Examining Independence Hall

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Examining Independence Hall

This lesson explores the meaning and evolution of American freedom through the exploration of the use of Independence Hall as a symbol of the idea of American freedom.

 

Note:  It will work best for classes that are able to visit Independence Hall.

Location

Philadelphia , PA

Type of Landmark

Building

Topics

Government and civics

Learning Objectives

1.  Students will be able to identify the significance of Independence Hall as it relates to the concepts of limited government, the meaning of freedom in America, and the evolution of freedom throughout American history.

2.  Students will be able to evaluate and explain the role that Independence Hall has had and continues to have in establishing and fostering an understanding of the themes of freedom and liberty within American society.

Materials

Suggested Instructional Procedures

Day 1

1.  Anticipatory Set:  Have students read Abraham Lincoln’s Independence Hall speech, given on February 22, 1861.  Afterwards, students will answer the following questions and teacher will lead a class discussion from their responses:

a) Based on Lincoln’s speech, what was the biggest impact of the signing of the Declaration of Independence?  What specific examples in history and in today’s society would support Lincoln’s assertions? 

b) When Lincoln says, “It was that which gave promise that in due time the weight would be lifted from the shoulders of all men,” what is the “weight” that he is referring to?  How much do you think that weight has been lifted since Lincoln’s speech; how “heavy” is that weight today?  Provide specific examples to support your arguments.

2.  Student-guided research:  Show students a photograph of Independence Hall and briefly explain the historical significance of the building as it relates to the signing of the Declaration of Independence and the creation of the Constitution.  Explain to students that these two events were not the only significant events that happened at Independence Hall. Throughout history, the building has been used as a symbol by groups and by people to fight for the ideas that were cemented in the documents that were created here.  Break students into groups of 3-4 students.  Have students conduct research about how Independence Hall has been used throughout history to advance or promote a cause, an idea, or a movement whose goals are rooted in the philosophies embodied in the Declaration of Independence and/or the Constitution.  Each group must find at least 3 specific examples.  For each example, the students will cite their sources and write a paragraph that a) identifies and briefly explains the specific action/activity/protest at Independence Hall, b) provides reasons for why their example chose Independence Hall to conduct their protest/cause, and c) identifies how their example was influenced by specific ideas and philosophies in the DOI and/or the Constitution.

3.  Student-led presentations:  Have each group share their findings with the class and lead a class discussion afterwards about their results.

4.  Wrap-up:  Explain to students that they will be doing a project analyzing Independence Hall. Distribute project directions and review with the students.

Day 2

1.  Students will visit Philadelphia and will tour Independence Hall.  Students will also complete part A of the project.

Day 3

1.  Students will present projects and will take notes on each group’s presentation.

End of Lesson Assessment

Independence Hall Project

You will examine the significance of the major issues, philosophies, and events that arose from Independence Hall by creating and presenting a new proposal for how the National Park Service should interpret Independence Hall to the general public.  Your proposal will seek to better educate the public on the impact of the Declaration of Independence and the Constitution throughout American history from 1776 until the present.

Project Requirements

A.  IH Reflection Analysis:  This component is an analysis of the tour that you will take of Independence Hall.  You will answer the following questions.   Answers must be typed and written in complete sentences.  Each person in your group must complete their own analysis to be turned in with the final project.

1.  On a scale of 1 to 10, how would you rate this tour based on how well it explains and presents to the public a critical understanding of the ideas, philosophies, and content of the Declaration of Independence and the Constitution?  Provide specific examples to support your answer.

2.  On a scale of 1 to 10, how would you rate this tour based on how well it explains and presents to the public a critical understanding of the historical impact of the Declaration of Independence and the Constitution?  Provide specific examples to support your answer.

3.  If you could make any changes to Independence Hall and the tour, what specific changes would you make to how the Hall is presented to the public in terms of its physical appearance?  What changes would you make to the tour in terms of content presented?  Provide specific examples to support your answer.

B.  Independence Hall Proposal:  Your group will create a proposal to the National Park Service to redesign Independence Hall and to change the tour that is given each day.  Your proposal will include:

1.  A creative presentation (PPT, Prezi, etc.) that explains and shows your new proposal.

2.  In your presentation, you must include the following:

-Brief summary of how Independence Hall currently is presented to the public in terms of its physical appearance and in terms of its content that is given on the tour

-Explanation of why the tour and the Hall should be changed

-Explanation of any content or appearance that should be kept the same

-Explanation of the specific changes to the appearance and the tour content that you would like to see the NPS adopt.

Your project will be based on both creativity and on content.  You may work by yourself or with a group of up to 4 people.