IDEA PAGES - Be GLAD · Web viewIdea Pages 10 Apply knowledge of language to analyze and...

Project GLADEast Whittier School District

Christine Aguilar, Patricia Dunn, Heather MarzecTOWARDS INDEPENDENCE (8)

IDEA PAGES

I. UNIT THEME Independence: All men are created equal/inalienable rights The revolution affected other nations as well as our own The constitution outlined enumerated and implied powers of the federal

government. All men are created equal (including race, culture, religion, gender differences)

II. FOCUS/MOTIVATION Big Book Inquiry Chart Read Aloud Personal Inquiry Cognitive Content Dictionary with Signal Word Observation Charts

III. CLOSURE Portfolio

i. Expositoryii. Narrative

iii. Found Poem Process inquiry and all charts Personal exploration Debate Teacher and student-made quizzes Where’s My Answer

IV. CONCEPTS – History/Social Studies – GRADE 8 STANDARDS

8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

2. Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as "all men are created equal, that they are endowed by their Creator with certain unalienable Rights").

3. Analyze how the American Revolution affected other nations, especially France.

4. Describe the nation's blend of civic republicanism, classical liberal principles, and English parliamentary traditions.

Towards Independence, Level 8 CA 1East Whitier School District - Project G.L.A.D (10/08)

Idea Pages 2

8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.

1. Discuss the significance of the Magna Carta, the English Bill of Rights, and the May-flower Compact. 2. Analyze the Articles of Confederation and the Constitution and the success of each in implementing the

ideals of the Declaration of Independence. 3. Evaluate the major debates that occurred during the development of the Constitution and their ultimate

resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.

4. Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution.

8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.

1. Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.

3. Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution's clauses on interstate commerce, common coinage, and full-faith and credit.

4. Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).

5. Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays' Rebellion, the Whiskey Rebel-lion).

V. ELA Standards – Grade 8ORAL LANGAUGE/READING/WRITING SKILLS

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Vocabulary and Concept Development1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases.1.2 Understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings.1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.

2.0 Reading Comprehension (Focus on Informational Materials)

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words


Idea Pages 3

annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).

Structural Features of Informational Materials2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).

Comprehension and Analysis of Grade-Level-Appropriate Text2.3 Find similarities and differences between texts in the treatment, scope, or organization of ideas.

Expository Critique2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.

3.0 Literary Response and Analysis

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text3.2 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot's development, and the way in which conflicts are (or are not) addressed and resolved.3.3 Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.

Literary Criticism3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach)

Writing

1.0 Writing Strategies

Students write clear, coherent, and focused essays. The writing exhibits students' awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus1.1 Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion.1.2 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.

Evaluation and Revision1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.


Idea Pages 4

2.0 Writing Applications (Genres and Their Characteristics)

Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade eight outlined in Writing Standard 1.0, students:

2.1 Write biographies, autobiographies, short stories, or narratives:a. Relate a clear, coherent incident, event, or situation by using well-chosen details.b. Reveal the significance of, or the writer's attitude about, the subject.c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure1.1 Use correct and varied sentence types and sentence openings to present a lively and effective personal style.1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis.1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas.

Grammar1.4 Edit written manuscripts to ensure that correct grammar is used.

Punctuation and Capitalization1.5 Use correct punctuation and capitalization.

Spelling1.6 Use correct spelling conventions.

Listening and Speaking

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade eight outlined in Listening and Speaking Standard 1.0, students:

2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.


Idea Pages 5

ElD California standards – Grade 8

Listening and Speaking

Beginning Level Begin to speak a few words or sentences by using some English phonemes and

rudimentary English grammatical form (e.g., single words or phrases) Ask and answer questions by using simple sentences or phrases Demonstrate comprehension of oral presentations and instructions through

nonverbal responses (e.g., gestures, pointing, drawing) Independently use common social greetings and simple repetitive phrases.

Early Intermediate Level Begin to be understood when speaking but may have some inconsistent use of

standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she)

Ask and answer questions by using phrases or simple sentences Restate and execute multiple-step oral directions Restate in simple sentences the main idea of oral presentations in subject matter

content Orally communicate basic needs (e.g., “I need to borrow a pencil”.) Prepare and deliver short oral presentations

Intermediate Level Respond to messages by asking simple questions or by briefly restating the

message Listen attentively to stories and information and identify important details and

concepts by using both verbal and nonverbal responses. Make oneself understood when speaking by using consistent standards English

grammatical forms and sounds: however, some rules may not be followed (e.g., third person singular, male and female pronouns)

Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

Identify the maid idea and some supporting details or oral presentations, familiar literature, and key concepts of subject-matter content.

Prepare and deliver short presentations on ideas, premises or images obtained from various common sources.

Early Advanced Level Listen attentively to more complex stories and information on new topics across

content areas and identify the main points and supporting details. Retell stories in greater detail by including the characters, setting and plot. Make oneself understood when speaking by using consistent Standard English

grammatical forms, sounds, intonations, pitch and modulation but may make random errors.

Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.

Recognize appropriate ways of speaking that vary according to the purpose, audience and subject matter.


Idea Pages 6 Respond to messages by asking questions, challenging statements or offering

examples that affirm the message. Use simple figurative language and idiomatic expressions (e.g., “heavy as a ton

of bricks,” “soaking wet”) to communicate ideas to a variety of audiences. Prepare and deliver presentations that use various sources.

Advanced Level Listen attentively to stories and information on topics; identify the main points

and supporting details. Demonstrate an understanding of figurative language and idiomatic expressions

by responding to such expressions and using them appropriately. Negotiate and initiate social conversations by questioning, restating, soliciting

information and paraphrasing the communication of others. Consistently use appropriate ways of speaking and writing that vary according to

the purpose, audience and subject matter. Prepare and deliver presentations and reports in various content areas, including a

purpose, point of view, introduction, coherent transitions and appropriate conclusions.

Speak clearly and comprehensibly by using Standard English grammatical forms, sounds, intonation, pitch and modulation.

Word AnalysisBeginning Level

Recognize and correctly pronounce most English phonemes while reading aloud. Recognize the most common English morphemes in phrases and simple

sentences.

Early Intermediate Level Produce most English phonemes comprehensibly while reading aloud one’s own

writing, simple sentences or simple texts. Use common English morphemes in oral and silent reading. Recognize obvious cognates in phrases, simple sentences, literature and content

area texts.

Intermediate Level Apply knowledge of common English morphemes in oral and silent reading to

derive meaning from literature and texts in content areas. Identify cognates (e.g., agonía, agony) and false cognates (e.g., éxito, exit) in

literature and texts in content areas

Early Advanced Level Apply knowledge of word relationships, such as roots and affixes, to derive

meaning from literature and texts in content areas. Distinguish between cognates and false cognates in literature and texts in content

areas.


Idea Pages 7

Advanced Level Apply knowledge of word relationships, such as roots and affixes, to derive

meaning from literature and texts in content areas Distinguish between cognates and false cognates to derive meaning from

literature and texts in content areas.

Fluency and Systematic Vocabulary DevelopmentBeginning Level

Read aloud simple words presented in literature and subject matter texts; demonstrate comprehension by using one to two words or simple-sentence responses.

Respond with appropriate short phrases or sentences in various social and academic settings(e.g., answer simple questions)

Create a simple dictionary of wards frequently used by the student. Retell stories by using phrases and sentences Produce simple vocabulary (single words or short phrases) to communicate basic

needs in social and academic settings (e.g., locations, greetings, classroom objects)

Early Intermediate Level Use knowledge of literature and content areas to understand unknown words. Read simple paragraphs and passages independently. Demonstrate internalization of English grammar, usage and word choice by

recognizing and correcting some errors when speaking or reading aloud. Read aloud with appropriate pacing, intonation and expression one’s own writing

of narrative and expository texts. Use standard dictionary to find the meaning of known vocabulary.

Intermediate Level Use a standard dictionary to determine meanings of unknown words. Use knowledge of English morphemes, phonics, and syntax to decode text. Recognize simple idioms, analogies, figures of speech, (e.g., “take a fall”) and

metaphors in literature and texts in content areas. Demonstrate internalization of English grammar, usage, and word choice by

recognizing and correcting errors when speaking or reading aloud. Use decoding skills and knowledge of both academic and social vocabulary to

read independently. Recognize that some words have multiple meanings.

Early Advanced Level Use knowledge of English morphemes, phonics and syntax to decode and

interpret the meaning of unfamiliar words. Recognize that some words have multiple meanings and apply this knowledge to

read literature and texts in content areas. Use a standard dictionary to determine the meaning of unknown words (e.g.,

idioms and words with multiple meanings) Use decoding skills land knowledge of academic and social vocabulary to

achieve independent reading.


