Students learn that the Declaration of Independence argues for freedom by defining unalienable rights, listing grievances against the king, and declaring the colonies' right to act as free and independent states.
Students learn that the Declaration of Independence argues for freedom by defining unalienable rights, listing grievances against the king, and declaring the colonies' right to act as free and independent states.
Students read an introduction explaining the historical context and purpose of the Declaration of Independence and review the lesson objectives and key vocabulary. They then reflect on rights they believe cannot be taken away by anyone and use a drawing tool to create an image and caption that explain which rights they consider unalienable and why those rights are important.
Teacher MovesIntroduce the overall purpose and structure of the experience, highlighting that students will analyze different sections of the Declaration over multiple scenes. Review the vocabulary term “unalienable” and clarify that it refers to rights that cannot be taken away or surrendered. Use the drawing and caption activity to surface students’ prior knowledge and ideas about fundamental rights, preparing them for close reading of the primary source in the next scene.
Students examine an image of Jefferson and other leaders drafting the Declaration, then read the opening section of the document to identify the ideas about rights and government that justify independence. They answer a multiple-choice question about why the phrase “the unanimous Declaration of the thirteen united States of America” was included, and complete a hot-text activity by selecting the phrase that describes rights that cannot be taken away.
Teacher MovesExplain that this scene focuses on the Declaration’s statement of rights and beliefs and clarify where this section begins and ends in the text. Discuss the significance of the phrase “unanimous Declaration,” emphasizing colonial unity and its importance for legitimacy at home and abroad. Review the hot-text selection by highlighting the unalienable rights listed, unpacking the meaning of each in accessible language, and prompting students to connect these rights to British actions and to earlier philosophical ideas they have studied. Invite students to share which unalienable right feels most important to them and why.
Students read the second part of the Declaration that lists grievances against the king and focus on words and phrases that describe how the king harmed the colonies. They contribute unique examples of these words and phrases to a shared class table. Next, they use a graphic organizer to select two grievances they think mattered most, explain why each was significant in justifying independence, and describe how those issues might still matter today. Finally, they post to a discussion wall explaining why this section of grievances was likely necessary for the Declaration to gain acceptance and approval throughout the colonies.
Teacher MovesRemind students that “grievances” are formal complaints or statements of wrongs, reviewing the term to support comprehension. Clarify which portion of the Declaration they are reading and guide them to notice strong language describing harm and abuse. Support students as they complete the graphic organizer by modeling how to connect a specific grievance to its historical significance and to present-day democratic principles. Then facilitate a discussion that moves from individual grievances to their collective purpose, helping students see how shared complaints created unity and strengthened colonial support for independence before they respond on the discussion wall.
Students read the conclusion of the Declaration of Independence and consider how it connects to the earlier sections and adds to the overall message of the document. They answer multiple-choice questions about the main purpose of the conclusion, the statement that best supports that purpose, and the powers the Declaration says the new United States will have, such as the authority to wage war, make peace, form alliances, and trade with other nations.
Teacher MovesClarify the historical meaning of the word “state” in the Declaration as a fully independent nation, contrasting it with how “states” are understood in the modern United States. Emphasize that the conclusion transforms the document from a list of complaints into a formal declaration of nationhood that outlines the powers of an independent country. Lead a discussion on how this section likely influenced colonial perspectives by making the break with Britain explicit and by defining what independence would practically mean for the new United States.
Students reflect on the tension between Thomas Jefferson’s authorship of the phrase “all men are created equal” and his role as an enslaver, then share their ideas on a discussion wall about what this reveals about the meaning of equality in the Declaration. They next reread an excerpt from the grievances section that describes Indigenous people and respond on a second discussion wall about how the language portrays Indigenous communities and whether it supports or conflicts with the claim that “all men are created equal.”
Teacher MovesGuide students to recognize that Jefferson’s words about equality did not include everyone in 1776 and prompt them to consider who he likely meant by “all men,” leading them toward the understanding that the phrase primarily referred to white land-owning men. Prepare students for the offensive language used to describe Indigenous people by framing it as evidence of prejudice and bias in a founding document. Discuss the excerpt with students, drawing attention to specific words that dehumanize Indigenous nations and connecting this language back to the Declaration’s claim of universal equality. Conclude by asking students to think about other groups, such as women, who were excluded, helping them reflect on both the power and limits of the Declaration’s ideals.
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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