AmericanSelf-Government:
TheFirstandSecondContinentalCongress
“…theeyesofthevirtuousallovertheearthareturnedwithanxietyonus,
astheonlydepositoriesofthesacredfireofliberty,and…ourfallingintoanarchywoulddecideforeverthedestiniesof
mankind,andsealthepoliticalheresythatmanisincapableofself-government.”
~ThomasJefferson
Overview
Studentswillexplorethemovementofthecoloniestowardsself-governmentbyexaminingthechoicesmade
bytheSecondContinentalCongress,notinghowAmericandelegateswereinfluencedbyphilosopherssuchas
JohnLocke.StudentswillparticipateinanactivityinwhichtheyassumetheroleofaCongressionalmemberin
theyear1775anddeviseaplanforAmericaaftertheonsetofwar.Thislessoncanoptionallyendwitha
SocraticSeminarortranslationactivityontheDeclarationofIndependence.
NCEssentialStandardsforAmericanHistory:FoundingPrinciples,Civics&Economics
• FP.C&G.1.1-ExplainhowthetensionsoverpowerandauthorityledAmerica’sfoundingfatherstodevelop
aconstitutionaldemocracy(e.g.,mercantilism,salutaryneglect,taxationandrepresentation,boycottand
protest,independence,AmericanRevolution,ArticlesofConfederation,BenFranklin,GeorgeWashington,
JohnAdams,SonsofLiberty,etc.)
• FP.C&G.1.2-ExplainhowtheEnlightenmentandothercontributingtheoriesimpactedthewritingofthe
DeclarationofIndependence,theUSConstitutionandtheBillofRightstohelppromoteliberty,justiceand
equality(e.g.,naturalrights,classicaltheoriesofgovernment,MagnaCarta,Montesquieu,Locke,English
BillofRights,etc.).
• FP.C&G.1.4-AnalyzetheprinciplesandidealsunderlyingAmericandemocracyintermsofhowthey
promotefreedom(i.e.separationofpowers,ruleoflaw,limitedgovernment,democracy,consentofthe
governed/individualrights–life,liberty,pursuitofhappiness,self-government,representative
democracy,equalopportunity,equalprotectionunderthelaw,diversity,patriotism,etc.
NorthCarolinaEssentialStandardsforAmericanHistoryI
• AH1.H.1.2-Usehistoricalcomprehension.
• AH1.H.1.3-Usehistoricalanalysisandinterpretation.
• AH1.H.4.1-AnalyzethepoliticalissuesandconflictsthatimpactedtheUnitedStatesthrough
Reconstructionandthecompromisesthatresulted(e.g.,AmericanRevolution,ConstitutionalConvention,
BillofRights,developmentofpoliticalparties,nullification,slavery,states’rights,CivilWar)
• AH1.H.5.1-Summarizehowthephilosophical,ideologicaland/orreligiousviewsonfreedomandequality
contributedtothedevelopmentofAmericanpoliticalandeconomicsystemsthroughReconstruction(e.g.,
naturalrights,FirstGreatAwakening,DeclarationofIndependence,transcendentalism,suffrage,abolition,
“slaveryasapeculiarinstitution”,etc
Materials
• “AmericanSelfGovernment–First&SecondContinentalCongressPowerPoint,”availableinCarolinaK12’sDatabaseofK-12Resources(inPDFformat)
o ToviewthisPDFasaprojectablepresentation,savethefile,click“View”inthetopmenubarofthe
file,andselect“FullScreenMode”
o TorequestaneditablePPTversionofthispresentation,[email protected]
• TheBostoniansPayingtheExciseMan,imageattachedoravailableinpowerpoint
• TheBattleofLexington,imageattachedoravailableinpowerpoint
• WelcometotheSecondContinentalCongress,activityattached
1
• Lesson1inWethePeople,TheCitizenandtheConstitution,(optional)
• TheDeclarationofIndependenceModernTranslationActivity,attached(optional)
EssentialQuestions
• WhatweretheIntolerableActsandhowdidtheirpassingimpacttensionsbetweenthecoloniesandthe
King?
• WhatwastheroleandpurposeoftheFirstContinentalCongress?
• WhatwastheroleandpurposeoftheSecondContinentalCongress?
• WhatresponsedidtheSecondContinentalCongresshavetotheescalatingtensionsbetweenthecolonies
andtheKing?
• InwhatwaysdidtheContinentalCongressrepresentthebuddingspiritofAmericanself-government?
