Name ___________________________________ Per ______

Unit 1: Founding of the United States (Colonization – 1780s)

Lesson 1 PREVIEW Colonization

British Colonies in North America

1. On the back of p.1 create a large circle map titled “British Colonies”. As your teachers lectures, add notes about the founding of the colonies in North America.

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Life at the Time: Look at the information on p.18-19 of your textbook. What were some of the dangers in ocean exploration?

Interpreting Graphics: “Capital” is one way of saying money/cash. Look at the diagram on p.21 of your textbook. What are the risks and benefits for the banker lending the money?

What type of business would you be willing to invest in today?

Refer to the chart on p.26. Fill in the blank and circle the correct phrase.

The ________________ colony was founded in 1607 for (economic / religious) reasons.

The __________________ were founded in the 1620s-1630s mainly for (economic /

religious) reasons.

The _____________________ were founded later than many of the others and were

designed to expand (trade / protection).

2. Map It! Use the map on p.28 of your textbook to complete the tasks.

Colonial Sectionalism is a fancy way of stating that different types of lifestyles developed in the colonies depending on which “section” of the American colonies we study. There were three distinct sections: New England Colonies, Middle Colonies, and Southern

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Colonies. Your task is to use your textbook to identify the types of economic activities the people did in each section and WHY they focused on these activities. Below, you have three Bubble Maps. Add notes to the bubbles as you read, you will have to add a second layer of bubbles to explain they “why” part of your notes. One example has been done for you.

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New England

Colonies

Middle

Colonies

Small family farms

Bad weather & soil

After a class discussion on the three bubble maps, use the information you’ve learned to answer questions 1-5 below.

1. What prevented the New England colonies from focusing on large scale farming?

2. Why might the New England colonies build larger towns or cities than the other sections?

3. What conditions in the Middle Colonies favored more farming? What crafts/skills developed in this area?

4. Why did slavery grow more rapidly in the Southern Colonies?

5. In the 1860s a Civil War will break out among these very same colonies. A “civil war” is a war fought among the citizens of a country rather than between two foreign countries. What evidence can you see in the 1700s that might lead to such great differences?

Lesson 2 PREVIEW American Revolution and Independence

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Southern

Colonies

Look at the graphic on p.46. Which one of these views would you most likely support if you were an American colonist? Why?

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After decades of being a colony of Great Britain the American colonists finally rebelled in 1775 at the Battles of Lexington and Concord. The following assignment has 10 events on this road towards revolution. Use the placards posted around the room to take notes on the circle maps. It does not matter what order you go in but

Look at the graphic on p.46. Which one of these views would you most likely support if you were an American colonist? Why?

Make the Connection: Read about “town halls” in the graphic on p.39. Explain how you believe these meetings would have encourage American colonists to desire more say in their colonial governments

Read “How I Became a Printer” on p.42-43.

1. What plan did Franklin’s brother approve to keep publishing the newspaper after his confinement?

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Directions: use this page to sketch out a road that has 10 sections (see teacher for example). Next to each road draw a road sign. Use the road sign to list the year and name of one of the events from the previous assignment. On the section of the road write a one sentence summary of that event. Be sure to write your road in date order.

The Declaration of Independence The First Continental Congress was called to meet in 1774 to come up with a plan to convince King George to address some of the concerns of the colonists, including: taxations without representation and the harshness of Intolerable Acts. They concluded their meeting by writing a letter of petition to the king.

The Second Continental Congress met in Philadelphia in May of 1775. All 13 colonies sent delegates. Even though the colonists were fighting the British, the delegates were divided over what actions to take.

Some wanted the colonies to declare independence. Others were hoping to avoid a break with Britain. After much debate, the delegates voted to try to work things out with Britain. When these efforts failed, the delegates voted to have a committee draw up a declaration of independence.

The committee asked Thomas Jefferson to write the final document. On July 2, 1776, the delegates voted that the colonies were “free and independent states.” The Declaration of Independence was accepted on July 4, 1776.

