Alief I.S.D.
Social Studies Lesson Plans
Grade 5 Unit 2
Declaration of Independence
Date: _______________
Desired Results: (Unit Understanding)
The Declaration of Independence
separated the colonies from British rule by
publicly declaring the colonists’ complaints
and their vision of a just government.
Time Allotted: 5 Days
Unit Question:
Were the colonists justified
in declaring
independence?
Assessment: RAFT
writing assignment
Anticipatory Set: (Universal Generalization) (Hook) People tend to
Objective/TEKS:
I can explain why the Declaration of
Independence was written and why it
was important. (5.16A)
justify their
actions based on ideals or principles.
Ask students if there has ever been a time that they wanted to do something but they did
not think their parents would allow them to do it. Allow all students to share and respond
to the question through turn and talk with a directive. Students will choose one thing that
their parents have not allowed them to do in the past and turn and talk, sharing logical
reasons why they should be given permission now even though they were not given
permissions previously.
(The teacher needs to support students’ thinking to help them make the link between
this activity and the upcoming instructional input part of the lesson that focuses on
justifications- Justifying an action that they are about to take just as the colonists justified
their actions- the reasons that Thomas Jefferson give for their declaration of
independence or Jefferson’s’ list of grievances against the King of Britain.)
Instructional Input: (Line) Modeled/Guided Practice
Assign students into small discussion groups to read Scott Foresman pages 296-300. Once
groups have finished reading the selected text, ask discussion groups to participate in the
reading strategy Save the Last Word for Me. (If this strategy has not been used before,
the teacher should model with a small portion of the text before groups begin.)
Once groups have finished the strategy to discuss the information learned, students in
groups will work together and return to the textbook (page 299 and R26-R29) to create
and complete a mind map to explain the four main parts of the declaration including:
 What are “unalienable rights”?
 What happens if those rights are abused?
 What kinds of things did happen or what were the “injuries”?
 What did the signers agree to do at the end of the document?
Mind Map: a diagram used to represent words, ideas, tasks or other items linked to and arranged
around a central key word or idea. It is used to generate, visualize, structure and classify ideas,
and as an aid in organization, problem solving, decision making, and writing.
Topics:
Declaring
Independence

Lexington and
Concord

Ideas in the
Declaration of
Independence

Adopting the
Declaration of
Independence

Significant People
Vocabulary:
traitor: a person who
works against his or her
country
unalienable rights:
rights that cannot be
taken away justification:
something (such as a fact
or circumstance) that
shows an action to be
reasonable or necessary; a
statement in explanation
of some action or belief
the act of defending or
explaining or making
excuses for by reasoning
independence: freedom
from control or influence
of another or others
grievances: formal
statement of complaint
Materials/Resources:
-Scott Foresman textbook
pages 296-300
-Index cards for Save the
Last Word for Me strategy
- chart paper (1/group for
Mind Map)
Example:
Small discussion groups share their thinking and the mind map they created with another
group.
Grade 5
Declaration of Independence
Alief I.S.D.
Independent Practice: (Sinker)
Students will complete a RAFT writing assignment. Select one of the following RAFT
choices to assign to students. If the students have not previously written to a RAFT
prompt, modeling should occur before students are assigned one independently. Students
should include at least 2-3 restrictions with details in their writing assignment.
R: reporter
A: readers of newspaper
F: editorial
T: Were the colonist justified?
How will you check
for understanding?
R: colonist
A: King of Britain
F: personal letter
T: explaining justification for declaring
independence
Modifications/Extensions:
* Small groups struggling with text may work in a guided reading group with the teacher.
* Student groups may utilize the audio tapes to read the selected text.
* Student discussion groups may choose how to create the mind map or the teacher may
choose the exact set up for information.
Closure:
Refer students back to the unit understanding by asking questions such as:
Describe what the Declaration of Independence announced to the world?
Was it an effective document? Why or why not?
Were the colonist justified in declaring their independence?
Day 1-
Anticipatory Set
Intructional Input: Save the Last Word for Me
Day 2-
Intrcutional Input: Mind Map
Day 3-
Intrcutional Input: Mind Map (Continued)
Day 4-
Independent Practice/ Assessment: RAFT Writing
Assignments
Day 5-
Independent Practice/ Assessment: RAFT Writing
Assignments (Continued)
Grade 5
Declaration of Independence