What are the similarities and differences between the Declaration of Sentiments and the Declaration of Independence?

“We hold these truths to be self-evident; that all men and women are created equal.”[i] This familiar phrase has made its way into textbooks, history classes, and even popular show tunes. However, it is not Thomas Jefferson to whom this phrase is attributed. Instead, it belongs to Elizabeth Cady Stanton, the author of the Declaration of Sentiments. She sparked new thought and controversy when she altered Jefferson’s famous words by adding two more: and women. 

The Declaration of Independence was created in 1776, announcing the American colonies’ separation from England. The general goal of the document was to point out the wrongdoings of the king and set in place new guidelines for an independent nation. This sparked the fire for the American Revolution and allowed the colonies to create alliances with other countries, ultimately leading to the goal the document set out to achieve. The Declaration of Sentiments was created almost a century later in 1848 to change the oppression women faced in society. The goal was to achieve women’s equality with men under the law, education, and employment. Both respective documents were essential to American history, yet it is undeniable that Jefferson’s work is more well-known today. Stanton modeled her work off of Jefferson’s, and yet she was ridiculed while Jefferson was praised. Now, in the 21st century, Jefferson’s document is revered while Stanton’s is a footnote. Despite the similarities between the two documents, their contrasting reception and influence then and now represents the underlying patriarchal culture set in place by the former and the struggle of the latter to eliminate this culture. 

The Declaration of Independence was a document that created a movement Americans rallied behind and motivated all people to achieve the goal it outlined. It served as a voice for American grievances and an outline for the new expectations, but, beyond making these expectations clear, also served as a unifying force. It was symbolic of the unified front of the colonies and demonstrated a nation's people asserting their liberty to determine their own government. The Scots Magazine published an article on August 1, 1776, which says, “On Wednefday laft [sic], the declaration of independence was read at the head of each brigade of the continental army, pofted [sic] at and near New York, and every where [sic] received with loud huzzahs, and the utmoft demonftrations [sic] of joy.”[ii] This is not to claim that the Declaration received no opposition; some delegates refused to sign the document and entire colonies opposed independence. Regardless, Jefferson as the author was revered for his work, and the call to action that the document set out to accomplish was championed quickly after it was published—regardless of how ambitious the task was, the American people were up for it.

The Declaration of Sentiments was read out loud by Elizabeth Cady Stanton at the Women’s Rights Convention in July 1848 at Seneca Falls, New York. The primary goal of this document was women’s suffrage, an issue that Stanton believed was very timely for the new nation. This belief was not held by many at the time. Her writing became the subject of ridicule and sarcasm, a response that shocked Stanton. In her autobiography, she writes, “No words could express our astonishment on finding, a few days afterward, that what seemed to us so timely, so rational, and so sacred, should be a subject for sarcasm and ridicule.”[iii] People were not motivated to advocate for this issue due to the lack of earnestness that met Stanton’s Declaration of Sentiments. Systemic sexism was engraved in society by the time this topic was proposed. Jefferson’s declaration was made by men, for men; the founding fathers had no intention of including women. This foundation played a role in the country’s formation and what a women’s role in the country would evolve to be. Jefferson’s declaration, and its ignorance towards women’s rights, cannot be ignored when examining the reception Stanton received upon her declaration. 

The stark contrast of responses between the two documents, despite their being notably similar, demonstrates the way this issue was not seen as a priority and how American society did not take women seriously. Even though the Declaration of Sentiments is “modeled on the framework of the American Declaration of Independence” and shares a similar grammatical structure, there is a large difference in the positive attention they received.[iv] The Declaration of Sentiments had a call-to-action that built off of Jefferson’s original ideals of independence and equality: she says, “we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of these United States.”[v] People didn’t follow the call she asked for because the ideals the country was built upon by the original declaration excluded any consideration of and for women. 

Days after the Seneca Falls convention, when Cady Stanton read her declaration out loud, an article was published in Philadelphia Public Ledger and Daily Transcript stating, “The ladies of Philadelphia, therefore, under the influence of the most serious ‘sober second thoughts,’ are resolved to maintain their rights as Wives, Belles, Virgins, and Mothers, and not as Women.”[vi] This sheds light on the fact that a woman's autonomy was still non-existent. People still believed that women only belonged in a domestic role, and the people in power were not motivated to provide rights like suffrage to women. Frederick Douglass, an escaped slave who later became a prominent activist, attended Stanton’s conference, and it was only when he spoke that people took the convention seriously. In the end, 100 people signed the Declaration: 66 women and 38 men. In comparison to the Declaration of Independence, which reached its goal relatively quickly, women’s suffrage was not achieved until over 70 years after the Declaration of Sentiments was published. There was no rush for women’s rights because of the lack of respect and priority for women’s rights that the founding fathers programmed the country to since its birth. 

