declaration of independence breakup letter assignment

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Thursday, October 30, 2008

Teaching the declaration of independence as a break up letter - podcast and video.

27 comments:

I used to teach the DofI as an interaction between a parent and a rebellious teen. Love the breakup letter idea... nicely done!

What a great activity! Thanks so much for sharing the video with us, it was fun to watch the students' reactions!!

I love the part where you said you had to preview it first and one of your students said, "We're thirteen, c'mon!" Great stuff! Mr. C

I just wanted to let you know that I used the "break-up" letter idea today in my 8th grade social studies class. The kids loved it. Thanks for sharing all of your great ideas!

Eric, That is so great! I just love the reactions of your students. Thank you for making this lesson meaningful for your students and sharing it with us. Russ

This is a great idea! Seriously, I'm going to use it next year. This lesson would be a good way of showing the practical/political reasons for the DofI. But I also think the DofI is so much more. I usually talk about why Jefferson thought man should be free, the thinking behind this movement, and how it was the thesis statement for the Constitution -- My 8th graders EAT THIS UP! The discussions on Natural Law and and the philosophy behind the Revolutionary movement in the Colonies is the best unit of the year, year after year. You don't have to believe in a God or Creator to understand and agree with the ideals behind the arguments layed out in the DofI.

I used this idea in a high school class and they loved it. It was a great way to help the students relate to the declaration. I also had each of the students write their own break up letter. Worked great!!

I am a student and it is to hard to think of ideas for the Break Up Letter!!!!!

I did this with my 8th graders today and all I have to say is THANK YOU for sharing!

This is great! I'm going to try it today, and see where it goes...

I can't wait to try this with my 7th graders! They're gonna DIE when they hear it. Ill post back with their reactions! So excited! Thanks for the idea!

This had brilliant results in my class.

I love it! Its a real attention getter!

I tried this with my 11th graders when I was student teaching last year, and it was a hit! I have a US History class this year and will be doing it all over again. I used it to segue into summarizing the Declaration and what it really says. I learned my kids didn't know how to summarize, so walked them through the process. I then divided them into groups and gave each group a portion of the Declaration. They had to put that part in modern day words using no more than 2 sentences. They loved it!

I just finished using this activity with my 8th graders today. All the kids loved it, there were some great comments coming from the crowd as I read the letter. Thanks for sharing this great idea!!

Thanks for the GREAT idea! This put the idea of the D of I across to my ELL students in a tangible "real" way! Awesome!

I am so excited to try this out with my students. I think they will love it. Thank you so much for posting. :)

I did this with my 8th graders several months ago and they are STILL talking about it! It has been one of the most effective tools I've used this year. Thanks for sharing a great idea!

I did this with Taylor Swift song "We Are Never Ever Getting Back Together" as part of the hook. The kids loved it....at first. They still hated studying the document.

I'm going to use this tomorrow in an eleventh grade English class with many ELL students. Thanks man! --Student Teacher

I adapted this intro for my 3rd graders and they absolutely loved it!! Thank you so much!!

Thank you so much for sharing! I am going to try this tomorrow with my level one ELL sheltered U.S. History class. I think they will love it and will be able to connect to it!

I just did this activity with my 8th Grade US history class. I used this as an introduction into a group translation of the List of Grievances. "Colonists and Britain want to break up, now read this and tell me the reasons why!" Worked awesome! Thanks.

I loved this concept, but altered the letter a little to follow along with the idea of the four parts of the DofI. Preamble, Statement of Rights, Grievances and Statement of Independence. I think (hope) it really got my 5th graders to _think_!

I used this letter with my 8th grade class and they loved it. Thank you for the wonderful idea!

Talk about "Teach Like a Pirate" . . . LOVE this hook and shared it with my 8th grade SS teacher. Thanks for sharing!

I am currently a student teacher at a High School in Georgia and we have just finished talking about the American Revolution. - BUT, had I come across your page sooner, I would have definitely loved to try out the "Break - Up Note!" Not only does it fit perfectly with the material, but the way that you presented it was fantastic! I really appreciate it when veteran teachers post ideas with the student reactions online because I can get a grasp of how it worked out! Thank you for this!

• My Storyboards

Break-Up Letter for The Declaration of Independence

In this activity, activity overview, template and class instructions, more storyboard that activities, this activity is part of many teacher guides, use this lesson plan with your class.

The Declaration of Independence is, in essence, a break-up letter from the thirteen colonies to England. It has a very set form: it begins with a declaration of rights; it establishes how England should have treated them; then it moves on to the grievances that have led to this document; and finally, it ends with a formal declaration of independence. Students can connect to the idea of a “break-up letter” by writing their own.

