declaration of independence assignment

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History Resources

The Declaration of Independence

By tim bailey, view the declaration in the gilder lehrman collection by clicking here and here . for additional primary resources click here  and here ., unit objective.

This unit is part of Gilder Lehrman’s series of Common Core State Standards–based teaching resources. These units were written to enable students to understand, summarize, and analyze original texts of historical significance. Students will demonstrate this knowledge by writing summaries of selections from the original document and, by the end of the unit, articulating their understanding of the complete document by answering questions in an argumentative writing style to fulfill the Common Core State Standards. Through this step-by-step process, students will acquire the skills to analyze any primary or secondary source material.

While the unit is intended to flow over a five-day period, it is possible to present and complete the material within a shorter time frame. For example, the first two days can be used to ensure an understanding of the process with all of the activity completed in class. The teacher can then assign lessons three and four as homework. The argumentative essay is then written in class on day three.

Students will be asked to "read like a detective" and gain a clear understanding of the Declaration of Independence. Through reading and analyzing the original text, the students will know what is explicitly stated, draw logical inferences, and demonstrate these skills by writing a succinct summary and then restating that summary in the student’s own words. In the first lesson this will be facilitated by the teacher and done as a whole-class lesson.

Introduction

Tell the students that they will be learning what Thomas Jefferson wrote in 1776 that served to announce the creation of a new nation by reading and understanding Jefferson’s own words. Resist the temptation to put the Declaration into too much context. Remember, we are trying to let the students discover what Jefferson and the Continental Congress had to say and then develop ideas based solely on the original text.

• The Declaration of Independence, abridged  (PDF)
• Teacher Resource:  Complete text of the Declaration of Independence  (PDF). This transcript of the Declaration of Independence is from the National Archives online resource The Charters of Freedom .
• Summary Organizer #1  (PDF)
• All students are given an abridged copy of the Declaration of Independence and are asked to read it silently to themselves.
• The teacher then "share reads" the text with the students. This is done by having the students follow along silently while the teacher begins reading aloud. The teacher models prosody, inflection, and punctuation. The teacher then asks the class to join in with the reading after a few sentences while the teacher continues to read along with the students, still serving as the model for the class. This technique will support struggling readers as well as English Language Learners (ELL).
• The teacher explains that the students will be analyzing the first part of the text today and that they will be learning how to do in-depth analysis for themselves. All students are given a copy of Summary Organizer #1. This contains the first selection from the Declaration of Independence.
• The teacher puts a copy of Summary Organizer #1 on display in a format large enough for all of the class to see (an overhead projector, Elmo projector, or similar device). Explain that today the whole class will be going through this process together.
• Explain that the objective is to select "Key Words" from the first section and then use those words to create a summary sentence that demonstrates an understanding of what Jefferson was saying in the first paragraph.
• Guidelines for selecting the Key Words: Key Words are very important contributors to understanding the text. Without them the selection would not make sense. These words are usually nouns or verbs. Don’t pick "connector" words (are, is, the, and, so, etc.). The number of Key Words depends on the length of the original selection. This selection is 181 words so we can pick ten Key Words. The other Key Words rule is that we cannot pick words if we don’t know what they mean.
• Students will now select ten words from the text that they believe are Key Words and write them in the box to the right of the text on their organizers.
• The teacher surveys the class to find out what the most popular choices were. The teacher can either tally this or just survey by a show of hands. Using this vote and some discussion the class should, with guidance from the teacher, decide on ten Key Words. For example, let’s say that the class decides on the following words: necessary, dissolve, political bonds (yes, technically these are two words, but you can allow such things if it makes sense to do so; just don’t let whole phrases get by), declare, separation, self-evident, created equal, liberty, abolish, and government. Now, no matter which words the students had previously selected, have them write the words agreed upon by the class or chosen by you into the Key Words box in their organizers.
• The teacher now explains that, using these Key Words, the class will write a sentence that restates or summarizes what was stated in the Declaration. This should be a whole-class discussion-and-negotiation process. For example, "It is necessary for us to dissolve our political bonds and declare a separation; it is self-evident that we are created equal and should have liberty, so we need to abolish our current government." You might find that the class decides they don’t need the some of the words to make it even more streamlined. This is part of the negotiation process. The final negotiated sentence is copied into the organizer in the third section under the original text and Key Words sections.
• The teacher explains that students will now be putting their summary sentence into their own words, not having to use Jefferson’s words. Again, this is a class discussion-and-negotiation process. For example, "We need to get rid of our old government so we can be free."
• Wrap up: Discuss vocabulary that the students found confusing or difficult. If you choose, you could have students use the back of their organizers to make a note of these words and their meanings.

Students will be asked to "read like a detective" and gain a clear understanding of what Thomas Jefferson was writing about in the Declaration of Independence. Through reading and analyzing the original text, the students will know what is explicitly stated, draw logical inferences, and demonstrate these skills by writing a succinct summary and then restating that summary in the student’s own words. In the second lesson the students will work with partners and in small groups.

Tell the students that they will be further exploring the meaning of the Declaration of Independence by reading and understanding Jefferson’s text and then being able to tell, in their own words, what he said. Today they will be working with partners and in small groups.

• Summary Organizer #2  (PDF)
• All students are given the abridged copy of the Declaration of Independence and are asked to read it silently to themselves.
• The students and teacher discuss what they did yesterday and what they decided was the meaning of the first selection.
• The teacher then "share reads" the second selection with the students. This is done by having the students follow along silently while the teacher begins reading aloud. The teacher models prosody, inflection, and punctuation. The teacher then asks the class to join in with the reading after a couple of sentences while the teacher continues to read along with the students, still serving as the model for the class. This technique will support struggling readers as well as English Language Learners (ELL).
• The teacher explains that the class will be analyzing the second selection from the Declaration of Independence today. All students are given a copy of Summary Organizer #2. This contains the second selection from the Declaration.
• The teacher puts a copy of Summary Organizer #2 on display in a format large enough for all of the class to see (an overhead projector, Elmo projector, or similar device). Explain that today they will be going through the same process as yesterday but with partners and in small groups.
• Explain that the objective is still to select "Key Words" from the second selection and then use those words to create a summary sentence that demonstrates an understanding of what Jefferson was saying in that selection.
• Guidelines for selecting the Key Words: The guidelines for selecting Key Words are the same as they were yesterday. However, because this paragraph is shorter than the last one at 148 words, they can pick only seven or eight Key Words.
• Pair the students up and have them negotiate which Key Words to select. After they have decided on their words both students will write them in the Key Words box of their organizers.
• The teacher now puts two pairs together. These two pairs go through the same negotiation-and-discussion process to come up with their Key Words. Be strategic in how you make your groups to ensure the most participation by all group members.
• The teacher now explains that by using these Key Words the group will build a sentence that restates or summarizes what Thomas Jefferson was saying. This is done by the group negotiating with its members on how best to build that sentence. Try to make sure that everyone is contributing to the process. It is very easy for one student to take control of the entire process and for the other students to let them do so. All of the students should write their negotiated sentence into their organizers.
• The teacher asks for the groups to share out the summary sentences they have created. This should start a teacher-led discussion that points out the qualities of the various attempts. How successful were the groups at understanding the Declaration and were they careful to only use Jefferson’s Key Words in doing so?
• The teacher explains that the group will now be putting their summary sentence into their own words, not having to use Jefferson’s words. Again, this is a group discussion-and-negotiation process. After they have decided on a sentence it should be written into their organizers. Again, the teacher should have the groups share out and discuss the clarity and quality of the groups’ attempts.

Students will be asked to "read like a detective" and gain a clear understanding of the meaning of the Declaration of Indpendence. Through reading and analyzing the original text, the students will know what is explicitly stated, draw logical inferences, and demonstrate these skills by writing a succinct summary and then restating that summary in the student’s own words. In this lesson the students will be working individually.

Tell the students that they will be further exploring what Thomas Jefferson was saying in the third selection from the Declaration of Independence by reading and understanding Jefferson’s words and then being able to tell, in their own words, what he said. Today they will be working by themselves on their summaries.

• Summary Organizer #3  (PDF)
• The students and teacher discuss what they did yesterday and what they decided was the meaning of the first two selections.
• The teacher then "share reads" the third selection with the students. This is done by having the students follow along silently while the teacher begins reading aloud. The teacher models prosody, inflection, and punctuation. The teacher then asks the class to join in with the reading after a couple of sentences while the teacher continues to read along with the students, still serving as the model for the class. This technique will support struggling readers as well as English Language Learners (ELL).
• The teacher explains that the class will be analyzing the third selection from the Declaration of Independence today. All students are given a copy of Summary Organizer #3. This contains the third selection from the Declaration.
• The teacher puts a copy of Summary Organizer #3 on display in a format large enough for all of the class to see (an overhead projector, Elmo projector, or similar device). Explain that today they will be going through the same process as yesterday, but they will be working by themselves.
• Explain that the objective is still to select "Key Words" from the third paragraph and then use those words to create a summary sentence that demonstrates an understanding of what Jefferson was saying in that selection.
• Guidelines for selecting the Key Words: The guidelines for selecting Key Words are the same as they were yesterday. However, because this paragraph is longer (208 words) they can pick ten Key Words.
• Have the students decide which Key Words to select. After they have chosen their words they will write them in the Key Words box of their organizers.
• The teacher explains that, using these Key Words, each student will build a sentence that restates or summarizes what Jefferson was saying. They should write their summary sentences into their organizers.
• The teacher explains that they will be putting their summary sentence into their own words, not having to use Jefferson’s words. This should be added to their organizers.
• The teacher asks for students to share out the summary sentences they have created. This should start a teacher-led discussion that points out the qualities of the various attempts. How successful were the students at understanding what Jefferson was writing about?

Tell the students that they will be further exploring what Thomas Jefferson was saying in the fourth selection from the Declaration of Independence by reading and understanding Jefferson’s words and then being able to tell, in their own words, what he said. Today they will be working by themselves on their summaries.

• Summary Organizer #4  (PDF)
• The students and teacher discuss what they did yesterday and what they decided was the meaning of the first three selections.
• The teacher then "share reads" the fourth selection with the students. This is done by having the students follow along silently while the teacher begins reading aloud. The teacher models prosody, inflection, and punctuation. The teacher then asks the class to join in with the reading after a couple of sentences while the teacher continues to read along with the students, still serving as the model for the class. This technique will support struggling readers as well as English Language Learners (ELL).
• The teacher explains that the class will be analyzing the fourth selection from the Declaration of Independence today. All students are given a copy of Summary Organizer #4. This contains the fourth selection from the Declaration.
• The teacher puts a copy of Summary Organizer #4 on display in a format large enough for all of the class to see (an overhead projector, Elmo projector, or similar device). Explain that today they will be going through the same process as yesterday, but they will be working by themselves.
• Explain that the objective is still to select "Key Words" from the fourth paragraph and then use those words to create a summary sentence that demonstrates an understanding of what Jefferson was saying in that selection.
• Guidelines for selecting the Key Words: The guidelines for selecting Key Words are the same as they were yesterday. Because this paragraph is the longest (more than 219 words) it will be challenging for them to select only ten Key Words. However, the purpose of this exercise is for the students to get at the most important content of the selection.
• The teacher explains that now they will be putting their summary sentence into their own words, not having to use Jefferson’s words. This should be added to their organizers.

This lesson has two objectives. First, the students will synthesize the work of the last four days and demonstrate that they understand what Jefferson was saying in the Declaration of Independence. Second, the teacher will ask questions of the students that require them to make inferences from the text and also require them to support their conclusions in a short essay with explicit information from the text.

Tell the students that they will be reviewing what Thomas Jefferson was saying in the Declaration of Independence. Second, you will be asking them to write a short argumentative essay about the Declaration; explain that their conclusions must be backed up by evidence taken directly from the text.

