Which of the following pairs of documents influenced the declaration of independence?

Making Connections

Created by the National Archives

About this Activity

• Historical Era:Revolution and the New Nation (1754-1820s)
• Thinking Skill:Historical Analysis & Interpretation
• Bloom's Taxonomy:Evaluating
• Grade Level:High School

Start Activity

In this activity students will examine the influences of the Magna Carta and the English Bill of Rights on the Bill of Rights in the U.S. Constitution. By the end of the activity students should be able to cite clear examples of the influence of English legal traditions in the U.S. Bill of Rights; they should also be able to give examples of how the American document is unique in offering even further expanded rights.

https://www.docsteach.org/activities/student/where-did-americas-bill-of-rights-come-from

Suggested Teaching Instructions

Use this activity in a unit about the U.S. Constitution and/or about the influence of English legal traditions in the creation of U.S. legal codes. This activity is designed for grades 10-12 and will take approximately one class period.

The National Archives has on loan a 1297 copy of the Magna Carta, and the National Archives website has a number of resources related to the Magna Carta. You can view a short video about the Magna Carta conservation treatment and encasement. There is a translation of the 1297 version of the document, a larger image of the 1297 Magna Carta, and an article on the background of the Magna Carta and its American legacy.

Begin the activity by asking students if they think laws are necessary. Move into a discussion exploring where students think that laws come from, who makes the laws, who is protected by laws. Help students understand that laws are developed and refined over time and that they are not created in a vacuum. Explain that when they were developing the Constitution, America's founding fathers relied upon the legal traditions that they were familiar with, especially English legal documents such as the Magna Carta and the English Bill of Rights.

Direct students to the activity and tell them that they will read excerpts from the Magna Carta, the English Bill of Rights, and the U.S. Constitution. Ask them to pay particular attention to the continuities that they see across all three documents. Students can work individually, in pairs, or in small groups. Since these are relatively difficult documents, peer support may be helpful.

After students complete the document analysis questions, bring the class back together for whole-class discussion. Debrief the documents together with the following questions:

• What rights were protected in each document?
• Whose rights were protected? Whose rights may have been left out?
• What continuities did you see throughout the documents?
• How did each document build on the others?
• How was each document unique?
• How do you think that law codes will continue to develop in the future?

Finally, direct students to the final activity in the "When you're done" section: Write a paragraph highlighting the ways that the Magna Carta and the English Bill of Rights influenced the development of the U.S. Bill of Rights, as well as the ways that the U.S. Bill of Rights was unique.

This activity was created by National Archives intern and social studies teacher Leah Bouas.

The Universal Declaration of Human Rights, which was adopted by the UN General Assembly on 10 December 1948, was the result of the experience of the Second World War. With the end of that war, and the creation of the United Nations, the international community vowed to never again allow atrocities like those of that conflict to happen again. World leaders decided to complement the UN Charter with a road map to guarantee the rights of every individual everywhere. The document they considered, and which would later become the Universal Declaration of Human Rights, was taken up at the first session of the General Assembly in 1946. 

The Assembly reviewed this draft Declaration on Fundamental Human Rights and Freedoms and transmitted it to the Economic and Social Council "for reference to the Commission on Human Rights for consideration . . . in its preparation of an international bill of rights." The Commission, at its first session early in 1947, authorized its members to formulate what it termed "a preliminary draft International Bill of Human Rights". Later the work was taken over by a formal drafting committee, consisting of members of the Commission from eight States, selected with due regard for geographical distribution.

Eleanor Roosevelt, US representative and Chairman of the Commission on Human Rights welcomes Professor Vladimir M. Koretsky, representative of the USSR, to the Commission's third session on 9 June 1947. UN Photo

The Commission on Human Rights was made up of 18 members from various political, cultural and religious backgrounds. Eleanor Roosevelt, widow of American President Franklin D. Roosevelt, chaired the UDHR drafting committee. With her were René Cassin of France, who composed the first draft of the Declaration, the Committee Rapporteur Charles Malik of Lebanon, Vice-Chairman Peng Chung Chang of China, and John Humphrey of Canada, Director of the UN’s Human Rights Division, who prepared the Declaration’s blueprint. But Mrs. Roosevelt was recognized as the driving force for the Declaration’s adoption.

The Commission met for the first time in 1947. In her memoirs, Eleanor Roosevelt recalled:

Dr. Chang was a pluralist and held forth in charming fashion on the proposition that there is more than one kind of ultimate reality.  The Declaration, he said, should reflect more than simply Western ideas and Dr. Humphrey would have to be eclectic in his approach.  His remark, though addressed to Dr. Humphrey, was really directed at Dr. Malik, from whom it drew a prompt retort as he expounded at some length the philosophy of Thomas Aquinas.  Dr. Humphrey joined enthusiastically in the discussion, and I remember that at one point Dr. Chang suggested that the Secretariat might well spend a few months studying the fundamentals of Confucianism!

The final draft by Cassin was handed to the Commission on Human Rights, which was being held in Geneva. The draft declaration sent out to all UN member States for comments became known as the Geneva draft.

The first draft of the Declaration was proposed in September 1948 with over 50 Member States participating in the final drafting. By its resolution 217 A (III) of 10 December 1948, the General Assembly, meeting in Paris, adopted the Universal Declaration of Human Rights with eight nations abstaining from the vote but none dissenting. Hernán Santa Cruz of Chile, member of the drafting sub-Committee, wrote:

I perceived clearly that I was participating in a truly significant historic event in which a consensus had been reached as to the supreme value of the human person, a value that did not originate in the decision of a worldly power, but rather in the fact of existing—which gave rise to the inalienable right to live free from want and oppression and to fully develop one’s personality.  In the Great Hall…there was an atmosphere of genuine solidarity and brotherhood among men and women from all latitudes, the like of which I have not seen again in any international setting.

The entire text of the UDHR was composed in less than two years. At a time when the world was divided into Eastern and Western blocks, finding a common ground on what should make the essence of the document proved to be a colossal task.

What documents influenced the Declaration of Independence?

What English documents influenced the Declaration of Independence?

What 3 main ideas are in the preamble of the Declaration of Independence?

What was the Declaration of Independence written on?