Declaration of KIDS DISCOVER Independence
HAPPY ND 2 of JULY?
Jefferson writes for our rights.
Stamp Out the Stamp Act TROUBLE BREWS AFTER A TEA PARTY IN PARTNERSHIP WITH
Declaration of Independence_FC.indd 1 3/10/17 11:11 AM 2 only 1,337 words long holds ideas more powerful than dynamite. The Colonial America document’s ideas shook up the mighty British Empire, launched It’s hard to believe that just over 1,000 words could a new nation, and are still greatly change world history. But one document that is admired today. What is this docu-
d IN THE EARLY ple from Scotland r IN 1754, AT A 1600s, people from and Ireland, from meeting called the England began to Switzerland and Albany Congress, settle along the Germany. There colonist Benjamin eastern coast of were also enslaved Franklin urged the North America Africans. This map British colonies in areas claimed shows Britain’s in North America by Great Britain. colonies in the to join together These settlements Americas around for their own became colonies. 1730. The British safety and defense. A colony is a king appointed Franklin’s efforts settlement ruled governors to rule failed. In part, that by another country. the colonies. But was because most Usually, colonies many colonies of the colonies did are far from the also had their own not want to give countries that elected leaders. up their individual rule them. By the In time, some of powers to a larger mid-1700s, many these colonies no organization. different types longer wanted a of people had government far settled in Britain’s across the ocean American colonies. telling them what They included peo- to do.
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l FRANKLINPRINTED ment? It’s the Declaration of Inde- this first-known pendence, of course. The story of its American political creation reads like an adventure tale. cartoon in 1754. Each section of the It involves a hated king, a tea party, snake represents and a group of rebels who became the a colony. At the time, there was a nation’s heroes. superstition about snakes. People thought that if pieces of a certain kind of dead snake were joined togeth- er, it would come back to life.
r LONGBEFORETHE Oneida, Onon- North American daga, Cayuga, colonies united, Seneca, and Ben Franklin Tuscarora. The admired the unity 50-member of the six nations Iroquois council that formed the gave equal power Iroquois League: to each member. the Mohawk,
Declaration of Independence_2-3.indd 3 3/10/17 11:13 AM 4 The Colonists REVOLT In the centuries after Christopher Columbus’s exploration of the Americas, European governments competed to build empires around the world. An em- pire is a group of countries ruled by a single power. The British controlled colonies in areas as far apart as Africa, the Caribbean, and what is now Canada. They took natural resources from these places to make goods. SOMECOLONISTS protested a British they dressed up as Then they made money by joined the Sons Tea Act. That Mohawk warriors, of Liberty, whose law had lowered boarded ships in selling and trading these members took the price of tea, Boston Harbor, goods. Britain, Spain, the peaceful and vio- but it hurt the and dumped 342 lent action. Samuel business of smug- chests of tea into Netherlands (Holland), Adams, a leader of glers, who were the water. That Sweden, and France all the Boston Sons popular among was more than set up colonies in North of Liberty, rallied the colonists. The 92,000 pounds of colonists to boycott Tea Act would tea! As the harbor America. British goods. On have made more turned brown, the December 16, colonists pay the “tea party” made 1773, the Boston small tax on legally news. Trouble was Sons of Liberty imported tea. So brewing.
This included the of the continent. d IN 1763, THE war and cover the so-called Seven Many Native British won the cost of governing Years’ War (which American groups nine-year North the colonies, King actually lasted fought with the American part of George III and the from 1754 until French, but the the Seven Years’ British Parliament 1763 in America) Iroquois League War, known as the decided to tax the and Pontiac’s War nations sided with French and Indian colonies. A tax is (1763–1764), the British and War. The struggle money that people between the helped them win left Britain with must pay to sup- British, the French, the war. huge debts. To port a government u BOTH BRITAIN AND Washington led and several help pay for the and everything France wanted the group, which American Indian it does. Although bigger empires. In was fighting for nations. These British troops had May 1754, French the British. The wars were for con- fought to protect troops met a group French forced them trol of what is now the colonists of armed Virginians back from the Ohio the Midwest. Also from the French in the disputed River. It was the at stake was the and their Native Ohio Valley lands. first battle of a power to shape the American allies, A young George decade of conflict. future development the taxes angered many colonists.
