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Americaand

North CarolinaUnit 2

Revolutionary Period Formation of the New Nation

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The Revolutionary Period and Forming the United States of America

Introduction8H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States. EQ- As time passed, why do you think the colonies felt more detached from the King of England?

The colonies continued to grow throughout the early 1700s. For the most part, England left the colonies alone. One of the reasons that the King of England allowed the colonies so much freedom and self-government was that England and France were at war much of the time between 1689 and 1763. Generally these wars were fought in Europe, even though they were concerning colonial issues. As long as England continued to make money from the colonies, the King left them alone. At other times, England simply did not enforce its own laws. For example, the Navigation Acts of 1660 and 1663 said the colonists could only use ships made in England with English captains and crews. The American colonists ignored the Navigation Acts and the British Kings and parliament didn’t really enforce it. The colonists had a lot of freedom. The colonies had their own colonial assemblies. The colonists elected people to speak for them. The assemblies made laws and made recommendations to the governors of their colony who had been appointed by the King. These laws and recommendations still had to be approved by the governor and the King but in the beginning everyone got along pretty well.

By the 1750s things began to change. Remember, the first colonists came over from England so they were Englishmen. They often told stories to their children. However, as generations past and colonists were born in America, they no longer felt like Englishmen. They were born and raised in America. They had become American. By the 1750’s the colonists were wanted more freedom. They no longer wanted their governors and leaders appointed by the King. They wanted their own leaders and they wanted to have total control over their own affairs. At the same time, the King wanted to have more control. The situation became a ticking time bomb. It eventually had to explode. It did finally did explode in 1775 when the American Revolution began.

The War for Empire- The French and Indian War Part I

Objective- SWILLBAT ID the cause and effects of the French and Indian War. SWILLBAT define the Proclamation of 1763.8H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States. EQs- 1. Who fought in the French and Indian War and what caused it? 2. Why do you think most Native American tribes sided with the French?

England was not the only country with colonies and territories in North America. France also had interests in North America. France had colonies and territories in Canada. They also controlled lands west near the Ohio River. France and England had been enemies in Europe for many years. This hatred carried across the Atlantic Ocean to the colonies.

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The situation between France and England got worse in North America during the 1750’s. The problems in North America grew out of the different ways the British

and French settled the land. The French controlled the area that is now Canada. Most people in Canadawere trappers and fur traders. The British controlled the area that is now the United States and usually built farms or towns. Unfortunately, both the British and the French claimed one piece of unsettled land. Both France and England wanted the land west of the Appalachian Mountains. This land was called the Ohio Valley (It was near what is today the states of western Pennsylvania and Ohio). Disputes over the Ohio Valley led to the French and Indian War in 1754. Disputes are arguments. During the French and Indian War the French and Indians fought against the colonists and the British army. The Indians chose the fight for the French because they felt the French would leave more land to them. The colonists always took away their lands. Sometimes the French and Indian War is called the War for Empire because England and France were fighting for control over North America.

The French and Indian War lasted until 1763. In the end, the British won. In 1763, the French and Indian War ended with the Treaty of Paris. As a result, France lost all of its land in the New World including most of Canada. All of the land went to England, including the Ohio

Valley. The War for Empire- The French and Indian War

Part II8H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States. 8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States 8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions). Essential Questions

1. What were effects of the French and Indian War?2. What was the Proclamation of 1763 and what was the Stamp Act? What was the

rationale behind each?The problems in the American colonies did not end when the war ended. In

fact, they were just beginning. The colonists had become used to the freedom they had had especially in trading with other countries and in self-government. They had begun to think of themselves more as Americans than as Englishmen. The colonists had gained self-confidence and experience in fighting wars. They saw the need for the colonies to be united to be able to solve common problems. They also were feeling less

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dependent on England for help because of the decreased danger of attack from the French.

