The Road to Independence
8th Grade Social Studies: Chapters 5&6
Essential Question
● Why did the colonist believe it became necessary for the citizens to rebel against their
government?
● What principles of government are expressed in the Declaration of Independence?
Standards
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5.5 ​Students explain the causes of the American Revolution.
8.1.2 ​Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of
securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable
Rights”).
8.1.4 ​Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
Vocabulary
Social Studies
Supporting
Loyalist
Patriots
Neutralist
British government
French and Indian War/ Seven Year War
Declaration of Independence
American Revolution
King George III
Prime Minister George Grenville
Founding Fathers (George Washington, John
Adams, Thomas Jefferson, Benjamin Franklin,
John Hancock, Alexander Hamilton, James
Madison)
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Proclamation of 1763
British Acts (Stamp Act, Quartering Act, Sugar Act,
Townshend Acts, Tea Act, Intolerable Act)
First Continental Congress
Second Continental Congress
Lexington and Concord
The Battle of Bunker Hill
Olive Branch Petition
French
Native Americans
Red Coats
Milita
Minutemen
Boycott
Continental Army
Rebels
Boston Massacre
Treaty of Paris
Boston Tea Party
Sons and Daughters of Liberty
Common Sense, by Thomas Paine
Tyranny
Patrick Henry
General Howe
Independence
Natural Rights
Liberty
Triangular Trade
Slavery
Rubric
F/55: ​No response or lacks partial knowledge of basic facts
D/65:​ Partial understanding of the basic facts.
C/75 Basic Facts:
● Knowledge of vocabulary related to the road towards the American Revolutionary.
● Knowledge of key people and events related to the road towards the American Revolutionary.
B/85: ​Knowledge of the basic facts and partial understanding of the main idea.
A/95 Main Idea: ​Students are able to respond to the essential questions with both logical reasoning
and cited evidence, showing a depth of knowledge on what caused the colonist to rebel and what
principals of government are expressed in the Declaration of Independence.
A+/100 Patterns & Connections: S
​ tudents will do extended research on Thomas ​Jefferson and
how the political philosophers that influenced him (e.g. Locke, Hobbes, Rousseau, and
Montesquieu). Students will present their findings using cited evidence in one of the following
options (see next page):
The Road to Independence
8th Grade Social Studies: Chapters 5&6
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Create a Comparison Chart to show what issues Thomas Jefferson agreed with three of
these thinkers and what areas he would have had disagreement.
Build a presentation that shows which of Thomas Jefferson's ideas in the Declaration of
Independence came from these great thinkers. Consider using Google Slides, PowToons,
or Prezi.
Create comic strip that depict a discussion between Thomas Jefferson and one of the
historical figures.