Student Resources:

• Glossary
• Background Essay
• Slide deck on main ideas of background essay
• Engage: Natural Rights Theory
• Explore: The Declaration of Independence, Natural Rights, and Slavery
• Assess and Reflect: The Declaration of Independence, Natural Rights, and Slavery

Teacher Resources:

• Answer Key

Glossary:

• Preamble
• Natural rights theory
• dissolve
• Laws of Nature
• impel
• self-evident
• endowed
• unalienable
• instituted
• deriving
• abolish
• institute
• King George III
• incur
• thither
• almanac
• abhorrence
• invaluable
• valuation
• conferred
• brethren

Facilitation Notes:

• Glossary terms for this lesson are provided on a separate handout. The terms are also defined on each source prior to the historical context/introduction for each source.

Anticipate

• Optional: Have students read the background essay and answer the accompanying questions.
• Optional: Have students read through the background slide presentation. The background slides present the main ideas of the background essay in abbreviated form.

Engage

• Transition: What do you do on July 4? What are we celebrating? Why are we celebrating?
• Scaffolding Note: These questions can be used as a class discussion or a quick-write. Have students share with a partner or small group before asking for volunteers to share with the larger group, if students are reluctant to engage.
• Distribute Engage handout: Natural Rights Theory.
• Scaffolding Note: Read aloud as a class or have students read individually. Have students share their definitions or illustrations of natural right theory with a partner or small group before asking for volunteers to share with the larger group, if students are reluctant to engage.
• Transition: Now that we defined natural rights theory, we will look at how natural rights theory is at the heart of the Declaration of Independence’s preamble.

Explore

• Transition: Now that we defined natural rights theory, we will look at how natural rights theory is at the heart of the Declaration of Independence’s preamble.
• Distribute Explore handout and go over directions with the students. The first row in the graphic organizer was completed as an example. Students should complete the remaining rows and the final “Shrink the text” question.
• Scaffolding Notes:
  • There are many vocabulary terms in the Declaration’s preamble. Pre-teacher these terms with the glossary if students need additional support.
  • Have students complete the organizer as a class, or in small groups, with a partner, or individually.
  • Solicit volunteers or have students share their “shrink the text” statements in small groups or with a partner before moving on to part II of the handout.
• Transition: Now that you looked at the text of the Declaration’s preamble, we have to consider an essential question: What about enslaved individuals?
• Read and discuss the questions based on Thomas Jefferson’s draft version of the Declaration and Benjamin Banneker’s 1795 letter to Thomas Jefferson.
• Scaffolding Notes: Have students read the primary sources and answer the questions a class, in small groups/with a partner, or individually.

Assess and Reflect

• Transition: Using their analysis of the text of the Declaration’s preamble in Part I, and Thomas Jefferson’s draft of the Declaration, and Benjamin Banneker’s letter in Part II, you will choose one of three options to demonstrate your understanding of natural rights theory as the foundation of the Declaration of Independence and slavery’s contradiction of those rights: A mind map, annotated illustration, or by creating a short video.
• Distribute Assess and Reflect handout. Allow students to choose the option they wish to work on.
  • As students finish their work, create a gallery wall or post student work to a class site. If students are comfortable doing so, have them present and explain their work to the group.
  • Give students time to look at each other’s work and/or share in small groups.
  • Have students respond individually to their final reflection questions on their handout:
    • Why do the natural rights within the Declaration still matter today?
    • Why is it important to discuss the contradiction between natural rights theory and the system of slavery that existed in the United States for over 200 years?
    • What questions do you still have about the Declaration and slavery?

Extend

• Have students pose the final reflection questions to a friend, teacher, coach, adult figure and compare their responses with their own. Invite students to share their responses and what they found surprising, troubling, or unclear.