England won the war and the land but it was at a high price. One of the biggest effects of the French and Indian War was the expense. England was ready to re-establish its control over the colonies. At this time, one of the reasons countries such as England (called the Mother Country) wanted to have colonies was so they could buy goods from the colonies at low prices. They then could sell their own manufactured goods back to the colonies at high prices. They did this by:

Allowing the colony to trade only with the Mother Country, or Forcing the colony to pay high taxes on trade with other countries

After the French and Indian War, England wanted to follow this policy very strictly. The war had been very expensive and England wanted the colonies to help pay the costs.The British government decided on a new policy for the American colonies. This policy involved:

Enforcing laws strictly, New taxes, New policies for settling land, and Quartering of soldiers.

These policies directly clashed with how the colonists were feeling! It became a ticking time bomb.

Following the war, England issued the Proclamation of 1763. The Proclamation of 1763 stopped the colonists from moving west of the Appalachian Mountains into the Ohio Valley. It would cost too much money to protect the colonists. England wanted to make the Indians happy. The King and Parliament did not want any more trouble from the Indians. The colonists got angry and often settled west anyway. They felt they won the war so it should be theirs. England also tried to get the colonists to pay for the war. Parliament attempted to get the colonies to pay taxes. In 1765 Parliament passed the Stamp Act on the colonists. The Stamp Act was a tax on all printed documents. The colonists hated the tax. Many colonists refused to buy British goods and even attacked British tax collectors. Parliament repealed (took away) the Stamp Act. Instead, Parliament passed a new law called the Declaratory Act. This said England had the right to tax the colonists. These tax issues would become the cause of an even greater conflict 10 years later - The American Revolution.

In summary, both France and England claiming the Ohio River Valley caused the French and Indian War. England won the war but as a result England had many debts. The war was expensive. Therefore, England passed the Proclamation of 1763 and tried to get the colonies to help pay for the war. They taxed the colonies with the stamp tax and other taxes. Eventually this made the colonies so angry that it led to the American Revolution.Assignment:

a. Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which)

b. Annotate each paragraph and use your notes to write a one-paragraph summary.c. Draw a cause and effect flow map to summarize the causes and effects of the French and

Indian War.

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The Causes of the American RevolutionObjective- SWILLBAT ID the causes of the American Revolution. SWILLBAT ID key figures on the Revolution and explain the roles they played.8H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States. 8H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four, and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the United States.8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States 8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions). 8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).

IntroductionObjective- SWILLBAT explain taxation without representation. SWILLBAT ID the groups of colonists and state what each believed.Essential Questions

1. What was taxation without representation?2. Who were the three groups colonists and did they believe?

Indirectly, the French and Indian War led to the American Revolution. The British made new policies and new laws after the French and Indian War. England began a New Colonial Policy. The New Colonial Policy meant England kept an army in America and began to tax the colonists. Parliament passed new tax laws that said the American colonists had to pay money. The money would help England get back the money it spent during the French and Indian War. The colonists did not like the taxes. The colonists also did not like that they could not participate in the Parliament. The Parliament was the part of the British government that made the laws. The colonists felt that they should have people from the colonies in the Parliament also. They wanted some of their own people from the colonies to represent them in Parliament. The colonists were not allowed to have anyone in Parliament represent them. The colonists called this taxation without representation.

The Proclamation of 1763 was the first policy that angered the colonists. However, in reality, not all of the colonists were unhappy. The colonists could be divided into three equal groups. Patriots were colonists who were unhappy with England and wanted to fight England. Loyalists or Tories were colonists who agreed with England and wanted to fight with England. Neutralists were colonists who did not care either way. They just wanted to be left out of the fighting.

The English Parliament continued to make unpopular policies and laws after the Proclamation of 1763. These policies angered the Patriots. At first the Patriots just wanted to have an equal say. But when no one in England listed to them, many of the Patriots wanted to fight for their rights. Next, we will look at some of the policies that angered the Patriots. They became the major causes of the American Revolution. The Revolutionary War started as a war to gain more rights but it soon turned into a war for independence from England.Assignment:


b. Annotate each paragraph and use your notes to write a one-paragraph summary.

