S o c i a l
S t u d i e s
S k i l l
C H A P T E R
B u i l d e r
12
The Declaration of
Independence
What are the main ideas in the Declaration
of Independence?
Overview
Materials
Students examine items on Thomas Jefferson’s desk, such as a letter and an invitation, to learn about the Declaration of Independence and the ideas, people, and
events that led to this document. In the Preview, students identify well-known
people of today who influence them. In a Social Studies Skill Builder, students
read about the events leading up to the Declaration of Independence and restate,
in their own words, key excerpts from the document. Groups create skits that
capture the key idea of each excerpt. In Reading Further, students examine
Jefferson’s words and actions regarding slavery. In the Processing activity, students create a historical plaque to illustrate the issues facing Jefferson as he
drafted the Declaration of Independence.
Social Studies Alive!
America’s Past
Transparencies 12A–12C
Interactive Student
Notebooks
Lesson Masters
• Student Handouts
12A and 12B
Time Estimates
Preview: 35 min.
Objectives
Social Studies
Social Studies Skill
Builder: 3 sessions (45
min. each)
• Identify the major events that led to the creation and approving of the
Declaration of Independence.
Reading Further: 35 min.
• Examine and paraphrase key passages from the Declaration of Independence.
Processing: 20 min.
• Create short skits that capture important ideas from the Declaration of
Independence.
Language Arts
• Present skits to explain key excerpts from the Declaration of Independence.
(speaking and listening)
• Create a plaque about Thomas Jefferson’s drafting of the Declaration of
Independence. (writing)
Social Studies Vocabulary
Declaration of Independence, Second Continental Congress, Minuteman,
militia, and equality
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P l a n n i n g
G u i d e
Activity
Suggested Time
Materials
Preview
35 minutes
• Social Studies Alive! America’s Past,
Section 12.1
• Connecting to Prior
Knowledge
• Transparency 12A
• Developing Vocabulary
• Interactive Student Notebooks
• Building Background
Knowledge
Social Studies Skill Builder
45-minute sessions (3)
Examining artifacts and
excerpts from the Declaration
of Independence to learn
about events leading to
colonial separation from
Great Britain
• Complete information
about proposed items
(Steps 1–4)
• Paraphrase excerpts
from the Declaration of
Independence (Steps 5–8)
• Social Studies Alive! America’s Past,
Sections 12.2–12.6 and Summary
• Transparency 12B
• Interactive Student Notebooks
• Student Handouts 12A and 12B
(1 copy of each per group of 3)
• Prepare and present skits
about each excerpt (Steps
9–11)
Reading Further
35 minutes
Examining Thomas
Jefferson’s complex attitudes
about slavery
Processing
• Social Studies Alive! America’s Past,
Chapter 12 Reading Further
• Transparency 12C
• Interactive Student Notebooks
20 minutes
• Interactive Student Notebooks
30 minutes
• Chapter 12 Assessment, Lesson Masters
Creating a historical
plaque to show the issues
facing Thomas Jefferson in
drafting the Declaration of
Independence
Assessment
• Chapter 12 Assessment, Digital Teacher
Resources
• Chapter 12 Internet Tutorial
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P r o c e d u r e s
Preview
Vocabulary Development:
Use Word Maps
1 Connecting to Prior Knowledge: Help students consider the people who
influence the thoughts of Americans today.
• Have students brainstorm the names of political leaders, actors, musicians, writers, and other well-known people who affect how they and their
friends and family members think and act. Discuss the ways in which the
people they know more personally can also influence them.
• Have students complete Preview 12 in their Interactive Student Notebooks
to identify two people who have influenced them. If time permits, invite
volunteers to share their work.
2 Developing Vocabulary: Introduce key social studies terms—Declaration
of Independence, Second Continental Congress, Minuteman, militia, and
equality.
As you discuss key social studies vocabulary words, have
students use a Vocabulary
Word Map like the one shown
below. They should write the
new term in the middle and
then fill in the rest of the map
with a definition or synonyms,
antonyms, a sentence using
the word meaningfully, and an
illustration of the new concept.
• Discuss each term before beginning the activity, using methods described
in Solutions for Effective Instruction.
• Review each term again with students as it appears in the activity reading
and encourage them to use it in their writing.
Definition
or
Synonym
Sentence
3 Building Background Knowledge: Tell students that in this chapter, they
will learn about the actions delegates at the Second Continental Congress
took to move the colonies toward forming a new nation that would be independent of Great Britain. Students will also read about the key role Thomas
Jefferson played at the Congress.
Illustraton
Word
Antonym
• Have students read Section 12.1 in Social Studies Alive! America’s Past.
Tell students they will learn about events that led to the approving of the
Declaration of Independence.
• Project Transparency 12A: Thomas Jefferson’s Desk. Ask these questions:
What do you see? What do people use a desk for? What objects do you see
on the desk? What might be the purpose of these objects? Which items are
the tools Jefferson wrote with? What does the seal on the envelope look like?
What do you think the invitation might be for? Why might Jefferson have
the booklet Common Sense on his desk? Tell students that the drawing
represents the desk of Thomas Jefferson, the author of the Declaration of
Independence, and that there are clues in the drawing that indicate some
factors that influenced Jefferson’s writing of this famous document.
T r a n s p a r e n c y
1 2 A
Thomas Jefferson’s Desk
© Teachers’ Curriculum Institute
Social Studies Alive! America’s Past
38
Transparency 12A
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P r o c e d u r e s
Social Studies Skill Builder
T r a n s p a r e n c y
1 2 B
Writing the Declaration of Independence
1 Project Transparency 12B: Writing the Declaration of Independence. Ask:
What interesting details do you see in this painting? Who do you think these
men might be? What do you think they are doing?
2 Explain that this scene shows delegates of the Second Continental
Congress who were appointed to a special committee to draft a declaration of independence. Tell students that in this chapter, they will learn about
the Declaration of Independence and the events that led to its writing and
approval.
3 Have students turn to Reading Notes 12 in their Interactive Student
Notebooks. Ask them to identify each item in the illustration of Jefferson’s
desk. Explain that they will complete missing parts of the items—such as
part of the letter and part of the invitation—as they read about events that
led to the Declaration of Independence.
4 Have students read and take notes to identify the major events that led to
the creation and approval of the Declaration of Independence. Have students read Section 12.2 in their Student Editions and record notes. Arrange
students in mixed-ability groups of three. Ask students to find the item on
their Reading Notes that matches the topic in Section 12.2, and discuss the
item’s connection to the section. Then have groups record notes by completing the “Invitation to the Second Continental Congress.” Invite volunteers
to share their completed invitations with the class. Use Guide to Reading
Notes 12 to evaluate their responses. Repeat this process for Sections 12.3
through 12.5.
5 Have students examine excerpts from the Declaration of Independence.
Explain that the Declaration of Independence was written in the formal
language of the late 1700s and is, therefore, difficult for speakers of modern
English to understand. Tell students their task will be to translate the document into language that a fifth grader can easily understand.
© Teachers’ Curriculum Institute
Social Studies Alive! America’s Past
39
Transperency 12B
Reading Strategy: Read,
Remember, Retell
As students read Sections 12.2
through 12.5, have them use
the “Read, Remember, Retell”
strategy. Instruct them to do
the following:
• READ just what your
hand can cover.
• REMEMBER what you
just read (it’s okay to look
back).
• RETELL what you just
read to your group.
6 Have groups read the first excerpt in Section 12.6 and identify difficult
words. Ask them to discuss the difficult words in their groups and to use
context clues to try to determine each word’s meaning.
S t u d e n t
7 Have students review the words on Student Handout 12A: Glossary for the
Declaration of Independence. Pass out one copy of Student Handout 12A
to each group. Explain that many of the difficult words in the excerpt are
on this list. Help students review the terms for the first excerpt to make sure
they understand them.
8 Have students paraphrase the first excerpt. Ask students to carefully read
the first excerpt again. Next, have them use the second page of Reading
Notes 12 in their Interactive Student Notebooks to paraphrase the excerpt in
simple words. Then have students close their books, and ask volunteers from
several groups to share their answers with the rest of the class. Have students
make any neccesary changes to accurately record the paraphrased excerpt in
the appropriate space on their Reading Notes. Refer to the Guide to Reading
Notes for suggested responses.
