DOCSLIB.ORG

Activities and Strategies All Grade Levels I Do Declare…

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Activities and Strategies All Grade Levels I Do Declare… Activities and Strategies All grade levels I Do Declare… Objectives: • Students will analyze the statement of beliefs from the Declaration of Independence identifying the key beliefs of our government stated therein. Materials: Worksheet: I Do Declare copied for each student also made into an overhead transparency, dictionaries, Video/DVD America Rock, School House Rock. Procedures: 1. After discussing the events that led to the writing of the Declaration of Independence, have the students imagine themselves as American colonists. They should write a letter to King George III in which they explain why they are writing and what they want from the King. 2. Ask for volunteers to read their letters. On the board, jot down ideas that they had. 3. Now, discuss the writing of the Declaration of Independence. Read to them the statement of beliefs. Does it sound like what they wrote? 4. Ask what they understood. They probably won’t understand much. 5. With the students, pick apart the meaning of the statement of beliefs using their copy of the worksheet “I Do Declare” and your overhead transparency. Push the students to figure it out. It will be difficult, but in the long run they’ll understand it better. 6. Once you’ve completed it, have the students recite it a few times as a class. Impress upon them just how powerful those words are for Americans. 7. Have the students complete a double‐bubble map or a Venn diagram comparing and contrasting their letter to King George III and the Declaration of Independence. 8. Extension: View “Fireworks” on America Rocks School House Rock. This will help the musical‐rhythmic and visual‐spatial students. 10 I Do Declare… The Actual Words What it Means 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. 11 I Do Declare… The Actual Words What it Means We hold these truths to We believe the following to be obvious, be self-evident, that all men are created All people are the same equal, that they are endowed All people have been given by their God by their Creator with certain unalienable Specific rights that cannot be taken away rights, that among these are These include the right to live, the right to be free, and the right to try to be happy. life, liberty, and the pursuit of happiness. That to secure these To keep these liberties rights, governments are Governments are made by the people in the country instituted among men, deriving their just And the government gets its powers that are fair powers from the consent of the From the people in the country. governed. 12 Activities and Strategies All grade levels Causes and Effects of the Declaration of Independence A Multi‐Flow Map Puzzle Objectives: • Students will analyze the causes and effects of the Declaration of Independence using a multi‐flow map graphic organizer. Note To Teacher: You should make the causes and effects more difficult/easier depending upon your class. Materials: Causes/Effects sheet, plain paper or construction paper, glue stick, scissors, markers Procedures: 1. Give each student a copy of the Causes/Effects sheet. 2. Have the students cut out the eight events. 3. The students must decide if each event is a cause or an effect of the Declaration of Independence. 4. They should check with the teacher first, to see if it is correct. Only tell them how many causes or effects are correct. Make sure they figure it out. 5. When they have the correct causes and effects, they should create a multi‐flow map on the construction paper. 6. In the center, they should create a box that says Declaration of Independence. 7. On the left hand side, they should glue the causes. Arrows should come from each cause and point towards the Declaration of Independence. 8. On the right hand side, they should glue the effects. Arrows should come from the Declaration of Independence and point towards each effect. 9. Once this is complete, the students should circle what they believe is the most important cause and most important effect. On the back or on a separate sheet of paper, they should explain why they chose these as the most important. 13 Which are causes and which are effects of the Declaration of Independence? Cut out each box and determine which are causes and effects of the Declaration of Independence. You will glue these on a separate sheet of paper to create a multi‐flow map. The dispute between King George III ignored the England and her colonies is Olive Branch Petition that the no longer viewed as a civil Continental Congress sent. war but as a war between two independent countries. Thomas Paine writes The Treaty of Paris is signed Common Sense arguing that in 1783 making America an the colonists should stop independent nation. being a part of Great Britain. Colonists are angered by the Other countries seeking new taxes Parliament independence from passed. monarchs and/or colonial rule use the document as an example for their own independence. The war lasts another five Hostilities break into war on years and ends with the April 19, 1775 at the Battle of British surrender at Yorktown Lexington and Concord, in 1781. Massachusetts. 