Grade 5
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 2 days
Grade 05 Social Studies Unit 03 Exemplar Lesson 01: Declaring Independence
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students take a closer look at actions that have become routine such as reciting the Pledge of Allegiance and singing the Star
Spangled Banner. The lesson provides a brief overview of the documents that led the United States as it became a free and independent nation
(Declaration of Independence, U.S. Constitution, and the Bill of Rights ) and focuses on the Declaration of Independence.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.15
Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution,
and the Bill of Rights. The student is expected to:
5.15A Identify the key elements and the purposes and explain the importance of the Declaration of Independence.
5.17
Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent
American beliefs and principles and contribute to our national identity. The student is expected to:
5.17A Explain various patriotic symbols, including Uncle Sam, and political symbols such as the donkey and elephant.
5.17B Sing or recite "The Star-Spangled Banner" and explain its history.
5.17C Recite and explain the meaning of the Pledge of Allegiance to the United States Flag.
5.17D Describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day,
Columbus Day, and Veterans Day.
Social Studies Skills TEKS
5.24
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
5.24B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions.
5.25
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Social Studies Unit 03 PI 01
As a colonist, write a to letter to King George explaining why you and the members of your colony are demanding freedom. Justify your explanation with three reasons.
Standard(s): 5.15A , 5.24B , 5.24D , 5.25D
ELPS ELPS.c.4K , ELPS.c.5F
Key Understandings
Different points of view on political, economic, and social issues may lead to conflict.
— How did the different points of view between England and the British colonies lead to conflict?
— What actions did the colonists take to resolve the issues?
Vocabulary of Instruction
Last Updated 04/04/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 10 Grade 5
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 2 days
freedom
independence
declaration
grievance
welfare
Materials
Declaration of Independence
Pictures of American symbols
Pictures of Independence Day celebrations
Recording of the Star-spangled Banner (with or without voices)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on
the public website.
Teacher Resource: Pledge of Allegience (optional, 1 to display)
Handout: Star Spangled Banner Lyrics (optional, 1 per student and 1 to display/project)
Teacher Resource: PowerPoint: American Symbols (optional)
Handout: Declaration of Independence (1 per student and 1 for Teacher)
Handout: Grievances (1 per student and 1 for Teacher)
Resources
None identified
Advance Preparation
1. Become familiar with content and procedures for the lesson. In order to complete the letter to King George and the collage performance
indicators, students need to understand the Declaration of Independence.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
Background Information
Students in Texas schools say the Pledge of Allegiance every day. They also hear the Star Spangled Banner sung at various times, but many have not really considered
the meaning of the words.
The Celebrate Freedom Act passed by the Texas Legislature requires that students understand three of our founding documents: the Declaration of Independence, the
Constitution, and the Bill of Rights. The Declaration of Independence was written as an open letter to explain the colonists’ position on the purpose of government, to
list grievances against the King, and to garner sympathy and support for these ideas from fellow colonists and from the world community. The U.S. Constitution was
intended to unite the colonies, define and limit the powers of the government, and establish a framework for the government of the United States. The Bill of Rights
delineates individual rights that are fully protected by law and ensure individual human rights protections.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are
one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel
may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab
within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – American Routines
Notes for Teacher
NOTE: 1 Day = 30 or 50 minutes
Suggested Day 1 – 15 minutes
1. Conduct a discussion with students using questions such as the following:
Last Updated 04/04/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
Materials:
page 2 of 10 Grade 5
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 2 days
What routines do you have at home? Encourage students to share.
(bedtime procedures could include: wash up, lay out clothes for the morning,
read, get tucked in)
What routines do we have at school? Encourage students to share.