Idea Pages 8 Recognize idioms, analogies and metaphors used in literature and texts in content

areas. Read aloud with appropriate pacing, intonation and expression increasingly

complex narrative and expository texts. Advanced Level

Recognize that some words have multiple meanings and apply this knowledge consistently in reading literature and texts in content areas.

Apply knowledge of academic and social vocabulary to achieve independent reading.

Use common idioms and some analogies (e.g., “shine like a star”, “let the cat out of the bag”) and metaphors.

Use a standard dictionary to determine the meaning of unknown words. Reading ComprehensionBeginning Level

Read simple text and orally respond to factual comprehension questions by using key words or phrases.

Understand and follow simple multiple-step oral directions for classroom or work related activities.

Orally identify, using key words or phrases, the main ideas and some details of familiar texts.

Point out text features, such as the title, table of contents and chapter headings. Use pictures, lists, charts, and table found in information materials, newspapers

and magazines to identify the factual components of compare-and-contrast patterns.

Orally identify examples of fact and opinion and cause and effect in simple texts. Early Intermediate Level

Read and orally respond to simple literary texts and texts in content areas by using simple sentences to answer factual comprehension questions.

Identify and follow some multiple-step directions for using simple mechanical devices and filling out basic forms.

Identify and orally explain categories of familiar informational materials by using simple sentences.

Read text and orally identify the main ideas and details of informational materials, literary text, and text in content areas by using simple sentences.

Read and orally identify examples of fact and opinion and cause and effect in written texts by using simple sentences.

Orally identify the factual components of simple informational materials by using key words or phrases.

Intermediate Level Read literature and respond orally to it by answering in detailed sentences factual

comprehension questions. Read text and use detailed sentences to explain orally the main ideas and details

of information text, literary text and text in content areas. Understand and orally explain most multiple-step directions for using a simple

mechanical device and filling out simple applications. Identify and use detailed sentences to explain orally the differences among some

categories of informational materials. Understand and orally identify the features and elements of common consumer

(e.g., warranties, contracts, manuals) and informational materials (e.g., magazines and books)


Idea Pages 9

Early Advanced Level Identify and explain the main ideas and critical details of informational materials,

literary texts, and texts in content areas. Identify and explain the differences between various categories of informational

materials (e.g., textbooks, newspapers, instructional materials) Analyze a variety of rhetorical styles found in consumer (e.g., warranties,

contracts, manuals) and informational materials (e.g., magazines, newspapers, textbooks)

Advanced Level Identify and explain the main ideas and critical details of informational materials,

literary text and text in content areas. Analyze a variety of rhetorical styles, found in consumer (e.g., warranties,

contracts) and informational materials (e.g., magazines, newspapers, textbooks and signs)

Identify and analyze the differences between various categories of informational materials (textbooks, newspapers, instructional manuals and signs)

Literacy Response and AnalysisBeginning Level

Respond orally in one or two words to factual comprehension questions about simple literary texts.

Identify orally different characters and settings in simple literary texts by using words or phrases.

Role-play a character from a familiar piece of literature by using words and phrases.

Create pictures, lists, and charts and table to identify the sequence of events in simple literary texts.

Recite simple poems

Early Intermediate Level Respond orally to factual comprehension questions about brief literary texts by

answering simple sentences. Read literary texts and orally identify the main events of the plot by using simple

sentences. Read a selection and orally identify the speaker or narrator. Identify the difference in points of view between first person and third person by

using simple sentences. Distinguish orally the characteristics of different forms of fiction and poetry by

using simple sentences. Describe orally in simple sentences a character in a brief literary text by

identifying the thoughts and actions of the character.

Intermediate Level Use expanded vocabulary and descriptive words in paraphrasing oral and written

responses to texts. Read text and use detailed sentences to respond orally to factual comprehension

questions about three forms of brief prose (e.g., short story, novel, essay)


Idea Pages 10 Apply knowledge of language to analyze and derive meaning from literary texts

and comprehend them.

Early Advanced Level Identify literary devices, such as narrative voice, symbolism, dialect and irony. Describe orally the major characteristics of several forms of poetry by using

detailed sentences. Describe the author’s point of view in literary text by using detailed sentences. Compare and contrast a similar theme across several genres by using detailed

sentences. Describe orally and in writing a similar theme or topic by using detailed

sentences. Read a literary selection and orally explain the literary elements of plot, setting

and characters by using detailed sentences. Describe the major characteristics of several forms of fiction and poetry: short

story, essay, novel, ballad, lyric and epic.

Advanced Level Analyze the setting (place, time customs) and its influence on the meaning of and

conflict in a literary text. Identify and describe several literary elements and techniques in literary tests

(e.g., figurative language, imagery, and symbolism) Compare and contrast a similar theme or topic across genres and explain how the

genre shapes the themes or topics. Analyze recurring themes across literary works (e.g., good and evil, loyalty and

betrayal) Compare and contrast the motivation and reactions of characters across a variety

of literary texts. Analyze the elements of a plot, including its development and the way conflicts

are addressed and resolved.

WritingBeginning Level

Organize and record information from selected literature and content areas by displaying it on pictures, lists, charts and tables.

Create simple sentences or phrases with some assistance. Write a brief narrative by using a few simple sentences that included the setting

and some details. Use the writing process to write brief narratives and stories with a few standard

grammatical forms. Write simple compositions, such as descriptions and comparison and contrast,

that have a main idea and some detail. Complete basic business forms in which information such as one’s name, address

and telephone number is requested.Early Intermediate Level

Write simple sentences of brief responses to selected literature to show factual understanding of the text.

Use common verbs, nouns and high-frequency modifiers in writing simple sentences.Create a draft of a paragraph by following an outline.


Idea Pages 11Write an increasing number of words and simple sentences appropriate for language

arts and other content area (e.g., math, science, history-social science)Write expository compositions, such as descriptions, comparison and contrast and

problem and solution, that include a main idea and some details in simple sentences.

Collect information from various sources (e.g., dictionary, library books, research materials) and take notes on a given topic.

Proceed through the writing process to write short paragraphs that contain support in details about a given topic. There may be some inconsistent use of standard grammatical forms.

Complete simple informational documents related to career development (e.g., bank forms and job applications)

Intermediate LevelNarrate a sequence of events and communicate their significance to the audience.Write brief expository compositions (e.g., description, comparison and contrast,

cause and effect and problem and solution) that include a thesis and some points of support.

Develop a clear purpose in a short essay by appropriately using the rhetorical devices of quotations and facts.

Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitions.

Use more complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, history-social science)

Write documents related to career development (e.g., business letter, job application)Use complex sentence tin writing brief fictional biographies and short stories that

include a sequence of events and supporting details.Use basic strategies of note taking, outlining, and the writing process to structure

drafts of simple essays, with consistent use of standard grammatical forms. (Some rules may not be followed)

Investigate and research a topic in a content area and develop a brief essay or report that includes source citations.

Early Advanced LevelWrite in different genres (e.g., short stories and narratives) including coherent plot

development, characterization and setting.Develop a clear thesis and support it by using analogies, quotations, and facts

appropriatelyWrite responses to selected literature that develop interpretations, exhibit careful

reading and cite specific parts of the text.Use appropriate language variations and genres in writing for language arts and other

content areas.Write pieces related to career development (e.g., business letter, job application,

letter of inquiry)Write persuasive expository composition that include a clear thesis, describe

organized points of support, and address a counterargument.Write detailed fictional biographies or autobiographies.Use strategies of note taking, outlining, and summarizing to structure drafts of clear,

coherent and focused essays with consistent use standard grammatical forms.Write an essay or report that balances information, has original ideas, and gives credit

to sources in a bibliography. Use appropriate tone and voice for the purpose, audience, and subject manner.


Idea Pages 12

Advanced LevelWrite persuasive expository compositions that include a clear thesis, describe

organized points of support and address counterarguments.Produce writing by using various elements of discourse (e.g., purpose, speaker,

audience, form) in narrative, expository, persuasive and or descriptive writingUse appropriate language variations and genres in writing for language arts and other

content areas.Write pieces related to career development (e.g., business letter, job application,

letter of inquiry, memorandum)Write responses to literature that develop interpretations, exhibit careful reading and

cite specific parts of the text. Develop a clear thesis and use rhetorical devices (e.g., analogies, quotations, facts,

statistics and comparison) to support it.Use strategies of note taking, outlining, and summarizing to structure drafts of clear,

coherent and focused essays by using standard grammatical forms.Write documents (e.g., fictional biographies, autobiographies, short stories and

narratives) that include coherent plot development, characterization, setting and a variety of literary strategies (e.g., dialogue, suspense)

Use various methods of investigation and research to develop an essay or report that balances information and original ideas, including a bibliography.