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u PARLIAMENT WAS snowballs at them. afraid that Britain The soldiers got was losing control nervous and fired of the colonies. In on the crowd, kill- 1768, it sent 1,000 ing five people. British soldiers Rebellious colo- to Boston. This nists spread the made everything news, calling the worse. In 1770, a event a massacre. crowd of colonists It became known argued with British as the Boston soldiers and threw Massacre.
d IN 1765, colonists boycot- u ANGEROVERTHE drink tea, a product Parliament passed ted (refused to Stamp Act united taxed by the British. the Stamp Act. This buy) goods that many colonists Sometimes mobs forced colonists to needed stamps. who were against even burned down buy special stamps Some boycotted all Parliament’s attempts the houses of tax for newspapers, goods from Britain. to create new taxes. collectors. One wills, and other They wanted to This British politi- year after pass- kinds of papers. hurt the British cal cartoon shows ing the Stamp Act, It raised money economy and a tax collector who Parliament repealed for the British force Parliament to is covered in tar it (or undid it), and government. Many change its policy. and feathers. He’s put an end to the also being forced to tax.
u MANYCOLONISTS in Parliament. So representation.” the 1700s. Here, a thought Britain’s colonists had no That became a ral- mob riots against a taxes were unfair. way to shape the lying cry. And it’s governor who was Even though the British laws that one of the big rea- loyal to the British. colonists had to affected their lives. sons that colonists pay taxes, they had They said this was came into conflict no representatives “taxation without with Britain during
Declaration of Independence_4-5.indd 5 3/10/17 11:15 AM 6 Colonists Unite! After the Boston Tea Party, the British closed Boston Harbor and banned un- approved town meetings. These actions, backed by laws known as the Intolera- ble Acts, made colonists afraid that they would lose all rights to self-govern- ment. While some leaders urged colonists to prepare for war, others tried to calm people do n. hen fi ght- ing broke out, colonial lead- ers had to take a stand. r ON APRIL 19, 1775, a large British force on its way to Concord, Massachusetts, met a small group of min- utemen at Lexington, Massachusetts. No one knows who fired the first shot, but several militiamen and one British soldier were killed. The British moved on to Concord, u IN THE EARLY called militias. In where fighting contin- 1770s, many Massachusetts, the ued. These battles, in young men in minutemen militia which 73 British and the colonies claimed to be 49 Americans died, joined volunteer ready to fight at a marked the start of the fighting units, minute’s notice. American Revolution.
d GEORGE III WAS didn’t rule all that Instead, he told his represent others) king of Great time. In 1811, he officials to control wrote a paper. It Britain for 60 was declared unfit the colonies with said the colonists years, beginning in to rule because of force. He thought had a right to run 1760 and ending mental illness. The that showing off their own affairs. It in 1820. But he king believed that his military power warned that if the all colonists had would bring the British attacked, a duty to follow colonists to their they would fight British laws. So knees. But the back. It also asked he didn’t listen to fighting that started colonists to boy- the colonial lead- at Lexington and cott British goods. ers’ complaints. Concord helped Before leaving, make Americans the delegates feel less allegiance agreed to meet to him. The king’s u ANGEREDBYNEW First Continental again if relations refusal to compro- taxes and other Congress. They with Britain didn’t mise turned many British policies, 56 came from every improve. once-loyal colonists colonial leaders colony except against him. met in Philadelphia Georgia. The del- in 1774 for the egates (people who
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Given such a strong feeling for independence, it’s hard to believe that America could have remained a colony of Britain. Can you imagine what life would be like today if we were still British colonists?
The Key Players at the Second Continental Congress
u MASSACHUSETTS u VIRGINIA DELEGATE u ATTHE SECOND u PENNSYLVANIAN leader John Adams George Washington Continental John Dickinson was an early sup- was an officer Congress, wanted the porter of American during the French Pennsylvania’s colonies to stay independence. and Indian War. Benjamin Franklin loyal to the British At the Second Washington believed laid out a plan for government, at Continental that American a new government first. He disagreed Congress, John colonists needed that united the with British taxes and his cousin to stand up for colonies. During and actions. But Samuel Adams their rights, even if the American he led a group of rejected attempts that meant fight- Revolution, Franklin representatives to make peace ing the British. The became the who thought that with Britain. John Second Continental American ambas- John and Samuel argued that Britain Congress named sador to France. Adams’s ideas had no right to him commander He helped talk the for independence u IN MAY 1775, Congress. They tax or govern the of the Continental French into aiding were too radical. colonial leaders met at the colonists. He later Army. Later, the Americans. He Dickinson helped met in Philadelphia Pennsylvania State became the second Washington became was known for his write the Olive for the Second House to talk about president of the the first U.S. presi- intelligence and Branch Petition. Continental an action plan. United States. dent. sense of humor.