Have students imagine it is their senior year of high school, and they are breaking up with their school. Have them craft a letter that:

• Declares their rights
• Outlines what a perfect relationship with the school should have been like
• Lists three grievances against the school that has “messed up” the relationship
• Ends with a formal declaration of independence from the school, and what it means for the future

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a storyboard crafting a break up letter to your high school using the structure of the Declaration of Independence .

• Click "Start Assignment".
• In the first cell, create a declaration of rights.
• In the second cell, outline what the relationship should have been like.
• In the third cell, list three grievances against the recipient.
• In the fourth cell, formally declare your independence from the school.
• Create illustrations for each cell using appropriate scenes, characters, and items.
• Save and exit when you're done.

Lesson Plan Reference

Grade Level 9-10

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual or Partner

Type of Activity: Modern Day Adaptations: Parody and Satire

Declaration of Independence

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“We just gloss over the Declaration of Independence at our school. The words are just too hard for my 5th graders to understand.”

I’m sure you can imagine the look on my face. It was a mixture of shock and sadness.

The Declaration of Independence is more than a dusty old document. It’s a time capsule full of information about how early Americans were treated badly and taken for granted by King George III and England.

Teaching the Declaration is one of the highlights of my school year! It’s a document that was written in the midst of a turbulent time and helped to develop a new nation.

Thomas Jefferson took on the monumental task of crafting a document that listed the colonists’ justification for breaking away from the Mother Country.

The Second Continental Congress approved and signed this document after they had tried every manner of reconciliation with England but received nothing in return.

I always have fun teaching American history but the Declaration of Independence is certainly one of my very favorite topics. I sincerely hope that you gain some new ideas and teaching strategies that will help you to bring this document to life in your classroom!

Break the Preamble into small, meaningful pieces!

The Preamble to the Declaration of Independence explains why the document was written. It is also the most recognizable part of the document.

If you present the entire preamble to students at once, they are undoubtedly going to feel overwhelmed.

To make my students feel successful with the Preamble, I create a chart with them and we discuss the meaning of each phrase, one at a time. We use interactive notebooks, so we created a chart together in our notebooks. However, this would also make an amazing anchor chart.

I do point out to my 5th graders that the phrase, “All men are created equal,” meant something different to our founding fathers than it means to us.

I emphasize that TODAY, we interpret this phrase as everyone, all men and women, are created equal, no matter their race, religion, etc.

Our founding fathers had a very narrow view of “All men.” Their interpretation of this phrase was “All free, white men who owned property.”

African Americans, women, Native Americans, indentured servants, poor white men, no one else was included.

I do point out the irony of this document. While complaining that they are not being treated fairly, many of the men who signed this document owned slaves. It creates quite a class discussion.

Discuss the grievances contained in the Declaration of Independence

A “grievance” is a complaint and the colonists certainly had a plethora of complaints against Mother England.

In fact, the majority of the Declaration of Independence contained complaints. Remember, this document was a justification to the world of why the colonists had every right to sever ties with England.

When discussing grievances with my 5th graders, I choose the ones that will make the most connections to their lives and/or what we’ve learned about so far in the year.

There are some grievances with complicated meanings, so I only choose a few to discuss with students.

In my opinion, 5th graders need a firm understanding of a few of the important grievances to help them grasp the meaning of the entire document.

Create this chart with your students to help them learn about some of the grievances and see the connections between what happened in colonial days and why each grievance was included.

One more thing… to make the word “grievance” an everyday word, I start to use the word myself. If you’ve worked with 5th graders at all, you know that they have complaints about various things from time to time, or maybe all the time, depending on the mix of personalities in your classroom.

I just throw the word “grievance” in there when helping students to resolve their issues. “Rebecca, Jake has a grievance against you. He says you took the lead from his mechanical pencil without asking. How will we resolve this grievance?”

Yes, they’ll look at you like you have two heads, at first, but then they’ll start using the word themselves. The best way for students to learn new vocabulary is by integrating their word into their everyday language.

Show a music video

Seriously, guys, this short music video is a treasure. I get goose bumps when I watch it. “Too Late to Apologize” is a song parody that features Thomas Jefferson singing about the Declaration of Independence and the reasons he wrote it.

I show this video the first time and stop every little bit to explain things, like why they make King George III look so “yucky.” I point out the stamp from the Stamp Act. We try to guess which founding father each guy is portraying.

For example, Sam Adams is the one with the beer mug because his family owned a brewery.

Then, I show the video the second time all the way through without stopping.

Students will beg me to watch this video every day for the rest of the year. We do watch it many more times because I love it and it does a good job reinforcing the strong feelings of our founding fathers.

The Declaration of Independence is a break-up letter!

