Fernando M. Reimers et 31.

° “Give me liberty, or give me death!”

' “We must, indeed, all hang together, or assuredly we shall all hang
separately.”

° “No taxation without representation!”

' “These are the times that try men’s souls.”

The teacher could print these slogans on separate pieces of paper and then
cut them up into jigsaw pieces. Students are then each given one “puzzle”
piece, and they have to find the other students whose pieces fit with theirs to
form the slogan. They then discuss the possible meaning of the slogan and
record their thoughts in their notebook. Each group shares its slogan and
thoughts with the class.

Second, the teacher can collect images from the Revolution (example, a sign
saying “Don’t Tread On Me”) and from art. Students should discuss the
symbolism and meanings of the images.

Activity 5.2.7

The Declaration of Independence: A Second Look

The teacher should prepare the students to read the document by explain,
ing its parts: the introduction and thesis statement, the list of grievances,
and the resolutions of the colonies. The students review the causes of the
war, the philosophy of the age of reason, and many aspects of the unit as a
whole through this reading. It is not expected that the students will master
the document.

Consider showing students this YouTube video of a reading of the

document by famous actors and actresses: http://www.youtube.com/

watch?v=ZxTvS-kyst.

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