14 Multi-Flow Map 15 Cause Effect Cause Effect Declaration of Independence Cause Effect Cause Effect Elementary Activities and Strategies (K‐5) • Explain to the class that a long time ago, our nation was under the rule of the King of England (George III) who lived far away. Use a wall map to explain the geographical space between the colonists and Great Britain. This king imposed many rules and taxes that made people in the colonies upset because they were not always fair rules. Explain that the Declaration of Independence is a statement that was developed long ago because the colonists wanted to rule themselves without the abuse of a king. This statement was meant to free them from the unfair rules made the King of England. Invite students to think about the freedoms they enjoy and how class rules help protect these freedoms. Work with students to develop class rules and consequences to be followed for the school year. Have the students draw pictures for each rule developed and post the pictures under each rule around the classroom. • Show the class a copy of the Declaration of Independence (if possible, find a copy that includes the signature of the founders). Write the classroom rules on a large yellow chart paper and discuss the rules with the class. Explain that a signature means the person who signed something believes in the worth of the document being signed. Invite the class to sign the poster with the classroom rules as their belief in the importance of following the classroom rules. Optional – send a copy of the rules home for students to review, discuss. Have parents and students sign copy of the rules and return it to the classroom teachers. • After studying about the Declaration of Independence as a symbol of our new nation, discuss the flag or other patriotic symbols and what they stand for. You may include a school symbol or mascot. Ask students to create a symbol representative of their classroom. Use this symbol in all correspondence though out the school year. • Read and learn about the Fourth of July holiday. Make sure students understand the relevance of this holiday in terms of American independence from Britain. • Read books, stories such as Aesop’s Fables, Miss Nelson is Missing, Dr. Seuss’ Yertle the Turtle, and Sh! We’re Writing the Constitution by Jean Fritz, or other stories that are related to civics or civic virtue. Discuss the importance of rules of law. Based on the reading of the stories have students rewrite the books by reorganizing the storybook leaders in order to form “new rules of order.” Primary age student may draw picture and include copying basic vocabulary words. • Explain and discuss the grievances included in the Declaration of Independences again the British crown. Ask upper elementary students to make a list of general problems related to a school or classroom issue. Each group should share its list of problems with the class. Have the class prioritize the problems and develop a list of possible solutions. Divide the class into work groups that will address each problem and present solutions. Ask students 16 to write a personal Declaration of Independence, including resolutions, based on these issues and present them to the other class members. • Have students research and explore how the Declaration of Independence was a precursor to the Preamble and our Constitution and therefore, helped form our present system of laws and government stating human rights and government responsibilities. Ask students to compare and contrast the various documents. • Discuss the role and function of government or laws. Explain that government is the means by which people make sure that every person has equal rights. Furthermore that these rights, given by God or nature cannot be taken away by man. Ask students to list the ways the British government did not protect these rights of the colonists. Share this information with class members or other classes. You may want to have students role pay various scenes where individuals rights are being trampled and the role of government to protect these rights.
Load more

Recommended publications
  • Chapter 4-5: Study Focus • Essay Format Essential Questions 9
    Chapter 4-5: Study Focus • Essay Format Essential Questions 9. What were The Coercive Acts of 19. What were the central 1774 (the Intolerable Acts) and why ideas and grievances expressed Content Standard 1: The student were they implemented? will analyze the foundations of in the Declaration of Indepen- dence? the United States by examining 10. Why was the First Continental the causes, events, and ideolo- Congress formed? gies which led to the American 20. How did John Locke‛s the- Revolution. ory of natural rights infl uence 11. What happened at the Battles of the Declaration of Indepen- Lexington and Concord and what was dence? 1. What were the political and eco- the impact on colonial resistance? nomic consequences of the French and Indian War on the 13 colo- 21. What is the concept of the 12. What was the purpose of Patrick social contract? nies? Henry‛s Give Me Liberty or Give Me Death speech? 2. What were the British imperial 22. What are the main ideals policies of requiring the colonies to 13. What was the purpose of and established in the Declaration pay a share of the costs of defend- main arguments made by Thomas of Independence? ing the British Empire? Paine‛s pamphlet Common Sense? 23. What were the contribu- 3. What the Albany Plan of Union? 14. What were the points of views tions of Thomas Jefferson of the Patriots and the Loyalists and the Committee of Five in 4. What was the signifi cance of the about independence? drafting the Declaration of Proclamation of 1763? Independence.
