Declaration Lessons

The Annotated Declaration of Independence Gilder Lehrman The Declaration of Independence at 250

• https://www.gilderlehrman.org/declaration-independence/annotated Jul 4, 2026 "Start from the beginning, taking the time to focus on the powerful words of the Declaration of Independence. Feeling a bit stuck? Uncertain of what a word or phrase means? When you click on any highlighted word or phrase, you will see a short summary. Click any highlighted phrase that catches your attention: You’ll discover a short summary followed by an engaging image, rich historical context, and a list of related resources. Deepen your knowledge with lectures by renowned historians, primary source analysis, and insightful historical essays.Click the highlighted phrases to learn more about them.

The Annotated Preamble

• Declaration | United States of America | dissolve the Political Bands | Nature and of Nature’s | Opinions of Mankind | all Men are created equal | certain unalienable Rights | the Consent of the Governed | Right of the People to alter or to abolish | Mankind are more disposed to suffer while Evils are sufferable | absolute Despotism | present King of Great-Britain | Tyranny over these States

The Annotated Grievances

He has | public good | utterly neglected | Legislature | legislative bodies | exposed to all the dangers| Laws for Naturalization of Foreigners | Judiciary powers | swarms of Officers | Standing Armies | others | pretended Legislation | armed troops | Trade | Taxes | Trial by Jury | transporting us beyond Seas | neighbouring Province | Charters | in all cases whatsoever | waging War against us | foreign Mercenaries | executioners of their friends and Brethren | domestic insurrections | merciless Indian Savages

The Annotated Conclusion

• Our repeated Petitions | a free people | circumstances of our emigration and settlement | consanguinity | Representatives | the Supreme Judge | Free and Independent States | Things which Independent States may of right do | our Lives, our Fortunes and our sacred Honor." Gilder Lehrman Institute (GLI) of American History

Learning Target: I will explain the meaning of the Declaration in my own words.

1. Take out the Declaration of Independence Paraphrase and Outline Map.

2. Review Learning Target.

3. Analyze three illustrations from The Declaration Of Independence: The Words that Made America, a book Illustrated and Inscribed by Sam Fink phrase by phrase, to better understand the meaning of Indictments #25-27.

4. Work in groups for eight minutes to complete the Denunciation and Conclusion of Declaration of Independence Paraphrase.

5. Each student in every group will present the Denunciation and Conclusion once the timer rings. 

6. Turn in the Desperate Crossing Historical Narrative using Google Classroom tonight. Complete the Declaration of Independence Paraphrase and A28: Outline Map Chpt. 8 - Original 13 States.

Two Sides of the Declaration of Independence Document Based Questions

Learning Target: I will identify the attitudes, actions, and grievances leading to a Declaration of Independence by the colonists from Great Britain’s crown.

1. Take the Declaration of Independence Document Based Questions Guide and Response Sheet from the shelf. Take out a writing tool and immediately head both documents.

2. Immediately analyze this image: Paul Revere’s 1770 print _Brittish Ships of War Landing Their Troops, 1768_mod

3. Silently work for three-minutes to fill out the Five W’s (Who, What, Where, When, Why) for the Do Now section of the Declaration DBQ Guide. 

4. Go over possible answers to the Do Now activity.

5. Review instructions to a 12-minute activity where students work in Expert Groups to analyze and synthesize one Document. Students will then create a Collaborative Poster that includes answers to the Guide Questions and all Five W’s (Who, What, Where, When, Why).

6. Work on the Collaborative Poster for 12 minutes. Once the timer goes off, all groups will turn in colored markers and place their Collaborative Poster in the assigned station.

7. Students will have a Gallery Walk to complete filling out the Declaration DBQ Guide. They will spend one-minute at each station during the Gallery Walk.

8. Once completing the Gallery Walk, immediately remove the Collaborative Poster from the station and place it in the assigned area.

9. Students will answer the Learning Target in the form of a T-Chart, by comparing the attitudes, actions, and grievances of the Colonists and King George III.

10. Review the Two Sides of the Declaration of Independence Document Based Questions Lesson tonight.

11. Complete America - Story of Us Revolution Transcript Highlights in Google Classroom tonight. Turn in the Desperate Crossing Historical Narrative using Google Classroom if it remains unfinished. Complete the Declaration of Independence Paraphrase and A28: Outline Map Chpt. 8 - Original 13 States.

Sam Fink Interview

By Amy Miller

June 14, 2002

In his new book, The Declaration of Independence: The Words That Made America, Sam Fink painstakingly illustrates a document that changed the world—just in time for its 226th birthday this Fourth of July.

"I'm just so happy to be born in America," Fink said in a recent interview with ScholasticNews.com. "Two years ago, I read the Declaration of Independence for the first time, and thought, 'What a wonderful piece of work. Wouldn't it be great to illustrate this?' So I sat down, just out of sheer joy, and started to work."

It took more than a year for this 86-year-old artist and grandfather of seven to hand draw each word in the Declaration. Then, Fink illustrated every phrase with drawings of 18th-century politicians, soldiers, and ordinary people. Fink said he hopes that by reading his book, young people will better understand a document that helped build a new nation.

"Every year we celebrate [the Fourth of July]," said Fink. "We have bonfires, cookouts, fireworks, music, parades. But nobody ever reads the wonderful words that I believe made America. The history of our nation is just glossed over."

Fink said that after the September 11 terrorist attacks on he felt it was especially important for young people to read a declaration that promises every human being the right to life, liberty, and the pursuit of happiness.

"I think young people tend to take for granted our young nation," Fink said. "This country is a great place. There's no place like it. It's not perfect, but our freedom is so valuable. We have to keep our eyes and ears open all the time to defend it and protect it."

Fink said young people should also remember that, thanks to the Declaration of Independence, thousands of immigrants from all over the world come here every day seeking a better life. He said he often thought about his own grandmother, who came to America from Poland in 1885, when he worked on the book.

"She couldn't read or write," Fink said. "Now my children and grandchildren are going to college. It's wonderful, and we owe it all to the Declaration of Independence."

https://teacher.scholastic.com/scholasticnews/indepth/declaration_independence/book_pick.htm