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[{"attributes":{"bold":true},"insert":"Local and State Declarations"},{"insert":"\n"},{"attributes":{"bold":true},"insert":"Teacher Power Point Notes"},{"insert":"\n\n"},{"attributes":{"bold":true},"insert":"Historical background leading up to declaring independence addressing these essential questions:"},{"insert":"\n· How did some American colonists show Congress they supported breaking away from Britian?\n· What is the relationship between the people and their government representatives?\n· How do local and state declarations show the idea of consent of the governed?\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"},{"attributes":{"bold":true},"insert":" "},{"insert":"\n"},{"attributes":{"bold":true},"insert":"What do state and local declarations show?"},{"insert":"\n· Ordinary Americans across the colonies played a key role in the push for independence—not only leaders in Philadelphia.\n· The people spoke up and shared their opinions with their representatives.\n· Americans were withdrawing their consent to be governed by a king who violated their rights.\n\n"},{"attributes":{"bold":true},"insert":"Background"},{"insert":"\n· "},{"attributes":{"bold":true},"insert":"Glorious Revolution"},{"insert":"\no "},{"attributes":{"bold":true},"insert":"Main idea"},{"insert":"—The Glorious Revolution of 1688 showed that the king’s power should be limited by law and shared with Parliament. It led to the creation of a constitutional monarchy, where the king or queen had to follow the laws and work with Parliament to govern the country. \n§ "},{"attributes":{"bold":true},"insert":"Details"},{"insert":"\n· James II reigned from 1685 to 1688. He was not popular among Protestants due to his strong Catholic beliefs and policies that favoured Catholics. In 1688 he fled to France to avoid court proceedings that would find him guilty, thus abdicating the throne. \n· It marked the peaceful overthrow of King James II who, along with his father, heavily emphasized “divine right of kings.” James II was peacefully replaced by William III and Mary II under the condition that they accept the Bill of Rights (1689), which firmly established Parliament’s authority over the Crown and some basic civil rights for subjects.\n· "},{"attributes":{"bold":true},"insert":"Declaration of Rights"},{"insert":"\no Formally ended the reign of King James II, listing in 13 clauses the king's misconduct that justified his removal. In the second Whereas clause it stated the “late King James the second having abdicated the Government,” the throne was “thereby vacant.” opening the throne for the inauguration of William of Orange and his wife Mary.\n§ This provides a precedence for colonists listing grievances with the king.\n· "},{"attributes":{"bold":true},"insert":"Colonial Charters"},{"insert":"\no "},{"attributes":{"bold":true},"insert":"Main idea"},{"insert":"—To start a colony, settlers needed the king’s permission, which came as a colonial charter. This charter created a direct connection between the colony and the king—not with other colonies. So when the colonies began breaking ties with the king and declaring independence, it was a new idea for them to start working together.\n· "},{"attributes":{"bold":true},"insert":"French and Indian War"},{"insert":"\no "},{"attributes":{"bold":true},"insert":"Main idea"},{"insert":"—The French and Indian War was part of a global conflict that left Britain in debt, so British leaders raised taxes on the American colonies, which had gotten used to governing themselves while Britain was focused on the war.\n· "},{"attributes":{"bold":true},"insert":"Colonists Protest, the Empire Strikes Back"},{"insert":"\no "},{"attributes":{"bold":true},"insert":"Main idea"},{"insert":"--Colonists protested new taxes, including through the Boston Tea Party, which led to harsh punishments from Britain. These actions, along with the presence of British soldiers, increased tensions and helped start the Revolutionary War.\n \nSee worksheets with excerpts from state, county, and town declarations. Those worksheets lead into a class discussion of these questions:\n \n"},{"attributes":{"bold":true},"insert":"Class Discussion"},{"insert":"\n•How did some American colonists show Congress they supported breaking away from Britain?\n•What is the relationship between the people and their government representatives?\n•How do local and state declarations show the idea of consent of the governed?\n \n"},{"attributes":{"bold":true},"insert":"Classroom Activity: “Declare Independence in Your Town!”"},{"insert":"\n"},{"attributes":{"bold":true},"insert":"Town Meeting Simulation"},{"insert":"\n"},{"attributes":{"bold":true},"insert":"Objective:"},{"insert":"\nHelp students understand how towns and counties declared independence "},{"attributes":{"bold":true},"insert":"before"},{"insert":" July 4, 1776, and how they told Congress what to do.\n \n"},{"attributes":{"bold":true},"insert":"Step 1: Set the Scene"},{"insert":"\nTell the class:\n\"It’s May 1776. You live in a small town in the American colonies. Tensions with the King are high. You and your neighbors must decide: Should we stay loyal or declare independence?\"\n \n"},{"attributes":{"bold":true},"insert":"Step 2: Town Meeting Simulation"},{"insert":"\nBreak students into small groups. Each group represents a "},{"attributes":{"bold":true},"insert":"colonial town"},{"insert":" (like Ashby, Massachusetts or Spencer Town, New York). Give them these questions:\n1. Should we declare independence from Britain? Why or why not?\n2. What should we tell our representative in Congress to do?\n3. What kind of future do we want for our colony?\n \nHave each group write a short statement like a real town might have in 1776 — "},{"attributes":{"bold":true},"insert":"one paragraph"},{"insert":" is enough.\n \n"},{"attributes":{"bold":true},"insert":"Step 3: Share & Vote"},{"insert":"\nEach group reads their “Declaration” aloud. Then, as a class, take a vote: Should your colony officially break from Britain?\n \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: Notes for Teachers
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.