• WhowasJohnLockeandwhatwerehisphilosophiesongovernmentandfreedomasdescribedinthe
SecondTreatise?
• WhatwasthepurposeoftheDeclarationofIndependence?
• HowdoJohnLocke’sviewscompareandcontrasttothosepresentedintheDeclarationof
Independence?
• WhatweretheMecklenburgResolvesandtheHalifaxResolves,andhowdothesedocumentscompareto
theDeclarationofIndependence?
• WhyistheDeclarationofIndependencerelevanttoustoday?
Duration
90minutes
StudentPreparation
Studentsshouldhaveabasicunderstandingofthetensionsmountingduringthepre-Revolutionaryperiodand
thereasonsforsuchtensions.SeeCarolinaK-12’slesson,CausesoftheAmericanRevolution,availableinthe
DatabaseofK-12Resources(k12database.unc.edu)
Procedure
TensionsRise:TheIntolerableActs
1. Asawarm-up,projecttheimageonSlide3oftheAmericanSelfGovernment–First&SecondContinental
CongressPowerPoint(alsoattached),TheBostoniansPayingtheExcise-Man,andaskstudentstodiscuss:
• Whatdoyousee?Whatphysicaldetails,structures,people,colors,etc.doyounotice?
• Whatdoesitappearisbeingdonetothemaninthemiddle?Whydoyouthinkthisisoccurring?
• Whatdoyounoticeaboutthetree?
• Whatdoyouimaginetookplacebeforethismomentintime?Whatleadthesecharacterstothis
point?(Encouragestudentstoconsiderwhatthestoryofthisimageis.)
• Ifthisfrozenimagecamealive,whatdoyoupredictwouldhappennext?(Iftimepermits,students
canbegiventheassignmenttoartisticallyrendera“PartII”imagetoaccompanythisone.)
• Whatmessageistheartisttryingtoconvey?
2. Finally,explaintostudentsthatgenerally,thisimageisinterpretedasrepresentingseveralBostonians
pouringteadownthethroatofatarredandfeatheredtaxcollector.Thetreeinbackrepresentsa“Liberty
Tree”;itislikelystudentswillguesswhatthenooseisfor.Totheleftisavignetteofpatriotsdumpingtea
intotheharbor.ItislikelythatthiswasrenderedinresponsetoBritain’spassageoftheIntolerableActs.
3. ReviewtheIntolerableActswithstudents,remindingthemthat“IntolerableActs”wasapopularname
givenbyAmericanstofourlawspassedbytheBritishParliamentin1774inresponsetotheBostonTea
Party.TheIntolerableActs,alsocalledCoerciveActs,wereintendedtopunishthecolonyofMassachusetts
fordestroyingteathatbelongedtotheEastIndiaCompanyandtoshowtheotherAmericancolonieswhat
mighthappeniftheydisobeyedBritishpolicies.TheseActscameontopofnumerousotherBritishpolicies
2
4.
5.
6.
7.
thatcolonistsviewedasoppressive.Resentmentoftheseactscontributedtotheoutbreakofthe
AmericanRevolutionin1775.
TheFirstContinentalCongress
Projectslide4andtellstudentsthatthecolonistsdidnotjustrespondtotheIntolerableActswithpolitical
cartoons.TheyalsotookalargestepinestablishingtheFirstContinentalCongress,duetothegrowing
colonialconcernregardingBritishtyranny(unjustuseofpower.)Delegatesfromtwelveofthethirteen
colonies(Georgiadidnotsendrepresentatives)metonSeptember5,1774atCarpenters’Hallin
Philadelphiatodiscusstheirconcernsregardingwhattheyfeltwereunfairtaxationpoliciesandlaws,such
astheCoerciveActs/IntolerableActs.NorthCarolinarepresentativesRichardCaswell,WilliamHooper,
andJosephHewesattendedtheFirstContinentalCongresswherethe56meninattendanceconsidered
optionssuchasaneconomicboycottofBritishtrade,publishedalistofrightsandgrievances,and
petitionedKingGeorgeforredressofthosegrievances.TheCongressalsocalledforanotherContinental
CongressintheeventthattheirpetitionwasunsuccessfulinhaltingenforcementoftheIntolerableActs.
(Source:http://en.wikipedia.org/wiki/First_Continental_Congress)Discuss:
• HowdoyoupredictKingGeorgerespondedtothepetitionnotingcolonists’grievances?