The Sugar Act and the Quartering ActObjective- SWILLBAT define the Sugar and Quartering Acts and explain why they angered the colonists. Essential Questions

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1. What was Sugar Act and why did anger the colonists?2. What was the Quartering Act and why did it anger the colonists?In 1764, the British passed the Sugar Act. An act is another word for law. The Sugar

Act made the colonists pay a tax on sugar and molasses. In reality, the tax on sugar and molasses was already there. The British just never really enforced it. With the Sugar Act, the British were going to enforce the tax and make sure they got the tax money. Colonists often tried to smuggle sugar and molasses into the country. Molasses was important to make rum. Smuggle means to bring goods into a country illegally without paying taxes. British tax collectors often tried to find smugglers and make them pay fines and taxes. The colonists were angered because for many years they did not pay the tax. Now all of a sudden the British were trying to get money from sugar.

The British Parliament passed the Quartering Act in 1765. The Quartering Act said that colonists had to feed British soldiers and give British Soldiers shelter. It required the colonists to open their homes to British soldiers. In reality, most British soldiers found quarters (homes) themselves in port cities. However, it angered the colonists that Parliament passed a law that made them use their own money to give food and shelter to British soldiers. It was like a tax. Colonists felt they did not help make the law so it was taxation without representation.Assignment:



Stamp Act, the Stamp Act Congress & the Sons of LibertyObjective- SWILLBAT define the Stamp Act and explain how it led to the formation of both the Stamp Act Congress and the Sons of Liberty.Essential Questions

1. What were Stamp Act, Stamp Act Congress and the Sons of Liberty?2. How did the Stamp Act lead to the formation of both the Stamp Act Congress and

the Sons of Liberty?3. Why were the Stamp Act Congress and the Sons of Liberty important?

The Stamp Act of 1765 said American colonists had to pay a tax on things made of paper like newspapers, licenses and books. A stamp was put on the paper item to prove the tax was paid. People in England had been paying this kind of tax for many years. King George and Parliament did not understand why the colonists were so upset. Colonists burned stamps and papers. They often refused to pay. Colonists did not like the law because they did not help make the law. Colonists felt it was taxation without representation.

The Stamp Act made the colonists so angry that they formed the Stamp Act Congress. In June of 1765, nine colonies sent delegates to New York to discuss what they could do about the Stamp Act. Delegates are people chosen to speak for a group of people. Patrick Henry was a delegate from Virginia who led the arguments against the Stamp Act. The Stamp Act Congress was important because the colonies said they would not pay taxes and they would not follow laws unless they could be represented in Parliament. The Stamp Act Congress was also important because it was the first time the colonies ever acted together. Before this, they always saw themselves as separate. Now for the first time they saw themselves together against the British. The Stamp Act unified the colonies. It was a major step toward the Revolution. William Pitt was the

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Prime Minister of England and the leader of Parliament. He agreed with the colonists. Pitt convinced Parliament to repeal the Stamp Act. Repeal means to take away. However, Parliament did not agree with Prime Minister Pitt and they would not listen to the Stamp Act Congress. Parliament still did not allow the colonists to be a part of Parliament. Parliament made new laws and taxes for colonies without allowing them representation in Parliament. Parliament misunderstood the colonies. It wasn’t just the tax that angered the colonies but it was also the fact that Parliament was doing things to the colonies without letting the colonists be a part of the government.Colonists Tar and feathering a tax collector

The Sons of Liberty was a secret organization begun in all the colonies from North Carolina to New Hampshire. The organization began during the Stamp Act in 1765 and lasted until 1783. The Boston and New York groups of the Sons of Liberty were the most vocal and most active. Some of the things they did were like some of the things terrorists do today. Samuel Adams led the Boston chapter of the Sons of Liberty. The Sons of Liberty held meetings encouraging other colonists not to pay British taxes and not to follow British laws. They encouraged other colonists to use violence against the British. The Sons of Liberty often captured British tax collectors and tarred and feathered them. The Sons of Liberty caused a lot of trouble for England. The British army often tried to capture the leaders. Samuel Adams and other leaders of the Sons of Liberty argued for independence from England.

