Grade Range: 3-8
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/11/2016
This fifth-grade annotated inquiry asks why countries declare their independence. As an integral early step in the process of becoming independent, a declaration of independence functions as an argument for why people should be free. This inquiry focuses on the argument made in the United States Declaration of Independence. With a firm understanding of the American colonists’ argument for independence, the inquiry shifts to students conducting research on declarations of independence in other parts of the Western Hemisphere.
Historical Thinking Standards (Grades K-4)
United States History Standards (Grades 5-12)
2: The impact of the American Revolution on politics, economy, and society
3: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights
Historical Thinking Standards (Grades 5-12)
Common Core State Standards (Grades K-12)
CCSS.ELA-Literacy.CCRA.W.2 (Text Types and Purposes): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 3-5)
D2.Civ.4.3-5. (Civics): Explain how groups of people make rules to create responsibilities and protect freedoms.
D2.Civ.5.3-5. (Civics): Explain the origins, functions, and structure of different systems of government, including those created by the U.S. and state constitutions.
D2.His.3.3-5. (History): Generate questions about individuals and groups who have shaped significant historical changes and continuities.
D2.His.16.3-5. (History): Use evidence to develop a claim about the past.
D4.2.3-5. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
D4.3.3-5. (Communicating and Critiquing Conclusions): Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).