Overview

Lesson Procedure

60-75 minutes of class time across 5 phases.

1. Warm-Up5-10 minutes
2. Direct Instruction20 minutes
3. Guided Practice15 minutes
4. Independent Practice15-20 minutes
5. Closure5-10 minutes

1. Warm-Up5-10 minutes

   Warm-Up Prompt

   "Americans still quote words written in 1776, 1787 and 1865. Write down any phrase you already know from a founding document. Why do you think people still repeat it: because of what it says, how it says it, or when it was said?"

   Collect the phrases ("all men are created equal," "We the People," "freedom of speech" and "with malice toward none" usually appear) and sort the reasons into three columns: what it says (theme), why it was written (purpose) and how it says it (rhetorical features). Tell students that RI.11-12.9 asks for exactly these three kinds of analysis of foundational U.S. documents, and that it names four documents every student should read: the Declaration of Independence, the Preamble to the Constitution, the Bill of Rights and Lincoln's Second Inaugural Address.

2. Direct Instruction20 minutes

   Part 1: Three lenses. A theme is a central idea the document develops, stated as a claim ("legitimate government rests on the consent of the governed"), not a single word. A purpose is what the document is meant to do for a particular audience at a particular moment: justify, establish, limit, reassure, console. Rhetorical features are the choices of language and structure that serve the purpose: diction, parallelism, repetition, antithesis, the order of the argument, the voice that speaks.

   The four required documents on this page

   Document	Year	Speaker and audience	Passage
   Declaration of Independence	1776	The Continental Congress, to "a candid world"	Passage 1
   Preamble to the Constitution	1787	"We the People," to themselves and their posterity	Passage 2
   Bill of Rights (Amendments I-X)	1791	The First Congress, proposing amendments for the States to ratify	Passage 2
   Second Inaugural Address	1865	President Lincoln, to the nation near the end of the Civil War	Passage 3

   Part 2: The Declaration. Read Passage 1 aloud. This 1897 government edition prints the body of the Declaration as one long paragraph, with dashes between clauses; the excerpt keeps five of the charges against the King. Model the worked examples, then show Diagram 1.

   1When 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 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 imposing Taxes on us without our Consent:--For depriving us in many cases, of the benefits of Trial by Jury: [...] 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. [...]

   2We, 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 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.

   • Purpose: who the Declaration is for

     The first sentence says that "a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation," and the list of charges is introduced with "let Facts be submitted to a candid world."

     Result: The audience is not only the King or the colonists but the world, including possible allies. The purpose is to justify independence as a reasoned act, so the document presents itself as a case with evidence, not as an outburst.

   • Theme: rights, consent and the right to change a government

     "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."

     Result: The theme is that government is a tool made by people to protect rights they already have; its power is "just" only when it rests on consent, and a government that destroys rights may be replaced. The rest of the Declaration applies this general claim to one King.

   • Rhetorical feature: the shape of the argument

     The Declaration moves from general truths ("We hold these truths to be self-evident") to a claim about the King ("a history of repeated injuries and usurpations") to a list of charges, each beginning "He has" or "For," and finally to the conclusion that the colonies "are, and of Right ought to be Free and Independent States."

     Result: The structure works like a syllogism (Diagram 1): a general rule, a case that fits it and a conclusion that follows. The repeated openings of the charges (anaphora) make the list feel relentless, and the order makes independence look like the logical result of the evidence.

3. Guided Practice15 minutes

   Pairs read Passage 2: the Preamble, written at the Constitutional Convention in 1787, and the first ten amendments, proposed by the First Congress in 1789 and ratified in 1791. Model the Preamble with the worked example and Diagram 2, then pairs work through the Bill of Rights and begin Activity 1.

   1We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

   [...]

   2Articles in addition to, and Amendment of the Constitution of the United States of America, proposed by Congress, and ratified by the Legislatures of the several States, pursuant to the fifth Article of the original Constitution.

   3[Article I.]

   4Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

   5[Article II.]

   6A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

   7[Article III.]

   8No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.

   9[Article IV.]

   10The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

   11[Article V.]

   12No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

   13[Article VI.]

   14In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.

