Use the Activities
The enduring principles and philosophies expressed in the Declaration of Independence and the Constitution have inspired numerous countries around the globe over the past two centuries. In this lesson, students have examined the history of Independence Hall, the reasons it was designated a World Heritage Site, and the meaning of that designation. After completing the following activities, students will be able to explain in greater detail the differences the Founding Fathers had to work through to establish independence and create a new government, the international impact of events at Independence Hall, the value of recognizing important cultural and natural sites, and the importance of their own local governmental buildings.
Activity 1: The Signers
To further the activity, ask students to identify some of the key issues the delegates discussed at both the Second Continental Congress and the Constitutional Convention. Have students hold debates on those issues, taking the positions they think the person they studied would have taken, to the extent possible. These debates will help them understand the challenges the delegates faced in trying to work together to determine the future of the country. It will also help them better understand why some of these issues have continued to be debated and contested throughout our history.
Activity 2: Legacy of Freedom
Students in the second group should choose a country that has used the Declaration of Independence or the Constitution as a model for reforming or establishing its government. (Refer to examples listed in Reading 2.) Have students prepare a short report that summarizes the country's political situation and specifically explains how that country used the Declaration of Independence or the Constitution as a model. The report also should provide information on the results of the country's efforts to invoke governmental change.
After students have shared their reports, conclude the activity by discussing why the Declaration of Independence and the Constitution were such revolutionary documents for their time and how the ideals expressed in them continue to ring true more than 200 years later.
Activity 3: World Heritage Sites
As a class, have students discuss the criteria for designation as a World Heritage Site and consider the variety of resources included on the list. Conclude the activity by having students debate the importance of designating and protecting resources of "outstanding universal value." Students may also want to explore ways that they can get involved in the World Heritage program.
Activity 4: Local Government Buildings
To further the activity, students may want to find out if the building they researched is listed on the National Register of Historic Places or has achieved some other recognition at the local or state level. If so, students should obtain a copy of the nomination documentation and determine if the documentation is thorough and up to date. If not, what information might need to be added to make the nomination more complete? If the building is not listed, what steps might be taken to honor the building and its contribution to the community's history?
Students can research whether or not a place has been listed on the National Register by visiting the National Register website and clicking on "Find Listed Places." Your State Historic Preservation Officer (SHPO) will also be able to tell students whether or not a place has been listed on the National Register, as well as whether or not it has received state or local recognition. Students can find out the name and contact information for their SHPO on the National Conference of State Historic Preservation Officers website. Students may obtain copies of nominations from either the National Register or SHPO office.