Format
1. Introduction to the National Archives
2. As a class, students will examine the engrossed version of the Declaration of Independence as an artifact.
3. In groups, students will examine the Dunlap Broadside of the Declaration of Independence as a primary source.
4. Working in groups, students will evaluate the argument for independence by analyzing three different grievances from the Declaration.
5. The program will conclude with a discussion about the meaning of the Declaration of Indepedence today.
6. Q&A
Objectives
By completing this program, students will be better able to:
1. Explain how and why the Declaration of Independence was created
2. Understand the main principles of the Declaration of Independence
3. Analyze primary sources
4. Evaluate arguments
Standards Alignment
State Standards
NATIONAL CENTER FOR HISTORY IN THE SCHOOLS HISTORY STANDARDS
United States History Content Standards for Grades 5-12 United States Era 3 Standard 1B
The student understands the principles articulated in the Declaration of Independence.
NATIONAL STANDARDS FOR CIVICS AND GOVERNMENT
NSS-C.6-8.2.A.1
The American idea of constitutional government. Students should be able to explain the essential ideas of American constitutional government.
See also: NSS-C.9-12.2.A.1
NSS-C-6-8.2.C.1
American identity. Students should be able to explain the importance of shared political values and principles to American society.
See also: NSS-C.9-12.2.A.1
COMMON CORE STATE STANDARDS
CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. See also: CCSS-ELA-LITERACY.RI.7.1; CSS-ELA-LITERACY.RI.8.1; CCSS.ELA-LITERACY.RI.9-10.1; CCSS-ELA-LITERACY.RI.11-12.1
CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
See also: CCSS.ELA-LITERACY.RI.9-10.6 and CCSS.ELA-LITERACY.RI.11-12.6
CCSS.ELA-LITERACY.RI.7.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. See also: CCSS.ELA-LITERACY.RI.9-10.8
CCSS.ELA-LITERACY.RI.11-12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. See also: CCSS-ELA-LITERACY.SL.7.1; CCSS-ELA-LITERACY.SL.8.1; CCSS.ELA-LITERACY.SL.9-10.1; CCSS-ELA-LITERACY.SL.11-12.1
CCSS.ELA-LITERACY.SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. See also: CCSS.ELA-LITERACY.SL.7.2 and CCSS.ELA-LITERACY.SL.8.2
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
See also: CCSS.ELA-LITERACY.RH.9-10.1 and CCSS.ELA-LITERACY.RH.11-12.1
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. See also: CCSS.ELA-LITERACY.RH.9-10.2 and CCSS.ELA-LITERACY.RH.11-12.2