Activity Overview
For this activity, students will analyze and explain the signing of the Declaration of Independence. This activity is a good way to wrap up the causes and effects of events leading up to the American Revolution. Although it does take place in the midst of the revolution, it encapsulates the major ideas, problems, and tensions between colonists and the British while also providing context for how the American colonies finally and fully separated from Britain. The activity will also allow students to analyze a major primary source, the Declaration of Independence!
Students will complete a 5Ws analysis (Who, What, When, Where, and Why) to explain and break down the important details of the Declaration of Independence. This will provide a clear context of what the document means, the basics of its signing, and what the document's key messages are. It allows students to be creative when making their storyboards because they can design what they believe the signing of this major American document looked like.
Extended Activity
Have students read and analyze 5-10 specific grievances located within the Declaration of Independence. Give them the actual text, but then have them break it down into their own words. First, they should examine words they see as most important to the document's key messages. Then, have them put the text into their own ‘modern-day' words on a storyboard with a visualization. This will allow the teacher to see who understands the messages, and to get a sense of what vocabulary the students know and understand.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard outlining the 5 Ws (who, what, when, where, and why) for the Declaration of Independence.
- Click "Start Assignment".
- In the title of each cell, ask one of the 5 Ws.
- In the description boxes, answer the question.
- Create an illustration that demonstrates or explains each of the 5 Ws using appropriate scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
For this activity, students will analyze and explain the signing of the Declaration of Independence. This activity is a good way to wrap up the causes and effects of events leading up to the American Revolution. Although it does take place in the midst of the revolution, it encapsulates the major ideas, problems, and tensions between colonists and the British while also providing context for how the American colonies finally and fully separated from Britain. The activity will also allow students to analyze a major primary source, the Declaration of Independence!
Students will complete a 5Ws analysis (Who, What, When, Where, and Why) to explain and break down the important details of the Declaration of Independence. This will provide a clear context of what the document means, the basics of its signing, and what the document's key messages are. It allows students to be creative when making their storyboards because they can design what they believe the signing of this major American document looked like.
Extended Activity
Have students read and analyze 5-10 specific grievances located within the Declaration of Independence. Give them the actual text, but then have them break it down into their own words. First, they should examine words they see as most important to the document's key messages. Then, have them put the text into their own ‘modern-day' words on a storyboard with a visualization. This will allow the teacher to see who understands the messages, and to get a sense of what vocabulary the students know and understand.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard outlining the 5 Ws (who, what, when, where, and why) for the Declaration of Independence.
- Click "Start Assignment".
- In the title of each cell, ask one of the 5 Ws.
- In the description boxes, answer the question.
- Create an illustration that demonstrates or explains each of the 5 Ws using appropriate scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How To Analyze and Discuss “The Declaration of Independence” in Class
Read the Text
Give the students a sample copy of the Declaration of Independence and ask them to read it thoroughly. Before conducting the reading activity, discuss some context behind this declaration such as the events that led up to this declaration, the events after, the major figures involved, and how it was written.
Discuss Complex and Unfamiliar Terms
Discuss and explain key terms present in the declaration beforehand so students have no problem understanding the document and are not confused by complex terms. This might contain phrases like "unalienable rights," "self-evident," or "consent of the governed." Encourage the students to ask questions if they are unable to understand anything.
Link to the Present
Describe how the Declaration's guiding principles still hold true today. Encourage pupils to consider how these concepts are mirrored in contemporary culture. Students can reflect on the clauses present in the declaration, analyze how and if anything has changed and focus on how these clauses have shaped society today.
Engage in Activities
Have students participate in discussions, role-plays, or creative projects that allow them to consider many viewpoints or put themselves in the shoes of the participants. Students can also read books, watch movies and have discussions with experts to find out more about this event and understand different perspectives.
Reflect and Discuss
Encourage the students to reflect on all the information they have gathered so far and share their opinions based on the insights they have gained. Students can organize debates in order to discuss different perspectives and voice their opinions as a wrap-up to the topic.
Frequently Asked Questions About The Declaration of Independence
Who was the writer of The Declaration of Independence?
With contributions and corrections from other Continental Congress members, Thomas Jefferson served as the Declaration of Independence's primary author.
When was this declaration adopted?
July 4, 1776, saw the adoption of the Declaration of Independence. Each year in the USA, this day is celebrated as a symbol of freedom by people.
What is the significance of The Declaration of Independence for the American Revolution?
The Declaration inspired colonists, won sympathy from other nations, and offered a philosophical underpinning for the struggle for independence. Overall, it played a crucial role in the revolution and had a significant impact on the people.
Can The Declaration of Independence be changed?
Not at all; the Declaration of Independence is a historical, not a legal, document. Unlike the Constitution, it cannot be altered but describes the guiding ideals upon which the United States was created.
More Storyboard That Activities
Events Leading Up to the American Revolution
- Dunlap Broadside [Declaration of Independence] • The U.S. National Archives • License No known copyright restrictions (http://flickr.com/commons/usage/)
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