The Declaration Of Independence

Title: The Declaration of Independence-Exploring the Charges against King George III

(Note: This lesson plan is for the social studies (U.S History) component of an Interdisciplinary American Studies program. Students are also enrolled in American Literature and in American Images. The four-week theme around which all three classes are organized is The American Revolution.)

When discussing the Declaration of Independence, high school textbooks invariably concentrate on the opening preamble and the conclusion; yet the document's middle section includes a list of charges against King George III that is longer by far than either the preamble or the conclusion. The accusations are set forth in general terms, but no specific information is given as bases for the charges. No doubt those involved in writing the Declaration knew exactly what Parliamentary acts and historical situations were behind each, but today's reading public is not familiar with American colonial history, and today's students need to understand that the charges are not mere propaganda statements.

Purpose or Objectives:

The purpose of this lesson is to find the specific historical context, the Parliamentary acts, historical events, utterances and actions of King George III that lie behind the charges as set forth in the Declaration. This is a research effort, and students are expected to use the Internet as a research tool.

Time Required:

At least one hour at a computer with Internet access. Students will be directed as to which search engine to use and what keywords to use.

Materials, Tools and Resources Required:

1. A list of search engines and how to access them
2. A U.S. History text with a copy of the Declaration of Independence
3. A list of "questions for understanding" to focus on the events leading to the writing of the Declaration
4. Access to the computer lab and Internet access

Teacher Preparation:

1. The teacher must be familiar with the Declaration of Independence.
2. The teacher must be familiar with the political events that lead to the American Revolution.
3. The teacher must be familiar with the political philosophy of the founding fathers as opposed to the political philosophy that dominated the thinking of King George the III and his Parliamentary advisors.
4. The teacher must explore the Internet to find useful sites for this assignment. The students must be led to useful sites. Time does not permit inefficient use of the computers at school.
5. The teacher must create a good set of questions based on text reading assignment. These questions become the basis for a discussion of the incidents that lead to the Revolution and the writing of the Declaration.

Procedure:

1. Read assigned pages in text.
2. Answer teacher generated questions for understanding the reading.
3. Teacher will lead discussion based on questions.

Study the Declaration of Independence

• In the American Literature class, students will study the preamble and the conclusion
• In the American History class (the class for which this lesson is prepared) students will study the middle third of the document, the part containing the charges against King George III.
• Each student will be assigned one of the charges to investigate using the Internet

5. At the computer, open Yahoo search engine. Type in Keywords "A User's Guide to the Declaration of Independence." Each student will search the "historical context" of the charge assigned to him/her. Take notes on the specific Parliamentary acts or historical events that lie behind the charge as written in the Declaration.

6. Students will determine who wrote the historical context presented and look for bias.

7. Close Yahoo and open Google search engine.

8. Type in the following URL: www.sjsu.edu/depts/itl/graphics/apps/declanal.html. Which is a site developed at San Jose State University. If there are problems, search for "Declaration of Independence+Analysis"

9. Read the short section called "The Evidence," which gives a very different interpretation of the evidence behind the charges than those found in the Yahoo site. Take notes as pertains to the charge being investigated.

10. Students will determine who wrote the evidence presented and look for bias.

11. Students will report out in class on the evidence to support each charge in the Declaration.

12. Students will evaluate alternative interpretations of the evidence behind each of the charges.

Student Handouts: (attached)

1. Questions for Understanding
2. A copy of the charge (one per student)

Assessment: Essay Question

Write an essay in which you state the basic beliefs on which all of Jefferson's charges are based. Use two specific charges and show that they are violations of the belief you have presented.

Rubric: The basic beliefs should include the following ideas:

• Governments are established to secure life, liberty and pursuit of happiness.
• Governments get their power from the people. They govern by the consent of the governed.
• If a government misuses its power, it should be replaced by a new government.
• Equality of man.

  Two specific charges should be given to show that King George III is ignoring or violating any of the above beliefs.

Declaration of Independence

or go to www.founding.com

Student Assignments

Critical Analysis of the Declaration of Independence

California Historical Social Science Analysis Skills Addressed:

Grades 9-12

Historical Research, Evidence and Point of View

2. Students identify bias and prejudice in historical interpretations.

3. Students evaluate major debates among historians concerning alternative interpretations of the past.

Historical Interpretation

3. Students interpret past issues within the context in which events unfolded.

California United States

History Standards Addressed:

11.1 Students analyze the significant events surrounding the founding of the nation and Independence, terms of A) the rise of democratic ideas as the context in which the nation was founded, and B) the ideological origins of the American Revolution.

California Content Standards Addressed:

1. Students identify bias in historical interpretations as presented in two Internet sites.

2. Students evaluate major debates among historians concerning alternative interpretations of the evidence behind the charges as set forth in the Declaration of Independence.

3. Students interpret past issues within the context in which events unfolded.

4. Students analyze the significant events surrounding the founding of the nation and its attempt to realize the philosophy of government described in the Declaration of Independence, in terms of A) the rise of democratic ideas as the context in which the nation was founded, and B) the ideological origins of the American Revolution.

Technology Standards Addressed:

Students use technology to locate, evaluate, and collect information form variety of sources.