Activity Overview
In this activity, students will use a spider map to detail the major components of the Declaration of Independence. By detailing the 5 Ws, students will be able to identify and explain who wrote it, why, where, and when it was written, and what the document was saying. The spider map will allow students to gain a holistic perspective of the document itself, almost like a Declaration of Independence summary. Students should be able to also connect major thematic ideas of revolution, rights, and freedoms.
Students will answer the following questions in their spider map:
- WHO Wrote the Declaration of Independence?
- WHAT did the Declaration of Independence Say?
- WHERE was the Declaration of Independence Written?
- WHEN was the Declaration of Independence Written?
- WHY was the Declaration of Independence Written?
Extended Activity
Have students analyze and make a spider map on France’s Declarations of the Rights of Man, from 1789. Both declarations come within decades of each other, as France’s revolution and ideas are very much influenced by America’s. Have students identify similarities and differences.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the Declaration of Independence: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
In this activity, students will use a spider map to detail the major components of the Declaration of Independence. By detailing the 5 Ws, students will be able to identify and explain who wrote it, why, where, and when it was written, and what the document was saying. The spider map will allow students to gain a holistic perspective of the document itself, almost like a Declaration of Independence summary. Students should be able to also connect major thematic ideas of revolution, rights, and freedoms.
Students will answer the following questions in their spider map:
- WHO Wrote the Declaration of Independence?
- WHAT did the Declaration of Independence Say?
- WHERE was the Declaration of Independence Written?
- WHEN was the Declaration of Independence Written?
- WHY was the Declaration of Independence Written?
Extended Activity
Have students analyze and make a spider map on France’s Declarations of the Rights of Man, from 1789. Both declarations come within decades of each other, as France’s revolution and ideas are very much influenced by America’s. Have students identify similarities and differences.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the Declaration of Independence: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How Tos about The 5 Ws of The Declaration
How to Facilitate a Classroom Debate on the Declaration of Independence
Encourage critical thinking by organizing a classroom debate where students take on roles as supporters or critics of the Declaration. This activity helps students practice persuasive speaking and deepen their understanding of the document’s arguments and historical context.
Assign student roles for the debate
Divide students into groups representing different perspectives, such as Patriots, Loyalists, and neutral colonists. Assigning roles builds engagement and ensures diverse viewpoints are considered.
Provide key debate questions
Share guiding questions like, “Was the Declaration justified?” or “How did it impact people in the colonies?” Clear questions help students organize their research and arguments.
Set ground rules and structure
Outline time limits, speaking order, and respectful listening expectations. Establishing structure keeps the debate focused and productive.
Debrief with a class reflection
Guide a short discussion after the debate to reflect on new insights and connections to the 5 Ws. This reinforces learning and allows students to process different viewpoints.
Frequently Asked Questions about The 5 Ws of The Declaration
What are the 5 Ws of the Declaration of Independence?
The 5 Ws of the Declaration of Independence are: Who wrote it, What it says, When it was written, Where it was written, and Why it was created. This framework helps students understand the key details and context of the document.
How can I teach students the main ideas of the Declaration of Independence using a 5 Ws spider map?
To teach the Declaration’s main ideas with a 5 Ws spider map, have students create sections for Who, What, When, Where, and Why. They should answer each question and add images or examples. This visual approach supports comprehension and discussion of the document’s themes.
What is an example of a student assignment analyzing the Declaration of Independence?
An example assignment asks students to use a spider map to break down the 5 Ws of the Declaration of Independence. Students fill in who wrote it, what it says, when and where it was written, and why. They can also illustrate each point for deeper engagement.
Why is understanding the 5 Ws important when studying the Declaration of Independence?
Understanding the 5 Ws helps students build a clear and holistic picture of the Declaration’s purpose, context, and impact. It encourages critical thinking about historical documents and connects the text to broader themes like rights and revolution.
What are some similarities and differences between the Declaration of Independence and France’s Declaration of the Rights of Man?
Both documents emphasize individual rights and inspired revolutionary change, but differ in context and language. The U.S. Declaration focused on independence from Britain, while France’s Declaration set out universal rights after their revolution. Comparing both helps students see the spread of Enlightenment ideas.
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