The Declaration of Independence has four main parts:

Part 1 Introduction explains why the document was written Part 2 Declaration of Natural Rights explains the basic rights of

citizens and purpose of government Part 3 List of Grievances lists the complaints against the King and

England Part 4 Resolution of Independence declares that the colonies are

independent

1. What was the goal of the First Continental Congress?

2. What were the goals of the Second Continental Congress?

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Read the “Declaration of Independence” on pages 55-58. Pay close attention to the notes in the margins, they help explain the original text. Answer the questions that follow:

3. WHY WAS THE DECLARATION OF INDEPENDENCE WRITTEN?

4. WHAT IS THE PURPOSE OF GOVERNMENT?

5. WHAT ARE SOME OF THE BASIC RIGHTS OF CITIZENS?

USING YOUR OWN WORDS, GIVE 10 THINGS LISTED IN THE DECLARATION OF INDEPENDENCE THAT THE KING AND/OR ENGLAND HAVE DONE TO MAKE THE COLONISTS ANGRY:

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(8)

(9)

(10)

(7) The Declaration of Independence: Read pp.52-53 to complete the chart below. Label the 4 parts of the D. of I. then take notes.

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Declaration of Independence: What it Means!Excerpt Part & What it Means (your rephrasing)

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1. When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

2. 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.

3. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.

4. That whenever any form of government becomes destructive to these ends, it is the right of the people to alter or to abolish it, and to institute new government,

5. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute tyranny over these states. To prove this, let facts be submitted to a candid world.

6. He has refused his assent to laws, the most wholesome and necessary for the public good.

7. He has dissolved representative houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.

8. We, therefore, the representatives of the United States of America, in General Congress, assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the name, and by the authority of the good people of these colonies, solemnly publish and declare, that these united colonies are, and of right ought to be free and independent states

9. they are absolved from all allegiance to the British Crown, and that all political connection between them and the state of Great Britain, is and ought to be totally dissolved; and that as free and independent states, they have full power to levy war, conclude peace, contract alliances, establish commerce, and to do all other acts and things which independent states may of right do

Lesson 3 PREVIEW Revolutionary War and Articles of Confederation

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Loyalists

Patriots

Map Master: Study the map of the American Revolution on p. 60 of your textbook. On the line next to each battle, identify who won the battle, and then place each battle on a timeline chronologically: Yorktown______, Bunker Hill_______, Concord_______, Saratoga_______, and Lexington_________.

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Quickwrite Topic: As the Revolutionary War ends, the people of the former British colonies continue to find themselves in challenging situations. Write for 3 minutes about why the country would need to form a new government and what sort of challenges they would face in doing so.

Roots of American Democracy 1. What ideas come to mind when you read the word roots? How about American? Democracy?

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Weaknesses

Strengths

Battle of Saratoga

Battle of Yorktown

Treaty of Paris

Impact of War

Patriots Great Britain

Patriots Great Britain

2. On the back of this page create an illustration with these features (you will use reading placards to complete this task):

• sketch a large and strong tree trunk with three large roots, write the word America on its trunk, • Four roots beneath the tree with these three labels: English Parliamentary Traditions, Civic

Republicanism, and Classical Liberal Principle• an explanation beneath each root that tells how each of these ideas has influenced life in the United

States

Whatever your thoughts are, they are uniquely your own. But most likely they grew out of something you’ve heard or read, or maybe seen on TV or in the movies. This is how most ideas grow. They start from something outside ourselves. Then we make them our own and sometimes improve on them. The Americans who led the Revolution and created the Constitution were no different from you. Starting with other people’s ideas, they created the government we live under today. The ideas they drew upon are the roots of American democratic thinking and institutions. Let’s look at some of these roots.

3. There were three documents that served stepping stones in history in a movement towards an increase in the rights of citizens. Use the index of

your textbook to locate the page numbers of these documents and complete the tasks below for: Magna Carta, English Bill of Rights, and

Mayflower Compact. Use the circle map below for the Magna Carta and draw 2 more circle maps on the back of p.14 for the English Bill of Rights, and the Mayflower Compact.

Reread the words you used to describe each historical document. Use those words to write a one sentence summary of each document. Use the back side of this page for your sentences.

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Create a definition for Civic Republicanism, English Parliamentary Tradition, and Classical Liberal Principal. Then draw a scene, picture, symbol that represents each phrase.

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Articles of Confederation (1777 – 1789)Background: During the Revolutionary War, the American colonies needed to coordinate their efforts against Britain. They created an emergency government to raise money for the war effort called The Second Continental Congress. After the Revolution the colonies were officially independent from Great Britain. They needed to create a system of government to run this new nation. The first system created was known as The Articles of Confederation and was adopted on November 15, 1777. In its final form, the Articles of Confederation were comprised of a preamble and 13 articles. Approved by the last of the 13 American states, Maryland, in 1781, the Articles became the ruling document in the new nation. The Articles created a nation that was "a league of friendship and perpetual union." Mostly influenced by their negative relationship with a country with a strong central government (England and King George) the Articles of Confederation created a government with a weak central government, reserving the bulk of the power for the states. This system ultimately created a government that was too weak to govern the nation. Directions: Review the chart and complete the questions.