(Answers should include such things as: start the day in assembly, walk on the
right side of the hallway, put our coats up, listen to the announcements, say
the Pledge of Allegiance)
2. Project the Pledge of Allegiance and discuss the meaning of the words with the
students. (If desired, use the Handout: Pledge of Allegience)
Recording of the Star-spangled Banner (with or
without voices)
Attachments:
Teacher Resource: Pledge of Allegience
(optional, 1 to display)
Handout: Lyrics to the Star Spangled Banner
(optional, 1 per student and 1 to display/project)
Teacher Resource: PowerPoint: American
Symbols
3. Students stand and say the Pledge of Allegiance. It is one of the routines we have
at school.
4. Then, ask students:
What song is sung or played at most professional sports events and
when the U.S. team wins a gold medal at the Olympics? (Star Spangled
Banner) This is another routine. We are used to doing these things.
5. Provide the students a copy of the lyrics to the Star Spangled Banner. (If desired,
use the Handout: Lyrics to the Star Spangled Banner)
6. Play the music to the song once and have the students read the lyrics while
listening.
7. Play the music again and have the students sing along.
EXPLORE – Symbols of Freedom
Suggested Day 1 (cont’d) – 10 min.
1. Students think about the experience of reciting the Pledge of Allegiance and
singing the Star Spangled Banner and the meaning of the words.
Materials
2. Students discuss how the national anthem and pledge made them feel. (possible
answers include: proud, like a part of a community)
3. Show pictures of American symbols, including the American flag, Uncle Sam. (If
desired, use the Teacher Resource: PowerPoint: American Symbols.)
4. Through class discussion where students share what they know about the
symbols, students build the understanding that a symbol is something that stands
for or suggests something else. In the case of American symbols, they represent
ideas that Americans hold dear, things we believe in, including freedom (liberty).
Pictures of Independence Day celebrations
Pictures of American symbols
Attachments
Teacher Resource: PowerPoint: American
Symbols (optional)
Frayer Model:
Include a brief discussion of Independence day, the 4th of July.
5. Ask:
What does the word Freedom mean to you?
What does the word Independent mean to you?
6. Create a class-sized version of a Frayer model organizer (or other organizer) and
have students create their own versions of the organizer as well.
7. Facilitate a discussion where students reach a basic consensus on the meanings
of the terms. Add the words and definitions (in student terms) to the organizer.
Some basic ideas are:
Freedom: the absence of necessity, coercion, or constraint in choice or
action
Independence: freedom from outside control or support
8. Continue the discussion to complete the organizer (Frayer model or other) for
each term, adding characteristics of freedom and independence as well as
examples and non-examples for each term. This process helps students build
deeper understanding.
EXPLAIN – American Routines
Suggested Day 1 (cont’d) – 5 min.
1. Provide students with the following sentence stems to complete:
Patriotic symbols and traditions _______________. (represent important
aspects of our national heritage)
Last Updated 04/04/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 10 Grade 5
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 2 days
They help Americans _______________. (help us remember what is
important, feel like a community)
EXPLORE – Introduce the Declaration of Independence
Suggested Day 1 (cont’d) – 15 minutes
1. Introduce the study of the founding document using words such as:
Materials
This week has been declared Celebrate Freedom Week. We are
Celebrating America this week, celebrating the freedoms we enjoy as
Americans.
In the last unit we learned about the 13 English colonies: about how
they developed, how closely they were tied to their mother country
Attachments
Great Britain, and how the colonial system worked back in the 18th
century.
In this unit we are learning about the documents that framed our
country and that clearly state our country’s beliefs.
Purpose:
2. Access the zoomable copy of the Declaration from Colonial Williamsburg and
spend a few moments focusing student attention on certain parts of the
Declaration. (If desired, create student copies of the Declaration of Independence
for students to study.)
Declaration of Independence
Handout: Declaration of Independence (1 per
student and 1 for Teacher)
This section introduces students to the Declaration of
Independence.
TEKS: 5.15A; 5.15B; 5.15C; 5.17A; 5.17B; 5.24B; 5.24D; 5:25A;
5.25D
3. Say:
This is the document that was at the heart of the beginning of it all.