The response of the documents when they were published translates to modern-day, where Jefferson’s Declaration of Independence is much more well-known and held to a more honorable position as the foundation of our country. There is an immediate familiarity with Jefferson, and that his most notable work is the Declaration of Independence. However, not everyone is familiar with Elizabeth Cady Stanton and her work. There is some validity to this, as the Declaration of Independence was a catalyst for the desire for independence. However, Stanton’s Declaration was also a catalyst for reform to women’s rights in education, employment, and government. Jefferson having much more fame and respect for his work than Stanton is symbolic of a much more deep issue at play, which was the underlying culture set in place by the Declaration of Independence and other founding documents that put women in the shadows and did not prioritize women’s rights.

Even though there are lasting effects of women’s oppression, there are ways to improve and build upon the thought that Stanton was trying to spark. The Declaration of Independence is a staple in American history, and there is no denying its importance. But, it is crucial not to hold Jefferson to a certain pedestal. The Declaration of Independence was filled with contradictions, starting in the first line: “that all men are created equal.”[vii] Jefferson, a slave owner and white supremacist, was not seen as less credible for this clearly hypocritical statement. Even now, we are only just beginning to view the founding fathers and their works through a more critical lens. Recognizing that while this is an important document but that it is not a perfect document is the first step in turning the attention to Stanton. The next step is applying what Stanton wrote to the current issues women face in society. While there have certainly been improvements to the rights and privileges of women since Stanton created this document, women are still limited in all aspects of life. These changes are feasible if all people, not just women, respond to Stanton’s call-to-action that she called people to many years ago; these changes are feasible if we look at the Declaration of Sentiments with the same reverence as the Declaration of Independence, not as a footnote in our history. 


REFERENCES

[i] Elizabeth Cady Stanton, “Declaration of Sentiments,” July 19, 1848  

[ii] Mary McKee, n.d. “Declaration of Independence.” The British Newspaper Archive. //blog.britishnewspaperarchive.co.uk/2017/07/04/british-reaction-to-americas-declaration-of-independence/

[iii] “Reactions to Seneca Falls.” n.d. Women and the American Story. //www.nyhistory.org/sites/default/files/newfiles/cwh-curriculum/Module%202/Resources/Resource%2017%20Reactions%20to%20Seneca%20Falls.pdf

[iv] “Women's Suffrage.” n.d. Digital Arizona Library. //azlibrary.gov/dazl/learners/research-topics/womens-suffrage.

[v] Elizabeth Cady Stanton, “Declaration of Sentiments,” July 19, 1848

[vi] “Reactions to Seneca Falls.” n.d. Women and the American Story.

[vii] Thomas Jefferson, “The Declaration of Independence,” July 4, 1776

Students will learn about the purpose and message of Declaration of Independence, question and discover if women had rights in Early America and analyze and compare the Declaration of Sentiments and its message and purpose.

Two to three 45/50-minute class periods. If you are crunched for time, you can cut steps 4 and 5

Ideas for how to plan:

  • Option 1: Pace the lesson over 90-180 minutes without homework
  • Option 2: DAY 1: Declaration of Independence background and discussion (step 1), DOI close read for homework (step 2); DAY 2: DOI discussions as bell activity the next class (step 3), step 4 and 5; DAY 3: step 6-8
  • Option 3: DAY 1: Declaration of Independence background and discussion (step 1), DOI close read for homework (step 2), DOI discussions (step 3), step 4 and 5 for homework; DAY 2: step 6-8

Answer Essential Historical Questions

  • What was the original intent of publishing the Declaration of Independence and how/why have its words launched reform movements throughout US history?
  • Were women in Early America free? Did the treatment of women in 19th century America live up to the ideals of the Declaration of Independence? Defend your position.
  • Was the Seneca Falls Convention effective in its mission? Explain your position.

Depending on your course curriculum, students may only have a middle school understanding of the Declaration of Independence. Therefore, it is advised to check for understanding, inform students, provide clarification and debunk common myths before you begin the lesson.

Declaration of Independence Background

The Declaration of Independence is a work of more than just one man (Thomas Jefferson) and it is not the first Declaration of Independence, many colonies and communities adopted their own declarations of Independence between April and July of 1776 and many became the preambles to newly drafted state constitutions. It was a rapid transition for American colonists to go from being proud British citizens to proclaiming independence. American colonists believed themselves to be equal to citizens living in Britain and they were proud of British freedoms that existed. However, when direct taxes were imposed on American colonists and trade laws were more tightly enforced after the French and Indian War, American colonists found these actions to be unconstitutional because they did not have direct representation in the British Parliament. From there, a fight over what kind of representation colonists had and should have played out in public fashion back and forth across the Atlantic.

