what are the main ideas in the declaration of...

C H A P T E R

What are the main ideas in the Declaration of Independence?

Overview

Students examine items on Thomas Jefferson’s desk, such as a letter and an invi-tation, 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, stu-dents create a historical plaque to illustrate the issues facing Jefferson as he drafted the Declaration of Independence.

Objectives

Social Studies

• Identify the major events that led to the creation and approving of the Declaration of Independence.

• Examine and paraphrase key passages from the Declaration of Independence. • 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

Materials

Social Studies Alive!

America’s Past

Transparencies 12A–12C

Interactive Student

Notebooks

Lesson Masters

• Student Handouts

12A and 12B

Time Estimates

Preview: 35 min.

Social Studies Skill

Builder: 3 sessions (45

min. each)

Reading Further: 35 min.

Processing: 20 min.

The Declaration of Independence

S o c i a l S t u d i e s S k i l l B u i l d e r

12

The Declaration of Independence 147

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P l a n n i n g G u i d e

Activity Suggested Time Materials

Preview

• Connecting to Prior

Knowledge

• Developing Vocabulary

• Building Background

Knowledge

35 minutes • Social Studies Alive! America’s Past,

Section 12.1

• Transparency 12A

• Interactive Student Notebooks

Social Studies Skill Builder

Examining artifacts and

excerpts from the Declaration

of Independence to learn

about events leading to

colonial separation from

Great Britain

45-minute sessions (3)

• Complete information

about proposed items

(Steps 1–4)

• Paraphrase excerpts

from the Declaration of

Independence (Steps 5–8)

• Prepare and present skits

about each excerpt (Steps

9–11)

• Social Studies Alive! America’s Past,

Sections 12.2–12.6 and Summary

• Transparency 12B


• Student Handouts 12A and 12B

(1 copy of each per group of 3)

Reading Further

Examining Thomas

Jefferson’s complex attitudes

about slavery

35 minutes • Social Studies Alive! America’s Past,

Chapter 12 Reading Further

• Transparency 12C


Processing

Creating a historical

plaque to show the issues

facing Thomas Jefferson in

drafting the Declaration of

Independence

20 minutes • Interactive Student Notebooks

Assessment 30 minutes • Chapter 12 Assessment, Lesson Masters

• Chapter 12 Assessment, Digital Teacher

Resources

• Chapter 12 Internet Tutorial

148 Chapter 12


P r o c e d u r e s

Preview

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, musi-cians, 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.

• 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.

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 inde-pendent of Great Britain. Students will also read about the key role Thomas Jefferson played at the Congress.

• 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.

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T r a n s p a r e n c y 1 2 A

Thomas Jefferson’s Desk

Transparency 12A


Vocabulary Development:

Use Word Maps

As you discuss key social stud-ies 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.

WordSentence Illustraton

Antonym

Definitionor

Synonym


P r o c e d u r e s

Social Studies Skill Builder

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 declara-tion 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 stu-dents 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 complet-ing 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 docu-ment into language that a fifth grader can easily understand.

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.

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.

150 Chapter 12

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T r a n s p a r e n c y 1 2 B

Writing the Declaration of Independence

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.

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S t u d e n t 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 1dissolve: endbonds: tiesimpel: force

Excerpt 2self-evident: obviousendow: provideunalienable: not to be taken away

Excerpt 3secure: make safeinstitute: establishderive: receivejust: legalconsent: agreementalter: changeabolish: get rid of

Excerpt 4usurpation: illegal seizure of powerin direct object: the goal oftyranny: government by an unjust rulersubmit: present for judgmentcandid: fair

Excerpt 5solemnly: seriouslyabsolve: free from allegiance: loyaltyBritish crown: British king

Student Handout 12A


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.

11 Have students read the Summary in their Student Editions to review what they have learned.

Reading Further: Jefferson’s Conflict: Ideas vs. Reality

1 Project Transparency 12C: Presenting the Declaration of Independence. Ask the following visual discovery questions to help students analyze this scene:

• What do you see?

• Who do you think these men are?

• 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 feel-ing? 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.

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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S t u d e n t H a n d o u t 1 2 B

106 Chapter 12

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.

Preparing Skits for the Declaration of Independence

Student Handout 12B

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.

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T r a n s p a r e n c y 1 2 C

Pre

sent

ing

the

Dec

lara

tion

of In

depe

nden

ce

Transparency 12C


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 Dec la ra tion 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.”

152 Chapter 12


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 draw-ing 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.


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


Enrichment Resources

LearnTCI

Have students find out more about the Declaration of Independence by explor-ing 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 with-in 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.

154 Chapter 12

E n h a n c i n g L e a r n i n g



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, 2003The 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.


G u i d e t o R e a d i n g N o t e s 1 2

156 Chapter 12

Use your book to complete notes on the objects below.

Begins on May 10, 1775 .

Come join us in the fair c

ity of

Philadelphia_

________.

For the purposes of

1. Preparing to fi ght a war against

the British

2. Appointing a man to lead the Continental

Army

.

3. And perhaps to declare

independence

from Great Britain.

Written by Thomas Paine

January 1776

Fellow colonists! You should read this

booklet because it’s common sense that

Invitation to the

Second Continental Congress

Common Sense

12.4

12.3

12.2

12.5

July 4 , 1776Delegates of the Continental Cogress will

approve the The Declaration of Idependence .

On this day we will commit treason ,

a crime punishable by death.

Arrange to quickly send copies of the

document to each colonial government

and to the Continental army .

Approving the

Declaration of Independence

Common Senseaddressed to theINHABITANTS of AMERICA

by Thomas Paine

A letter to my wife

Dear Wife,

My esteemed collegues at the Second

Continental Cognress have asked me to write

a declaration of independence . I’m only

33 years old. Certainly there are men

more talented than I. When I’ve fi nished

my draft, I’ll show it to John Adams

and Benjamin Frankln who are also

members of my committee. We should approve

it some time early in the month of July .

Your loving husband,

Thomas


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 fi ve excerpts of the Declaration of Independence in simpler language.

Sample answers:

1. When people break away from a country to form their own

nation, they should explain why they are doing it.

2. We think these ideas are obvious. All people are equal and

they have rights that cannot be taken away, such as the

right to freedom and the right to live a happy life.

3. Governments are formed to protect people’s rights.

People give the government its power. If the government

is not protecting their rights, people can change the

government.

4. Great Britain has repeatedly interfered with the rights

of the colonists, and it has ruled the American colonies

unfairly. We present these facts to prove our arguments

to the world.

5 We are now an independent nation. The colonies are

no longer loyal to the British king and all connections

between Great Britain and us have ended.

The Declaration of

Independence

12.6


G u i d e t o R e a d i n g F u r t h e r 1 2

158 Chapter 12

Look back through Reading Further 12 in your book. Find examples of Th omas Jeff erson’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.

Summarize the confl icts in Th omas Jeff erson’s views of and actions regarding slavery. What do you think of his words and actions?

Possible answer: Although Thomas Jeff erson 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.

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

Led eff orts to stop importing slaves to the colonies

Wanted to abolish slavery someday

Opposed the spread of slavery beyond the South

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


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