Now that students have built background knowledge on the historical circumstances surrounding the drafting of the Declaration of Independence, they will begin to examine the text itself. This close reading lesson will give students several opportunities to break down the contents of the document and discuss their questions along the way. This lesson uses a three‐​reads protocol and invites students to collaborate to make their thinking visible in a table‐​group brainstorm session.

• Critically examine the document to make sense of unfamiliar language

• Carefully analyze the document to better understand its purpose and significance

• Class Slides: Examining the Declaration of Independence

• Print out: Declaration of Independence (National Archives)

• Butcher paper for table brainstorm (use the same piece from the previous lesson and invite students to use the other side)

Recap: Invite students to review their notes and team brainstorm sheet to recap the learning from the previous lesson.

• Use slides to review key ideas from yesterday. Then model annotations and invite students to annotate along with you. 

• Discuss: Ask students, “Whom is this written for?” 

• Review the 3‑reads protocol: 

  • 1st read: Notice and note: sections, language, word gaps

    • Briefly review the three sections with the class.

      • Say: 

        • First, let’s skim the document, making note of the sections, language, and any confusing words.

      • Ask:

        • What do we notice about how the document is organized?

        • Which words jump off the page? 

        • What questions come up right away?

• 2nd read: Skim for context

  • Discuss voice and tone.

  • Ask: 

    • What is the narrative voice here? 

    • How would you describe the author’s tone? 

• 3rd read: Read aloud and annotate

  • Review “Annotation Strategies” slide.

    • Say:

      • As we read the document in its entirety together, be sure to use our annotation strategies for informational texts.

    • Provide think‐​aloud to support students:
      • Example: As you read the opening section, pause after the following line: “We hold these truths to be self‐​evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” 
      • Say:
        • This word, “self‐​evident,” is a little confusing. I’m going to circle it and add it to my word gaps. Same with “endowed” and “unalienable.”
      • Pause at each section for students to complete annotations and discuss with their partner.

Ask students to reflect on and discuss the questions below. Then invite them to record their thoughts on butcher paper. As you move around the room listening to the discussions, be sure the questions are displayed on the board.

1. According to the Declaration, what are some of the rights that all people are said to have?

2. Why did the colonists believe they had the right to break away from Great Britain?

3. Explain how the authors of the Declaration justified their decision to declare independence. What evidence did they provide to support their argument?

Now that students have had a chance to gain historical context and annotate the text, ask them to discuss how language has evolved over time. Share how the Founders lived in a different era from our own, and tell your students that their interpretation of words such as equality has changed over time. Have students read the document and reflect on the role and interpretation of language over time, as this will help them understand the argument outlined in the Declaration of Independence. Then have students watch the video linked below. Ask students to record important ideas in their notebooks.

• Read: Sphere’s “The Principles and Argument of the American Founding” section on equality.

• Reflect: Ask students, “How has the evolution of language over time shaped the interpretation of the argument and principles outlined in the Declaration of Independence?” 

• Ted‐​Ed Video: “What You Might Not Know About the Declaration of Independence”

• Say:

  • Before we wrap up for the day, we’re going to watch the following video. As you listen, please record important ideas in your notebook. These ideas will launch our conversation tomorrow, so the more thoughtful you are, the more engaging our conversation will be.