• All students are given the abridged copy of the Declaration of Independence and then are asked to read it silently to themselves.
• The teacher asks the students for their best personal summary of selection one. This is done as a negotiation or discussion. The teacher may write this short sentence on the overhead or similar device. The same procedure is used for selections two, three, and four. When they are finished the class should have a summary, either written or oral, of the Declaration in only a few sentences. This should give the students a way to state what the general purpose or purposes of the document were.
• The teacher can have the students write a short essay now addressing one of the following prompts or do a short lesson on constructing an argumentative essay. If the latter is the case, save the essay writing until the next class period or assign it for homework. Remind the students that any arguments they make must be backed up with words taken directly from the Declaration of Independence. The first prompt is designed to be the easiest.
• What are the key arguments that Thomas Jefferson makes for the colonies’ separation from Great Britain?
• Can the Declaration of Independence be considered a declaration of war? Using evidence from the text argue whether this is or is not true.
• Thomas Jefferson defines what the role of government should and should not be. How does he make these arguments?

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The first amendment, historic document, the declaration of independence.

Second Continental Congress | 1776

On July 4, 1776, the United States officially declared its independence from the British Empire when the Second Continental Congress adopted the Declaration of Independence.  The Declaration was authored by a “Committee of Five”—John Adams, Benjamin Franklin, Thomas Jefferson, Robert Livingston, and Roger Sherman—with Jefferson as the main drafter.  But Jefferson himself later admitted that he was merely looking to reflect the “mind of Americans”—bringing together the core principles at the heart of the American Revolution.  The Declaration also included a list of grievances against King George III, explaining to the world why the American colonies were separating from Great Britain.  The American Revolution ended with the Battle of Yorktown in 1781 and the Treaty of Paris in 1783.  A little over two decades after King George III took the throne, the American people had broken from Great Britain and begun a new experiment in republican government.

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The National Constitution Center

In Congress, July 4, 1776

The unanimous Declaration of the thirteen united States of America, When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.—That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, —That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, 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. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.—Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

He has refused his Assent to Laws, the most wholesome and necessary for the public good.

He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.

He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.

He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures.

He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.

He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.

He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.

He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.

He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries.

He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people, and eat out their substance.

He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.

He has affected to render the Military independent of and superior to the Civil power.

He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:

For Quartering large bodies of armed troops among us:

For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States:

For cutting off our Trade with all parts of the world:

For imposing Taxes on us without our Consent:

For depriving us in many cases, of the benefits of Trial by Jury:

For transporting us beyond Seas to be tried for pretended offences

For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies:

For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:

For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.

He has abdicated Government here, by declaring us out of his Protection and waging War against us.

He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.

He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.

He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.

He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.

Nor have We been wanting in attentions to our Brittish brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.

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Text of the Declaration of Independence

Note: The source for this transcription is the first printing of the Declaration of Independence, the broadside produced by John Dunlap on the night of July 4, 1776. Nearly every printed or manuscript edition of the Declaration of Independence has slight differences in punctuation, capitalization, and even wording. To find out more about the diverse textual tradition of the Declaration, check out our Which Version is This, and Why Does it Matter? resource.

        WHEN in the Course of human Events, it becomes necessary for one People to dissolve the Political Bands which have connected them with another, and to assume among the Powers of the Earth, the separate and equal Station to which the Laws of Nature and of Nature’s God entitle them, a decent Respect to the Opinions of Mankind requires that they should declare the causes which impel them to the Separation.           We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness—-That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed, that whenever any Form of Government becomes destructive of these Ends, it is the Right of the People to alter or to abolish it, and to institute new Government, 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. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient Causes; and accordingly all Experience hath shewn, that Mankind are more disposed to suffer, while Evils are sufferable, than to right themselves by abolishing the Forms to which they are accustomed. But when a long Train of Abuses and Usurpations, pursuing invariably the same Object, evinces a Design to reduce them under absolute Despotism, it is their Right, it is their Duty, to throw off such Government, and to provide new Guards for their future Security. Such has been the patient Sufferance of these Colonies; and such is now the Necessity which constrains them to alter their former Systems of Government. The History of the present King of Great-Britain is a History of repeated Injuries and Usurpations, all having in direct Object the Establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid World.           He has refused his Assent to Laws, the most wholesome and necessary for the public Good.           He has forbidden his Governors to pass Laws of immediate and pressing Importance, unless suspended in their Operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.            He has refused to pass other Laws for the Accommodation of large Districts of People, unless those People would relinquish the Right of Representation in the Legislature, a Right inestimable to them, and formidable to Tyrants only.           He has called together Legislative Bodies at Places unusual, uncomfortable, and distant from the Depository of their public Records, for the sole Purpose of fatiguing them into Compliance with his Measures.           He has dissolved Representative Houses repeatedly, for opposing with manly Firmness his Invasions on the Rights of the People.           He has refused for a long Time, after such Dissolutions, to cause others to be elected; whereby the Legislative Powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the Dangers of Invasion from without, and Convulsions within.            He has endeavoured to prevent the Population of these States; for that Purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their Migrations hither, and raising the Conditions of new Appropriations of Lands.           He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary Powers.           He has made Judges dependent on his Will alone, for the Tenure of their Offices, and the Amount and Payment of their Salaries.           He has erected a Multitude of new Offices, and sent hither Swarms of Officers to harrass our People, and eat out their Substance.           He has kept among us, in Times of Peace, Standing Armies, without the consent of our Legislatures.           He has affected to render the Military independent of and superior to the Civil Power.           He has combined with others to subject us to a Jurisdiction foreign to our Constitution, and unacknowledged by our Laws; giving his Assent to their Acts of pretended Legislation:           For quartering large Bodies of Armed Troops among us:           For protecting them, by a mock Trial, from Punishment for any Murders which they should commit on the Inhabitants of these States:           For cutting off our Trade with all Parts of the World:           For imposing Taxes on us without our Consent:           For depriving us, in many Cases, of the Benefits of Trial by Jury:           For transporting us beyond Seas to be tried for pretended Offences:           For abolishing the free System of English Laws in a neighbouring Province, establishing therein an arbitrary Government, and enlarging its Boundaries, so as to render it at once an Example and fit Instrument for introducing the same absolute Rule into these Colonies:           For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:           For suspending our own Legislatures, and declaring themselves invested with Power to legislate for us in all Cases whatsoever.           He has abdicated Government here, by declaring us out of his Protection and waging War against us.           He has plundered our Seas, ravaged our Coasts, burnt our Towns, and destroyed the Lives of our People.           He is, at this Time, transporting large Armies of foreign Mercenaries to compleat the Works of Death, Desolation, and Tyranny, already begun with circumstances of Cruelty and Perfidy, scarcely paralleled in the most barbarous Ages, and totally unworthy the Head of a civilized Nation.           He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the Executioners of their Friends and Brethren, or to fall themselves by their Hands.           He has excited domestic Insurrections amongst us, and has endeavoured to bring on the Inhabitants of our Frontiers, the merciless Indian Savages, whose known Rule of Warfare, is an undistinguished Destruction, of all Ages, Sexes and Conditions.           In every stage of these Oppressions we have Petitioned for Redress in the most humble Terms: Our repeated Petitions have been answered only by repeated Injury. A Prince, whose Character is thus marked by every act which may define a Tyrant, is unfit to be the Ruler of a free People.           Nor have we been wanting in Attentions to our British Brethren. We have warned them from Time to Time of Attempts by their Legislature to extend an unwarrantable Jurisdiction over us. We have reminded them of the Circumstances of our Emigration and Settlement here. We have appealed to their native Justice and Magnanimity, and we have conjured them by the Ties of our common Kindred to disavow these Usurpations, which, would inevitably interrupt our Connections and Correspondence. They too have been deaf to the Voice of Justice and of Consanguinity. We must, therefore, acquiesce in the Necessity, which denounces our Separation, and hold them, as we hold the rest of Mankind, Enemies in War, in Peace, Friends.           We, therefore, the Representatives of the UNITED STATES OF AMERICA, in General Congress, Assembled, appealing to the Supreme Judge of the World for the Rectitude of our Intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly Publish and Declare, That these United Colonies are, and of Right ought to be, Free and Independent States; that they are absolved from all Allegiance to the British Crown, and that all political Connection between them and the State of Great-Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm Reliance on the Protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.

Signed by Order and in Behalf of the Congress, JOHN HANCOCK, President.

Attest. CHARLES THOMSON, Secretary.

America's Founding Documents

The Declaration of Independence: A History

Nations come into being in many ways. Military rebellion, civil strife, acts of heroism, acts of treachery, a thousand greater and lesser clashes between defenders of the old order and supporters of the new--all these occurrences and more have marked the emergences of new nations, large and small. The birth of our own nation included them all. That birth was unique, not only in the immensity of its later impact on the course of world history and the growth of democracy, but also because so many of the threads in our national history run back through time to come together in one place, in one time, and in one document: the Declaration of Independence.

Moving Toward Independence

The clearest call for independence up to the summer of 1776 came in Philadelphia on June 7. On that date in session in the Pennsylvania State House (later Independence Hall), the Continental Congress heard Richard Henry Lee of Virginia read his resolution beginning: "Resolved: That these United Colonies are, and of right ought to be, free and independent States, that they are absolved from all allegiance to the British Crown, and that all political connection between them and the State of Great Britain is, and ought to be, totally dissolved."

The Lee Resolution was an expression of what was already beginning to happen throughout the colonies. When the Second Continental Congress, which was essentially the government of the United States from 1775 to 1788, first met in May 1775, King George III had not replied to the petition for redress of grievances that he had been sent by the First Continental Congress. The Congress gradually took on the responsibilities of a national government. In June 1775 the Congress established the Continental Army as well as a continental currency. By the end of July of that year, it created a post office for the "United Colonies."

In August 1775 a royal proclamation declared that the King's American subjects were "engaged in open and avowed rebellion." Later that year, Parliament passed the American Prohibitory Act, which made all American vessels and cargoes forfeit to the Crown. And in May 1776 the Congress learned that the King had negotiated treaties with German states to hire mercenaries to fight in America. The weight of these actions combined to convince many Americans that the mother country was treating the colonies as a foreign entity.

One by one, the Continental Congress continued to cut the colonies' ties to Britain. The Privateering Resolution, passed in March 1776, allowed the colonists "to fit out armed vessels to cruize [sic] on the enemies of these United Colonies." On April 6, 1776, American ports were opened to commerce with other nations, an action that severed the economic ties fostered by the Navigation Acts. A "Resolution for the Formation of Local Governments" was passed on May 10, 1776.

At the same time, more of the colonists themselves were becoming convinced of the inevitability of independence. Thomas Paine's Common Sense, published in January 1776, was sold by the thousands. By the middle of May 1776, eight colonies had decided that they would support independence. On May 15, 1776, the Virginia Convention passed a resolution that "the delegates appointed to represent this colony in General Congress be instructed to propose to that respectable body to declare the United Colonies free and independent states."

It was in keeping with these instructions that Richard Henry Lee, on June 7, 1776, presented his resolution. There were still some delegates, however, including those bound by earlier instructions, who wished to pursue the path of reconciliation with Britain. On June 11 consideration of the Lee Resolution was postponed by a vote of seven colonies to five, with New York abstaining. Congress then recessed for 3 weeks. The tone of the debate indicated that at the end of that time the Lee Resolution would be adopted. Before Congress recessed, therefore, a Committee of Five was appointed to draft a statement presenting to the world the colonies' case for independence.

