SS.5.CG.1.1

Recognize that the Declaration of Independence affirms that every U.S. citizen has certain unalienable rights.

Clarifications

Clarification 1: Students will identify the grievances detailed in the Declaration of Independence.

Clarification 2: Students will describe the idea of “unalienable rights” in the Declaration of Independence as it relates to each citizen.

Clarification 3: Students will discuss the consequences of governments not recognizing that citizens have certain unalienable rights.

General Information
Subject Area: Social Studies
Grade: 5
Strand: Civics and Government (Starting 2023-2024)
Status: State Board Approved

Related Courses

This benchmark is part of these courses.
5021070: Social Studies Grade 5 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
7721016: Access Social Studies - Grade 5 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
SS.5.CG.1.AP.1: Identify the idea of “unalienable rights” in the Declaration of Independence as it relates to each citizen.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plans

Part 2: The Declaration of Independence Gives Us Unalienable Rights:

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

Connecting Digital Music Making to the Declaration of Independence:

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

Part 1: The Declaration of Independence Gives Us Unalienable Rights:

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

Preamble Close Read:

This is lesson #5 of 12 in the text unit series for Shh! We’re Writing the Constitution. 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 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

Aaron and Alexander: Lesson 3: Important Documents:

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

Declaration of Independence thru the Eyes of a Child:

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

Let's Connect - Declaration of Independence and Events leading up to it:

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

Robot Dogs and the Declaration of Independence:

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

Presentation/Slideshow

Slideshow: Meet the Declaration of Independence:

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

Video/Audio/Animation

Portraits in Patriotism - Lily Tang Williams: Elementary School:

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

Student Resources

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Parent Resources

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