2.1

Declarations of Independence on Social Media

Imagine if all members of colonial society at the time of the American Revolution (women, African Americans, native peoples, and other groups) had access to modern social media platforms. Activities explore how they might have utilized social media to express their ideas and issues in order to gain support for their own groups' Declarations of Independence.

Throughout U.S. history, oppressed and disenfranchised groups (women, African Americans, farmers, workers, indigenous peoples, and more) have set forth their declarations of independence.

Modelled after the original Declaration of Independence written by Thomas Jefferson in 1776, each document presents a vision for achieving full rights, freedoms, and liberties as members of American democracy. 

Watch on YouTube

Activity 1: Design a Social Media Campaign for a Declaration of Independence

Designing for Learning: Student-Created Activity Example

Design a Social Media Campaign for a Declaration of Independence by Onuma Dieke, Jacob Falkenberg, Grace Farnham

Activity 2: Design a Modern-Day Declaration of Independence

Additional Resources

Connecting to the Standards

  • Massachusetts Civics & Government Standards
    •  Apply knowledge of the history of the Revolutionary period to determine the experiences and events that led the colonists to declare independence and explain key ideas about equality, representative government, limited government, rule of law, natural rights, common good, and the purpose of government as contained in the Declaration of Independence (Massachusetts Curriculum Framework for History and Social Studies) [8.T2.1]
  • AP U.S. History
    • Key Concept 3.1
    • Key Concept 3.2
  • ISTE Standards
    • Digital Citizen
      • 2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
    • Knowledge Constructor
      • 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
    • Creative Communicator
      • 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 
      • 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.
      • 6d: Students publish or present content that customizes the message and medium for the intended audiences.
  • DLCS Standards
    • Digital Tools (DTC.a)
    • Collaboration and Communication (DTC.b)
    • Research (DTC.c)
  • English Language Arts > History/Social Studies Common Core Standards
    • CCSS.ELA-LITERACY.RH.6-8.2
    • CCSS.ELA-LITERACY.RH.6-8.4
    • CCSS.ELA-LITERACY.RH.6-8.6
    • CCSS.ELA-LITERACY.RH.6-8.7
    • CCSS.ELA-LITERACY.RH.9-10.2
    • CCSS.ELA-LITERACY.RH.9-10.4
    • CCSS.ELA-LITERACY.RH.9-10.5
    • CCSS.ELA-LITERACY.RH.9-10.8
    • CCSS.ELA-LITERACY.RH.11-12.4
    • CCSS.ELA-LITERACY.RH.11-12.5
    • CCSS.ELA-LITERACY.RH.11-12.8
    • CCSS.ELA-LITERACY.RH.11-12.9
  • English/Language Arts Common Core Standards

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