What was the Olive Branch Petition?
Declaration of Independence_6-7.indd 7 3/10/17 1:02 PM Thomas Jefferson
After much debate, delegates to the r COLONIALWRITER Second Continental Congress voted for Thomas Paine, who had moved independence from Britain. On June 11, from England to 1776, they agreed to form a committee America in 1774, to create a document. It would explain also helped the colonies split away why the colonies wanted independence. from Britain. His They chose John Adams, Benjamin Frank- pamphlet Common Sense, published in government. It sold own government. lin, Roger Sherman, Robert Livingston, January 1776, said more than 500,000 Some historians and Thomas Jefferson. Everyone made in plain language copies in Europe claim that Common contributions. But the brilliant young that the colonies and the colonies Sense laid the should become and convinced groundwork for Jefferson wrote most of the Declaration of independent. It also many colonists the Declaration of Independence. said that monarchy that they had the Independence. was a bad form of right to form their
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l JEFFERSONWROTE r JEFFERSONTOOK to include impor- much of the his task seriously. tant ideas of the nation’s first For 17 days, he time. He wrote the famous document rose early every colonists’ com- in a rented room morning and sat at plaints against in Philadelphia. At a portable desk that Britain and the age 33, the Virginia he had designed king in clear, lawyer was one (right). He never plain language. of the youngest liked to “put off till *Thomas Jefferson. From congressional del- tomorrow what you The Journal of Education. New England Publishing egates. Jefferson can do today.”* Company, 1893. was shy and He worked hard barely spoke at the Second Continental l SOME COMMITTEE nies. Large farms Congress. When members made a in the South, called the other com- few small changes plantations, relied mittee members in Jefferson’s draft. on the low-cost asked him to write The whole con- labor of enslaved the first draft of gress made several people to plant and the document, larger changes. harvest crops and Jefferson refused. Most important, take care of house- Eventually, John they took out hold chores. Some Adams talked him the section that delegates thought into doing the job. attacked King that the section George III for sup- on slavery could porting the slave cause conflict. d INHISDRAFT, trade. Slavery had Some northern col- Jefferson included become an impor- onists objected to a section criticiz- tant part of colonial slavery, but most ing King George life, especially in southern colonists III for encouraging the southern colo- supported it. the slave trade. In Africa, British decks of ships. d JEFFERSONAND traders exchanged They were given John Adams were goods for people little food or water. friends and rivals. and then took mil- Many died on the They wrote to each lions of Africans long trip. Once they other often. Adams in chains across reached shore, died on July 4, the Atlantic they were treated 1826, exactly 50 Ocean. Then they as property and years after the sold them in the denied any rights. adoption of the American colonies, Many colonial Declaration. His West Indies, and leaders, including last words were, Brazil. The Africans Thomas Jefferson “Thomas Jefferson u TODAY, THOUSANDS active mind. He were crowded himself, were survives.”* Adams visit Monticello, kept large clocks in into small spaces slaveholders. was wrong. the Virginia planta- almost every room, underneath the Jefferson had died tion home that so he wouldn’t the same day, a Jefferson designed waste time. He few hours earlier. and where he also filled the
*John Adams. From Memoirs lived. The house is home with inven- of John Quincy Adams, edited filled with evidence tions that made by Charles Francis Adams. Philadelphia: J. B. Lippincott of Jefferson’s him more produc- & Co., 1875. tive. Among them are a machine that copies handwrit- ing – so Jefferson could make copies of letters as he wrote them – and a bookstand that spins around.
Declaration of Independence_8-9.indd 9 3/10/17 1:05 PM Declaration of Independence_10-11.indd 10 3/10/17 1:07 PM 11 day, and those from day, A Georgia were last. few delegates never Some signed it at all. said it was too early for Others independence. could not be present at the signing and added their signatures later. from Thomas McKean, may have Delaware, signed in 1777 or even later.
