antithesis examples in the declaration of independence

Stylistic Devices Used in the Declaration of Independence Essay

The writer of the Declaration of Independence has used various stylistic devices to bring out different messages in the text. These stylistic tools help shape the perception of the reader to agree with the writer. The writer has used antithesis, linguistic patterns, rhythm, and the use of a poem writing structure as stylistic devices to convince the reader that there is need to be united since all people are equal in the eyes of God.

The use of rhythm in the Declaration of Independence is used with the intention of emphasizing the points the author is making. Rhythm is created in the text through repetition of phrases to bring out linguistic patterns. For example, the statement: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator” repeats a linguistic pattern. “That all men are created” and “that they are endowed” have the same linguistic pattern.

The two parts have the same balance in terms of usage of verbs, nouns, articles, and adjectives. The text also takes approximately the same length of time to pronounce out loud. All these characteristics form a rhythm all through the text. The purpose of this rhythm in the text is to create a memorable pattern. This makes it much easier for the reader to remember the Declaration of Independence.

Another stylistic aspect that has been used to change the perception of the reader of the Declaration of Independence is the use of antithesis. This stylistic device been used in various occasions all through the text. Antithesis is the comparison of two contrasting ideas in the same sentence.

For example, the sentence: “…it becomes necessary for people to dissolve the political bonds 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…” uses antithesis. This statement hints out that people are supposed to be united, yet it has become very necessary for them to stand alone.

The statement also shows the contrast that even though men feel independent by cutting the political ties that bring them together, they serve one God who has entitled all of them to live together. This is a unifying factor among the audience of the Declaration of Independence text. This is relevant in the text as it shows the reader that people are not different from one another, and that together they can achieve great things.

The writer has written the Declaration of Independence like a poem. The use of this writing structure can be based on the fact that the writer wants the reader to believe in the recital. The author wants the reader to also recite the Declaration such that they are not only declaring the independence of the country, but they are also declaring their own personal independence. The poem structure, therefore, makes the Declaration easier to relate with.

In conclusion, the use of rhythm, antithesis, linguistic patterns, and poetry has helped the writer show inequality in the country. The writer employed these specific stylistic devices to help shape the perception of the reader, thereby delivering the intended message successfully. The devices have helped the author of the Declaration of Independence not only pass on a message, but also ensure that the message is received without alteration.

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Bibliography

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Lesson Plans
Teacher's Guides
Media Resources

The Argument of the Declaration of Independence

Writing the Declaration of Independence 1776 by Jean Leon Gerome Ferris

Thomas Jefferson (right), Benjamin Franklin (left), and John Adams (center) meet at Jefferson's lodgings, on the corner of Seventh and High (Market) streets in Philadelphia, to review a draft of the Declaration of Independence.

Wikimedia Commons

Long before the first shot was fired, the American Revolution began as a series of written complaints to colonial governors and representatives in England over the rights of the colonists.

In fact, a list of grievances comprises the longest section of the Declaration of Independence. The organization of the Declaration of Independence reflects what has come to be known as the classic structure of argument—that is, an organizational model for laying out the premises and the supporting evidence, the contexts and the claims for argument.

According to its principal author, Thomas Jefferson, the Declaration was intended to be a model of political argument. On its 50th anniversary, Jefferson wrote that the object of the Declaration was “[n]ot 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.”

Guiding Questions

What kind of a document is the Declaration of Independence?

How do the parts and structure of the document make for a good argument about the necessity of independence?

What elements of the Declaration of Independence have been fulfilled and what remains unfulfilled?

Learning Objectives

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

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

Evaluate the short and long term effects the Declaration of Independence on the actions of citizens and governments in other nations.

Lesson Plan Details

The American Revolution had its origin in the colonists’ concern over contemporary overreach by the King and Parliament as well as by their awareness of English historical precedents for the resolution of civic and political issues as expressed in such documents as (and detailed in our EDSITEment lesson on) the Magna Carta and the English Bill of Rights.

