1. American Literature A Unit Two-Part Two The Right To Be Free
Document
“Declaration of Independence”
By: Thomas Jefferson

2. Thematic Link
The ideals of freedom and equality espoused by writers in the time of revolution found bold expression in the “Declaration of Independence”.
Through the years, this document has been a beacon for those who claim the right to be free.

3. Reading and Analyzing Guide for Reading Part 1-The Preamble
Colonists felt they must explain their reasons to the world because:
Respect for world opinion required it

4. Reading and Analyzing Guide for Reading Part 2-A Declaration of Rights
The purpose of government in Lines is to:
Ensure basic rights, such as, life, liberty, and the pursuit of happiness
It is right to overthrow a government in Lines 15-17:
When it destroys basic rights
It is not right to change a government in lines 20-22:
For trivial reasons

5. Reading and Analyzing Literary Analysis: Parallelism
Part 3: A List of Complaints (Lines 37 and on)
“He has refused…He has forbidden…He has called…He has dissolved…He has endeavored…He has obstructed…He has made…He has erected…He has kept…He has combined…” (pg ).
Effect this technique creates for the reader
Emphasizes that the king’s crimes are of equal worth as evidence of his tyranny.

6. Reading and Analyzing Guide for Reading
Part 3: A List of Complaints: Royal colonial governors created hardships for the colonial assemblies: (Lines 39-59)
Governors refused to pass needed laws
Called meetings at inconvenient places
Dissolved assemblies
Did not provide for new elections

7. Reading and Analyzing Guide for Reading Part 3: A List of Complaints
Objections the colonists had about British soldiers: (Lines 81-84)
Colonial legislatures had not consented to their presence
Dangerous because they were protected from prosecution for wrongdoing
Additional hardships put on colonial lawmakers: (Lines )
Laws abolished
Legislatures suspended

8. Reading and Analyzing Active Reading: Paraphrasing
Part 3: A List of Complaints
Lines
Now, King George III is sending large armies of hired troops, mercenaries, German soldiers to finish his evil work.
Having acted more cruelly than most barbarians, he is not worthy to lead a civilized nation.

9. Reading and Analyzing Literary Analysis: Repetition
Jefferson’s repeated references to tyranny or tyrants (lines 35, 47, 109, 125)
He repeats the word so often because:
A tyrant is cruel and oppressive.
Jefferson is making the case that the colonists are justified in rebelling.
He wants to make it clear that the king’s cruel and oppressive acts have caused the rebellion.

10. Reading and Analyzing Literary Analysis: Cause and Effect
Lines 126 to 138; Events/Causes that led to the colonists’ separation from the British people
Events/Causes
The colonists warned the British that their legislature extended too much jurisdiction.
The colonists appealed to the native justice of the British.
The colonists asked for the British people’s support.
Effect
The British people ignored the colonists’ appeals.
The colonists decided to hold the British people as enemies in war.

11. Questions-Pg. 279 Comprehension Check
What main reason for writing the Declaration is stated in the Preamble?
The colonists want to explain to the world their reasons for separating from England.
According to the Declaration, what three rights do all people have?
Life, liberty, and the pursuit of happiness
What are three complaints the colonists had against the king?
He dissolved representative houses
Refused to pass necessary laws
Kept standing armies in the colonies

12. Questions Pg. 279
2. Which reason for breaking away from British rule strikes you as most important, and why?
Having soldiers controlling the colonists was the most important reason to want independence from Britain
The king’s unwillingness to pass important laws or even listen to the colonist’s concerns. “Taxation without representation” and the cutting off colonists’ trade

13. Questions Pg. 279
3. Jefferson makes it clear that America has complaints against George III, not against the British people. In what ways, does the Declaration of Independence emphasize this difference, and why do you think this distinction was made?
The complaints all refer to the king’s offenses. Jefferson may have directed his criticisms against the king in the British people to the colonist’s cause.

14. Questions Pg. 279
4. The Enlightenment, or the Age of Reason was a period in which logic, reason, and rational thought prevailed. What phrases and sentences in the Declaration suggest that this document was a product of the Age of Reason?
The thorough and carefully thought-out language of the Preamble
The way Jefferson logically describes the situation before talking about separating from the British government
Emphasis upon natural rights

15. Questions Pg. 279
6. How do you think the statement “all men are created equal” was interpreted at the time it was written? How do Americans interpret the words today?
When written, the statement merely stated the common assumption that free citizens were politically equal. It was not intended to mean that all had the same ability or ought to have equal wealth.
It obviously did not apply to women, who could not vote, or to African Americans, many of whom were slaves.
Today, the sentence suggests the right to equality or opportunity.

16. Writing Activity 2 (p. 280)
In a group of 3-4, write a declaration of independence for students, following Jefferson’s style. Include a brief declaration of student rights, a list of at least 10 complaints and a concluding statement of independence.
You will be sharing your declaration with the class.