SIGNED
DELEGATES
OST Signing the Declaration M the Declaration of the Declaration Independence on 1776. August 2, The first signer was John Hancock, who was presi- dent of the Second Continental Congress. Representatives from northernmost New Hampshire were next to sign on that
Declaration of Independence_10-11.indd 11 3/10/17 1:07 PM 12 Rights and Freedoms Tha� wh��ev�� an� For� of The Declaration of Independence has three Gov��nm��t be��me� de��ru��iv� of parts. The fi rst section describes the basic rights of all people. It says that because th��e en��, it is th� Rig�� of th� these rights haven’t been respected, it is the colonists’ duty to split from Great Britain. Peo��e to al��r or to ab��is� it, The second, longest section is a list of 27 an� to in��it��e ne� Gov��nm��t, complaints against the king. The third sec- tion formally declares independence. la��ng it� fo��da��on on su�� pr��ci��es an� or��ni��ng it� po�- d THISSENTENCE rights as British matter where they from the first part subjects. But they live. The word er� in su�� fo��, as to th�� sh��l of the Declaration could not win that equal does not is one of the argument, because mean that all most important the British govern- people are the se�� mo�� li��ly to ef��ct th��r in the history of ment said it got to same. People have our country. In decide what the different back- Saf��y an� Hap��ne��. the phrase “all rights of the British grounds, talents, men are created people were. So, in and interests. What equal,” the word the Declaration of equal means is all is important. Independence, the that all people are Previously, the colonists claimed born with equal colonists said that that the rights they rights. And those the policies of the wanted were the rights should be British government rights of all people respected and u THIS STATEMENT It states that the their relationship denied them their everywhere, no protected by their from the first British government with this govern- government. section of the is working against ment. Then they Declaration gives the natural rights can create a new the colonists a of the colonists. government that short but powerful Therefore, the protects these reason for declar- colonies have natural rights. ing independence. the right to end e ho th��e tr��hs to be se -ev� en�, th�� al me ar� cr��te� e ��l, th�� th� ar� en��we� by th��r re��or wi�� ce��ai n��ie �bl� Rig��s, th�� am�� th��e ar� if�, ib��ty an� th� pu�� i� of Hap��ne��.
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l ONLY 326 Finally, the words long, the colonies agree Tha� wh��ev�� an� For� of Declaration’s third to work together. section states that The Declaration Gov��nm��t be��me� de��ru��iv� of the colonists tried ends with these to solve their prob- words: “We mutu- lems with Britain ally pledge to each th��e en��, it is th� Rig�� of th� peacefully, but that other our Lives, their efforts were our Fortunes and Peo��e to al��r or to ab��is� it, rejected. The our sacred Honor.” colonies declare themselves “Free an� to in��it��e ne� Gov��nm��t, and Independent States,” with the la��ng it� fo��da��on on su�� right to make pr��ci��es an� or��ni��ng it� po�- their own laws. r JEFFERSON ment is to protect er� in su�� fo��, as to th�� sh��l borrowed ideas these rights. He felt John Locke from John Locke, that citizens should a famous English obey their govern- se�� mo�� li��ly to ef��ct th��r thinker. Almost ment, but only 100 years earlier, as long as it pro- Saf��y an� Hap��ne��. Locke wrote, “No tected these rights. one ought to harm Any government another in his life, that interfered health, liberty or with these rights possessions.”* should not be Locke thought that obeyed. Here, the life, liberty, and Declaration com- property were nat- mittee discusses ural rights and that the document. all people were *From Two Treatises of born with them. Government by John Locke. He believed the London: Whitmore, Fenn, and Brown, 1821. purpose of govern-
Women didn’t get * He refused to give American colonists the right to vote Some representatives in Parliament. until 1920. In many of the states, African * He did not allow colonists to pass laws Americans were 27 complaints without his consent. prevented from against voting before the * He forced colonists to house soldiers. civil rights move- King George III ment of the 1950s * He dissolved colonial legislatures. and 1960s. Does * denying the right He taxed colonists unfairly. to vote sound like * He refused to allow colonists fair trials. government with- out representation, * His soldiers burned towns and attacked people. the complaint that many colonists had u THECOLONISTS his people with his with Great Britain? thought that King army. He had done George III had giv- his people harm, en up his right to instead of protect- rule them, because ing them, as a king he had attacked should do.
