Independence Mall
525 Arch Street
Philadelphia, PA 19106
THE DECLARATION,
THE CONSTITUTION,
AND THE BILL OF RIGHTS
LESSON PLAN
THE DECLARATION, THE CONSTITUTION, AND THE BILL OF RIGHTS LESSON PLAN
1
THE DECLARATION, THE CONSTITUTION, AND THE BILL OF RIGHTS
LESSON PLAN
Grade Levels: 6th, 8th, 12th
Number of class periods: 1 (approximately 55-minutes)
AUTHOR: CARL ACKERMAN
Carl Ackerman has taught for 14 years in the Philadelphia School District. Currently, he teaches AP
U.S. History and World History at Constitution High School. He is a Gilder Lehrman Master Teacher
and was a 2005 James Madison Fellow, earning his Master’s Degree in Early American History from
Temple University.
ABOUT THIS LESSON
This lesson builds student understanding of the relationships between the United States’ founding
documents by comparing and contrasting the Declaration of Independence, the U.S. Constitution,
and the Bill of Rights. Using a close reading guide, students will explore the key concepts in Jerey
Rosen and David Rubenstein’s “Constituting Liberty: From the Declaration to the Bill of Rights,”
accessible on the Interactive Constitution at constitutioncenter.org/interactive-constitution.
For classes visiting the National Constitution Center this lesson serves as an anticipatory activity to
enhance student appreciation of the museum’s exhibit: Constituting Liberty. In the exhibit, students will
see rare copies of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. This
lesson will prepare students with content knowledge to familiarize them with the exhibit’s content.
Your students can more fully explore the U.S. Constitution’s history and what it means today with the
new Interactive Constitution, where scholars of dierent perspectives discuss what they agree upon,
and what they disagree about. These experts were selected with the guidance of leaders of two
prominent constitutional law organizations—The American Constitution Society and The Federalist
Society. This project is sponsored by a generous grant from the John Templeton Foundation.
THE DECLARATION, THE CONSTITUTION, AND THE BILL OF RIGHTS LESSON PLAN
2
6TH – 8TH GRADE COMMON CORE STANDARDS
KEY IDEAS AND DETAILS
CCSS.ELA-Literacy.RH.6- 8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
12TH GRADE COMMON CORE STANDARDS
KEY IDEAS AND DETAILS
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting
insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas.
ESSENTIAL QUESTIONS:
Why are the founding documents important?
What are their similarities and dierences?
How did each document influence the next in America’s ongoing quest for liberty and equality?
THE DECLARATION, THE CONSTITUTION, AND THE BILL OF RIGHTS LESSON PLAN
3
OBJECTIVES:
6TH GRADE
Develop a basic knowledge and ability to identify the fundamental principles of the
Declaration of Independence, U.S. Constitution, and the Bill of Rights.
Understand the purposes of government and why government serves those purposes.
Increase awareness, understanding, and interest in Constitutional rights.
8TH GRADE
Understand the basic principles and the history of the Declaration of Independence,
U.S. Constitution, and the Bill of Rights.
Understand the historical sources and current significance of natural rights and economic liberties.
Understand how the Constitution limits government, supports the rule of law, and protects
individual rights.
12TH GRADE
Develop a social understanding of the Declaration of Independence, U.S. Constitution, and the Bill
of Rights and their relevance to economic, political, and social development of the United States.
Identify and compare natural rights and rights granted by custom or common law.
PROCEDURE:
1. THINK AND WRITE: Preview / Hook Activity / Do Now:
Famous Sayings: “The pen is mightier than the sword.” Post this on the board and ask students
to copy it and write a reflection. What is the meaning of this statement? Do you agree
or disagree? Why or why not? Please write a minimum of 5 lines in 5 minutes.
2. PAIR AND SHARE: Students will share their reflections with a partner and then the class.
Students will give each other feedback by writing one thing they like about their partner’s
reflection on their partner’s work. The teacher can call on students to share their written
responses or what their partner wrote about it.
3. ARTICLE ANALYSIS: Students can work individually or in small groups of three to four to read
the article “Constituting Liberty: From the Declaration to the Bill of Rights” by Jerey Rosen
and David Rubenstein. The close reading guide helps students to develop a deep
understanding of the documents on display at the National Constitution Center.
4. SHARE: Students will share their graphic organizers and responses to the questions in the close
reading guide. This can be done as a jig-saw activity in which small groups of students present
their responses to a specific section of the guide.
5. REFLECT: (Exit Ticket) Based on what students have learned from reading the article
“Constituting Liberty: From the Declaration to the Bill of Rights” by Jerey Rosen and David
Rubenstein, ask them to write a reflection using information from their close reading guided to
answer the question: Is the pen mightier than the sword?
THE DECLARATION, THE CONSTITUTION, AND THE BILL OF RIGHTS LESSON PLAN
4
CLOSE READING GUIDE
NAME:
DIRECTIONS
Read the essay, “Constituting Liberty: From the Declaration to the Bill of Rights,” by Jerey Rosen and
David Rubenstein and complete the tasks below.
1. Read page 1. Fill in the diagram below with information from the essay.
THE DECLARATION OF INDEPENDENCE THE UNITED STATES CONSTITUTION
THE BILL OF RIGHTS
THE DECLARATION, THE CONSTITUTION, AND THE BILL OF RIGHTS LESSON PLAN
5
JEFFERSON AND THE DECLARATION OF INDEPENDENCE
3. Describe the three parts of the Declaration of Independence and its importance or purpose.
2. Based on article and your notes in the diagram, what do you think are the most important
similarities and dierences between these three documents? (Minimum 3 lines)
PART OF THE DECLARATION IMPORTANCE / PURPOSE
THE DECLARATION, THE CONSTITUTION, AND THE BILL OF RIGHTS LESSON PLAN
6
5. What were the promises of the preamble to the Declaration of Independence? Do you think these
promises have been fulfilled? Why or why not? Give an example from history to support your position.
PROMISES – EVIDENCE FROM DECLARATION YES / NO EXAMPLE FROM HISTORY
4. What was is the relationship between the Declaration of Independence and the
Gettysburg Address?
THE DECLARATION, THE CONSTITUTION, AND THE BILL OF RIGHTS LESSON PLAN
7
6. Identify the following and how they relate to the Declaration of Independence, the Constitution,
and/or the Bill of Rights:
THOMAS JEFFERSON
JAMES MADISON
SENECA FALLS CONVENTION (1848)
DR. MARTIN LUTHER KING, JR.
MAGNA CARTA
WRITS OF ASSISTANCE
GEORGE MASON
THE VIRGINIA DECLARATION OF RIGHTS
ARTICLES OF CONFEDERATION
SHAYS’ REBELLION
THE DECLARATION, THE CONSTITUTION, AND THE BILL OF RIGHTS LESSON PLAN
8
7. The documents on display at the National Constitution Center have their own unique histories.
As you read the descriptions of each document, answer the following questions:
THE DECLARATION OF INDEPENDENCE
Why is the copy on display at the National Constitution Center called the Stone Engraving?
How was it created?
THE U.S. CONSTITUTION
When and where was the Constitution first published? What is the significance of this publication?
THE BILL OF RIGHTS
How did the National Constitution center obtain a copy of the Bill of Rights?