   15[Article VII.]

   16In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.

   17[Article VIII.]

   18Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

   19[Article IX.]

   20The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.

   21[Article X.]

   22The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.

   • Purpose and structure: the Preamble

     The Preamble is one sentence. Its subject is "We the People of the United States," six purposes follow ("form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty"), and the verb comes last: "do ordain and establish this Constitution."

     Result: The six parallel verb phrases state what the new government is for, and delaying the main verb makes the whole list lead up to the act of founding. Diagram 2 maps the sentence.

   Guide the pairs with three questions. (1) Which freedoms does Article I protect? (2) Which articles protect a person's home or property? (3) Which of the Preamble's purposes does Article VI serve most directly, and why? Students should list religion (no establishment and free exercise), speech, the press, peaceable assembly and petition for Article I; Articles III, IV and V (quartering, searches, private property taken for public use) for the home and property; and "establish Justice" for the speedy, public jury trial of Article VI.

4. Independent Practice15-20 minutes

   Abraham Lincoln gave his Second Inaugural Address on March 4, 1865, when the Union armies were close to victory; Robert E. Lee surrendered at Appomattox five weeks later, and Lincoln was shot on April 14. The whole address is short. Students read its first two paragraphs, Passage 3, and answer the quiz on their own; the quiz also returns to Passages 1 and 2.

   1Fellow-Countrymen: At this second appearing to take the oath of the Presidential office there is less occasion for an extended address than there was at the first. Then a statement somewhat in detail of a course to be pursued seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself, and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction in regard to it is ventured.

   2On the occasion corresponding to this four years ago all thoughts were anxiously directed to an impending civil war. All dreaded it, all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war--seeking to dissolve the Union and divide effects by negotiation. Both parties deprecated war, but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish, and the war came.

5. Closure5-10 minutes

   Exit ticket: "Choose one of the four documents. In one sentence each, name its theme, its purpose and one rhetorical feature that serves that purpose." Sort the tickets by which lens is weakest to plan the next lesson.

   Teacher note on the texts. All three passages are quoted exactly as printed in 1897, with the original capitals and spellings ("shewn," "defence"). The Declaration's "all men are created equal" was written by men who, in many cases, held enslaved people, and the Constitution of 1787 protected slavery in several clauses; say this directly, since later documents, including the Second Inaugural, return to that contradiction. The excerpt leaves out most of the charges against the King; one of them, not printed here, describes Native Americans in demeaning terms, which students will meet if they read the full text. The final two paragraphs of the Second Inaugural ("One-eighth of the whole population..." and "With malice toward none...") name slavery as the cause of the war; read them aloud after the quiz so students hear how the opening they analyzed prepares for them.

   Homework. The homework uses Passages 1-3 and asks students to connect the documents across the eighty-nine years from 1776 to 1865.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   In paragraph 1 of Passage 3, why does Lincoln say there is "less occasion for an extended address than there was at the first"?

   AHe planned to send Congress a long written message instead BFour years of public statements left little new to say CHe wanted to announce that the war had already ended DThe crowd at the Capitol was too small for a long speech

2. Question 2 of 20 · Multiple Choice

   "With high hope for the future, no prediction in regard to it is ventured." What is the purpose of this sentence?

   ATo promise that the war will end within the year BTo warn that the Union may still lose the war CTo avoid boasting about when or how the war will end DTo ask the audience to vote for peace candidates

3. Question 3 of 20 · Multiple Choice

   In paragraph 1 of Passage 3, "The progress of our arms" refers to

   Athe advance of the Union armies Bthe growth of the nation's factories Cthe President's own health Dthe number of new laws Congress passed

4. Question 4 of 20 · Multiple Choice

   "While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war." Which rhetorical feature does this sentence use?

   AAn appeal to the authority of the Founders BAntithesis: balanced clauses with opposite verbs CA rhetorical question left for the audience DA list of charges, each opening with "He has"

5. Question 5 of 20 · Multiple Choice

   "Both parties deprecated war." In this sentence, "deprecated" most nearly means

   Aprepared for Bdeclared Cdisapproved of Dpaid for

6. Question 6 of 20 · Multiple Choice

   According to paragraph 2 of Passage 3, which side would make war and which would accept it?

