SS.5.CG.1.1

This is lesson #5 in the paired text unit series for The Great Seal of the United States by Terri DeGezelle and The Great Seal of the United States by Norman Pearl. In this lesson, students will learn about the “unalienable rights” expressed in the Declaration of Independence, compare the claims made and evidence provided by both authors in each text about the Great Seal of the United States, and explain how both author’s arguments support the idea that the Great Seal, a symbol of the United States, is a reminder of some rights expressed in the Declaration of Independence. Then students will write an expository essay explaining why the Great Seal of the United States was created and how this symbol of the United States is a reminder of rights conveyed in the Declaration of Independence.

This ELA/Civics Integrated Text Unit is designed to support students with the integration of civics into the ELA classroom through the reading and studying of Norman Pearl’s book The Great Seal of the United States. Throughout the unit, students will identify new vocabulary, describe both Florida and USA seals, as well as the importance of national symbols and their meaning. Using timelines, graphic organizers, worksheets, and other activities they will connect these symbols to other documents like the Declaration of Independence and the understanding of unalienable rights. Each lesson in this series leads to a culminating activity in which students will use their knowledge and understanding of symbols and relevant details to create their own Great Seal.

This resource uses books that you will need to obtain before implementing the resource. The Great Seal of the United States by Terri DeGezelle is on the Florida Department of Education's reading list.

Type: Lesson Plan

This lesson will allow the students to analyze primary sources while recognizing that the Declaration of Independence affirms that every U.S. citizen has certain unalienable rights. Students will identify the grievances detailed in the Declaration of Independence and track the development of this argument while explaining the reasoning. Students will write an expository piece about the consequences the British government faced for not recognizing that citizens have certain unalienable rights.

Type: Lesson Plan

Students will listen to a variety of patriotic songs and identify instruments that are commonly associated with patriotic music. They will be assigned a section of the Declaration of Independence to read and choose a pre-recorded musical loop of instruments to go along with their sentence in this integrated lesson plan.

Type: Lesson Plan

This lesson will allow the students to analyze primary sources while recognizing that the Declaration of Independence affirms that every U.S. citizen has certain unalienable rights. Students will understand the importance of the Preamble to the Declaration of Independence and create new meanings to certain words in the Preamble. The students will engage in a classroom discussion about the Preamble, it's purpose, and how the Preamble would be different if it was written today.

Type: Lesson Plan

This is lesson #5 in the text unit series for Shh! We’re Writing the Constitution by Jean Fritz. Students will learn more about the preamble to the Constitution after reading pages 33-38 and 49. Using the text and the Declaration of Independence, they will answer text-dependent questions to deepen their understanding of the preamble and how it helped define their rights as citizens.

This unit will help students understand why and how the Constitution was created, including: the original thirteen colonies and important historical figures present during the creation, the challenges and conflicts that state representatives faced during writing the Constitution, motifs and themes during the “Grand Convention,” and the relationship between state and national constitutions. Lessons will allow students to identify citizens’ civic duties outlined by the Constitution, the relationship between the federal and state Constitutions, and important historical symbols. Each part of the unit will include an in-depth dive into vocabulary and how it applies to the meaning of the text.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

This is lesson #3 in the text unit series for Aaron and Alexander the Most Famous Duel in American History. As a final prereading activity for this text, students will read an article about the important documents, written as the framework for establishing the U.S. government. While they are reading, they will learn about the Bill of Rights, Constitution and Declaration of Independence, and how they helped establish the U.S. government. They will develop connections to who Aaron Burr and Alexander Hamilton were. Students will complete a collaborative activity to become experts about one of the founding documents and share with their peers. They will find the central idea and relevant details of their section of the article provided. To end the lesson, students will summarize the information they learned about the founding documents that helped establish the framework for the U.S. government.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

In this lesson plan, students will be able to break down the Declaration of Independence and understand the reasons colonists needed to break away from England and the main reasons leading up to the American Revolution.

Type: Lesson Plan

In this lesson plan, students will learn about important events leading up to the writing of the Declaration of Independence and then make the connection between those events and the grievances found in the Declaration of Independence. 

Type: Lesson Plan

In this lesson plan, students will recognize that the Declaration of Independence affirms that every American has certain unalienable rights. Students will identify different sections, principles, and grievances in the Declaration and will analyze why the assertion of these rights is fundamental to successful governance.

Type: Lesson Plan

Learn about important historical documents that influenced political concepts in the United States and that the Declaration of Independence affirms all citizens have certain unalienable rights with this interactive tutorial. 

Type: Original Student Tutorial

This PowerPoint slideshow is designed to support teachers in delivering direct instruction on the Declaration of Independence and the unalienable rights granted to all citizens. The accompanying guided notes can be completed by students during instruction.

Type: Presentation/Slideshow

This Grade 5 Civics Family Guide provides some ideas and activities to support civics education when at home, out and about, and in the community. The activities provided align to the civics learning benchmarks within Standard 1 at this grade level.

Type: Teaching Idea

Lily Tang Williams was born in communist China during Mao Zedong’s rule. She witnessed Mao’s Cultural Revolution first hand as she was growing up. She was a member of the Young Pioneers and the Red Guard, but yearned to come to the United States to learn about and live in a democracy. In 1988, she was able to come to the United States for schooling and was granted asylum status.

Type: Video/Audio/Animation