Do you want to go straight to a particular resource? Use the Jump Tool and follow 2 steps:
Look for the pages that have the shortcut code symbol Quill - Jump To Icon (e4242)
Jump To
e4242
You can click this icon to copy the jump to url to that page to your clipboard, ready to paste into emails, notes, documents or research papers as needed.
This can usually be found in the top hero section of overview,
delegations visualize, session visualize, event visualize, commentary collection, commentary item,
resource
collection, and resource item pages.
Enter the shortcut code for the page that you wish to search for.
[{"attributes":{"bold":true},"insert":"Local and State Declarations of Independence "},{"insert":"\nThe Continental Congress voted to break away from King George III on July 2, 1776. Then it approved the final wording of the Declaration on July 4. But the delegates didn’t make that decision on their own. People across the colonies already supported independence. "},{"attributes":{"bold":true},"insert":"Towns, counties, and states "},{"insert":"sent messages to their"},{"attributes":{"bold":true},"insert":" representatives"},{"insert":", urging them to vote for separation. These actions show that ordinary Americans across the colonies played a key role in the push for independence—not only leaders in Philadelphia. \n\n"},{"attributes":{"bold":true},"insert":"Essential Questions "},{"insert":"\nHow did some American colonists show Congress they supported breaking away from Britain? "},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"What is the relationship between the people and their government representatives? "},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"How do local and state declarations show the idea of consent of the governed? "},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\n"},{"attributes":{"bold":true},"insert":"Vocabulary "},{"insert":"\n"},{"attributes":{"italic":true,"bold":true},"insert":"Consent of the governed—"},{"insert":"An idea introduced by political thinker John Locke. It means that a government only has power because the people give it permission to rule.\n"},{"attributes":{"italic":true,"bold":true},"insert":"Representative—"},{"insert":"A person chosen by the people to speak and make decisions for them in the government. \n"},{"attributes":{"italic":true,"bold":true},"insert":"Town-"},{"insert":" A town is a small community where people live close together. During the American Revolution, towns were centers of daily life, with homes, shops, churches, and local government meetings.\n"},{"attributes":{"italic":true,"bold":true},"insert":"County--"},{"insert":" A county is a large area that includes several towns and the land around them. During the American Revolution, counties handled government services like courts and taxes collection for both towns and rural areas. \n"},{"attributes":{"italic":true,"bold":true},"insert":"State--"},{"insert":" A state is a large region made up of many counties. During the American Revolution, states acted like independent countries that chose to connect with a central government. Each state made its own laws and protected the rights of its people.\n"},{"attributes":{"bold":true},"insert":"Utah Social Studies Standards"},{"insert":"\n"},{"attributes":{"bold":true},"insert":"U.S. I Strand 3: The American Revolution"},{"insert":"\nU.S. I Standard 3.1: Students will use primary sources to identify the significant events, ideas, people, and methods used to justify or resist the Revolutionary movement. \nU.S. I Standard 3.3: Students will use primary sources to compare the contributions of key people and groups to the Revolution, such as Paul Revere, Thomas Paine, Abigail Adams, the Sons and Daughters of Liberty, and Thomas Jefferson.\nU.S. I Standard 3.4: Students will explain how the ideas and events of the American Revolution continue to shape American identity.\n\n"}]
Explore Groupings
Grouping Name
Introductory Lessons
^
2
Preamble
1506
Negotiation
1505
Supremacy Clause
1531
Three Fifths Clause
1539
Local and State Declarations of Independence
1547
18
First Amendment
1508
6
No Establishment Clause
1549
Search and Seizure Clause
1558
Grand Jury Clause
1561
Right to Speedy Trial Clause
1567
Right to Jury Trial in Civil Cases Clause
1572
Utah State Constitutional Convention
1527
6
Functions of State Government
1577
Declaration of Independence
^
3
Constitutionalism
1505
Federalism (Compound Republic)
1506
2
Necessary and Proper Clause
1531
Fugitive Slave Clause
1539
Social Contract Theory
1507
Free Exercise Clause
1549
Second Amendment
1508
Warrant Clause
1558
Double Jeopardy Clause
1561
Right to Public Trial Clause
1567
Enumerated Rights Stated in the Utah Constitution
1577
U.S. Federal Constitutional Convention 1787
^
11
Great Compromise
1506
15
Slave Importation Clause
1539
Consent of the Governed
1507
1
Freedom of Speech Clause
1549
Third Amendment
1508
Self-incrimination Clause
1561
Right to Trial by Jury Clause
1567
Similarities between the U.S. and Utah Constitutions
1577
U.S. Bill of Rights
^
9
Congressional Power
1506
Individual Rights
1507
Freedom of the Press Clause
1549
Fourth Amendment
1508
2
Due Process Clause
1561
Right to Counsel Clause
1567
Political Challenges to Utah Statehood
1577
U.S. State Constitutions
^
1
Electoral College
1506
Freedom of Assembly Clause
1549
Fifth Amendment
1508
5
Takings Clause
1561
Utah Women's Suffrage
1577
9
Executive Power
1506
17
Right to Petition Clause
1549
Sixth Amendment
1508
4
Civil Dialogue in the Utah Suffrage Debates
1577
7
Congressional and Executive War Powers
1506
Seventh Amendment
1508
1
Separation of Powers
1506
91787 - 1787
Eighth Amendment
1508
Checks and Balances
1506
Ninth Amendment
1508
Limited Government
1506
Tenth Amendment
1508
Slavery Compromises
1506
3
Local and State Declarations of Independence: Introduction
The Continental Congress voted to break away from King George III on July 2, 1776. But they didn’t act alone—between April and July 1776, towns, counties, and states across the colonies had urged their representatives in Congress to vote for independence. This shows that ordinary Americans, not just a few leaders in Philadelphia, helped drive the decision to separate from Britain.
K-12 Classrooms Resources, Center for Constitutional Studies, Utah Valley University, accessed via www.quillproject.net.
These resources are not created or endorsed by the Quill Project or Pembroke College. For further information please contact Eleesha Tucker, ETucker@uvu.edu.