The Declaration of Independence - HCPS...

The Declaration of Independence:A Foundation of Ideas for a New Age

catalog #2535

Video Produced by...Creative Adventures

Teacher’s Guide by...

Mary Picard Maio, M.A. Ed.

Consultants: Kimberly Plummer, M.A. Ed., Mentor Teacher

Tim Mills

Published & Distributed by…

AGC/UNITED LEARNING1560 Sherman Avenue

Suite 100Evanston, IL 60201

1-800-323-908424-Hour Fax No. 847-328-6706

Website: http://www.agcunitedlearning.comE-Mail: [email protected]

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AGC/United Learning 1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706


Grades 5 - 8Viewing Time: 17:15 with video quiz

VIDEO SUMMARY

Ideas expressed from the Magna Carta, the English Bill ofRights, and the Age of Reason helped forge therevolutionary movement in the American colonies duringthe eighteenth century. In 1215 A.D., the Magna Cartaestablished the tradition that a certain people of equal rank,the barons, were able to limit the absolute power of theking. In 1689, the Declaration of Rights, commonly calledthe English Bill of Rights, empowered Parliament to havemore authority to make laws: laws such as the right toworship, the right of free speech, the right to petition theking, and the right of no taxation without representation.During the 1600s and into the late 1700s, important thinkers,such as John Locke, accepted the philosophy that peoplecould solve their religious, political, and economic problemsthrough reason and science. This time period, called theAge of Reason, was a time when many people believed thatthey could live better lives by putting their own ideas intoaction and that it was acceptable to question the ideas ofthose in authority.

In the mid 1700s, many of the American colonists protestedtaxation without representation. For instance, the StampAct, enacted in 1765, forced the American colonists to paya tax that would contribute to the funding of the costs ofthe French and Indian War. This was viewed by manypeople in the colonies as unjust. This belief united thethirteen separate colonies against England. In the fall of1774, the First Continental Congress met in Philadelphia toprotest the English government’s unfair laws and taxes onits American colonies. Even though King George III,

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sovereign ruler of England, canceled some of the Englishtax on the colonies, he continued to enact other governmentpolicies. Without representation in Parliament, manycitizens of the colonies protested these mandates andtherefore declared their right to be independent fromEngland. Thomas Paine aptly expressed the thoughts ofthe supporters of the revolt at Lexington, Massachusetts,when he wrote in Common Sense, “It is time we separate.”

In the spring of 1776, the Second Continental Congress heldmeetings in strictest secrecy and under penalty of death.They met to decide between their English citizenship ortheir independence. After much serious deliberation, acommittee was formed. Its members chose the youngVirginian lawyer Thomas Jefferson to write the declarationof their separation from England. In the Declaration ofIndependence, Thomas Jefferson expressed the delegates’principles and beliefs and explained to the world their rightto become a new nation.

Following are some of the basic principles advocated andexplained in the Declaration of Independence: the basicrights of all people, the source of these rights, the purposeof government, the source of its just powers in the consentof the governed, and the right of the people to alter orabolish a government “destructive of those ends.”

Unfortunately, the Declaration of Independence’s ideals didnot acknowledge the freedom of slaves. Theirindependence from human bondage would not be realizedfor about another 100 years.

After some revision of the Declaration of Independence,the document was approved and signed by thecongressional delegates. On July the fourth, the originalthirteen colonies were reborn as the new nation, the UnitedStates of America. The Declaration of Independence

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proclaimed to all the world the rise of this new nation andthe dawn of a new age of freedom.

INSTRUCTIONAL NOTES

Before presenting this lesson to your students, we suggestthat you preview the video and review this guide and theaccompanying blackline master activities in order tofamiliarize yourself with their content. Duplicate thoseblackline masters you wish to distribute.

A video quiz immediately follows the presentation. Ananswer sheet for this quiz is provided on Blackline Master8, Quiz. You may use this quiz immediately following thevideo presentation or as an assessment tool at the end ofthe lesson, or both.