ThePlotThickens:TheBattlesofLexingtonandConcord
ProjecttheattachedimageoftheBattleofLexingtononslide5anddiscuss:
• Whatdoyousee?Whatappearstobehappeninginthisimage?
• Inyouropinion,whoiswinningthisstruggle?
• Howdoyouthinkthissituationwillend?
Moveontoslides6&7andtellthestudentswhoearlierpredictedthattheFirstContinentalCongress’
actionswouldnotbewell-receivedbyKingGeorgethattheywerecorrect.Explaintostudentsthatthey
areviewingapaintingoftheBattleofLexington,abriefskirmishthatbecameknownasthefirstmilitary
clashintheAmericanRevolution.IttookplaceonApril19,1775,betweenapproximately70colonial
minutemenandabout700BritishsoldiersmarchingonConcord,Massachusetts.TheAmericanPatriots
werewarnedoftheBritishapproachbyPaulRevereandothersandassembledtohalttheBritish.Inspired
bythewordsofCaptainParker:“Standyourground;don'tfireunlessfiredupon,butiftheymeantohave
awar,letitbeginhere,”theAmericansrefusedtodispersewhenorderedtodosobythecommanderof
theBritishadvanceunits.GunfirewasexchangedandeightAmericanswerekilledbeforetheminutemen
retreated.ThisismostcommonlyknownastheBattleofLexingtonandConcord.TheappealoftheFirst
ContinentalCongresshadnoeffect.Thus,theSecondContinentalCongresswasconvenedinMayof1775
toorganizethedefenseofthecoloniesattheonsetoftheAmericanRevolutionaryWar.
GroupActivity:SecondContinentalCongress
Projectslide8,dividestudentsintosmallgroups,andhandouttheattached“WelcometotheSecond
ContinentalCongress”activity.Explaintheactivitytostudentsandgivethenapproximately15-20minutes
toreviewtheirnotes,refertotheirtext,anddiscussthesituationthecoloniesarein.Theyshouldthen
beginbrainstormingtheirideasofwhattodoaboutit.Circulatebetweengroupsandassistwhenneeded.
Afteryoufeelsufficienttimehaspassed,allowgroupstopresenttheirideastotheclass,makingsurethey
explainwhytheymadethechoicesthattheydid.
8. Finally,projectslide9andexplaintheactualstepstheSecondContinentalCongresstook,andcompare
themtotheideasgroupscameupwith.Asyounotethefollowingsteps,discusswithstudentswhythey
believeCongressmadethesechoices:
• CongresscreatedtheContinentalArmyonJune14,1775,toopposetheBritish.
• TheyappointedGeneralGeorgeWashingtonascommander-in-chiefthefollowingday.
• OnJuly8,1775,theyextendedtheOliveBranchPetitiontothecrownasanattemptat
reconciliation.KingGeorgeIIIrefusedtoreceiveit.
• SilasDeanewassenttoFranceasaminister(ambassador)oftheCongress.
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•
•
AmericanportswerereopenedindefianceoftheNavigationActs.
Mostimportantly,inJuly1776,theydeclaredindependence.
TheConceptofSelf-Government
9. Projectslide10andfocusstudentsonthetermsself-government,naturalrights,andcommongood.
Instructstudentstobrainstormalistofeverythingthatcomestomindwhenhearingeachphrase.After
severalminutes,allowstudentstosharetheirthoughtswiththeentireclass,ensuringstudentsendup
withafinalunderstandingofeachtermsimilarto:
• Self-Government:practicingofpoliticalindependencebycitizens
• NaturalRights:basicrightsthatnoindividualorgovernmentcandeny
• CommonGood:thegoodofacommunityoralargergroup
10. EncouragestudentstobeginconnectingtheseconceptstocolonialhistoryandtheworkoftheSecond
ContinentalCongressbyasking:
• Howdoestheconceptof“self-government”applytotheContinentalCongress?
• HowdoyouinferthattheContinentalCongressviewednaturalrights?Howdidtheyincorporatethe
ideaofnaturalrightsintotheirdecisions,andfuturedocumentssuchastheDeclarationof
Independence,theArticlesofConfederation,andtheConstitution?
• EvaluatetheContinentalCongress’sdecisionsintermsoflookingoutfortheinterestsofthecommon
good.
• HowdidthedelegatesoftheSecondContinentalCongresshelptoformandshapetheidentityof
AmericaandAmericandemocracy?
