Instructional Goal

1. Instructional Goal • SWBAT identify the liberal and conservative point of view on several “hot button” issues.

2. Answer the following QUESTIONS • Which principle of democracy would you be willing to disregard and why? • Worth of individual, equality of all persons, majority rule/minority right, necessity of compromise, and individual freedoms • YOU ARE DIRECTING THE FEDERAL GOVERNMENT FOR A DAY, YOU HAVE 1 CHANCE TO CHANGE AND IMPROVE THE LIVES OF ALL AMERICANS, WHAT WOULD DO, HOW AND WHY?

3. The Political Spectrum • Line yourselves up based on your scores from the most Liberal to the most Conservative. • Get yourselves into groups of 4 based on the three people that scored closest to you on the spectrum. • Find the average score for your group. • Discuss which issues from the quiz you were most passionate about and why. Record them.

4. The Political Spectrum • Review the 2 essay questions you answered at the start of class and the activity from Monday. • Share your opinions and see if there was a generally uniform agreement that you all had on any of your answers and if there were any answers that you had very different opinions on. • Summarize the common beliefs and anything you differed on

5. The Political Spectrum • Volunteer one of the statements/issues you agreed strongly on to discuss with class. • Volunteer one of the statements/issues you disagreed strongly on to discuss with class.

6. PARTICIPATION • DO YOU BELIEVE YOU WOULD SCORE ANY DIFFERENTLY TODAY, IF YOU TOOK THE QUIZ AGAIN? EXPLAIN

7. UNIT INTRO • UNIT 2  FOUNDATIONS OF AMERICAN GOVERNMENT • INSTRUCTIONAL GOAL • IDENTIFY AND EXPLAIN THE VARIOUS INFLUENCES ON COLONIAL GOVERNMENT.

8. ANCIENT PLANS OF GOVERNMENT • EgyptianGovernment was dominated by a single man, the Pharaoh. The people believed that the king was more than a man, however, but that he was a god. This gave him absolute control over the affairs of the Empire and its people. • People lived to serve the Pharaoh.

9. ANCIENT PLANS OF GOVERNMENT • Greeks had a lot of different kinds of governments, because there were many different city-states in ancient Greece, and they each had their own government. Each city state was isolated by geographic features.

10. ANCIENT PLANS OF GOVERNMENT In 510 BC, the city-state of Athens created the first democratic government, and soon other Greek city-states imitated them. Even city-states that weren't Greek, like Carthage and Rome, experimented with giving the poor people more power at this time. • Trade and conquest spread the concept of democracy.

11. ANCIENT PLANS OF GOVERNMENT • The Roman government (in its entire history from founding to fall) was a strange mix of a democracy and a republic. An interesting fact is that the people of Rome took many of their ideas of government from the Ancient Greeks.

12. ANCIENT PLANS OF GOVERNMENT The Roman Republic ( based on representation) developed to deal with the large area they governed. Of course, it did Fall!

13. ANCIENT PLANS OF GOVERNMENT-DARK AGES – BACK TO PEOPLE SERVING GOVERNMENT

14. ENLIGHTENMENT/RENAISSANCE – GOVERNMENT BACK TO SERVING PEOPLE

15. CHANGING IDEAS ON GOVERNMENT SERVE SERVE THE THE RULER__________________________PEOPLE EGYPT GREECE ROME MODERN DEMOCRACY • WHAT COULD OUR GOVERNMENT DO TO SERVE YOU BETTER? Dark Ages Monarchy

16. INFLUENTIAL PHILOSOPHERS • JOHN LOCKE Proposed the idea of a social contract between men and government. • ROUSSEAU Influenced Locke, published “The Social Contract.” • MONTESQUIEU (1689-1755), wrote and spoke about the benefits of a separation of powers, within a government.

