Created Equal?
| Teacher's Guide |
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Procedure
Day One
- Review the basic purpose of the Declaration
of Independence. Today begins the examination of certain key concepts
of the document.
- Begin with a brainstorming activity on the
meaning of equality. Students brainstorm individually at first. After
a few minutes, divide into groups of 4-5. Students share interpretations
of the word within each group. Each student should add two additional
interpretations of equality to his or her list for variety.
- Bring everyone back to discuss the various
meanings developed both individually and within the group.
- After discussion, introduce the phrase "all
men are created equal" from the Declaration of Independence. Return
to groups to interpret what Jefferson meant by this phrase in the document.
- Discuss as a whole the interpretations of this
phrase.
- Next consider, "Who was not represented by
this statement?" Allow groups time to discuss.
- Compare definitions from the various groups
as to their actual meaning and the interpreted meaning of this phrase.
Some key questions to ask:
- What was Jefferson's intended purpose for the phrase?
- Were there ethical considerations?
- Could he justify such a statement for inclusion in the Declaration
of Independence?
Day Two
- Each student picks a card that has either "for"
or "against" written on it. The card also includes a number that designates
the student's group for the rest of the lesson. Depending on the size
of the class you may have four to six groups in each hour (half for
Jefferson and half against Jefferson.)
- Arrange for 2-3 days in a computer lab. If
a lab is not available, print out copies of the materials linked from
the Was It Compromise or Hypocrisy? Web page.
- Direct students to the Was
It Compromise or Hypocrisy? Web page. Students enter the side they
are supporting - for or against Jefferson. Each link leads students
to sources necessary to prepare their evidence.
- Students gather information from the web links
and additional searching of the American Memory collections as needed,
record their findings on their Evidence Compilation
Sheets. Students
take this information to their respective groups. Each team is responsible
for presenting their respective evidence sheets to the rest of the class.
The presentation may be done using overheads, chalk or white board in
the room, or butcher paper that can be hung on the wall of the classroom.
- After reviewing all of the evidence for both
sides, discuss the pros and cons of each side of the argument. If desired,
take a class vote on what was meant by the phrase, "All men are
created equal."
- To culminate this lesson, each student drafts
a letter addressed to the opposite position detailing his or her findings
and viewpoints. Consider the following when making a rubric
for the letter:
- Evidence presented in arguments is thorough
and accurate.
- Letter presents appropriate viewpoint of
author.
- In addition, a discussion should be held on
how we should interpret the phrase "all men are created equal" in the
Declaration of Independence. What did it mean in 1776? What does it
mean today?
Evaluation
- Each student will be evaluated based upon the
completeness and accuracy of data gathered on the Evidence
Compilation Sheet.
- Another
part of the evaluation will include the drafting of a letter.
Extension
- Break the class into two groups based on Jefferson's
intentions regarding equality in the Declaration of Independence. One
group believes Jefferson meant all men, while the other group believes
Jefferson meant all white men. Find evidence in the American
Memory collections to support each position.
- Create a RAFT
(Role, Audience, Format, Topic) using the Declaration of Independence.
Sample roles could include an African American, woman, British subject,
etc.
- Rewrite the Declaration of Independence (or
portions of it) to fit a contemporary society.
- Stage a mock trial with the students playing
the roles of Jefferson and others. The American Memory materials serve
as evidence to be presented in a trial. Include a judge, witnesses,
jury, defense lawyers, and prosecution.
- One individual student could portray Thomas Jefferson and answer questions
raised by the rest of class on the phrase "all men are created equal."
Overview |
Teacher's Guide
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