Assignment: a. Write 5 questions and answers. Your questions

must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which)


The Townshend Acts & The Boston MassacreObjective- SWILLBAT define the Townshend Acts. SWILLBAT effects of the Townshend Acts and the Boston Massacre. Essential Questions

1. Who was Charles Townshend and what were the Townshend Acts?2. How did the Sons of Liberty and colonists react to the Townshend Acts?3. How did King George and Parliament respond to the boycott and colonist violence?4. What was the Boston Massacre and why was it important?

The leader of the British Parliament was called the Prime Minister. William Pitt was the Prime Minister who took away the Stamp Tax. Pitt agreed with the colonists. Pitt thought the stamp tax was unfair and Pitt also felt the colonists should have people to represent them in Parliament. The colonists liked Pitt. However, William Pitt got sick so King George had to replace him with another Prime Minister. His name was Charles Townshend. He was the opposite of Pitt. He wanted to take way colonists rights. He

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didn’t believe the colonists had a right to representation. Townshend convinced Parliament to pass even more taxes on the colonists. The Townshend Acts put a tax on tea, paper, glass, paint and lead. The colonists hated Townshend Acts.

The Sons of Liberty and other colonists responded to the Townshend Acts by boycotting. A boycott is when you refuse to buy something or do something. The colonists protested by not buying tea, glass, paper, paint and lead. After about a year the colonies importation of these items dropped in half. This hurt British business and industry. Now remember, not all the colonists were Patriots. The Sons of Liberty often threatened colonists, British colonial officials and merchants who wanted to buy these goods. Sometimes they would burn down a store. Sometimes they would tar and feather a person trying to buy or sell British goods.

By 1768, King George had had enough of the attacks by Samuel Adams and his Sons of Liberty in Boston. King George sent in an army of about 4,000 men to Boston. England hoped that the army could stop the violence and make the colonists pay the taxes. In reality, the army made things worse. The army did not get along with the colonists and the colonists get even angrier.

In March of 1770 the British soldiers and colonists clashed in a deadly confrontation. British soldiers were guarding the Customs House. A young boy came up and started harassing him. After a while one British soldier got so angry that he hit the boy with his musket (gun). The young boy ran away and brought back more colonists.

The colonists were an angry mob. They started throwing snowballs and rocks at the soldiers. When the mob of colonists refused to stop throwing things at the soldiers, one of the British soldiers fired his gun. Soon other soldiers began to fire their guns and killed the colonists. Some historians believe Samuel Adams of the Sons of Liberty was in the crowd and yelled fire, causing the British soldiers to fire into the crowd. He did this so the colonists would get angrier at Britain. It has never been proven that Samuel Adams but it is true that the Sons of Liberty were tired of British rule. They wanted the colonists to fight against Britain so that they could be free of their rule.

In the end eleven colonists were shot and five were killed. It became known as the Boston Massacre of 1770. The Boston Massacre got even more colonists angry. The Patriots used the Boston Massacre to argue that they would have to fight the British. It became one of the causes of the Revolutionary War. It was the first time the British actually killed the colonists.

Boston Massacre- 1770

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Assignment: a. Write 5 questions and answers. Your questions must be information questions. They must

begin with a “Wh” word (who, what, when, where, how, why or which)b. Annotate each paragraph and use your notes to write a one-paragraph summary.

The Townshend Acts Repealed, The Tea Act and the Boston Tea PartyObjective- SWILLBAT explain how the tea act led to the Boston Tea Party.Essential Questions

1. What was the Tea Act of 1773?2. Why did Parliament pass the Tea Act?3. How did the Tea Act and the actions of Governor Hutchinson lead to the Boston

Tea Party?After the Boston Massacre, Parliament repealed the Townshend Acts. The boycott

worked and the violence of the Boston Massacre turned more colonists against England. However, Parliament did not want to look weak to the American colonists. They did not want the Sons of Liberty and the colonists to think they could get whatever they wanted by causing more problems. Parliament refused to repeal the tax on tea. The Tea Act of 1773 kept the tax on tea and it also gave the East India Tea Company a monopoly on the tea sales in America. 1 This made the price of tea very expensive.