17. ENGLISH INFLUENCE2 ACCEPTED PRINCIPLES • LIMITED GOVERNMENT – Government restricted in what they can do • MAGNA CARTA, ENGLISH BILL OF RIGHTS, PETITION OF RIGHTS • REPRESENTATIVE GOVERNMENT- Government should serve the will of the people • PARLIAMENT, HOUSE OF LORDS, HOUSE OF COMMONS

18. ENGLISH INFLUENCEENGLISH DOCUMENTS • MAGNA CARTA • SOME RIGHTS FOR THE UPPER CLASS-1215 • Trial by Jury, due process of law, protections against the taking of life, liberty, estate (property) • PETITION OF RIGHT • AN EMERGING PARLIAMENT DEMANDS MORE POWER – 1628 • No martial law, no quartering troops w/o consent, no taxes w/o parliament’s consent

19. ENGLISH INFLUENCEENGLISH DOCUMENTS • ENGLISH BILL OF RIGHTS • GREAT RESTRICTIONS PUT ON THE MONARCHY (William and Mary) BY THE PARLIAMENT – 1689 • Prohibited a standing army in peacetime, required all parliamentary elections to be free, no cruel and unusual punishment • King and Queen had to have consent of Parliament for most actions

20. COLONIAL EXPERIENCES SHAPED BY • REASONS FOR COLONIZATION • EXPERIENCE WHILE COLONISTS • IMPACT OF THE FRENCH AND INDIAN WAR

21. COLONIAL EXPERIENCES“SHAPING AMERICAN VALUES” • REASONS TO COLONIZE • All 13 born out of its own circumstances • Desperate people looking for a chance, financial investment (employees), freedom of religion • All shaped by English origins • All created on a CHARTER (written grant of authority by King

22. COLONIAL EXPERIENCES“SHAPING AMERICAN VALUES” • EXPERIENCE WHILE COLONIES • Successes achieved through effort, cooperation, persistence, initiative, creativity

23. COLONIAL EXPERIENCES • First colony Virginia at Jamestown 1607. • Commercial venture • First colonists were employees of the Virginia Company (a private trading company) • Massachusetts settled by people seeking religious freedom • Georgia settled by debtors, as a refuge for the victims of England’s harsh poor laws.

24. COLONIAL EXPERIENCES • Types of Colonies • By 1775, there were 8 Royal Colonies. • Subject to the direct control of the Crown. • NH, MA, NY, NJ, VA, NC, SC, GA

25. COLONIAL EXPERIENCES • By 1775, there were 3 proprietary colonies: • Organized by a person whom the King had given a grant of land. • Gave the proprietor power over the colony. • Maryland (1682 to Lord Baltimore) • Pennsylvania (1681 to William Penn) • Delaware (1682 to William Penn)

26. COLONIAL EXPERIENCES • 1662 and 1663 Connecticut and Rhode Island were charter colonies granted to the colonists themselves and largely self governing.

27. COLONIAL EXPERIENCES • The colonial experience and other variables led the colonists to want to continue governing themselves • England wished to establish its control of the colonies

28. COLONIAL EXPERIENCES - The colonial experience helped to develop great pride, an appreciation of self, and a suspicion of government

29. FRENCH AND INDIAN WAR • Was part of the larger conflict known as the Seven Years' War, was a war fought in North America between 1754 and 1763. • The name French and Indian War refers to the two main enemies of the British. • The outcome was one of the most significant developments in a century of Anglo-French conflict. • The colonists fought as allies of the British and felt they played a significant role in driving France from North America.

30. FRENCH AND INDIAN WAR • CHANGES THE RELATIONSHIP BETWEEN ENGLAND AND THE COLONIES. • HOW DO THE COLONIES NOW SEE ENGLAND? • THE COLONIES SEE ENGLAND AS LESS NEEDED THAN EVER BEFORE. • HOW DOES ENGLAND NOW SEE THE COLONIES? • ENGLAND SEES THE COLONIES AS AN INVESTMENT THAT SHOULD NOW BE PAYING DIVIDENDS.

31. French and Indian War • A Conflict of interests is looming • Why might the colonists feel less dependant on Britain after the French and Indian War?