As you review the materials presented in this guide, youmay find it necessary to make some changes, additions, ordeletions to meet the specific needs of your class. Weencourage you to do so, for only by tailoring this programto your class will they obtain the maximum instructionalbenefits afforded by the materials.

It is also suggested that the video presentation take placebefore the entire group under your supervision. The lessonactivities grow out of the context of the video; therefore,the presentation should be a common experience for allstudents.

STUDENT PREPARATION

Materials NeededPen and pencil and materials for activities as follows:• File folder to act as portfolio.• Blackline Master 1: butcher paper, computer screen, orchalkboard.• Blackline Master 4: tacks, pins, or tape for posting sheet.

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STUDENT OBJECTIVES

After viewing the video and participation in the lessonactivities, the students will be able to...

• Argue the question, “Were the American colonists justifiedin their resistance to the English king’s new laws?”

• Explain why Thomas Jefferson wrote the Declaration ofIndependence.

• Explain what the signers were risking when they signedtheir names to the Declaration of Independence.

• Name some of the sources from which the ideas of theDeclaration of Independence were derived.

• Explain the major principles set forth in the Declarationof Independence including the basic rights of all people,the purpose of government, and the rights of the people toalter or abolish a government and to institute newgovernment.

• Define vocabulary words and phrases pertinent to theDeclaration of Independence and the study of democracy.

• Identify the chronology of the events surrounding theAmerican Declaration of Independence.

VOCABULARY

The following words are used in the video and on thestudent blackline masters. You may want to review thesewords with your students before viewing the video. Thesewords are also found in Blackline Master 2, Vocabulary.You may wish to have the students make their own flashcards containing these vocabulary words and theirdefinitions. Students could test their comprehension ofthe words by working in pairs or small groups.

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abolish: to do away with

belief: an accepted opinion

consent: to agree

declaration: a formal statement or announcement

document: a written or printed paper furnishinginformation or evidence

endowed: provided

government: the ruling or managing of people in a country,community, society, or state

idea: a thought, existing in the mind

ideal: a concept of something in its highest perfection

independence: freedom from subjection, or from theinfluence of others

law: the principles and regulations issued from agovernment and applicable to a people

principles: the fundamental truths

proclamation: that which is announced or declared publicly

reason: a ground or cause as for a belief, action, fact, orevent

resolution: a determination

rights: that which is due to any one by just claim

self-evident: evident in itself without proof

sentiment: a mental feeling; emotion

treason: violation by a subject of his allegiance to hissovereign or to the state

truth: that which is true; the true or actual facts of a case

unalienable: not capable of being transferred

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VIDEO PRESENTATION

• Distribute Blackline Master 1, Video Notes. Have thestudents read aloud the items listed in the left column.Important vocabulary terms could be shared at this time.

• Explain to the students that they are about to see a videothat will help them to complete Blackline Master 1, VideoNotes. The video will cover the following:

1. What is the Declaration of Independence?

2. A few of the historical events that led to the writing ofthe Declaration of Independence: The Magna Carta, theDeclaration of Rights, etc.

3. The principles and beliefs stated in the Declaration ofIndependence : “All men are created equal…,” etc.

• Either during or immediately after viewing the video,have the students record individually or in groups theexplanations presented in the video in the spaces providedon Blackline Master 1, Video Notes.

• Present the video. The viewing time is 17:15 with thevideo quiz.

• You may choose to use the Video Quiz following the videocredits immediately after the viewing or after the studentshave participated in other related activities. The same quizis provided on Blackline Master 8, Video Quiz.

• Discuss the answers from Blackline Master 1, VideoNotes, and write some of them on the chalkboard, posterpaper, or computer screen for the entire class to see. Besure to clarify any misunderstood information. CollectBlackline Masters for grading and/or keep in portfolios forlater evaluation.

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FOLLOW-UP DISCUSSION

Following the viewing of THE DECLARATION OFINDEPENDENCE: A FOUNDATION OF IDEAS FOR ANEW AGE, you may want to have the students share theirinformation from Blackline Master 1, Video Notes, or youmay lead a discussion using the following questions. Thesequestions appear on Blackline Master 3, DiscussionQuestions, and may be distributed to the class prior todiscussion.