On July 4th, Americans celebrate Independence Day. On July 4, 1776,
the Continental Congress approved the Declaration of Independence.
Declaring that the 13 colonies were a free and independent country –
independent from England. Because of this document, the Declaration
of Independence, we celebrate Independence Day on July 4 each year.
Let’s read part of the Declaration of Independence.
4. Distribute the Handout: Declaration of Independence, which contains an
excerpt of the primary source document.
5. Visit the Declaration of Independence on the Colonial Williamsburg site or the
National Archives site to show students what the document looks like.
6. Walk and Talk students through the writing and the language used, the script, the
idea that it was hand-written by the delegates to the Continental Congress
Thomas Jefferson), the idea and meaning of congress (for example: The
document begins with “In Congress.” What is Congress? (allow students to
respond) But there was no United States or United States government yet
– there was no legislative branch, there was no Congress. The word
actually means, from its Latin roots, “walk together.” These leaders had
decided to head down this path, to “walk together,” committing treason to
the British Crown, to accomplish something that was more important to
them than their lives), and other information.
7. Read aloud the first paragraph as students follow along. When finished,
“translate” the paragraph into modern­day English with the help of students.
8. Read aloud the first part of the second paragraph as students follow along. When
finished, “translate” the paragraph into modern­day English with the help of
students.
9. Together read the bolded passage (required by state mandate) aloud.
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--That to secure these Rights, Governments are instituted
among Men, deriving their just Powers from the Consent of the
Governed.
10. Repeat at least one more time.
EXPLAIN – Pair – Share
Suggested Day 1 (cont’d) – 5 minutes
1. Students turn and talk to a partner about the meaning of the passage.
Last Updated 04/04/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 10 Grade 5
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 2 days
ENGAGE – Annoying Situations
Suggested Day 2 – 5 minutes
1. Begin Day 2 by asking student volunteers to read the passage from the
Declaration of Independence aloud to the class.
EXPLORE – Grievances
Suggested Day 2 – 10 min.
1. Continue discussion of the Declaration with a look at the Grievances.
Materials
Grievances are complaints.
Could you imagine a situation where you were upset with someone and
just listed the things that you were upset about?
What if you were being treated unfairly or you saw ways that your
situation could be improved but those in charge were not helping fix
the situation?
This is what the colonists were doing. They had a list of things they
were upset about. The writers of the Declaration of Independence had
several grievances against King George.
Declaration of Independence
Attachments
Handout: Grievances (1 per student and 1 for
Teacher)
Purpose: The purpose of this section is to help students gain an
understanding of the reasons the colonists wanted to declare
independence from Great Britain.
TEKS: 5.15A; 5.25A; 5.25B; 5.25C
2. Distribute the Handout: Grievances.
3. Walk and Talk students through several of the grievances. (Note that all
grievances from the Declaration are included, but only some are bolded and
larger type. The bolded grievances may be easier for students to understand, but
choose any grievances appropriate for the class.)
EXPLAIN – Grievances
Suggested Day 2, (cont’d) – 5 minutes
1. Students use what they learned about the Declaration of Independence to
complete the following sentence stems:
Purpose:
Students understand the reasons the colonists wanted to
declare independence from Great Britain.
TEKS: 5.15A; 5.25A; 5.25B; 5.25C
From the colonists’ point of view, King George III ___________. (had
“changed the rules” on the colonists, were treating the colonists unfairly, was
taking advantage of the colonists, etc.)
Therefore the colonists felt they were right to ______________. (break
away from England, challenge the King’s right to govern the colonists, etc.)
ELABORATE – My Grievances
Suggested Day 2, (cont’d) – 15 minutes
1. Students consider the possibility of different points of view regarding the events
leading to the American Revolution. Some examples are given below. Adjust, add,
or subtract points as appropriate.
Purpose:
Students consider other points of view and add depth to their
understanding of the reasons the colonists wanted to declare
independence from Great Britain.