The above video on the Prelude to Revolution addresses the numerous issues that were pushing some in the colonies toward revolution. For example, opponents of the Stamp Act of 1765 declared that the act—which was designed to raise money to support the British army stationed in America after 1763 by requiring Americans to buy stamps for newspapers, legal documents, mortgages, liquor licenses, even playing cards and almanacs—was illegal and unjust because it taxed Americans without their consent. In protesting the act, they cited the following prohibition against taxation without consent from the Magna Carta , written five hundred and fifty years earlier, in 1215: “No scutage [tax] ... shall be imposed..., unless by common counsel....” American resistance forced the British Parliament to repeal the Stamp Act in 1766. In the succeeding years, similar taxes were levied by Parliament and protested by many Americans.

In June 1776, when it became clear that pleas and petitions to the King and Parliament were useless, the members of the Continental Congress assigned the task of drafting a "declaration of independence" to a committee that included Benjamin Franklin, John Adams, and Thomas Jefferson. Considered by his peers in the Congress and the committee as one of the most highly educated and most eloquent members of the Congress, Jefferson accepted the leadership of the committee.

For days, he labored over the draft, working meticulously late into the evenings at his desk in his lodging on Market Street in Philadelphia, carefully laying out the charges against His Majesty King George III, of Great Britain and the justification for separation of the colonies. Franklin and Adams helped to edit Jefferson’s draft. After some more revisions by the Congress, the Declaration was adopted on July 4. It was in that form that the colonies declared their independence from British rule.

What is an Argument? An argument is a set of claims that includes 1) a conclusion; and 2) a set of premises or reasons that support it. Both the conclusion(s) and premise(s) are “claims”, that is, declarative sentences that are offered by the author of the argument as "truth statements". A conclusion is a claim meant to be supported by premises, while a premise is a claim that operates as a "reason why," or a justification for the conclusion. All arguments will have at least one conclusion and one—and often more than one—premise in its support.

The above video from PBS Digital Studios on How to Argue provides an analysis of the art of persuasion and how to construct an argument. The focus on types of arguments begins at the 5:10 mark of the video.

In the first of this lesson’s three activities, students will develop a list of complaints about the way they are being treated by parents, teachers, or other students. In the second activity, they will prioritize these complaints and organize them into an argument for their position.

In the last activity, they will examine the Declaration of Independence as a model of argument, considering each of its parts, their function, and how the organization of the whole document aids in persuading the audience of the justice and necessity of independence. Students will then use what they have learned from examining the Declaration to edit their own list of grievances. Finally they will reflect on that editing process and what they have learned from it.

CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

NCSS.D1.1.6-8. Explain how a question represents key ideas in the field.

NCSS.D2.Civ.3.6-8. Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

NCSS.D2.Civ.4.6-8. Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries.

NCSS.D2.Civ.5.6-8. Explain the origins, functions, and structure of government with reference to the U.S. Constitution, state constitutions, and selected other systems of government.

NCSS.D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

NCSS.D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

NCSS.D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.

Activity 2. Worksheet 1. So, What Are You Going to Do About It?

Activity 3. Worksheet 2. The Declaration of Independence in Six Parts

Assessment Section

Activity 1. Considering Complaints

Tell students that you have overheard them make various complaints at times about the way they are treated by some other teachers and other fellow students: complaints not unlike those that motivated the founding fathers at the time of the American Revolution. Explain that even though adults have the authority to restrict some of their rights, this situation is not absolute. Also point out that fellow students do not have the right to “bully” or take advantage of them.

Arrange students in small groups of 2–3 and give them five minutes to list complaints on a sheet of paper about the way they’re treated by some adults or other students. Note that the complaints should be of a general nature (for example: recess should be longer; too much busy-work homework; high school students should be able to leave campus for lunch; older students shouldn’t intimidate younger students, etc.).
Collect the list. Choose a selection of complaints that will guide the following class discussion. Save the lists for future reference.
Preface the discussion by remarking that there are moments when all of us are more eager to express what's wrong than we are to think critically about the problem and possible solutions. There is no reason to think people were any different in 1776. It's important to understand the complaints of the colonists as one step in a process involving careful deliberation and attempts to redress grievances.

