Bellringer Consider what we have been studying about

Bellringer Consider what we have been studying about the “Declaration of Independence” and make a list of as many things as you can think of that should be your “unalienable rights” as an American.

“Declaration of Independence” Lesson 3

Learning Targets • Annotate for Jefferson’s purpose in writing the text.

Standards • 9 -10. RI. CS. 6 Determine an author’s point of view or purpose and analyze how an author uses rhetoric to advance that point of view or purpose. Create an objective summary of the text.

You Will Need… • Your copy of the “Declaration of Independence” • Writing utensils for annotations and written responses • Handouts provided by the teacher later in the lesson

As You Listen… • Make sure you note any confusing or unfamiliar words so you can look up their meanings. • Annotate for MAIN IDEAS. • To find main ideas, ask yourself, “What is the most important information in this section of the text? ”

Ink-Pair-Share DIRECTIONS: Take about two minutes to consider the questions below. WHEN DIRECTED BY YOUR TEACHER, you will share your thoughts with your partner. Then we will discuss as a group. • What ideas did the framers of the Declaration of Independence express in the document? • Why was it so important for them to express these ideas in this way and at this particular time?

More Class Discussion Questions • What are some of the ideas about government that are implied in the “Declaration of Independence”? • Why did some of the colonists want to remain under British rule?

Independent Practice 1. In general, why was the Declaration of Independence written? 2. What basic rights, ideals or principles does the document claim individuals have? 3. According to the document, why do the colonists have the right to declare independence? 4. According to the colonists, how has the King responded to their grievances? 5. What risks did the colonists take by writing this document? 6. Why is this document still significant today?