The Declaration of Independence Learning Outcomes: At the close of this lesson students will: - assess the role of the

Declaration of Independence in the development of the American Revolution -examine the role of the Declaration of Independence as part of the American identity -analyze the argumentative structure of the Declaration of Independence Common Core State Standards: History/Social Studies 9-10.LH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Speaking & Listening 9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Teacher Planning: Time required for lesson: 3 class periods Materials/Resources: Copies of the Declaration of Independence Technology Resources Computer and printer access for each student Pre-Activities: Students should read through the Declaration of Independence for homework the day before the activity In-Class Activities: 1. Teacher will discuss the rhetorical organization of the Declaration of Independence.
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In the introduction, Jefferson establishes the philosophical basis for his argument, that all people are created equal and enjoy certain unalienable rights. Jefferson then establishes the relationship between people and their government. People form governments to protect their rights, and therefore governments derive their power

from the people. The people retain the power to, if necessary, replace the government if rights are not being protected.
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Jefferson then lists the charges against the King. As a result of these events, Jefferson establishes independence as a solution, which he then declares.

2. Students will investigate the controversial nature of the Declaration of Independence Students should pair read the Declaration of Independence to refresh from the night before. Students will then make a two-minute speech to the class answering the following question: Was the writing of the Declaration of Independence an inevitable event? 3. Students will then develop their own declaration of independence following the rhetorical structure of the original. They should first choose someone or something from which they would like to declare independence (parents, siblings, and homework are a few typical examples but students could also declare independence from bad habits, meat, gasoline consumption, etc.). Students must establish a philosophical foundation for their actions, list abuses at the hands of whomever or whatever they are declaring independence from, and then state their argument for independence. Students should make the final product look as authentic as possible (singeing paper edges, soaking in tea, or other methods), and be prepared to share their documents with the class.

The Declaration of Independence: Student declaration rubric

ELEMENT 4 3 2 OK, BUT NEEDS IMPROVEMENT 1

EXCELLENT
1. Declaration follows all instructions.

WELL DONE

NOT APPROPRIATE

2. Declaration follows the rhetorical format of the original.

3. Declaration displays evidence of student creativity.

4. Student explains the rhetorical structure of the document.

5. Declaration and presentation convey evidence of student understanding of the controversial nature of a Declaration of Independence