Use these questions to help your students consider their concerns in a deliberate way:

WHO makes the rules they don't like?
WHO decides if they are fair or not?
WHAT gives the rule-maker the right to make the rules?
HOW does one get them changed?
WHAT does it mean to be independent from the rules? and finally,
HOW does a group of people declare that they will no longer follow the rules?

Exit Ticket: Have students write down their complaints as a list, identifying the reasons why the treatment under discussion is objectionable and organizing the list according to some principle, such as from less to more important. Let each student comment on one another student’s list and its organization.

View this satirical video entitled "Too Late to Apologize" about the motives for the Declaration of Independence as you transition to Activity Two.

Activity 2: So, What are You Going to Do About It?

Ask the students to imagine that, in the hope of effecting some changes, they are going to compose a document based on their complaints to be sent to the appropriate audience.

Divide the class into small groups of 2–3 students and distribute the handout, “ So, What Are You Going To Do About It? ” Tell students that before they begin to compose their “declaration” they should consider the questions on the handout. (Note: The questions correspond to the sections of the Declaration noted in parentheses. The Declaration itself will be discussed in Activity 3. This discussion serves as a prewriting activity for the writing assignment.)

Exit Ticket: Hold a general discussion with the class about the questions. Have individual groups respond to the questions in each of the sections and ask other groups to contribute.

Activity 3. The Parts of the “Declaration”

The Declaration of Independence was created in an atmosphere of complaints about the treatment of the colonies under British rule. In this activity students will identify and analyze the parts of the Declaration through a close reading. Students will also be given the opportunity to construct a document in the manner of the Declaration of Independence based on their own complaints.

Provide every student with a copy of the Declaration of Independence in Six Parts . Ask them to “scan” the entire document once to understand the parts and their function. After that they will be asked to reread the document this time more closely. Have students identify the six sections (below) by describing what is generally being said in each. Help students identify these sections with the following titles:

Preamble: the reasons WHY it is necessary to EXPLAIN their actions (from "WHEN, in the Course of human Events" to "declare the Causes which impel them to the Separation.")

Statement of commonly accepted principles: specifying what the undersigned believed, the philosophy behind the document (from "We hold these Truths to be self-evident" to "an absolute Tyranny over these States") which underlies the argument

List of Complaints: the offenses by King and Parliament that impelled the declaration (from "To prove this, let Facts be submitted to a candid World" to "unfit to be the ruler of a free people")

Statements of prior attempts to redress grievances: (From "Nor have We been wanting in attentions to our British brethren," to "Enemies in War, in Peace Friends.")

Conclusion: (From "WE, therefore" to "and our sacred Honour.") Following from the principles held by the Americans, and the actions of the King and Parliament, the people have the right and duty to declare independence.

Oath: Without this oath on the part of the colonists dedicating themselves to securing independence by force of arms, the assertion would be mere parchment.

Exit Ticket: Have students arrange their constructed complaint into a master document (“Parts of Your Argument” section of worksheet 1) for further analysis by matching each section of their personal complaints to the above six corresponding sections of the Declaration.

As an assessment, students make a deeper analysis of the Declaration and compare their declarations to the founding document.

Divide the class into small groups of 3–4 students, each taking one of the Declaration’s sections, as defined in Activity 3. Distribute copies of the student handout, “Analyzing the Declaration of Independence.” Assign each group one of the sections and have them answer the questions from their section.

Guide students in understanding how their section of the Declaration of Independence corresponds to the relevant question of their personal declaration in Activity 3.

Once the groups have finished their handouts, have each report their findings to the class. As they listen to the other presentations, have students take notes to complete the entire handout.

For a final summing up, have students reflect on what they have learned about making an argument from the close study of Declaration’s structure.

Have students conduct research into the historical events that led to the colonists' complaints and dissatisfaction with British rule. Direct students to the annotated Declaration of Independence on Founding.com which provides the historical context for each of the grievances. Ask them to identify and then list some of the specific complaints they have found. After reviewing the complaints, have students research specific historic events related to the grievances listed.
The historical events students choose could also be added to a timeline by connecting an excerpt of a particular complaint to a brief, dated summary of an event. The complaints relate to actual events, but the precise events were not discussed in the Declaration. Why do the students think the framers decided to do that? ( Would the student declarations also be more effective without specific events tied to the complaints?

