Flashback Day 1• What is an example of a secondary source?• What document guarantees our rights and freedoms?• *Write a few sentences explaining why it is important to study

history. Give examples to prove your point.

Learner Outcomes Day 1• *analyze the causes of the French and Indian war and relate it

to global politics • *analyze primary source document descriptions and relate to

how they have helped shape American • government• *Find references to the ideals of equality, rights, liberty,

opportunity, and democracy in the Declaration of independence.

• *Explain why the declaration of independence is an important document.

Vocabulary Day 1• Equality—the state of having the same privileges,

rights, status, and opportunities as others.• Rights—a power or privilege granted by an agreement

among people or by law.• declaration of independence—document announcing

the colonies intentions to break from GB. • salutary neglect—From 1607 to 1763, the unwritten

British policy for governing the American colonies was referred to as salutary neglect. Under salutary neglect, enforcement of parliamentary law was deliberately lax, with the stated objective of encouraging colonial prosperity.

• proclamation line of 1763—The Treaty of 1763 ended the French and Indian War. After that, the British had to repay the Native Americans who helped them during the war. So, the Proclamation of 1763, gave the land between the Mississippi River and the Appalachian Mountains to the Native Americans. The Proclamation Line was the western border of the English colonies.

Early America and the French and Indian War• From 1600-1630 colonists developed trade routes with Native

Americans and Europeans• By 1650Mercantilism—Give me all the gold and silver!

• Export more than import• Europeans realized that the fur and tobacco and other raw

materials were a source of $

• 1660—Navigation Acts—said colonies could only sell to England• NOT strictly enforced

• Salutary neglect—let the colonies grow without much interference

• By 1700s, 3 distinct colony patters:• Southern—farming• Middle—trade and farming• New England—trading

• Triangular Trade—trade between America, Europe, and Africa• The Middle Passage—the part of the journey that carried

enslaved Africans to North and South America

Early Economics in the Colonies• Page 40 in book• Worksheet—questions and blank map

France and Great Britain• Fighting all over the world—not just in the American colonies

Treaty of 1763 ended the French and Indian War—Proclamation Line 1763

School House Rock• No more kings• http://www.youtube.com/watch?v=WvOZs3g3qIo

• Fireworks• http://www.schooltube.com/video/08d1f44ea95545e2a2dd/

Declaration of Independence

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

Ideals• Equality—treating people all the same• Rights—powers given to people through agreement• Liberty—freedom• Opportunity—pursue one’s hopes and dream’s• Democracy—government controlled by the people (We)

Day 1 Exit Slip• *What were the reasons for Native Americans siding with

either the French or British?• *How did the Proclamation line of 1763 affect the colonists?

What do you think is the most important ideal found in the declaration of independence? Why?

Day 2Flashback• *What is evidence and what are some tools historians would

use to study history?• *Who rules in a direct democracy? Who rules in a

representative democracy? What kind does the United States Have?

Day 2 Learner Outcomes• *Analyze pictures from history and apply the ideals to the

particular picture.• *Provide influence of the ideals in 1776 and today• *Provide justification of the ideals.• Analyze the ideals throughout history—end of slavery, women

right to vote, equality of condition, basic rights guaranteed in constitution, consent of the governed, limitation of freedom of speech, ideal of opportunity, democracy.

Day 2 Vocabulary• democracy—a system of government in which the power to rule

comes from the consent of the governed. • Tyranny—the unjust use of government power• Unalienable rights – rights that can’t be taken away

5 Ideals Pictures• Relate 5 ideals to current events

Analyze the ideals throughout history

• Use pages 16-21 in book

Day 2 Exit Slip• What are two reasons the colonists rebelled against GB? Why

was Britain against Rebellion?• What is a basic human right found in the Dec of

Independence?

Day 3 Flashback• Why could one event in history have different interpretations?

Write a few sentences about an event in history that has been interpreted in very different ways.

• Who wrote the Declaration of Independence?• What are two founding ideals? Explain them in your own

words.