    [Show full text]
  • Section 7-1: the Revolution Begins
    Name: Date: Chapter 7 Study Guide Section 7-1: The Revolution Begins Fill in the blanks: 1. The First Continental Congress was a meeting of delegates from various colonies in September of 1774 to discuss the ongoing crisis with Britain. 2. The Minutemen were members of the Massachusetts militia that were considered ready to fight at a moment’s notice. 3. General Thomas Gage was the British military governor of Massachusetts, and ordered the seizure of the militia’s weapons, ammunition, and supplies at Concord. 4. The towns of Lexington and Concord saw the first fighting of the American Revolution. 5. The “Shot heard ‘round the world” was the nickname given to the first shot of the American Revolution. 6. Americans (and others) referred to British soldiers as Redcoats because of their brightly colored uniforms. 7. At the Second Continental Congress, colonial delegates voted to send the Olive Branch Petition to King George III and created an army led by George Washington. 8. The Continental Congress created the Continental Army to defend the colonies against British aggression. 9. George Washington took command of this army at the request of the Continental Congress. 10. The Continental Congress chose to send the Olive Branch Petition to King George III and Parliament, reiterating their desire for a peaceful resolution to the crisis. 11. Siege is a military term that means to surround a city or fortress with the goal of forcing the inhabitants to surrender due to a lack of supplies. 12. Benedict Arnold and Ethan Allan captured Fort Ticonderoga in New York, allowing George Washington to obtain much needed supplies and weapons.
    [Show full text]
  • The American Revolution
    The American Revolution The American Revolution Theme One: When hostilities began in 1775, the colonists were still fighting for their rights as English citizens within the empire, but in 1776 they declared their independence, based on a proclamation of universal, “self-evident” truths. Review! Long-Term Causes • French & Indian War; British replacement of Salutary Neglect with Parliamentary Sovereignty • Taxation policies (Grenville & Townshend Acts); • Conflicts (Boston Massacre & Tea Party, Intolerable Acts, Lexington & Concord) • Spark: Common Sense & Declaration of Independence Second Continental Congress (May, 1775) All 13 colonies were present -- Sought the redress of their grievances, NOT independence Philadelphia State House (Independence Hall) Most significant acts: 1. Agreed to wage war against Britain 2. Appointed George Washington as leader of the Continental Army Declaration of the Causes & Necessity of Taking up Arms, 1775 1. Drafted a 2nd set of grievances to the King & British People 2. Made measures to raise money and create an army & navy Olive Branch Petition -- Moderates in Congress, (e.g. John Dickinson) sought to prevent a full- scale war by pledging loyalty to the King but directly appealing to him to repeal the “Intolerable Acts.” Early American Victories A. Ticonderoga and Crown Point (May 1775) (Ethan Allen-Vt, Benedict Arnold-Ct B. Bunker Hill (June 1775) -- Seen as American victory; bloodiest battle of the war -- Britain abandoned Boston and focused on New York In response, King George declared the colonies in rebellion (in effect, a declaration of war) 1.18,000 Hessians were hired to support British forces in the war against the colonies. 2. Colonials were horrified Americans failed in their invasion of Canada (a successful failure-postponed British offensive) The Declaration of Independence A.
