Unit 1: Founding the Nation

Name ______Per ___ Lesson One: Foundations

Lesson one has four main assignments. At the end of these assignments you will take a closed note quiz. After these lessons you will be expected to be able to: (one or more of these objectives may appear as a short answer question on the quiz)

Explain how our American government was influenced by: o Civic Republicanism o Classical Liberal Principles o English Parliament

Discuss how the Magna Carta, English Bill of Rights, and the Mayflower Compact each represented small changes towards a democratic movement.

Describe how the Great Awakening caused the American Colonists to begin to think about rebelling against Great Britain.

Describe the geographical boundaries of the American Colonies

Thoroughly describe the geography and economic activity of the New England Colonies, Middle Colonies, and Southern Colonies.

Standards in This Lesson

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

1.1  Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.

1.4 Describe the nation’s blend of civic republicanism, classical liberal principles, and  English parliamentary traditions.

2.1  Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact.

Roots of American Democracy

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



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.

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

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

4. 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.

First Amendment

Puritan Views

First Great

Awakening

Second Great

Awakening

Short Answer: Summarize the Great Awakening and how it

changed how the colonists viewed their role in government.

Geography of the American Colonies Use the map on p.28 of your textbook and complete the following steps.

New England French Territory All the bodies of water (color blue) Mississippi River

Middle Colonies Spanish Territory The 13 colonies Draw in the Appalachian Mountains

Southern Colonies

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 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.

Bad weather & soil Small family

farms

New England

Colonies

Middle

Colonies

Southern

Colonies

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 Two: Revolution & independence

Lesson two has four main assignments. At the end of these assignments you will take a closed note quiz. After these lessons you will be expected to be able to: (one or more of these objectives may appear as a short answer question on the quiz)

Identify and describe the major causes leading up to the American Revolution

Discuss the significance of the Declaration of Independence and explain the purpose of: o Preamble o Declaration of Natural Rights o List of Grievances o Resolution of Independence

Know the goals of the First and Second Continental Congress’

Explain the meaning of the studied excerpts from the Declaration of Independence.

Standards in This Lesson 1.2 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”).

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 in the year/s in your notes.

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?

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)

(5) WRITE DOWN 2 OR 3 FAMILIAR PHRASES YOU FOUND WHILE READING THE DECLARATION OF INDEPENDENCE. (WRITE ON THE BACK OF P.12) 13

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.

Declaration of Independence: What it Means!

Excerpt Part & What it Means (your rephrasing) 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

The Declaration of Independence was like a break up letter, a letter from one person to another to break off a relationship. For this assignment your task is to imagine and create a conversation between the colonists and Great Britain as if they were a couple breaking up. You may work with ONE partner from THIS class period.

Your conversation should follow the template set up by Thomas Jefferson.

– Preamble: state why you are having this “talk” – Declaration: what do you (colonists) want in a “relationship” with government – Grievances: what has Britain done wrong in your current relationship – Resolution: as a result of this poor treatment, what you are going to do now

REMEMBER: this is based on a real event so your conversation must be based on actual events LISTED IN THE DECLARATION OF INDEPENDENCE. You may speak in the vernacular of your time. Have fun and be creative.

This should be written as if it were a play. You must have a minimum of 4 lines per section. The first two lines have been started for you.

Colonists: Britain, we need to have a talk and you’re not gonna like what I have to say.

Britain: Uh-oh, this can’t be good!

Your Name ______Per______

Partner’s Name ______

Rubric: attach this page to the last page of you project

Grading will be based on:

All four sections of the discussion are clearly identifiable All information listed is accurate and reflects the most important Information…WITH EXAMPLES FROM DECLARATION OF INDEPENDENCE

There are no grammatical or punctuation errors that distract the reader The conversation is presented in a neat, organized and legible manner

____ / 25 TOTAL POSSIBLE POINTS DATE DUE ______

You may turn this in hand written, typed, or PowerPoint. 10 extra credit points for anyone who creates a DVD of an acted out conversation!!! 5 points to anyone who acts it out for their class mates (you may NOT use a script; you must have your lines memorized!!!)

Lesson three: The War & the Articles of Confederation

Lesson three has five main assignments. At the end of these assignments you will take a closed note quiz. After these lessons you will be expected to be able to: (one or more of these objectives may appear as a short answer question on the quiz)

Analyze the major battles of the American Revolution and their effects on the outcome of the war.

Explain how the American Revolution affected other countries around the world.

Explain the Articles of Confederation: o What they were o Why they were written as they were o The weakness of them

Describe Shays’ Rebellion o Causes o Events o Effects List the components of the Land Ordinance of 1785 and the Northwest Ordinance of 1787

Standards in This Lesson

2.2 Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence

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

3.2  Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.

Loyalists

Patriots

Patriots Great Britain

Weaknesses

Patriots Great Britain Strengths

Battle of Saratoga

Battle of Yorktown

Treaty of Paris

Impact of War

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 Confederation

Structure 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- 9 of 13 states had to approve a proposal before it could become a law making All the states had to agree to change an existing law

Money and The Articles of Confederation could not collect taxes Finances 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

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.

Shays’ Rebellion

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 2

Read 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 Under the Articles of Confederation!!

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. 23