32. VIDEO-America; The Story of Us. “Rebels” • WHO WERE SOME OF THE FIRST PEOPLE TO ARRIVE IN AMERICA? WHY DID THEY COME? • WHY DID THE BRITISH COLONIZE AMERICA? • WHAT WAS THE PURPOSE OF THE DIFFERENT AMERICAN COLONIES? • WHAT MEN ARE CONSIDERED TO BE OUR FOUNDING FATHERS? (LIST THEM) • WHY DID THEY BECOME REVOLUTIONARIES? • WHAT WAS THE REACTION TO EVENTS LIKE THE STAMP ACT, AND BOSTON MASSACRE. WHY? • HOW DID THIS SET INTO MOTION THE EVENTS THAT WOULD LEAD TO REVOLUTION?

33. Albany Plan for Union 1754 • Benjamin Franklin • Could the Revolution been avoided?

34. THE ROAD TO INDEPENDENCE • STAMP ACT (1765) “No Taxation w/o representation” • British justify taxation with victory in French and Indian War • BOSTON MASSACRE (March 5, 1770) • TEA PARTY (December 16, 1773) • Revolution looming!

35. REVOLUTION • HOW WOULD DEFINE REVOLUTION? • a sudden, complete or marked change in something • WHAT CHANGED DURING THE 1760 & 70’S • Colonist’s attitudes toward England and willingness to fight for independence. • WHAT EVENTS CONTRIBUTED TO THE GROWING DESIRE TO FIGHT FOR INDEPENDENCE? • STAMP ACT, BOSTON MASSACRE, BOSTON TEA PARY, DECLARATION OF INDEPENDENCE

36. THE AMERICAN REVOLUTION • Was a test of wills and commitment. • Not so much that General Washington and the Continental Army won great victories. • But rather they were determined and outlasted the British Army.

37. Essay Questions • The Declaration of Independence states that all men are endowed “with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness”. Is this statement a fact or opinion? Explain. • What problems arose from changes in British policy toward the colonies in the 1760s?

38. DECLARATION OF INDEPENDENCE • THOMAS JEFFERSON, Benjamin Franklin, John Adams, Roger Sherman, and Robert Livingston • IN CONGRESS, JULY 4, 1776, The unanimous Declaration of the thirteen united States of America • United States of American is born!

39. DECLARATION OF INDEPENDENCE • Look at the Declaration of Independence on pages 40-43. Answer the following questions. • Part 1 (Preamble). List any “enlightened” concepts you might find in the Preamble (first 2 paragraphs on Declaration). • Part 2 (Grievances). Read the list of grievances on pages 40-42. List the 5 grievances that you think are the most important. Briefly explain why you choose each of them. • Complete the entire Declaration of Independence, answer questions 1-8 on page 43. Do NOT write the questions. You DO NOT have to do “vocabulary”.

40. DECLARATION OF INDEPENDENCE • PART 1 • We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, that whenever any form of Government becomes destructive of these ends it is the right of the people to alter or to abolish it, and to institute new government…

41. DECLARATION OF INDEPENDENCE PART 2 LIST OF GRIEVENCES

42. DECLARATION OF INDEPENDENCE PART 3 We, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States.

43. Question? If you lived during the 1760 and 1770’s, do you think you would have supported the call for revolution, why or why not and at what point?

44. Worksheet CH 2, ST 2

45. A CRITICAL PERIOD • JUST BEFORE AND AFTER THE REVOLUTION • Continental Congress • AMERICAN REVOLUTION BASICALLY ENDS WITH LORD CORNWALLIS’ SURRENDER AT YORKTOWN OCT. 1781 • Articles of Confederation (Nov. 15, 1777)

46. ARTICLES OF CONFEDERATION Creates only a legislative branch of government No judicial, no executive branches or powers • STRENGTHS- Provides for the settlement of the west • WEAKNESSES- no tax, weak defense, no power to regulate trade between states, 1 vote per state (9-13 to pass laws), no executive or judicial branch

47. John Hanson – First President of the United States?

48. Daniel Shays

49. Shay’s Rebellion 1786 • Shay’s Rebellion prompts need for stronger national government • Farmer’s rebelled against Mass. State Gov’t. Over huge debt, heavy taxes, & foreclosures • Federal Gov.t could not act, MA Gov.t needed help • Shay’s forces attack the Springfield federal armory (rifles) • Eventually rebellion was put down by Boston & Springfield Militia • 1,000 arrested

50. Shays and dozens of others would be condemned to death. • He was later pardoned in 1788.