    [Show full text]
  • American Self-Government: the First & Second Continental Congress
    American Self-Government: The First and Second Continental Congress “…the eyes of the virtuous all over the earth are turned with anxiety on us, as the only depositories of the sacred fire of liberty, and…our falling into anarchy would decide forever the destinies of mankind, and seal the political heresy that man is incapable of self-government.” ~ Thomas Jefferson Overview Students will explore the movement of the colonies towards self-government by examining the choices made by the Second Continental Congress, noting how American delegates were influenced by philosophers such as John Locke. Students will participate in an activity in which they assume the role of a Congressional member in the year 1775 and devise a plan for America after the onset of war. This lesson can optionally end with a Socratic Seminar or translation activity on the Declaration of Independence. Grades Middle & High School Materials • “American Self Government – First & Second Continental Congress Power Point,” available in Carolina K- 12’s Database of K-12 Resources (in PDF format): https://k12database.unc.edu/wp- content/uploads/sites/31/2021/01/AmericanSelfGovtContCongressPPT.pdf o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to [email protected] • The Bostonians Paying the Excise Man, image attached or available in power point • The Battle of Lexington, image attached or available in power
    [Show full text]
  • Was the American Revolution Avoidable? - Supporting Question 4
    Was the American Revolution Avoidable? - Supporting Question 4 S.S. 4–I will explain what efforts were made to avoid war with the British before the American Revolution. - ​ ​ C3 STANDARD D2.HIS.16.6-8 4 3.5 3 2.5 2 1 0 The student will... Provide essential facts Provide important Provide basic and details from the facts and details vocabulary and source material and from the source simpler details to In addition to In addition to other sources to material to explain partially explain No level 3.0 level 2.0 With help, the comprehensively explain what efforts were what efforts were understanding performance, performance, student can what efforts were made made to avoid war made to avoid of very simple the student the student perform 2.0 to avoid war with the with the British war with the content or shows partial shows partial and 3.0 British before the before the British before the missing success at success at expectations. American Revolution American American evidence. level 4.0 level 3.0 and properly cited the Revolution and Revolution. sources. properly cited the sources. Supporting Question 4 What efforts were made to avoid war? Formative Performance Task Write a second claim supported by evidence for how efforts were made to avoid war. - cite your sources Featured Sources ❏ Background Information #1: What was the Olive Branch Petition? ​ ​ ❏ Background Information #2: Repeal of the Stamp Act ​ ​ ❏ Source A: Repeal of the Stamp Act ​ ​ ❏ Source B: Olive Branch Petition ​ ​ ❏ Source C: Excerpt from Plain Truth ​ ​ ❏ History Channel Source: Olive Branch Petition ​ The fourth supporting question—“What efforts were made to avoid war?”—turns to the actions of people who worked to avoid war between Great Britain and the colonists.
    [Show full text]
  • 8Th US History Civil War and Reconstruction Units
    8th US History Civil War and Reconstruction Units 1. Complete the first 4 weeks of work in order. The first week covers the Civil War. If you can answer the questions without completing all of the reading, you may do so, as you should have learned the majority of this content in class. Within the unit there are two video lessons, one about Harriet Tubman and another about the 54th Massachusetts. If you have access to your phone or the internet, watch the videos as they are assigned to complete the questions. 2. Weeks 2, 3, and 4 over lessons we have yet to cover in class, including about the period of time after the Civil War, called Reconstruction. You should use the textbook reading to complete the questions and assignments in this section. 3. Week 5 focuses on the STAAR practice unit. Please access the quizlet link on page 76, review the “US History at a glance” pages, and answer the practice problems using the “at a glance” information. 4. For online games, activities and extra practice check out: https://www.icivics.org/games 5. Khan Academy provides a free, online module for 8th Grade US History, including topic overviews and practice. Focus on The Civil War era (1844-1877) https://www.khanacademy.org/humanities/us-history WEEK 1 The Civil War 21.1 Introduction he cannon shells bursting over Fort Sumter ended months of confu­ sion. The nation was at war. The time had come to choose sides. TFor most whites in the South, the choice was clear.
    [Show full text]
  • The American Revolution
    The American Revolution “Who shall write the history of the American Revolution? Who can write it? Who will ever be able to write it?” -- John Adams to Thomas Jefferson, July 30, 1815 Lester J. Cappon, ed. The Adams-Jefferson Letters (1988) John Adams Thomas Jefferson Library of Congress Library of Congress “Who shall write the history of the American revolution? Who can write it? Who will ever be able to write it?” thus wrote John Adams in 1815 to Thomas Jefferson. From his home in Monticello, Virginia, Jefferson replied: “Nobody; except merely it's external facts. All it's councils, designs and discussions, having been conducted by Congress with closed doors, and no member, as far as I know, having even made notes of them, these, which are the life and soul of history must for ever be unknown.” Not so. Jefferson’s statement which infers that the Revolution was led by the Founding Fathers has long dominated the histories of the American Revolution. However, the Revolution was a people’s revolution—a truly radical revolution. While the iconic Founding Fathers remain a central part of the Revolution’s narrative, the American Revolution would have never occurred nor followed the course that we know now without the ideas, dreams, and blood spilled by American patriots whose names are not recorded alongside Washington, Jefferson, and Adams in history books. The Road to the War for American Independence By the time the first shots were fired in the American Revolution in 1775, Britain and America—not long before bonded so closely to one another that most white Americans considered themselves as English as any resident of Britain—had come to view each other as two very different societies.
