Discussion of How the Letter Came to Be

Declaration of Independence – The World’s Most Public Break-up

Discussion of how the letter came to be:

Explain that you are diligent about getting materials left in class back to students and that when notes are left you read them…or that custodians leave them for you when they find them. Then consider whether or not you should read the letter to the class. (chances are the class will encourage you to do so…)

Break-up Letter:

I’m not sure how to start this letter, but I feel that we need to talk. I’ve been thinking about us a lot lately. Things used to be so great – it was like we were made for each other (could say MFEO). I mean everyone said it was perfect. I really thought we would be together forever, but then things changed.

I feel like you started to take me for granted (, misspelled, on a side note, but that’s okay). You just started to do whatever you wanted and never asked me about anything or how I felt.

I’ve been thinking about this for a while, and I don’t want to hurt you, but I think it’s time we broke up. I mean it’s just not going to work. I need some time by myself to see what it is like on my own. I’m sorry things didn’t work out but I do think YOU are the one to blame. Sorry, but “US” is over.

Discussion about whether or not to divulge the writer and intended recipient:

“and now I feel… I mean, I guess we can say who wrote it. Is that like…? Okay, don’t hate me forever, but I’m going to tell you who wrote it. It’s signed the 13 colonies. This is a breakup letter, is it not? Yes? And we’re about to study the greatest breakup letter in the history of mankind. Are you ready?”

Quick Write:

Have students spend a couple minutes writing down what they know about the Declaration of Independence.

Debrief as a class.

Examining the Declaration:

Have students begin examining the 1st paragraph…

read to the students,
identify difficult words,
have students read and make notes in the paragraph independently,
share notes with elbow partner,
class discussion.

Students work together to mark up & interpret part 2 and complete the” ideals” chart for these sections.

Day 2

Students are broken into small groups and each given different segments of the rest of the Declaration to analyze in depth (Jigsawing – each group has different pieces of information to work on and share back out to the full class)

Each group must: write out their set of grievances, re-write it in their own words, and then create a visual image to present it to the class. (Students will draw on previous lesson to do this. Students will have studied Enlightenment philosophers to understand relationship between citizens and government)

Students in each group will present their work, educating each other about their particular section. As each group presents, students will take notes on an analysis worksheet .

Day 3

Students will complete one of the following tasks to demonstrate knowledge of the importance of the Declaration of Independence:

Complete the “break-up letter” to King George by citing examples of how the “relationship” fell apart and how he was to blame and how they had tried to improve the situation.
Write a response to the “break-up letter” from King George to the Coloniesciting examples of how the Colonies are mistaken in their reasons for “breaking- up” and why they will be sorry.

1607 / 1st permanent British settlement in the New World – Jamestown
1651 / Thomas Hobbes writes Leviathan
1689 / John Locke writes Second Treatise of Government
1700
1756
French and Indian War
1763 / French and Indian War ends
1764 / Sugar Act – regulated import duties
1765 / Stamp Act – tax on printed documents
1767 / Townshend Acts – import taxes, soldiers stationed at ports
1770 / Boston Massacre
1773 / Tea Act–additional tax on tea
Boston Tea Party
1774 / Intolerable Acts – closed Boston Harbor, quartered troops in colonists homes
1st Continental Congress – wrote a declaration of colonial rights, agreed colonies should fight back if attacked by Britain
1775 / Lexington & Concord
1776 / Thomas Paine’s Common Sense
Declaration of Independence written & signed

Natural Rights

John Locke believed that all men had “natural rights,” the right to life, libery (freedom), and property.

Social Contract

In John Locke's view, people organized civil societies (governments) to protect natural rights. This was known as a “social contract.” Further, the power of the government depends on the people's consent (which can be revoked). Thomas Hobbes also believed in a social contract but felt that people gave up their rights to a ruler to keep order in the society.

The Right to Revolt

According to John Locke’s social contract theorypeople can take back their agreement to the contract if the leader/government fails to protect their natural right. Thus givng a community the right to revolt.

Popular Soveriegnty

Popular sovereignty is the belief that the power, or authority, of government comes from the consent of the people who are being governed. In other words…the people (popular) are supreme (soverieign) and have the power to make the decisions in a community.

Break-up Letter:

Dear King George,

I feel like you started to take me for granted (, misspelled, on a side note, but that’s okay). You just started to do whatever you wanted and never asked me about anything or how I felt.

Sincerely,

The American Colonies

Complete one of the following tasks to demonstrate knowledge of the importance of the Declaration of Independence:

Complete the “break-up letter” to King George by citing examples of how the “relationship” fell apart and how he was to blame and how they had tried to improve the situation.
Write a response to the “break-up letter” from King George to the Colonies citing examples of how the Colonies are mistaken in their reasons for “breaking- up” and why they will be sorry.