Declaration of Independence_12-13.indd 13 3/10/17 1:12 PM 14 On July 4, 1776, the Second Continental Congress adopt- The Fight for ed the Declaration of Independence. The American Revo- lutionary War was already in its second year. The 56 men who signed the Declaration had risked their lives. If the Freedom United States lost the war, the British government could punish them as traitors. Benjamin Franklin is reported to have said, “Gentlemen, we must now all hang together, or we shall most assuredly hang separately.”* They would have to wait until the war was over to know their fate.
*From Benjamin Franklin: His Life as He Wrote It, edited by Esmond Wright. Cambridge: Harvard University Press, 1989.
u BRITISHSOLDIERS were nicknamed redcoats, because they wore bright red jackets. Men from all the u IN 1777, THE Burgoyne was American troops colonies joined outnumbered and marching south surrounded the Continental tired Continental from Canada Burgoyne’s tired Army, led by Army badly needed to Albany, New fighters near General George a victory. British York. They were Saratoga, New Washington. These forces had cap- going to meet York, and forced soldiers were new tured New York. the larger British them to give up. and often poorly They had forced army in New The Battle of trained and armed. Washington’s York City. During Saratoga was a They faced the army back through a long march turning point. It hard and danger- New Jersey into through deep gave Americans ous task of fighting Pennsylvania. A forests, American hope that they the large and well- new British force forces attacked could beat the trained British of 6,000 men led Burgoyne’s men British. army. by General John from all sides.
l IN 1781, AN American army accepted the surrender of most British forces in the field. Two years later, the final peace agreement was signed. At last the colonies were free. Now the hard work of creating a new nation could begin.
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l AREWELIGHTING rated as the Day the Declaration fireworks on the of Deliverance”* with a large, wrong day? On by future genera- bold signature. July 2, 1776, tions. But Congress He supposedly members of the argued for two more joked: “The British Second Continental days. On July 4, ministry can read Congress voted they accepted the u JOHN HANCOCK that name without on and passed a actual wording of was an early spectacles. Let resolution declaring the Declaration. On supporter of inde- them double their independence from August 2, a final pendence. The reward.”* Today, Britain. John Adams copy was delivered British offered a “John Hancock” wrote to his wife, to Congress for large reward for means signature. Abigail, that July 2 signing. the capture of *John Hancock. From Our Whole would become a *Letter from John Adams Hancock and other Country, Or, The Past and Present to Abigail Adams, July 3, 1776. of the United States by John great American From The Making of America by leading rebels. Warner Barber and Henry Howe. holiday, “commemo- Robert Marion La Follette. The Hancock signed New York: George F. Tuttle and Making of America Co., 1906. Henry M’Cauley, 1861.
ON JULY 8, 1776, the Liberty Bell rang out, calling people to the steps of Independence Hall in Philadelphia. It was the first public reading of the Declaration. Readings like this took place all over the country. The Liberty Bell, installed in 1752, later became a symbol of freedom. People fighting slavery in the 1800s used the bell as a symbol for their cause.
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l AT THE START of the French Revolution, French rebels call for a document like the Declaration of Independence to explain the rights of citizens. They create the French Declaration of the Rights of Man and the Citizen.
1848 l LEDBY ELIZABETH Cady Stanton, a group of 300 people, mostly women, hold the first women’s rights meeting in U.S. history. They create their own declaration. It calls for women to have the same rights as men. 1863 r DURINGTHE dedicated to the prop- Civil War, many osition that all men people who speak are created equal.”* out against slav- *From the Gettysburg Address (1863). ery quote the The Abraham Lincoln Papers at the Library of Congress. From Congressional Declaration of Record: The Proceedings and Debates by Independence. the United States Congress, 1914. In his Gettysburg Address, President Abraham Lincoln calls the United d THE UNITED are born free and States a “new Nations creates the equal in dignity nation, conceived Universal Decla- and rights.”* in Liberty and ration of Human *From the Universal Rights. It includes Declaration of Human Rights. these words: “All http://www.un.org/en/ universal-declaration-human- The Declaration Today human beings rights/. Rolled up and moved from state to state, the origi- nal Declaration has traveled a long way to reach its home in Washington, D.C., the nation’s capital. Today, anyone can see the document at the Na- tional Archives Building. But its ideas are always on the move. They still inspire people struggling for freedom and equal rights.