The Committee of Five

The committee consisted of two New England men, John Adams of Massachusetts and Roger Sherman of Connecticut; two men from the Middle Colonies, Benjamin Franklin of Pennsylvania and Robert R. Livingston of New York; and one southerner, Thomas Jefferson of Virginia. In 1823 Jefferson wrote that the other members of the committee "unanimously pressed on myself alone to undertake the draught [sic]. I consented; I drew it; but before I reported it to the committee I communicated it separately to Dr. Franklin and Mr. Adams requesting their corrections. . . I then wrote a fair copy, reported it to the committee, and from them, unaltered to the Congress." (If Jefferson did make a "fair copy," incorporating the changes made by Franklin and Adams, it has not been preserved. It may have been the copy that was amended by the Congress and used for printing, but in any case, it has not survived. Jefferson's rough draft, however, with changes made by Franklin and Adams, as well as Jefferson's own notes of changes by the Congress, is housed at the Library of Congress.)

Jefferson's account reflects three stages in the life of the Declaration: the document originally written by Jefferson; the changes to that document made by Franklin and Adams, resulting in the version that was submitted by the Committee of Five to the Congress; and the version that was eventually adopted.

On July 1, 1776, Congress reconvened. The following day, the Lee Resolution for independence was adopted by 12 of the 13 colonies, New York not voting. Immediately afterward, the Congress began to consider the Declaration. Adams and Franklin had made only a few changes before the committee submitted the document. The discussion in Congress resulted in some alterations and deletions, but the basic document remained Jefferson's. The process of revision continued through all of July 3 and into the late morning of July 4. The Declaration had been officially adopted.

The Declaration of Independence is made up of five distinct parts: the introduction; the preamble; the body, which can be divided into two sections; and a conclusion. The introduction states that this document will "declare" the "causes" that have made it necessary for the American colonies to leave the British Empire. Having stated in the introduction that independence is unavoidable, even necessary, the preamble sets out principles that were already recognized to be "self-evident" by most 18th- century Englishmen, closing with the statement that "a long train of abuses and usurpations . . . evinces a design to reduce [a people] under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security." The first section of the body of the Declaration gives evidence of the "long train of abuses and usurpations" heaped upon the colonists by King George III. The second section of the body states that the colonists had appealed in vain to their "British brethren" for a redress of their grievances. Having stated the conditions that made independence necessary and having shown that those conditions existed in British North America, the Declaration concludes that "these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved."

Although Congress had adopted the Declaration submitted by the Committee of Five, the committee's task was not yet completed. Congress had also directed that the committee supervise the printing of the adopted document. The first printed copies of the Declaration of Independence were turned out from the shop of John Dunlap, official printer to the Congress. After the Declaration had been adopted, the committee took to Dunlap the manuscript document, possibly Jefferson's "fair copy" of his rough draft. On the morning of July 5, copies were dispatched by members of Congress to various assemblies, conventions, and committees of safety as well as to the commanders of Continental troops. Also on July 5, a copy of the printed version of the approved Declaration was inserted into the "rough journal" of the Continental Congress for July 4. The text was followed by the words "Signed by Order and in Behalf of the Congress, John Hancock, President. Attest. Charles Thomson, Secretary." It is not known how many copies John Dunlap printed on his busy night of July 4. There are 26 copies known to exist of what is commonly referred to as "the Dunlap broadside," 21 owned by American institutions, 2 by British institutions, and 3 by private owners. (See Appendix A.)

The Engrossed Declaration

On July 9 the action of Congress was officially approved by the New York Convention. All 13 colonies had now signified their approval. On July 19, therefore, Congress was able to order that the Declaration be "fairly engrossed on parchment, with the title and stile [sic] of 'The unanimous declaration of the thirteen United States of America,' and that the same, when engrossed, be signed by every member of Congress."

Engrossing is the process of preparing an official document in a large, clear hand. Timothy Matlack was probably the engrosser of the Declaration. He was a Pennsylvanian who had assisted the Secretary of the Congress, Charles Thomson, in his duties for over a year and who had written out George Washington's commission as commanding general of the ContinentalArmy. Matlack set to work with pen, ink, parchment, and practiced hand, and finally, on August 2, the journal of the Continental Congress records that "The declaration of independence being engrossed and compared at the table was signed." One of the most widely held misconceptions about the Declaration is that it was signed on July 4, 1776, by all the delegates in attendance.

John Hancock, the President of the Congress, was the first to sign the sheet of parchment measuring 24¼ by 29¾ inches. He used a bold signature centered below the text. In accordance with prevailing custom, the other delegates began to sign at the right below the text, their signatures arranged according to the geographic location of the states they represented. New Hampshire, the northernmost state, began the list, and Georgia, the southernmost, ended it. Eventually 56 delegates signed, although all were not present on August 2. Among the later signers were Elbridge Gerry, Oliver Wolcott, Lewis Morris, Thomas McKean, and Matthew Thornton, who found that he had no room to sign with the other New Hampshire delegates. A few delegates who voted for adoption of the Declaration on July 4 were never to sign in spite of the July 19 order of Congress that the engrossed document "be signed by every member of Congress." Nonsigners included John Dickinson, who clung to the idea of reconciliation with Britain, and Robert R. Livingston, one of the Committee of Five, who thought the Declaration was premature.

Parchment and Ink

Over the next 200 years, the nation whose birth was announced with a Declaration "fairly engrossed on parchment" was to show immense growth in area, population, economic power, and social complexity and a lasting commitment to a testing and strengthening of its democracy. But what of the parchment itself? How was it to fare over the course of two centuries?

In the chronicle of the Declaration as a physical object, three themes necessarily entwine themselves: the relationship between the physical aging of the parchment and the steps taken to preserve it from deterioration; the relationship between the parchment and the copies that were made from it; and finally, the often dramatic story of the travels of the parchment during wartime and to its various homes.

Chronologically, it is helpful to divide the history of the Declaration after its signing into five main periods, some more distinct than others. The first period consists of the early travels of the parchment and lasts until 1814. The second period relates to the long sojourn of the Declaration in Washington, DC, from 1814 until its brief return to Philadelphia for the 1876 Centennial. The third period covers the years 1877-1921, a period marked by increasing concern for the deterioration of the document and the need for a fitting and permanent Washington home. Except for an interlude during World War II, the fourth and fifth periods cover the time the Declaration rested in the Library of Congress from 1921 to 1952 and in the National Archives from 1952 to the present.

Early Travels, 1776-1814

Once the Declaration was signed, the document probably accompanied the Continental Congress as that body traveled during the uncertain months and years of the Revolution. Initially, like other parchment documents of the time, the Declaration was probably stored in a rolled format. Each time the document was used, it would have been unrolled and re-rolled. This action, as well as holding the curled parchment flat, doubtless took its toll on the ink and on the parchment surface through abrasion and flexing. The acidity inherent in the iron gall ink used by Timothy Matlack allowed the ink to "bite" into the surface of the parchment, thus contributing to the ink's longevity, but the rolling and unrolling of the parchment still presented many hazards.

After the signing ceremony on August 2, 1776, the Declaration was most likely filed in Philadelphia in the office of Charles Thomson, who served as the Secretary of the Continental Congress from 1774 to 1789. On December 12, threatened by the British, Congress adjourned and reconvened 8 days later in Baltimore, MD. A light wagon carried the Declaration to its new home, where it remained until its return to Philadelphia in March of 1777.

On January 18, 1777, while the Declaration was still in Baltimore, Congress, bolstered by military successes at Trenton and Princeton, ordered the second official printing of the document. The July 4 printing had included only the names of John Hancock and Charles Thomson, and even though the first printing had been promptly circulated to the states, the names of subsequent signers were kept secret for a time because of fear of British reprisals. By its order of January 18, however, Congress required that "an authentic copy of the Declaration of Independency, with the names of the members of Congress subscribing to the same, be sent to each of the United States, and that they be desired to have the same put upon record." The "authentic copy" was duly printed, complete with signers' names, by Mary Katherine Goddard in Baltimore.

Assuming that the Declaration moved with the Congress, it would have been back in Philadelphia from March to September 1777. On September 27, it would have moved to Lancaster, PA, for 1 day only. From September 30, 1777, through June 1778, the Declaration would have been kept in the courthouse at York, PA. From July 1778 to June 1783, it would have had a long stay back in Philadelphia. In 1783, it would have been at Princeton, NJ, from June to November, and then, after the signing of the Treaty of Paris, the Declaration would have been moved to Annapolis, MD, where it stayed until October 1784. For the months of November and December 1784, it would have been at Trenton, NJ. Then in 1785, when Congress met in New York, the Declaration was housed in the old New York City Hall, where it probably remained until 1790 (although when Pierre L'Enfant was remodeling the building for the convening of the First Federal Congress, it might have been temporarily removed).

In July 1789 the First Congress under the new Constitution created the Department of Foreign Affairs and directed that its Secretary should have "the custody and charge of all records, books and papers" kept by the department of the same name under the old government. On July 24 Charles Thomson retired as Secretary of the Congress and, upon the order of President George Washington, surrendered the Declaration to Roger Alden, Deputy Secretary of Foreign Affairs. In September 1789 the name of the department was changed to the Department of State. Thomas Jefferson, the drafter of the Declaration, returned from France to assume his duties as the first Secretary of State in March of 1790. Appropriately, those duties now included custody of the Declaration.

In July 1790 Congress provided for a permanent capital to be built among the woodlands and swamps bordering the Potomac River. Meanwhile, the temporary seat of government was to return to Philadelphia. Congress also provided that "prior to the first Monday in December next, all offices attached to the seat of the government of the United States" should be removed to Philadelphia. The Declaration was therefore back in Philadelphia by the close of 1790. It was housed in various buildings--on Market Street, at Arch and Sixth, and at Fifth and Chestnut.

In 1800, by direction of President John Adams, the Declaration and other government records were moved from Philadelphia to the new federal capital now rising in the District of Columbia. To reach its new home, the Declaration traveled down the Delaware River and Bay, out into the ocean, into the Chesapeake Bay, and up the Potomac to Washington, completing its longest water journey.

For about 2 months the Declaration was housed in buildings built for the use of the Treasury Department. For the next year it was housed in one of the "Seven Buildings" then standing at Nineteenth Street and Pennsylvania Avenue. Its third home before 1814 was in the old War Office Building on Seventeenth Street.

In August 1814, the United States being again at war with Great Britain, a British fleet appeared in the Chesapeake Bay. Secretary of State James Monroe rode out to observe the landing of British forces along the Patuxent River in Maryland. A message from Monroe alerted State Department officials, in particular a clerk named Stephen Pleasonton, of the imminent threat to the capital city and, of course, the government's official records. Pleasonton "proceeded to purchase coarse linen, and cause it to be made into bags of convenient size, in which the gentlemen of the office" packed the precious books and records including the Declaration.

A cartload of records was then taken up the Potomac River to an unused gristmill belonging to Edgar Patterson. The structure was located on the Virginia side of the Potomac, about 2 miles upstream from Georgetown. Here the Declaration and the other records remained, probably overnight. Pleasonton, meanwhile, asked neighboring farmers for the use of their wagons. On August 24, the day of the British attack on Washington, the Declaration was on its way to Leesburg, VA. That evening, while the White House and other government buildings were burning, the Declaration was stored 35 miles away at Leesburg.

The Declaration remained safe at a private home in Leesburg for an interval of several weeks--in fact, until the British had withdrawn their troops from Washington and their fleet from the Chesapeake Bay. In September 1814 the Declaration was returned to the national capital. With the exception of a trip to Philadelphia for the Centennial and to Fort Knox during World War II, it has remained there ever since.

Washington, 1814-76

The Declaration remained in Washington from September 1814 to May 1841. It was housed in four locations. From 1814 to 1841, it was kept in three different locations as the State Department records were shifted about the growing city. The last of these locations was a brick building that, it was later observed, "offered no security against fire."

