Students examine the Declaration of Independence. They will analyze the meaning behind each section of the document.
Students examine the Declaration of Independence. They will analyze the meaning behind each section of the document.
Students are introduced to the Declaration of Independence and its significance as a revolutionary document. They view a facsimile of the Declaration, then watch the video Writing of the Declaration of Independence to learn about how and why the document was written. As they watch, they contribute to a word cloud by entering key words and phrases people use to describe the Declaration.
Teacher MovesPresent the lesson overview and objective. After students submit word cloud responses, highlight sample phrases (such as “revolutionary document” or “philosophical basis for civil democracy”) and emphasize the power of the document’s language and writing.
Students read a brief introduction to the Declaration of Independence and examine its famous statement about equality and unalienable rights. They answer a poll to interpret the meaning of “unalienable rights,” then paraphrase the famous lines in their own words on a class wall. Next, they read about the three main parts of the Declaration and note the heading lines that identify the date and the “unanimous” and “united” colonies. They post responses explaining why the delegates used the terms “unanimous” and “united.”
Teacher MovesShare and discuss exemplary student paraphrases of the famous lines, guiding students toward the idea that all people are equal and possess God-given rights that cannot be taken away. When students respond about “unanimous” and “united,” clarify that Congress wanted to show the colonies were acting together, both to the king and to the colonists themselves.
Students focus on the preamble of the Declaration. Using the full text, they read the first paragraph and answer a poll identifying the main purpose of the document. They then read the second paragraph and, using a series of tables, restate key ideas in their own words, including where governments get their power, what people may do if a government becomes destructive, when long-established governments should or should not be changed, what happens when a government has a long history of abuses, and how the king has behaved toward the colonies.
Teacher MovesReview sample student responses in each table and connect them back to specific phrases in the Declaration, such as “consent of the governed,” “to alter or to abolish it,” and “absolute Tyranny.” Use these textual references to reinforce students’ understanding of the Declaration’s political philosophy and its accusations against the king.
Students examine the list of grievances in the Declaration as evidence of the king’s tyranny. They read the section beginning “He has refused his Assent to Laws…” and, using Was the Revolution Justified? as needed, identify what they see as some of the worst actions of the king and Parliament. They record these grievances in a graphic organizer by rewriting them in their own words. Then they read the paragraphs following the grievances, focusing on the sentence about petitioning for redress, and post paraphrases of that paragraph on a class wall.
Teacher MovesDiscuss sample entries from the graphic organizer, pointing out examples where the king limited colonists’ rights or committed acts of war (such as dissolving assemblies, quartering troops, imposing taxes without consent, and depriving trial by jury). When reviewing paraphrases of the follow-up paragraph, emphasize that the colonists repeatedly sought solutions peacefully but concluded that a ruler who continues oppressive actions is a tyrant unfit to govern a free people.
Students analyze the final section of the Declaration, where the colonies formally declare independence. After reading the last paragraph, they contribute to a word cloud with words and phrases used to describe the colonies and their people. They then note that the delegates list specific rights of independent states and answer a multiple-choice question identifying which right is not cited in the Declaration.
Teacher MovesHighlight key phrases students identify, such as “United states of America,” “good people of these Colonies,” “United colonies,” and “Free and independent states,” to underscore how the document redefines the colonies’ status. Clarify which rights are explicitly claimed for the new states and address any misconceptions revealed by the multiple-choice responses.
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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