1. Unit 1: The Founding of the Nation
Week 2

2. Homework for the Week Monday 8/26 Tuesday 8/27 Block Day 8/28 & 8/29
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

3. Agenda: Monday 8/26/13 Colony presentations (if necessary)
POV (if time)
HOT ROC: Homework review
New Vocab
The Road to Revolution
Summary

4. 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?

5. 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
Opportunity: Poor farmer who wants his own land to make a better life for himself
middle colonies
Liberty: Catholic nun who lives in Protestant Germany but wants to be able to worship in the way that she believes God intended
Maryland
Equality: Puritan minister who has hidden his practice while living in France and wants to be treated the same as other people
Massachusetts
Democracy: Writer who wants freedom of speech so he can publish controversial material criticizing the king
New York
Rights: Prisoner who wants to regain rights he had before he was arrested
Georgia

6. 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?

7. The Road to Revolution…
New vocab word: American Revolution
Add to glossary
Be specific

8. The Road To revolution Terms Activity 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

9. Colonial Tension Chart
WAR!!
Somewhat increased tension in the colonies
Did not increase tension
Print chart on half sheets!

10. 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

11. Agenda Tuesday 8/27/13 HOT ROC: British POV on the Road to Revolution.
T-chart
Declaration of Independence
*Inspiration for the Day
Game (if time)
Homework:
Study Vocab
Vocab Quiz on block day!

12. 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
John Adams was the attorney for the British soldiers and got them off
Tea Act: a lot of people were tea pirates/smugglers and they were upset because the act would regulate piracy and that upset the colonies.

13. 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

14. 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 )
Locate the following information:
What were the specific problems (grievances) from before the American Revolution and where are they present in the document?

15. Inspiration for the day
John Locke: if the government does not protect natural rights, the citizens have a right to overthrow it.

16. 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

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

18. The American Revolution

19. 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
The War Shifts to the South
Guerilla Warfare
Battle of Yorktown surrender!!
Treaty of Paris 1783
Putting it all together:

20. 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.

21. The Articles failed because…
No Executive Branch

22. The Great Compromise
The Virginia Plan
The New Jersey 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
Called for a less powerful national government
Unicameral (1) Legislative Branch
each state had equal representation
Series of amendments to the Articles of Confederation

23. 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.

24. Vocabulary Add to glossary: Constitution, pg 66
Bill of Rights, pgs 70, 84-85
Federal Government, pg 82 *national government

25. Homework Cornell Notes Rubric Notes on pages 74-75
Don’t forget the summary/Analysis!

26. Agenda: Friday 8/30/13 Review HW HOT ROC Branches of Government
Federalist & Anti-Federalist Activity
Homework:
Put together packets
Quiz Tuesday!
Quiz review on Monday at lunch

27. 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?

28. 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

29. 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.

31. Vocabulary Add to glossary Legislative Branch Executive Branch
Judicial Branch
Supreme Court
Congress

32. Separation of Powers

34. Ratifying the Constitution

35. 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 for more information

36. 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

37. Identify/label the following statements as an (A) Anti-federalist statement or a (F) Federalist statement
The laws of the states should be the most powerful.
The laws of the central government should be the most powerful.
The system of checks and balances keeps any one branch or person from getting too much power.
The concerns of the 13 colonies are very different from each other.
Force is necessary to keep power over an extended area and its people.
People’s rights need to be protected from their government’s desire for power.
A government that is removed from the immediate problem is more likely to be fair in its treatment of a minority population.
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.
Decisions that are made locally are more responsive to the particular needs of that group of people.
The more power the government has, the less power the people have.
The US will be better able to handle invasions if it acts together as one nation.
Trading between the different states is more profitable if everyone is using the same type of money.
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.
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.

38. Activity
Choose one of the following menu items to do to show your understanding of these 2 viewpoints:
Make a dialogue between the two sides debating what type of gov’t should replace the Articles of Confederation and why
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.
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.
Concept map – show visually how 8-10 of these ideas connect to each other.

39. Putting it all together
Articles of Confederation to the Bill of Rights:
:26-2:03
Hip Hop Bill of Rights video