UNIT 1: THE FOUNDING OF THE NATIONWeek 2

Homework for the Week• Monday 8/26

• Finish colonial tension chart & Summary questions

• Tuesday 8/27• Study Vocabulary

• Block Day 8/28 & 8/29• Cornell Notes pgs 74-76

• Friday 8/30• *Lunch review today at lunch for Tuesday’s quiz• Put together your notes packet and study for Tuesday’s quiz

Agenda: Monday 8/26/13

1. Colony presentations (if necessary)

2. POV (if time)

3. HOT ROC: Homework review

4. New Vocab

5. The Road to Revolution

6. Summary

Colonial Region Presentations• As students are presenting their colonial region, take

notes. At the end of each presentation, there will be time allowed to answer the following questions:• What factors would bring people to the Colonies? Is the factor

Social/Political, or Economic?• What type of person might consider immigrating to this Colony?• What American ideals are already being fostered in these

Colonies?

Point of View Activity

• Where would the following individuals want to live? Why?• Opportunity: Poor farmer who wants his own land to make a

better life for himself• Liberty: Catholic nun who lives in Protestant Germany but wants

to be able to worship in the way that she believes God intended• Equality: Puritan minister who has hidden his practice while

living in France and wants to be treated the same as other people

• Democracy: Writer who wants freedom of speech so he can publish controversial material criticizing the king

• Rights: Prisoner who wants to regain rights he had before he was arrested

HOT ROC: Homework Review Pgs 42-45

• 1. According to “due process of law” can a person have their house seized by the king for no reason?

• 2. Who decides on taxes for British citizens?• 3. Which document states that British people have due process of law?• 4. The English Bill of Rights was created after what event? What are 2

rights given to citizens in the bill of rights?• 5. True or False – Virginians resented the House of Burgesses because

it’s representatives were selected by the British government.• 6. What was the Albany Plan and did it succeed?• 7. Why did Roger Williams found the colony of Rhode Island?• 8. Would a Jewish person be better off living in colonial Maryland or

colonial New Jersey?• 9. What idea did the Zenger trial promote?• 10. What was the Great Awakening? How does it connect to the

American Revolution?

The Road to Revolution…

• New vocab word: American Revolution• Add to glossary• Be specific

The Road To revolution

• Terms• French and Indian War• Proclamation of 1763• Sugar Act 1764• Stamp Act 1765• Declaratory Act 1766• Townshend Acts 1767• Boston Massacre 1770• Tea Act 1773• Intolerable Acts 1774

• Activity• Read section 5.2• For each topic write

down the following: • A brief summary of the

topic• From the point of view of a

colonist, how would you feel about the particular topic.

• *Optional- a picture or symbol representing the topic

Colonial Tension Chart

Frenc

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War

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4-63

Procla

mat

ion o

f 176

3

Sugar

Act

176

4

Stam

p Act

176

5

Declar

ator

y Act

176

6

Towns

hend

Act

s 17

67

Bosto

n M

assa

cre

1770

Tea A

ct 1

773

Into

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40123456789

10WAR!!

Somewhat increased tension in the colonies

Did not increase tension

When finished (or for Homework):• Summary questions:

• What founding ideal(s) were threatened by the British Actions?• What action would you take and why?

• *Finish chart if necessary

Agenda Tuesday 8/27/13

1. HOT ROC: British POV on the Road to Revolution.

2. T-chart

3. Declaration of Independence

4. *Inspiration for the Day

5. Game (if time)

6. Homework:• Study Vocab• Vocab Quiz on block day!

HOT ROC: POV Activity

Terms• Example: Boston Massacre

• Proclamation of 1763• Stamp Act 1765• Declaratory Act 1766• Tea Act 1773• Intolerable Acts 1774

• Identify and explain the British point of view for the Road to Revolution terms.

• Use Pages 48-51

Declaring Independence: Common Sense

Why remain loyal to Britain?

What is Thomas Paine’s rebuttal?

1.

2.

3.

Additional Info:

*Complete Challenge Activity if you finish early

Declaration of Independence:

• Thomas Jefferson: unalienable rights of “life, liberty, and the pursuit of happiness.”

• With a partner, look over the Declaration of Independence (Pgs 804-807)

• Locate the following information:• What were the specific problems

(grievances) from before the American Revolution and where are they present in the document?

Inspiration for the day• John Locke: if the government does not protect natural

rights, the citizens have a right to overthrow it.• http://

www.schooltube.com/video/e1895c4c1683c3124733/Too-Late-to-Apologize-A-Declaration

Agenda: Block Day 8/28 & 8/29• HOT ROC-Vocab Quiz • Finish Declaration of Independence (if necessary)• American Revolution• Articles of Confederation• Cornell notes rubric• Homework: Cornell Notes pgs 74-75

Continental Congress

• http://www.youtube.com/watch?v=aAVpj_Vo7zk • Start at 2:15

The American Revolution

The American Revolution: Key Info.• British Advantage 1776

• Professional army• Mercenaries

• The Americans get off to a Shaky Start• Military Strategies evolve

• Defensive war

• Victory at Saratoga 1777 (France )• Valley Forge 1777-78• The War Shifts to the South

• Guerilla Warfare• Battle of Yorktown 1781- surrender!!

• Treaty of Paris 1783• Putting it all together:

http://www.youtube.com/watch?v=EdDgmwEIJl8

Articles of Confederation

• Articles of Confederation were strong enough to hold the colonies together throughout the war, yet not strong enough to establish a nation. 