One factor that had no small effect on the physical condition of the Declaration was recognized as interest in reproductions of the Declaration increased as the nation grew. Two early facsimile printings of the Declaration were made during the second decade of the 19th century: those of Benjamin Owen Tyler (1818) and John Binns (1819). Both facsimiles used decorative and ornamental elements to enhance the text of the Declaration. Richard Rush, who was Acting Secretary of State in 1817, remarked on September 10 of that year about the Tyler copy: "The foregoing copy of the Declaration of Independence has been collated with the original instrument and found correct. I have myself examined the signatures to each. Those executed by Mr. Tyler, are curiously exact imitations, so much so, that it would be difficult, if not impossible, for the closest scrutiny to distinguish them, were it not for the hand of time, from the originals." Rush's reference to "the hand of time" suggests that the signatures were already fading in 1817, only 40 years after they were first affixed to the parchment.

One later theory as to why the Declaration was aging so soon after its creation stems from the common 18th-century practice of taking "press copies." Press copies were made by placing a damp sheet of thin paper on a manuscript and pressing it until a portion of the ink was transferred. The thin paper copy was retained in the same manner as a modern carbon copy. The ink was reimposed on a copper plate, which was then etched so that copies could be run off the plate on a press. This "wet transfer" method may have been used by William J. Stone when in 1820 he was commissioned by Secretary of State John Quincy Adams to make a facsimile of the entire Declaration, signatures as well as text. By June 5, 1823, almost exactly 47 years after Jefferson's first draft of the Declaration, the (Washington) National Intelligencer was able to report "that Mr. William J. Stone, a respectable and enterprising Engraver of this City, has, after a labor of three years, completed a fac simile of the original of the Declaration of Independence, now in the archives of the government; that it is executed with the greatest exactness and fidelity; and that the Department of State has become the purchaser of the plate."

As the Intelligencer went on to observe: "We are very glad to hear this, for the original of that paper which ought to be immortal and imperishable, by being so much handled by copyists and curious visitors, might receive serious injury. The facility of multiplying copies of it now possessed by the Department of State will render further exposure of the original unnecessary." The language of the newspaper report, like that of Rush's earlier comment, would seem to indicate some fear of the deterioration of the Declaration even prior to Stone's work.

The copies made from Stone's copperplate established the clear visual image of the Declaration for generations of Americans. The 200 official parchment copies struck from the Stone plate carry the identification "Engraved by W. J. Stone for the Department of State, by order" in the upper left corner followed by "of J. Q. Adams, Sec. of State July 4th 1823." in the upper right corner. "Unofficial" copies that were struck later do not have the identification at the top of the document. Instead the engraver identified his work by engraving "W. J. Stone SC. Washn." near the lower left corner and burnishing out the earlier identification.

The longest of the early sojourns of the Declaration was from 1841 to 1876. Daniel Webster was Secretary of State in 1841. On June 11 he wrote to Commissioner of Patents Henry L. Ellsworth, who was then occupying a new building (now the National Portrait Gallery), that "having learned that there is in the new building appropriated to the Patent Office suitable accommodations for the safe-keeping, as well as the exhibition of the various articles now deposited in this Department, and usually, exhibited to visitors . . . I have directed them to be transmitted to you." An inventory accompanied the letter. Item 6 was the Declaration.

The "new building" was a white stone structure at Seventh and F Streets. The Declaration and Washington's commission as commander in chief were mounted together in a single frame and hung in a white painted hall opposite a window offering exposure to sunlight. There they were to remain on exhibit for 35 years, even after the Patent Office separated from the State Department to become administratively a part of the Interior Department. This prolonged exposure to sunlight accelerated the deterioration of the ink and parchment of the Declaration, which was approaching 100 years of age toward the end of this period.

During the years that the Declaration was exhibited in the Patent Office, the combined effects of aging, sunlight, and fluctuating temperature and relative humidity took their toll on the document. Occasionally, writers made somewhat negative comments on the appearance of the Declaration. An observer in the United States Magazine (October 1856) went so far as to refer to "that old looking paper with the fading ink." John B. Ellis remarked in The Sights and Secrets of the National Capital (Chicago, 1869) that "it is old and yellow, and the ink is fading from the paper." An anonymous writer in the Historical Magazine (October 1870) wrote: "The original manuscript of the Declaration of Independence and of Washington's Commission, now in the United States Patent Office at Washington, D.C., are said to be rapidly fading out so that in a few years, only the naked parchment will remain. Already, nearly all the signatures attached to the Declaration of Independence are entirely effaced." In May 1873 the Historical Magazine published an official statement by Mortimer Dormer Leggett, Commissioner of Patents, who admitted that "many of the names to the Declaration are already illegible."

The technology of a new age and the interest in historical roots engendered by the approaching Centennial focused new interest on the Declaration in the 1870s and brought about a brief change of home.

The Centennial and the Debate Over Preservation, 1876-1921

In 1876 the Declaration traveled to Philadelphia, where it was on exhibit for the Centennial National Exposition from May to October. Philadelphia's Mayor William S. Stokley was entrusted by President Ulysses S. Grant with temporary custody of the Declaration. The Public Ledger for May 8, 1876, noted that it was in Independence Hall "framed and glazed for protection, and . . . deposited in a fireproof safe especially designed for both preservation and convenient display. [When the outer doors of the safe were opened, the parchment was visible behind a heavy plate-glass inner door; the doors were closed at night.] Its aspect is of course faded and time-worn. The text is fully legible, but the major part of the signatures are so pale as to be only dimly discernible in the strongest light, a few remain wholly readable, and some are wholly invisible, the spaces which contained them presenting only a blank."

Other descriptions made at Philadelphia were equally unflattering: "scarce bears trace of the signatures the execution of which made fifty-six names imperishable," "aged-dimmed." But on the Fourth of July, after the text was read aloud to a throng on Independence Square by Richard Henry Lee of Virginia (grandson of the signer Richard Henry Lee), "The faded and crumbling manuscript, held together by a simple frame was then exhibited to the crowd and was greeted with cheer after cheer."

By late summer the Declaration's physical condition had become a matter of public concern. On August 3, 1876, Congress adopted a joint resolution providing "that a commission, consisting of the Secretary of the Interior, the Secretary of the Smithsonian Institution, and the Librarian of Congress be empowered to have resort to such means as will most effectually restore the writing of the original manuscript of the Declaration of Independence, with the signatures appended thereto." This resolution had actually been introduced as early as January 5, 1876. One candidate for the task of restoration was William J. Canby, an employee of the Washington Gas Light Company. On April 13 Canby had written to the Librarian of Congress: "I have had over thirty years experience in handling the pen upon parchment and in that time, as an expert, have engrossed hundreds of ornamental, special documents." Canby went on to suggest that "the only feasible plan is to replenish the original with a supply of ink, which has been destroyed by the action of light and time, with an ink well known to be, for all practical purposes, imperishable."

The commission did not, however, take any action at that time. After the conclusion of the Centennial exposition, attempts were made to secure possession of the Declaration for Philadelphia, but these failed and the parchment was returned to the Patent Office in Washington, where it had been since 1841, even though that office had become a part of the Interior Department. On April 11, 1876, Robert H. Duell, Commissioner of Patents, had written to Zachariah Chandler, Secretary of the Interior, suggesting that "the Declaration of Independence, and the commission of General Washington, associated with it in the same frame, belong to your Department as heirlooms.

Chandler appears to have ignored this claim, for in an exchange of letters with Secretary of State Hamilton Fish, it was agreed-with the approval of President Grant-to move the Declaration into the new, fireproof building that the State Department shared with the War and Navy Departments (now the Old Executive Office Building).

On March 3, 1877, the Declaration was placed in a cabinet on the eastern side of the State Department library, where it was to be exhibited for 17 years. It may be noted that not only was smoking permitted in the library, but the room contained an open fireplace. Nevertheless this location turned out to be safer than the premises just vacated; much of the Patent Office was gutted in a fire that occurred a few months later.

On May 5, 1880, the commission that had been appointed almost 4 years earlier came to life again in response to a call from the Secretary of the Interior. It requested that William B. Rogers, president of the National Academy of Sciences appoint a committee of experts to consider "whether such restoration [of the Declaration] be expedient or practicable and if so in what way the object can best be accomplished."

The duly appointed committee reported on January 7, 1881, that Stone used the "wet transfer" method in the creation of his facsimile printing of 1823, that the process had probably removed some of the original ink, and that chemical restoration methods were "at best imperfect and uncertain in their results." The committee concluded, therefore, that "it is not expedient to attempt to restore the manuscript by chemical means." The group of experts then recommended that "it will be best either to cover the present receptacle of the manuscript with an opaque lid or to remove the manuscript from its frame and place it in a portfolio, where it may be protected from the action of light." Finally, the committee recommended that "no press copies of any part of it should in future be permitted."

Recent study of the Declaration by conservators at the National Archives has raised doubts that a "wet transfer" took place. Proof of this occurrence, however, cannot be verified or denied strictly by modern examination methods. No documentation prior to the 1881 reference has been found to support the theory; therefore we may never know if Stone actually performed the procedure.

Little, if any, action was taken as a result of the 1881 report. It was not until 1894 that the State Department announced: "The rapid fading of the text of the original Declaration of Independence and the deterioration of the parchment upon which it is engrossed, from exposure to light and lapse of time, render it impracticable for the Department longer to exhibit it or to handle it. For the secure preservation of its present condition, so far as may be possible, it has been carefully wrapped and placed flat in a steel case."

A new plate for engravings was made by the Coast and Geodetic Survey in 1895, and in 1898 a photograph was made for the Ladies' Home Journal. On this latter occasion, the parchment was noted as "still in good legible condition" although "some of the signatures" were "necessarily blurred."

On April 14, 1903, Secretary of State John Hay solicited again the help of the National Academy of Sciences in providing "such recommendations as may seem practicable . . . touching [the Declaration's] preservation." Hay went on to explain: "It is now kept out of the light, sealed between two sheets of glass, presumably proof against air, and locked in a steel safe. I am unable to say, however, that, in spite of these precautions, observed for the past ten years, the text is not continuing to fade and the parchment to wrinkle and perhaps to break."

On April 24 a committee of the academy reported its findings. Summarizing the physical history of the Declaration, the report stated: "The instrument has suffered very seriously from the very harsh treatment to which it was exposed in the early years of the Republic. Folding and rolling have creased the parchment. The wet press-copying operation to which it was exposed about 1820, for the purpose of producing a facsimile copy, removed a large portion of the ink. Subsequent exposure to the action of light for more than thirty years, while the instrument was placed on exhibition, has resulted in the fading of the ink, particularly in the signatures. The present method of caring for the instrument seems to be the best that can be suggested."

The committee added its own "opinion that the present method of protecting the instrument should be continued; that it should be kept in the dark and dry as possible, and never placed on exhibition." Secretary Hay seems to have accepted the committee's recommendation; in the following year, William H. Michael, author of The Declaration of Independence (Washington, 1904), recorded that the Declaration was "locked and sealed, by order of Secretary Hay, and is no longer shown to anyone except by his direction."

World War I came and went. Then, on April 21, 1920, Secretary of State Bainbridge Colby issued an order creating yet another committee: "A Committee is hereby appointed to study the proper steps that should be taken for the permanent and effective preservation from deterioration and from danger from fire, or other form of destruction, of those documents of supreme value which under the law are deposited with the Secretary of State. The inquiry will include the question of display of certain of these documents for the benefit of the patriotic public."

On May 5, 1920, the new committee reported on the physical condition of the safes that housed the Declaration and the Constitution. It declared: "The safes are constructed of thin sheets of steel. They are not fireproof nor would they offer much obstruction to an evil-disposed person who wished to break into them." About the physical condition of the Declaration, the committee stated: "We believe the fading can go no further. We see no reason why the original document should not be exhibited if the parchment be laid between two sheets of glass, hermetically sealed at the edges and exposed only to diffused light."