Colonial political and business leaders went through steps to petition the government for change but were met with disrespect and seemly harsh consequences. Intellectuals, religious leaders and writers in America progressively became more radical in their anger toward Parliament. The Second Continental Congress was still trying to make amends with the British Empire when is sent the Olive Branch Petition to King George III in July of 1775. In the petition, the Continental Congress insisted that they did not desire independence and a war could be avoided if the King used his powers intervene in the unconstitutional decisions of Parliament. However, the King refused to receive their petition and determined that the colonies did want independence. On June 11, 1776 a committee of five was nominated (Thomas Jefferson, John Adams, Benjamin Franklin, Roger Sherman and Robert R. Livingston) to draft a national Declaration of Independence on behalf of Congress. On June 28, the committee presented its draft to all of Congress for comment and votes, but decisions were delayed while they assessed the oncoming British Naval attack. The Declaration blames the King in its grievances because by June of 1776, Congress had declared that British Parliament had no authority over them because the colonies had no direct representation; therefore, their last connection to the empire and the last person whom they had maintained loyalty to was the King. They argued that King George III was a tyrant following precedent in English history with former monarchs who were disavowed. Thomas Jefferson was the main drafter of the Declaration of Independence, but his words and ideas were inspired by a vast knowledge of British history, British common law, Enlightenment thinkers, Greek and Roman history and literature, works of Christianity and other Virginians, like George Mason. When Congress finally decided to review the draft, they had many changes and removed entire sections which Jefferson was very unhappy about, but many historians believe the public document that we know is more clear, correct and powerful.

Class discussion after background: What was the purpose of writing a national Declaration of Independence? Who was the intended audience?

Answers:

  • Prove that there was no alternative to declaring independence
  • Unification/motivation for colonies and people to fight
  • To dissolve all political relationships between the British Empire and the 13 mainland American colonies
  • Declare themselves a nation, not just rebels and which opened up the opportunity for them to write their own government
  • Appeal to potential foreign allies

Does this information change the way you think about the document, why?

*For more reading on the Declaration of Independence, see America Scripture: Making of the Declaration of Independence by Pauline Maier.

  1. Teach students about the Declaration of Independence (DOI) and lead a short discussion about the purpose of the document (see Background information in the prerequisites section, pg 2-3 in PDF).
  2. Pass out Document A: Declaration of Independence (pgs 5-7 in PDF). Ask students to do a close read of the preamble of the DOI, skim through the grievances and close read the conclusion.
    1. If you don’t have the resources to give students a hard copy to annotate, have them download a Word version to type on and highlight. It is also possible to use Google documents to do this close read process.
    2. Suggested annotations:
      1. Underline motivational passages that serve the purpose of the document
      2. Circle or highlight potentially hypocritical or problematic passages based on what they know about American history
      3. Write three questions you have about content or purpose
      4. Star passages that you think are still relevant or important today
  3. Pair two students together (ex. shoulder partners, assigned pairs, etc.) and have them discuss their annotations and findings. After about five minutes discuss as a class.
    1. Discussion questions:
      1. “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.” Was this statement meant for all Americans, explain? *Only meant for men who could vote—basically that no man is born with more inherited power than other (like a divine king), we should choose our leaders, people have natural rights
      2. How has the DOI been interpreted throughout US history? Has its’ purpose or use changed? For whom?
  4. Pass out or instruct students to open the “Women’s Rights in Early America” timeline and a hard copy of the evidence collection worksheet. Ask students, with their partner, to read the timeline and collect evidence as they read that supports the claim that women did have rights in Early America and the claim that women did not have rights or power. Bullet point format is ok, but students should include enough detail and dates to use in a position statement.
  5. Pose the question for discussion, “Were women in Early America free? Did the treatment of women in 19th century America live up to the ideals of the Declaration of Independence?” Ask students to write a short paragraph using evidence they collected, then have a short class discussion.
  6. Play the 2:37 minute clip “Elizabeth Cady Stanton and the Stronghold of the Fortress” for the class on a projector. It provides an introduction about Elizabeth Cady Stanton and how and why the Seneca Falls Convention was organized.
  7. Pass out Document B: The Declaration of Sentiments (pgs 8-9 in PDF) (or ask the students to download it) and a hard copy of the Declaration of Sentiments graphic organizer for each student. Students should close read the document and work on the graphic organizer with their partner. The knowledge from the timeline should help them better interpret the document.
  8. Exit slip or exit activity: Ask students to write a response to the question “Was the Seneca Falls Convention effective in its mission? Explain your position.” Or, you could ask students to stand on one side of the room if they believe the document was effective and the other side if they believe it was not and have a full class discussion. Teacher may assess the big idea paragraphs/discussion alone or choose to collect the graphic organizer and evidence collection, too to check for understanding. The essential questions would make great essay questions in a formal assessment.

Future Research / Resources

America Scripture: Making of the Declaration of Independence by Pauline Maier

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