Grades
6–8
Students will:
Subject Area: Language Arts, Social Studies
Drafted in 1776, the Declaration of Independence remains one of our nation's most significant documents. But do you know the real story behind the events leading up to this critical moment in history? Russell Freedman's Give Me Liberty! The Story of the Declaration of Independence recounts the American colonists' arduous journey to freedom in a richly detailed narrative, complete with prints and illustrations. Reading Freedman's words, the reader is transported back in time and ready to join the fight for independence.
Reading Level: 7.5
Step 1: Pass out a list of invented rules that infringe on the students' personal rights and freedoms. Possible rules include:
Step 2: Read the list aloud to the students. Ask them to write a brief reaction to these rules. Students can share their reactions in small groups or with the whole class.
Step 3: Tell students to draft a response to the rules. Students can work individually or in pairs. In their responses, they should object or agree to the demands, citing reasons for their opinions.
Step 4: Students present their responses to the class. Begin to discuss the following:
Step 1: While reading Give Me Liberty!, keep a running list (on chart paper) of important players in the events leading up to the Declaration of Independence. Examples: Ben Franklin, John Hancock, Patrick Henry, Paul Revere, King George, Thomas Paine, etc.
Step 2: Review this list with the class and ask students to brainstorm interesting topics for these famous people to discuss. Reflect on the class's previous discussion during the "Before Reading" activity. How would these historical figures respond to similar questions? Examples: What is independence? Why is independence important/not important? What are the advantages and disadvantages of English rule vs. independence?
Step 3: Set up students in groups of four. Each group will select four people from the list in Step 1 and a controversial topic from Step 2. Explain to the students that they will create a talk show with the four people debating their chosen issue/topic. Three people will be the guests, while the other will be the host.
Step 4: Each group writes a script or outline for their talk show. The script should include a series of questions to ask the historical guests. Students will take into consideration the point of view of each historical figure. Also think of a clever, creative name for the show and a great catchphrase for the show's theme (Give Me Liberty or Give Me Death!). Use facts, details, and quotes from the book to make the script authentic. Students must focus on the themes of independence, personal rights, and freedom.
Step 5: Students will perform their talk shows for the class. Consider setting a time limit for discussions. Audience members may ask the guests select questions and have a brief Q&A session. The talk-show host concludes with some "final thoughts" on today's discussion.
In a roundtable format, have students discuss the importance of the Declaration of Independence. Open the discussion to the entire class. What did they learn from the previous activities?
Pose the following questions:
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