Print of the Declaration of Independence
Expansion and Reform (1801-1861)
Discover the Declaration
Published By:
Amy Mewborn
Historical Era:
Revolution and the New Nation (1754-1820s)
Thinking Skill:
Historical Analysis & Interpretation
Bloom’s Taxonomy:
Analyzing
Grade Level:
High School
Suggested Teaching Instructions
After reading the textbook copy of The Declaration of Independence, students will explore the original document using the tools found in the site. Students will be able to observe and document observations. They will use the painting and will create a dialogue of what they believe the men are discussing based on paragraphs 3-29 of the Declaration. Prior to this activity, students have written paraphrases of these paragraphs explaining in plain terms what King George did against the colonists. The dialogue they write should focus on paragraphs 3-29 and the rhetoric that Jefferson uses to write the document.
To the extent possible under law, Amy Mewborn has waived all copyright and related or neighboring rights to “Discover the Declaration”
Description
Our HMH textbook contains a copy of The Declaration of Independence. I want my students to see the document in its original form and be able to see small details and explore the document. I also want students to practice writing dialogue by writing a conversation between the men in the painting. The students will take their paraphrase of plain language from paragraphs 3-29 of The Declaration of Independence and will develop a conversation about writing the document from the men’s perspective.
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Documents in this Activity
Drafting the Declaration of Independence. The Committee - Franklin, Jefferson, Adams, Livingston and Sherman
Revolution and the New Nation (1754-1820s)