Once again, the Sons of Liberty led a boycott in Boston. The people of Boston refused to drink and buy tea. Remember, not all the colonists were Patriots. Even if the Loyalists wanted tea, they couldn’t get it. Too many colonists were afraid of the Sons of Liberty. The British governor of Massachusetts was Thomas Hutchinson. Hutchinson did not care about the boycott from Sons of Liberty and other colonists. He insisted that the tea on the ships in Boston Harbor be unloaded and put into warehouses so merchants could sell it.

Once again the Sons of Liberty responded. They did not like the Tea Acts and they did not like Governor Hutchinson. On the evening of December 16 1773, thousands of Bostonians and farmers met to hear the leader of the Sons of Liberty Samuel Adams. 1 A monopoly is when one company has total control over trade or sales. Since there is no one else, there is no competition. With no competition, a company can make prices very high. They can charge whatever they want.

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Adams accused Governor Hutchinson of abusing their rights. Hutchinson refused to let the ships leave until they unloaded their tea. After Adams speech, the crowd headed for the waterfront at Boston Harbor. About 50 members of the Sons of Liberty and other angry colonists disguised themselves by dressing like Indians. They went on three boats loaded with tea. They then threw 90,000 pounds of tea overboard into Boston Harbor. This was known as the Boston Tea Party.



The Intolerable Acts of 1774 (The Coercive Acts)

Objective- SWILLBAT define the Intolerable Acts and summarize their effect on the colonists.Essential Questions

1. How did King George and Parliament respond to the Boston Tea Party?2. What were the Intolerable Acts?3. What effect did the Intolerable Acts have on the colonists?

The Boston Tea Party made King George and Parliament very angry. King George decided to punish the colonists of Boston. The first thing he did was close the port of Boston. No ships could come in or get out. King George said the port of Boston would be closed until the colonists paid for all the tea they dumped into the harbor. King George sent even more soldiers into Boston and the rest of Massachusetts.

Parliament was also angry. They responded by passing some very strict laws called the Coercive Acts. In America, the coercive Acts were called the Intolerable Acts. The word intolerable means cannot be tolerated. In other words, it is something you simply cannot live with. To the colonists, the Coercive Acts were extremely bad. They would not live them and they would not tolerate them. The Intolerable Acts included five major laws. Here are the five major laws:

1. Massachusetts Bay Regulating Act- No more town meetings unless the governor approved.

2. Impartial Administration of Justice Act- Colonists could be brought to England for a trial if the governor felt the colonist jury would not judge it fairly.

3. Boston Port Act- Closed the port of Boston.4. Quartering Act- Enforce the Quartering Act which made colonists provide food

and housing for British soldiers.

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5. Quebec Act- The Quebec Act allowed colonists in Quebec religious freedom but colonists living in America still could not have religious freedom.

These Acts were the most severe because this time Parliament intended to enforce them. The closing of Boston's port cost the colonies a lot of money. The Regulating Act wanted to stop the colonists from meeting. Parliament wanted to make it difficult for the Sons of liberty to talk about Revolution. The Quartering Act angered colonists who didn't want soldiers in their houses. The Quebec Act was a direct attack on American colonists. American colonists had been denied the same religious freedom given to Quebec residents.

In the end, King George and Parliament underestimated the American colonists. Rather than keep the colonists down, the Intolerable Acts made the colonists crazy with anger and hatred. A revolution was on its way. It was like trying to stop an avalanche.



The First Continental CongressObjective- SWILLBAT define the purpose of the first Continental Congress. SWILBAT explain its significance.Essential Questions

1. Why did the First Continental Congress meet?2. What was the significance of the First Continental Congress?

Most of the Intolerable acts were directed at the Massachusetts colony. However, all the colonies were upset because they felt the same things could happen to them. If the King closed the port in Boston, Massachusetts, the King could also close the port in Wilmington, North Carolina. The colonists felt they were victims of British tyranny. Tyranny is when a government uses its power unfairly against its own people. The

colonists responded to the Intolerable Acts and tyranny by forming the First Continental Congress.