    [Show full text]
  • Colonists Respond to the Outbreak of War, 1774-1775, Compilation
    MAKING THE REVOLUTION: AMERICA, 1763-1791 PRIMARY SOURCE COLLECTION American Antiquarian Society broadside reporting the Battle of Lexington & Concord,19 April 1775; 1775 (detail) 1775: “With Triumph crown AMERICA Farewell England” The Outbreak of the American Revolution: A Selection from Letters, Essays, Sermons, Newspaper Reports, Declarations, Poetry & Song, A Debate & A History 1774____* Sept.-Oct.: FIRST CONTINENTAL CONGRESS meets in Philadelphia; issues a petition to the king, a bill of rights, a list of grievances, and letters to the American colonists and to the inhabitants of Great Britain. The petition is rejected. 1775____ 9 Feb.: Parliament declares the colony of Massachusetts to be in a state of open rebellion. April-June: Military confrontations with casualties occur between Patriots and British troops in Massachusetts and New York, initiating a state of war between the colonies and Great Britain. May: SECOND CONTINENTAL CONGRESS convenes in Philadelphia, issues final appeals and declarations, and creates the continental army. The Congress remains the central governing body of the colonies throughout the Revolution. PAGES ___CONTENT S___ A Newspaper Debate on the Eve of War ............................................................................. 2-3 “Novanglus” (John Adams, Patriot) & “Massachusettensis” (Daniel Leonard, Loyalist), Dec. 1774-April 1775 First Military Confrontations of the Revolution...................................................................... 4-6 Fort William & Mary, Lexington & Concord,
    [Show full text]
  • American Government: Chronology
    At a Glance American Government: Chronology July 5, 1775- The Continental Congress September 14, 1786- The Annapolis sends the Olive Branch Petition to King Convention adjourns after calling for a George in the hopes of making peace. King convention to convene the following spring George rejects the petition. to amend the Articles of Confederation. July 4, 1776- The Continental Congress February 4, 1787- Shays’ Rebellion ends approves the Declaration of Independence. when the Massachusetts militia defeats Thomas Jefferson is the document’s primary Shays’ forces known as “Shaysites.” Shays author. and his men flee to Vermont. June 14, 1777- The Continental Congress February 21, 1787- Congress approves a adopts the stars and stripes as the national convention in Philadelphia to amend the flag. The flag will fly for the first time in Articles of Confederation. Maryland on September 3. May 3, 1787- James Madison arrives in November 15, 1777- The Continental Philadelphia early for Convention. Congress approves the Articles of Confederation. This establishes the United May 13, 1787- George Washington arrives States' first constitution. The Articles are for Convention. officially ratified in 1781. May 25, 1787- The Constitutional September 27, 1779- John Adams is Convention officially begins. selected to negotiate a peace treaty with Great Britain. May 29, 1787- Edmund Randolph presents the Virginia Plan for consideration (although March 1, 1781- The states officially ratify James Madison is the author). Charles the Articles of Confederation. Pinckney presents his plan for the new constitution. September 3, 1783- The Treaty of Paris officially ends the American Revolution and May 31, 1787- The delegates debate establishes the United States as a free and representation of the states in the new independent country.