English Language ConventionsBeginning Level

Edit one’s own work and correct the punctuation.Identify basic vocabulary, mechanics, and sentence structures in a piece of writing.Revise one’s writing for proper use final punctuation, capitalization and correct

spelling.Early Intermediate Level

Edit writing for basic conventions (e.g., punctuation, capitalization and spelling)Revise writing, with teacher’s assistance, to clarify meaning and improve the

mechanics and organizationUse clauses, phrases, and mechanics of writing with consistent variations of

grammatical forms.Intermediate Level

Revise writing for appropriate word choice and organization with variation in grammatical forms and spelling.

Edit and correct basic grammatical structures and usage of the conventions of writing.

Early Advanced LevelCreate coherent paragraphs through effective transitionsRevise writing for appropriate word choice, organization, consistent point o view and

transitions with some variation in grammatical forms and spelling.Edit writing for grammatical structure sand the mechanics of writing.

Advanced LevelRevise writing for appropriate word choice and organization, consistent point of view

and transitions, using approximately standard grammatical forms and spelling.Create coherent paragraphs through effective transitions and parallel constructionsEdit writing for the mechanics to approximate standard grammatical forms.


Idea Pages 13

VI. SCIENCE/MATH SKILLS Maps, charts, and graphs – location, latitude, and longitude Study Skills – note taking, highlighting key ideas, use of advanced organizers Cause and effect

VII. VOCABULARYDeclaration of Independence

- independent- petition- militiamen- colonies- colonists- declare- protest- Patrick Henry- Intolerable Acts- George Washington- Congress- delegates- unanimously- gunpowder- Fort Ticonderoga- siege- Loyalists- rebel- rebellion- olive branch- traitors- tyrant- persuade- committee- eloquent- self-evident- unalienable- liberty- debate- revise- pledge- treason

The American Revolution- Revolutionary War- Continental Army- recruiters- volunteers- invincible- regiment- fleet- Patriots- patriotism- soldiers- musket- shortages- uniform- commander- courage- professional- mercenaries- military- battles- troops- artillery- ammunition- invasion- slavery- decisive- battle- pardon- pamphlet- victory- strategy- route- capital- defeat- surrender- ally- discipline- guerrillas- treaty

Constitution- central government- Articles of Confederation- sovereignty- union- townships- surveyors- territory- arsenal- uprising- Constitutional Convention- reluctance- Enlightenment- Republic - framers- legislative branch- executive branch- judicial branch- House of Representatives- Senate- The Virginia Plan- The New Jersey Plan- proposal- The Great Compromise- ratify- compromise- abolish- Three-Fifths Compromise- chief executive- president- Electoral College- electors- state legislatures- Federalists- The Federalists Papers- Anti-Federalists- opponents


Idea Pages 14

VIII. RESOURCES & MATERIALSHistory Alive. The United States Through IndustrialismPrentice Hall. America History of Our NationGlencoe. The American JourneyMcGraw-Hill. Exploring American History 1McGraw-Hill. Exploring American History 2Scholastic. Colonial America, Cooperative Learning ActivitiesAdler, David. Remember Betsy Fross and Other Colonial American RiddlesDavis, Burke. Black Heroes of the American RevolutionDePauw, Linda G. Founding Mothers: Women in the Revolutionary EraDudley, William, Ed. The American Revolution: Opposing ViewpointsHughes, Libby. Valley ForgeIngraham, Leonard. An Album of the American RevolutionJefferson, Thomas. The Declaration of Independence, as presented in the Johnson, Neil. The Battle of Lexington and ConcordKent, Deborah. The American Revolution: Give Me Liberty, or Give Me DeathLeFaivre, Phil. The Story of Lexington and ConcordLloyd, Ruth and Norman. The American Heritage Songbook

Longfellow, Henry Wadsworth. (Ted Rand, Illus.) Paul Revere’s RideMcDowell, Bart. The Revolutionary War: America’s Fight For FreedomMcGovern, Ann. The Secret Soldier: The Story of Deborah SampsonMeltzer, Milton. The American Revolutionaries: A History in Their Own Words 1750-1800Richards, Norman. The Story of the Declaration of Independence

RESOURCES and MATERIALS – Non-FictionCobblestone Magazine. Boston Massacre (March 1980); American Revolution Tales (September 1983); Alexander Hamilton (March 1987); British Loyalists (August 1987); Thomas Jefferson (September 1989)Carter, Alden R. The American Revolution: At the Forge of LibertyCarter, Alden R. The American Revolution: Birth of the RepublicCarter, Alden R. The American Revolution: Colonies in RevoltCarter, Alden R. The American Revolution: Darkest HoursCopeland Peter F. Uniforms of the American RevolutionStein, R. Conrad. The Story of the Boston Tea Party

RESOURCES and MATERIALS – FictionCollier, James and Christopher. My Brother Sam is DeadCollier, James and Christopher. War Comes to Willy FreemanForbes, Esther. Johnny TremainForbes, Esther. Paul Revere and the World He Lived InFritz, Jean. Early ThunderGauch, Patricia Lee. Aaron and the Green Mountain Boys

Lawson, Robert. Ben and MeLawson, Robert. Mr. Revere and I


Planning Pages 15

RESOURCES and MATERIALS – Fiction (continued)O’Dell, Scott. Sarah BishopReit, Seymour. Guns for General Washington: A Story of the American RevolutionSmith, Mary. Boys & Girls of Seventy-SevenWalkington, Ethylyn. Betsy Ross, Little RebelWoodruff, Elvira. George Washington’s SocksEdwards, Sally. George Midgett’sWarJensen, Dorothea. The Riddle of Penncroft FarmMcKean, Thomas. The Secret of the Seven WillowsScholastic; Dear America Series. The Winter of Red SnowAmstel, Marsha. Sybil Ludington’s Midnight Ride

RESOURCES and MATERIALS – Realistic FictionFritz, Jean. And Then What Happened Paul Revere?Fritz, Jean. What’s the Big Idea, Ben Franklin?Fritz, Jean. Why Can’t you Make Them Behave, King George?Fritz, Jean. Why Don’t You Get a Horse, Sam Adams?Fritz, Jean. Will you Sign Here, John Hancock?

RESOURCES and MATERIALS – Teacher Resourceswww.historyalive.comwww.americanrevolution.comwww.coarlhurst.com/subjects/ushistory

Prentice Hall – Historian’s Apprentice Activity Pack, Audio CDTeacher Designed Learning, Inc. Colonial AmericaTeacher Designed Learning, Inc. Deborah Sampson At War in the American RevolutionPrentice Hall – American History Historical Outline Map Book

Nystrom Atlas of Our CountryAmerica’s Paul Revere, Esther Forbes, pictures by Lynd WardNational Geographic – Volumes: July ’89; July ’75; July ’74; April ’75; Oct. ’75;

Feb ’76

Picture Books:This Time, Tempe Wick?; Patricia Lee GauchKatie’s Trunk; Ann TurnerAaron and the Green Mountain Boys ; Patricia Lee GauchPaul Revere’s Ride; Henry Wadsworth Longfellow

Video“The Other Boston Tea Party”; New England Foundation for the Humanities 1989

“April Morning”; PBS 1993“Making the Constitution”; McGraw Hill 1982


TOWARDS INDEPENDENCE (8)PLANNING PAGES

I. FOCUS/MOTIVATION Anticipatory Guide Big Book Inquiry Charts Cognitive Content Dictionary – Signal Word Historian Awards Observation Charts Read Aloud

II. INPUT Timeline – from founding of Jamestown to ratification of the Constitution World Map Pictorial US Map Graphic Organizer– 13 colonies and European Continent Declaration of Independence Pictorial Narrative Input – Breaking the Ties: Declaration of Independence Comparative Input Character Sketch – George Washington and Lord Charles

Cornwallis

III. GUIDED ORAL PRACTICE Heterogeneous groups of four

i. Negotiation for meaning before sharing outii. Numbered heads

Personal interactions Process Grid Songs/Chants/Poetry T-graphs/team points Sentence Patterning Chart Picture File Cards Exploration Report

IV. READING/WRITING Whole Class

i. Mind Mapii. Found Poetry & Poetry Frames

iii. Cooperative Strip Paragraphiv. Story Map of Narrative

Small Group Practice - anythingv. Team Tasks

vi. Process Gridvii. Ear-to-ear reading

viii. Flexible groups: heterogeneous & homogeneousix. Expert Groups – American Revolution, Articles of Confederation, Major

Debates, U.S. Constitution x. Clunkers & Links / SQ3R: At or Above

xi. Group Frame


xii. Student Made Big Booksxiii. Struggling/Emerging Readers: Coop Strip Paragraph

Individual Usexiv. Learning Logsxv. Interactive Journals

xvi. Individual Tasksxvii. Home/School Connection

xviii. Listen and Sketch

Writer’s Workshopi. Mini lesson

ii. Writing/Planningiii. Author’s chairiv. Conferencingv. Publishing

V. EXTENDED ACTIVITIES FOR INTEGRATION Art/graphics – flyers Debate Reader’s Theater

VI. CLOSURE Process charts and inquiry Assess Learning Logs – on-going Portfolio

3 pieces of writing – Expository, Narrative, Poetry Personal explorations Letter Home Share student made Big Books Teacher/student made quizzes Graffiti Wall


