The Coming of Independence Breakout Game
Adapted from the Revolutionary War Game Created by Molly Lewis
breakoutedu.com
Nebraska Social Studies Standards
 SS. 8.4.2 (US) Students will analyze the impact of people, events, ideas and symbols
upon US history using multiple types of sources.
o SS 8.4.2.a (US) Analyze the impact of people, events, ideas, and symbols,
including various cultures and ethnic groups, on history in the United States
by era (e.g., Establishing a Nation: Revolutionary War: Founders and Founding
Documents: unique nature of the creation and organization of the American
Government, the United States as an exceptional nation based upon personal
freedom, the inherent nature of citizens' rights, and democratic ideals,
George Washington, Benjamin Franklin, Thomas Jefferson, and other
historical figures, patriotism, national symbols; Expansion and Reform: land
acquisition, Manifest Destiny, Standing Bear, Indian Removal Acts; Civil
War/Reconstruction: Dred Scott, secession, acts and legislations, Civil War
leaders; Industrialism: rise of corporations, growth of organized labor,
assembly line, immigration; Transportation and Technology: Eli Whitney, John
Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver,
Orville and Wilbur Wright)
o SS 8.4.2.c (US) Analyze the appropriate uses of primary and secondary
sources
 SS 8.4.3 (US) Students will analyze and interpret historical and current events from
multiple perspectives.
o SS 8.4.3.a (US) Analyze and interpret how multiple perspectives facilitate the
understanding of the full story of US history (e.g., Dawes Act, Chinese
Exclusion Act, Treaty of Guadalupe Hidalgo, The Emancipation Proclamation,
Organized Labor, Women's Suffrage)
o SS 8.4.3.b (US) Compare and contrast primary and secondary sources to
better understand multiple perspectives of the same event (e.g., The Bill of
Rights, slavery, Gettysburg Address, The New Colossus Poem, images,
political cartoons, photographs, newspapers)
 SS 8.4.5 Students will develop historical research skills.
o SS 8.4.5.a (US) Develop questions about United States history
Materials:
 QR Codes
o We hold these truths to be self-evident
o That all men are created equal
o That they are endowed by their Creator with certain unalienable Rights
o That among these are Life
o Liberty
o And the pursuit of Happiness
 Four-Digit Number Lock
 2 locking boxes
 Directional Lock
 Four-Letter Word Lock
 Black light flashlight
 Invisible ink
 Declaration of Independence
 Signers of the Declaration of Independence Chart
 USB Key with link to Signers of the Declaration of Independence Google Form
 Posters of John Adams, Benjamin Franklin, Roger Sherman, Thomas Jefferson, and
Robert R. Livingston (five members who drafted the Declaration of Independence)
 Map of the 13 colonies indicating 3 regions (New England, Middle Colonies, Southern
Colonies)
 13 colonies listed in order of founding
 Revolutionary War Paper Money
Setup Instructions:
1. Print and post QR codes around room (mix them up).
2. Display posters of the Declaration of Independence Committee Members along with
article. Put the posters up in alphabetical order. Use invisible ink on posters to note
directions for the directional lock. (Adams-up, Franklin-right, Jefferson-down,
Livingston-down, Sherman-left)
3. Hide key for dictionary lock box near the Declaration of Independence documents
displayed in room.
4. Download the link to Google form on USB key(s). The teacher will keep the USB
key(s).
5. Put the black light flashlight, money, and Signers of the Declaration of
Independence chart with directions in the dictionary box.
6. Set numerical lock to 1777.
7. Set work lock to ROSS.
8. Set directional lock to UP, RIGHT, DOWN, DOWN, LEFT
9. Put prize in toolbox (optional) and lock with the hasp and three locks.
Introduction/Back Story
Today your team is trapped in time, in the 1770s, to be specific. During this time,
the relationship between the colonies and Great Britain became so tense that a war
broke out. Your job is to decode The Coming of Independence clues in order to
travel back to 2016.
To escape from the 1770s, your team must decode a series of clues in order to
unlock two boxes, the dictionary box and the toolbox. First, use clues around the
room to find the key to the dictionary box. It contains clues for the locks on the
toolbox.
On the toolbox, there are three different locks. One is a directional lock, one is a 4letter word lock, and one is a 4-digit number lock. You will have to unlock each lock
in order to open the toolbox and get back to 2016.
It’s important to know we are testing your mind and not your strength when
opening the boxes. You are a team, and teams that use critical thinking,
communication, and collaboration will be the most successful. Before beginning the
game, please assign each of your team members a role from The Coming of
Independence Breakout Roles & Codes sheet.
You have 35 minutes to solve the clues and unlock the boxes, or you will be stuck in
the 1770s forever. You have two hint cards that can be utilized to ask for help from
your teacher. Your whole team must agree to use each hint card.
Good Luck!
Set timer for 35 minutes.
Game Sequence:
1. QR Codes are placed in random areas throughout the room
a. Each QR code has a scramble of quotes from the Declaration of
Independence: “We hold these truths to be self-evident.” “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”
b. These clues will lead students to the Declaration of Independence.
c. The Declaration of Independence will be somewhere in the room. Near it will
be a hidden key. The key will unlock a box that has a black light flashlight, The
Signers of the Declaration of Independence chart with directions, and
Revolutionary War money.
2. Students will follow the directions for the Signers of the Declaration of
Independence chart. They will create two questions that must be shared with the
teacher for approval. The teacher will then provide teams with a USB key that
contains a link to a Google form where students can enter their questions. After
submitting their questions, they will receive a hint for the four-letter word lock.
3. The posters of the Declaration of Independence Committee Members have arrows
for the directional lock that can be seen with the black light. (Be sure to display the
posters in alphabetical order.)
4. The Revolutionary War money has a year on it indicating the year the bill was
printed. The year is the code for the four-digit number lock.