Day 3 Learner Outcomes• *Analyze a revolutionary picture depicting the mood in the

colonies.• *Create pie-chart reflecting the percentages of groups in the

colonies.• *Analyze Important events that occurred between 1763 and

1775 to help explain the tensions between Great Britain and the colonies that led to war.

Day 3 Vocabulary• stamp act—an act passed by Parliament in 1765 requiring colonists to

pay a stamp tax on newspapers and documents; the first direct tax imposed on the colonies, prompting protests of “no taxation without representation.”

• boycott—a peaceful protest in which people refuse to buy or use certain goods• Boston tea party—the dumping of tea in Boston Harbor in 1773 to

protest the Tea Act• intolerable acts—laws passed by Parliament in 1774 to punish

Massachusetts for the Boston Tea Party by closing Boston Harbor, shutting down civilian courts, forcing colonists to house British troops, and placing the colony under rule of an appointed Governor.

• representation—a person or groups that represents other people at an organization or even (ex- parliament, congress)

• revolutionary—description of events, people etc. relating to revolutions such as the American, Russian, or French Revolutions

Reading Notes• Pleas fill in the Graphic Organizer using pages 38-39 in the

book under your desk• This will be timed—I will come around to help

What made the colonists want to gain independence from England?

Causes of the American Revolution!

The French an

d Indian War

Intolerable Acts

Stamp ActBoston Massacre Boston Tea Pa

rty

Proclamation of 1773 Townshend Acts Tea Act

French and Indian War• The French and Indian War

was a war between Britain and the Indians.

• Cause: The colonists kept pushing the Indians west.

• Effect: The British made the Proclamation of 1763.

Proclamation of 1763• The Proclamation of 1763 was a

law prohibiting the colonists to move west of the Appalachian Mountains.

• Cause: England was still in debt from the French and Indian War and didn’t want to start another war.

• Effect: The colonist still moved west anyway because owning land was important (you needed it to be able to vote).

King George

Stamp Act

• The Stamp Act was a tax on every sheet of every legal document.

• Cause: Britain needed money because they were in debt from the war so they taxed the colonists.

• Effect: The colonists boycotted British goods. They also organized the Sons of Liberty and the Daughters of Liberty.

Townshend Acts• The Townshend Acts used all the

money collected for imported goods to pay the salaries of British soldiers. The Townshend Acts also caused a tax for glass, lead, paint, paper, and tea.

• Cause: Britain still needed money, but they needed a way to tax the colonies “without offense.”

• Effect: The colonists boycotted British goods again.

Boston Massacre

• The Boston Massacre was a clash between British troops and a group of colonists in which five colonists were killed.

• Cause: After lots of ridicule, the tension finally broke. Some colonists started throwing snowball in front of the Boston Customhouse. The soldiers became nervous and started shooting.

• Effect: Six of the soldiers were acquitted, and two of them had their thumbs branded for shooting.

Tea Act• The Tea Act was a tax on

all imported tea from Britain.

• Cause: The colonists boycott against British goods had hurt their trade, so the British repealed the Townshend Acts after the Boston Massacre. Parliament only kept the tea tax.

• Effect: The Sons of Liberty organized a protest against the Tea Act known as the Boston Tea Party.

Boston Tea Party

• The Boston Tea Party was a protest organized by the colonists against the British. All the colonists dressed up as Indians and snuck on-board the British ships in the harbor. Then they threw all the tea on the ships into Boston Harbor.

• Cause: The colonists were upset by the Tea Act.

• Effect: The Intolerable Acts were passed to keep the colonists under control.

Intolerable Acts

• The Intolerable Acts were four strict laws that gave the British a sense of more control over the colonies. First of all, they closed down the port of Boston until the colonists paid for all of the tea they threw into Boston Harbor. Second, they forbade any meetings without the governor’s permission. Next, they made the colonists house and feed British troops. Finally, instead of British officials being tried for crimes in the colonies, they would be tried in Britain. Also, King George the third appointed General Thomas Gage the new governor of

Massachusetts.• Cause: The Boston Tea Party.• Effect: The colonists started the Revolutionary War.