TOWARDS INDEPENDENCE (8)SAMPLE DAILY LESSON PLAN

Day 1:

FOCUS & MOTIVATION 3 Standards, Scouts, Historian Awards Cognitive Content Dictionary with signal word: independence Observation Charts Inquiry Chart: What do we know about how the colonists obtained independence? Big Book Portfolios

INPUT World Map & U.S. Map Graphic Organizer: Emphasis on 13 colonies and European Continent

o 10/2 lecture with primary language groupso Learning logo ELD review

GUIDED ORAL PRACTICE Chant – Democracy Bugaloo T-graph for social skills: Cooperation

o Team points Picture File Card

o Free Exploration / Discuss, Justify, Compare, & Contrasto List, group, labelo Exploration report

INPUT Declaration of Independence Pictorial

o 10/2 lecture with primary language groupso Learning logo ELD review

GUIDED ORAL PRACTICE Chant – We Declare Our Freedom

READING & WRITING Writer’s Workshop

o Mini-lesson: genreso Write / Plano Author’s chair

CLOSURE Home/School Connection


Sample Daily Lesson Plans

Day 2:

FOCUS & MOTIVATION Process Home/School Connection Cognitive Content Dictionary with signal word: mercenaries 3 Standards, Scouts, Historian Awards Review Map Input w/ word cards Review Declaration of Independence Pictorial w/ word cards

GUIDED ORAL PRACTICE Process Chant – Democracy bugaloo

o Highlight, sketch, picture cards

INPUT Timeline – from founding of Jamestown to ratification of the Constitution

o 10/2 discussiono Learning logo ELD review

GUIDED ORAL PRACTICE Chant – Independence “Yes Ma’am”, I’m a Document Process Chant – We Declare Our Freedom

o Highlight, sketch, picture cards

READING & WRITING Flexible Groups: expert group

o Team Tasks Color Key World & U.S. Map Declaration of Independence Pictorial Team Exploration report Inquiry Chart Add to the Walls

Oral Team Evaluation Found Poetry: Federalist No. 23 Interactive Journals




Day 3:

FOCUS & MOTIVATION Process Home/School Connection Cognitive Content Dictionary with signal word 3 Standards, Scouts, Historian Awards

GUIDED ORAL PRACTICE Sentence Patterning Chart – (plural noun: patriots)

Reading/Trading Game Flip Chant

Process Chant – Independence “Yes Ma’am” Highlight, sketch, picture cards

READING & WRITING Team Oral Evaluation- T-graph Flexible Groups: expert group 2

o Team Tasks Sentence Patterning Chart Time line Chant

GUIDED ORAL PRACTICE Mind Map – Declaration of Independence Process Grid Game

INPUT Narrative Input – Breaking the Ties: Declaration of Independence

o 10/2 discussiono Learning logo ELD review

Comparative Input Character Sketch – George Washington vs. King Georgeo 10/2 discussiono Learning logo ELD review

GUIDED ORAL PRACTICE Chant

READING & WRITING Writer’s Workshop

o Mini-lesson: Sketch to Starto Write / Plano Author’s chair




Day 4:

FOCUS & MOTIVATION Process Home/School Connection Cognitive Content Dictionary with stumper word Scouts and Historian Awards

INPUT Review Narrative w/ word cards Review Comparative

READING & WRITING Story map of Narrative - Breaking the Ties Cooperative Strip Paragraph: Declaration of Independence

o Write, read, respond, revise, edit Chant – Patriots Here, Patriots There Flip Chant Team Tasks

o Written Team evaluation – T-grapho Process grido Cognitive Content Dictionaryo Team Here, There chant

Flexible Group Readingo ELD Group Frame

Listen & Sketch DTRA





Day 5:

FOCUS & MOTIVATION Process Home/School Connection Cognitive Content Dictionary with stumper word Scouts and Historian Awards

INPUT Read Aloud: Why Can’t you Make Them Behave, King George?


READING & WRITING Flexible Group Reading

o Clunkers & Linkso Coop-strip Paragraph: Struggling/Emergent Readerso Team Tasks – Team presentations

Individual Evaluations Team coop-strip paragraph: Narrative Story map

GUIDED ORAL PRACTICE Team Presentations

READING & WRITING Ear to Ear Reading Revisit Inquiry Chart What helped you learn? Letter Home Focused Reading

CLOSURE Final Team Chants Jeopardy Game


American Revolution – Big BookBy Patty Dunn

Imagine

Imagine if you can A New Government Where People decide and not the King

Imagine if you can

13 colonies breaking free from Great Britain We want to separate from the British It is time to make our own new rules The British rules have gotten unreasonable The King is being UNFAIR Making our own rules will bring happiness to the colonies

Imagine if you can

A world without a King No Stamp Act No Tea Tax No Sugar Act No territory proclamation No Taxes that we don’t agree to

Imagine if you can A King who wants to take our civil rights away The King says we have NO rights Everybody knows that we are all equal God gave us certain rights that nobody can take away

Imagine if you can


A government that protects our rights That considers the needs of the people We will protect and govern by our rights

Imagine if you can No More King Ever since we started fighting to be free, King George has been making our lives worse He keeps forcing us to pay taxes The Intolerable Acts have pushed us too far The king has been unfair We will do whatever it takes to stop his rule over us

Imagine if you can Too many harsh taxes Townshend Act Boston Massacre Stamp Act Intolerable Acts All Unfair to the colonists

Imagine if you can A very disappointed King “We are not going to be a part of Britain anymore!

Imagine if you can The King only gets more angry when we don’t pay taxes We refuse to pay his ridiculous taxes anymore We have told him that we want to rule ourselves We have done well enough on our own We have told him we don’t want a King

Imagine if you can…


Timeline for the American RevolutionJamestown founded

William Penn founds Pennsylvania

The French and Indian Wars- expensive (1754-1763)Royal Proclamation of 1763

Sugar/Currency Acts- Lord North

Stamp Act/ Quartering Act—First Direct Tax

Parliament angry/ Stamp Act—repealed- tarred and feathered tax collectors--Gage insists on keeping Quartering ActTownsend Acts (luxury)

Royal governor tries to disband Virginia House of Burgesses- still meet

Townsend Acts repealed

Boston Massacre

Tea Act takes effect- lowers prices but must accept tax

3 British ships arrive with tea in Boston HarborRoyal governor refuses to let ships depart without tax

Coercive Acts called Intolerable Acts by colonists closes Boston Harbor until tea tax is paid

Renew Quartering Act

Gage orders 700 soldiers to Concord to destroy colonists weapons depot

1607

1608

1681

1763

1764

1765

1766

1767

1768

1770

1771

1772

1773

May

Oct

1774

1775

o Samuel de Champlain founds Quebec

o Colonies have local government bodies

o First time- James Otis “No taxation without representation” Mercy Otis Warren- sister

o Patrick Henry-“If this be treason..”o Sons of Liberty Boycott- Liberty Treeo New York refuses Quartering Act

o Samuel Adams Circular letter- opposes all taxes- all unite

o Boston and NY boycott most British goods

o Philadelphia joins boycott

o Virginia says “No Taxation without Representation”

o Violence erupts- Sons of Liberty March-Boston Massacre

o Boycott spreads to New Jersey, Rhode Island, & North Carolina

o Boston town meetings- committee of correspondence “rights of colonies to self-rule”- letters sent out to all

o Virginia joins committee of correspondence (100s of comm.)

o Philadelphia- colonists oppose Tea Act tax

o Boston joins in with Philadelphia to oppose tax

o Colonists refuse to payo Boston Tea Partyo Bostonians boycotto Colonists begin to call for inter-colonial

congress

o 1st Continental congress- Philadelphia- all except Georgia- declares Coercive Acts not to be obeyed

o Patrick Henry “Give me Liberty or Give


British regroup and head for supplies in Concord- Attacked by minutemen/ militia 14 wounded- Retreat to Boston 250 casualties

1st Battle- Bunker Hill (Breed’s Hill)

British attack with 2000 soldiers- takes 3 attempts to succeed

Massive war fleet arrives in NY- 30 battleships- 40,000 men- General Howe

British take Fort Washington with ammunition

Cornwallis pursues Washington army

General Howe occupies Philadelphia

France recognizes independent United StatesSpain and the Dutch join in war against Britain

British instigate Indian uprisings on borders

April

June

1776

May 1776

July 4,1776

me death!”

