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 1650Mercantilism—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 selfevident 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!
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
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•
•
•
•
•
•
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 Essay
John 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
• 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, 2house legislature, with
one house being more
removed from the
people.
• Distrusted “commoners”
Anti-Federalists
• 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.