Day 3 Exit Slip• In chronological order, list the 5 events that lead to the

revolutionary war. Use the line below as a time-line.

• __________________________________________________

• Explain what an economic motive for independence was. Explain what a political motive for independence was.

Day 4 Flashback• Where are the founding ideals found? In your own words,

explain two founding ideals that you did not list yesterday? What year was slavery abolished? How can freedom be limited?

Day 4 Learner Outcomes• *Explain the differing viewpoints that existed in the colonies

(loyalists, moderates, patriots, British Government)• *Read Thomas Paine and interpret the impact that his work,

common sense, had on the colonists.• *Explain why the colonists rebelled against Great Britain.• *Explain how the colonists established independence.• *Explain the basic human rights that are demanded in the

Declaration of Independence.

Day 4 Vocabulary• loyalists—colonists siding with the “mother country” England.• patriots—colonists siding with the intention to break from GB• repealed—to revoke, annul, or take back• Grievances – problems• Endowed—given • Observed—witnessed • Despotism –tyranny, dictatorship

Finish Notes on Causes of Revolutionary War• Click back

Thomas Paine• Use the book…we will review the answers together

Common sense• http://www.youtube.com/watch?v=usvlOOkjHII&feature=related

•Answer the questions that follow along with the video clip about “Common Sense”.

•We will review the answers.

Essay• Limited Government

• Governments derive "their just powers from the consent of the governed" - (Declaration of Independence)

• Common Good• "Government is instituted for the common good; for the

protection, safety, prosperity, and happiness of the people; and not for profit, honor, or private interest of any one man, family, or class of men; therefore, the people alone have an incontestable, unalienable, and indefeasible right to institute government; and to reform, alter, or totally change the same, when their protection, safety, prosperity, and happiness require it." – John Adams—Thoughts on Government, 1776

Day 4 Exit Slip• What was one issue that Americans faced after they declared

their independence? • Did Thomas Paine support staying loyal to GB or rebelling? • What were the differing viewpoints about independence

between the: • loyalists• moderates• patriots• British government

Day 5 Flashback• Who rules in a monarchy? • Who rules in a dictatorship? • What happened in the Boston Massacre? • What happened at the Boston Tea Party?

Day 5 Learner Outcomes• *Explain why the colonists rebelled against Great Britain.• *Explain how the colonists established independence.• *Explain the basic human rights that are demanded in the

Declaration of Independence.• *Explain the problems of the Articles of Confederation.• *Create a graphic organizer of the issues leading up to the

constitutional convention.• *Issues the colonists faced after winning the war.• *Explain the impact of Shay’s rebellion.

Day 5 Vocabulary• continental congress—a convention of delegates called

together from the Thirteen Colonies that became the governing body of the United States during the American Revolution.

• opportunity—the chance for advancement or progress• tariff—a tax on imported goods• Self-evident– obvious without explanation or proof• Consent of the governed – people giving their permission to

be ruled

Essay• Limited Government

• Governments derive "their just powers from the consent of the governed" - (Declaration of Independence)

• Common Good• "Government is instituted for the common good; for the

protection, safety, prosperity, and happiness of the people; and not for profit, honor, or private interest of any one man, family, or class of men; therefore, the people alone have an incontestable, unalienable, and indefeasible right to institute government; and to reform, alter, or totally change the same, when their protection, safety, prosperity, and happiness require it." – John Adams—Thoughts on Government, 1776

My EssayJohn Adams said that “government is instituted for the common good.” This wise man stated that it should serve to

protect the rights and happiness of the people, not just any one man (Adams). In order for a government to effectively accomplish the goal of protecting common rights and liberties, there must be limits imposed on its power. The common good of the people is determined by what the people want it to be, what they allow the government to control, and ensuring equal treatment for everyone in respect to their unalienable rights.

Democracy allows the people to determine what is best for the common good. This system of government gives the power to the people by allowing the government to preside over them only with their consent. Without democracy in place it is possible for governments to overrun the people. For example, Great Britain was accused of imposing taxes without consent and depriving the people of the benefits of trial by jury (Dec of Ind). These egregious violations were not decided upon by the people. However, in a democracy, the people are not being ruled over by foreign Governors or others that are unfamiliar with their situation. Democracy is determined by the people and for the people; which is what is best for the common good of the people. They are able to decide what is best for them.

