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PACE

EDUCATION UNITS AND LESSONS
Grade 5: Our Rights, Our Future

Lesson Flow at-a-Glance


Day 1

Introduction to the Declaration of Independence

Day 2

Understanding the Principles of the Declaration of Independence

Day 3

Our Rights, Our Future

Day 4

Sharing Our Declaration


Inquiry Standards


  • SS.3-5.1.3 Create supporting questions to help answer compelling questions
  • SS.3-5.1.4 Explain how supporting questions help answer compelling questions
  • SS.3-5.4.1 Construct arguments and explanations about classroom, school, or community issues and use relevant reasons to support the arguments
  • SS.3-5.4.3 Present arguments and explanations using a variety of print, oral, and digital technologies

*If you are making adjustments to the unit, use your teacher expertise to adjust standards by adding/deleting standards.



Content Standards


Social Studies

  • SS.5.6.7.2 Explain how principles in the Declaration of Independence became unifying ideas of American Democracy

English Language Arts

  • RI.5.1: Cite specific textual evidence to support analysis of primary and secondary sources.
  • RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  • RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
  • W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

*If you are making adjustments to the unit, use your teacher expertise to adjust standards by adding/deleting standards.



Nā Hoʻpena Aʻo


Nā Hopena Aʻo Cards

  • Sense of Excellence: Know and apply the unique gifts and abilities to a purpose, take initiative without being asked, explore many areas of interests and initiate new ideas, utilize creativity and imagination to problem-solve and innovate, see failure as opportunity to learn, assess and make improvements to produce quality work
  • Sense of Belonging: Know who I am and where I am from, know about the place I live and go to school, build relationships with many diverse people, care about my relationships with others, am open to new ideas and different ways of doing things, communicate with clarity and confidence, understand how actions affect others, actively participate in school and communities

*If you are making adjustments to the unit, use your teacher expertise to adjust Nā Hopena Aʻo.



Lesson Flow at-a-Glance


Day 1
Introduction to the Declaration of Independence		 Day 2
Understanding the Principles of the Declaration of Independence		 Day 3
Our Rights, Our Future		 Day 4
Sharing Our Declaration


Compelling Question: How can we use the ideas from the Declaration of Independence to make our community a better place?


Overview: In this project, students will explore the key ideas of the Declaration of Independence and how they continue to shape American democracy. They will learn about concepts like equality, inalienable rights, and the consent of the governed. Students will then create their own Declaration of Rights, reflecting on how these principles apply to their lives and communities.


Public Product: A class Declaration of Rights displayed at a “Democratic Principles Fair”.


Vocabulary:

  • Declaration of Independence: The formal statement by which the Thirteen Colonies declared their independence from Great Britain.
  • Inalienable Rights: Fundamental rights that cannot be taken away, such as life, liberty, and the pursuit of happiness.
  • Consent of the Governed: The idea that the government’s power comes from the people.
  • Representative Democracy: A form of government where citizens elect representatives to make decisions on their behalf.
  • Civic Engagement: Active participation in civic and political affairs.


Lesson Details


Day 1: Launch Project – Introduction to the Declaration of Independence

Teacher Preparation

Materials Needed

  • Copies of the Declaration of Independence (simplified version)

Purpose: Introduce the concept of rights and how they relate to the Declaration of Independence.

Learning Outcome: Students will be able to define the term “right” and identify examples of rights.

1. Introduction (10 minutes)

  1. Begin with a thought-provoking question: “What does it mean to be free?” Encourage students to share their ideas.
    1. Discussion: Lead a discussion about rights and freedoms.
      1. Ask Questions:
        1. What are some things you are allowed to do?
        2. What are some things you are not allowed to do?
        3. Why is it important to have rights?
  2. Introduce the Declaration of Independence: Explain that the Declaration of Independence is a document that outlines the rights of Americans.

2. Learning Experience (25 minutes)

  1. Read-aloud: Read a simplified version of the Declaration of Independence, focusing on the key phrases:
    1. All men are created equal
    2. Unalienable rights
    3. Life, Liberty, and the pursuit of Happiness
  2. Class Discussion:
    1. What do these phrases mean?
    2. How do these ideas relate to our lives today?
    3. Can you think of examples of these rights in action?

3. Reflecting on our Learning (10 minutes)

  1. Have students write in their journal about one right they think is important. They should explain why it’s important and provide an example of how it is used.

Scaffolds: Provide sentence starters and sentence frames for writing activities. Use visuals and graphic organizers to support understanding.



Day 2: Understanding the Principles of the Declaration of Independence

Teacher Preparation

Materials Needed

  • Plan how to facilitate the Rights Charades activity

Purpose: To deepen students’ understanding of the core principles of the Declaration of Independence.

