Colonial Motivations

Overview

In this 30-minute lesson, 4th graders will explore why American colonists wanted independence from Great Britain. Students will analyze excerpts from the Declaration of Independence to identify economic and political reasons behind the colonial dissatisfaction. This interactive lesson will use discussion and primary source analysis to build critical thinking and align with Common Core standards focused on reading informational texts and integrating knowledge from diverse media.

Standards Alignment

Common Core State Standards (CCSS) for Literacy in History/Social Studies

CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences.
CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in historical texts, including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Learning Objectives

By the end of the lesson, students will:

Identify at least two economic and two political motivations that led to colonial independence.
Use evidence from primary documents (Declaration of Independence excerpts) to support their explanations.
Participate in a group discussion demonstrating active listening and clear expression of ideas.
Begin to connect the general colonial motivations to South Carolina’s role in seeking independence.

Materials

Printed excerpts from the Declaration of Independence (simplified for grade 4 reading level)
Whiteboard and markers
Chart paper with two columns labeled: Economic Motivations | Political Motivations
Student notebooks or journals
Pencils

Lesson Procedure

1. Introduction and Objective (5 minutes)

Begin with a brief story: "Imagine living long ago when the king of a faraway country makes decisions that affect your daily life."
State the objective: “Today we are going to discover why the American colonists decided they wanted to be free from Great Britain.”
Activate prior knowledge: Ask students what they know about the Declaration of Independence or America’s fight for freedom.

2. Guided Primary Source Exploration (10 minutes)

Distribute simplified excerpts from the Declaration of Independence focusing on grievances related to taxes and unfair laws.
Read aloud selected excerpts, pausing to explain vocabulary (e.g., taxation, representation, rights).
Ask students to highlight or underline phrases that tell why colonists were unhappy.

3. Collaborative Chart Creation (8 minutes)

On the chart paper, create two columns: Economic Motivations | Political Motivations.
Call on volunteers to share key grievances they found. Write them in the correct column, guiding the classification. Examples:
- Economic: “taxation without representation,” “cutting off trade.”
- Political: “refusing to pass laws,” “dissolving colonial governments.”
Encourage students to explain their choices using the text evidence.

4. Discussion and Reflection (5 minutes)

Facilitate a brief discussion: “How do these reasons make you feel if you were a colonist? Why do you think they decided to write the Declaration?”
Connect to South Carolina briefly: “South Carolina had people who agreed with these reasons and played a big role in declaring independence.”
Invite students to write a short sentence in their journals: “One reason colonists wanted independence is…” with support from text.

Assessment

Monitor participation during reading and chart activity to check understanding.
Review students’ journal sentences to assess whether they can explain a colonial motivation using text-based evidence.
Informal check for student ability to distinguish economic vs. political grievances.

Differentiation

Provide vocabulary cards with kid-friendly definitions for ELL or struggling readers.
Allow partner reading for primary sources to support comprehension.
Offer sentence starters for journal writing: “The colonists were upset because...” or “They wanted freedom because...”

Extension Idea (Optional)

For teachers wanting to deepen the lesson, invite students to role-play as colonists writing a letter to the king, explaining their complaints based on what they learned today.

This lesson’s mix of storytelling, primary text analysis, group collaboration, and reflection is designed to engage young learners while meeting Common Core standards in reading, writing, and speaking/listening. It sets a strong foundation for more detailed exploration of South Carolina’s role in the independence movement and the development of natural rights in upcoming lessons.

Teaching Instructions