When governments do derive “their just powers from the consent of the governed”, then the governed has the opportunity to tell the government what they can and cannot control (Dec of Ind). The colonists had many grievances directed toward King George III about the government not doing what was best for the people and also overusing its power. King George “combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws (Dec of Ind). The colonists argued that they have the right to demand a voice in what is happening to them. They argued that they should be allowed to determine for what purpose the government should serve. Another wise man opened the Declaration of Independence by stating what rights the common people have.

Thomas Jefferson, wrote that “We hold these truths to be self-evident that all men are created equal and are endowed by their creator, with certain unalienable rights of life, liberty, and the pursuit of happiness” (Declaration of Independence). He was laying out the framework for defining what was best for the common good of the people. These rights must be endowed to the people equally in order for the common good to be upheld. Sometimes governments turn into “an establishment of absolute tyranny” over its people, not ensuring rights and liberties to everyone, perhaps only a few. Limiting the governments power can help ensure that equal treatment for everyone will happen and that these valuable unalienable rights will be upheld.

The common good is determined by the ideals found within democracy, limited government, and ensuring equality of rights. These vital components of government must be incorporated into any system of government in order to protect the rights of the people and ensure equal treatment under the law.

Day 5 Exit Slip• What are 3 problems with the Articles of Confederation? What

did Shay’s Rebellion prove to the colonists? What are the unalienable rights? How can primary sources be beneficial to studying history?

Day 6 Flashback• How many senators does each state have? How many house

representatives does each state have? Why are the numbers set the way they are? What is an example that Martin Luther King, Jr. gave in his speech that was used from Abraham Lincoln’s speech?

Day 6 Learner Outcomes• *Synthesize what I have learned about the Declaration of

Independence and the Revolutionary War.• *Demonstrate my knowledge about the Declaration of

Independence and the Revolutionary War.

Test—DBQ?• When you are done with your test:

• Continue working on your Essay• It will be due tomorrow…

• You WILL turn in your Flashbacks/ES sheet and your vocabulary sentences on your way out of class TODAY

Day 6 Exit Slip

• Provide an example of a primary source. What is one tool historians could use? Provide an example of an artifact.

• What is one difference between primary and secondary sources?• a. Secondary sources usually reflect signs of bias; primary sources

do not• b. Secondary sources are usually written documents; primary

sources are not• c. Primary sources are usually eyewitness accounts; secondary

sources are not• d. Primary sources usually include historical interpretation;

secondary sources do not

8/29/12 Flashback (On your paper it is Day 6 Exit Slip)

• Provide an example of a primary source. What is one tool historians could use? Provide an example of an artifact.

• What is one difference between primary and secondary sources?• a. Secondary sources usually reflect signs of bias; primary sources

do not• b. Secondary sources are usually written documents; primary

sources are not• c. Primary sources are usually eyewitness accounts; secondary

sources are not• d. Primary sources usually include historical interpretation;

secondary sources do not

Essay 20 minutes• Need to have them peer reviewed today in-class or at home

by Friday.• If you get done with the activity on Friday, then you need to

work on the 2nd draft of your essay to turn in on TUESDAY

Review for Test 30 minutes• Review Sheet

Learning Centers 30 minutes

Federalists Anti-Federalists• Alexander Hamilton, James

Madison, John Jay – all known as “Publius” for Federalists Papers

• Property owners, rich, merchants in Northern states.

• Believed in elitism. Saw themselves and those in their class as fit to govern.

• Wanted a powerful central government, 2-house legislature, with one house being more removed from the people.

• Distrusted “commoners”

• Thomas Jefferson, “Brutus” and “Cato”

• Small farmers, shopkeepers, laborers.

• Believed in the decency of the common man and in participatory democracy.

• Viewed elites as corrupt.• Wanted greater protection

of individual rights.• Strong state governments,

frequent elections, smaller districts, direct democracy.