Materials

• A copy of the Declaration of Independence, cut into strips (See #7 below for instructions about cutting the strips. You will need a separate copy of the Declaration for each class. It can be downloaded from the Web site: <http://memory.loc.gov/const/declar.html>.
• Computer with Internet access

Instructional Activities

1. Briefly review the previous session’s activities, as needed.
   
   
2. Instruct students to think about rules at school, work, sports, etc. Ask the students if they like the rules. Tell them that they are going to get an opportunity to express their opinions of the rules.
   
   
3. Instruct them to write a letter to the person, persons, or organization that has established the rules they think are unjust. Explain that they need to be specific about the rules and why they feel they are unfair. Have them make a list of the rules they feel are unjust and list their reasons for these feeling. Then have them list steps they have already taken to try to correct the situation and note what the outcome may have been. They should also identify what additional steps they will take against the unjust rules. Allow time for students to write the letter.
   
   
4. Tell the students that they can keep or destroy their letters after this activity. Ask the students to share some of their grievances, and list them on an overhead. Ask them to share some of the things they have done to address their grievances, and list the constructive ones on the overhead. Ask the students to identify possible solutions to their complaints, and list the constructive ones.
   
   
5. Ask the students to respond to the possible actions that have been listed on the board. Do they think some of the reactions are reasonable? Why, or why not?
   
   
6. Refer students to their list of responses to “The Declaration of Independence is….” Remind them that the Declaration of Independence is a list of grievances against the King of England. It listed the complaints the colonists had against the king, the steps the colonists had taken to attempt to resolve the complaints, and their recourse as a result of the complaints not being addressed. Explain that the class is going to develop a chart of the colonists’ complaints, attempts at redress, and final action.
   
   
7. Pass out the strips of the Declaration of Independence to the class. Explain that their task will be to “translate” their portion of the Declaration into contemporary language. Allow them to use a dictionary, if they wish. NOTE: The first two paragraphs can be assigned to two students. These paragraphs establish the justification for the Declaration. There are 27 paragraphs that list the grievances the colonists had against the king. Each student can do four or five paragraphs, depending on the length and the student’s ability. There are two paragraphs that list the redress the colonists feel they have taken to request relief from the king, and the last paragraph declares the colonies’ independence. If time permits, allow the students to begin.
   
   
8. Homework: Give the students the assignment to finish their “translations” and to prepare a presentation of their interpretation in writing at the next session.