Materials & Media

Worksheet 1. declare the causes: what are you going to do about it, worksheet 2. declare the causes. the declaration of independence in six parts, related on edsitement, a more perfect union, declare the causes: the declaration of independence, the declaration of sentiments by the seneca falls conference (1848), not only paul revere: other riders of the american revolution.

Utility Menu

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.

Declaration of Independence — Summary, Facts, and Text

July 4, 1776

Drafted by Thomas Jefferson, and edited by luminaries such as Benjamin Franklin and John Adams, the Declaration of Independence was adopted by the Second Continental Congress on July 4, 1776.

Declaration of Independence, Thomas Jefferson, Pyle, GAC

This painting by Howard Pyle depicts Thomas Jefferson working on the Declaration of Independence. Image Source: Google Arts & Culture .

Declaration of Independence Summary

Nearly 250 years since it was signed, the Declaration of Independence remains one of the most seminal political documents ever written. The Declaration consists of three major parts.

The preamble employs the enlightened reasoning of Locke, Rousseau, and Thomas Paine , to establish a philosophical justification for a split with Great Britain.

The main body lists numerous grievances and examples of crimes of the King against the people of the colonies, making him “unfit to be the ruler of a free people.” This section also challenges the legitimacy of legislation enacted by Parliament and chastises the people of England for remaining “deaf to the voice of justice and of consanguinity.” In the conclusion, the climax of the document, Congress announces to the world that “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.”

On the morning of July 5, Congress sent copies of the Declaration of Independence to various assemblies, conventions, and committees of safety, as well as to the commanders of Continental troops. The die had been cast. Ideas presented in the preamble remained to be earned on the battlefield, but the seeds of a new nation founded upon unalienable rights and the consent of the governed were sown in the Declaration of Independence.

Declaration of Independence Facts

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.”

On June 7, 1776, Richard Henry Lee of Virginia presented to Congress a motion , “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.”

On June 11, 1776, Congress created a Committee of Five to draft a statement presenting to the world the colonies’ case for independence.

The members of the Committee of Five included Thomas Jefferson of Virginia, John Adams of Massachusetts, Benjamin Franklin of Pennsylvania, Robert R. Livingston of New York, and Roger Sherman of Connecticut.

The Committee of Five assigned the task of drafting the Declaration of Independence to Thomas Jefferson.

Thomas Jefferson drafted the Declaration of Independence between June 11 and June 28, 1776. The draft is most famous for Jefferson’s criticism of King George III for Great Britain’s involvement in the Transatlantic Slave Trade .

On Friday, June 28, 1776, the Committee of Five presented to Congress the document entitled “A Declaration by the Representatives of the United States Of America in General Congress assembled.”

On July 2, 1776, the Second Continental Congress approved Richard Henry Lee’s proposed resolution of June 7, thereby declaring independence from Great Britain.

On July 4, 1776, after two days of debate and editing, the Continental Congress adopted the Declaration of Independence submitted by the Committee of Five.

The Declaration of Independence is made up of three major parts: the preamble; the body, and the conclusion.

The preamble of the Declaration of Independence establishes a philosophical justification for a split with Britain — all men have rights, the government is established to secure those rights, if and when such government becomes a hindrance to those rights, it should be abolished – or ties to it broken.

The main body of the Declaration lists numerous grievances and examples of crimes of the King against the people of the colonies, making him “; unfit to be the ruler of a free people.”

The main body also challenges the legitimacy of legislation enacted by Parliament and chastises the people of England for remaining “deaf to the voice of justice and of consanguinity.”

In the conclusion, the climax of the document, Congress announces to the world that “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.”

The first printed copies of the Declaration of Independence were turned out from the shop of John Dunlap, the official printer to the Congress.

The exact number of broadsides printed at John Dunlap’s shop on the evening of July 4 and the morning of July 5 is undetermined but estimated to be between one and two hundred copies.

On the morning of July 5, members of Congress sent copies to various assemblies, conventions, and committees of safety as well as to the commanders of Continental troops.

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 July 5 copies included the names of only John Hancock and Charles Thompson, Secretary of the Continental Congress.

