Background Knowledge

Teacher will asertain background knowledge of class. The teacher will asked for raised hands in response to the following questions:

• Can anyone tell me about the Declaration of Independence?
• Who wrote it? When/where was it written?
• Can anyone tell me about the events that lead up to the writing of this very important document?
• Can anyone tell me any documents that were written prior to the Declaration of Independence?
• What does the Declaration of Independence do?
• What do you know about Thomas Jefferson?

Teacher will hand out a copy of the Declaration of Independence (worksheet #1). The teacher will ask the class the following question:What do you see about this document?

• a) Color?
• b) Hard to read?
• c) Signatures?
• d) Method of printing?

Students will complete Worksheet #1.

Teacher hands out Worksheet #2 (an excerpt of the Declaration of Independence and vocabulary). Teacher will read portions of the Declaration of Independence aloud. Vocabulary words will be reviewed and definitions read.

Discuss the relevance of the first lines of the Declaration of Independence. 1) What does it mean? – "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed..."

Take each part of each sentence separately. Discuss at length the ramifications of each word. Help students to understand the value and impact of each of the words in this short passage and the effects that it will ultimately have on our government and our history.

Student will independently complete Worksheet #2. Students will read the excerpt of the Declaration of Independence and rewrite it in their own words.

Independent Reflection

• Further research about the reluctant author of the Declaration of Independence – Thomas Jefferson.
• Prepare an oral report paraphrasing an excerpt of the Declaration of Independence. Include props with your oral presentation such as a flag or a costume.
• Pretend you are a colonist in 1776, write a newspaper editorial about the writing of the Declaration of Independence. What are your thoughts? Did you interview anyone? Who was it? What did they say? What does this Declaration of Independence mean for the colony?

Wrap – Up

• Talk about how the Declaration of Independence set up the basic foundation for the Constitution.
• Discuss how our lives would be different if we did not declare ourselves independent from England. How might it be today?
• Discuss how insightful our forefathers were to be able to formulate a government that exists over 200 years later.

Bennett, Clifford T. Virginia: The World Around Us. New York: MacMillan/McGraw-Hill School Publishing Company, 1991.

Fink, Sam. "Declaration of Independence." Scholastic Reference July, 2002.

Freeman, Russell. Give Me Liberty: The Story of the Declaration of Independence. Holiday House, April 2002.

Herbert, Janis. The American Revolution for Kids: A History with 21 Activities. Chicago Review Press, 2002.

Viola, Herman J. Why We Remember: United States History Through Reconstruction. Illinois: Scott Foresman, Addison Wesley, 1998.

Remedial/ESOL/Special Education Adjustments:

This lesson can be easily adapted for all learners in the classroom. Students with below-grade academic skills might be asked to comment on the physical attributes of the Declaration of Independence whereas the grade-level students can respond to the implicit questioning of the meaning of the Declaration of Independence.

Students who are ESOL or with special needs may require additional assistance on the paraphrasing. Teachers may have students draw pictures of the rights and privileges that we enjoy today as a result of our independence.

Rubric for Interpretation of the Declaration of Independence