Last updated: February 7, 2025
Lesson Plan
Declaration of Independence Remix
A copy of the Declaration of Independence
Library of Congress
- Grade Level:
- Upper Elementary: Third Grade through Fifth Grade
- Subject:
- Social Studies
- Lesson Duration:
- 60 Minutes
- State Standards:
- Massachusetts Curriculum Framework for History and Social Science 3.T6 #3, #4
Essential Question
Why are primary sources important?
How can they help us uncover missing pieces of history?
Why is it important to understand multiple perspectives from our past?
Objective
1. Analyze what the words of the Declaration of Independence say about what its writers believed.
2. Explain that full citizenship rights were restricted to white male property owners over the age of 21 in the new Republic.
Background
These lessons took place over several 45-minute blocks. Some lessons took longer, as students had questions, and thoughtful discussions ensued. As this is a lengthy lesson, each teacher can determine whether or not to complete all of the activities included.
Preparation
1. This was students’ first exposure to enslavement in Colonial New England. Some background knowledge needed to be taught before this lesson. The Teaching Hard History Framework K-2 has suggestions to build background knowledge.
2. Students should have general knowledge about the U.S. Constitution. *This look at the Founding Documents needs to be taught in a developmentally appropriate way, which will be studied later in more detail in upper grade levels.
3. Take time to introduce students to primary and secondary sources. There are many teacher resources available for this such as Engaging Young Learners with Primary Sources | Library of Congress (loc.gov).
Materials
This packet includes 3 scanned images of a primary source documents.
Download Primary Source Packet - Declaration of Independence Remix
Lesson Hook/Preview
Watch the two following videos from The Choices Program, Brown University:
1. Why did colonists in the British North American colonies support the institution of slavery?
2. What kind of freedom did enslaved people seek?
Procedure
Teacher Directed Instruction: Day 1 & 2
1. Introduce primary and secondary sources and assess student understanding of each.
2. Review examples of two primary sources from the Primary Source Packet found in the "Materials" section of this lesson plan. (1754 slave census & 1785 Bentley diary entry)
3. Review the essential questions:
- Why are primary sources important?
- How can primary sources help us uncover missing pieces of our history?
- Why is it important to understand multiple perspectives from our past?
4. As a classs, brainstorm what the words freedom and independence mean to students.
5. Print out for students or display an image of the Declaration of Independence document from the "Materials" section. Allow students time to make observations of the original document. Ask, what do you notice? What do you wonder? Ask students to consider if it is a primary or secondary source and explain their reasoning.
6. Display an image of the painting, Declaration of Independence. This painting depicts June 28, 1776, when the first draft of the Declaration of Independence was presented to the Second Continental Congress. The painting, by John Trumbull (1756–1843), was completed in 1817 - over 40 years after the actual event took place. Compare and contrast the painting with the 2016 song, "No John Trumball", from the Hamilton Mixtape.
You ever see a painting by John Trumbull?
Founding Fathers in a line, looking all humble
Patiently waiting to sign a declaration, to start a nation
No sign of disagreement, not one grumble
The reality is messier and richer, kids
The reality is not a pretty picture, kids
Every cabinet meeting is a full-on rumble
What you 'bout to see is no John Trumbull
Student Small Group Work: Day 3
1. Divide both students and a typed version of the Declaraion of Independence into 4 groups / parts.
2. Ask each group of students to take notes on the areas that resonate with them in some way.
Whole Class Review and Discussion: Day 4
1. Review student reactions and reflections on the four parts of the Declaration of Independence.
3. Introduce the runaway slave advertisement in the "Materials" section that dates from 1774, one year before the writing of the Declaration of Independence. You can also search for runaway ads from 1775 - 1776 on the Freedom on the Move website.
4. Create class notes on what students observe and how they feel about the ads.
5. Discuss the following questions:
- Who is included in the Declaration of Independence?
- Who is not included?
- How does this make you feel? What would you do differently if you wrote the Declaration of Independence?
Student Activity / Project: Day 5 & 6
1. Introduce the three activity choices to students. Students will complete their projects and present them to the class.
2. Use the three questions to help stduents identify how they would re-write the Declaration of Independence:
- Who would you include?
- What freedoms are important?
- What is your central idea or message?
Choice #1 Paragraph
You are rewriting the Declaration of Independence. What important changes would you include? Use the graphic organizer to brainstorm ideas. Finally, write your new and improved version.
Choice #2 Poem/Song/Rap
Use vivid and precise language to represent your new Declaration of Independence. What important changes would you include? Use the graphic organizer to brainstorm ideas. Finally, create your new and improved version in poem, song or rap form.
Choice #3 Collage/Comic Strip
Use images and drawings to represent your new Declaration of Independence. What important changes would you include? Use the graphic organizer to brainstorm ideas. Finally, create a visual model to represent your ideas.
Vocabulary
Over the course of American history the language used to describe Black people has changed and most likely will continue to change. In some of the primary sources, the word “negro” is used. When these documents were written, this was a word that was often used to refer to African Americans. Teachers should inform students that today it is inappropriate and can be offensive and hurtful to use this word. Teachers may tell students, “Out of respect I will not say it out loud, and I ask you not to either. I will substitute the word with enslaved, unfree, Black, or African American.”
Additional Resources
Author Recognition: This lesson plan was developed by Jennifer Maldonado, grade 3 teacher, Saugus, Massachusetts.
Donor Recognition: This program was made possible by a grant from the National Park Foundation through the generous support of Union Pacific Railroad and donors across the country.
Partner Recognition: The National Park Service at Salem Maritime collaborated with The Hard History Project and local teachers to co-create lesson plans dealing with slavery and freedom. Thank you to the staff of The Phillips Library at the Peabody Essex Museum where most of the documents used in these lessons are preserved and made accessible.