Students learn how the American colonists organized and united against the British. They examine some of the first meetings that brought together representatives from different colonies, such as the Stamp Act Congress and the First and Second Continental Congresses.
Students read background text explaining that the colonies lacked a central government and that each colony had its own assembly, which helped lay the foundation for self-government and intercolonial meetings such as the Stamp Act Congress and the First and Second Continental Congresses. They view an image of the Declaration of Independence and respond in a shared table by writing a definition for the word “congress.”
Teacher MovesIntroduce the lesson focus and objective. Review students’ definitions of “congress,” then guide the class in forming a shared definition, using dictionaries as needed and explaining the word’s origin as “a coming together” that later became associated with legislative bodies.
Students read E Pluribus Unum (“Out of many, one”) to learn how the colonies began to unite and coordinate their actions. They answer multiple-choice questions about early intercolonial meetings, the development of the Declaration of Independence, and the role of groups such as the Daughters of Liberty. Then they post to a class wall explaining how existing colonial assemblies helped the colonies organize and come together.
Teacher MovesUse student responses to the wall prompt to highlight how experience with self-government, established representative systems, and meeting procedures enabled colonies to select delegates and coordinate intercolonial meetings. Clarify that colonists resented British interference with these assemblies and that this resentment helped drive cooperation.
Students read about the Stamp Act Congress as the first official intercolonial meeting and how it set the stage for the Continental Congress. They visit online resources, including First Continental Congress, Jefferson and the beginning of the American Revolution, The First Continental Congress, and Second Continental Congress, to gather information about the First and Second Continental Congresses. Using two tables, they record key facts about the First Continental Congress (reasons for meeting, time and place, participating colonies and leaders, and actions taken) and list major actions of the Second Continental Congress before July 1776.
Teacher MovesUse the provided notes on the First and Second Continental Congresses to check and, if needed, correct students’ tables, ensuring they capture why the meetings were called, who attended, and what actions were taken (such as boycotts, petitions, forming militias, creating a continental army, appointing George Washington, and sending the Olive Branch Petition). Emphasize how these actions show the colonies moving from protest toward organized resistance and eventual independence.
Students imagine themselves as delegates in the Second Continental Congress who still feel loyal to Britain but want what is best for their colonies after King George III rejects the Olive Branch Petition. They write a short reflective response on a class wall describing how they might feel in this situation.
Teacher MovesFacilitate a discussion of selected student reflections, drawing out the emotional difficulty of choosing war against a government to which many still felt loyal. Highlight that delegates believed they had tried peaceful solutions and were concluding that the colonies would not be treated fairly under continued British rule.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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