The Articles of ConfederationStructure

One branch of government: Congress, responsible for making national laws Each state had one (1) vote in Congress No executive (President) No judicial branch

Decision-making

9 of 13 states had to approve a proposal before it could become a law

All the states had to agree to change an existing law Money and Finances

The Articles of Confederation could not collect taxes The A of C had to ask the individual states for money The A of C could print and borrow money Each state could regulate trade with other states Each state could tax its residents

Protection

The A of C managed agreements with other countries and Native Americans The Articles of Confederation could appoint military officers Only the states could establish militias

Other The A of C established a postal system

weights and measures courts consequences for piracy

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1. Where did the Articles of Confederation place the most government power? HINT look for repeated words). _________________

2. Give two examples from the chart.

3. WHY do you think the first government of the United States was set this way?

During a class discussion, fill in the missing parts of the matrix.

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Shays’ Rebellion

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Introduction: The U.S government had no money after the Revolutionary War, so soldiers were not paid. Farmers, who had been soldiers, were left with no money to run their farms. Therefore, farmers borrowed from the banks. As a result, Farmers had a huge debt they could not repay. The courts took their farms or sent them to jail. Farmers protested, took over the arsenal, and closed the courts. Many began to fear that government would be unable to prevent other violent protests. The governor sent the state militia to stop these protests, but many worried that the state militia was not enough. As a result, leaders began thinking about strengthening the national government. Directions: Complete the Cause/Effect matrix using this reading.

Shays’ Rebellion Part 2Read the class handout titled “Shays’ Rebellion Part 2” (class handout) and answer the questions below.

1. What did the rebels call themselves? What were the rebels attempting to do?

2. Briefly describe the events at the Federal Arsenal in Springfield.

3. Explain how the rebellion was brought to an end?

4. What happened to the leaders of the Rebellion?

5. In your opinion, how did the federal government handle this crisis?

6. What did the federal government organize after Shays’ Rebellion? What was the goal of this group?

A Success Story

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Following the American Revolution a number of states ceded to the federal government their claims to land lying west of the Appalachian Mountains. The cessions eased the worries of landless states, cooled tensions between states with overlapping land claims, and relieved the states of war debts. In turn, the federal government had to determine what to do with the ceded land. The Land Ordinance of 1785 laid the foundation for future American land policy. After the Indian title had been purchased, the ceded lands were to be systematically surveyed, prior to sale or settlement, into townships. Of the thirty-six sections of 640 acres in each township, the sixteenth was reserved “for the maintenance of public schools.’‘ This ordinance was followed by the Northwest Ordinance of 1787 which set up the pathway in which territories could apply for state-hood. Directions: Read p.80-81 of your textbook and complete the tasks below.

1. Use the reading above to explain how the national government of the United States gained land west of the Appalachian Mountains.

2. On the back of pp.22, using a ruler. draw a box that is 6cm X 6cm. As you draw the sides draw a marking every centimeter along the sides. Connect the lines from one side to the other. Label this box/grid “Land Ordinance of 1785”.

3. Explain how this grid system works.

4. Shade in one of the inner squares. What does this represent?

5. Why were rules/laws needed in the Northwest Territory?

6. List the three steps necessary in a territory becoming a state.

7. List the states that today make up what was once the Northwest Territory.

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Following the American Revolution a number of states ceded to the federal government their claims to land lying west of the Appalachian Mountains. The cessions eased the worries of landless states, cooled tensions between states with overlapping land claims, and relieved the states of war debts. In turn, the federal government had to determine what to do with the ceded land. The Land Ordinance of 1785 laid the foundation for future American land policy. After the Indian title had been purchased, the ceded lands were to be systematically surveyed, prior to sale or settlement, into townships. Of the thirty-six sections of 640 acres in each township, the sixteenth was reserved “for the maintenance of public schools.’‘ This ordinance was followed by the Northwest Ordinance of 1787 which set up the pathway in which territories could apply for state-hood. Directions: Read p.80-81 of your textbook and complete the tasks below.