On September 4, 1774, colonial leaders decided to get together to discuss the problems they were having with England. This was called the First Continental Congress. Georgia was the only colony that did not send anyone. All of the other colonies sent representatives to a place called Carpenter’s Hall in the city of Philadelphia, Pennsylvania. The First Continental Congress did not want independence. They wanted to complain to the King and Parliament. They wanted to demand representation. There were 55 delegates. Delegates were the people the colony sent to represent them. Some of the most important colonists who were delegates were George Washington, John Adams, Samuel Adams, John Jay and Richard Henry Lee.

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The First Continental Congress was important because it was the first time the colonies gathered together to discuss the future of America. It represented the first time American colonists agreed to do everything together. The Congress wrote a Declaration of Rights, which asked the King to look at and correct the problems about which they were complaining, including repealing the Intolerable Acts. They also agreed to keep boycotting English goods. They agreed to meet again in May. Most importantly, the Congress agreed they did not want to go to war but it warned the colonies that they should prepare for war. Every town began to form a militia. A militia is a citizen army. They were often called the minutemen because they were able get ready to fight at a minute’s notice.

Patrick Henry's stirring words to close the Congress, "Give me liberty or give me death," told the English that this group of colonists calling themselves Americans was willing to fight for the principles in which they believed. The colonists began training the militia and storing supplies.



Where did North Carolina Fit In?Objective- SWILLBAT explain North Carolinian Patriots role. SWILLBAT explain the significance of the Mecklenburg Declaration and the Halifax Resolves.8.C&G.1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971). Essential Questions

1. How did North Carolina chapter of the Sons of Liberty respond to the Stamp Act and Townshend Acts?

2. What was the significance of the Mecklenburg Resolves and Halifax Resolves?North Carolina had many Patriots. Many colonists reacted strongly against the

taxes. North Carolinians also wanted representation. The Stamp Act and Townshend Acts led to some North Carolina colonists becoming part of the Sons of Liberty. Just like in Boston, the Sons of Liberty in North Carolina often harassed and terrorized colonial officials, tax collectors or anyone else who supported Great Britain. North Carolina responded to the Tea Act of 1773 by creating and enforcing nonimportation agreements. Nonimportation meant the colonists would not import any goods from England. The Sons of Liberty and other Patriots forced merchants to stop trade with England. When Boston, Massachusetts was punished by Parliament and King George for the Boston Tea Party, some North Carolinians sent food and other supplies to the Massachusetts colony.

The governor of North Carolina, Josiah Martin, did not want colonists to participate in the First Continental Congress. However local delegates met at New Bern, North Carolina. They agreed to oppose all taxes passed by Parliament and in direct defiance to Governor Martin they elected delegates to the First Continental Congress.

The colonists of Mecklenburg County were one of the first to explain why they wanted independence from England. They did this before the rest of the colonies even thought about independence. They did this by writing the Mecklenburg Resolves. The Mecklenburg Resolves, or Charlotte Town Resolves, was a list of statements adopted at Charlotte, in Mecklenburg County, North Carolina on May 31, 1775; drafted in

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https://en.wikipedia.org/wiki/Province_of_North_Carolina

https://en.wikipedia.org/wiki/Mecklenburg_County,_North_Carolina

https://en.wikipedia.org/wiki/Charlotte,_North_Carolina

the month following the fighting at Lexington and Concord. Later in April of 1776 the leaders of the North Carolina colony wrote the Halifax Resolves. They borrowed the ideas written in the Mecklenburg Resolves. They argued for independence from England. Both the Mecklenburg Declaration and the Halifax Resolves argued for independence from England before all of the colonies signed the Declaration of Independence.Assignment:



Primary DocumentThe Halifax Resolves

The Halifax Resolves were important because they were the first official action calling for independence. Additionally they were recommendations directed to all the colonies and their delegates assembled at the Continental Congress in Philadelphia for independence. Virginia followed with her own recommendations soon after the adoption of the Halifax Resolution, and eventually on July 4, the final draft of the Declaration of Independence was signed. William Hooper, Joseph Hewes, and John Penn were the delegates from North Carolina who signed the Declaration of Independence.