H a n d o u t
1 2 A
Glossary for the Declaration of Independence
There are some difficult words and phrases in the Declaration of Independence. Below
are definitions for these words and phrases. Use these definitions to help you understand
each excerpt. O)n Reading Notes 12 in your Interactive Student Notebook, rewrite the five
excerpts so that it is easier to understand.
Excerpt 1
dissolve: end
bonds: ties
impel: force
Excerpt 2
self-evident: obvious
endow: provide
unalienable: not to be taken away
Excerpt 3
secure: make safe
institute: establish
derive: receive
just: legal
consent: agreement
alter: change
abolish: get rid of
Excerpt 4
usurpation: illegal seizure of power
in direct object: the goal of
tyranny: government by an unjust ruler
submit: present for judgment
candid: fair
Excerpt 5
solemnly: seriously
absolve: free from
allegiance: loyalty
British crown: British king
© Teachers’ Curriculum Institute
The Declaration of Independence
105
Student Handout 12A
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P r o c e d u r e s
9 Have students create and present skits to explain key excerpts from the
Declaration of Independence. Tell students they will create a skit to present
the meaning of the first excerpt to the rest of the class. The skits will help
students process the difficult information. Pass out Student Handout 12B:
Preparing Skits for the Declaration of Independence and review the directions.
Allow students 3 to 5 minutes to prepare their skits. Encourage them to be
creative in acting out their excerpts. When they are ready, randomly select a
few groups to present their skits. (Note: Each group should perform at least
one skit for the class, but it is not necessary for each group to perform all its
skits.)
10 Repeat Steps 6 through 9 for the four remaining excerpts.
S t u d e n t
H a n d o u t
1 2 B
Preparing Skits for the Declaration of Independence
Your group must prepare a skit to bring an excerpt from the Declaration of Independence
to life. Follow these steps to create your skit:
______ Step 1: Brainstorm ideas about how to bring the excerpt to life. As you
review the excerpt from the Declaration of Independence, make note of how you can
accurately bring the excerpt to life in a one-minute skit.
______ Step 2: Prepare props and costumes. Your presentation must include
costumes and props. Find or create simple props—such as textbooks, rulers, erasers, and
chairs—to use in your skit.
______ Step 3: Agree on what each actor will say. Decide what each person will say,
and write a brief script on a sheet of paper.
______ Step 4: Rehearse your skit. You must be able to perform your skit in one
minute or less. As you rehearse, make sure
• the skit flows smoothly.
• costumes and props are used in the presentation.
• group members are positioned properly and know what movements
they will make during the skit.
• lines are read clearly and dramatically.
• the skit accurately captures the meaning of the excerpt.
106
Chapter 12
© Teachers’ Curriculum Institute
Student Handout 12B
11 Have students read the Summary in their Student Editions to review what
they have learned.
Reading Further: Jefferson’s Conflict: Ideas vs. Reality
• What do you see?
• Who do you think these men are?
1 2 C
Presenting the Declaration of Independence
1 Project Transparency 12C: Presenting the Declaration of Independence.
Ask the following visual discovery questions to help students analyze this
scene:
T r a n s p a r e n c y
• Why do you think some of the men are standing in the center of the scene?
• What do you think they are doing?
2 Explain that the men in the center of the painting are presenting the
draft of the Declaration of Independence to the leaders of the Second
Continental Congress. The delegates in the committee that wrote the draft
are standing in front of the desk. From left to right they are: John Adams,
Roger Sherman, Robert Livingston, Thomas Jefferson (holding the draft),
and Benjamin Franklin. The man seated behind the desk is John Hancock,
the president of the Congress. Artist John Trumbull sketched the men and
the room from life. There are portraits of 42 of the 56 signers and 5 other
Patriots in the painting. Ask: What emotions do you think the men are feeling? Why?
3 Have students read Reading Further 12 in their Student Editions. Ask:
Was Thomas Jefferson in favor of or opposed to slavery? Have students give
examples of Jefferson’s words and actions to support their opinions. Point
out Jefferson’s use of metaphor in his words on the third page of the Reading
Further feature: “As it is, we have the wolf by the ears. We can neither hold
him nor safely let him go.” Remind students that the dispute about slavery
was widespread among the colonists at this time.
