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The Real National Treasure
Ben Matthews
Prairieland Elementary School
Summer 2005
Declaration of Independence, July 4th, 1776
Library of Congress, Prints and Photographs Division,
[LC-USZ62-3736 DLC]
The students will become aware of the historical significance of the Declaration of
Independence by studying the people, places, and events associated with it, learning
about the process followed to write it, and discovering the methods used for preserving it.
Students will use a variety of primary sources from the Library of Congress to complete
the activity and then present what they have learned about this document’s significance.
Overview/State Standards/Resources/Procedures/Evaluation
Overview
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Objectives
Through completing these activities, students will:
 Identify significant historical people, places and events
associated with the Declaration of Independence
 Analyze the Declaration of Independence and related
historical documents
 Examine the scientific processes used to preserve historical
documents such as the Declaration of Independence
 Determine and explain the historical significance of the
Declaration of Independence on American history
Recommended time frame
Grade level
Curriculum fit
Resources
5 – 7 class periods
5th
Social Science, Language Arts, and Science
 Official Movie Website
 Internet Movie Database
 Image Table
 Resource Table
 Job Descriptions
An Adventure of the American Mind
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The Real National Treasure
Illinois State Learning Standards
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Language Arts:
GOAL 1: Read with understanding and fluency.
 1.B. I understand my purpose for reading.
(Apply reading strategies to improve understanding)
GOAL 3: Write to communicate for a variety of purposes
 3.A. Use correct grammar, spelling, punctuation,
capitalization, and structure.
 3.B. Compose well organized and coherent writing.
GOAL 5: Use the language arts to acquire, assess and
communicate information.
 5.A. Locate, organize, and use information from various
sources to answer questions, solve problems, and
communicate ideas.
 5.B. Analyze and evaluate information from various
sources (true or not)
 5.C. Apply acquired information, concepts, and ideas to
communicate in a variety of formats.
(I can share information in writing, visual, or spoken
presentations.)
Social Science:
GOAL 16: Understand events, trends, individuals and
movements shaping the history of Illinois, the United
States and other nations.
 16.A. Apply the skills of historical analysis and
interpretation.
 16.B. Understand the development of significant political
events
GOAL 18: Understand social systems, with an emphasis on
the United States.
 18.C. Understand how social systems form and develop
over time
(people make choices to change society)
Science:
GOAL 11: Understand the processes of scientific inquiry
and technological design to investigate questions, conduct
experiments and solve problems.
 11.A. Know and apply the concepts, principles, and
concepts of scientific inquiry.
(ask questions, make observations)
GOAL 13: Understand the relationships among science,
technology and society in historical and contemporary
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Illinois State University
The Real National Treasure
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contexts.
 13.A. Understand the relationship among science,
technology, and society in historical and contemporary
contexts.
(how scientists have helped us and how science and tech
affect our lives)
Procedures
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PART 1 (DAY 1)
 Students will watch the movie National Treasure. This
could be done in one session or over 2 sessions if
necessary.
 Official Movie Website
 Internet Movie Database
PART 2 (DAY 2)
 Explain to the class that they will be exploring our Real
National Treasure, the Declaration of Independence.
You might begin with some initial questions … Are there
really any secrets on the document? What makes it our
Real National Treasure? Why the Declaration of
Independence is important to our history as a country, how
is it important, and what proves to us its importance?
 Explain that the class will be going on a Web Quest to
explore this important American document and its
historical significance, and that each student will become
part of a team of experts that will investigate this treasure
and then make a presentation to the class.
 Divide the class into teams (preferably teams of 8, though
adjustments can be made as necessary). A variety of
grouping strategies could be used to accomplish this task.
Within those teams, students will be partnered (assuming
enough students) into the following smaller teams of
experts:
o
o
o
o


Biographers
Decipherers
Historians
Preservers
It might be helpful to briefly discuss each of the roles with
the entire class before moving on.
Provide each partnership/team of experts with a folder
labeled with their job title. They will use this folder to
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The Real National Treasure
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collect their research and keep their information together.
Inside the folder they will find their job description and
any materials they will need (rubric, resources.)
They will spend the rest of this session reading through the
provided materials and moving on to Part 3.
PART 3 (DAYS 2-4)
 During Part 3, students will work through their steps based
on the role or job they have within their group. Each
group has specific directions and tasks to complete so that
the group as a whole will be able to present their overall
findings to the class.
Biographers
 TASK:
You will be learning about the people associated with the
Declaration of Independence.
 PRODUCT:
You will be creating “Signer Cards” in the format of a
trading card. Each card will include a picture of the signer,
a brief biographical sketch, and a copy of their signature.
Decipherers
 TASK:
You will be learning about the document itself, including
how it was written, why it was written the way it was, the
process it went through to be drafted, etc. Part of your
expertise will be in the style and handwriting itself as well.
 PRODUCT:
You will be scouring the Declaration to find out all you
can about the document Based on what you find out about
the writing process, you will be creating a timeline, some
writing samples and lists, and also working with the
Preservers to create a replica/copy of the Declaration.
Historians
 TASK:
You will be learning about the places, events and artifacts
associated with the Declaration of Independence.
 PRODUCT:
You will be creating a “Treasure Box” that will include
replicas, models or pictures of various artifacts, places and
events associated with the Declaration of Independence,
each with a note card that provides a brief description.
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Illinois State University
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Preservers
 TASK:
You will be learning about the process used to preserve
historical documents such as the Declaration of
Independence. You will study the science behind the
document preservation and the reasons for preserving the
Declaration.
 PRODUCT:
You will be creating, with the aid of the Decipherers, a
replica of the Declaration in an attempt to show the
damage and defects that resulted from its handling an age.
You will also be creating a diagram to show how the
Declaration is preserved with a short written description of
the processes and reasons for preservation.
PART 4 (DAY 5)
 While some groups may have started this on Day 4 or
throughout the process, the part allows the smaller teams
of experts to meet with their original team of 8 to compile
their work and put the finishing touches on their
presentation. Options for their presentation include:
 A 5-7 minute oral presentation to the class that includes
visual aids created during the activity.
 A 10-12 slide PowerPoint presentation that includes an
overview of the group’s findings and is presented by the
entire class.
 A “National Treasure Museum Display” that is set up so
visitors can view the products created by the teams which
would also include written descriptions (in place of an oral
presentation).
 A documentary movie created by the team, which would
show and explain what they have learned.
PART 5 (DAY 6)
 The final day of the activity would allow for groups to
make their presentations to the class. Oral presentations,
PowerPoint presentations, and documentary movies would
be shared one at a time, while museum displays could be
set up for the class and other visitors to peruse.
Evaluation
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Rubric
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