1. What did the narrator mean when he said, “ . . . theDeclaration of Independence was more than just adocument, it was a declaration of ideas?”Suggested answers:1. The idea that a king’s power could be limited.2. The idea that there should be no taxation without representation.3. The idea that people could solve their political problems throughreason.4. The idea that it was a natural right for the colonists to havetheir own government.5. The idea that all men are created equal, that they are endowedby their Creator with certain unalienable rights, among these areLife, Liberty, and the pursuit of Happiness.6. The idea that to secure these rights, governments are institutedamong men, deriving their just powers from the consent of thegoverned.7. The idea that whenever any form of government becomesdestructive of these ends, it is the right of the people to alter or toabolish it, and to institute a new government.

2. Were the American colonists justified in their resistanceto the English king’s new laws? Explain your answer.Suggested answers:1. Yes, they should have resisted because the king did not protecttheir lawful right of no taxation without representation.2. No, they should not have resisted because they were British

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subjects and they should have obeyed their king. Another reasonwhy they should not have resisted is because by declaring theirindependence, they would be declaring war and would thereforebe jeopardizing the lives of all the colonists.

3. Why did Thomas Jefferson write the Declaration ofIndependence?Suggested answer: Thomas Jefferson wanted the world to knowwhy as of July fourth, they were to be recognized as a newgovernment and a new nation.

4. What were the signers risking when they signed theirnames to the document?Suggested answers:1. They were risking their lives, their fortunes, and their sacredhonor.2. They were risking the lives of all the colonists, since a declarationof independence would be taken by the king as a declaration ofwar.

5. What were some of the sources from which the ideas ofthe Declaration of Independence were derived?Suggested answers:1. The Magna Carta.2. The Declaration of Rights, commonly called the English Bill ofRights.3. The writings of the thinkers during the time period called TheAge of Reason.

6. According to the Declaration of Independence, explainthe principle of “the basic rights of all people.”Suggested answer: People are born with certain unalienablerights, that among these are life, liberty, and the pursuit ofhappiness. These rights should be secured by the government,and should never be taken away.

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7. Explain the purpose of government.Suggested answer: The government secures the people’s basicrights, protects, enforces laws and regulations.

8. Analyze the document’s principle of the right of thepeople to alter or abolish a government and to form a newgovernment.Suggested answer: Whenever a government does not secure therights of the governed, it is the right of the people to alter or toabolish the government and to institute a new government.

9. How well does our government today protect the rightsof people?Suggested answer : By providing protection, enforcement,regulation, and oversight, based on the basic tenets of ourgoverning documents.

10. How can citizens protect his or her rights?Suggested answers:1. Be informed.2. Make responsible decisions.3. Voice his or her decisions and opinions through the power ofthe vote.

FOLLOW-UP ACTIVITIES

The Blackline Masters may be used immediately followingthe video presentation, during other class time, or ashomework assignments. Answers for the Blackline Mastersare found on page 12 of the Teacher’s Guide.

• Distribute Blackline Masters 2, Vocabulary. Studentsshould match vocabulary words with the correct definition.Students may need textbooks and dictionaries to completethis exercise.

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• Distribute Blackline Master 4, Time Line . Ask thestudents to review the video and place the following eventson the time line: ✓ The Magna Carta, England (1215) ✓ The Declaration of Rights (English Bill of Rights), England (1689) ✓ The Age of Reason, Europe (1600s-late 1700s) ✓ The Stamp Act (1765) ✓ The First Continental Congress, Philadelphia (1774) ✓ The Battle of Lexington, Massachusetts (April 19, 1775) ✓ Common Sense by Thomas Paine (1776) ✓ The Second Continental Congress, Philadelphia (1776) ✓ The birth date of the United States of America (July 4, 1776)

• Distribute Blackline Masters 5, and 6, A Declaration ofOur Rights. Students should work in groups to write andrewrite a list of their “unalienable rights.” The final draftshould be written on Blackline Master 6 and posted in anappropriate area that is visible for other classmates and/orschoolmates to see and read.

