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How did Laurie teach the Declaration of Independence? "I began by providing my students with parchment copies of the Declaration. I pointed out "s" looking like an "f", signatures, anything that caught their attention. I collected the parchment copies, and distributed to each student a typed copy, 4 pages, back to back. I also provided 4 highlighter colors. With the first color, we highlighted most of the first paragraph and then labeled it, Intro. Through guided discussion, we determined that it was Jefferson's topic sentence: When one group of people must break away from another group, common courtesy requires that they announce why they are doing so. With another color, we highlighted key phrases in the next paragraph and labeled it, Ideals. In a perfect world, Jefferson believed that all people are equal, they have rights given by God, and the purpose of governments is to protect those rights. Those rights cannot be taken away. In a third section, labeled Logic, we highlighted the lines that explain that it is our duty to change a government that harms or denies our rights time after time. In fact, it is our duty to do so. This is the first time that Jefferson names names, identifying the 13 colonies and Great Britain. In Complaints (new color), Jefferson goes on to prove it by listing a host of wrongs committed by the King. I asked students to highlight the intro of each wrong: each "He has" and each "by". They were to count them and should have found 27 complaints. That should prove Jefferson's long train of abuses. I selected several complaints and we discussed their meanings or origins, such as quartering, taxation without representation, etc. Back with the Ideal color, we highlighted the key phrase that follows the complaints, that the King is unfit to be the leader of a free people. Finally, with the Intro color again, we highlighted the Conclusion, where Jefferson makes his grand, final announcement that the colonists are free from England. In fact, he says it three times! I divided the class into five groups, corresponding to the five sections: Intro, Ideals, Logic, Complaints, and Conclusion. Each group wrote their section in their own words (keeping complaints to 5). When ready, one student would dictate the section to me, while I transcribed it on a long sheet of butcher paper. If possible, I showed the Declaration signing scene from 1776, then invited students to come forward to sign their class copy. I displayed the scroll appropriately. To check for understanding, I prepared a worksheet with phrases in the Declaration and asked students to explain or rewrite them."
How does Jennifer teach the Declaration of Independence? "I have students dissect the document in small groups after providing the context of the Enlightenment, Great Awakening, Deism, etc. I am looking for new ways to teach the document, too!"
How does Kevin teach the Declaration of Independence? "I have my students read the Declaration for themselves. We then break down each part into modern language. We have a group discussion about why Jefferson makes the arguments that he does and then talk about what was changed and omitted from his original writing. We talk about 'All men created equal', what it meant then, what it means now. We then look at its impact around the world. We end the entire lesson with the video that is set to 'Apologize' and then they write a reflective essay."
How does Mark teach the Declaration of Independence? "In AP Government, I take an entire class to teach the Declaration even though it is not a key component of the curriculum. In regular government, I spend more time. After we have discussed Aristotle, Montesquieu, Locke, other philosophers, and the English experience in previous class(es), I utilize the Morgan Freeman video, then identify the historical and philosophical references in the document, and finish up with quotes from people in history who have used the Declaration to support their causes. I also like to bring in the Virginia Declaration of Rights for a comparison."
How does Gregory teach the Declaration of Independence? "I try to introduce the students to the importance of Abigail Adams to John Adams (personally and professionally). I constantly weave my teaching with clips from the miniseries John Adams, and Abigail was such a strong central character for John that I thought all my students (especially young women) needed to know about her. I use documented correspondences they sent each other (from Massachusetts Historical Society) and after going through each letter, I ask the kids to translate the letters into today's language... texting and emojis! It's a fun activity and the kids really enjoy it! The entire presentation, I have been setting up the premise that John Adams was robbed of his place in history. He was a great statesman who just didn't have the look or proper temperament to rise above such luminaries as Washington and Jefferson. I sed the point where Adams gives up control of being the primary writer of the Declaration of Independence to Jefferson as the ultimate display of unselfishness. One slide has the quote of Adams explaining to Jefferson why he should write the Declaration instead of Adams himself. I tell the kids that Adams gave up a chance at immortality because he knew Jefferson was better equipped to do the job. To give the kids a proper comparison, I called Adams 'America's Dark Knight', the hero who does his work in the shadows. I even use a clip from the final few minutes of the movie The Dark Knight. I could see the kids really connect with this comparison because many love Batman and the movie." Click to download Gregory's Slideshow as a PDF or Powerpoint.