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TODAY, PEOPLE FROM around the world come to the Na- tional Archives to see the Declaration of Independence. They can also see the Constitu- tion and the Bill of Rights. The Declaration sits in a multimillion- dollar high-tech u container. The outside is made of bulletproof glass. The inside is fi lled with argon, a gas that helps keep the Declaration from fading. Special light waves shine to measure condi- tions inside the case. At night, the three documents are stored in an underground vault that’s designed to keep them safe.
d CHECKOUTTHIS mal skin that is handprint. No one stretched and treat- knows how it got ed to last a long there. But trying u THE DECLARATION d CIVILRIGHTSLEADER d CARETAKERS time. They examine to remove it could of Independence Martin Luther King restore the damage the parchment with ? damage the is housed at the Jr. speaks about the that time has done microscopes. Then Declaration. National Archives Declaration in his to the Declaration. they clean it and Building in Wash- “I Have a Dream” It is written on reattach flakes of ington, D.C. During speech. parchment – ani- loose ink. the American Revolution, the Declaration trav- eled with the Continental Congress. During World War II, it was kept in an under- ground vault in Fort Knox, Kentucky.
Declaration of Independence_16-17.indd 17 3/10/17 1:16 PM 18 Activities WRITE A SCRIPT Imagine you are writing a play about the Declaration of Independence. One scene takes place before the Declaration is written. The scene is a conversation between two col- onists deciding whether or not to support independence. Think about the colonists as characters. Is one leaning toward independence, while the other is against it? What will they say to each other as they ana- lyze the arguments for and against independence? How does the con- versation begin? What is said? How does it end? Use what you have learned in this magazine to write a script for this scene in your play.
CONDUCT AN INTERVIEW In this magazine, you learned about the leaders that drafted the Declaration of Independence. Suppose you are a reporter in the late 18th century. Your assignment is to inter- view someone who helped draft the Declaration of Independence. You want to find out the person’s thinking and the reasons for specific language in the Declaration. Think about the questions you would ask. Imagine how the person would answer. Write a transcript, or printed version, of the interview. Include your questions and the person’s answers.
Declaration of Independence_18-19.indd 18 3/10/17 1:18 PM 19 MAKE CONNECTIONS WITH THESE RELATED TITLES
Early Settlements American Revolution Thomas Jefferson America: A newly discovered land with “No taxation without representation!” Nicknamed the “Sage of Monticello,” robust resources and new opportuni- That was the response many colo- Thomas Jefferson was not only a wise ties. European nations such as Spain nists had to Britain’s taxation of the and successful leader, he was also a and England were eager to settle this American colonies. From the Boston man of numerous talents, a lawyer, land and claim it as their own. Discover Massacre to the Boston Tea Party, farmer, architect, inventor, musi- the early settlements of New Spain explore the events that propelled the cian – and most notably, writer of the and New England, and colonies such colonies into war with Britain. Learn Declaration of Independence. Uncover as Jamestown, and their challenging about the battles, key figures, and Jefferson’s many achievements and encounters with native peoples. outcomes that gave birth to America’s take a look at some of the contribu- independence. tions he made to early America.
CALIFORNIA STANDARDS
HSS 5.5 Students explain the causes of the American Revolution. 5.5.1 Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts). 5.5.2 Know the significance of the first and second Continental Congresses and of the Committees of Correspondence. 5.5.3 Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document’s significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing LEARN MORE ONLINE! ties with Great Britain. 5.5.4 Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams). • In order to raise claimed that Britain money, the British should try to meet HSS 5.6 Students understand the course and consequences Parliament passed American complaints. of the American Revolution. the Townshend Acts 5.6.1 Identify and map the major military battles, campaigns, and in 1767. They were • To punish the colo- turning points of the Revolutionary War, the roles of the American named for Lord Charles nies for what became and British leaders, and the Indian leaders’ alliances on both sides. 5.6.7 Understand how the ideals set forth in the Declaration Townshend, the official known as the Boston of Independence changed the way people viewed slavery. who introduced them. Tea Party, in 1774 Britain imposed the • Some members of Intolerable Acts. They Historical and Social Sciences Analysis Skills: the British Parliament were also called the Chronological and Spatial Thinking argued in favor of Coercive Acts, because 1. Students place key events and people of the historical era they being lenient, or less they tried to coerce, or are studying in a chronological sequence and within a spatial con- text; they interpret time lines. strict, with the colo- force, the colonists to nies. Edmund Burke obey British laws.