• Distribute Blackline Master 7, Internet Resources forthose students and/or classrooms with Internet access.These resources can be used in the preparation of reportsor to further knowledge of the Student Objectives.

• Distribute Blackline Master 8, Quiz. This is the samequiz that follows the credits in the video presentation. Thisactivity can be used as a final evaluation of the students’progress. Go over the answers in class, or collect the sheets,correct them, and grade them according to your gradingsystem.

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PROJECTS

• Select individual students or small groups to preparewritten reports on the following topics.1. The Magna Carta2. The Age of Reason3. The Stamp Act4. The First Continental Congress, Philadelphia 17745. The Battle of Lexington, Massachusetts6. The Second Continental Congress, Philadelphia 1776

• Select individual students or small groups to preparewritten biographies on the following historical figures: 1. Thomas Jefferson, author of the Declaration of

Independence and member of the committee to writethe declaration

2. Thomas Paine, author of the pamphlet Common Sense 3. Patrick Henry, lawyer and politician 4. Abigail Adams, wife of John Adams 5. John Adams, member of the committee to write the

declaration 6. John Hancock, president of the Second Continental

Congress 7. John Dickenson, member of the Second Continental Congress 8. Benjamin Franklin, member of the committee to write the declaration 9. Roger Sherman, member of the committee to write the declaration10. Robert R. Livingston, member of the committee to write

the declaration

• Students may write poems about the ideals expressed inthe Declaration of Independence.

• Students may work in organized discussion groups andtogether make comments on how the ideals expressed in

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the Declaration of Independence affect them today. Forexample, “How does the government protect the people’srights of life, liberty, and the pursuit of happiness? Doesthe Declaration of Independence refer to the rights ofminors? Do minors have rights? Who protects the rightsof minors?” Have one student in each group record thesuggestions. Have another student in the group present thegroup’s ideas to the class. Teacher may record groups’ ideason the board or computer screen and encourage discussionon how other governments protect or disregard the rightsof people including minors.

ANSWER KEY

Blackline Master 1, Video NotesAnswers will vary, yet should contain some of the followinginformation:

1. The Declaration of Independence was more than just adocument, it was a declaration of ideas. A young Virginianlawyer named Thomas Jefferson wrote the declaration ofthe separation of the British American colonies fromEngland. In the Declaration of Independence, ThomasJefferson expressed their principles and beliefs andexplained to the world their right to become a new nation.Overall, these principles of the Declaration of Independencewere founded upon the ideal that all men should be free.Unfortunately, this ideal were not true for all men, such asslaves, blacks held in bondage. After the ContinentalCongress reviewed, revised, and approved the Declarationof Independence, this document of “new ideas” was signedby the members of Congress. The Declaration ofIndependence proclaimed to all the world the rise of a newnation and the dawn of a new age of freedom.

2. King John and the ruling class of England, known as thebarons, signed the Magna Carta at Runnymead in the year

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1215. This important British historical document establishedthe tradition that a certain people of equal rank were ableto limit the absolute power of the king. This event was theroot of English common law.

3. The Declaration of Rights, commonly called the EnglishBill of Rights, was another important British document thatlimited a king’s tyranny. In England, the assembly of peoplewho made the laws was known as Parliament. Parliamenthad more power to make laws after the enactment of theDeclaration of Rights. These were some of the rights theyestablished by law: the right to worship, the right of freespeech, the right to petition the king, and the right of notaxation without representation.

4. The Age of Reason was a time in history when manyimportant thinkers in Europe accepted the idea that peoplecould solve their religious, social, political, and economicproblems through reason and science. This way of thinkingconvinced people that they could live better lives by puttingtheir own ideas into action and questioning the ideas ofthose in authority.

5. Common Sense, a pamphlet written by the reactionaryThomas Paine, urged the people of the colonies to knowthat, “The blood of the slain and the weeping voice ofnatures cries out, ‘It is time we separate.’” Radically, Painefurther announced, “A government of our own is ournatural right . . .”

