Students create a class chart of what they know about colonial America and the Revolutionary War. Then they outline the structure of the Declaration of Independence and explain the famous line, “We hold these truths…” Next they analyze the actual statement declaring independence and explain why July 4 is recognized as Independence Day. Finally they create a work of their own choosing to explain the Declaration of Independence.
Students are introduced to Celebrate Freedom Week and read about how the Declaration of Independence, the U.S. Constitution, and the Bill of Rights contribute to American freedom. They examine the painting Declaration of Independence by John Trumbull and describe what they observe about the setting, people, and event. Then, using a shared class table, they contribute ideas about what they already know regarding colonial America and the Revolutionary War.
Teacher MovesPresent the lesson objectives and briefly explain the focus on foundational U.S. documents during Celebrate Freedom Week. Guide students in analyzing the Trumbull painting by asking what they notice and clarifying who is depicted, where the scene takes place, and its historical context. Support the class chart activity by prompting students to share prior knowledge about colonial life and the Revolutionary War, and provide essential background on British rule, taxation, trade restrictions, and colonial grievances so students can better understand the purpose of the Declaration of Independence.
Students learn that a declaration is a formal announcement and that independence means freedom from another group’s control. They study an image of the Declaration of Independence and are introduced to its five main parts: introduction, statement of rights and government, list of grievances, summary of past attempts to resolve issues, and the final declaration of independence. Focusing on the famous sentence beginning “We hold these truths to be self-evident…,” students complete a graphic organizer by defining key terms such as truths, self-evident, equal, endowed, unalienable, rights, and pursuit. They then rewrite the sentence in their own words and share their paraphrases on a discussion wall.
Teacher MovesDiscuss the overall structure of the Declaration of Independence, asking students why the authors might have included each section. Support vocabulary work by clarifying meanings of the highlighted terms as needed. Review selected student paraphrases of the “We hold these truths…” sentence, share an exemplary or interesting response with the class, and facilitate a brief discussion to ensure students grasp the ideas of equality, natural rights, and the role of government.
Students read the final paragraph of the Declaration of Independence in which the representatives formally declare that the colonies are “Free and Independent States.” They learn that the draft was accepted on July 2, 1776, and that the final document was adopted and made public on July 4, 1776. Using this information, they post an explanation on a discussion wall about why July 4 is called Independence Day.
Teacher MovesHighlight and read aloud the concluding statement of the Declaration, emphasizing its significance as the formal break from Great Britain. Clarify the sequence of dates associated with the document and explain that July 4 is recognized as Independence Day because it is the date the delegates formally adopted the Declaration. Review student explanations on the wall and address any misunderstandings about the timeline or the meaning of Independence Day.
Students design a creative work that explains the Declaration of Independence, choosing a format such as a song, poem, poster, dance, cake decoration, or another original idea. They upload their product, a photo, or a link to a discussion wall, then explore classmates’ creations and celebrate the Declaration of Independence together.
Teacher MovesEncourage students to select a creative format that clearly communicates the main ideas and significance of the Declaration of Independence. Provide time and support for planning and creating their projects. After students upload their work, invite volunteers to present and explain their creations, and facilitate a brief celebration or gallery walk that reinforces understanding of the document’s meaning and importance.
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