The committee also made some important "supplementary recommendations." It noted that on March 3, 1903, President Theodore Roosevelt had directed that certain records relating to the Continental Congress be turned over by the Department of State to the Library of Congress: "This transfer was made under a provision of an Act of February 25, 1903, that any Executive Department may turn over to the Library of Congress books, maps, or other material no longer needed for the use of the Department." The committee recommended that the remaining papers, including the Declaration and the Constitution, be similarly given over to the custody of the Library of Congress. For the Declaration, therefore, two important changes were in the offing: a new home and the possibility of exhibition to "the patriotic public."

The Library of Congress . . . and Fort Knox, 1921-52

There was no action on the recommendations of 1920 until after the Harding administration took office. On September 28, 1921, Secretary of State Charles Evans Hughes addressed the new President: "I enclose an executive order for your signature, if you approve, transferring to the custody of the Library of Congress the original Declaration of Independence and Constitution of the United States which are now in the custody of this Department. . . . I make this recommendation because in the Library of Congress these muniments will be in the custody of experts skilled in archival preservation, in a building of modern fireproof construction, where they can safely be exhibited to the many visitors who now desire to see them."

President Warren G. Harding agreed. On September 29, 1921, he issued the Executive order authorizing the transfer. The following day Secretary Hughes sent a copy of the order to Librarian of Congress Herbert Putnam, stating that he was "prepared to turn the documents over to you when you are ready to receive them."

Putnam was both ready and eager. He presented himself forthwith at the State Department. The safes were opened, and the Declaration and the Constitution were carried off to the Library of Congress on Capitol Hill in the Library's "mail wagon," cushioned by a pile of leather U.S. mail sacks. Upon arrival, the two national treasures were placed in a safe in Putnam's office.

On October 3, Putnam took up the matter of a permanent location. In a memorandum to the superintendent of the Library building and grounds, Putnam proceeded from the premise that "in the Library" the documents "might be treated in such a way as, while fully safe-guarding them and giving them distinction, they should be open to inspection by the public at large." The memorandum discussed the need for a setting "safe, dignified, adequate, and in every way suitable . . . Material less than bronze would be unworthy. The cost must be considerable."

The Librarian then requested the sum of $12,000 for his purpose. The need was urgent because the new Bureau of the Budget was about to print forthcoming fiscal year estimates. There was therefore no time to make detailed architectural plans. Putnam told an appropriations committee on January 16, 1922, just what he had in mind. "There is a way . . . we could construct, say, on the second floor on the western side in that long open gallery a railed inclosure, material of bronze, where these documents, with one or two auxiliary documents leading up to them, could be placed, where they need not be touched by anybody but where a mere passer-by could see them, where they could be set in permanent bronze frames and where they could be protected from the natural light, lighted only by soft incandescent lamps. The result could be achieved and you would have something every visitor to Washington would wish to tell about when he returned and who would regard it, as the newspapermen are saying, with keen interest as a sort of 'shrine.'" The Librarian's imaginative presentation was successful: The sum of $12,000 was appropriated and approved on March 20, 1922.

Before long, the "sort of 'shrine'" was being designed by Francis H. Bacon, whose brother Henry was the architect of the Lincoln Memorial. Materials used included different kinds of marble from New York, Vermont, Tennessee, the Greek island of Tinos, and Italy. The marbles surrounding the manuscripts were American; the floor and balustrade were made of foreign marbles to correspond with the material used in the rest of the Library. The Declaration was to be housed in a frame of gold-plated bronze doors and covered with double panes of plate glass with specially prepared gelatin films between the plates to exclude the harmful rays of light. A 24-hour guard would provide protection.

On February 28, 1924, the shrine was dedicated in the presence of President and Mrs. Calvin Coolidge, Secretary Hughes, and other distinguished guests. Not a word was spoken during a moving ceremony in which Putnam fitted the Declaration into its frame. There were no speeches. Two stanzas of America were sung. In Putnam's words: "The impression on the audience proved the emotional potency of documents animate with a great tradition."

With only one interruption, the Declaration hung on the wall of the second floor of the Great Hall of the Library of Congress until December 1952. During the prosperity of the 1920s and the Depression of the 1930s, millions of people visited the shrine. But the threat of war and then war itself caused a prolonged interruption in the steady stream of visitors.

On April 30, 1941, worried that the war raging in Europe might engulf the United States, the newly appointed Librarian of Congress, Archibald MacLeish, wrote to the Secretary of the Treasury, Henry Morgenthau, Jr. The Librarian was concerned for the most precious of the many objects in his charge. He wrote "to enquire whether space might perhaps be found" at the Bullion Depository in Fort Knox for his most valuable materials, including the Declaration, "in the unlikely event that it becomes necessary to remove them from Washington." Secretary Morgenthau replied that space would indeed be made available as necessary for the "storage of such of the more important papers as you might designate."

On December 7, 1941, the Japanese attacked Pearl Harbor. On December 23, the Declaration and the Constitution were removed from the shrine and placed between two sheets of acid-free manilla paper. The documents were then carefully wrapped in a container of all-rag neutral millboard and placed in a specially designed bronze container. It was late at night when the container was finally secured with padlocks on each side. Preparations were resumed on the day after Christmas, when the Attorney General ruled that the Librarian needed no "further authority from the Congress or the President" to take such action as he deemed necessary for the "proper protection and preservation" of the documents in his charge.

The packing process continued under constant armed guard. The container was finally sealed with lead and packed in a heavy box; the whole weighed some 150 pounds. It was a far cry from the simple linen bag of the summer of 1814.

At about 5 p.m. the box, along with other boxes containing vital records, was loaded into an armed and escorted truck, taken to Union Station, and loaded into a compartment of the Pullman sleeper Eastlake. Armed Secret Service agents occupied the neighboring compartments. After departing from Washington at 6:30 p.m., the Declaration traveled to Louisville, KY, arriving at 10:30 a.m., December 27, 1941. More Secret Service agents and a cavalry troop of the 13th Armored Division met the train, convoyed its precious contents to the Bullion Depository at Fort Knox, and placed the Declaration in compartment 24 in the outer tier on the ground level.

The Declaration was periodically examined during its sojourn at Fort Knox. One such examination in 1942 found that the Declaration had become detached in part from its mount, including the upper right corner, which had been stuck down with copious amounts of glue. In his journal for May 14, 1942, Verner W. Clapp, a Library of Congress official, noted: "At one time also (about January 12, 1940) an attempt had been made to reunite the detached upper right hand corner to the main portion by means of a strip of 'scotch' cellulose tape which was still in place, discolored to a molasses color. In the various mending efforts glue had been splattered in two places on the obverse of the document."

The opportunity was taken to perform conservation treatment in order to stabilize and rejoin the upper right corner. Under great secrecy, George Stout and Evelyn Erlich, both of the Fogg Museum at Harvard University, traveled to Fort Knox. Over a period of 2 days, they performed mending of small tears, removed excess adhesive and the "scotch" tape, and rejoined the detached upper right corner.

Finally, in 1944, the military authorities assured the Library of Congress that all danger of enemy attack had passed. On September 19, the documents were withdrawn from Fort Knox. On Sunday, October 1, at 11:30 a.m., the doors of the Library were opened. The Declaration was back in its shrine.

With the return of peace, the keepers of the Declaration were mindful of the increasing technological expertise available to them relating to the preservation of the parchment. In this they were readily assisted by the National Bureau of Standards, which even before World War II, had researched the preservation of the Declaration. The problem of shielding it from harsh light, for example, had in 1924 led to the insertion of a sheet of yellow gelatin between the protective plates of glass. Yet this procedure lessened the visibility of an already faded parchment. Could not some improvement be made?

Following reports of May 5, 1949, on studies in which the Library staff, members of the National Bureau of Standards, and representatives of a glass manufacturer had participated, new recommendations were made. In 1951 the Declaration was sealed in a thermopane enclosure filled with properly humidified helium. The exhibit case was equipped with a filter to screen out damaging light. The new enclosure also had the effect of preventing harm from air pollution, a growing peril.

Soon after, however, the Declaration was to make one more move, the one to its present home. (See Appendix B.)

The National Archives, 1952 to the Present

In 1933, while the Depression gripped the nation, President Hoover laid the cornerstone for the National Archives Building in Washington, DC. He announced that the Declaration of Independence and the Constitution would eventually be kept in the impressive structure that was to occupy the site. Indeed, it was for their keeping and display that the exhibition hall in the National Archives had been designed. Two large murals were painted for its walls. In one, Thomas Jefferson is depicted presenting the Declaration to John Hancock, President of the Continental Congress while members of that Revolutionary body look on. In the second, James Madison is portrayed submitting the Constitution to George Washington.

The final transfer of these special documents did not, however, take place until almost 20 years later. In October 1934 President Franklin D. Roosevelt appointed the first Archivist of the United States, Robert Digges Wimberly Connor. The President told Connor that "valuable historic documents," such as the Declaration of Independence and the U.S. Constitution, would reside in the National Archives Building. The Library of Congress, especially Librarian Herbert Putnam, objected. In a meeting with the President 2 months after his appointment, Connor explained to Roosevelt how the documents came to be in the Library and that Putnam felt another Act of Congress was necessary in order for them to be transferred to the Archives. Connor eventually told the President that it would be better to leave the matter alone until Putnam retired.

When Herbert Putnam retired on April 5, 1939, Archibald MacLeish was nominated to replace him. MacLeish agreed with Roosevelt and Connor that the two important documents belonged in the National Archives. Because of World War II, during much of which the Declaration was stored at Fort Knox, and Connor's resignation in 1941, MacLeish was unable to enact the transfer. By 1944, when the Declaration and Constitution returned to Washington from Fort Knox, MacLeish had been appointed Assistant Secretary of State.

Solon J. Buck, Connor's successor as Archivist of the United States (1941-48), felt that the documents were in good hands at the Library of Congress. His successor, Wayne Grover, disagreed. Luther Evans, the Librarian of Congress appointed by President Truman in June 1945, shared Grover's opinion that the documents should be transferred to the Archives.

In 1951 the two men began working with their staff members and legal advisers to have the documents transferred. The Archives position was that the documents were federal records and therefore covered by the Federal Records Act of 1950, which was "paramount to and took precedence over" the 1922 act that had appropriated money for the shrine at the Library of Congress. Luther Evans agreed with this line of reasoning, but he emphasized getting the approval of the President and the Joint Committee on the Library.

Senator Theodore H. Green, Chairman of the Joint Committee on the Library, agreed that the transfer should take place but stipulated that it would be necessary to have his committee act on the matter. Evans went to the April 30, 1952, committee meeting alone. There is no formal record of what was said at the meeting, except that the Joint Committee on the Library ordered that the documents be transferred to the National Archives. Not only was the Archives the official depository of the government's records, it was also, in the judgment of the committee, the most nearly bombproof building in Washington.

At 11 a.m., December 13, 1952, Brigadier General Stoyte O. Ross, commanding general of the Air Force Headquarters Command, formally received the documents at the Library of Congress. Twelve members of the Armed Forces Special Police carried the 6 pieces of parchment in their helium-filled glass cases, enclosed in wooden crates, down the Library steps through a line of 88 servicewomen. An armored Marine Corps personnel carrier awaited the documents. Once they had been placed on mattresses inside the vehicle, they were accompanied by a color guard, ceremonial troops, the Army Band, the Air Force Drum and Bugle Corps, two light tanks, four servicemen carrying submachine guns, and a motorcycle escort in a parade down Pennsylvania and Constitution Avenues to the Archives Building. Both sides of the parade route were lined by Army, Navy, Coast Guard, Marine, and Air Force personnel. At 11:35 a.m. General Ross and the 12 special policemen arrived at the National Archives Building, carried the crates up the steps, and formally delivered them into the custody of Archivist of the United States Wayne Grover. (Already at the National Archives was the Bill of Rights, protectively sealed according to the modern techniques used a year earlier for the Declaration and Constitution.)