6. England did not want to give up her American colonies,so the Americans had to realize that in deciding to declaretheir independence, they would also be declaring war onEngland. Their independence could also mean their death.

7. “All men” at this time the word “men” referred to onlythose free males who owned property.

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8. “All men are created equal” the Continental Congresswanted the world to know that they believed in a higherlaw, higher than the king’s, and that the king and his peoplewere equal under this law.

9. “Endowed by their Creator” the Creator was known at thattime as Nature’s God.

10. “Life, Liberty, and the pursuit of Happiness“ are the rightswith which all people are born and these rights shouldnever be taken away.

11. “Just powers” is the authority given to the government.

12. “Consent of the governed” is the permission given to thegovernment by the people to protect their rights.

13. “To institute a new government” meant that the colonieswere using their right to free themselves from England, andwere now to be known as a new government.

14. Overall, these principles of the Declaration ofIndependence were founded upon the ideals that all menshould be free. Unfortunately, these ideals were not truefor all men such as slaves, blacks held in bondage. At thattime, slavery was thought by many to be an economicnecessity. For many black Americans, the struggle forfreedom did not end with the Declaration of Independenceor the Revolutionary War. They would have to wait almostanother hundred years, until after the Civil War, for theirlawful freedom.

15. Students’ answers may include: the freedom from thepower of kings, the willingness of men to secure and usetheir rights of liberty, and to be able to institute newgovernments.

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Blackline Master 2, Vocabulary Words 1. E 11. M 2. I 12. N 3. D 13. G 4. B 14. K 5. A 15. T 6. J 16. Q 7. L 17. P 8. H 18. O 9. C 19. S10. F 20. R

Blackline Master 3, Discussion QuestionsAnswers appear in “Follow-Up Discussion” section of thisguide.

Blackline Master 4, Time Line• The Magna Carta, England (1215)• The Declaration of Rights (English Bill of Rights), England(1689)• The Age of Reason, Europe (1600s-Late 1700s)• The Stamp Act (1765)• The First Continental Congress, Philadelphia (1774)• The Battle of Lexington, Massachusetts (April 19, 1775)• Common Sense by Thomas Paine (1776)• The Second Continental Congress, Philadelphia (1776)• The birth date of the United States of America(July 4, 1776)

Blackline Masters 5 and 6, A Declaration Of Our RightsAnswers will vary.

Blackline Master 8, Quiz1. A document declaring the principles and beliefs and anexplanation to the world of the American colonies’ rightto become a new nation2. Life, Liberty, and the pursuit of Happiness

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3. July 4, 17764. Thomas Jefferson5. Slaves, black people held in bondage6. Their lives, their fortunes, and their sacred honor7. When a government does not protect the people’s rights.8. T9. F10. T

THE DECLARATION OF INDEPENDENCE: A FOUNDATION OF IDEAS FOR A NEW AGE

INTERNET RESOURCES

The following resources on the Internet containinteresting information on the Declaration ofIndependence, its signers, and the Fourth of July:

The Library of Congress

“Declaring Independence: Drafting the Documents”

http://lcweb.loc.gov/exhibits/declara/declara1.htmlIncludes copies of the letter drafted by Thomas Jefferson, afragment of the earliest known draft of the Declaration ofIndependence, Jefferson’s “original Rough Draft” of thedocument, a fragment of George Washington’s personalcopy of the Declaration, and various other exhibits.

National Archives and Records Administration“The Declaration of Independence”http://gopher.nara.gov/exhall/charters/declaration/decmain.htmlIncludes an image of the Declaration taken from anengraving made by printer William J. Stone in 1823, themost frequently reproduced version of the document.

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The Indiana University School of Law“The Declaration of Independence of the ThirteenColonies”http://www.law.indiana.edu/uslawdocs/declaration.htmlIncludes the entire text of the document and a list of all thesigners by state.

Independence Day on the Nethttp://www.holidays.net/independenceIncludes the story of America’s independence, a GIFanimation of fireworks, a recipe for Mom’s Apple Pie, anIndependence Day Fireworks Movie and craft project, anda musical MIDI file of “The Battle Hymn of the Republic.”