© Teachers’ Curriculum Institute 1
Social Studies Alive! America’s Past
40
Transparency 12C
Vocabulary Development:
Interpret Metaphors
Remind students that a
metaphor is a figure of speech
that uses one thing to mean
another, in order to compare
the two things. Read aloud
these words from the Reading
Further 12 feature: “We have
the wolf by the ears. We can
neither hold him nor safely
let him go.” Discuss what two
things Jefferson compares in
this metaphor.
4 Have students complete Reading Further 12 in their Interactive Student
Notebooks. Refer to the Guide to Reading Further 12 in the Lesson Guide
for suggested responses. If time permits, have students share their examples
of Jefferson’s words and actions for and against slavery.
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P r o c e d u r e s
Processing
Have students complete Processing 12 by creating a plaque about Thomas
Jefferson in their Interactive Student Notebooks. Allow them to share and
explain their plaques if time permits.
Assessment
Self-Assessment: Internet Tutorial
Have students assess their own learning by completing the Chapter 12 Internet
Tutorial under Social Studies Alive! America’s Past Enrichment Resources at
www.learntci.com. Have students keep track of the number of answers they get
correct on their first try. If students have difficulty answering the questions,
they should review their Reading Notes pages and try again. Some may want to
reread the chapter.
Formal Assessment
Masters for the chapter assessment appear in the Lesson Masters. Answers
appear below.
Big Ideas
1. D
4. D
7. C
2. A
5. C
8. B
3. A
6. B
Social Studies Skills
9. the relationship between the colonies and Great Britain
10. (a) life, (b) liberty, (c) pursuit of happiness
11. from the consent, or agreement, of the people they govern
12. to establish an absolute tyranny, or absolute rule, over the colonies
13. immediately, now, or right away
Show You Know
14. Possible answers:
John Adams: “This great day would never have arrived if Thomas Paine had
not written that wonderful booklet Common Sense. He convinced so many
people that it was right to declare independence.”
Thomas Jefferson: “I am so proud that I was selected to write the Declaration
of Independence. I am a little unhappy some of it was changed, but we must
all agree if we are to become one nation.”
Benjamin Franklin: “We must all remain united, or we will hang. The British
king will certainly feel that what we have done at the Second Continental
Congress is treason.”
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D i f f e r e n t i a t i n g
I n s t r u c t i o n
English Language Learners
During the Social Studies Skill Builder, provide students with the excerpts from
the Declaration of Independence already rewritten in simpler words. Then have
students try to restate the excerpts in their own words. Have them create a drawing that will help them remember what each excerpt is about. Allow students to
practice their skits before sharing them with the class.
Students with Special Needs
Provide an alternative Processing assignment to reinforce the content of the
chapter. Have students identify the big idea from the skits about each excerpt,
and write these ideas on a poster. Then have students locate or draw a picture
that supports each main idea.
Enrichment
Have each student research one of the men who signed the Declaration of
Independence. They should identify why the man was chosen to participate and
how he felt about the colonies separating from Great Britain. Conduct a signing
ceremony for the Declaration of Independence and have each student role-play
his or her historical figure and explain, in a short speech before signing, why he
is supporting the document.
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E n h a n c i n g
L e a r n i n g
Enrichment Resources
LearnTCI
Have students find out more about the Declaration of Independence by exploring the following Enrichment Resources for Social Studies Alive! America’s Past,
at www.learntci.com:
Internet Connections These recommended Web sites provide useful and
engaging content that enforces skills development and mastery of subjects within the chapter.
Enrichment Readings These in-depth readings encourage students to explore
selected topics related to the chapter. You may also find readings that relate the
chapter’s content directly to your state’s curriculum.
TeachTCI
For the teachers’ resources listed below, click on Enrichment Resources for Social
Studies Alive! America’s Past at www.teachtci.com:
Biography Bank Hundreds of short biographies of notable people in history are
available in PDF format for you to share with your students.
Economics in American History A set of readings that will help you guide your
students through basic principles of economics.
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E n h a n c i n g
L e a r n i n g
Additional Reading Opportunities
The following nonfiction books offer opportunities to extend the content
in this chapter.
