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Lesson Plan The Declaration of Independence: Created Equal?

Teachers

This lesson focuses on the concept of equality within the Declaration of Independence. Students examine and compare the rough draft of the Declaration with the final version and record their observations, reflections, and questions that arise from analyzing the documents.

Objectives

Students will be able to:

  • develop a working definition of what it means for everyone to be equal;
  • interpret the phrase "All Men Are Created Equal" in the context of the Declaration of Independence;
  • compare the rough draft of the Declaration with the final version; and
  • record their observations, reflections, and questions about the phrase, "All Men Are Created Equal" in the context of the documents.

Time Required

1-2 class periods

Lesson Preparation

Resources

Lesson Procedure

  1. Review the basic purpose of the Declaration of Independence. Explain that today begins an examination of a key concept in the document.
  2. Begin with a brainstorming activity on the meaning of equality. Students can brainstorm individually at first; after a few minutes direct students to form small groups and allow time for them to share interpretations of the word within each group. Students might adjust their definition to incorporate other ideas shared.
  3. Bring everyone back to discuss the various meanings developed both individually and within the group.
  4. After discussion, distribute, direct students to, or show the Declaration of Independence. Instruct students to read the first two paragraphs of the Declaration, stopping when they get to “Prudence”. Give students time to examine the text and encourage them to note words, phrases, or details that stand out.
  5. Next, point students to the rough draft of the Declaration of Independence. As needed, help students locate the same two paragraphs in this document that they examined in the final draft of the Declaration. Allow time for students to read the text closely and note differences between the rough draft and the final draft.
  6. Encourage students to share their general understanding of “all men are created equal” as it is presented in both documents. Challenge students to think about what changes, if any, they noticed between the rough and final draft, specific to the idea of equality. Ask students to reflect on the significance of the changes that they noticed.
  7. Direct students to the primary source analysis tools. Explain that they can use this tool to support a final analysis of the two documents. Clarify that in this analysis, students will re-examine each document, with attention to the phrase “all men are created equal.” In their examination, students can record their observations, reflections, and questions about the phrase as it’s used in both the rough draft and final draft of the Declaration of Independence.
  8. Invite students to share their observations, reflections, or questions. Encourage them to consider what additional information they’d like to know as a result of their analysis. Where might they go or what additional sources could they consult to learn more?
  9. Finally, bring students’ attention back to their own definitions of equality that began the lesson. Ask students to reflect on how this activity affects their thinking about equality: How do they now interpret the phrase "all men are created equal" in the Declaration of Independence? What do they think it meant in 1776? How has it changed over time? What does it mean today?

Extension

If students are interested in learning more from founding documents and debates about governing principles of a new nation, the following resources can be helpful:

  1. The Constitution Primary Source Set
  2. The American Revolution Primary Source Set
  3. Declaring Independence, Drafting the Documents
  4. Documents from the Continental Congress and Constitutional Convention, 1774 to 1789

Lesson Evaluation

  • Students will be evaluated based on the extent to which they demonstrate their analysis of both documents and include evidence from the documents to support their observations, reflections, and questions.

Credits

Adapted from materials developed by Mike Larson and Doug Hyde