This lesson will use a close reading of the Declaration of Independence to explore the American colonists’ reasons for separating from Great Britain. By the conclusion of the lesson, student will understand the role of the Declaration in encouraging support for American Independence, and in laying the groundwork for a new system of government and individual rights.
This lesson will use a close reading of the Declaration of Independence to explore the American colonists’ reasons for separating from Great Britain. By the conclusion of this lesson, students should be able to identify the specific arguments made for Independence. Students will assess the objectives of the Declaration and identify if and how the drafters may have fallen short of some of their stated goals.
The major ideas in the Declaration of Independence, their origins, the Americans’ key grievances against the King and Parliament, their assertion of sovereignty, and the Declaration’s process of revision. This lesson will focus on the views of Americans as expressed in primary documents from their own time and in their own words.
On June 8, 1776, the Continental Congress voted to write a declaration of independence. It named a committee to do the writing. One of its members was Thomas Jefferson, a lawyer from Virginia. He had been a leader in Virginia, and Virginia had elected him to the Continental Congress. The others on the committee were too busy with the revolution to work on the declaration, so Jefferson wrote it alone.
This is the 25th pocket edition of the complete text of two core documents of American democracy, the Constitution of the United States (with amendments) and the Declaration of Independence. The resolution calling for the ratification of Constitutional Convention is also included. A topical index to the Constitution is provided. (House Document 112-29, 2012)
Elizabeth Cady Stanton (1815–1902) and Lucretia Mott (1793–1880), American activists for abolition of slavery and early activists for women’s rights, convened the first major conference on women’s issues in Seneca Falls, New York in 1848. Students will be able to: understand the meaning and central ideas of the Declaration of Sentiments; cite textual evidence to analyze these primary sources; and compare and contrast the meaning and structure of the documents.
Students will analyze an unidentified historical document and draw conclusions about what this document was for, who created it, and why. After the document is identified as Thomas Jefferson’s “original Rough draught” of the Declaration of Independence, students will compare its text to that of the final document adopted by Congress on July 4, 1776 and discuss the significance of differences in wording.