• AstheContinentalCongressbeginstocreateanAmericangovernment“fromscratch”,whatdoyou
thinktheywillrelyon(i.e.pickingandchoosingpiecesoftheBritishgovernment,philosopherssuchas
JohnLocke,theirownideals,etc.)?Whatchallengesdoyoupredicttheywillface?
11. Projectslide11andexplainthatinJune1776,theSecondContinentalCongressformedacommittee
consistingofJohnAdamsofPennsylvania,BenjaminFranklinofPennsylvania,ThomasJeffersonofVirginia,
RobertR.LivingstonofOregon,andRogerShermanofConnecticut.This"CommitteeofFive"wasformed
todraftasuitableDeclarationofIndependence.
DiscusswithstudentsthatwhileAmericanfounderssuchasJeffersonweredevelopingAmerica’sideasof
self-government,theywereinfluencedbyothersjustthesame.Projectslide12,whichcontainsaquote
fromJohnLocke’sSecondTreatiseofCivilGovernment,suchas:
• Ifmaninthestateofnaturebesofree,ashasbeensaid;ifhebeabsolutelordofhisownpersonand
possessions,equaltothegreatest,andsubjecttonobody,whywillhepartwithhisfreedom?Whywill
hegiveupthisempire,andsubjecthimselftothedominionandcontrolofanyotherpower?Towhich
itisobvioustoanswer,thatthoughinthestateofnaturehehathsucharight,yettheenjoymentofit
isveryuncertain,andconstantlyexposedtotheinvasionofothers:forallbeingkingsasmuchashe,
everymanhisequal,andthegreaterpartnostrictobserversofequityandjustice,theenjoymentof
thepropertyhehasinthisstateisveryunsafe,veryunsecure.Thismakeshimwillingtoquita
condition,which,howeverfree,isfulloffearsandcontinualdangers:anditisnotwithoutreason,that
heseeksout,andiswillingtojoininsocietywithothers,whoarealreadyunited,orhaveamindto
unite,forthemutualpreservationoftheirlives,libertiesandestates,whichIcallbythegeneralname,
property.
12. Askstudentstoponderthequotesilently.Discuss:
• WhatisLocke’sphilosophyofnaturalrights?
• WhatrightsdidLockebelieveallpeopleshouldhave?
• WhatisLocke’sviewongovernmentandproperty?
• HowdidLockeviewthebalancebetweenfreedomandgovernmentalcontrol?
• DoyouagreeordisagreewithLocke’sphilosophy?Explain.
4
th
13. Sharetheinformationonslide13,ensuringstudentsunderstandthatJohnLockewasa17 centuryEnglish
philosopherwhoarguedagovernmentcouldonlybelegitimateifitreceivedtheconsentofthegoverned
throughasocialcontractandprotectedthenaturalrightsoflife,liberty,andproperty.Ifsuchconsentwas
notgiven,arguedLocke,citizenshadarightofrebellion.Locke'sideashadanenormousinfluenceonthe
developmentofpoliticalphilosophy,andheiswidelyregardedasoneofthemostinfluential
Enlightenmentthinkersandcontributorstoliberaltheory.HiswritingsinfluencedtheAmerican
revolutionariesasreflectedintheAmericanDeclarationofIndependence.
14. CulminatethelessonwithadiscussionoftheThomasJeffersonquoteonslide14:
• “…theeyesofthevirtuousallovertheearthareturnedwithanxietyonus,astheonlydepositoriesof
thesacredfireofliberty,and…ourfallingintoanarchywoulddecideforeverthedestiniesofmankind,
andsealthepoliticalheresythatmanisincapableofself-government.”
15. Optionalhomeworkassignments:
• InstructstudentstoreadtheDeclarationofIndependence,consideringhowLocke’sviewsinfluenced
Jefferson’swriting.(IfteachersplantoleadtheattachedculminatingSocraticSeminaronthe
Declaration,itisrecommendedthatstudentsbeinstructedtocreate3-5open-endeddiscussion
questionsbasedontheirreadingofthedocument.
• TeacherswhochoosenottoleadtheSeminarmaywanttoassigntheattachedTheDeclarationof
Independence,AModernTranslationActivityforstudentstocompleteinpartnersorsmallgroups.
5
WelcometotheSecondContinentalCongress!
YouaremembersoftheSecondContinentalCongressinMay,1775.Justlastmonth,violence
betweencolonistsandtheBritisheruptedwiththeoutbreakoftheBattlesofLexingtonand
ConcordonApril19,1775.YouandyourfellowdelegatesareresponsibleforcreatingaPlanof
Action,keepingthecoloniesbestinterestsinmind.