o Paul Revere and William Dawes sent to warn colonists—Revere reaches Lexington- warns Samuel Adams and John Hancock

o 70 Massachusetts minutemen face British soldiers—unordered “shot heard round the world’ – Started the American Revolution- 8 Americans dead and 10 wounded

o Massachusetts orders 13,600 American soldiers to mobilize

o Yearlong siege of British held Bostono Ethan Allen’s “Green Mountain Boys”

capture Fort Ticonderoga in NY- Bring guns to Boston

o 2nd Continental Congress – John Hancock president- George Washington commander in chief

o By end, Americans defend with rocks and bayonets- no ammunition

o Congress tries to sue for peace- King won’t even consider it

o American Post Office- Benjamin Franklin heads it

o American Navy

o Thomas Paine’s “Common Sense” published

o France and Spain promise support

o Continental Congress authorizes 13 colonies to form local government


Cornwallis suffers defeat

Cornwallis surrendersBritish Parliament votes against further war

Sept. 1776

1778

1779

1781

o Congress formally petitions for Independence (Lee)

o Declaration written- Thomas Jefferson o Committee of Five

o 4th –Declaration of Independence actual signing occurs on Aug 2

o Nathan Hale caught and executed by British “I regret that I have but one life to lose for my country.”

o Washington defeated- Battle of White Plains- 3000 casualties

o Washington crosses Delaware into Pennsylvania

o Continental Congress abandons Philadelphia due to concern of an attack

o Thomas Paine- “These are the times that try men’s souls”

o Washington re-crosses the Delaware River into Pennsylvania surprise attack on British Hessians (Germans)

o Hessians surrender – morale boost

o 1st major victory at Saratoga- Kosciusko- polish general

o Congress adopts Article of Confederation

o Valley Forge Winter quarters— terrible times - mutinies

o Clark defends Northwest borders- defeats British

o Clinton withdraws and Americans occupy Philadelphia

o Franklin ambassador to France

o John Paul Jones “ I have not yet begun to fight”

o Low morale, desertions, mutinies

o Worst American defeat- capture of Charleston, fort and ammunition

o Benedict Arnold becomes a traitor

o General Nathaniel Greene forces British to chase them for 6 months-Frances Marion “Swamp Fox”


England declares an end to the war1783

1789

o Congress appoints Peace Commission: Franklin, Jefferson, Jay and Laurens

o French fleet arrives- defeats British fleet- Cornwallis is now cut off

o Washington sieges Yorktown

o Loyalists leave New York for Nova Scotia, Canada

o Peace talks begin in Pariso Treaty of Paris (ends War)

o Congress adopts Great Seal of USAo Lingering battles with Indians

o Last official battle of Revolutionary War in South Carolina

o Washington talks officers out of rebellion saves democracy

o Congress declares an end to the war

o Washington becomes 1st President


Narrative Input

Breaking the TiesThe Declaration of Independence

By: Christine Aguilar, Patricia Dunn, Heather Marzec

It was only twenty-four hours after the official signing and brave delivery of the Declaration of Independence to King George. Hiding in the dark corner, of a small, smoke-filled pub in Pennsylvania, sat the shy, 33 year-old, lawyer, Thomas Jefferson of Virginia. The bell over the door rang out as the noted inventor and Patriot, Benjamin Franklin and the stout and balding, John Adams entered the rancid smelling bar. Hurrying towards their comrade, they anticipated discussing the arduous events of the past few weeks.

They slid into the booth, and John Adams immediately addressed the men with concerns of how King George would react to the document they had just finished. Jefferson pointed out that the King’s crimes alone were justification for independence. The King’s policies had been aimed at establishing an absolute tyranny over the colonies.

And the ties were weakened between the colonies and Britain.

Benjamin Franklin interrupted the men at this point to remind them, “If it were not for the events of the last year and a half, we would not have been forced to take such drastic measures. It began to escalate in June of ’75 with the Battle of Bunker Hill.”

“You are correct. That battle proved to the colonists that the Continental Army was strong enough to match the British forces. And remember, if it wasn’t for George Washington who led those troops, it wouldn’t have been such a great success,” boasted Jefferson.


“I agree,” said Adams, “I remember receiving written communication from Washington in early ’76 after the Siege of Boston had ended. It was then that General Howe abandoned the city taking his 9,000 British troops to Canada as well as 1,100 Loyalists who preferred to leave their homes rather than live with rebels. This once again proved our growing strength as an independent people.”


At this point, Jefferson interrupted the conversation to see if the other men where interested in ordering food. “We may be here for hours discussing the significance of the events that have taken place.”

“Yes, a large plate of sheepherders pie would definitely hit the spot,” agreed Franklin.

After the order had been taken, Franklin continued, “Remember gentlemen, many Americans had pinned their hopes of peace on King George when they offered a petition in July of “75.”


Adams chimed in, “Yes, we called it an olive branch because olive tree branches are an ancient symbol of peace. Congress sent the petition in hopes of ending the quarrel between the colonists and Great Britain only to have King George refer to us as traitors.”


“The next thing I remember happening,” Franklin quips, “Was when Thomas Paine approached me to proof read the first few pages of his pamphlet “Common Sense”. Paine had hoped to persuade many of the colonists to support independence. When Paine was confronted by Loyalists, he scoffed at the idea that Americans owed any loyalty to King George and also argued that British control had caused American trade to suffer.”

“With 120,000 copies having been printed, Paine’s arguments helped persuade thousands of colonists that independence was not only sensible but key to a brighter future,” remarked Adams.


“This is the point when the Continental Congress appointed us as a committee to write a declaration…a formal statement of independence,” recalled Jefferson. “Even though the Loyalists had argued that the colonists had a duty to obey the king, whose authority came from God, I strongly disagreed. The very words I wrote in the declaration, ‘We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness,’ prove my conviction.


As the three friends begin to eat their meal, Franklin fell into pensive thought. His thoughts took him back four days prior as he and his fellow writers addressed the Second Continental Congress. It was an emotionally charged meeting and the issue was left undecided that day. On July 2nd, Congress decided to take a vote and all but one of the 13 colonies voted for independence. New York cast no vote.

And only yesterday on July 4th, 1776 did the delegates approve a final version of the Declaration of Independence. In doing so, they pledged to support independence with ‘our lives, our fortunes, and our sacred honor’. Despite his own signature being on the document, he feared for all the signers, as they had committed an act of treason against Great Britain.

And the ties were BROKEN between the colonies and Britain.


Poetry Booklet

Name: ____________________


We Declare Our FreedomBy Christine Aguilar

Tune: Pop Goes the Weasel

Dear King George we want you to know,All men are cre-ated e-qual.They are born with unalienable rights,So, we declare our freedom!

Gov-ern-ments are formed to, Se-cure these ri-ghts.Something your Parliament hasn’t done well,So, we declare our freedom!

We have come to un-der-stand,You are unfit to rule a free peo-ple,Please read our Declaration of Independence,In which, we declare our freedom!

Dear King George, we’re practicing our right,To alter or abolish the gov-ern-ment,You are no longer in ch-arge of us,WE ARE NOW IN-DE-PEN-DENT!


Independence “Yes, Ma’am”By Christine Aguilar and Patty Dunn

Is this the Declaration of Independence? Yes, Ma’am!Is this our country’s Declaration of Independence? Yes, Ma’am!What does it say? All men are created equal.What else does it say? Unalienable Rights- Life, Liberty

and the pursuit of Happiness.Give me some examples! Consent of the governedWhat does that mean? Citizens elect leaders, they’re

protected by laws.

Is this the American Revolution? Yes, Ma’am!Is this the historic American Revolution? Yes, Ma’am!How do you know? Patriots against Loyalists Say what? Americans fought the BritishWhen did it start? 1775What happened then? Family members fightingWhat made it end? The Treaty of ParisSo what did it do? Ordered American independence

Are these the Articles of Confederation? Yes, Ma’am!Are these the 11 Articles of Confederation? Yes, Ma’am!How do you know? They expressed the ideals of

democracyWhat else do they say? States had power instead of a king What was a positive thing? Structure and authority for the statesBut what went wrong? No balanced power


Are these the major debates? Yes, Ma’am!Are these the infamous debates? Yes, Ma’am!What was debated? Three branches of governmentAnything else? Representation by populationName two debates! Virginia Plan, New Jersey PlanCan you give me two more? Great Compromise and Three-fifths

Compromise

Is this the U.S. Constitution? Yes, Ma’am!Is this the federal Constitution? Yes, Ma’am!What was stated? Shared powerAnything else? Individual and states’ rightsWasn’t there drama? Shay’s RebellionDid it make a difference? Well, it was signedWhen? 1787…September that isDid you tell me true? Yes, Ma’am!Are we through? Yes, Ma’am!


DemocracyBy Patty Dunn

Tune: On Top of Old Smokey

American culture is a melting pot.Religion and freedom we’ve got quite a lot.Customs like baseball,And dem-oc-racy,Our press and our speech always are free.

Our founding fathersAnd Cons-ti-tu-tion,Guarantees freedom,And a life that is fun.

Balance of powers,So we all can agree,Led by the Congress and Presi-den-cy.

Trial by jury,And a right to bare arms,Will maintain our freedoms,And keep us from harm!