Declaration of Independence_18-19.indd 19 3/10/17 1:18 PM hmhco.com KIDS DISCOVER
EDITOR: Jennifer Dixon PROOFREADER: Patricia Fogarty ART DIRECTION: opkins Baumann, FACT-CHECKER: Patricia Fogarty Brobel esign DESIGNERS: Ian Bro n, d Gabel, AUTHOR: Nathan Katzin, David Ricculli, Jeremy Rech tephen Bre er PHOTO RESEARCH: Ted Levine, AUTHOR TEAM LEAD: Amy K. Hughes lisabeth organ ACTIVITIES WRITER: Marjorie Frank PRESIDENT AND CEO: Ted Levine CHAIRMAN AND FOUNDER: Mark Levine
GRADE 5 TITLES isham Ibrahim pp. 7 top eclaration of Independence eemage p. top left eclaration of the ights of an and of iti en iroslavmisiura p. right feather Regions of North America George ashington pen . Granger Collection, NYC: p. bottom right five nations , p. middle right tarring and feathering , p. top right portable riting desk , p. top left Heroes of ’76 ohn astern oodland Indians Thomas Jefferson Trumbull p. center middle Battle of aratoga unius Brutus tearns p. bottom left lains Indians Ben amin ranklin rench and Indian ar eter Tillemans p. bottom right British arliament arin Images p. bottom center tamp ct , p.7 bottom left Independence all , p. bottom outh est eoples The Constitution left slavery advertisement , pp. bottom The Tocsin of Liberty . Shutterstock: Northwest Coast Peoples The New Nation lfocome p. 2 top right old paper aniel . ilva p. middle right onticello idecs p. 2 bottom left old paper verett istorical p. top right oin or ie , p. merica 2 Lewis and Clark top right Boston assacre , p. bottom left stamps , p.7 center middle ohn dams , ploring the mericas est ard pansion p.7 center middle George ashington , p.7 middle right Ben amin ranklin , p. middle right drafting the eclaration , p. top right ohn ancock , p. center arly ettlements Pioneers middle Gettysburg ddress , p. middle left li abeth ady tanton , p. top right 13 Colonies Immigration Thomas efferson gary7 p. top left tatue of iberty Georgios ollidas p. middle right ohn ocke yn ector p. top script sugi p. bottom right Declaration of Independence Industrial evolution in merica nited ations, e ork ity sl photo p. bottom right old paper ictorian American Revolution Civil Rights Traditions p. center middle riting the eclaration of Independence . U.S. National Archives: pp. - , p. 7 bottom left eclaration of Independence . evolutionary omen ORIGINAL ILLUSTRATIONS: Acme Design Company: British ossessions, p.2. ON THE COVER: The presentation of the first draft of eclaration of Independence to the econd ontinental ongress, at Independence all, hiladelphia, une 2 , 77 . il on Michael Kline Illustration: artoons, over riends and ivals, p. Glossary, p. 2 canvas, by John Trumbull. Granger Collection, NYC. Reporter, p.18.
PICTURE CREDITS: Alamy: iday icture ibrary p. bottom right Thomas aine, 7 2 , Wood Ronsaville Harlin, Inc.: atthe rey Ben amin ranklin at lbany ongress, p. top center Washington Crossing the Delaware orth ind icture rchives pp.2 , Battle of e ington, pp. 7 ob ood Boston Tea arty, pp. , Thomas p. middle left minuteman , p. bottom left ing George III , p.7 middle right ohn efferson, pp. . ickinson , p. top left redcoat , p. bottom left British surrender at orkto n , p. bottom dmund Burke ichard ummins p. top left amesto n ettlement TEXT ACKNOWLEDGEMENTS: useum . Getty Images: le ong p. 7 top right ational rchives Bettmann cerpt from rticle of the niversal eclaration of uman ights by the nited p.8 bottom right (cover of Common Sense lip chulke p. bottom center artin ations, ecember , . Te t copyright by nited ations. eprinted by uther ing r. rancois Godefroy p. bottom right irst ontinental ongress permission of nited ations ublication Board.
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