SCRIPT OF VIDEO NARRATION

ABIGAIL ADAMS"We will not be discouraged. We posses a spirit that cannotbe conquered."

Abigail Adams, wife of American leader John Adams, aptlyexpressed how the Declaration of Independence was morethan just a document; it was a declaration of ideas. As farback as 1200 A.D., people in England began to questionthe power of the king. King John was forced by the rulingclass of England, known as the barons, to approve theMagna Carta at Runnymead in the year 1215. Thisimportant British historical document established thetradition that a certain people of equal rank were able tolimit the absolute power of the king. This event was theroot of English common law.

"…we will not deny to any man, either justice or right."Magna Carta1215 A.D.

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The Declaration of Rights, commonly called the English Billof Rights, was another important British document thatlimited a king’s tyranny. In England, the assembly of peoplewho made the laws was known as Parliament. Parliamentnow had more power to make laws. These were some ofthe rights they established by law: the right to worship,the right of free speech, the right to petition the king, andthe right of no taxation without representation.

The Age of Reason was a time in history when manyimportant thinkers in Europe accepted the idea that peoplecould solve their religious, social, political and economicproblems through reason and science. This way of thinkingconvinced people that they could live a better life by puttingtheir own ideas into action and to question the ideas of thosein authority.

During the 1700s, many of the people in the Americancolonies found life difficult especially when dealing withthe unfair laws of the British government.

For example, in 1765, England enacted the stamp act onthe American colonies. This act forced those citizens of thecolonies to pay a tax on newspapers, almanacs, playingcards, and liquor licenses. England was attempting to raisemoney to pay for the cost of the French and Indian War, anexpensive war that was fought to protect the BritishAmerican colonies from invaders. The British governmentfelt it was only right the colonies should pay for a war toprotect themselves; however, many people in the coloniesfelt the tax was unjust. This tax act united the thirteencolonies against England for the first time.

Patrick Henry, a well known lawyer from Virginia,expressed the feelings of many colonists when he said…

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Patrick Henry"The distinctions between Virginians, Pennsylvanians, NewYorkers and New Englanders are no more. I am not aVirginian but an American."

Several representatives from each colony in America, exceptGeorgia, gathered together at Carpenters’ Hall inPhiladelphia. This assembly of the colonies’ socially,economically, and politically important men was called theContinental Congress. Their purpose was to protest theEnglish government’s unfair laws and taxes on the colonies.

Even though the king canceled some of the English tax onthe colonies, he continued to come up with new ways totax the colonies. Without representation in Parliament,many citizens of the colonies protested these and othergovernment acts which they considered to be unfair, anddeclared their right to be independent from England.

PATRICK HENRY"The battle is not to the strong alone. It is to the vigilant…the active . . . the brave! I know not what course othersmay take, but as for me . . . Give me liberty, or give medeath!"

Eventually, feelings of hostility lead to a citizen army revoltat Lexington, Massachusetts. There, on April 19, 1775,British troops and armed colonists known as patriots,clashed. The result was that eight patriots, supporters ofAmerican independence, lay dead on the village green.

Common Sense, written by the reactionary Thomas Paine,urged the people of the colonies to know that . . .

THOMAS PAINE"The blood of the slain and the weeping voice of naturecries, “’Tis time to separate.”

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Radically, Paine further announced . . .

THOMAS PAINE"A government of our own is our natural right." [Undervoice over: Oh ye that love mankind oppose not only thetyranny but the tyrant.]

With these passionate words from Common Sense in theirminds, the Continental Congress met again at thePennsylvania statehouse, this time in strict secrecy andunder penalty of death because any move towardsseparation from the Mother Country was considered an actof treason.

King George III issued a proclamation stating the penaltyfor any colonist who even talked about independence fromEngland.

REDCOAT"Your heads will be cut off and your bodies will be dividedinto four quarters. These parts will then be taken away forthe king’s just disposal. And may the Lord Almighty Godhave mercy upon your souls!"

Regardless of the danger, the delegates decided how theywould settle their differences between the Americancolonies and the King of England, George the III. Toseparate was a difficult and dangerous decision.