The formal enshrining ceremony on December 15, 1952, was equally impressive. Chief Justice of the United States Fred M. Vinson presided over the ceremony, which was attended by officials of more than 100 national civic, patriotic, religious, veterans, educational, business, and labor groups. After the invocation by the Reverend Frederick Brown Harris, chaplain of the Senate, Governor Elbert N. Carvel of Delaware, the first state to ratify the Constitution, called the roll of states in the order in which they ratified the Constitution or were admitted to the Union. As each state was called, a servicewoman carrying the state flag entered the Exhibition Hall and remained at attention in front of the display cases circling the hall. President Harry S. Truman, the featured speaker, said:

"The Declaration of Independence, the Constitution, and the Bill of Rights are now assembled in one place for display and safekeeping. . . . We are engaged here today in a symbolic act. We are enshrining these documents for future ages. . . . This magnificent hall has been constructed to exhibit them, and the vault beneath, that we have built to protect them, is as safe from destruction as anything that the wit of modern man can devise. All this is an honorable effort, based upon reverence for the great past, and our generation can take just pride in it."

Senator Green briefly traced the history of the three documents, and then the Librarian of Congress and the Archivist of the United States jointly unveiled the shrine. Finally, Justice Vinson spoke briefly, the Reverend Bernard Braskamp, chaplain of the House of Representatives gave the benediction, the U.S. Marine Corps Band played the "Star Spangled Banner," the President was escorted from the hall, the 48 flagbearers marched out, and the ceremony was over. (The story of the transfer of the documents is found in Milton O. Gustafson, " The Empty Shrine: The Transfer of the Declaration of Independence and the Constitution to the National Archives," The American Archivist 39 (July 1976): 271-285.)

The present shrine provides an imposing home. The priceless documents stand at the center of a semicircle of display cases showing other important records of the growth of the United States. The Declaration, the Constitution, and the Bill of Rights stand slightly elevated, under armed guard, in their bronze and marble shrine. The Bill of Rights and two of the five leaves of the Constitution are displayed flat. Above them the Declaration of Independence is held impressively in an upright case constructed of ballistically tested glass and plastic laminate. Ultraviolet-light filters in the laminate give the inner layer a slightly greenish hue. At night, the documents are stored in an underground vault.

In 1987 the National Archives and Records Administration installed a $3 million camera and computerized system to monitor the condition of the three documents. The Charters Monitoring System was designed by the Jet Propulsion Laboratory to assess the state of preservation of the Constitution, the Declaration of Independence, and the Bill of Rights. It can detect any changes in readability due to ink flaking, off-setting of ink to glass, changes in document dimensions, and ink fading. The system is capable of recording in very fine detail 1-inch square areas of documents and later retaking the pictures in exactly the same places and under the same conditions of lighting and charge-coupled device (CCD) sensitivity. (The CCD measures reflectivity.) Periodic measurements are compared to the baseline image to determine if changes or deterioration invisible to the human eye have taken place.

The Declaration has had many homes, from humble lodgings and government offices to the interiors of safes and great public displays. It has been carried in wagons, ships, a Pullman sleeper, and an armored vehicle. In its latest home, it has been viewed with respect by millions of people, everyone of whom has had thereby a brief moment, a private moment, to reflect on the meaning of democracy. The nation to which the Declaration gave birth has had an immense impact on human history, and continues to do so. In telling the story of the parchment, it is appropriate to recall the words of poet and Librarian of Congress Archibald MacLeish. He described the Declaration of Independence and the Constitution as "these fragile objects which bear so great a weight of meaning to our people." The story of the Declaration of Independence as a document can only be a part of the larger history, a history still unfolding, a "weight of meaning" constantly, challenged, strengthened, and redefined.

The 26 copies of the Dunlap broadside known to exist are dispersed among American and British institutions and private owners. The following are the current locations of the copies.

National Archives, Washington, DC Library of Congress, Washington, DC (two copies) Maryland Historical Society, Baltimore, MD University of Virginia, Charlottesville, VA (two copies) Independence National Historic Park, Philadelphia, PA American Philosophical Society, Philadelphia, PA Historical Society of Pennsylvania, Philadelphia, PA Scheide Library, Princeton University, Princeton, NJ New York Public Library, New York Morgan Library, New York Massachusetts Historical Society, Boston, MA Harvard University, Cambridge, MA Chapin Library, Williams College, Williamstown, MA Yale University, New Haven, CT American Independence Museum, Exeter, NH Maine Historical Society, Portland, ME Indiana University, Bloomington, IN Chicago Historical Society, Chicago, IL J. Erik Jonsson Central Library, Dallas Public Library, Dallas, TX Declaration of Independence Road Trip [Norman Lear and David Hayden] Private collector National Archives, United Kingdom (three copies)

The locations given for the Declaration from 1776 to 1789 are based on the locations for meetings of the Continental and Confederation Congresses:

Philadelphia: August-December 1776 Baltimore: December 1776-March 1777 Philadelphia: March-September 1777 Lancaster, PA: September 27, 1777 York, PA: September 30, 1777-June 1778 Philadelphia: July 1778-June 1783 Princeton, NJ: June-November 1783 Annapolis, MD: November 1783-October 1784 Trenton, NJ: November-December 1784 New York: 1785-1790 Philadelphia: 1790-1800 Washington, DC (three locations): 1800-1814 Leesburg, VA: August-September 1814 Washington, DC (three locations): 1814-1841 Washington, DC (Patent Office Building): 1841-1876 Philadelphia: May-November 1876 Washington, DC (State, War, and Navy Building): 1877-1921 Washington, DC (Library of Congress): 1921-1941 Fort Knox*: 1941-1944 Washington, DC (Library of Congress): 1944-1952 Washington, DC (National Archives): 1952-present

*Except that the document was displayed on April 13, 1943, at the dedication of the Thomas Jefferson Memorial in Washington, DC.

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Declaration of Independence

By: History.com Editors

Updated: March 28, 2023 | Original: October 27, 2009

The Declaration of Independence was the first formal statement by a nation’s people asserting their right to choose their own government.

When armed conflict between bands of American colonists and British soldiers began in April 1775, the Americans were ostensibly fighting only for their rights as subjects of the British crown. By the following summer, with the Revolutionary War in full swing, the movement for independence from Britain had grown, and delegates of the Continental Congress were faced with a vote on the issue. In mid-June 1776, a five-man committee including Thomas Jefferson , John Adams and Benjamin Franklin was tasked with drafting a formal statement of the colonies’ intentions. The Congress formally adopted the Declaration of Independence—written largely by Jefferson—in Philadelphia on July 4 , a date now celebrated as the birth of American independence.

America Before the Declaration of Independence

Even after the initial battles in the Revolutionary War broke out, few colonists desired complete independence from Great Britain, and those who did–like John Adams– were considered radical. Things changed over the course of the next year, however, as Britain attempted to crush the rebels with all the force of its great army. In his message to Parliament in October 1775, King George III railed against the rebellious colonies and ordered the enlargement of the royal army and navy. News of his words reached America in January 1776, strengthening the radicals’ cause and leading many conservatives to abandon their hopes of reconciliation. That same month, the recent British immigrant Thomas Paine published “Common Sense,” in which he argued that independence was a “natural right” and the only possible course for the colonies; the pamphlet sold more than 150,000 copies in its first few weeks in publication.

Did you know? Most Americans did not know Thomas Jefferson was the principal author of the Declaration of Independence until the 1790s; before that, the document was seen as a collective effort by the entire Continental Congress.

In March 1776, North Carolina’s revolutionary convention became the first to vote in favor of independence; seven other colonies had followed suit by mid-May. On June 7, the Virginia delegate Richard Henry Lee introduced a motion calling for the colonies’ independence before the Continental Congress when it met at the Pennsylvania State House (later Independence Hall) in Philadelphia. Amid heated debate, Congress postponed the vote on Lee’s resolution and called a recess for several weeks. Before departing, however, the delegates also appointed a five-man committee–including Thomas Jefferson of Virginia, John Adams of Massachusetts, Roger Sherman of Connecticut, Benjamin Franklin of Pennsylvania and Robert R. Livingston of New York–to draft a formal statement justifying the break with Great Britain. That document would become known as the Declaration of Independence.

Thomas Jefferson Writes the Declaration of Independence

Jefferson had earned a reputation as an eloquent voice for the patriotic cause after his 1774 publication of “A Summary View of the Rights of British America,” and he was given the task of producing a draft of what would become the Declaration of Independence. As he wrote in 1823, the other members of the committee “unanimously pressed on myself alone to undertake the draught [sic]. I consented; I drew it; but before I reported it to the committee I communicated it separately to Dr. Franklin and Mr. Adams requesting their corrections….I then wrote a fair copy, reported it to the committee, and from them, unaltered to the Congress.”

As Jefferson drafted it, the Declaration of Independence was divided into five sections, including an introduction, a preamble, a body (divided into two sections) and a conclusion. In general terms, the introduction effectively stated that seeking independence from Britain had become “necessary” for the colonies. While the body of the document outlined a list of grievances against the British crown, the preamble includes its most famous passage: “We hold these truths to be self-evident; that all men are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty and the pursuit of happiness; that to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.”

The Continental Congress Votes for Independence

The Continental Congress reconvened on July 1, and the following day 12 of the 13 colonies adopted Lee’s resolution for independence. The process of consideration and revision of Jefferson’s declaration (including Adams’ and Franklin’s corrections) continued on July 3 and into the late morning of July 4, during which Congress deleted and revised some one-fifth of its text. The delegates made no changes to that key preamble, however, and the basic document remained Jefferson’s words. Congress officially adopted the Declaration of Independence later on the Fourth of July (though most historians now accept that the document was not signed until August 2).

The Declaration of Independence became a significant landmark in the history of democracy. In addition to its importance in the fate of the fledgling American nation, it also exerted a tremendous influence outside the United States, most memorably in France during the French Revolution . Together with the Constitution and the Bill of Rights , the Declaration of Independence can be counted as one of the three essential founding documents of the United States government.

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Resources: Discussions and Assignments

Module 5 assignment: my declaration of independence.

For this assignment, you’ll create your own, modern-day example of a Declaration of Independence.

Instructions:

Step 1 : Pick FIVE of the grievances listed in the Declaration of Independence and rewrite them in your own words and with enough of an explanation that they make sense.

For example, “He has refused his Assent to Laws, the most wholesome and necessary for the public good.” could be rewritten as, “The King did not allow laws to be passed that benefited the colonies.” Include both the actual text and your example.

Step 2 :  Following the template laid out in the Declaration of Independence, write your own declaration about any injustices your notice in your life or those around you (it could be related to school, work, study groups, relationships, political issues, etc.) Although not required, you could use the following outline to write your own declaration (add information to each of the four paragraphs):

• (1) When in the course of human events it becomes necessary…
• (2) We hold these truths to be self-evident, that all _______ are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are…
• (3) To prove this, let Facts be submitted to a candid world…(Here you must list at LEAST five grievances, or complaints, in support of your argument)
• (4) We, therefore, solemnly publish and declare…

Step 3 : Share your declaration in a visually appealing way, either in the form of an infographic, presentation, or video. Share your declaration in the discussion forum.

Worked Examples

Sample 1 (showing the text only):

When in the course of human events it becomes necessary for one person to demand assistance in the regular maintenance of the bathroom cleanliness, decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

I hold these truths to be self-evident, that all men and women are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are the rights to cleanliness, public sanitation, leisure time, and peace. Over the past several years, my family has repeatedly ignored my requests to assist in cleaning the toilets.