TEKS: 5.15A; 5.25A; 5.25B; 5.25C
The colonies were originally started as a means for British companies to make
a profit using newly found natural resources. Their purpose was to be a benefit
to Britain.
The colonists were living on British land
The colonists were British subjects and, as such, subject to the king’s rule
It was very expensive for Britain to protect the colonists so far from the British
isles.
It cost a great deal to send and keep soldiers in the colonies, and the colonists
should pay what is cost Britain to provide that protection that benefitted them
Britain had just been in a war with France, and the government of England, like
any government, can tax its citizens to pay for the costs of keeping its citizens
safe
One benefit of Britain’s war with France was a treaty with France that would
remove any threat from France as a result of competing claims by France and
England. Colonists could now expand into land that had been under French
control.
The colonists wanted to be treated differently than other British subjects, with
special privileges and different rules
2. Facilitate a discussion where students use what they have learned about the
Declarationof Independence and the grievances, as well as their thoughts on the
King’s different perspective, to answer the guiding questions and support the Key
Understanding.
Different points of view on political, economic, and social issues may
lead to conflict.
Last Updated 04/04/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 10 Grade 5
Social Studies
Unit: 03
Lesson: 01
Suggested Duration: 2 days
- How did the different points of view between England and the British
colonies lead to conflict?
- What actions did the colonists take to resolve the issues?
EVALUATE – Write a letter to King George
Grade 05 Social Studies Unit 03 PI 01
As a colonist, write a to letter to King George explaining why you and the members of your colony
are demanding freedom. Justify your explanation with three reasons.
Standard(s): 5.15A , 5.24B , 5.24D , 5.25D
ELPS ELPS.c.4K , ELPS.c.5F
Last Updated 04/04/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
Suggested Day 2, (cont’d) – 15 minutes
Purpose: The purpose of this lesson is for students to gain an
understanding of the reasons why the colonists wanted to
declare independence from Great Britain.
TEKS: 5.15A; 5.25A; 5.25B; 5.25C
page 6 of 10 Grade 5
Social Studies
Unit: 03 Lesson: 01
Pledge of Allegiance
I pledge allegiance
to the Flag
of the United States of America,
and to the Republic for which it stands,
one nation under God,
indivisible,
With Liberty and Justice for all.
Photo credit: Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
Pledge: Joint Committee on Printing. Our flag. Publications.USA.gov. Retrieved from http://publications.usa.gov/epublications/ourflag/pledge.htm
©2012, TESCCC
04/04/13
Page 1 of 1
Grade 5
Social Studies
Unit: 03 Lesson: 01
Star-Spangled Banner Lyrics
(verse 1)
O say can you see, by the dawn's early light,
What so proudly we hail'd at the twilight's last gleaming,
Whose broad stripes and bright stars through the perilous fight
O'er the ramparts we watch'd were so gallantly streaming?
And the rocket's red glare, the bomb bursting in air,
Gave proof through the night that our flag was still there,
O say does that star-spangled banner yet wave
O'er the land of the free and the home of the brave?
Lyrics: Key, F. S. (2013). The lyrics. Retrieved from http://amhistory.si.edu/starspangledbanner/the-lyrics.aspx
©2012, TESCCC
04/04/13
Page 1 of 1
Grade 5
Social Studies
Unit: 03 Lesson: 01
Declaration of Independence
IN CONGRESS, JULY 4, 1776
A DECLARATION BY THE REPRESENTATIVES OF THE UNITED
STATES OF AMERICA, IN GENERAL CONGRESS ASSEMBLED.
When in the Course of human Events, it becomes necessary for one
People to dissolve the Political Bands which have connected them with
another, and to assume, among the Powers of the Earth, the separate and
equal Station to which the Laws of Nature and of Nature's God entitle
them, a decent Respect to the Opinions of Mankind requires that they
should declare the causes which impel them to the Separation.
