Students create a What We Know chart about the Declaration of Independence. Then they examine the major actions of the First and Second Continental Congresses up to the summer of 1776. Next they take a close look at the events surrounding the writing and adoption of the Declaration of Independence and create their own timelines. Finally, they examine the views of Patriots and Loyalists, and analyze how there are multiple perspectives for participants in historical events.
Students read background information connecting the Intolerable Acts and early Revolutionary battles to the colonists’ growing desire for independence, learn the meanings of “declaration” and “independence,” and contribute to a class “What We Know About the Declaration of Independence” chart by posting prior knowledge and ideas.
Teacher MovesIntroduce the lesson overview and objective, preview key vocabulary, and use student posts in the chart to gauge prior knowledge without correcting misconceptions yet, setting the stage for deeper learning in later scenes.
Students read about the First and Second Continental Congresses, including the creation of the Continental Army, the Olive Branch Petition, and the debates over declaring independence. They then complete a graphic organizer summarizing three major actions of the Second Continental Congress and read a brief explanation of how the Congress continued to govern under the Articles of Confederation.
Teacher MovesClarify the sequence and significance of the Continental Congresses, support students as they identify and record key actions in the organizer, and, as needed, direct students to the article Continental Congresses in the Student Pack for additional detail before summarizing the main points with the class.
Students examine a painting of the drafting of the Declaration of Independence and read about the Committee of Five, Thomas Jefferson’s role as primary author, the timeline from drafting to adoption and signing, and how news of the Declaration spread through broadsides, newspapers, and public readings. Using this information, they select four key events in the process of declaring independence and place them on a timeline graphic organizer, drawing on a reference timeline in the Student Pack as needed.
Teacher MovesGuide students in interpreting the painting and identifying the main figures, emphasize the drafting and revision process of the Declaration, and support students in constructing accurate timelines by prompting them to focus on pivotal dates and, if necessary, pointing them to the timeline resource (such as Declaring Independence: Drafting the Documents) and offering sample sequences as models.
Students read about the differing perspectives of Patriots, Loyalists, African Americans, and American Indians regarding independence from Britain, including motivations such as beliefs about government, economic ties, family connections, and promises of freedom. They then complete a graphic organizer by writing short explanations of the views on independence from the perspectives of a Patriot, a Loyalist, and an African American slave.
Teacher MovesDiscuss the reading with students to highlight the variety of viewpoints in 1776, optionally direct interested students to the article Patriots and Loyalists in the Student Pack for more detail, and review student responses in the organizer to reinforce the idea that historical events involve multiple perspectives rather than a single “right” position.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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