The Colonies Unite

Teacher Management

Estimated Time

2 class periods

Instructional Mode

whole group, individual, and cooperative groups

Materials

· The Colonies Unite! student activity sheets

· The Colonies Unite! PowerPoint

· Graphic Organizer: Outlining PowerPoint

· History Alive! The United States curriculum box – Interactive Student Notebook 1, pages 36-37, Activity Notes 6

· Interactive Notebook

· School House Rocks! video (Fireworks: The Declaration of Independence)

· Optional: “The American Revolution” video; Volume Two: Section Titles -–The Leader Emerges (tape counter 000-944), Declaration of Independence (tape counter 2615-3726)

Engaging Focus

Ask students the following questions:

· Is there something that you have really, really wanted at some time in your life, worked hard for it, and got it?

· Did you have a plan you used to achieve your goal?

· What kind of words or phrases could describe your attitude toward achieving your goal? (determined, dedicated, never giving up, focusing on a goal, etc.)

Tell students these same words and phrases could be used to describe America’s Founding Fathers. They were dissatisfied with their political and economic situation and wanted to make a change. They were self-determined people who created a new country.

Experience

1. Show the corresponding PowerPoint and discuss the information as the students take notes on the outline of their student activity sheet. DELETE - A Graphic Organizer PowerPoint in the “O” column reviews outlining.

Students are to read the Expert Information silently, complete the sequencing activity, and then the outline.
Assign students to work with a partner to complete Part 5 of the lesson. This may be done as a whole-group activity with teacher guidance using the key. They read an excerpt from the Declaration of Independence, rephrase the excerpt, and then do a simple sketch to represent the excerpt. The last portion of the PowerPoint has an example for this part of the lesson. (This portion of the lesson is based on History Alive! Student Interactive Notebook, pages 36-37.)

4. Optional: Show these segments from “The American Revolution, Volume Two” video by the History Channel.

· The Leader Emerges (tape counter 000-944)

· Declaration of Independence (tape counter 2615-3726).

These segments to the video are also included in a later lesson, Shot Heard ‘Round the World.

5. Optional Lesson: History Alive! Chapter 6: The Declaration of Independence – reading notes from text and tug of war worksheet.

Synthesis

In the Interactive Notebook create a symbol that represents the Declaration of Independence. Show the short portion of the School House Rocks! video, Fireworks: The Declaration of Independence.

Differentiation

Answer Key:

Part 1: PowerPoint Outline

(Answers may vary in the outline, but the basic information is provided below.)

I. Significant Individuals of the American Revolution (important people)

A. Thomas Jefferson

B. George Washington

C. Benjamin Franklin

D. Thomas Paine

E. Patrick Henry

II. Important Events (meetings, battles, publication of documents, etc.)

A. First Continental Congress

B. Battle of Lexington and Concord

C. Second Continental Congress

D. Olive Branch Petition

E. Common Sense

III. Evidence of self-determination (words or phrases that describe the Founding Fathers)

A. Dedicated to their cause

B. Firm in their belief

C. Refused to give up

D. Self-sacrificing

E. Willing to die for their beliefs

Part 3: Sequencing: Find the date of each of these events and then put them in the correct date order.

3 Olive Branch Petition is written. Date: July 1775

4 The Declaration of Independence is approved. Date: July 1776

1 The First Continental Congress meets. Date: September 1774

2 The Second Continental Congress appoints Washington as commander

of the Continental Army. Date: May 1775

Part 4: Refer to the Expert Information to complete the outline.

I. First Continental Congress

A. Date: September 1774

B. Location: Philadelphia

C. Significant individuals

1. Sam Adams

2. John Adams

3. George Washington

D. Actions

1. Voted to ban all trade with Britain until Intolerable Acts were repealed

2. Called upon each colony to establish a colonial militia

3. Agreed to meet again in seven months

II. Second Continental Congress

A. Date: May 10, 1775

B. Location: Philadelphia

C. Significant individuals

1. John Adams

2. Samuel Adams

3. John Hancock

4. Benjamin Franklin

5. Patrick Henry

6. George Washington

7. Thomas Jefferson

D. Olive Branch Petition

1. Sent it to King George III

2. Stated colonists were loyal to the crown

3. Asked king to repeal Intolerable Acts and restore peace

4. King rejected the petition and vowed to punish colonies

E. Resolutions

1. May 1776 resolution authorized each colony to create its own

government

2. June 1776 resolution

a. proposed by Virginia delegate Richard Henry Lee

b. called the colonies free and independent states

c. all political connections between colonies and state of Great

Britain totally dissolved

F. Declaration of Independence

1. Committee of writers

a. Ben Franklin

b. John Adams

c. Roger Sherman

d. Robert Livingston

e. Thomas Jefferson

2. Main author was Thomas Jefferson

a. from colony of Virginia

b. spoke seven languages

3. Rights a government can’t take away = unalienable rights

4. We hold these truths to be self-evident

a. all men are created equal

b. endowed by their Creator with certain unalienable rights

c. among these are life, liberty and the pursuit of happiness

5. Power to rule comes from the consent of the governed

6. If a government fails to protect people’s rights, the people have the right to alter or abolish it

7. King George called an absolute tyrant over these states and unfit to be ruler of a free people

8. “These United Colonies are and of right ought to be, free and

independent states.”

9. Date approved: July 4, 1776

Part 5: Analyze excerpts (portions) of the Declaration of Independence. Rephrase them into simple

language a fifth grader could understand, and draw a simple illustration to represent the excerpt. Use a dictionary or page 154 in your textbook to help with unfamiliar vocabulary words.

Excerpt / Rephrased Excerpt / Change impact ??
Excerpt 1:
“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.” / These things are obvious:
· All people have equal rights
· All people are born with certain things
· Life, freedom, and right to find happiness
Excerpt 2:
“That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” / To guarantee these rights, people start governments that get their power from the people.
Excerpt 3:
“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.” / When a government is not good for the people, the people should get rid of it and start a new government.
Excerpt 4:
“The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object their establishment of an absolute Tyranny over these states.” / There is a long list of bad things that the King has done and he is a tyrant over the colonies.
Excerpt 5:
“We, therefore…solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States.” / We declare that the colonies are free!