declaration of independence essay pdf

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The nature and influence of the Declaration of Independence

• Text of the Declaration of Independence

• What is the Declaration of Independence?
•  Where was the Declaration of Independence signed?
• Where is the Declaration of Independence?
• How is the Declaration of Independence preserved?
• What were John Adams’s accomplishments?

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• Table Of Contents

The Declaration of Independence was written largely by Jefferson , who had displayed talent as a political philosopher and polemicist in his A Summary View of the Rights of British America , published in 1774. At the request of his fellow committee members he wrote the first draft . The members of the committee made a number of merely semantic changes, and they also expanded somewhat the list of charges against the king. The Congress made more substantial changes, deleting a condemnation of the British people, a reference to “Scotch & foreign mercenaries” (there were Scots in the Congress), and a denunciation of the African slave trade (this being offensive to some Southern and New England delegates).

It can be said, as Adams did, that the declaration contained nothing really novel in its political philosophy, which was derived from John Locke , Algernon Sidney , and other English theorists. James Madison offered a different perspective: “The object was to assert, not to discover truth,” he said. It may also be asserted that the argument offered was not without flaws in history and logic. Substantially abandoning contention on the basis of the rights of Englishmen, the declaration put forth the more fundamental doctrines of natural rights and of government under social contract . Claiming that Parliament never truly possessed sovereignty over the colonies and that the crown of right exercised it only under contract, the declaration contended that George III , with the support of a “pretended” legislature, had persistently violated the agreement between himself as governor and the Americans as the governed. A long list of accusations was offered toward proving this contention. The right and duty of revolution were then invoked .

Few will now claim that government arose among men as Locke and Jefferson said it did, and the social-contract theory has lost vogue among political scientists. It is likewise true, from a British viewpoint, that Parliament and crown could not be separated and that the history of the colonies after 1607 was not entirely consistent with the assertion that Parliament had never as of right possessed sovereignty over them. Furthermore, the specific charges brought against the king were partisan and not uniformly defensible, and the general accusation that he intended to establish an “absolute Despotism” is hardly warranted. It should be added that several of the heaviest specific complaints condemned actions of the British government taken after the beginning of hostilities.

The defects in the Declaration of Independence are not sufficient to force the conclusion that the document is unsound. On the contrary, it was in essence morally just and politically valid. If the right of revolution cannot be established on historical grounds, it nevertheless rests solidly upon ethical ones. The right of the colonists to government ultimately of their own choice is valid. Some of the phrases of the declaration have steadily exerted profound influence in the United States , especially the proclamation, “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.” Although the meanings of these phrases, together with conclusions drawn from them, have been endlessly debated, the declaration has served to justify the extension of American political and social democracy .

The Declaration of Independence has also been a source of inspiration outside the United States. It encouraged Antonio de Nariño and Francisco de Miranda to strive toward overthrowing the Spanish empire in South America , and it was quoted with enthusiasm by the marquis de Mirabeau during the French Revolution . It remains a great historical landmark in that it contained the first formal assertion by a whole people of their right to a government of their own choice. What Locke had contended for as an individual, the Americans proclaimed as a body politic . Moreover, they made good the argument by force of arms.

Since 1952 the original parchment document of the Declaration of Independence has resided in the National Archives exhibition hall in Washington, D.C.

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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.

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Declaration of Independence

By: History.com Editors

Updated: June 25, 2024 | 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.

Why Was the Declaration of Independence Written?

The Declaration of Independence played a critical role in unifying the colonies for the bloody struggle they faced.

The Declaration of Independence Was Also a List of Grievances

The document was designed to prove to the world (especially France) that the colonists were right to defy King George III's rule.

Why Thomas Jefferson’s Anti‑Slavery Passage Was Removed from the Declaration of Independence

The Founding Fathers were fighting for freedom—just not for everyone.

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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Background Essay: The Declaration of Independence

Background essay: declaration of independence.

Guiding Question: What were the philosophical bases and practical purposes of the Declaration of Independence?

• I can explain the major events that led the American colonists to question British rule.
• I can explain how the concepts of natural rights and self-government influenced the Founders and the drafting of the Declaration of Independence.

Essential Vocabulary

Directions: As you read the essay, highlight the events from the graphic organizer in Handout B in one color. Think about how each of these events led the American colonists further down the road to declaring independence. Highlight the impacts of those events in another color.

In 1825, Thomas Jefferson reflected on the meaning and principles of the Declaration of Independence. In a letter to a friend, Jefferson explained that the document was an “expression of the American mind.” He meant that it reflected the common sentiments shared by American colonists during the resistance against British taxes in the 1760s and 1770s The Road to Independence

After the conclusion of the French and Indian War, the British sought to increase taxes on their American colonies and passed the Stamp Act (1765) and Townshend Acts (1767). American colonists viewed the acts as British oppression that violated their traditional rights as English subjects as well as their inalienable natural rights. The colonists mostly complained of “taxation without representation,” meaning that Parliament taxed them without their consent. During this period, most colonists simply wanted to restore their rights and liberties within the British Empire. They wanted reconciliation, not independence. But they were also developing an American identity as a distinctive people, which added to the anger over their lack of representation in Parliament and self-government.