To prove this, let facts be submitted to a candid world…Instead of lending a helping hand, her requests have been blatantly ignored and denied. While she works endlessly to maintain the porcelain glow of the toilet, the brass shine on the faucets, and the impeccable whiteness of the shower tub, her family members seem dead set on creating as much possible filth within the bathroom quarters.

In over 5 years of family life, she has never once seen an unexpectedly clean bathroom. She wipes the counters and mirrors at least thrice weekly with a Clorox wipe, which goes unnoticed by all. She vacuums and cleans the bathroom floor at least weekly. She uses a bathmat instead of dripping wetness all over the clean bathroom carpets while no one else does so. She was once asked if they own a toilet brush cleaner. Yes, yes they do. Others claim to not know the location of the bathroom cleaning supplies, although they remain faithfully under the bathroom sink.

I, therefore, solemnly publish and declare that the time has come for me to step down from her bathroom duties and relinquish them entirely to the fate of her family. She will not mop, vacuum, clean, wipe, or brush any portion of the bathroom and will wait to see just how filthy it becomes before her family members realize she has retired from these duties.

Watch a video example created using Adobe Spark .

Assignment Grading Rubric:

• Assignment: My Declaration of Independence. Provided by : Lumen Learning. License : CC BY: Attribution
• A Tenant's Declaration of Independence. Authored by : Jacey Anderson. Located at : https://spark.adobe.com/video/xrhCk4Zg8CFKS . License : All Rights Reserved

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The Declaration of Independence: "An Expression of the American Mind"

United States Declaration of Independence.

Wikimedia Commons

"This was the object of the Declaration of Independence. Not to find out new principles, or new arguments, never before thought of, not merely to say things which had never been said before, but to place before mankind the common sense of the subject, in terms so plain and firm as to command their assent, and to justify ourselves in the independent stand we are compelled to take. Neither aiming at originality of principle or sentiment, not yet copied from any particular and previous writing, it was intended to be an expression of the American mind, and to give to that expression the proper tone and spirit called for by the occasion. All it's [sic] authority rests on the harmonizing sentiments of the day, whether expressed in conversation, letters, printed essays, or in the elementary books of public right, as Aristotle, Cicero, Locke, Sidney, & c." — Thomas Jefferson to Henry Lee , May 8, 1825

In an 1825 letter to Richard Henry Lee, Thomas Jefferson, the principal author of the Declaration of Independence, discussed who deserved credit for the ideas contained in that document. Looking back to the early years of the American Revolution, Jefferson related how the decision "to resort to arms for redress" of American grievances led patriots of the American cause to issue "an appeal to the tribunal of the world" with an eye towards explaining and justifying the American actions.

Reflecting back forty-nine years after the fact, did Jefferson accurately portray the process that went into the creation of the Declaration of Independence? If so, what were those "harmonizing sentiments of the day" to which he referred? This lesson plan looks at the major ideas in the Declaration of Independence, their origins, the Americans' key grievances against the King and Parliament, their assertion of sovereignty, and the Declaration's process of revision. Upon completion of the lesson, students will be familiar with the document's origins, and the influences that produced Jefferson's "expression of the American mind."

Guiding Questions

What are the major ideas expressed in the Declaration of Independence?

What are some of the sources for the language and ideas found in the Declaration of Independence?

Learning Objectives

Analyze the Declaration of Independence to understand its structure, purpose, and tone.

Compare the language and philosophies presented in the Declaration of Independence with the likely source materials used by the writers. 

Evaluate the interconnected nature of the key ideas in the Preamble to the Declaration of Independence: natural rights, the social contract, the right to revolution, popular sovereignty, and the right of self-determination.

Analyze the items and arguments included within the document and assess their merits in relation to the stated goals. 

Lesson Plan Details

The events that led up to declaring independence in July of 1776 have been written about and analyzed extensively. Below are some useful links that provide background and excellent overviews of the evolution toward and arguments for the Declaration of Independence.

In addition to the above video produced by the Oxford Observer on social contract theory , turn to the Teacher's Guide on EDSITEment-reviewed PBS Liberty  for more on the key themes of natural rights, the social contract, the right to revolution, popular sovereignty, and the right of self-determination in the Declaration. You can also search for background materials at the entry on John Locke on the Stanford Encyclopedia of Philosophy, an EDSITEment-reviewed website, especially noting the sections on:

• The Social Contract Theory
• Function of Civil Government

For an understanding of how the Declaration of Independence should be viewed not in isolation but as the culmination of over 90 local declarations of Independence, see Pauline Maier's interview " What Was the Declaration of Independence? " on the Online Newshour, a link on the Internet Public Library. Maier is the author of American Scripture: Making the Declaration of Independence (New York, 1997).

For more information, see the following EDSITEment-reviewed resources:

• The History Channel video provides a quick look at who was present and their motives for wanting to declare independence from King George III. 
• For a brief chronology of the drafting of the Declaration of Independence, see " Declaring Independence, Drafting the Documents ," via American Memory from the Library of Congress.
• For essays and other resources illuminating the bases of the Declaration and the causes of the Revolution, see " The Road to Revolution " from The Gilder Lehrman Institute of American History.
• For a brief overview of the specific stages through which the writing of the Declaration passed, see " The Declaration of Independence: A History ," available via the National Archives.
• See an EDSITEment lesson on the Declaration of Independence for younger students.

NCSS.D2.His.3.3-5. Generate questions about individuals and groups who have shaped significant historical changes and continuities.

NCSS.D2.His.4.3-5. Explain why individuals and groups during the same historical period differed in their perspectives.

NCSS.D2. His.5.3-5. Explain connections among historical contexts and people’s perspectives at the time.

NCSS.D2.His.6.3-5. Describe how people’s perspectives shaped the historical sources they created.

NCSS.D1.1.9-12. Explain how a question reflects an enduring issue in the field.

NCSS.D2.Civ.3.9-12. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.

NCSS.D2.Civ.4.9-12. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.

NCSS.D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

NCSS.D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

• The Declaration of Independence , July 4, 1776, from The Avalon Project at Yale Law School
• Was the Revolution Justified?  from Digital History
• John Locke's Second Treatise on Government , Section 225, 1690, from The Constitution Society via Internet Public Library.
• Massachusetts Slave Petition , May 25, 1774, from Founder's Constitution, a link on Learner.org.
• Malden Massachusetts Statement of Independence , May 27, 1776, from Teaching American History.
• George Mason and the Virginia Declaration of Rights , June 12, 1776, from Digital History. Print out or make a Declaration of Independence Comparison Chart .

Activity 1. The Declaration's Origins: Four (4) Primary Sources for Understanding the Declaration of Independence

Much of the language and many of the ideas in the Declaration can be found in other documents, to which Jefferson and the other writers had access. In this activity, students will be able to see these influences and understand the evolution of ideas over time that culminated in the Declaration. (At this point, the teacher may want to show students the Maier interview or explain her view of the ideological underpinnings of the Declaration.)

• Either working individually or in small groups, students will receive a copy the Declaration of Independence (to be annotated), copies of these four documents, and a chart to record information.
• As students read each of the four documents, they will search for the portion of the Declaration that was influenced by the document's text. They will compare the Declaration's ideas with these other documents. Students should analyze the extent of the connection and influence of the ideas in their document to the wording in specific sections of the Declaration.
• In addition, they will fill in the accompanying chart to document the accumulation of ideas leading to the Declaration.
• After the students have finished, the teacher should project a copy of the student-annotated Declaration(s) to enable the students to see the extent to which the ideas in the final document came from these earlier ones. The students can engage in a discussion about the extent of the influences and the reasons for those connections of ideas.
• John Locke's Second Treatise on Government , Section 225, 1690, from The Constitution Society, a link on the EDSITEment-reviewed Internet Public Library. In this excerpt , Locke explains under what circumstances the people have the right to alter their form of government.
• Massachusetts Slave Petition , May 27, 1774, from Founder's Constitution, a link on Learner.org . In this slave petition to the governing bodies of Massachusetts, the natural rights argument is made boldly by a people denied all rights at that time. (Students should focus on arguments at the beginning and end of the petition.)
• Malden Massachusetts Statement of Independence , May 27, 1776, from the EDSITEment-reviewed resource Teaching American History. In this document, the citizens of the town of Malden express their concerns to their representative at the Continental Congress about the actions of the British and why a declaration in favor of independence was necessary and appropriate at that time. (Students will find the specific grievances in paragraphs three and four that connect to the Declaration's grievances. Students should pay close attention to the concluding two paragraphs of the Statement of Independence. Is the language stronger or weaker than that in the conclusion of the Declaration?)
• George Mason and the Virginia Declaration of Rights , June 12, 1776, from Colonial Williamsburg, a link on the EDSITEment-reviewed site Digital History. This document, urging Virginia's delegates to support such an action, was passed a little more than three weeks before the Declaration of Independence was adopted by the Continental Congress. (Students should focus on the first three clauses of this Declaration of Rights to see how it resembles the Preamble to the Declaration of Independence:  excerpt in separate PDF.)

Activity 2. The Declaration's Key Ideas

Students will read and explain the structure of the Declaration: introduction, main political and philosophical ideas, the grievances, and the assertion of sovereignty.

• Give each student a copy of the Declaration of Independence from the EDSITEment-reviewed Avalon Project.
• As a whole-class exercise, do a guided reading of the introduction to the Declaration of Independence, with the teacher modeling how to decipher language and "explain" its meaning and significance, i.e. what is the main idea in this first part, why is it here, and WHY is it important?  Teacher Annotation in a separate PDF.
• Then, the students will read the next section (starting with "We hold these truths …), which contains references to natural rights, the social contract, and the right to revolution. The teacher should lead a brief discussion of these three concepts to ensure that students understand their meaning. The students' task will be to identify and locate the three concepts in the text; then they will re-write them in their own words and explain how they relate to the struggle between the English and American colonists. They should also address how revolutionary were these ideas in two respects: how did they support the idea of revolution and, given the context of the times, why were these ideas unusual and new? Once students have identified these references, the teacher could then move the discussion into the direction of explaining what each one of these terms means in greater depth. See sample student annotation in separate PDF.
• Next, students will analyze the list of grievances. Each student should be assigned one grievance, which they will read and annotate, and then will report back to the class about what it is saying, how it relates to the struggle with England, and why it is significant to the whole document.
• King's Abuse of Power : The first group, consisting of charges 1–12, refers to such abuses of the king's executive power as suspending colonial laws, dissolving colonial legislatures, obstructing the administration of justice, and maintaining a standing army during peacetime.
• King and Parliament acting Together : The second group, consisting of charges 13–22, attacks the king for combining with "others" (Parliament) to subject America to a variety of unconstitutional measures, including taxing the colonists without consent, cutting off their trade with the rest of the world, curtailing their right to trial by jury, and altering their charters.
• The King's War Crimes : The third set of charges, numbers 23–27, assails the king's violence and cruelty in waging war against his American subjects
• As an alternative, other categories could be chosen such as economic interests, infringement of colonial self-government, and violation of individual rights
• Finally, students should identify phrases in which the Americans assert their rights to popular sovereignty and self-determination, and where they say what they will do to achieve them. The students should explain these ideas in their own words.

Activity 1.

Students will take on the role of a colonial newspaper editor, preparing an editorial for July 5th, the day after the contents of the Declaration have become public. They will write a pro-independence or anti-independence editorial, depending on the viewpoint of their newspaper, explaining the main ideas of the Declaration, its ideological antecedents, and their approval/disapproval.

Activity 2. 

Students should take on the role of a textbook editor and write a section about the background influences on the Declaration. They will write short paragraphs, explaining the key sections of the Declaration along with its "predecessor," and will include information about who wrote the document and its impact on the Declaration. They will include a chart, similar to the one used in this activity.