Patriots Here, Patriots Thereby Christine Aguilar

Patriots here, patriots there,Patriots, patriots everywhere.

Quick-witted patriots debating cleverly,Persuasive patriots negotiating well,Fierce patriots protecting freedom furiously,And intrepid patriots taking up arms bravely!

Patriots amid the Boston Tea Party,Patriots within the militia,Patriots in Lexington and Concord,and patriots at the First Continental Congress!

Patriots here, patriots there,Patriots, patriots everywhere.

PATRIOTS! PATRIOTS! PATRIOTS!


Democracy Bugalooby Christine Aguilar

I’m a historian and I’m here to say,I study American history everyday!Sometimes I surf the internet, sometimes I read a book,And I even partake in reenactments, where people take a look.

Freedom, justice, integrity too,Doing the democracy bugaloo.

When the colonists came to America, they thought everything was fine,But with all the added taxes, it lasted for only a time.Some people called the patriots, stood up and said “This is wrong!”While the loyalists did not want trouble, and just went along.


Ties between the colonies and Britain, weren’t looking too bright,Militia forming colonists, joined the fight.Before you could say, “Liberty or death,” battles were everywhere,Fighting and suffering occurred, that most could not bear.


Many things happened, that made that final break,With Britain no longer in charge, laws Americans had to make.Time went by, and our Constitution was created,Giving American citizens rights and freedom. people were elated!


Because of the work and sacrifices, of our founding fathers of the past,This land of America and its people, have independence that will last,Freedom, justice, and integrity we can see,To keep it going in our country, it is up to you and me.



I’m a Document( Tune: I’m a Nut)by Christine Aguilar

I’m a paper, made of trees,With words of importance,For all to see.Freedom fighters from long ago,Wrote specific things, for all to know.

I’m a document!I’m a document!

Democratic documents in our history,Two about freedom, for you and me.Starting with independence declaration,Eventually leading to the Constitution.


Rights, freedom, and democracy,Ensured on paper, for the world to see.So it’s not just about a simple piece of paper,It’s about the message of freedom and liberty.



Name: ____________________

TOWARDS INDEPENDENCE

Home/School Connection #1

Ask your parents what they know about the Declaration of Independence. Have them describe to you what independence means to them and why it is important. Sketch and write what they tell you.

Parent: _______________________________ Student: ________________________________


Nombre: _____________________

HACIA LA INDEPENDENCIA

Coneccion entre la Casa y la Escuela #1

Preguntales a tus padres sobre lo que saben de la Declaracion de Independencia. Pideles que te discriban que significa “independencia” para ellos, y porque es de importancia. Dibuja y escribe lo que tus padres te dicen.

Padre: ________________________ Estudiante:________________________


Name: ____________________



Tell your parents three things that you have learned about the American Revolution. Ask them to tell you what they know about the American Revolution and/or any other revolution that has occurred in another country. Sketch or write what they told you.

Parent: _______________________________ Student: ________________________________


Nombre: ___________________



Diles a tus padres las cosas que has aprendido sobre la Revolucion Americana. Preguntales lo que ellos saben tocante la Revolucion Americana y/o cualquier otra revolucion que ocurrio en otro pais. Dibuja o escribe lo que te dijieron.

Padre:_____________________________ Estudiante:__________________________


Name: ___________________



Tell your parents the three major issues that were argued during the Constitutional Convention. Ask them their opinion of (or what they think about) each of the decisions. Sketch or write their answer.

Parent:_______________________________ Student:____________________________


Nombre:__________________

HACIA LA UNIDAD DE INDEPENDENCIA


Dile a tus padres los tres temas mayores que fueron alegados durante la Convencion Constitucional. Preguntales sus opiniones o (que es lo que piensan) de cada decision. Dibuja o escribe su opinion.

Padre:_______________________________ Estudiante:___________________________


Name: ____________________



Describe the Articles of Confederation to your parents. Explain two of the problems which occurred while Americans were governed (led) by the Articles of Confederation. Ask your parents what they would have done to solve these problems.

Parent: _________________________________ Student:_________________________


Nombre:________________



Describe los Articulos de Confederacion a tus padres. Explicales dos de los problemas que ocurrieron mientras los Americanos fueron gobernados (guiados) por los Articulos de la Confederacion. Preguntale a tus padres que es lo que ellos hubieran hecho para resolver estos problemas.

Padre:___________________________________ Estudiante:________________________


EXPERT GROUPDeclaration of Independence

The bloodshed at Lexington and Concord marked a turning point for the colonies. The day after the clashes, horseback riders galloped though the colonies with news of Britain’s “barbarous murders” of innocent militiamen. Most Americans were deeply shocked by the news. More urgently than ever before, they debated what the colonies should do about the trouble with Great Britain. The choices were clear enough. The colonies could declare their independence—a course that would surely lead to war. Or they could continue with protests and petitions. This choice would keep the colonies at peace, but at what cost to the colonists’ freedom?

A few weeks after the British left Boston, the Continental Congress meeting in Philadelphia appointed a committee to write a declaration, or formal statement, of independence. The task of drafting the declaration went to the committee’s youngest member, 33-year-old Thomas Jefferson of Virginia. A shy man, Jefferson said little in Congress. But he spoke brilliantly with his pen. Jefferson’s job was to explain to the world why the colonies were choosing to separate from Britain. “When in the course of human events,” he began, if one people finds it necessary to break its ties with another, “a decent respect to the opinions of mankind” requires that they explain their actions.


Jefferson’s explanation was simple, but revolutionary. Loyalists had argued that colonists had a duty to obey the king, whose authority came from God. Jefferson reasoned quite differently. All people are born equal in God’s sight, he began, and all are entitled to the same basic rights. In Jefferson’s eloquent words:

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.

Governments are formed, Jefferson said, “to secure these rights.” Their power to rule comes from “the consent of the governed.” If a government fails to protect people’s rights, “it is the right of the people to alter or abolish it.” The people can then create a new government that will protect “their safety and happiness.” It was 1776 and Thomas Jefferson had written the first draft of the Declaration of Independence, he then shared the document with Benjamin Franklin and John Adams who suggested changes.


King George, Jefferson continued, had shown no concern for the rights of colonists. Instead, the king’s policies had been aimed at establishing “an absolute tyranny over these states [the colonies].” As proof, Jefferson included a long list of the king’s abuses. The time had come, Jefferson concluded, for the colonies’ ties to Britain to be broken. “These United Colonies are,” he declared, “and of right ought to be, free and independent states.”


EXPERT GROUPAmerican Revolution

When the Revolutionary War began in 1775, the Continental Armies weaknesses greatly outnumbered their strengths. They had a shortage of many of the essentials needed to fight war including men, guns, gunpowder, uniforms, and even food. The Continental Army was also grossly untrained. On the other hand, the Americans did have strengths. Greatest of these was their patriotism. They were willing to fight for their liberty. They also had support from overseas including the French. Finally, the Continental Army had strength in their commander, George Washington, who inspired courage and confidence.

At the beginning of the war, the British seemed to have the upper advantage. They had over 50,000 British troops, 30,000 mercenaries (called Hessians), and the support of Loyalists, African Americans, and Native Americans. The British troops were well trained in military tactics. They also were very well supplied with food, uniforms, weapons, and ammunition. However, there was a great distance between Britain and America. Supplies and news were slow to travel back and forth. The British people did not back the war and resented being taxed to support it. Finally, the leader of the British Army, Lord George Germain, was not a strong leader and continually changed his plan throughout the war.


In the spring of 1776, Lord Germain ordered British forces, led by General William Howe to capture New York City. Washington headed south from Boston to stop Howe. On August 27, 1776 the two armies met in Brooklyn, New York. This was the beginning of many defeats for the Americans. British troops chased the Americans out of New York, New Jersey, and across the Delaware River into Pennsylvania. As the weather turned cold, hope was fading for the American troops. Washington refused to give up and rallied the few troops he had to wage a surprise attack on the British at Trenton. On December 25, 1776, the Continental Army crossed the ice-choked Delaware to catch the Hessians off guard.

After the British defeat at Trenton, Germain came up with a new strategy for winning the war. His new plan was to divide the rebels by taking the Hudson River Valley. To carry out this plan, General John Burgoyne left Canada in June of 1777. He headed south to meet Howe in Albany. On October 17, 1777, when Burgoyne arrived in Saratoga Springs on the Hudson River he was defeated by militia. Not long after this defeat, the French became allies to the United States and began to send money, weapons, troops, and warships to America.

Although their fight was not looking quite as hopeless, the winter of 1777 was not easy for the Americans. Camped at Valley Forge in Pennsylvania, the troops had little food and clothing. Local farmers would rather sell their goods to the British who would pay with gold. This angered Washington who fumed, “No punishment is too great for the man who can build his greatness upon his country’s ruin.” To distract his troops, Washington had Baron Fredrich von Steuben work on training. The troops had continual drills and became much more skilled. The encouragement of Marquis de Lafayette was also greatly appreciated. Although he was a wealthy man in France, he shared in the troops hardships and even spent his own money to buy them clothing.