   AThe insurgents would make war; the Union would accept it BThe Union would make war; the insurgents would accept it CBoth sides would make war equally and at once DForeign nations would make war on both sides

7. Question 7 of 20 · Multiple Choice

   Paragraph 2 of Passage 3 ends with four words: "and the war came." What is the effect of this ending?

   AIt names the city where the first battle of the war was fought BIt celebrates the war as a glorious national event CIt blames the Union army for starting the fighting DThe short clause makes the war seem to arrive on its own

8. Question 8 of 20 · Multiple Choice

   Which statement best describes the tone of paragraphs 1-2 of Passage 3, given that the Union was close to victory?

   ATriumphant and eager to punish the South BRestrained and somber, with no boasts of victory CCheerful and relieved that the war was over DAngry and bitter toward the President's critics

9. Question 9 of 20 · Multiple Choice

   In Passage 1, what is the purpose of the sentence "Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes"?

   AIt shows the colonists are reasonable and not rash BIt warns the colonies against declaring independence CIt lists the new government's first laws DIt praises the King's government as well established

10. Question 10 of 20 · Multiple Choice

    "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." What does this sentence add to the argument?

    AProof that the King had agreed to most of the petitions BA new charge about taxes that were never collected CEvidence that peaceful remedies were tried and failed DA request for one more meeting with Parliament

11. Question 11 of 20 · Multiple Choice

    The Declaration ends "we mutually pledge to each other our Lives, our Fortunes and our sacred Honor." Which feature and effect does this ending show?

    AA comparison of the King to a tyrant of ancient times BA series of three ending with what the signers value most CA legal definition of the powers of free and independent states DA question that invites the King to answer the charges

12. Question 12 of 20 · Multiple Choice

    In Passage 2, the heading of the amendments says they were "proposed by Congress, and ratified by the Legislatures of the several States, pursuant to the fifth Article of the original Constitution." What is the purpose of this heading?

    ATo show that the amendments replaced the original Constitution BTo show that the States wrote the amendments without Congress CTo explain why the amendments were never ratified DTo show they followed the Constitution's own amending process

13. Question 13 of 20 · Multiple Choice

    What is the purpose of Article IX in Passage 2?

    ATo keep the list of rights from being read as complete BTo give Congress power over rights not listed in the text CTo end the rights listed in Articles I-VIII DTo let the States decide which rights to keep

14. Question 14 of 20 · Multiple Choice

    Most of the Bill of Rights is phrased as limits: "Congress shall make no law," "shall not be infringed," "No Soldier shall," "shall not be violated." What does this phrasing emphasize?

    AThat citizens owe duties to the national government BThat rights exist only when Congress grants them CThat the rights are limits on what government may do DThat the States must pass the same laws as Congress

15. Question 15 of 20 · Short Answer

    The Declaration says governments derive "their just powers from the consent of the governed." Explain how the Preamble's opening words carry this theme forward, quoting both documents.

    Show model answer

16. Question 16 of 20 · Short Answer

    Both the Declaration (Passage 1) and the Second Inaugural (Passage 3) explain how a conflict came about. Compare their purposes and the way each assigns responsibility.

    Show model answer

17. Question 17 of 20 · Short Answer

    Article X reserves powers "to the States respectively, or to the people." How does this ending of the Bill of Rights connect to the opening words of the Preamble?

    Show model answer

18. Question 18 of 20 · Short Answer

    The Declaration speaks of the need "to dissolve the political bands"; Lincoln speaks of "insurgent agents" seeking "to dissolve the Union." How do the two documents treat the idea of dissolving a political union, and what might explain the difference?

    Show model answer

19. Question 19 of 20 · Short Answer

    Explain how the phrase "the Laws of Nature and of Nature's God" in the first sentence of Passage 1 supports the Declaration's purpose.

    Show model answer

20. Question 20 of 20 · Short Answer

    Choose two of the four required documents on this page and write a thesis statement about a theme they share. Then give one quotation from each that you would use.

    Show model answer

These standards connect to RI.11-12.9: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.