Key excerpts from the Declaration of Independence set to music will help students understand its core essence. After a reading of two key paragraphs with music, the most important parts are repeated with a voice-over summarizing their meaning.

Lyrical Footnotes

     When in the course of human events it becomes necessary for one people to dissolve the political bonds which have connected them with another [1] and to assume, among the powers of the earth, the separate and equal station to which thelaws of nature and nature’s God [2] entitlethem, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. [3]

     We hold these truths to be self-evident: That all men are created equal [4]; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty and the pursuit of happiness [5]. That, to secure these rights,governments are instituted among men, deriving their just powers from the consent of the governed [6]; that, whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute a new government [7], 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...

 

Suggested Activities

1) Quiet Reading and Lyrical Footnotes

     Before playing the learning song, students should have an opportunity to read the Declaration at their own pace. Then, play the learning song and follow with class reading (aloud or quietly) of the lyrical footnotes.

2) News Story

     In 1776 the Declaration was big news. Ask students to imagine themselves a reporter in Philadelphia when it was published. They should make up a headline and write a one paragraph news story summarizing the meaning and importance of the event. Play the song and ask for their
news reports.

3) Memorizing the Declaration

     Many generations of students have been required to recite parts of the Declaration from memory. Devote a few minutes to the "learning song" over the course of several days and students will have an easier time remembering the language of the Declaration.

4) Jeffersonian Hypocrisy?

     The question of whether Jefferson was a hypocrite for owning slaves while writing that “all men are created equal” makes for a fine discussion or in-class debate.

5) Missing Grievances

     For the sake of brevity, this learning song does not include the list of grievances against the Crown. Make students aware of this part of the Declaration and, based on their knowledge of the events leading to the Revolution, initiate a class brainstorm-discussion in which students speculate on the grievances likely to be found in the Declaration. Afterwards, share the actual list of grievances against the King.

Footnotes

[1] A reference to the American colonies dissolving their bonds with the mother country, England.
[2] The claim that it was a natural condition for a colony to become an independent nation was a new idea. This vision of American independence was truly revolutionary.
[3] Part of the Declaration of Independence not included in this song is a list of grievances against the King George III of England.
[4] This is perhaps the most famous and challenging line in the Declaration.It pronounces the equal rights of all humans but the author of the phrase was a slave owner. Thomas Jefferson chaired a committee of five chosen by the Continental Congress to write the Declaration of Independence. He owned a sizable plantation in Virginia with a large number of slaves.
The remaining footnotes are available on Musical Media for Education, Volume 2, CD and Teaching Guide.

 

This song is available on Musical Media for Education's Volume 2 and Teaching Guide.