• Individual colonies coming together for the purpose of independence, but still picturing themselves as separate nations.

The Articles failed because…

No Executive Branch

The Great Compromise

The Virginia Plan

• A strong national government based on a 3 branch system:

Bicameral (2) Legislative Branch based on each state’s population Makes Laws

The Executive Branch Carry Out Laws

The Judicial Branch Interprets Laws

The New Jersey plan

• Called for a less powerful national government

• Unicameral (1) Legislative Branch• each state had equal

representation

• Series of amendments to the Articles of Confederation

The Great Compromise

Connecticut Plan• Bicameral Legislature:

• House• Population based• Slaves- 3/5

• Senate• 2 per state

The Executive Branch Carry Out Laws

The Judicial Branch Interprets Laws

• Synthesis Activity:• Create a visual metaphor addressing the conflict between Virginia and New Jersey plans and the compromise that was reached.

Vocabulary• Add to glossary:

• Constitution, pg 66• Bill of Rights, pgs 70, 84-85• Federal Government, pg 82 *national government

Homework• Cornell Notes Rubric• Notes on pages 74-75

• Don’t forget the summary/Analysis!

Agenda: Friday 8/30/13

1. Review HW

2. HOT ROC

3. Branches of Government

4. Federalist & Anti-Federalist Activity

5. Homework: 1. Put together packets

2. Quiz Tuesday!

3. Quiz review on Monday at lunch

Homework Review pgs 74-76• What is the Preamble?• What were the goals of the Preamble?• Why is it important to have a system of checks and

balances?• New Vocab: Impeach

• Why is the power to impeach important?

• What is the main function of Congress?• What are the pros and cons of the elastic clause?

HOT ROC• What two essential things do you need for a proper

government?

• Homework Check • “The constitution has weathered the centuries because it is a

flexible, “living document” that can be interpreted and amended to meet changing needs.”• Pg. 73

Separation of Powers Jigsaw

• The branches divide up the tasks of running the country, but they also check or limit the powers of each other:

• You will be assigned a specific branch of government• Legislative Branch: pgs 76-77• Executive Branch: pgs 78-79• Judicial Branch: pgs 80-81

• Draw and fill out the chart to the right for your group.

Vocabulary• Add to glossary

• Legislative Branch• Executive Branch• Judicial Branch • Supreme Court• Congress

Separation of Powers

• http://www.youtube.com/watch?v=nlka6fTnDnI

Ratifying the Constitution

One Country, Opposing Views

• Antifederalists – Believed that one central gov’t could never effectively govern all of the different parts of the country and so the government would have to deny people their liberties and rights in order to maintain control. They wanted the state governments to be more powerful than the central, or federal government.

• Federalists – The central government is necessary for the US to maintain its independence from European countries. They wanted the central government to be the most powerful government, though they were willing to let state governments keep separate power, usually over local decisions.

• *see pages 70-71 for more information

Anti-Federalists Federalists Led by Thomas Jefferson Believed in the intelligence and

decency of the common man, and in direct democracy where everyone openly participates in politics

Believed that a powerful Central (Federal) government would eventually result in tyranny where the voice of the common man was no longer heard

Wanted strong state and local governments at the expense of the Federal government. There would be a single, relatively weak federal legislature but more state and locally elected representatives along with frequent elections

Led by Alexander Hamilton Generally distrusted the common man

and believed in Elitism, the idea that the smartest and best should govern

Believed that a powerful Central (Federal) government and strong executive (President) was needed to defend the nation and maintain prosperity

Wanted a two-house legislature (bicameral) with one house elected by the people (House of Reps) and the other house (Senate) appointed by the government 

Identify/label the following statements as an (A) Anti-federalist statement or a (F) Federalist statement

1. The laws of the states should be the most powerful.

2. The laws of the central government should be the most powerful.

3. The system of checks and balances keeps any one branch or person from getting too much power.

4. The concerns of the 13 colonies are very different from each other.

5. Force is necessary to keep power over an extended area and its people.

6. People’s rights need to be protected from their government’s desire for power.

7. A government that is removed from the immediate problem is more likely to be fair in its treatment of a minority population.

8. The larger the group of people and the more different ideas that are shared, the better chance there is of coming up with a fair decision.

9. Decisions that are made locally are more responsive to the particular needs of that group of people.

10. The more power the government has, the less power the people have.

11. The US will be better able to handle invasions if it acts together as one nation.

12. Trading between the different states is more profitable if everyone is using the same type of money.

13. A Bill of Rights should be added to the Constitution that guarantees the people certain rights which can’t be taken away by the government.

14. A Bill of Rights should not be added to the Constitution because listing rights could be dangerous since any right that is not included on the list could later be denied by the government.

Activity

Choose one of the following menu items to do to show your understanding of these 2 viewpoints:

1. Make a dialogue between the two sides debating what type of gov’t should replace the Articles of Confederation and why

2. Group the lists into 2 or three main ideas, figure out what those ideas are and write 2 thesis statements – one for anti-fed and one for fed.

3. Apply states vs. fed solution to following problems – Slavery, Trade, Alliances with other countries, settlement of new territories – saying how each would handle the problem and why.

4. Concept map – show visually how 8-10 of these ideas connect to each other.

Putting it all together• Articles of Confederation to the Bill of Rights:

• :26-2:03• http://www.youtube.com/watch?v=nXopINJmxkE

• Hip Hop Bill of Rights video• http://www.youtube.com/watch?v=KINGYf7pdJE