After the Boston Tea Party (1773), Parliament passed the Coercive Acts (1774), punishing Massachusetts by closing Boston Harbor and stripping away the right to self-government. As a result, the Continental Congress met in 1774 to consider a unified colonial response. The Congress issued a declaration of rights stating, “That they are entitled to life, liberty, & property, and they have never ceded [given] to any sovereign power whatever, a right to dispose of either without their consent.” Military clashes with British forces at Lexington, Concord, and Bunker Hill in Massachusetts showed that American colonists were willing to resort to force to vindicate their claim to their rights and liberties.

In January 1776, Thomas Paine wrote the best-selling pamphlet Common Sense which was a forceful expression of the growing desire of many colonists for independence. Paine wrote that a republican government that followed the rule of law would protect liberties better than a monarchy. The rule of law means that government and citizens all abide by the same laws regardless of political power.

The Second Continental Congress debated the question of independence that spring. On May 10, it adopted a resolution that seemed to support independence. It called on colonial assemblies and popular conventions to “adopt such government as shall, in the opinion of the representatives of the people, best conduce [lead] to the happiness and safety of their constituents in particular and America in general.”

Five days later, John Adams added his own even more radical preamble calling for independence: “It is necessary that the exercise of every kind of authority under the said Crown should be totally suppressed [brought to an end].” This bold declaration was essentially a break from the British.

“Free and Independent States”

On June 7, Richard Henry Lee rose in Congress and offered a formal resolution for independence: “That these United Colonies are, and of right ought to be, free and independent States, that they are absolved [set free] 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.” Congress appointed a committee to draft a Declaration of Independence, while states wrote constitutions and declarations of rights with similar republican and natural rights principles.

On June 12, for example, the Virginia Convention issued the Virginia Declaration of Rights , a document drafted in 1776 to proclaim the natural rights that all people are entitled to. The document was based upon the ideas of Enlightenment thinker John Locke about natural rights and republican government. It read: “That all men are by nature equally free and independent and have certain inherent rights … they cannot by any compact, deprive or divest [take away] their posterity [future generations]; namely, the enjoyment of life and liberty, with the means of acquiring and possessing property, and pursuing and obtaining happiness and safety.”

The Continental Congress’s drafting committee selected Thomas Jefferson to draft the Declaration of Independence because he was well-known for his writing ability. He knew the ideas of John Locke well and had a copy of the Virginia Declaration of Rights when he wrote the Declaration. Benjamin Franklin and John Adams were also members of the committee and edited the document before sending it to Congress.

Still, the desire for independence was not unanimous. John Dickinson and others still wished for reconciliation. On July 1, Dickinson and Adams and their respective allies debated whether America should declare independence. The next day, Congress voted for independence by passing Lee’s resolution. Over the next two days, Congress made several edits to the document, making it a collective effort of the Congress. It adopted the Declaration of Independence on July 4. The document expressed the natural rights principles of the independent American republic.

The Declaration opened by stating that the Americans were explaining the causes for separating from Great Britain and becoming an independent nation. It stated that they were entitled to the rights of the “Laws of Nature and of Nature’s God.”

The Declaration then asserted its universal ideals, which were closely related to the ideas of John Locke. It claimed that all human beings were created equal as a self-evident truth. They were equally “endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” So whatever inequality that might exist in society (such as wealth, power, or status) does not justify one person or group getting more natural rights than anyone else. One way in which humans are equal is in possession of certain natural rights.

The equality of human beings also meant that they were equal in giving consent to their representatives to govern under a republican form of government. All authority flowed from the sovereign people equally. The purpose of that government was to protect the rights of the people. “That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” The people had the right to overthrow a government that violated their rights in a long series of abuses.

The Declaration claimed the reign of King George III had been a “history of repeated injuries and usurpations ” [illegal taking] of the colonists’ rights. The king exercised political tyranny against the American colonies. For example, he taxed them without their consent and dissolved [closed down] colonial legislatures and charters. Acts of economic tyranny included cutting off colonial trade. The colonists were denied equal justice when they lost their traditional right to a trial by jury in special courts. Acts of military tyranny included quartering , or forcing citizens to house, troops without consent; keeping standing armies in the colonies; waging war against the colonists; and hiring mercenaries , or paid foreign soldiers, to fight them. Repeated attempts by the colonists to petition king and Parliament to address their grievances were ignored or treated with disdain, so the time had come for independence.

In the final paragraph, the representatives appealed to the authority given to them by the people to declare that the united colonies were now free and independent. The new nation had the powers of a sovereign nation and could levy war, make treaties and alliances, and engage in foreign trade. The Declaration ends with the promise that “we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.”

Americans had asserted their natural rights, right to self-government, and reasons for splitting from Great Britain. They now faced a long and difficult fight against the most powerful empire in the world to preserve that liberty and independence.

Related Content

Answer Key: The Declaration of Independence

Essay: The Declaration of Independence

America's Founders looked to the lessons of human nature and history to determine how best to structure a government that would promote liberty. They started with the principle of consent of the governed: the only legitimate government is one which the people themselves have authorized. But the Founders also guarded against the tendency of those in power to abuse their authority, and structured a government whose power is limited and divided in complex ways to prevent a concentration of power. They counted on citizens to live out virtues like justice, honesty, respect, humility, and responsibility.

Essay Graphic Organizer and Questions

Student Organizer: Declaration Preamble and Grievances

Jefferson’s Reflections: Declaration of Independence

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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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America's Founding Documents

Signers of the Declaration of Independence

Download this Information in PDF Format

Information obtained from:

American Council of Learned Societies. American National Biography . New York: Oxford University Press, 1999.

Who Was Who in America: Historical Volume 1607-1896 . Chicago: The A.N. Marquis Company, 1963.

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