In the spring, Washington used his newly trained troops to chase the British army across New Jersey. On June 28, 1778, he caught up with the British near Monmouth. The battle was won by the Americans, but the British were able to slip away across the Hudson. This battle caused the British to come up with yet another plan: to move the war to the South. They started by taking Savannah, Georgia and then North & South Carolina. Lord Charles Cornwallis was left in charge of this area. However, he soon discovered that he did not really have control. Guerrillas, such as Francis Marion, harassed the British with hit-and-run raids.

In late 1780, Washington sent General Nathaniel Greene to face Cornwallis in the south. Greene led Cornwallis on a chase through the southern backcountry. Cornwallis grew tired of this continuous fighting and moved to Yorktown in April of 1781. With the help of troops arriving from France, Washington was able to attack Yorktown on October 6, 1781 with 16,000 men. French warships also arrived and sealed off Chesapeake Bay which trapped Cornwallis. On October 19, 1781, the British surrendered. In early 1783, the Treaty of Paris was signed by representatives of America and Britain.


EXPERT GROUPArticles of Confederation

When the Revolutionary War ended in 1783, no one was happier than a small, bookish Virginia Patriot named James Madison. And not one was more worried about the future of the United States. While serving in Congress during the war, Madison had tried and failed to get the states to work easily together. He doubted that things would improve now that the war was over. After the declaring independence in 1776, Congress had tried to unite the states under one national government. They feared that such a government would trample the very rights they were fighting to preserve.

Their solution was a plan of government known as the Articles of Confederation. The Articles of Confederation and Perpetual Union between the States of… was a pamphlet written as the first constitution of the United States. The Articles created “a firm league of friendship” in which “each state remains its sovereignty, freedom, and independence.” This “league of friendship” was a loose union in which the 13 states cooperated for common purposes. It was run by Congress, in which each state had one vote. On paper, the Articles of Confederation gave Congress several important powers. It could make war and peace, raise an army and a navy, print money, and set up a postal system.


In reality, however, these powers were limited by the inability of Congress to impose taxes. Instead, Congress had to ask the states for funds to do anything. All too often, the states ignored Congress’s “humble requests.” The result, said Madison, was that the Articles were no more effective at binding the states into a nation than “a rope of sand.” Even before the Revolutionary War ended, the states began quarreling among themselves. Many of their quarrels were about taxes on goods that crossed state borders. New York, for example, taxed fire wood from Connecticut and cabbages from New Jersey. The states also quarreled over boundaries. The inability of Congress to end such disagreements was one of the key weaknesses of the Articles of Confederation.

Under the Articles of Confederation, the nation also had serious money problems. The paper money printed by Congress during the war was worthless. Congress had the power to make coins that would not lose their value. But it lacked gold or silver to mint into coins. The states reacted to the money shortage by printing their own paper currency (money). Before long, bolls of different sizes and colors were floating from state to state. No one knew what any of these currencies were worth, but most agreed that they were not worth much.

In May 1787, in Philadelphia, Congress calls for a Convention “for the sole and express purpose of revising the Articles of Confederation.”


EXPERT GROUPSMajor Debates

On May 25, 1787, the Constitutional Convention met for the first time in the Pennsylvania State House (later known as Independence Hall). The Convention was held “for the sole and express purpose of revising the Articles of Confederation”. Fifty-five delegates from 12 states attended the convention. Although the delegates had much in common, they had very different views on many of the issues facing the new nation. They were all committed to the ideals of the Declaration of Independence. The basic purpose of the government, they believed, was to protect the rights to “life, liberty, and the pursuit of happiness”. However, many questions were still unanswered.

The first major issue was of how states should be represented in the new government. Two plans were considered. The Virginia Plan, proposed by James Madison, called for three branches of government. The legislative branch would make the laws, the executive branch would carry out the laws, and the judicial branch would apply and interpret the laws. Under this plan the legislative branch would consist of two houses, the House of Representatives and the Senate. The number of lawmakers a state could send would depend on its population. Smaller states did not like this plan and proposed the New Jersey Plan which had only one house in which each state had an equal vote.

The debate over who Congress should represent continued until July. Many delegates felt as James Wilson of Pennsylvania did, “Can we forget for whom we are forming a Government? Is it for men, or for imaginary beings called States”. Finally, the Great Compromise was reached. This plan, put forward by Roger Sherman, called for a two-house Congress. The first house, the House of Representatives, would represent the people and the number of representatives would be based on the states population. The second house, the Senate, would represent the states and have two senators to be elected by the state legislatures.


The second great debate was over how slaves should be counted in the representation. Delegates from the south argued that the slaves should be counted the same as all other people. However, the north argued that the slaves were treated as property and should not be counted as citizens. After a bitter debate, the convention approved an idea proposed by Madison known as the three-fifths compromise. Under this compromise, slaves would be counted at three fifths of a person when determining the state’s population.

Another major question facing the delegates concerned who would head the government’s executive branch. The suggestion was made to have a single person serve as the chief executive. This worried many delegates as it sounded too similar to a king. Edmund Randolph made a proposal for a three-member executive. Benjamin Franklin also opposed a single executive, but the delegates finally decided on a single executive known as the president. The issue of how to choose the chief executive was also troubling. Some thought Congress should appoint the president while others thought the people should vote. Finally, a compromise was reached and a special body called the Electoral College would elect the government’s leaders. The Electoral College is made up of electors who cast votes to elect the president and vice president. The number of electors for each state is the same as the number of senators and representatives the state has combined.

Once the constitution was finished, the plan had to be accepted by the states. The framers decided it had to be ratified, or approved, by 9 of the 13 states. They also decided that the Constitution would be ratified at special conventions by delegates elected by the people in each state.


EXPERT GROUPThe Constitution

The Preamble of the constitution explains the reasons for the new government. It begins with the memorable phrase “We the People” which showed that the constitution was based on the authority of the people or popular sovereignty. The Preamble also lists the goals of the new government. These were to “form a more perfect Union”, “establish Justice”, “insure domestic Tranquility”, “provide for the common defense”, “promote the general Welfare”, and “secure the Blessings of Liberty to ourselves and our Posterity”.

Article I of the Constitution gives the power to make laws to the legislative branch of the government. This bicameral (two part) national legislature, called Congress, consisted of the House of Representatives and the Senate. Any member of Congress can propose a new law, or a bill. If a majority in one house votes in favor of a bill it is sent to the other house for debate. If both houses approve the bill, it goes to the president. The president can sign the bill and it becomes law or he can veto (reject) it and then it returns to the Congress. Congress can override a veto by two-thirds majority vote in both houses. Congress has the power to decide how to spend money raised by taxes, raise an army and navy, declare war, pay government debts, and grant citizenship. It also has a power known as the “elastic clause” which says Congress may “make all laws which shall be necessary and proper” to carry out its other powers.


Article II of the Constitution describes the executive branch of the government. The head of the executive branch is the president, or Chief Executive. The president is elected by a group of “electors” and serves a four-year term. A president must be a natural-born American citizen and at least 35 years old. The president has other powers besides carrying out the laws passed by Congress. He or she is the commander in chief of the nation’s military forces and can (with Congress’s consent) make treaties with other nations. The president nominates, or recommends, ambassadors and Supreme Court justices. Finally, the president can grant pardon to people convicted of committing federal laws. The president can be removed from office through a process called impeachment.

Article III of the Constitution gives the basic framework of the judicial branch of the government. It establishes the country’s highest court, the Supreme Court. Decisions made by the Supreme Court are binding in all lower courts. Congress has set the size of the Supreme Court as nine justices. A dispute only goes directly to the Supreme Court if it involves a state or ambassador from another country. Otherwise it must go through a lower court first and then be appealed. The Supreme Court usually reviews a case only if the justices think it might conflict with the Constitution or a federal law. The power of “judicial review” allows the Supreme Court to decide whether laws and actions by the legislative and executive branches conflict with the Constitution.


A system of checks and balances enables each branch of government to limit the power of the other branches. “Checks” allow one branch to block the actions of another branch. “Balances” allow each branch of the government to have some role in the actions and power of the other branches. The Constitution also describes how changes, or amendments, can be made to the constitution. As Thomas Jefferson said, the Constitution “belongs to the living and not to the dead.” An amendment can be proposed by Congress or by a request of two-thirds of the legislatures of all the states. It must then be approved by the legislatures in three quarters of the states.

The federal system of government shares power between the national and state governments. The national government has many powers including declaring war, making treaties and printing and coining money. It was also given the power “the regulate Commerce with foreign Nations, and among the several States, and with the Indian tribes.” It was allowed to regulate interstate commerce. The Constitution states the states retain any powers that are not given to the national government. It also outlines the responsibilities of the states to each other by saying that states must give “full Faith and Credit” to the laws and court decisions of other states.