JOHN ADAMS"In the end, we will survive, and in our survival, we willtriumph. Independence, now! Independence, forever!"

JOHN HANCOCK"Gentlemen, please!"

JOHN MORTON"We must pause! We must reflect!"

JOHN DICKINSON"A declaration of independence will mean nothing less thana declared war!"

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JOHN HANCOCK, Congressional President"Order! Order! We must have order!"

JOHN DICKINSON, Pennsylvania Representative"As British subjects, it is neither our desire, nor is it ourinterest to separate from England."

JOHN ADAMS, Massachusetts Representative"What more can we do, Mr. Dickenson? Shall we tryargument? We have demonstrated. We have petitioned.We have prostrated ourselves before the throne, and wehave been spurned with contempt!"

JOHN DICKINSONMr. Adams, at this moment General Washington is incommand of 9,000 men. That, sir, is the entire “ContinentalArmy!” Will this so called “army” of poorly trained andunderfed men be able to stand and fight an estimated 25,000highly skilled British and Hessian soldiers? I think not!"

JOHN ADAMS"Sink or swim, live or die. Survive or perish. I am for thisdeclaration! It will be my living sentiment, and it will bemy dying sentiment!"

Eventually the Congressional delegates chose a youngVirginian lawyer named Thomas Jefferson to write thedeclaration of their separation from England. In theDeclaration of Independence Thomas Jefferson expressedtheir principles and beliefs, and explained to the world theirright to become a new nation.

THOMAS JEFFERSON"We hold these truths to be self-evident, that all men arecreated equal: that they are endowed by their creator withcertain unalienable rights, that among these are Life, Liberty,and the pursuit of Happiness."

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“… all men…” At this time the word “men” referred toonly those free males who owned property.

“…all men are created equal…“ The Continental Congresswanted the world to know that they believed in a higherlaw, higher than the king’s, and that the king and his peoplewere equal under this law.

“…that they are endowed by their Creator…” Creator wasknown at that time as Nature’s God.

Life, Liberty and the pursuit of Happiness… are the rightswith which all people are born, and these rights shouldnever be taken away.

THOMAS JEFFERSON" . . .that to secure these rights, governments are institutedamong men, deriving their just powers from the consent ofthe governed."

“…deriving their just powers…” is the authority given tothe government.

“…from the consent of the governed…” is the permissiongiven to the government by the people to protect theirrights.

THOMAS JEFFERSON"That whenever any form of government becomesdestructive of these ends, it is the right of the people toalter or to abolish it, and to institute new government."

“…to institute a new Government…" meant that thecolonies were using their right to free themselves fromEngland, and were now to be known as a new governmentand a new nation, the united States of America.

Overall, these principles of the Declaration of Independencewere founded upon the ideal that all men should be free.Unfortunately, this ideal was not true for all men such as

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slaves, blacks held in bondage. At that time, slavery wasthought by many to be an economic necessity. For manyblack Americans, the struggle for freedom did not end withthe Declaration of Independence or the Revolutionary War.They would have to wait almost another hundred yearsfor their lawful freedom.

After a few days of writing the text, Thomas Jefferson andhis committee presented the Declaration of Independenceto the Congress.

JOHN HANCOCK"The committee will now present the declaration forapproval."

After the Continental Congress reviewed, revised, andapproved the Declaration of Independence, this documentof “new ideas” was signed by the members of Congress.

THOMAS JEFFERSONI was determined to see how they all looked as they signedwhat might be their death warrant. I placed myself besidethe secretary and I eyed each of them closely as they affixedtheir name to the document. Undaunted resolution wasdisplayed in every countenance."

As they signed, they were willing to lose their lives, theirfortunes and their sacred honor. On July 4, 1776, the originalthirteen colonies were reborn as the free and independentunited States of America. The Declaration of Independenceproclaimed to all the world the rise of a new nation andthe dawn of a new age of freedom.

THOMAS JEFFERSON"If a nation expects to be ignorant and free, it expects whatnever was and never will be."


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