The Select Committee taking into Consideration the usurpations and violences attempted and committed by the King and Parliament of Britain against America, and the further Measures to be taken for frustrating the same, and for the better defence of this province reported as follows, to wit,

It appears to your Committee that pursuant to the Plan concerted by the British Ministry for subjugating America, the King and Parliament of Great Britain have usurped a Power over the Persons and Properties of the People unlimited and uncontrouled and disregarding their humble Petitions for Peace, Liberty and safety, have made divers Legislative Acts, denouncing War Famine and every Species of Calamity daily employed in destroying the People and committing the most horrid devastations on the Country. That Governors in different Colonies have declared Protection to Slaves who should imbrue their Hands in the Blood of their Masters. That the Ships belonging to America are declared prizes of War and many of them have been violently seized and confiscated in consequence of which multitudes of the people have been destroyed or from easy Circumstances reduced to the most Lamentable distress.

And whereas the moderation hitherto manifested by the United Colonies and their sincere desire to be reconciled to the mother Country on Constitutional Principles, have procured no mitigation of the aforesaid Wrongs and usurpations and no hopes remain of obtaining redress by those Means alone which have been hitherto tried, Your Committee are of Opinion that the house should enter into the following Resolve, to wit

Resolved that the delegates for this Colony in the Continental Congress be impowered to concur with the other delegates of the other Colonies in declaring Independency, and forming foreign Alliances, resolving to this Colony the Sole, and Exclusive right of forming a Constitution and Laws for this Colony, and of appointing delegates from time to time (under the direction of a general Representation thereof to meet the delegates of the other Colonies for such purposes as shall be hereafter pointed out.

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http://ncpedia.org/biography/penn-john

http://ncpedia.org/biography/hooper-william

http://www.ushistory.org/Declaration/document/

http://www.ushistory.org/Declaration/document/

https://en.wikipedia.org/wiki/Lexington_and_Concord

The Revolutionary War/The RevolutionThe War Begins- The Battles of Lexington and Concord and A Summary of Causes Leading up to the RevolutionObjective- SWILLBAT explain the significance of the Battles of Lexington and Concord. SWILLBAT summarize the causes of the American Revolution.8H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States. Essential Questions

1. What was the significance of the Battles of Lexington and Concord?2. List the causes of the American Revolution.

Very few colonists actually wanted war but in the end, war with Great Britain could not be avoided. War began in Massachusetts. The British wanted to stop the Sons of Liberty. The British ordered the governor of Massachusetts and the British army to arrest the two most important members of the Sons of Liberty. Their names were John Hancock and Samuel Adams. Both of them were in a village named Lexington. The British army was called Redcoats because of the red coats they wore. The Redcoat army was also going to destroy guns and ammunition the colonists had in a town called Concord.

However, the Sons of Liberty found out about the plans. Both Hancock and Adams escaped. Three messengers were sent out to warn the people of Lexington and Concord. Paul Revere, William Dawes and Dr. Samuel Prescott rode at night to shout the warning that the British were coming. Prescott was the only one who made it without being captured. The minutemen had time to get ready for the Redcoats. On April 19, 1775 the Redcoats met the colonists on the village green in Lexington. Someone fired his or her gun but no one really knows who fired first. Eight colonists were killed before the Redcoats marched into Concord. At Concord the fighting got worse. By the end of the day 73 colonist and Redcoat soldiers were dead.

The fighting had begun. The Battle at Lexington and Concord was “the shot heard round the world”. There was no turning back now. The Battle of Lexington and Concord symbolized the beginning of the Revolutionary War. Sometimes it is also called the American Revolution.

