Lesson Plan
The Declaration of Independence
Robert C. Smith
I. State Standards: The following lesson plan would be included in a review unit for a United
States History Class. It is designed to meet Standard 1.1 for U. S. Government 9-12:
understand the influence of natural rights on American culture.
Level 1: Identify John Locke’s concept of life, liberty, and property as natural rights.
Level 2: Discover changing definitions of life, liberty, and property in American history.
Level 3: Challenge which of the natural rights is most significant in American culture
today.
II. Materials needed:
1. Computer, overhead projector, and screen
2. Access to Internet
3. Power Point slides for introduction
4. Copies of “Declaration of Natural Rights” handout
5. Copies of “Student Bill of Rights” handout
III. The Steps:
1. Use the Power Point Slides to activate prior knowledge and assess how much
students know about the Declaration of Independence and “natural rights.”
2. Show the following segments of “John Adams” (@2013 Home Box Office, Inc.)
http://www.youtube.com/watch?v=RDzwtl5Z2cA&list=PLdMcdpMFG9hJMzUtXojvMzc_lVASh8bx (I have looked for Our Rights…)
http://www.youtube.com/watch?v=cUeOCjcgVsE&list=PLdMcdpMFG9hJMzUtXojvMzc_lVASh8bx (While I live, let me have a county….)
http://www.youtube.com/watch?v=nrvpZxMfKaU&list=PLdMcdpMFG9hJMzUtXojvMzc_lVASh8bx (Declaration of Independence).
3. Allow time for discussion.
4. Distribute copies of “Declaration of Natural Rights” handout to each student. As they
are completing the assignment, challenge the students to present their work as a text
message from their cell phone. Collect papers and allow time for discussion.
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Lesson Plan
The Declaration of Independence
Robert C. Smith
5. Divide the class into pods; 3/4 students per pod. Distribute copies of “Student Bill of
Rights” handout to each pod. Instruct students to work together to compile one list
from each pod. After each pod has completed the assignment, have one student from
each pod to list their pods “Bill of Rights” on the board.
6. Allow time for class discussion and compile a list of ten natural rights from those
posted on the board.
IV. Assessment
Assessment will be made during the unfolding of the lesson plan by observing student
verbal and nonverbal reactions. Assessment will be made from evaluating the
responses to the “Declaration of natural Rights” handout, and the posted “Student Bill
of Rights” for Union County High School. Assessment will also include questions on
“Unit Test.”
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Lesson Plan
The Declaration of Independence
Robert C. Smith
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Lesson Plan
The Declaration of Independence
Robert C. Smith
Declaration of Natural Rights Handout
Restate the following text in your own words. Try to communicate your work as a text message
from your cell phone:



We hold these truths to be self evident,
that all men are created equal,
that they are endowed by their Creator with certain unalienable rights
those among them are Life, Liberty, and the pursuit of Happiness.
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Lesson Plan
The Declaration of Independence
Robert C. Smith
Student Bill of Rights for UCHS Handout
Write a Student Bill of Rights for the students of UCHS. Compile a list of 5
to 10 essential rights that are necessary for life, liberty, and the pursuit of
happiness for students at UCHS.
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