    [Show full text]
  • Exhibition Records, 1974-1976
    Exhibition Records, 1974-1976 Finding aid prepared by Smithsonian Institution Archives Smithsonian Institution Archives Washington, D.C. Contact us at [email protected] Table of Contents Collection Overview ........................................................................................................ 1 Administrative Information .............................................................................................. 1 Descriptive Entry.............................................................................................................. 1 Names and Subjects ...................................................................................................... 1 Container Listing ............................................................................................................. 2 Exhibition Records https://siarchives.si.edu/collections/siris_arc_251838 Collection Overview Repository: Smithsonian Institution Archives, Washington, D.C., [email protected] Title: Exhibition Records Identifier: Accession 99-106 Date: 1974-1976 Extent: 3.5 cu. ft. (3 record storage boxes) (1 document box) Creator:: National Portrait Gallery. Office of Exhibitions Language: English Administrative Information Prefered Citation Smithsonian Institution Archives, Accession 99-106, National Portrait Gallery. Office of Exhibitions, Exhibition Records Descriptive Entry This accession consists of exhibition records pertaining to The Dye is Now Cast: The Road to American Independence, an exhibition at the National Portrait Gallery (NPG) from
    [Show full text]
  • Ms. Wiley's APUSH Period 3 Packet, 1754-1801 Name: Page #(S
    Ms. Wiley’s APUSH Period 3 Packet, 1754-1801 Name: Page #(s) Document Name 2-5 1) Period 3 Summary: ?s, Concepts, Themes, & Assessment Info 6 2) Textbook Assignment (Outline Guidelines) 7-10 3) Timeline 11-13 4) French & Indian War Overview (1754-1763) 14-15 5) ‘Reluctant Revolutionaries’ Documentary 16-23 6) Primary Sources from the Revolutionary Period 24-25 7) HBO Episode on Independence 26-28 8) Secondary Sources from the Revolutionary Period 29-32 9) Examining the Electoral College 33-38 10) The Washington Administration (1789-1797) 39-42 11) The Adams Administration (1797-1801) 43-44 12) HBO Episode on Adams’ Presidency 1 Period 3 Summary (1754-1800) Key Questions for Period 3: - For what reasons did the colonists shift from being loyal British subjects in 1770 to revolutionaries by 1776? How reluctant or enthusiastic was the average colonist towards the war effort? - To what extent should Britain’s behavior in the 1760s/’70s towards its American colonies be characterized as “tyrannical”? - How “revolutionary” was the Revolution? To what extent did politics, economics, and society change in its aftermath? (short and long-term) - What political philosophies undergird the founding documents of the U.S.? To what extent was the government, created by the Constitution in 1787, “democratic” in nature? - How were masculinity and femininity defined in the new republic? - To what extent did the Founders and first leaders of the republic agree on how the federal government should operate? To what extent did they agree on how the Constitution should be interpreted? - For what reasons did political parties emerge in the U.S.? Do the parties of today resemble the original two parties in any ways? - How did slavery play a role in politics, economics, and society in the early republic? - How did the new republic engage Native Americans and other nations? Key Concept 1: British imperial attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self- government led to a colonial independence movement and the Revolutionary War.
    [Show full text]
  • Jefferson and the Beginning of the American Revolution
    Jefferson and the beginning of the American Revolution Reading Level: Middle School From 1775 to 1783, American Patriots fought the British in the American Revolution. Thomas Jefferson never fought as a soldier. However, throughout the war, he used words and deeds to further the cause of independence. He was a delegate in the Virginia House of Delegates and the Second Continental Congress, governor of Virginia, author of the Declaration of Independence, and a spokesman for liberty. Background to the American Revolution When the war between France and England ended in 1763, Great Britain had won. At the time George III was king of Great Britain. He and his ministers (persons in charge of government departments) wanted to keep strict control over their colonies in America. By 1775, the thirteen colonies had a population of more than 2,700,000. Most people lived on This map by Carington small farms and exported agricultural products to England. They Bowles shows the imported manufactured goods such as cloth, hats and tools from boundaries of the American England. Each colony had its own governor and assembly. colonies in 1763 following The war had been expensive. The British Parliament placed new taxes the French and Indian Wars. on the colonies to help pay off the debts. The 1764 Sugar Act and 1767 Townshend Act placed taxes and duties (fees) on imported goods. Colonists refused to pay the taxes. They stated that since they had no representation in parliament, they had not voted for the taxes. However, even worse, Parliament passed the Quartering Act. This act said that British soldiers could be housed in any empty, public building.
    [Show full text]