Unit 16: The Birth of a New Nation

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Declaration of Independence

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Unit 16 [flag bg_color=”#d6e3bc” text_color=”#9d241a”]Middle School[/flag]

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Unit Overview

Subjects Covered: Grammar, Literature, Composition, History
Time Period: Reformation and Revolutions
Grade Level: Middle School: 6 – 8
Civilization: English and American
Literature: Autobiography of Benjamin Franklin – by Benjamin Franklin

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Unit Description

The battle for independence from England had begun, but there was much to be accomplished before that independence would be entirely won. The Battle of Bunker Hill was of great importance. It taught the colonists the British army was not invincible and their cause could succeed. It made them aware of the possibilities of independence and spurred them toward action. One of those actions necessary to independence was the unification of the colonies and a declaration of their desire to be independent from England. Thus, the first and second Continental Congresses met in Philadelphia to write and approve an official declaration. Fifty-six brave men signed the document that is known today as The Declaration of Independence.

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Leading Ideas and Biblical Principles

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History is HIS Story – God’s story of love, mercy, and redemption through Christ.
- He made known to us the mystery of his will according to his good pleasure, which he purposed in Christ, to be put into effect when the times reach their fulfillment—to bring unity to all things in heaven and on earth under Christ. — Ephesians 1‍:‍9-10
God’s providential hand governs and times all events and provides for His Creation according to His plan and purposes.
- The God who made the world and everything in it is the Lord of heaven and earth and does not live in temples built by human hands. And he is not served by human hands, as if he needed anything. Rather, he himself gives everyone life and breath and everything else. From one man he made all the nations, that they should inhabit the whole earth; and he marked out their appointed times in history and the boundaries of their lands. God did this so that they would seek him and perhaps reach out for him and find him, though he is not far from any one of us.- Acts 17: 24 – 27
Godly leadership and servanthood are necessary for one to be a true reforming influence.
- Whoever wants to become great among you must be your servant, and whoever wants to be first must be your slave—just as the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many..- Matthew 20:26 – 28
God raises up and removes leaders.
- He changes times and seasons; he deposes kings and raises up others. He gives wisdom to the wise and knowledge to the discerning..- Daniel 2:21

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Unit 16 Resources: [flag bg_color=”#d6e3bc” text_color=”#9d241a”]Middle School[/flag]

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[button id=”1″ link=”https://www.artioshcs.com/wp-content/uploads/2013/09/Early-Mod-Unit-16-MS-The-Birth-of-a-New-Nation-PRINT-26-WWW.pdf” linking=”new-window” size=”medium” type=”simple” title=”unit”]Download Unit[/button]

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[tab_title]Lesson 1: History[/tab_title]

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Lesson One Assignments:

Review the discussion questions and vocabulary, then read the article: The Battle of Bunker Hill, pages 8 13.
Narrate about today’s reading using the appropriate notebook page. Be sure to answer the discussion questions and include key people, events, and dates within the narration.
Define the vocabulary words in the context of the reading and put the word and its definition in the vocabulary section of your history notebook.
After reading the article, conduct further research on the following:
- Daniel Webster
- See this biography of Daniel Webster for some useful material.
- Marquis de Lafayette and his importance in the colonies’ struggle for independence
Be sure to visit www.ArtiosHCS.com for additional resources.

Lesson One Discussion Questions:

Describe the Battle of Bunker Hill. Remember to include the key people in your description.
What were the results of the Battle of Bunker Hill? What lesson did it teach?
What happened to General Gage after the battle?

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[tab_title]Lesson 2: History[/tab_title]

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Lesson Two Assignments:

Review the discussion questions and vocabulary, then read the article: Lexington and Concord, pages 17 – 21.
Review the discussion questions and vocabulary, then read the article: The Declaration of Independence, pages 15 – 21.
Narrate about today’s reading using the appropriate notebook page. Be sure to answer the discussion questions and include key people, events, and dates within the narration.
Define the vocabulary words in the context of the reading and put the word and its definition in the vocabulary section of your history notebook.
Read aloud the Declaration of Independence.
Be sure to visit www.ArtiosHCS.com for additional resources.

Lesson Two Discussion Questions:

Who did King George III hire to fight the colonists? Why?
Why didn’t King George use English soldiers as reinforcements?
What events led to a gradual disassociation from England by the formerly loyal colonists?
How did the idea of independence from England spread?
Who was Thomas Paine? What important and influential pamphlet did he write?
Who were the first two colonies to pass resolutions in favor of independence from England?
What did the First Continental Congress declare about the colonies?
What resolution did Richard Henry Lee, of Virginia, offer at the Second Continental Congress?
Who was on the “committee of five”? What were they appointed to do?
What did the Declaration of Independence say to the world?
What quote appears on the Liberty Bell?
What was the response of the people to the Declaration of Independence?
How many men signed the Declaration of Independence? Who were some of the signers the article mentions?
What should the Declaration of Independence mean to us?

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[tab_title]Literature[/tab_title]

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Literature and Composition Assignments

Read the assignment background information.
Make a chart in which you will list the events from this section of Franklin’s story. Include two columns: one for the event, and another for listing a reason for the event.
Read the second half of part one, pages 18 – 34 of Autobiography of Benjamin Franklin.

Activities While Reading:
Track the events during this section of the reading using your chart.
Answer the discussion questions below in your reading journal. Be sure to use complete sentences and check for correct grammar, punctuation, and spelling.
Discussion Questions

1. How does Benjamin Franklin compare himself to other workers at the printing house?

2. Why do Franklin and Meredith become partners?

3. Why did Franklin create the Junto club?

4. How do you know Benjamin Franklin is a practical person?

Define the vocabulary words listed below:

factotum pacific traduce
pleurisy sagacious sanguine
sensible

Grammar Assignments

Read the notes on Gerund Phrases, beginning on page 4.
Complete the grammar exercises on the Artios Home Companion website.

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Unit 16 Extra Resources: [flag bg_color=”#d6e3bc” text_color=”#9d241a”]Middle School[/flag]

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Congress’ Petitions

Peyton Randolph

The Road to Revolution

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[tab_title]Arts[/tab_title]

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Pro-Independence Propaganda

Music:

The Music of Washington’s Time

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