MIND MAP

Main Purpose

Historical StatementsDate

/Yea

r/Loc

ation

Key EventsKey People

Inte

rest

ing

Fact

s


Process GridMain

Purpose

Date/Year

Location

Key Events

Key People

Historical Statement

s

Interesting Facts

Declaration of Independence

American Revolution

Articles of Confederation

Major Debates

U.S. Constitution


FOUND POETRY

FEDERALIST No. 23

The Necessity of a Government as Energetic as the One Proposed to the Preservation of the UnionFrom the New York Packet.Tuesday, December 18, 1787.Alexander Hamilton

To the People of the State of New York:

THE necessity of a Constitution, at least equally energetic with the one proposed, to the preservation of the Union, is the point at the examination of which we are now arrived.

This inquiry will naturally divide itself into three branches the objects to be provided for by the federal government, the quantity of power necessary to the accomplishment of those objects, the persons upon whom that power ought to operate. Its distribution and organization will more properly claim our attention under the succeeding head.

The principal purposes to be answered by union are these the common defense of the members; the preservation of the public peace as well against internal convulsions as external attacks; the regulation of commerce with other nations and between the States; the superintendence of our intercourse, political and commercial, with foreign countries.

The authorities essential to the common defense are these: to raise armies; to build and equip fleets; to prescribe rules for the government of both; to direct their operations; to provide for their support. These powers ought to exist without limitation, BECAUSE IT IS IMPOSSIBLE TO FORESEE OR DEFINE THE EXTENT AND VARIETY OF NATIONAL EXIGENCIES, OR THE CORRESPONDENT EXTENT AND VARIETY OF THE MEANS WHICH MAY BE NECESSARY TO SATISFY THEM. The circumstances that endanger the safety of nations are infinite, and for this reason no constitutional shackles can wisely be imposed on the power to which the care of it is committed. This power ought to be coextensive with all the possible combinations of such circumstances; and ought to be under the direction of the same councils which are appointed to preside over the common defense.

This is one of those truths which, to a correct and unprejudiced mind, carries its own evidence along with it; and may be obscured, but cannot be made plainer by argument or reasoning. It rests upon axioms as simple as they are universal; the MEANS ought to be proportioned to the END; the persons, from whose agency the attainment of any END is expected, ought to possess the MEANS by which it is to be attained.

Whether there ought to be a federal government intrusted with the care of the common defense, is a question in the first instance, open for discussion; but the moment it is decided in the affirmative, it will follow, that that government ought to be clothed with all the powers requisite to complete execution of its trust. And unless it can be shown that the circumstances which may affect the public safety are reducible within certain determinate limits; unless the contrary of this position can be fairly and rationally disputed, it must be admitted, as a necessary consequence, that there can be no limitation of that authority which is to provide for the defense and protection of the community, in any matter essential to its efficacy that is, in any matter essential to the FORMATION, DIRECTION, or SUPPORT of the NATIONAL FORCES.

Defective as the present Confederation has been proved to be, this principle appears to have been fully recognized by the framers of it; though they have not made proper or adequate provision for its exercise. Congress have an unlimited discretion to make requisitions of men and money; to govern the army and navy; to direct their operations. As their requisitions are made constitutionally binding upon the States, who are in fact under the most solemn obligations to furnish the supplies required of them, the intention


http://www.foundingfathers.info/federalistpapers/hamilton.htm

evidently was that the United States should command whatever resources were by them judged requisite to the "common defense and general welfare." It was presumed that a sense of their true interests, and a regard to the dictates of good faith, would be found sufficient pledges for the punctual performance of the duty of the members to the federal head.

The experiment has, however, demonstrated that this expectation was ill-founded and illusory; and the observations, made under the last head, will, I imagine, have sufficed to convince the impartial and discerning, that there is an absolute necessity for an entire change in the first principles of the system; that if we are in earnest about giving the Union energy and duration, we must abandon the vain project of legislating upon the States in their collective capacities; we must extend the laws of the federal government to the individual citizens of America; we must discard the fallacious scheme of quotas and requisitions, as equally impracticable and unjust. The result from all this is that the Union ought to be invested with full power to levy troops; to build and equip fleets; and to raise the revenues which will be required for the formation and support of an army and navy, in the customary and ordinary modes practiced in other governments.

If the circumstances of our country are such as to demand a compound instead of a simple, a confederate instead of a sole, government, the essential point which will remain to be adjusted will be to discriminate the OBJECTS, as far as it can be done, which shall appertain to the different provinces or departments of power; allowing to each the most ample authority for fulfilling the objects committed to its charge. Shall the Union be constituted the guardian of the common safety? Are fleets and armies and revenues necessary to this purpose? The government of the Union must be empowered to pass all laws, and to make all regulations which have relation to them. The same must be the case in respect to commerce, and to every other matter to which its jurisdiction is permitted to extend. Is the administration of justice between the citizens of the same State the proper department of the local governments? These must possess all the authorities which are connected with this object, and with every other that may be allotted to their particular cognizance and direction. Not to confer in each case a degree of power commensurate to the end, would be to violate the most obvious rules of prudence and propriety, and improvidently to trust the great interests of the nation to hands which are disabled from managing them with vigor and success.

Who is likely to make suitable provisions for the public defense, as that body to which the guardianship of the public safety is confided; which, as the centre of information, will best understand the extent and urgency of the dangers that threaten; as the representative of the WHOLE, will feel itself most deeply interested in the preservation of every part; which, from the responsibility implied in the duty assigned to it, will be most sensibly impressed with the necessity of proper exertions; and which, by the extension of its authority throughout the States, can alone establish uniformity and concert in the plans and measures by which the common safety is to be secured? Is there not a manifest inconsistency in devolving upon the federal government the care of the general defense, and leaving in the State governments the EFFECTIVE powers by which it is to be provided for? Is not a want of co-operation the infallible consequence of such a system? And will not weakness, disorder, an undue distribution of the burdens and calamities of war, an unnecessary and intolerable increase of expense, be its natural and inevitable concomitants? Have we not had unequivocal experience of its effects in the course of the revolution which we have just accomplished?

Every view we may take of the subject, as candid inquirers after truth, will serve to convince us, that it is both unwise and dangerous to deny the federal government an unconfined authority, as to all those objects which are intrusted to its management. It will indeed deserve the most vigilant and careful attention of the people, to see that it be modeled in such a manner as to admit of its being safely vested with the requisite powers. If any plan which has been, or may be, offered to our consideration, should not, upon a dispassionate inspection, be found to answer this description, it ought to be rejected. A government, the constitution of which renders it unfit to be trusted with all the powers which a free people OUGHT TO DELEGATE TO ANY GOVERNMENT, would be an unsafe and improper depositary of the NATIONAL INTERESTS. Wherever THESE can with propriety be confided, the coincident powers may safely accompany them. This is the true result of all just reasoning upon the subject. And the adversaries


of the plan promulgated by the convention ought to have confined themselves to showing, that the internal structure of the proposed government was such as to render it unworthy of the confidence of the people. They ought not to have wandered into inflammatory declamations and unmeaning cavils about the extent of the powers. The POWERS are not too extensive for the OBJECTS of federal administration, or, in other words, for the management of our NATIONAL INTERESTS; nor can any satisfactory argument be framed to show that they are chargeable with such an excess. If it be true, as has been insinuated by some of the writers on the other side, that the difficulty arises from the nature of the thing, and that the extent of the country will not permit us to form a government in which such ample powers can safely be reposed, it would prove that we ought to contract our views, and resort to the expedient of separate confederacies, which will move within more practicable spheres. For the absurdity must continually stare us in the face of confiding to a government the direction of the most essential national interests, without daring to trust it to the authorities which are indispensible to their proper and efficient management. Let us not attempt to reconcile contradictions, but firmly embrace a rational alternative.

I trust, however, that the impracticability of one general system cannot be shown. I am greatly mistaken, if any thing of weight has yet been advanced of this tendency; and I flatter myself, that the observations which have been made in the course of these papers have served to place the reverse of that position in as clear a light as any matter still in the womb of time and experience can be susceptible of. This, at all events, must be evident, that the very difficulty itself, drawn from the extent of the country, is the strongest argument in favor of an energetic government; for any other can certainly never preserve the Union of so large an empire. If we embrace the tenets of those who oppose the adoption of the proposed Constitution, as the standard of our political creed, we cannot fail to verify the gloomy doctrines which predict the impracticability of a national system pervading entire limits of the present Confederacy.

PUBLIUS.


IDEA PAGES - Be GLAD · Web viewIdea Pages 10 Apply knowledge of language to analyze and...

Documents

Transcript of IDEA PAGES - Be GLAD · Web viewIdea Pages 10 Apply knowledge of language to analyze and...