Students explore the story behind the Declaration of Independence. They will learn about the debate behind independence, why the Declaration of Independence was written, and how it was drafted and revised before it was finally adopted by Congress. Then they'll explore articles and images to discover how the document was shared with people throughout the colonies.
Students are introduced to the lesson focus on the story behind the Declaration of Independence. They closely examine the painting “Writing the Declaration of Independence, 1776” by Jean Leon Gerome Ferris and complete a graphic organizer by identifying two visual “clues” in the painting and explaining what each clue suggests about how the Declaration was written.
Teacher MovesReview and discuss student responses to the graphic organizer, using the painting details (such as multiple delegates present, crumpled drafts, scattered books, age differences, and the 1776 almanac) to highlight that the Declaration was collaboratively written, revised many times, drew on other sources, and was created in 1776.
Students view the painting “Declaration of Independence” by John Trumbull and read background text explaining that, in early 1775, many colonists and members of the Continental Congress were still divided over whether they were fighting for their rights as English subjects or for full independence. They then post to a class wall, giving at least two reasons why some colonists might have opposed independence.
Teacher MovesReview and discuss student answers, drawing out key reasons colonists resisted independence, such as loyalty and family ties to England, fear of treason and execution, concern about Britain’s military strength, uncertainty about colonial unity, loss of British protection, and potential harm to trade and relations with Great Britain.
Students read Jefferson and the Declaration of Independence to learn how shifting colonial opinion and leaders like John Adams and Thomas Paine helped move Congress toward independence and led to the selection of Thomas Jefferson to draft the Declaration. They answer multiple-choice questions about why Jefferson was chosen to write the document and the main purpose of the Declaration. Students then read The Declaration of Independence to examine how the document was drafted, debated, and revised. Using both articles, they complete a graphic organizer that identifies key events between June 7 and July 4, 1776, including Lee’s independence resolution, Jefferson’s drafting work with the committee, congressional debate and revision, and final adoption of the Declaration.
Teacher MovesUse student responses in the questions and graphic organizer to check understanding of the sequence of events and Jefferson’s role, and to clarify how Congress moved from debate to drafting, revising, and finally adopting the Declaration.
Students read Declaration of Independence - How Did it Happen? and No Turning Back to learn how the Declaration was shared with King George III and publicized throughout the colonies. They then explore a visual timeline of images and descriptions of events such as announcing the Declaration on July 4, 1776; public readings in Philadelphia and Boston; ringing the Liberty Bell; reading the Declaration to Washington’s troops; and pulling down the statue of King George III in New York. Drawing on these resources, students create an illustration of one chosen event and add a caption that explains where they are in the scene and how they would have felt being there.
Teacher MovesReview some of the student drawings and captions with the class to highlight how the Declaration was publicly announced and celebrated, and to surface students’ emotional and historical interpretations of these events.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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