https://docs.google.com/viewer?a=v&q=cache:YB0ahGZPmlEJ:www.tamut.edu/academics/mpe
rri/AmSoInHis/F%2008/Main%20Points--The%20Declaration%20of%20Independence.ppt
&hl=en&gl=us&pid=bl&srcid=ADGEESivjyK_v3Sp_ur7mE05MgSriW2IsSVbX6dFPxuFwFJ7F3ufZf4
YyFF_PTE3PbtjfonCrA6CMTS1Ngngi9-SMkz_xHxW7gX7_E961Y1_78_aXPAEa2XWs6P8r8lDSLRIXMtwuzn&sig=AHIEtbRnaXT93YlPRntOemRgLM5NFupq_w
Second continental congress. (2012). Retrieved from http://www.ushistory.org/us/10e.asp
American revolutionary war (1775-1783). (2012). Retrieved from
http://www.uswars.net/revolutionary-war/
ProceduresI.
A Set/Introduction/Entrance:
a. I will play a short clip of the video found at
http://www.youtube.com/watch?v=ETroXvRFoKY
II.
b. I will pause after a little time has passed ask the students if they recognize what
document these people are reading from.
Lesson Development
a. I will begin the powerpoint presentation. As the first portion, I will have the
students write a journal about how they would feel in the given situation. I will
have some of the complaints that the colonists had about the King of Great
Britain up for them to read. I will allow time to write and discuss a few students’
feelings.
b. Then I will show a picture of the Declaration of Independence and ask the
students if they recognize the document.
c. I will then begin discussing the situation and events that led up to the writing
and signing of the Declaration of Independence.
III.
d. When I reach the portion concerning the “Committee of Five” I will have
students, grouped by table, read/skim a biography of a member of this
committee. A spokesperson from the table will share with the class 2 facts they,
the group, learned from the biography.
e. As I proceed to the main ideas of the declaration of independence, I will give
each student a piece of paper. On his/her paper, he/she is to draw a
picture/drawing next to each number (numbered 1-5) that will remind him/her
of the main ideas of the Declaration of Independence.
Closure
a. We will a few students to go over his/her pictures/drawings of the main ideas of
the Declaration of Independence.
b. I will draw five sticks and ask each person that is chosen to name one of the
members of the “Committee of Five” writers of the Declaration of
Independence.
c. I will ask for 2 volunteers to come to the front of the classroom and participate in
the online activity provided by the National Archives website and the volunteers
can become a ‘signer’ of the Declaration of Independence and print it out to take
with them. Found at
http://www.archives.gov/exhibits/charters/declaration_sign.html
IV.
If-time strategies
a. I will have a book to read at the closure of the lesson.
b. Play the School House Rock Video found at http://www.youtube.com/watch?v=t9pDZMRCpQ&feature=related
i. I will point out that the reason for the pilgrims leaving England is not included,
religious freedom.
ii. I will also point out that during the Boston Tea Party, the pilgrims that dumped
the tea, were dressed up like Indians, not colonial pilgrims.
V.
Modifications
a. I will have books available for reading in the reading center.
b. I will have on the computers, a game that pertains to the Declaration of
Independence. http://texaslre.org/lfei_declaration.html
Student AssessmentI will assess the students by administering the “I Used to Think… But Now I Know” handout. I
will instruct the students to complete the “I Used to Think” section, and then in the “But Now I
Know” section, list the 5 main ideas of the Declaration of Independence as well as the main
composer of the Declaration of Independence.
As the teacher, I will make sure that all 5 ideas are listed and that Thomas Jefferson is listed as
the main composer of the Declaration of Independence. Other ideas/facts may be included.
I Used to Think
………… blah, blah, blah
But Now I Know
1. Thomas Jefferson was the main writer
of the Declaration of Independence.
2. The 5 main ideas of the Declaration of
Independence are
 All men are created equal.
 Men are given by God certain
unalienable rights.
 We have the natural right by
God to declare our
independence from England.
 Governments derive their
authority from the consent of
the people.
 When the government abuses
it’s power, the people have the
right to overthrow it.