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#104 Declaring Independence

9/14/2016

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Picture
The opening of the original printing of the Declaration, printed on July 4, 1776 under Jefferson's supervision.
Agenda:

Select notetaker.

SOAPSTone-based discussion:
  • Use SOAPSTone analysis to guide first part of discussion.

Open discussion:
  • This portion of class can address many different issues, among the possibilities:
    • Why were Americans, who were loyal to King George III in 1760, now in favor of independence in 1776?
      • How were Americans defining themselves?
    • Consider the grievances discussed in the latter part of the document.
      • What events do they reference? (Think back to your group research).
    • If you were a member of the British parliament tasked with responding to these grievances, what would you say?
      • As a third-party observer, do you think the case for independence was made strongly in this document? Why or why not?
    • What strikes you as the most important belief in the preamble?
    • What are “unalienable rights”?
      • Where might they stem from?
      • What is a truer type of freedom: the freedom for individuals to be able to choose to give up ones own rights or the protection of some fundamental rights as "unalienable"?
    • What is consent important for the authors of this document?
      • To what extent to Americans today consent to governance? For example, does it matter that most Hotchkiss students cannot vote even though they pay sales taxes?
    • What questions might you have for Thomas Jefferson about this document?
    • Who were the “Americans” represented in 1776?
    • To whom exactly does “men” refer?
      • How has that definition expanded?
    • Should the Declaration of Independence be celebrated on July 4th?
      • What did the Declaration of Independence accomplish? Who gained liberty? Who did not?
      • What did it leave unresolved?
    • Does this document hold up looking back from the 21st century? – more or less than you might have remembered or its reputation in history books?
Discussion Self-Reflection
  • Save 5-6 minutes at end to complete “Discussion Self-Reflection”

Homework: #105

Notes:
  • HH250-01 notes prepared by Ginny Barnes.
  • HH250-09 notes prepared by Ashley Spark.
  • HH250-10 notes prepared by Firas Kora.


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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
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