Answer:
Answers will vary. Most students might note that it was necessary for Jefferson to prove that the Continental Congress presented a united front to the world in order to prove that independence was the true goal of the colonies. Others may state that since each state provided signers to the document, it was obvious that all thirteen colonies accepted it.
As to the question of whether the 13 colonies could have declared independence if they weren’t unanimous, answers will vary. Most students might state that independence would be difficult without the support of all thirteen colonies, but some might say independence without consensus was still possible. For instance, colonies that objected could be absorbed into Canada or find a way to peacefully co-exist with those that seceded.
Answers will vary. However, some students may note that other nations, such as France and the Netherlands, also had colonial interests in North America and may have been concerned if British colonists declared independence for groundless reasons. Also, because of Jefferson’s background as a lawyer, it might have also been true that he was building his case for independence before the world community, similar to what he might do if he were pleading a case before a jury.
Students will note similarities between Locke’s thoughts on natural rights and Jefferson’s mention of “inalienable rights, including “Life, Liberty, and the pursuit of Happiness.” They may also note Jefferson’s view that “all men are created equal.”
Jefferson would note that the purpose of government was to protect the “inalienable rights” that man received from “their Creator.” In his view, if government became
Answers will vary as to what Jefferson meant by the “all men are created equal” statement. Some students may note that Jefferson made this statement as a slave owner and had no intention of granting citizenship status or equality to his black slaves. Other students might speculate that Jefferson believed in a literal interpretation of this phrase and had no intention of granting equality or the right to vote to women. Also, students may note that some white men (if they were not property owners) did not have the right to vote.
Most students would probably note that it would be easier for the colonists to focus their anger on one individual, King George, than on the Parliament. His likeness was on colonial money, so he was known by all the colonists, while most members of Parliament were not known to the average colonist. Focusing anger and displeasure on one individual could provide a great psychological boost to the independence movement.
Many students who feel that the Declaration is revered will probably note that Jefferson’s statements regarding fundamental rights are representative of our government’s foundation today. In addition, they may also note that the Declaration is displayed in a
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similar manner (and in a similar location) as the Constitution of the United States and the Bill of Rights, thereby giving it the same status. Other students may note that the document helped unite various factions in the Continental Congress, paving the way for independence.
Some students may note that in 21st Century America, the Declaration has no legal “force,” and therefore while it is an important historic document, its importance is significantly overstated.
The length of time between the fighting at Lexington and Concord and the actual declaration of war probably occurred because most colonists (and many delegates to the Continental Congress) hoped for some sort of reconciliation with Britain. They felt that a declaration of war might antagonize the British and make reconciliation difficult, if not impossible.
Answers will vary.
Answers will vary.
Explanation:
