Standards SS.5.A.

5: American Revolution & Birth of a New Nation

SS.5.A.5.3: Explain the significance of historical documents including key political
concepts, origins of these concepts, and their role in American independence.
Access Point #: SS.5.A.5.In.c: Identify that the Declaration of Independence stated
that colonists wanted freedom from England.
SS.5.A.5.10: Examine the significance of the Constitution including its key political
concepts, origins of those concepts, and their role in American democracy.
Access Point #: SS.5.A.5.In.j: Recognize that the Constitution outlines the principles
of the American government.
Objectives  Students will identify what the Declaration of Independence and
Constitution is.
 Students will identify why the Declaration of Independence and the
Constitution is important.
 Students will understand why the Declaration of Independence and the
Constitution was created.
Duration 2 days – approximately 45 minutes each day
Materials Whiteboard
Whiteboard marker
Pencils
Paper
https://create.piktochart.com/output/47221750-declaration-and-constitution
SmartBoard
Projector
Computer with internet access
https://www.archives.gov/education/lessons/worksheets
https://drive.google.com/file/d/1-pLSuSPMnyoooDG158-Ez_5L1OWIaT-R/view?
usp=sharing
Colored construction paper
Stickers
Markers
Colored pencils
Crayons
Stamps
Ink
https://www.youtube.com/watch?v=RnVmIrAiQB8
https://www.youtube.com/watch?v=85TMQCzS7U4
Procedures Day 1:
1. When class starts, write the question “What is the Declaration of
Independence?” on the whiteboard.
2. Have students brainstorm answers to the question for 3 minutes.
3. After the 3 minutes is up, have students partner up and share their
thoughts for about 5 minutes.
4. Pull up the Piktochart with information and sources of the documents
(https://create.piktochart.com/output/47221750-declaration-and-
constitution).
5. Pass out the document notes sheet to the students
(https://drive.google.com/file/d/1-pLSuSPMnyoooDG158-Ez_5L1OWIaT-
 R/view?usp=sharing).
6. The teacher will project the Piktochart on a SmartBoard or projection
system.
7. Work though the information provided on the Declaration of
Independence, while student make notes on their notes sheet. Move to
the sources for the document when done. NOTE: STUDENTS SHOULD NOT
COMPARE AND CONTRAST UNTIL DAY 2.
8. Have the students look at the sources provided and analyze the sources
using the source analysis worksheets
(https://www.archives.gov/education/lessons/worksheets). They should
also make notes on their notes sheet.
9. Provide the students enough time to analyze all three, about 20 minutes.
10. Have the students partner up and share what they analyzed and the
information they got from the sources.
11. Teacher walk around as the students talk in partners, noting what the
groups are talking about.
12. Bring the class back together and have students share with the class what
they analyzed. Answer any questions the students have and clarify, if
needed.
13. For their daily assessment, have the students turn in their document notes
sheet (NOTE: THEIR COMPARE AND CONTRAST WILL BE BLANK).
Day 2:
1. Start by giving the document note sheets back to the students.
2. Pull up the Piktochart and display it again for the students to see
(https://create.piktochart.com/output/47221750-declaration-and-
constitution).
3. Have the students take their time comparing and contrasting the
differences between the Declaration of Independence and the
Constitution. Tell them to compare who wrote them, why they were
written, what they are, and the sources provided. This should take about
15-20 minutes.
4. Once the students finish their venn diagram, have the students answer the
two questions on the documents notes sheet.
5. Have students share with a partner what the differences and similarities
are.
6. Have a full class discussion about the similarities and differences of the
documents.
7. The students will now create their own Declaration of Independence or
Constitution using the materials provided. They can use the sources to get
an idea of how to start them and continue by writing a document. Give the
students examples of what to write about (i.e. independence from chores,
constitution with laws for the classroom, constitution with laws about
what food people can eat, etc.). Students will leave these in the classroom
to be put up for student work.
8. Play the Kid President video (https://www.youtube.com/watch?
v=85TMQCzS7U4) and the School House Rock video (
https://www.youtube.com/watch?v=RnVmIrAiQB8) in the background
while students work on their own document.
 9. For the daily assessment, have students turn in their completed document
notes sheet.
Assessment Day 1: Have the students turn in their document notes sheet to check
understanding (NOTE: THEIR COMPARE AND CONTRAST WILL BE BLANK).

Day 2: Have students turn in their completed document notes sheet.

ESOL Beginner:
Accommodatio  Translate the Piktochart information into the students native language and
ns provide them notes.
 Allow them to only analyze one of the sources per document rather than
all of them.
 Partner the student with a classroom volunteer, ESOL specialist, or another
student who speaks the students native language to help them complete
the activities.
 Allow them to write in their native language.
 Allow them more time to analyze the sources provided.
 Use closed captioning on videos.
 Provide a document notes sheet that is in both English and the students
native language, with fill in the blank sentences.
Intermediate:
 Translate the Piktochart information into the students native language and
provide them notes.
 Allow them to only analyze 3 of the sources rather than all of them.
 Partner the student with a classroom volunteer, ESOL specialist, or another
student who speaks the students native language to help them complete
the activities.
 Allow them to write in their native language.
 Use closed captioning on videos.
 Allow them more time to analyze the sources provided.
Advanced:
 Partner the student with a classroom volunteer, ESOL specialist, or another
student who speaks the students native language to help them complete
the activities.
 Use closed captioning on videos.
 Allow them more time to analyze the sources provided.

Resources Additional resources:
 https://www.brainpop.com/socialstudies/ushistory/declarationofindepend
ence/
 https://www.brainpop.com/socialstudies/ushistory/usconstitution/