Social Studies: Journey to Freedom
Fifth grades students study the US Revolutionary War and the Declaration of Independence. There are two parts to activity.
- Declaration of Independence: Students read three primary sources that illustrate how the Declaration of Independence was the product of prior documents and efforts of the colonists.
- Midnight Ride of Paul Revere: A Google map activity that combines photos and video of Paul Revere's historic ride, and an animated map that traces Revere's route.
Declaration of Independence
Title: Declaration of Independence
Grade Level: 5
Content Area: Social Studies
Standards: This activity is aligned with the district's social studies curriculum for grade 5 which introduces students to the US Revolutionary War and the creation of the Declaration of Independence.It is also aligned with Common Core State Standards:
Duration: This activity will require three class periods.
Overview: Students will read the original text of three documents that eventually lead to the creation of the Declaration of Independence, as well as the Declaration itself. By examining these primary sources, students should gain an understanding that the Declaration of Independence is the culmination of efforts and documents that began many years earlier. Students will examine how the tone of the language in the documents change as the colonists move closer to war, and the central themes persist through all the documents.
Student Resources:
Grade Level: 5
Content Area: Social Studies
Standards: This activity is aligned with the district's social studies curriculum for grade 5 which introduces students to the US Revolutionary War and the creation of the Declaration of Independence.It is also aligned with Common Core State Standards:
- 5.RI.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- 5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- 5.RI.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Duration: This activity will require three class periods.
Overview: Students will read the original text of three documents that eventually lead to the creation of the Declaration of Independence, as well as the Declaration itself. By examining these primary sources, students should gain an understanding that the Declaration of Independence is the culmination of efforts and documents that began many years earlier. Students will examine how the tone of the language in the documents change as the colonists move closer to war, and the central themes persist through all the documents.
Student Resources:
Activity: Students will read three primary sources from the revolutionary era to better understand the language and development of the Declaration of Independence.
Students will discuss the following after reading each document:
After the three primary sources are read and discussed separately, the groups will discuss common themes among the three sources, and explain the impact each document made on the creation of the others.
Finally, students will read the Declaration of Independence as a culminating class activity and discuss the following questions:
- Rights of the Colonists
- Olive Branch Petition
- Jefferson's draft of the Declaration of Independence
Students will discuss the following after reading each document:
- Who wrote the document?
- What was the author's social/political position at the time it was written?
- Who was the intended audience of the document?
After the three primary sources are read and discussed separately, the groups will discuss common themes among the three sources, and explain the impact each document made on the creation of the others.
Finally, students will read the Declaration of Independence as a culminating class activity and discuss the following questions:
- What major part of Jefferson's draft is omitted from the final Declaration of Independence.
- What similar ideals are expressed in Adam's Rights of the Colonists and Jefferson's draft of the Declaration?
- How does the tone of the language used in the Olive branch Petition change in the Declaration of Independence?
- Explain how religion is expressed in each of these documents.
- Is the Declaration of Independence the first expression of the rights of the colonists?
Primary Sources
Rights of the Colonists: November 20, 1772 Written by Samuel Adams, this document is an explanation of the rights that colonists should be granted by England as faithful Christians and subjects.
Olive Branch Petition: July 5, 1775 The Continental Congress's final attempt to avoid war Great Britain. The King of England refused to receive this document.
Thomas Jefferson's Unedited draft of Declaration: June 1776 Jefferson penned the original draft of the Declaration of Independence. The document was then reviewed by the Committee of Five, a group which included Benjamin Franklin and John Adams, who were appointed to craft the document. The final product was submitted to the Continental Congress for final approval.
Declaration of Independence: July 4, 1776 A symbol of freedom, the Declaration of Independence summarizes the grievances the colonists had with the King of England, and is a justification of why it was necessary for the colonists to separate from Great Britian.
The Midnight Ride of Paul Revere
While Paul Revere is well know for his midnight ride alerting colonists to the impending British attack, there were two other riders that accompanied him, but seem to get forgotten in history. Use the Google map activity below and this animated version of his ride to explore Paul Revere's ride and other critical events leading to the Revolutionary War.
Paul Revere's Ride
Henry Wadsworth Longfellow
Listen, my children, and you shall hear
Of the midnight ride of Paul Revere,
On the eighteenth of April, in Seventy-five;
Hardly a man is now alive
Who remembers that famous day and year.
He said to his friend, "If the British march
By land or sea from the town to-night,
Hang a lantern aloft in the belfry arch
Of the North Church tower as a signal light,
One, if by land, and two, if by sea;
And I on the opposite shore will be,
Ready to ride and spread the alarm
Through every Middlesex village and farm,
For the country folk to be up and to arm.
Title: Midnight Ride of Paul Revere
Grade Level: 5
Content Area: Social Studies
Standards: This activity is aligned with the district's social studies curriculum for grade 5 which introduces students to the US Revolutionary War.
Duration: This activity will require one class period.
Paul Revere's Ride
Henry Wadsworth Longfellow
Listen, my children, and you shall hear
Of the midnight ride of Paul Revere,
On the eighteenth of April, in Seventy-five;
Hardly a man is now alive
Who remembers that famous day and year.
He said to his friend, "If the British march
By land or sea from the town to-night,
Hang a lantern aloft in the belfry arch
Of the North Church tower as a signal light,
One, if by land, and two, if by sea;
And I on the opposite shore will be,
Ready to ride and spread the alarm
Through every Middlesex village and farm,
For the country folk to be up and to arm.
Title: Midnight Ride of Paul Revere
Grade Level: 5
Content Area: Social Studies
Standards: This activity is aligned with the district's social studies curriculum for grade 5 which introduces students to the US Revolutionary War.
Duration: This activity will require one class period.
View Paul Revere's Role That April Night in a larger map
Student Activities:
Additional Student Resources:
- What are the names of the two riders that accompanied Paul Revere?
- Where did the midnight ride begin and end, and how long did it take to complete?
- What is meant by the phrase "the shot heard around the world" and where did this "shooting" take pace?
- If Paul Revere's ride was unsuccessful, would it have made a difference to the Revolutionary War?
- If Paul Revere drove a car and today's roads existed, would he still have taken the same route, and how long would it take him (obeying the speed limit)?
Additional Student Resources: