Warm Up
Warm
Up is on the board
Black History Month
Unit 2
From Colony to Constitution
Table of Contents

Colonial Regions

Enlightenment Thinkers

Democratic Development

Causes of the American Revolution

Articles of Confederation

Constitutional Convention

Federalists & Anti-Federalists

The Bill of Rights

Forms of Government
Objectives

I can explain how salutary neglect led to
independence in the colonies.

I can describe evidence of self-rule in the colonies.

Big Objective: Explain how the tensions over power
and authority led America’s founding fathers to
develop a constitutional democracy. (CE.C&G 1.1)
Colonial Regions-Vocab

Indentured Servant- poor person from Europe who
works for the person who paid their fare to the colonies

Plantation- large farm in the south that produces large
quantities of cash crops
Table of Contents
Colonial Regions

New England





Middle Colonies





Massachusetts
Connecticut
New Hampshire
Rhode Island
New York
Pennsylvania
Delaware
New Jersey
Southern Colonies





Maryland
Virginia
North Carolina
South Carolina
Georgia
Table of Contents
New England Colonies


Climate & Geography

Long winters = Short growing seasons

Rocky Soil

Shoreline is ideal for shipping
Economy

Focused on Shipping, manufacturing, fishing &
subsistence farming

Strength of economy was port cities (Boston)
Table of Contents
Middle Colonies


Climate & Geography

Winters shorter and less severe than N.E.
Colonies

Rich soil

Some areas allow for harbors (N.Y.C. &
Philadelphia)
Economy

Known as the Breadbasket colonies for the
focus on wheat and other grain crops

Trading furs, manufacturing & shipping was
also popular
Table of Contents
Southern Colonies

Climate & Geography




Short winters = Long growing seasons
Rich soil near the coast
Poor harbors, but good river systems
Economy




Economy focused on plantation farming of
cash crops (tobacco, rice, indigo)
N.C. produced naval stores (ship building
materials)
Very little manufacturing, fishing, or
shipping
Largest importer of African slaves
Table of Contents
Reasons for Settling in the
13 Colonies (The 3 G’s)

God (religious freedom)




Gold (economic opportunity)



Puritans/Pilgrims in MA
 John Winthrop referred to the colony as
a “City Upon a Hill”
William Penn in PA
 Religious tolerance for all Christians
Catholics in MD
 Lord Baltimore
Fur Trading in NY, NJ & DE
Cash Crops in VA, NC, SC
Glory (make a name for ones self)
Table of Contents
Independent Practice
Complete Map
Write a colonial letter
Warm Up

Happy Thursday!   

Completed Instagram projects are due Tuesday,
September 15th

Test on Unit 2 September 18th
Pass Up Homework
Navigating through the Wiki

http://msnall.cmswiki.wikispaces.net/
Objective for Today's
Lesson

Trace and analyze the development
of ideas about self-government in
British North America.
Democratic Development

How did the colonies get the idea of
Democracy if they lived under the
rule of a Monarchy, in a time when
there were no democracies?
Table of Contents
Magna Carta-1215

Took power from the
King and gave it to
the nobles

Turned England into
a limited monarchy,

Established the
concept of a limited
gov’t
Table of Contents
Colonial Government –
1600s

The King appointed
Colonial Governors

Colonists voted for
members of a
legislature
(assembly) to make
their own laws
Table of Contents
Virginia House of
Burgesses-1619
 1st
legislature in the
colonies

Established
representative gov’t
and self-rule from
England
Table of Contents
Mayflower Compact 1620

Agreement among
Pilgrim leaders

Stated loyalty to the
King, but allowed the
colonists to make their
own laws

Further established
self-rule in the colonies
Table of Contents
New England
Town Meetings - 1629

Extended selfgovernment in the
colonies

Direct Democracy
Table of Contents
Fundamental Orders of
Connecticut-1639

First written constitution
in the colonies

Established civil liberties
and promoted self-rule in
the colonies
Table of Contents
Maryland Toleration Act1649

First document to grant freedom of
religion among Christians in the
colonies.
Table of Contents
John Peter Zenger Trial1734

Jury ruled Zenger was not
guilty of libel of the
governor

Established freedom of the
press in the colonies
Table of Contents
Desk Talk

What have you learned?

Everyone will need a Dry Erase Marker and an Eraser

I will ask a knowledge based question and you may use your
notes to quickly find the answer. I will give you 20 seconds
and then you may write.

Once you have written your answers all markers should be
held up in the air.

Ms. Kelly will record correct answers.

We are playing for extra credit. All correct answers will
receive a ¼ point on your next test!

Lets test your knowledge!
Becoming An
Enlightenment Thinker

Your Task
1.
2.
3.
4.
You will be given a name tag and a biography
of an Enlightenment Thinker
You will be given 5 minutes to learn all about
your person and present to two other people.
After the 5 minutes is up you will get into
appointed groups.
Don’t not move to the next step until given
direction.
Let’s chat
Enlightenment ThinkersVocab (p.1)

constitution- a written
outline for a government

Parliament- England’s
legislature (makes laws for
England)

civil liberties- rights and
freedoms of the people
(free speech, freedom of
religion)

natural rights- rights all
people are born with (life,
liberty & property
Table of Contents
John Locke (England)

All people have natural rights

People give up certain freedoms to
Gov’t to have natural rights protected
(social contract)

If gov’t does not protect people’s
rights, the people can change the
gov’t
Table of Contents
Montesquieu (France)

All the power in one person is
dangerous for the people

“Separation of Powers” between
branches of gov’t to prevent tyranny

Ex: England



Parliament-made laws
King-enforced laws
Judges-interpreted laws
Table of Contents
Jean Jacques Rousseau
(France)

Without rules people will kill each
other

People form gov’ts and forego
freedoms for self-preservation

People and gov’t have a “social
contract”
Table of Contents
Voltaire
(France)

Believed in people’s civil liberties




Trial by jury of peers
Freedom of religion
Freedom of speech
“I do not agree with what you say,
but I’ll defend to the death your right
to say it.”
Table of Contents
Thomas Hobbes (England)

we should give our obedience to
an unaccountable sovereign
government

If not civil unrest awaits and we
would live in fear

he ascribed nearly total power to
the monarch, and did not believe
the people to have any right to
rebel whatsoever
Closure

How did the colonists’ experiences under the British
government influence them to establish a system of
self-government? (THINK: religious/political
freedom.)

Which documents and people influenced the
colonists’ viewpoints on self-government?

How did the unique geographic landscape of each
region cause the colonies to develop differently?
Closure –
answer on the back of your warm up.
Answer this ?

How did the unique
geographic landscape of
each region cause the
colonies to develop
differently?
Answer this ?

What affect do the
various forms of
government have on
people around the
world?
Warm UP
See Ms. Nall
See Ms. Nall
ABC Poem Example
Guided Practice

All humans have natural rights

But John Locke said we must give up some of those rights in order to be protected.

Consider this the idea of the social contract.

Divide the powers between the branches of government

Exclaimed Montesquieu

For if you don’t, it is dangerous for others.

Give up some of your freedoms or

Humans will destroy themselves.

In order to be protected

Jean Jacques Rousseau explains this idea as social contract also.

Keeping your life,

Liberty and property protected is an important reasonability of our government

Many governments have tried to take these naturals rights away however,

No government should have the power to do this.

Overthrow the government is the answer according to John Locke.

Parliament and Congress,

Queens and Kings and Presidents

Royal courts and Judges,

Separate their powers Montesquieu said, into the

Three branches of government.

Unalienable rights are the same as natural rights

Violating you natural or unalienable rights are forbidden by the government.

Will humans destroyed themselves if they don’t give up some freedoms

X-claimed (exclaimed) Rousseau

Yes humans must create a social contract.

Zen will then follow
Closure

How did the unique geographic landscape of each
region cause the colonies to develop differently?

In what ways did the purpose and focus of settlement
affect the development of each colony?
Happy Tuesday
Famous Trios

You will be given one word and you will have to
identify who else belongs in your trio. Once you
have decided who belongs with you, you will be
responsible for explaining to the class who or what
you are and why they are important.
Warm Up

Practice Vocabulary – See Ms. Nall
Causes of the American
Revolution-Vocab

Triangle Trade RouteTrading pattern
connecting Europe,
Africa & the 13 Colonies

The Middle Passage- The
leg of the Triangle trade
route that brought slaves
from Africa to the 13
Colonies
Table of Contents
Causes of the American
Revolution-Vocab

Imports- Goods brought
in from another country
(losing $)

Exports- Goods sent to
another country
(making $)

Salutary Neglect- when
the gov’t does not
enforce the laws
Table of Contents
Causes of the American
Revolution

If the colonists were at one point so
happy and proud to be “English” why
would they want to one day risk their
lives, property and prosperity in order
to be independent?
Table of Contents
Mercantilism

A system where the mother country
(England) uses colonies (13 colonies)
for economic gain

The role of the colony is to make
money for the mother country
through trade
Table of Contents
Table of Contents
Middle Passage

https://www.youtube.com/watch?v=y8z4Z0ccZ6k
Favorable Balance of
Trade

When a country
exports (sells goods)
more than it imports
(buys goods)
Table of Contents
The Great Awakening

A religious movement that
promoted individual
experiences with God, not
church leaders in England

Swept the 13 colonies, helping
to unify them
Table of Contents
Navigation Acts – 1600s

Laws stating colonies
were only allowed to
trade with England

Colonists wanted to
trade with other
nations for more $
Table of Contents
French and Indian War –
1754-1763

Fought between
England & France

After winning,
England had built up
a large debt from the
war
Table of Contents
Proclamation of 1763

Created the
Proclamation Line
which forbade
colonists from
moving into the
Ohio Valley

Further upset
colonists
Table of Contents
Stamp Act - 1765

A special tax put on
all paper goods in the
colonies

Colonists refused to
pay the tax and
boycotted taxed items
Table of Contents
“No Taxation without
Representation” (p.5)

Colonial statement that it was unfair
for England to tax the colonies if the
colonists didn’t have a say in the tax.
Table of Contents
Tea Act - 1773

Colonists were
forced to buy all tea
from the British
East India
Company

Colonies boycotted
the tea
Table of Contents
The Boston Tea Party- 1773

In protest to the Tea
Act, the Sons of
Liberty (a protest
group) destroyed
British tea by
throwing it into the
harbor
Table of Contents
The Commercial!!!

https://www.youtube.com/watch?v=8XTwbgmWR
rA

Did they get the point across?

Does it make sense?
Timeline Project

Due: Wednesday, February 18th

No Late Projects will be accepted! If you are not
going to be here on that day you need to make sure
you turn it in on Tuesday!

2 Test Grades
Closure

How did colonists react to the treatment they received
from the British government?

Explain why the ideas inspired by the Enlightenment
thinkers were so important to the colonist.

How did the unique geographic landscape of each
region cause the colonies to develop differently?

In what ways did the purpose and focus of settlement
affect the development of each colony?
Welcome 9/17/14

GOOD MORNING!!!! HAPPY Wednesday!!!!

What day is it????? HUMP DAYYYYY

Grab your Warm Up from Ms. Nall! 
Intolerable (or Coercive)
Acts - 1774

England punished
Boston for the Tea
Party by closing
Boston’s harbor and
taking away civil
liberties
Table of Contents
Second Continental
Congress -1776

Jefferson writes the
Declaration of
Independence which
explains why the
colonies want to
separate from England
Table of Contents
Common Sense
by Thomas Paine

Main Points
 The colonies are too far away
and too big for England to
rule.
 Colonies would be better off
without England

Persuaded many colonists that
is was time to separate from
England
Table of Contents
Warm Up

On the board!

Happy Monday!!! I’m so glad to see you!
Black History Month

Fredrick Douglass (1818-1895)
The Letter

Don’t do this!!!!
The Declaration of
Independence
In
your
own
words!
Example
Articles of Confederation

As the first constitution of the
whole country it…


Named the country “The
United States of America”
Gave Congress the power to
create an army & make treaties
with other nations
Table of Contents
Articles of ConfederationThe Weaknesses
+
+
+
+
No Executive Branch (President)- to carry out the laws
No National Court System-to settle disputes between
states
No National Currency-each state had its own form of
money
Congress had no power to tax-no money for the gov’t to
spend
A WEAK CENTRAL GOV’T
Table of Contents
Articles of ConfederationThe Positive

The Treaty of Paris (1783)Ended the war with England,
extended the US to the
Mississippi River
Table of Contents
Articles of ConfederationThe Positive

Land Ordinance of 1785Created a system of organizing
the new land in the west

Northwest Ordinance of 1787created process for accepting
new states in the union and
abolished slavery in NW
territory
Table of Contents
Shays’ Rebellion- 1786 - 1787
The Final Straw

A farmers revolt in Mass. which
showed the nation that the gov’t
under the AoC was not working
Table of Contents
Closure

After declaring independence from
England, what suggestions would you give
the Founding Fathers when creating a new
government?
Warm Up

On a separate sheet of paper answer the following
questions in complete sentences.
1. What is the Constitution?
2. Why is it important?
3. What’s the difference between the Declaration of
Independence and the Constitution?
4. Who wrote the Constitution?
5. What rights does it give us?
6. What rights doesn’t it give us?
Biography – Black History
Month

Barack Obama (1961 -
Constitutional Role Play

You get to write the constitution!

There will be 5 roles (not all these groups were
represented at the real Constitutional Convention
however our class Constitutional Convention will be
more representative)

Plantation Owners

Enslaved African Americans

Bankers

Farmers

Workers
Our Class Constitutional
Convention

Let’s decide how to fix the Articles of Confederation

You will participate in a Constitutional Convention.

There are 5 different groups attending this meeting – (poor farmers,
workers, and enslaved African Americans)

Together you will read your roles and decide a solution to each issue
presented at the convention

It is vital that each of you are clear on the issues that are presented to
you at this Convention!

Your solution will depend on which group you are in!
Build Alliances

Each group will send a “traveling negotiator” to
convince another group to vote in their favor!

Make sure you a pick a group that may follow your
beliefs (Ex: workers and enslaved African
Americans)

You will have 5 minutes to do this!
Debate

Make sure you follow parliamentary procedure

I will be the leader for the debate

Remember everything needs a second!

http://civics.sites.unc.edu/files/2013/05/WhoseMorePerfectUnion1
0.pdf
Constitutional ConventionVocab

bicameral- a legislature (group of
lawmakers) with 2 “houses”
Table of Contents
Problem #1Representation
Possible Solutions
1.
2.
3.
4.
Have representation in Congress be based on
population.
Have an equal number of representatives.
Create a Congress with two parts. Have
representation for part based on states’
population, and equal representation for the
other part.
Redraw the boundaries of each state so that the
population is equal in all states. Then have
equal representation.
Table of Contents
The Great Compromise

Topic of debate: Representation in Congress

Large States


Population of states determines # of reps in
Congress (proportional representation)
Small States

Equal # of reps in Congress for each state (equal
representation)
Table of Contents
The Great Compromise

The Compromise



Bicameral Congress
House of Reps:
proportional
representation (based
on states’ pop.)
Senate: equal
representation (2 per
state)
Congress
House of
Reps
Senate
Table of Contents
Problem #2How to count slaves
Possible Solutions
1.
Let each state with slaves decide whether that
are to be counted in the population.
2.
Count 3 out of every 5 slaves towards
population and taxes.
3.
Count slaves for taxes but not representation for
30 years, then count slaves toward both.
4.
Count slaves for representation but not for taxes
for 30 years, then count slaves toward both.
Table of Contents
The 3/5 Compromise

Topic of debate: Should slaves count toward
representation

Northern States


Slaves shouldn’t count toward population, but
should for taxes
Southern States

Slave should count toward population, but
shouldn’t for taxes
Table of Contents
The 3/5 Compromise

The Compromise

Count 3 out of every 5 slaves for taxes and population
Table of Contents
The Commerce
Compromise

Topic of debate: Slave trade (middle passage)

Northern States


Southern States


Want to end the slave trade from Africa
Want to continue the slave trade
The Compromise

Slave trade cannot be ended for another 20 years
Table of Contents
Federalists &
Anti-Federalists-Vocab

ratify- the final approval for a new
constitution or amendment
Table of Contents
Federalists &
Anti-Federalists

After the Constitution was created, 9
out of the 13 states had to ratify it for
it to take effect. Each state held a
special convention (meeting) to
debate and vote on ratification. From
these conventions, two groups
emerged, Federalists & AntiFederalists
Table of Contents
Federalists

Included Washington, Hamilton, Adams

Favored a STRONG federal gov’t and
WEAK state gov’ts

Supported the Constitution

Didn’t see a need for a Bill of Rights

Wrote the Federalist Papers to support
their views
Table of Contents
Anti-Federalists

Included Jefferson

Favored a WEAK federal gov’t and
STRONG state gov’ts

Feared the Constitution gave too much
power to federal gov’t

Required a Bill of Rights

Thought the President would turn into a
tyrant like King George
Table of Contents
The Agreement

Federalists promised to add a Bill of
Rights if the Anti-Federalists agreed
to support the Constitution
 9th&
10th Amendments addressed the
concerns of the Anti-Federalists
Table of Contents
Bill of Rights

The first 10 amendments to the
Constitution

Lists our freedoms, rights, and
protections from the federal gov’t

Guarantees rights and powers for the
states
Table of Contents
American Revolutionary
Timeline


Project

2 Test Grades

Due 2/18(Wednesday)

Use the rubric to determine your grade
Research

Today you will use the book to get started on your
research.

Please utilize your time wisely because you do not have
a book at home!
Assessment

Write an interior monologue (In theatre, a monologue is presented by a
single character, most often to express their mental thoughts aloud, though
sometimes also to directly address another character or the audience.) from
your
individual’s perspective telling your feelings about the outcome of
the Constitutional Convention.

Compare the class Constitutional Convention to the actual
constitutional convention.
Unitary Government
Confederation
Federalism
Federal Gov't
Seesaw of Power
st
1
Zenger Trial vs.
Amendment
Zenger Trial
1st Amendment
• Court case
protecting freedom
of the press
• Freedom of the
Press
Quartering Act vs. 3rd Amendment
Quartering Act
3rd Amendment
• Colonists were forced to
house British Soldiers
• Protection from
quartering troops in
times of peace
Townshend Acts vs. 4th
Amendment
Townshend Acts
4th Amendment
• British officials could
search property without
a warrant
• Police need a warrant
and probable cause to
search a person
Closure

List three positive and three negative
ways in which people resolve
conflicts.

Should Americans be expected to give
up some of their rights in exchange
for safety and protection?
Warm Up 2/11/15
 Good
Morning! 
Black History Month

Muhammad Ali (1942 - )
Today in History

The National Foundation Day is a public holiday in Japan and is celebrated every year
on 11th February. The day is celebrated to commemorate the formation of the nation
and also for the establishment of the imperial line by the first Japanese ruler, Jimmu.

The day originally coincided with the New Year's Day according to the Chinese calendar
and it is believed that Emperor Jimmu took the throne on this day. According to the
Gregorian calendar, the day fell on January 29, which is the date when the festival was
originally celebrated. It was then called the Empire Day. It was in 1873 that the Japanese
Government decided to shift the day to 11th February, in order to make people realize
the importance of the Foundation Day. The government did not disclose the exact
calculations used but propagated this day as the day when Jimmu took to the throne.

The National Flag is raised which is followed by a speech by the Prime Minister of
Japan. In the era before the Second World War, this day was celebrated with a great
passion. After the abolishment and the re-establishment of this day, there is no grandeur
associated with the day. The schools and offices in Japan remain closed on this day and
people often restrict themselves indoors.

No grand parades or ceremonies are organized on the National Foundation Day of
Japan. Although people can be seen waving the Japanese flags. The day is largely seen as
one with only political significance. It was on this day in 1946 that the model
Constitution was approved by General McArthur.
Lets Review the Federalists
and AntiFederalists
Federalists &
Anti-Federalists

After the Constitution was created, 9
out of the 13 states had to ratify it for
it to take effect. Each state held a
special convention (meeting) to
debate and vote on ratification. From
these conventions, two groups
emerged, Federalists & AntiFederalists
Table of Contents
Federalists

Included Washington, Hamilton, Adams

Favored a STRONG federal gov’t and
WEAK state gov’ts

Supported the Constitution

Didn’t see a need for a Bill of Rights

Wrote the Federalist Papers to support
their views
Table of Contents
Anti-Federalists

Included Jefferson

Favored a WEAK federal gov’t and
STRONG state gov’ts

Feared the Constitution gave too much
power to federal gov’t

Required a Bill of Rights

Thought the President would turn into a
tyrant like King George
Table of Contents
The Agreement

Federalists promised to add a Bill of
Rights if the Anti-Federalists agreed
to support the Constitution
 9th&
10th Amendments addressed the
concerns of the Anti-Federalists
Table of Contents
Bill of Rights

The first 10 amendments to the
Constitution

Lists our freedoms, rights, and
protections from the federal gov’t

Guarantees rights and powers for the
states
Table of Contents
Unit 1 Test Data

After reviewing your testing data I would like for you
to explain on a separate sheet of paper, the concepts
you still do not understand!
Goals for your class and
Goals for yourself!
Activity

Search and Rescue
Activity

Conceptual Matching Activity

With your group, you will match the concepts and
explain the importance of each group.

Group finished first will get a prize!!!
Closure

To what extent were the compromises made during
the Constitutional Convention necessary and
appropriate?

How was the role of government different under the
new Constitution as compared to the Articles of
Confederation?

What were the contrasting viewpoints of the
Federalists and Anti-Federalists?