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Learners discuss public reaction and evaluate how race, gender, class, and geographic location shaped interpretations. A mini-research task compares fictional perspectives with real individuals (e.g., Frederick Douglass, Samuel Adams, Abigail Adams) to verify historical accuracy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/documents-of-freedom-are-we-the-people/412126/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/documents-of-freedom-are-we-the-people/412126.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What documents do students examine during this lesson?","Question",{"text":112,"@type":113},"Students analyze excerpts from the Declaration of Independence, the Constitution (including the Bill of Rights), and the Emancipation Proclamation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the main writing task for students?",{"text":117,"@type":113},"Students write a letter to a friend or relative that states their character’s opinions and reactions to their assigned document based on the character profile and document excerpt.",{"name":119,"@type":110,"acceptedAnswer":120},"How do students check whether their letter is historically accurate?",{"text":121,"@type":113},"Students complete a mini-research assignment to learn about the real individual their profile is loosely based on, then compare that person’s view with their own letter’s historical understanding.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},412126,1790919622,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","|  |  |\n| --- | --- |\n| | DOCUMENTS OF FREEDOM\u003Cbr>Are We the People? |\n| Grade level: Middle school through high school\u003Cbr>Estimated time: Three class periods\u003Cbr>Specific topic: Examining public opinion at the time of the issuing of the Declaration of Independence, the Constitution, and the Emancipation Proclamation\u003Cbr>Subtopic: Document analysis of the Constitution, the Declaration of Independence, and the Emancipation Proclamation\u003Cbr>Teacher background information\u003Cbr>The Declaration of Independence, the\u003Cbr>Constitution and Bill of Rights, and the Emancipation Proclamation are often referred to collectively as the Documents of Freedom. As a group, these documents demonstrate the evolution of American democracy and freedoms. This lesson focuses on the public reaction to the publishing of the Declaration of Independence, the Constitution, and the Emancipation Proclamation. It is best used after students are familiar with the events that led to the writing of these documents.\u003Cbr>Students should have a basic knowledge of the Revolutionary War, early American government, slavery, and the Civil War.\u003Cbr>The Chicago Historical SocietyÕs copy of the Declaration of Independence\u003Cbr>|  |\n| \u003Cbr>\u003Cbr>For more History Lab activities, visit the educators section of the Chicago Historical Society’s website [at www.chicagohistory.org](at www.chicagohistory.org).  |  |\n\n\n| DOCUMENTS OF FREEDOM | ARE WE THE PEOPLE? |  |\n| --- | --- |\n| Key concept\u003Cbr>Changes in government impact individuals differently.\u003Cbr>Key questions\u003Cbr>What was the reaction of the American public to these documents when they were issued? Did race, gender, geographic location, and class affect responses to these documents?\u003Cbr>Goal of this lesson\u003Cbr>To contemplate the impact the Documents of Freedom had on representative groups of Americans in 1776, 1787, or 1863.\u003Cbr>Objectives\u003Cbr>1. Students will read an excerpt from one of the Documents of Freedom.\u003Cbr>2. Students will write a response to their assigned Document of Freedom based on the provided profile. Responses should consider the economic and social statuses of the American profiled.\u003Cbr>3. Students will share their responses with the class.\u003Cbr>4. Students will then check their work for historical accuracy through a mini-research assignment that compares their fictional American with the real individual on whom their profile is loosely based.\u003Cbr>Materials\u003Cbr>Master copies of all student handouts are provided.\u003Cbr>1. Worksheets for the Declaration of Independence, the Constitution, and the Emancipation Proclamation (one copy per student)\u003Cbr>Each worksheet contains:\u003Cbr>a. Directions\u003Cbr>b. Profile\u003Cbr>c. Document excerpt\u003Cbr>d. Vocabulary list\u003Cbr>2. Scroll stationery for letters (one per student)\u003Cbr>3. Mini-research assignment worksheet (one per student)\u003Cbr>4. Full copies of the original versions of the Documents of Freedom (placed on display, optional)\u003Cbr>5. Reliable age-appropriate resources for researching Frederick Douglass, Samuel Adams, and Abigail Adams (optional) | Procedures\u003Cbr>1. On the board write the names of the following Documents of Freedom: ÒDeclaration of Independence,Ó ÒConstitution,Ó and ÒEmancipation Proclamation.Ó Begin by brainstorming about these documents with the class. Sample brainstorming questions: What did these documents mean to people at the time they were issued? Did these documents impact some people more than others? If so, why? Were some people guaranteed rights while others were not? Did oneÕs wealth, sex, and race affect the meaning of the document from person to person?\u003Cbr>2. Distribute one document worksheet to each student. Ask the students to carefully read their character profile and document excerpt. Remind students to read the excerpts not as themselves but as their character.\u003Cbr>3. After students have read their character description and document excerpt, ask them to write a response, in the form of a letter, to a friend or relative on a piece of scroll stationary. In the letter, studen","cbCaiklqHEIH7rFG","https://ap.wps.com/l/cbCaiklqHEIH7rFG","pdf",376128,"English","# Key Questions\n# Lesson Goal and Objectives\n## Objectives\n# Materials\n## Student Worksheets and Resources\n# Procedures\n## Classroom Activities\n# Extension Activities\n# Suggestions for Student Assessment\n# Additional Resources","[{\"question\":\"What documents do students examine during this lesson?\",\"answer\":\"Students analyze excerpts from the Declaration of Independence, the Constitution (including the Bill of Rights), and the Emancipation Proclamation.\"},{\"question\":\"What is the main writing task for students?\",\"answer\":\"Students write a letter to a friend or relative that states their character’s opinions and reactions to their assigned document based on the character profile and document excerpt.\"},{\"question\":\"How do students check whether their letter is historically accurate?\",\"answer\":\"Students complete a mini-research assignment to learn about the real individual their profile is loosely based on, then compare that person’s view with their own letter’s historical understanding.\"}]","DOCUMENTS OF FREEDOM - ARE WE THE PEOPLE? | PDF",1790590599,23]