The Declaration of Independence: The Words That Made America by Sam Fink
(New York: Scholastic, 2002)
The Declaration of Independence is presented in small phrases along with
humorous drawings that illustrate and explain the idea of each phrase. The
visualization will help students understand the concepts expressed in the
Declaration of Independence.
Give Me Liberty: The Story of the Declaration of Independence by Russell
Freedman (New York: Holiday House, Inc., 2000)
This book takes students from the Boston Tea Party to the signing of the
Declaration by means of classic artwork and informative text. Included are a
chapter about visiting the Declaration of Independence in Washington, D.C.,
and a timeline of events.
The Signers: The 56 Stories Behind the Declaration of Independence by Dennis
Brindell Fradin. Illustrated by Michael McCurdy. (New York: Walker &
Company, 2003
The history of the Declaration of Independence is told through profiles of the
signers. Historical information about the colonies and the text of the Declaration
of Independence are included.
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G u i d e
t o
R e a d i n g
N o t e s
1 2
Use your book to complete notes on the objects below.
Common
Sense
ss
the ongre
o
t
C
n
12.2
atio nental .
t
i
v
In onti
5
d C 10, 177 of
n
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it y
___
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May e fair c
_
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in t
s
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in u
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the
For eparin
le a d
o
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s
i
n
.
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ma
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th
i
t
in
re
pp o
ec l a
d
2. A my
o
st
Ar
i n.
h ap
per t Brita
d
n
ea
3 . A m Gr
f ro
addresse
t
Con
inde
ta
inen
pen
12.3
ense
S
n
o
Comm
n by
Writte
6
y 177
Januar
T h o ma
d to the
INHAB
ITANT
S
s Paine
t h is
ld re a d
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s! You
that
lonist
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ause it
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by
Thomas
e
enc
ICA
Paine
12.4
y wife
A letter to m
Dear Wife,
the Second
colleg ues at
ed
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have asked m
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it some time
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ent
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G u i d e
t o
R e a d i n g
N o t e s
1 2
In the space below, rewrite the five excerpts of the Declaration of
Independence in simpler language.
12.6
f
o
n
o
i
t
a
r
cla
e
D
e
h
T
e
c
n
e
d
n
e
Indep
ir own
nswers:
form the
o
t
y
r
t
Sample a
n
a cou
.
way from they are doing it
a
k
a
e
r
b
why
people
1. When hey should explain
l and
are equa e
le
p
o
nation, t
e
p
s. All
as th
re obviou aken away, such
a
s
a
e
id
k these
life.
not be t
2. We thin e rights that can ht to live a happy
they hav edom and the rig
hts.
fre
right to
eople’s rig nment
p
t
c
e
t
o
over
to pr
e formed its power. If the g e the
r
a
s
t
n
e
m
t
ng
3. Govern e the governmen s, people can cha
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t
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Peop
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otecting
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terfer
atedly in he American colo nts
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argume
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s ruled t
4. Great lonists, and it ha acts to prove our
of the co present these f
We
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r
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Gr
between
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G u i d e
t o
R e a d i n g
F u r t h e r
1 2
Look back through Reading Further 12 in your book. Find examples of Thomas Jefferson’s
words and actions on the issue of slavery. Fill in the chart below to tell in what ways he
opposed slavery and in what ways he supported it.
Thomas Jefferson on Slavery
Opposed Slavery
Criticized King George for allowing slavery
Wanted to include anti-slavery ideas in the
Declaration of Independence
Thought slavery was bad for both slaves
and their owners
Supported Slavery
Owned slaves; bought and sold them; made money
from their labor
Did not think free blacks and white people
could live in the same country
Was prepared to put off the end of slavery
for some future time
Led efforts to stop importing slaves to the
colonies
Wanted to abolish slavery someday
Opposed the spread of slavery beyond the South
Summarize the conflicts in Thomas Jefferson’s views of and actions regarding slavery.
What do you think of his words and actions?
Possible answer: Although Thomas Jefferson believed that slavery was wrong and that it should be
ended, he owned slaves all of his life. He tried to stop the importing of slaves, but did not work to
end slavery in the colonies or the new nation. He also thought that white people and free African
Americans could not live together.
Opinions will vary.
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