Learning Outcome: Students will explain the meaning of equality, inalienable rights, and the consent of the governed and connect these principles to modern-day issues.

1. Introduction (5 minutes)

  1. Review the idea that everyone deserves rights.
  2. Remind students of three key ideas from the Declaration: life, liberty, and the pursuit of happiness.
  3. Introduce the focus for today: exploring those three ideas in depth.

2. Learning Experience (30 minutes)

  1. Rights Charades
    1. Divide students into groups of 4–5.
    2. Explain the rules: Each group acts out one of the three rights without speaking; other groups guess which right.
    3. Assign rights:
      1. Group 1: Life
      2. Group 2: Liberty
      3. Group 3: Pursuit of Happiness
    4. Acting tips: Use gestures, facial expressions, and props.
    5. Facilitate and guide class guesses.
  2. Real-World Connections
    1. Discuss meanings:
      1. Life: The right to live safely and healthily
      2. Liberty: The right to freedom of speech, thought, and action
      3. Pursuit of Happiness: The right to choose goals, careers, and hobbies

3. Reflecting on our Learning (10 minutes)

  1. Class discussion:
    1. Recap the three ideas and their significance.
    2. Individual reflection: How can you exercise these rights in daily life?

Scaffolding: Use simpler language to explain complex concepts; offer sentence stems; provide small-group support as needed.



Day 3: Our Rights, Our Future

Teacher Preparation

Materials Needed

  • Chart paper
  • Markers

Purpose: To apply the principles of the Declaration to create a class Declaration of Rights.

Learning Outcome: Students will identify personal rights and freedoms, write clear statements about them, and collaborate to create a class Declaration of Rights.

1. Introduction (5 minutes)

  1. Review life, liberty, and the pursuit of happiness.
  2. Connect to today: How do these apply to our lives now?
    1. Life: Safe, healthy living
    2. Liberty: Express oneself freely
    3. Pursuit of Happiness: Pursue dreams and goals
  3. Explain that students will create a class Declaration of Rights.

2. Learning Experience (30 minutes)

  1. Whole-class brainstorm rights and freedoms important to students (school, family, community, environment).
  2. Categorize Rights
    1. Individual Rights: e.g., think freely, express oneself
    2. Community Rights: e.g., clean air/water, safe neighborhood
  3. Group Drafting
    1. Form groups of 4–5 and assign a category.
    2. Discuss and draft clear statements for the assigned rights.

3. Reflecting on our Learning (10 minutes)

  1. Share group drafts; note similarities and differences.
  2. As a class, select the strongest statements and combine into a final class Declaration of Rights.
  3. Create the final draft (neat poster or shared doc).

Scaffolds: Provide sentence starters and frames; use visuals/organizers; include peer feedback and revision opportunities.



Day 4: Sharing Our Declaration

Teacher Preparation

Materials Needed

  • Chart paper
  • Markers
  • Computer (if presenting a slideshow)

Purpose: To present the class Declaration of Rights to the school community.

Learning Outcomes: Students will create a visually appealing display, present to an audience, and reflect on the process.

1. Introduction (5 minutes)

  1. Review the final draft and its key points; emphasize importance of these rights and freedoms.
  2. Explain that students will share the Declaration with the school community.

2. Learning Experience (20 minutes)

  1. Form groups of 4–5 to design posters or create digital presentations.
  2. Assign Roles:
    1. Designer: Visual design (poster/slides)
    2. Presenter: Deliver the presentation
    3. Note-taker: Take notes and provide feedback
  3. Guidance:
    1. Content: Highlight key points and why they matter.
    2. Design: Use clear fonts, consistent layout, strong visuals.
    3. Presentation Skills: Speak clearly, eye contact, purposeful gestures.
  4. Practice presenting to the class.

3. Reflecting on our Learning (20 minutes)

  1. Group Presentations: Each group presents to the class or another audience.
  2. Class Discussion:
    1. Why is sharing our work important?
    2. Reflect on creating the Declaration—feelings of accomplishment and pride.
    3. How can sharing inspire others to value and protect rights?

Scaffolds: Provide sentence starters/frames; offer poster/slideshow templates.



Our Rights, Our Future Rubric


Criteria Excellent Proficient Developing
Understanding of Rights Shows a deep understanding of rights and freedoms. Shows a good understanding of rights and freedoms. Shows a basic understanding of rights and freedoms.
Group Work Works well with others and shares ideas. Works with others and contributes to the group. Tries to work with others but may need more help.
Writing Writes clearly and uses strong words. Writes clearly and uses good words. Writes clearly but needs to use better words.
Presentation Speaks clearly and confidently. Uses visuals effectively. Speaks clearly and uses visuals. Speaks clearly but could use better visuals.
Creativity Uses creative ideas and makes the work look great. Uses some creative ideas to make the work look good. Tries to be creative but needs more ideas.