I have yet to meet a 5th grade class that doesn’t love a bit of drama. I will admit it… I have more fun with this activity than a teacher probably should! However, I can promise that you will have all eyes and ears when you share this pretend break-up letter with your class!

After discussing the parts of the Declaration, I start the next class with the break-up letter. I use the text on the letter below. However, I write out the letter on a sheet of notebook paper and crumple it to make it look like a student-written note.

In an irritated manner, I inform the class that I found a note on the floor and I don’t appreciate students passing notes in my class…blah…blah. I tell them that since I’m tired of them writing notes, I’m going to start reading them aloud, starting with the one I found.

When I read the note aloud, a hush falls over the room and students hang on every word. They are trying to figure out which of their classmates authored the note and to whom.

After reading the letter, I pretend I’ve had an epiphany… this note reminds me of the Declaration of Independence! I launch into a review of the parts of the Declaration. I always have 100% of my students’ attention.

Some years I will admit that it’s a fake note and other years, I never fess up. Have fun!

Signing the Declaration of Independence was a serious, somber event.

The signers of the Declaration didn’t wake up and say, “Yippee, I get to sign the Declaration of Independence today!”

Students need to understand that the decision to sign the Declaration was gut-wrenching and difficult. These were the most wealthy, powerful men in the colonies. They had a lot to lose if the colonies were defeated in their attempt at Revolution.

Signing the Declaration was treason and the men who signed it would be hunted and executed by England if the Revolution was lost.

While discussing this truth with students, I introduce them to Ben Franklin’s famous quote, “We must, indeed, all hang together or, most assuredly, we shall all hang separately.”

This makes a great journal entry in which students are asked to explain what Ben Franklin meant by this quote and why it was important for the leaders of the colonies to stick together during the American Revolution.

Show some pictures!

The Declaration of Independence is stored and protected in the National Archives Museum in Washington D.C., specifically in the Rotunda for the Charters of Freedom. Show students a picture of where the Declaration is kept. Talk about the armed guards and the thick glass that protects one of our most precious documents.

I also like to show my students a picture of Independence Hall in Philadelphia. We talk about how hot it was during the summer when the Second Continental Congress met and the Declaration of Independence was signed. There is a plethora of information and pictures on the site linked below. Just click on the image of Independence Hall.

After teaching students the basics of the Declaration of Independence, I break them into small groups and ask them to look through the following book together. This book puts the Preamble and many of the grievances into modern language. I usually use groups of 3-4 per book. There are many amazing books that teach the Declaration of Independence, so look around and find a great resource for your students!

* Please note that Thrive in Grade Five (Jenifer Bazzit)  is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com. *

These resources from my Teachers Pay Teachers store are very helpful in teaching the Declaration of Independence. If you are interested, click on the images to view the resources in my store!

Would you like a set of American Revolution Cloze Passages sent to you for free? Enter your first name and email address below to receive this freebie right away!

26 comments.

This whole thing was absolutely adorable and I can see how the kiddos would be hooked from start to finish. I love the breakdown of the Preamble and how you really make it accessable and understandable for kids their age.

Thank you so much, Stacey! I appreciate your feedback!

Thank you, thank you, thank you!! Every single thing on this site is amazing! My kids are so engaged and really into everything!

You are so welcome, Samantha! Thank you for taking them time to leave feedback!

Jenifer, thank you for this post! It was very helpful! I was wondering though, which book you use? I see you mention you use one but the title isn’t mentioned? Thank you!!

Hi Sarah! There should have been a link there. I’m sorry it didn’t show up! Here’s the link to the book I use: https://www.amazon.com/Declaration-Independence-Translation-Really-Translations/dp/1515762505/ref=as_sl_pc_qf_sp_asin_til?tag=jeniferbazzit-20&linkCode=w00&linkId=b570ffab6305f695b272f7d09343cbef&creativeASIN=1515762505

I discovered this song last year. My kids love it. I also use several other parody songs for the Boston tea party. Music is a great tool to use.

Absolutely, Kim! Music is a fantastic addition to any lesson!

Which unit in your TPT has the preamble and all of this btw?

Hi Sandy! My Declaration of Independence Unit would be what you are looking for: https://www.teacherspayteachers.com/Product/Declaration-of-Independence-Unit-1028068

Wow , this is amazing, I have been looking everywhere for a working interesting lesson plan for my 8th graders. I must have spend almost 20 dollars in teacehrspayteacher.com but still could not find something suited to me. This was just amazing . I loved it. I changed some for my 8th grade. and it looks awesome , i will be doing it this weekend.

I’m so glad to hear that!

I’ve been looking for nice activities to make my ESL students interested on the 4th of July and this is definitely what I wanted. Thank you so much, Jennifer! You must be an awesome teacher

Oh, thank you so much, Kendy! I try to be the best teacher I can. I’m sure you are an amazing teacher too 🙂

Love! Love! Love! the break up letter and interactive notes! This is fantastic!Will be using tomorrow!