There are 24 copies known to exist of what is commonly referred to as “ the Dunlap broadside,” 17 owned by American institutions, 2 by British institutions, and 5 by private owners.

On July 9, the Declaration was officially approved by the New York Convention, completing the approval of all 13 colonies.

On July 19, 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.”

Timothy Matlack was probably the person who wrote — or engrossed — the text of the Declaration on the document that was signed. He is known as the “Scribe of the Declaration of Independence.”

Delegates began signing the Declaration of Independence on August 2, 1776, after it was engrossed on parchment.

John Hancock, the President of the Congress, was the first to sign the Declaration of Independence.

Other than John Hancock and Charles Thompson, whose names appeared on the original printed versions of the Declaration, the names of the other signers were kept secret until 1777 for fear of British reprisals.

On January 18, 1777, Congress ordered the second official printing of the document, including the names of all of the signers.

The original parchment version of the Declaration of Independence is held by the National Archives and Records Administration, in Washington, D.C.

Declaration of Independence Text

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.

Signers of the Declaration of Independence

Connecticut

Roger Sherman
Samuel Huntington
William Williams
Oliver Wolcott

Roger Sherman, Founding Father, Illustration

Caesar Rodney
George Read
Thomas McKean
Button Gwinnett
George Walton
Samuel Chase
William Paca
Thomas Stone
Charles Carroll of Carrollton

Massachusetts

John Hancock
Samuel Adams
Robert Treat Paine
Elbridge Gerry

New Hampshire

Josiah Bartlett
Matthew Thornton
William Whipple
Richard Stockton
John Witherspoon
Francis Hopkinson
Abraham Clark
William Floyd
Philip Livingston
Francis Lewis
Lewis Morris

North Carolina

William Hooper
Joseph Hewes

Pennsylvania

Robert Morris
Benjamin Rush
Benjamin Franklin
John Morton
George Clymer
James Smith
George Taylor
James Wilson
George Ross

Rhode Island

Stephen Hopkins
William Ellery

South Carolina

Edward Rutledge
Thomas Heyward, Jr.
Thomas Lynch, Jr.
Arthur Middleton
George Wythe
Richard Henry Lee
Thomas Jefferson
Benjamin Harrison
Thomas Nelson, Jr.
Francis Lightfoot Lee
Carter Braxton

Declaration of Independence for APUSH

Use the following links and videos to study the Declaration of Independence, the American Revolution, and the American Revolutionary War for the AP US History Exam. Also, be sure to look at our Guide to the AP US History Exam .

Declaration of Independence APUSH Definition and Significance

The definition of the Declaration of Independence for APUSH is a foundational document adopted by the Second Continental Congress on July 4, 1776. Drafted primarily by Thomas Jefferson, it announced the independence of the 13 Original Colonies from British rule. The document laid out the principles of individual rights and self-government, arguing that all people are entitled to “life, liberty, and the pursuit of happiness.”

The significance of the Declaration of Independence for APUSH is that it justified the decision to separate from Great Britain, and established a set of ideals that eventually led to the creation of the United States Constitution. The Declaration of Independence is considered one of the four founding documents, along with the Articles of Association , the Articles of Confederation , and the Constitution .

Declaration of Independence Explained for APUSH

This video from Heimler’s History explains the Declaration of Independence.

Content for this article has been compiled and edited by Randal Rust .

The Declaration of Independence: Annotated

Related links to free scholarly context on JSTOR for the foundational document in American government.

Facsimile of the original draft of the United States Declaration of Independence with images of the signers around the border.

The formative documents of history can be seen through a variety of lenses: as static documents that say no more and no less than what the authors have written; as snapshots of a societal and cultural moment; as works meant to be interpreted and revised throughout their lives in order to remain relevant. JSTOR Daily is uniquely able to provide the “annotations” to these documents, providing context to them: how they are read ( or misread ) as history, law, a product of the times , works of their authors , as inspirations to others , or as illustrative of progress made, and debts to be repaid. To begin this series, we’ve chosen the Declaration of Independence , with the hopes that readers will find one or more of the resources here illuminates it in a unique or novel way .

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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.