Historical Connections

• Create a little drama in the classroom by having each student draw from a box an index card on which you've written a request, such as "I want to sell things I make and keep all the money," "I want to help make the laws," or "I want to buy land for a house." One card, however, will read "King George." Explain to the kids that they will have to run all their requests by King George and the British Parliament, which will then decide what the students will be allowed to do, even though the king and the members of Parliament live clear across the ocean.
  
  The "king" will enjoy the power he has over his subjects and deny many of their requests. Brainstorm with the kids what actions they could take to get out from under his rule. End the session by explaining that this was the situation in which the colonists found themselves.
  
  Challenge students to write their own "declaration of independence" to the class king, in which they state that they will no longer be part of the British Empire; contrast their declarations by reading the opening of the Declaration of Independence. As time allows, read some of the grievances against King George.
  
  

Current Relevance

• Present the following vocabulary words to students in a familiar context: "self-evident," "endowed," "inalienable." Then give each student a copy of this quote: "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." Discuss the meaning of these words, and talk about their present-day relevance. Lead students in a discussion of what rights they have that citizens in other countries do not have.