At this point, students have had a chance to build background knowledge for context, grapple with the document’s challenging language, and engage in guided practice to break it down for its meaning. Now, you will invite students to share their thoughts and work collaboratively to rewrite the document using modern vernacular and lingo. This lesson is meant to provide students with a chance to make the Declaration relevant as they reinterpret it and make it their own. 

• Discuss the application today of the principles of liberty outlined in the Declaration 

• Rewrite the document in modern vernacular to bring it to life

What is the argument outlined in the Declaration of Independence, why is it important, and what does it mean today?

• Class PowerPoint: Examining the Declaration of Independence

• Annotations: 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)

Start the class by inviting students to whole‐​group discussion, where they will share how they define what a right is versus a privilege. Explore these definitions with students and outline the different types of rights, such as civil rights, political rights, or broader human rights. Students will notice significant overlap among the types of rights. Then have students express their ideas about the important rights they think people should have. Allow students to discuss in table groups by having them record rights on one sheet of paper (one right at a time) before passing it to the next person. Have the students go around as many times as they can in the given time. Then bring the class together to discuss their lists. This activity primes students for the critical analysis and rewrite they are about to do. 

• Table talk (round‐​robin): What are the most important rights for people to have? List as many as you can think of. Then ask groups to highlight the TOP THREE.

• Class discussion: Invite table groups to share the top three rights they came up with and to record them on the board. Next, ask students what the three inalienable rights are according to the Declaration. 

• What’s missing: Invite students to recap what they discussed at the end of class yesterday.

• Review: Parking Lot questions and lesson objectives.

In a brief class discussion, call one or two students at a time to answer the following questions. Post the questions on the board to give students additional think time. 

• Discuss word choice: When discussing word choice, be sure to ask students questions like the following. “Why does language matter? Could this document be rewritten today in more modern language? Would it have the same message and effect? How does language affect our reading of the document? Why is it important to know about the writing and refining process the Declaration went through? Are there other principles based on rights you would include?” 

• Present the challenge: Give students an assignment in the form of a challenge. Prompt them with the following question: “Can you rewrite in your own language the argument for the principles of liberty and their protections outlined in the Declaration of Independence?” NOTE: It is worth mentioning that although Thomas Jefferson drafted the document, a committee collaborated through the framework of civil discourse and refined it. Encourage students to work together to find the right words to describe their collective understanding. 

Now it’s time for students to get creative! The rewrite process allows students to express complex words in their own terms and language. 

• Have students work in groups to rewrite the Declaration of Independence. 

• Use catch‐​and‐​release protocol to regroup and reorganize as needed:

• Regroup after a few initial minutes to see how teams are dividing the work. Highlight teams that choose to have pairs work on different sections. Return to collaboration time.

• Regroup again to ask what’s working for teams and what’s not.

• A third catch‐​and‐​release could include a class brainstorm for tricky sections.

Students may be really excited to share their rewrite, so as you walk around the room, consider one or two teams to share. Be sure to save time for the final discussion and quick‐​write questions. 

• Share out: Ask one or two teams to share their rewrites

• Discuss: What was the purpose of these lessons? 

• Quick write: How did discussing the principles and grievances outlined in the document help us better understand the argument of the American Founding, past to present?