1. First,chooseyourresponsibilityinyourgroup:
• Facilitator:Youareresponsiblefor:leadingthegroupthroughthecreationofaPlanof
Action;facilitatingthereview,brainstorming,andfinaldecisionmakingprocessasdescribed
below;contributingthoughtsandideasthroughouttheentireactivity;keepingyourgroupon
trackatalltimesandensuringeveryonecontributesandparticipates
• Presenter:Youareresponsiblefor:followingthedirectionofthefacilitator;contributing
thoughtsandideasthroughoutthereview,brainstorming,andfinaldecisionmakingprocess;
andpresentingthefinalplanofactiontotheremainderoftheSecondContinental
Congressionaldelegates(aka,yourclassmates!)
• Secretary:Youareresponsiblefor:followingthedirectionofthefacilitator;contributing
thoughtsandideasthroughoutthereview,brainstorming,andfinaldecisionmakingprocess;
takingdetailednotesthroughouttheentireactivity;andwritingoutaneatandaccuratefinal
copyofyourgroup’s“PlanofAction”thatwillbereadbythePresenterandthenturnedinfor
agrade
2. Asagroup,beginbyconsideringthesituationthecoloniesareinasofMay,1775.
• Whathastakenplaceupuntilthispoint?Revieweverythingthathascausedtension
betweenthecoloniesandKingGeorge/Britain.
• Alsoconsidertherealisticpositionthecoloniesarein.YouhavefallenunderBritain’s
governmentandlawsinceyourinception.Thus,considereverythingyou’llneedtodoif
youchoosetowagewarandrebel.
3. AsdelegatestotheSecondContinentalCongress,youarethedecision-makingbody
representingthe13colonies,whoaregrowingangrierbytheminute.Basedonyourreview,
yourunderstandingofthecurrentsituationinthecoloniesandthefactthatanofficialbattle
tookplacebetweenBritishtroopsandcolonists,brainstormideasforanofficialPlanofAction.
Consideralltheoptions(i.e.declarewar,trytomakepeace,etc).Basedonyour
brainstormedthoughts,determinewhatnextstepsyouneedtotake(i.e.Doyouneedto
recruitanarmy?Shouldsomeonemakeapublicstatementonaparticulartopic?etc.)
4. Afterbrainstorming,createafinalPlanofAction–alistoffivemajorsteps(detailedand
specific)thatneedtobetakenassoonaspossible.
5. Bepreparedtopresentyourideastoyourfellowdelegates(classmates).
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ExploringtheDeclarationofIndependencebyCreatingaModernTranslation
TheDeclarationofIndependenceisoneofournation’sfoundingdocuments.However,becauseitwaswritten
solongago(1776),itcanbedifficulttounderstand.InordertounderstandwhathappensthroughoutUS
history,wemusttakethisdocumentapartandgrapplewithitsideas.
Yourassignmentistotranslatethisdocumentintolanguageandapresentationthatmakesmoresensein
moderntimes.Inyourgroup,re-createtheDeclarationinacreativeformat,makingitscontent,purpose,
themes,etc.easilyunderstandableintoday’sworld.
Step1:Gothroughthedocumentand,usingeachother’sbrains,yourtextbook,dictionaries,andanyother
resourcesintheroom(otherthantheteacher),makesureyouunderstandwhatitsaysandwhyitissetting
forthsuchideas.Takenotes.
Step2:Thinkaboutwhatinformation,concepts,themes,etc.fromtheDeclarationofIndependencearemost
importanttoretellinyourtranslation.Basedonthis,begintobrainstormwhatformatyouwouldlikeyour
moderntranslationtotake.Whatformwillbestconveyyourmessage?Willitbe…
• asongorrap?
• ashort,dramaticplay/skit,perhapsinaparticularstyle(i.e.,soapopera,TVcrimedrama,musical
theatre,etc.)
• apoem?
• acommercial?
• acartoon?
• abreakupletter?
• Thinkoutsidethebox!
Step3:Startdraftingyourmoderntranslation.Checktoseethatyourworkfitstherubricbelow.
Step4:Edit,practice,andputthefinishingtouchesonyourwork.Youwillbepresentingthesetranslationsto
theclass.
