Independence Hall: Across Time, For All

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Independence Hall: Across Time, For All

This lesson could be included in a unit covering the creation of the Declaration of Independence, the Constitution, or the ideals of either of these documents.Students will be able to understand how local landmarks play an important role in the history we remember, especially when historical events take place in or around these landmarks. The big idea being addressed by this lesson is that historical landmarks can mean different things to different groups of people and that this meaning can change over time. The landmark of Independence Hall and primary source drawings and images of this landmark will play an integral role in meeting the objectives of this lesson.

Location

Philadelphia , PA

Type of Landmark

Building

Topics

18th century
19th century
20th century
21st century

Learning Objectives

  • Students will be able to analyze primary source documents by comparing and contrasting primary source images spanning multiple time periods.
  • Students will be able to identify and discuss multiple perspectives by analyzing primary source images that represent different groups of people.
  • Students will be able to explain how historical landmarks can hold different meanings to different groups of people and over time.

Materials

Analyzing Photographs and Prints Worksheet, Library of Congress

Guide to use the Library of Congress Worksheet

Lined Paper

Primary Sources:

"Still Fighting at 80"

"Independence Hall, Philadelphia 1876,"

"Interior View of Independence Hall, Philadelphia," 1856

"Katherine Wentworth rings the Justice Bell," 1920

"Reading the Declaration of Independence by John Nixon, from the steps of Independence Hall, Philadelphia, July 8, 1776," 1876

"Election Day at the State House," 1816

 

Suggested Instructional Procedures

  1. Prior to class, arrange desks into 6 groups. Have 1 copy of each primary source (listed above) and 6 copies of the analyzing photographs worksheet (provided above) copied and prepared.
  2. When students walk into class, have an image of Independence Hall projected on the front board.
  3. Hand each student a lined sheet of paper. Instruct them to write down everything they know about Independence Hall and create a list of words they associate with it.
  4. After 5-10 minutes, have students share their answers with a partner sitting next to them.
  5. Next, have students share their answers in a whole class discussion.
  6. After the whole class discussion, divide the class into 6 groups and assign each to a group of desks. Place one of the primary source images on each set of desks. Give each group a Library of Congress “Analyzing Photographs and Prints Worksheet” and lined sheet of paper.
  7. Have each group of students assign a group leader and recorder. The group leader should facilitate the discussion ensuring that each student participates. The recorder will record the group’s answers to the worksheet questions on a lined sheet of paper.
  8. Explain to students that what we know about Independence Hall as it relates to the creation of the Declaration of Independence and the Constitution is only part of the story. Explain that each group will be looking at and analyzing an image of Independence Hall from a different time period. As students answer the worksheet questions, encourage them to consider what else was going on during the time period in which the source was created.
  9. After 20-30 minutes, have each group share what they learned about their photo/image. Invite other students to share their input as well.
  1. Finally, engage students in a whole group discussion. Ask some or all of the following questions:  
  • Why is this landmark so important?
  • Do these images change over time? How have they changed?
  • How is the PLACE (Independence Hall) important to the writing of the Declaration of Independence and the Constitution?
  • What does Independence Hall symbolize or signify? To everyone or only certain people?
  • Can the same thing (landmark) hold multiple meanings to different people?
  • What does that say about American values and American freedom?
  • What words would certain groups associate with Independence Hall?
  • What does Independence Hall represent today?
  • Can the story of a particular landmark change over time?
  • Can it hold different meanings to different people during different time periods?
  • Which histories are "significant"? Who decides and why?

Vocabulary

Liberty: The condition of being free to hold and practice your beliefs and to hold political views.

Freedom: The condition of being able to act, speak, or think as one wants without hindrance or restraint from any source of authority.

Independence: Freedom from outside control and support.

Primary Source: A document or account that was written or expressed sometime in the historical past.

Perspective: A point of view regarding something, for historians this would be a way of looking at an historical event or era. For a person participating or living through an event this would be a way an historical event was viewed as it was occurring.

Landmark: A place, geographic formation, monument, or memorial that defines a community. It also serves as a physical marker in our present landscape to mark where an event occurred in the past.

 

End of Lesson Assessment

At the end of the class period, have students complete and hand in an exit slip answering the following question: What more do you want to know about what is going on in this photo/image, and how can you find out? This question can be written on the board and students can answer on a lined sheet of paper.

Background Material for Teacher

Case Study: "Architecture, Preservation, and Memory"