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Becoming a United Country

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Presentation on theme: "Becoming a United Country"— Presentation transcript:

1 Becoming a United Country
American Identity Becoming a United Country

2 Learning Target/Bell Ringer
I can identify the factors which contributed to America’s identity. Bell Ringer Why would it be a bad idea for parents to let kids do whatever they want? How would this make the kid feel more independent?

3 Graphic Organizer As we go through the presentation, complete the graphic organizer. Place on the right side of your interactive notebook.

4 Life in Colonial America
Women Not allowed to own property or allowed to vote Farming women cooked, sewed, took care of animals, and other chores City women ran inns and some worked as apprentices Men Wealthy slave owners in the South were called gentry Middle-class men were small farmers or merchants, doctors, lawyers Many men were excluded from government because they did not own enough property Slaves No rights whatsoever Illegal to learn to read and write Slaves were considered property, an investment, not citizens

5 Education and Literacy
Widespread publishing: printing press invented and allowed mass production of literature Higher levels of education in America than England Why? New England offered free public schools= 85% literacy rate vs. 50% literacy rate for southern men , Bible reading was emphasized, men were considered more important to be educated than women,

6 Assessment Prompt What ideas illustrate the difference between men and women in colonial America? (Level 2) Write the prompt and be prepared to share your response with the class.

7 American Identity Forms, 1700s
Religious Revival, the Great Awakening Spread new message of spiritual equality and that all could be saved New religious ideas threatened established religious practices of Anglican Church Importance? Challenge authority, question tradition, increased religious diversity

8 Assessment Prompt How would you summarize the Great Awakening? (Level 2) Black triangles share with orange triangles. Orange triangles will share black triangle’s response.

9 American Identity Forms, 1700s
Enlightenment Called for social and political change Natural law: apply scientific and human reason to understand world and better the world

10 American Identity Forms, 1700s
Baron de Montesquieu Promoted idea of separation of powers (3 branches of government) Rousseau Promoted idea of social contract= government should be based on the will of the majority of people (democracy)

11 American Identity Forms, 1700s
John Locke: challenged the belief that kings had God-given right to rule political contract= government is created by consent of human beings and therefore human beings had a right to change their government if they saw fit people have natural rights: life, liberty, and property government should protect people’s natural rights, and if it doesn’t then the people have a right to demand change in their government

12 Assessment Prompt How would you summarize the Enlightenment period using one word. Write and answer the prompt. Be prepared to share your response.

13 American Identity Forms, 1700s
Traditional English Laws Magna Carta, 1215 Strengthened the rights of English citizens and said King is not above the law English Bill of Rights A list of specific rights given to all English citizens by English government Freedom of Press Zenger Trial, 1735= guarantees freedom of press

14 Quiz time – White Boards
8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national government 8.C.1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States

15 Question 1 1.How did the Enlightenment contribute to the development of an American identity? (Level 1) Encouraged Americans to have stronger support for the King Encouraged Americans to question their relationship with England Encouraged Americans to work towards ending slavery Encouraged Americans to provide more democratic rights for women

16 Question 2 2.How did the Great Awakening contribute to the development of an American identity? (Level 1) Encouraged Americans to question traditional practices of Anglican Church Encouraged Americans to have stronger support for the King Encouraged Americans to show stronger support for freedom of speech Encouraged Americans to demand a Bill of Rights

17 Question 3 3. What democratic rights in England did Americans believe extended to them in the 13 colonies? (Level 1) A. trial by jury B. a Bill of Rights C. limited government D. all of the above

18 Guided Reading As you read the handout on America’s Identity answer the questions for each paragraph. Restate the question in your answer. Cite evidence from the text to support your answer. You may write on the handout.

19 Assessment Prompt What factors illustrate the formation of America’s identity? (Level 2) Orange triangles share with black triangles. Black triangles share orange triangle’s response.

20 Lesson Closure 3-2-1 3 – Factors leading to America’s identity 2 – Contributors to our government 1- Difference between men and women during colonial times

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