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--That to secure these
Rights, Governments are instituted among Men, deriving
their just Powers from the Consent of the Governed, that
whenever any Form of Government becomes destructive of these Ends, it
is the Right of the People to alter or to abolish it, and to institute new
Government, laying its Foundation on such Principles and organizing its
Powers in such Form, as to them shall seem most likely to effect their
Safety and Happiness.
Excerpt: National Archives, (n.d.). Declaration of independence. Retrieved from website:
http://www.archives.gov/exhibits/charters/declaration_transcript.html
©2012, TESCCC
04/04/13
Page 1 of 1
Grade 5
Social Studies
Unit: 03 Lesson: 01
Grievances
He has refused his Assent to Laws, the most wholesome and necessary for the public Good.
He has forbidden his Governors to pass Laws of immediate and pressing Importance, unless suspended in their Operation
till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the Accommodation of large Districts of People, unless those People
would relinquish the Right of Representation in the Legislature, a Right inestimable to them and formidable to Tyrants only.
He has called together Legislative Bodies at Places unusual, uncomfortable, and distant from the Depository of
their public Records, for the sole Purpose of fatiguing them into Compliance with his Measures.
He has dissolved Representative Houses repeatedly, for opposing with manly Firmness his Invasions on the Rights of the People.
He has refused for a long Time, after such Dissolutions, to cause others to be elected; whereby the Legislative Powers, incapable of Annihilation, have
returned to the People at large for their exercise; the State remaining in the mean-time exposed to all the Dangers of Invasion from without, and
Convulsions within.
He has endeavored to prevent the Population of these States; for that Purpose obstructing the Laws of Naturalization
of Foreigners; refusing to pass others to encourage their Migrations hither, and raising the Conditions of new
Appropriations of Lands.
He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary Powers.
He has made Judges dependent on his Will alone, for the Tenure of their Offices, and the Amount and payment of
their Salaries.
He has erected a Multitude of new Offices, and sent hither Swarms of Officers to harass our People, and eat out
their Substance.
He has kept among us, in Times of Peace, Standing Armies without the Consent of our Legislatures.
He has affected to render the Military independent of and superior to the Civil Power.
He has combined with others to subject us to a Jurisdiction foreign to our Constitution, and unacknowledged by our
Laws; giving his Assent to their Acts of pretended Legislation:
For quartering large Bodies of Armed Troops among us:
For protecting them, by a mock Trial, from Punishment for any Murders which they should commit on the Inhabitants of these States:
For cutting off our Trade with all Parts of the World:
For imposing Taxes on us without our Consent:
For depriving us, in many Cases, of the Benefits of Trial by Jury:
For transporting us beyond Seas to be tried for pretended Offences:
For abolishing the free System of English Laws in a neighboring Province, establishing therein an arbitrary Government, and enlarging its
Boundaries so as to render it at once an Example and fit Instrument for introducing the same absolute Rule into these Colonies:
For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of
our Governments:
For suspending our own Legislatures and declaring themselves invested with Power to legislate for us in all
Cases whatsoever.
He has abdicated Government here, by declaring us out of his Protection and waging War against us.
He has plundered our Seas, ravaged our Coasts, burnt our Towns, and destroyed the Lives of our People.
He is at this Time transporting large Armies of foreign Mercenaries to complete the Works of Death, Desolation and Tyranny, already
begun with circumstances of Cruelty and Perfidy scarcely paralleled in the most barbarous Ages, and totally unworthy of the Head of a
civilized Nation.
He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the
Executioners of their Friends and Brethren, or to fall themselves by their Hands.
He has excited domestic Insurrections amongst us, and has endeavored to bring on the Inhabitants of our Frontiers, the merciless
Indian Savages, whose known Rule of Warfare, is an undistinguished Destruction of all Ages, Sexes and Conditions.
Excerpt: National Archives, (n.d.). Declaration of independence. Retrieved from website:
http://www.archives.gov/exhibits/charters/declaration_transcript.html
©2012, TESCCC
04/04/13
Page 1 of 1