Declaration of Independence

QUESTION

Of the two primary sources below, pick ONE and write a 2-3 paragraph analysis that identifies the image and explains its significance within a historical context. Be sure to refer to specific elements in the image to make your arguments. Use only course materials (lectures, textbooks, documents)

2) In 2-3 clear and thoughtful paragraphs, please answer ONE of the following questions. Use only course materials (lectures, textbook, documents)

1. 1) What factors shaped the decisions of Indigenous people during and after the Seven Years’ War? Why did the war not end for them in 1763?
2. 2) The Declaration of Independence is often referred to as a “founding document” in our nation’s history. In many ways, this is not entirely accurate. Why should we question the role of the Declaration of Independence in “founding” the United States?
3. 3) In 1773, the colonists referred to the event we now call “The Boston Tea Party” as “The Destruction of the Tea.” What is the difference between these two names? Why did the colonists use the language of “destruction” rather than “party” to refer to the event?
4. 4) One of the main concerns of the British during the years after the Seven Years’ War was watching the colonial public become increasingly politicized. What did the politicization of the public mean? How did ordinary people get involved in the politics of resistance?
5. 5) The American Revolution is often described as a war against taxation. This, however, is not an entirely accurate description. If the colonists did not have a problem with taxes, what did they have a problem with? How did the colonists’ understanding of taxation differ from the way the British Empire understood their right to tax their colonies?

3) In 2-3 clear and thoughtful paragraphs, please answer the following question. Use only course materials (lectures, textbook, documents):

Of the many soaring and moving words Thomas Jefferson wrote in the Declaration of Independence, perhaps the most important two words in the entire document were “He” and “We.” What was the function of these words? Where did such language come from? How did they shape and define the core logic of the American Revolution itself?

ANSWER

The Power of “He” and “We” in the Declaration of Independence: Shaping the Logic of the American Revolution

The Declaration of Independence, drafted by Thomas Jefferson in 1776, is considered a pivotal document in American history. Among its many powerful words, the usage of the pronouns “He” and “We” carries significant meaning and helps shape the core logic of the American Revolution. These pronouns serve multiple functions in the document.

Firstly, the pronoun “He” is used to refer to the King of Great Britain, King George III. By specifically identifying him as the subject, the Declaration places the blame for the grievances and injustices suffered by the American colonists on the monarch. This usage highlights the colonists’ belief in the divine right of kings and their assertion that the King had failed in his duty to protect their rights and liberties (The Declaration of Independence, n.d.). It symbolizes the colonists’ discontent with monarchical rule and their desire to break free from British control.

On the other hand, the pronoun “We” represents the collective identity of the American colonists. It signifies their unity and shared purpose in declaring independence from Britain. By using “We,” the Declaration emphasizes that the grievances and aspirations expressed in the document are not the concerns of a few individuals, but the collective will of an entire people. This usage reflects the revolutionary idea of popular sovereignty, the belief that ultimate political authority resides with the people(Leap & Thompson, 2018).

The language of “He” and “We” in the Declaration of Independence finds its roots in Enlightenment philosophy, particularly the works of philosophers like John Locke. Locke’s ideas heavily influenced the American colonists, and his concept of natural rights and social contract theory is evident in the Declaration. Locke argued that governments derive their authority from the consent of the governed and that individuals have the right to revolt against oppressive rulers (The Jefferson Rule, n.d.). Jefferson and the Founding Fathers adopted these principles and articulated them in the Declaration.

These pronouns shape and define the core logic of the American Revolution by asserting the colonists’ right to self-governance and framing their struggle as a righteous rebellion against a tyrannical ruler. By blaming King George III for their grievances and presenting a united front as the American people, the Declaration establishes a powerful argument for independence. It galvanized colonists’ support, rallied them behind a common cause, and laid the foundation for the establishment of the United States as a new nation based on the principles of liberty, equality, and self-determination.

References

Leap, B., & Thompson, D. (2018). Social Solidarity, Collective Identity, Resilient Communities: Two Case Studies from the Rural U.S. and Uruguay. Social Sciences, 7(12), 250. https://doi.org/10.3390/socsci7120250 

The Declaration of Independence. (n.d.). Google Books. https://books.google.com/books?hl=en&lr=&id=EWy4DwAAQBAJ&oi=fnd&pg=PR27&dq=Thomas+Jefferson+in+1776,&ots=FKRtaYmp9k&sig=iFC6LDs5uk0bFACjq_MJDt30Dy0 

The Jefferson Rule. (n.d.). Google Books. https://books.google.com/books?hl=en&lr=&id=F6k5DAAAQBAJ&oi=fnd&pg=PA1&dq=Jefferson+and+the+Founding+Fathers+&ots=tcfZcKNFmH&sig=FnmZjhVsOYohrewoJk58a02tCkc