That’s great, Jennifer! I’m so glad you liked that!

This is really generous of you to share this! It is absolutely perfect for my class and I can’t wait to use your ideas! Thanks again and I wish you all the best!

~Miriam, 5th grade, Seattle

You are very welcome, Miriam! Thank you for taking the time to leave a comment 🙂

This is a great resource! When I teach the DOI I emphasize that the Founding Fathers didn’t mean all mankind is created the same but rather all are equal in value or human dignity. Then I talk about how they were already beginning an ongoing struggle with the contradiction and dilemma of the existance of slavery in the colonies and the fact that slavery doesn’t recognize that dignity.

Thank you, Carrie!

I am a US-raised Mom living overseas, and give my kids US history “classes” as I think it is important that they learn about this part of their heritage. Thank you for this lesson. They loved it – – the “break up letter” approach was a huge hit, as was the video. If you have more lesson materials that could be of help to a US history homeschool Mom like me, I would be interested in being in touch. I have looked a lot on the web and haven’t had much luck finding engaging and easy-to-implement ideas. Thank you for this!

You are so welcome, Karen! I am so glad you enjoyed this post and found it helpful 🙂

The video song is amazing!! I can’t wait to show it to my kids!! Thank you for the freebie!!

So glad you like it, Sophia! This song is definitely one of my favorites 🙂

This is super helpful, also for my older ESL students. Thank you for sharing these great ideas!

You are very welcome, Henriette! Thank you for taking the time to leave a comment 🙂

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America's Founding Documents

Declaration of Independence: A Transcription

Note: The following text is a transcription of the Stone Engraving of the parchment Declaration of Independence (the document on display in the Rotunda at the National Archives Museum .)  The spelling and punctuation reflects the original.

In Congress, July 4, 1776

The unanimous Declaration of the thirteen united States of America, When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

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, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

He has refused his Assent to Laws, the most wholesome and necessary for the public good.

He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.

He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.

He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures.

He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.

He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.

He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.

He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.

He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries.

He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people, and eat out their substance.

He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.

He has affected to render the Military independent of and superior to the Civil power.

He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:

For Quartering large bodies of armed troops among us:

For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States:

For cutting off our Trade with all parts of the world:

For imposing Taxes on us without our Consent:

For depriving us in many cases, of the benefits of Trial by Jury:

For transporting us beyond Seas to be tried for pretended offences

For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies:

For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:

For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.

He has abdicated Government here, by declaring us out of his Protection and waging War against us.

He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.

He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.

He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.

He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.

Nor have We been wanting in attentions to our Brittish brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.

Button Gwinnett

George Walton

North Carolina

William Hooper

Joseph Hewes

South Carolina

Edward Rutledge

Thomas Heyward, Jr.

Thomas Lynch, Jr.

Arthur Middleton

Massachusetts

John Hancock

Samuel Chase

William Paca

Thomas Stone

Charles Carroll of Carrollton

George Wythe

Richard Henry Lee

Thomas Jefferson

Benjamin Harrison

Thomas Nelson, Jr.

Francis Lightfoot Lee

Carter Braxton

Pennsylvania

Robert Morris

Benjamin Rush

Benjamin Franklin

John Morton

George Clymer

James Smith

George Taylor

James Wilson

George Ross

Caesar Rodney

George Read

Thomas McKean

William Floyd

Philip Livingston

Francis Lewis

Lewis Morris

Richard Stockton

John Witherspoon

Francis Hopkinson

Abraham Clark

New Hampshire

Josiah Bartlett

William Whipple

Samuel Adams

Robert Treat Paine

Elbridge Gerry

Rhode Island

Stephen Hopkins

William Ellery

Connecticut

Roger Sherman

Samuel Huntington

William Williams

Oliver Wolcott

Matthew Thornton

Back to Main Declaration Page

Declaration Of Independence Break Up Letter

Dear King George III,

I hope this letter finds you well, but I must say that I cannot continue this relationship any longer. It has been a tumultuous and oppressive journey, and I feel that it is time for us to go our separate ways.

I cannot deny that there have been good times between us. I appreciate the protection and support that you have given us in the past. However, your recent actions have made it clear that our values and goals are no longer aligned.

I cannot continue to be a part of a relationship where my freedoms are constantly being infringed upon. I have given you numerous opportunities to hear my grievances and work towards a compromise, but you have refused to listen.

Therefore, I have come to the conclusion that the best course of action for me is to declare my independence and sever all ties with you. I am willing to go through the necessary steps to make this separation official and hope that we can both move on with dignity and respect.