Activity 3.

 Students take on the role of a citizen or government official in another country in the years following the creation of the Declaration (i.e. France, Haiti, etc.). Construct a newspaper editorial that draws upon specific clauses in the Declaration that are relevant to the circumstances of their country at the time.  

• Subsequent Declarations of Independence, selections in "All Men Are Created Equal": The Power Of An Idea by Bob Blythe .
• Lincoln and the Declaration: Students could analyze extent to which the Declaration influenced Lincoln's thinking and the writing of the Gettysburg Address .
• Students "interview" Thomas Jefferson, about what it was like to have "his" document altered. The interview should show the major changes that were made. Students should try to determine how Jefferson would have felt about them
• Students will compare two different versions of the Declaration of Independence: Jefferson's rough draft  and the final version , which was edited by the Continental Congress.

Materials & Media

The declaration of independence: "an expression of the american mind": worksheet 1, the declaration of independence: "an expression of the american mind": worksheet 2, the declaration of independence: "an expression of the american mind": worksheet 3, the declaration of independence: "an expression of the american mind": worksheet 4, the declaration of independence: "an expression of the american mind": worksheet 5, related on edsitement, declare the causes: the declaration of independence, the argument of the declaration of independence.

• Ignite Learning: Transformative PD Choices
• The Epic Romeo and Juliet Project
• Provenzano Games

Saturday, October 29, 2011

Student declarations of independence.

I admire the way your students' voices are clearly influenced by the elevated language of the founding fathers but still ring with modern expressions. Thanks for sharing this great work. Gary Anderson

Please post your thoughts here. Thanks!

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“We just gloss over the Declaration of Independence at our school. The words are just too hard for my 5th graders to understand.”

I’m sure you can imagine the look on my face. It was a mixture of shock and sadness.

The Declaration of Independence is more than a dusty old document. It’s a time capsule full of information about how early Americans were treated badly and taken for granted by King George III and England.

Teaching the Declaration is one of the highlights of my school year! It’s a document that was written in the midst of a turbulent time and helped to develop a new nation.

Thomas Jefferson took on the monumental task of crafting a document that listed the colonists’ justification for breaking away from the Mother Country.

The Second Continental Congress approved and signed this document after they had tried every manner of reconciliation with England but received nothing in return.

I always have fun teaching American history but the Declaration of Independence is certainly one of my very favorite topics. I sincerely hope that you gain some new ideas and teaching strategies that will help you to bring this document to life in your classroom!

Break the Preamble into small, meaningful pieces!

The Preamble to the Declaration of Independence explains why the document was written. It is also the most recognizable part of the document.

If you present the entire preamble to students at once, they are undoubtedly going to feel overwhelmed.

To make my students feel successful with the Preamble, I create a chart with them and we discuss the meaning of each phrase, one at a time. We use interactive notebooks, so we created a chart together in our notebooks. However, this would also make an amazing anchor chart.

I do point out to my 5th graders that the phrase, “All men are created equal,” meant something different to our founding fathers than it means to us.

I emphasize that TODAY, we interpret this phrase as everyone, all men and women, are created equal, no matter their race, religion, etc.

Our founding fathers had a very narrow view of “All men.” Their interpretation of this phrase was “All free, white men who owned property.”

African Americans, women, Native Americans, indentured servants, poor white men, no one else was included.

I do point out the irony of this document. While complaining that they are not being treated fairly, many of the men who signed this document owned slaves. It creates quite a class discussion.

Discuss the grievances contained in the Declaration of Independence

A “grievance” is a complaint and the colonists certainly had a plethora of complaints against Mother England.

In fact, the majority of the Declaration of Independence contained complaints. Remember, this document was a justification to the world of why the colonists had every right to sever ties with England.

When discussing grievances with my 5th graders, I choose the ones that will make the most connections to their lives and/or what we’ve learned about so far in the year.

There are some grievances with complicated meanings, so I only choose a few to discuss with students.

In my opinion, 5th graders need a firm understanding of a few of the important grievances to help them grasp the meaning of the entire document.

Create this chart with your students to help them learn about some of the grievances and see the connections between what happened in colonial days and why each grievance was included.

One more thing… to make the word “grievance” an everyday word, I start to use the word myself. If you’ve worked with 5th graders at all, you know that they have complaints about various things from time to time, or maybe all the time, depending on the mix of personalities in your classroom.

I just throw the word “grievance” in there when helping students to resolve their issues. “Rebecca, Jake has a grievance against you. He says you took the lead from his mechanical pencil without asking. How will we resolve this grievance?”

Yes, they’ll look at you like you have two heads, at first, but then they’ll start using the word themselves. The best way for students to learn new vocabulary is by integrating their word into their everyday language.

Show a music video

Seriously, guys, this short music video is a treasure. I get goose bumps when I watch it. “Too Late to Apologize” is a song parody that features Thomas Jefferson singing about the Declaration of Independence and the reasons he wrote it.

I show this video the first time and stop every little bit to explain things, like why they make King George III look so “yucky.” I point out the stamp from the Stamp Act. We try to guess which founding father each guy is portraying.

For example, Sam Adams is the one with the beer mug because his family owned a brewery.

Then, I show the video the second time all the way through without stopping.

Students will beg me to watch this video every day for the rest of the year. We do watch it many more times because I love it and it does a good job reinforcing the strong feelings of our founding fathers.

The Declaration of Independence is a break-up letter!

I have yet to meet a 5th grade class that doesn’t love a bit of drama. I will admit it… I have more fun with this activity than a teacher probably should! However, I can promise that you will have all eyes and ears when you share this pretend break-up letter with your class!

After discussing the parts of the Declaration, I start the next class with the break-up letter. I use the text on the letter below. However, I write out the letter on a sheet of notebook paper and crumple it to make it look like a student-written note.

In an irritated manner, I inform the class that I found a note on the floor and I don’t appreciate students passing notes in my class…blah…blah. I tell them that since I’m tired of them writing notes, I’m going to start reading them aloud, starting with the one I found.

When I read the note aloud, a hush falls over the room and students hang on every word. They are trying to figure out which of their classmates authored the note and to whom.

After reading the letter, I pretend I’ve had an epiphany… this note reminds me of the Declaration of Independence! I launch into a review of the parts of the Declaration. I always have 100% of my students’ attention.

Some years I will admit that it’s a fake note and other years, I never fess up. Have fun!

Signing the Declaration of Independence was a serious, somber event.

The signers of the Declaration didn’t wake up and say, “Yippee, I get to sign the Declaration of Independence today!”

Students need to understand that the decision to sign the Declaration was gut-wrenching and difficult. These were the most wealthy, powerful men in the colonies. They had a lot to lose if the colonies were defeated in their attempt at Revolution.

Signing the Declaration was treason and the men who signed it would be hunted and executed by England if the Revolution was lost.

While discussing this truth with students, I introduce them to Ben Franklin’s famous quote, “We must, indeed, all hang together or, most assuredly, we shall all hang separately.”

This makes a great journal entry in which students are asked to explain what Ben Franklin meant by this quote and why it was important for the leaders of the colonies to stick together during the American Revolution.

Show some pictures!

The Declaration of Independence is stored and protected in the National Archives Museum in Washington D.C., specifically in the Rotunda for the Charters of Freedom. Show students a picture of where the Declaration is kept. Talk about the armed guards and the thick glass that protects one of our most precious documents.

I also like to show my students a picture of Independence Hall in Philadelphia. We talk about how hot it was during the summer when the Second Continental Congress met and the Declaration of Independence was signed. There is a plethora of information and pictures on the site linked below. Just click on the image of Independence Hall.

After teaching students the basics of the Declaration of Independence, I break them into small groups and ask them to look through the following book together. This book puts the Preamble and many of the grievances into modern language. I usually use groups of 3-4 per book. There are many amazing books that teach the Declaration of Independence, so look around and find a great resource for your students!

* Please note that Thrive in Grade Five (Jenifer Bazzit)  is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com. *

These resources from my Teachers Pay Teachers store are very helpful in teaching the Declaration of Independence. If you are interested, click on the images to view the resources in my store!

Would you like a set of American Revolution Cloze Passages sent to you for free? Enter your first name and email address below to receive this freebie right away!

26 comments.

This whole thing was absolutely adorable and I can see how the kiddos would be hooked from start to finish. I love the breakdown of the Preamble and how you really make it accessable and understandable for kids their age.

Thank you so much, Stacey! I appreciate your feedback!

Thank you, thank you, thank you!! Every single thing on this site is amazing! My kids are so engaged and really into everything!

You are so welcome, Samantha! Thank you for taking them time to leave feedback!

Jenifer, thank you for this post! It was very helpful! I was wondering though, which book you use? I see you mention you use one but the title isn’t mentioned? Thank you!!

Hi Sarah! There should have been a link there. I’m sorry it didn’t show up! Here’s the link to the book I use: https://www.amazon.com/Declaration-Independence-Translation-Really-Translations/dp/1515762505/ref=as_sl_pc_qf_sp_asin_til?tag=jeniferbazzit-20&linkCode=w00&linkId=b570ffab6305f695b272f7d09343cbef&creativeASIN=1515762505

I discovered this song last year. My kids love it. I also use several other parody songs for the Boston tea party. Music is a great tool to use.

Absolutely, Kim! Music is a fantastic addition to any lesson!

Which unit in your TPT has the preamble and all of this btw?

Hi Sandy! My Declaration of Independence Unit would be what you are looking for: https://www.teacherspayteachers.com/Product/Declaration-of-Independence-Unit-1028068

Wow , this is amazing, I have been looking everywhere for a working interesting lesson plan for my 8th graders. I must have spend almost 20 dollars in teacehrspayteacher.com but still could not find something suited to me. This was just amazing . I loved it. I changed some for my 8th grade. and it looks awesome , i will be doing it this weekend.

I’m so glad to hear that!

I’ve been looking for nice activities to make my ESL students interested on the 4th of July and this is definitely what I wanted. Thank you so much, Jennifer! You must be an awesome teacher

Oh, thank you so much, Kendy! I try to be the best teacher I can. I’m sure you are an amazing teacher too 🙂

Love! Love! Love! the break up letter and interactive notes! This is fantastic!Will be using tomorrow!

That’s great, Jennifer! I’m so glad you liked that!

This is really generous of you to share this! It is absolutely perfect for my class and I can’t wait to use your ideas! Thanks again and I wish you all the best!

~Miriam, 5th grade, Seattle

You are very welcome, Miriam! Thank you for taking the time to leave a comment 🙂

This is a great resource! When I teach the DOI I emphasize that the Founding Fathers didn’t mean all mankind is created the same but rather all are equal in value or human dignity. Then I talk about how they were already beginning an ongoing struggle with the contradiction and dilemma of the existance of slavery in the colonies and the fact that slavery doesn’t recognize that dignity.

Thank you, Carrie!

I am a US-raised Mom living overseas, and give my kids US history “classes” as I think it is important that they learn about this part of their heritage. Thank you for this lesson. They loved it – – the “break up letter” approach was a huge hit, as was the video. If you have more lesson materials that could be of help to a US history homeschool Mom like me, I would be interested in being in touch. I have looked a lot on the web and haven’t had much luck finding engaging and easy-to-implement ideas. Thank you for this!

You are so welcome, Karen! I am so glad you enjoyed this post and found it helpful 🙂

The video song is amazing!! I can’t wait to show it to my kids!! Thank you for the freebie!!

So glad you like it, Sophia! This song is definitely one of my favorites 🙂

This is super helpful, also for my older ESL students. Thank you for sharing these great ideas!

You are very welcome, Henriette! Thank you for taking the time to leave a comment 🙂

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