HabitsofWork
HabitsofMind
CommunicationSkills
Knowledge
Yourtranslationshows
Yourtranslationshows
Yourtranslationshows
Yourtranslationshows
thatyou…
thatyou…
thatyou…
thatyou…
• usein-classtime
• demonstrate
• understandthrough
• understandthe
effectively
awarenessof
reading
essentialideasfrom
contrastingpointsof
theDofI(beginning,
• persistintask,even
• comprehenddifficult
view
middle,andend)
whenit’sdifficult
material
• lookforconnections
• provideanin-depth
• treatteammembers
• conveyinformation
overtime
moderncomparison
withrespect
clearly
• considerwhatis
• demonstratehigh
• speakclearly
importantinformation • useappropriate
standardsof
craftsmanship
language
ExceedsStandards–5 MeetsStandards–4 AdvancingTowardsStandard–3
NeedsAdditional
Work-1
GROUPMEMBERS:
SCORE:
/20
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SeminarontheDeclarationofIndependence
Yourclassroomshouldbearrangedinalargecirclewhenstudentsenter.InstructstudentstotakeouttheirDeclarationof
Independencetextandself-createddiscussionquestions,andgoovertheexpectationsoftheseminar.(SocraticSeminar
formatandexpectationscanbefoundthroughouttheInternet.)Conducttheseminar,allottingforatleast45minutes.
OpeningQuestion:
• AfterreadingtheDeclarationofIndependence,whatwordorphrasewouldyouusetodescribeThomas
Jefferson?
PossibleFollowUpQuestions:
•
•
•
•
•
•
•
•
st
Readthe1 sentenceofparagraph2.WhatdoyouthinkThomasJeffersonmeantby“allmenarecreated
equal?”
Jeffersonstatesthatallmenhavetherightto“life,liberty,andthepursuitofhappiness”…thattheserights
are“selfevident.”Doyouagreewiththistoday?Doeseveryonehavethesameopportunities?
AftertheDeclarationwaswrittenandwordofitspreadtotheContinentaltroops,howdoyouthinkit
affectedthePatriotsoldiersandthewar?
HowwouldyouhavefelthearingthisdocumentifyouwereenslavedorAfricanAmerican?
Accordingthepassage“governmentsareinstituted…”,whohasthepowerinthegovernment?Compareand
contrastthetruthofthisstatementinregardsto1776andtoday.
Readthepassage,“ThatwheneveranyFormofGovernmentbecomesdestructiveoftheseends,itisthe
RightofthePeopletoalterortoabolishit,andtoinstitutenewGovernment,layingitsfoundationonsuch
principlesandorganizingitspowersinsuchform,astothemshallseemmostlikelytoeffecttheirSafetyand
Happiness.”Whatisyouropinionofthis?Whatcouldbedangerousaboutthis?Whatexamplesthroughout
historycanyounotewhenthishashappened?
IfThomasJeffersonandthesignersoftheDeclarationofIndependencewereheretoday,whatwouldthey
thinkofoursocietyanditscitizens?Whatwouldtheysayregardingourlevelofengagementingovernment?
WhyistheDeclarationofIndependencerelevanttoustoday?
ClosingQuestion(s):
• Afterourdiscussion,hasyouropinionofThomasJeffersonchanged?
• WhatareyouleftthinkingabouttheDeclarationofIndependence?Whatisyourfinalopinionofthis
document?
OptionalHomework:
Aftercompletingtheseminar,explaintostudentsthatbeforetheDeclarationofIndependencewasissued,NorthCarolina
createdseveraldocumentsofthesamespirit.
• MecklenburgResolves:CreatedbyMecklenburgcolonistsinNorthCarolinaandstatedBritishlawswereno
longerineffect;theresolvesprovidedforthecreationofanindependentlocalgovernmenttomanage
MecklenburgCounty.
• TheHalifaxResolves:Thefirstcallforindependence,thisdocumentwascreatedbyPatriotsinHalifax,NCon
April12,1776;theResolvesrecommendedthatNCandothercoloniesdeclareindependence;theseveryresolves
werereadanddiscussedbytherepresentativesattheContinentalCongress,whoissuedtheDeclarationof
Independencenotlongafter.
Forhomework,havestudentswritetheirown“DeclarationofIndependence,”whichdetailstheirvaluesandwaysthey
willbeindependentandsuccessfulthroughoutlife.Studentsshouldcompletetheprompt,“Iholdthesetruthstobeselfevident…”Allowstudentstimetosharetheirworkthefollowingdayofclass.
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