In reality, the Battle of Lexington and Concord did not cause the war. The battle represented the straw that broke the camels back (In other words, the colonists could not tolerate anything else). The causes of the American Revolution began with the French and Indian War and the Proclamation of 1763. Tensions between England and the colonies got worse with the Sugar Act and the Quartering Act. Colonists called it “taxation without representation”. The Stamp Act, the Sons of Liberty, the Townshend Acts, the Boston Massacre, the Tea Act, the Boston Tea Party and the Intolerable Acts led to the war. All of these together caused the American Revolution. Assignment:



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THE REVOLUTIONARY WAR, 1775-1783Objective- SWILLBAT explain the significance of Thomas Pain’s “Common Sense”8H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States. 8H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four, and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the United States.Essential Question

1. What impact did Thomas Paine’s “Common Sense” have on many people?During the first year of the war, the colonists were not sure if they were fighting for

their rights as English citizens or for independence. Some factors helped the Americans decide to fight for independence. The English hired German soldiers, called Hessians, to help them fight the war, which made the Americans very angry. Some Americans were influenced by Thomas Paine's famous pamphlet, "Common Sense." His appeal to Americans that they had a "moral obligation to the world . . . to set herself up as an independent democratic republic," persuaded many people to be active, loyal supporters of the Revolution. The Americans had self-confidence because they had fought well against the British. The Americans also were lucky to have George Washington as their Commander in Chief . He had military experience and was greatly admired by his men. He was a great inspiration during the hard times of the war. And though is men were not as well trained as the English soldiers, they usually could shoot more accurately. Also, the Americans could not get help from France until they declared their independence from England because England might declare war on France.

Declaration of Independence, July 4, 1776Objective- SWILLBAT examine the Dec of Ind major principles and evaluate whether or not the US has always lived up to those principles.8H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four, and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the United States.8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States 8H.1.3 Use primary and secondary sources to interpret various historical perspectives. 8.C&G.1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971).

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Essential Questions1. Why did the Second Continental Congress decide to declare independence?2. Who wrote the Declaration of Independence?3. What are the two major principles stated by Jefferson?4. Do you think America has always lived up to these principle? Explain by providing an

example.Some colonists were loyal to England throughout the war. Others wanted the

problems to be resolved. The Second Continental Congress, acted as the central government. It had been meeting since May 1775. It handled issues necessary to fight the war. It established the Continental Army and appointed George Washington the leader of the army. The Congress and called for support in both troops and funds from colonists. Though the Second Continental Congress at first had made clear that they were still loyal to England, they finally decided that England was not going to treat the colonies better than it had been; in fact England was going to punish them harshly. After much debate, representatives of the Second Continental Congress decided to declare their independence from England.

The Congress asked Thomas Jefferson, a lawyer and farmer from Virginia, to write the Declaration of Independence. What he wrote inspired the Americans fighting for freedom as it has inspired people fighting to be free ever since. Some of the most important ideas in the Declaration of Independence form the basis of the American government. Perhaps the most important is the belief that all men are created equal. This belief is crucial to a working democracy. And while all Americans have not always enjoyed equal rights, this stated belief has given inspiration to those working to extend rights to everyone.Jefferson based his claim to independence on two basic principles:

(1) that an people have "certain unalienable rights," including "life, liberty and the pursuit of happiness."

Unalienable means that each person is born with specific rights that cannot be taken away. Everyone who lives in this country, whether or not he or she is a citizen, has these rights.

(2) that a government exists only by consent of the governed.

This means that the government must carry out the wishes of the people as expressed by how the people vote. Jefferson and the other members of the Congress believed that England was not listening to the wishes of its people. Therefore, they believed that they had the right to destroy the old government and form a new one.

To show that England had ignored the Americans and violated their rights, Jefferson also wrote a list of the complaints or grievances the colonists had against the King. Jefferson ended the Declaration with the statement that the colonies are, and should be, free and independent states. The Declaration of Independence was adopted on July 4, 1776. Americans celebrate this day as the birth of their country. It is a national holiday, often celebrated with parades, speeches and fireworks as family and friends gather to remember their nation's birth.

The Declaration of Independence was a magnificent document and encouraged the colonists and their friends in other countries to fight for their freedom. But the war still had to be won or the piece of paper that was the Declaration of

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Independence would have little meaning.



Primary DocumentThe Declaration of Independence

When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

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, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

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He has refused his Assent to Laws, the most wholesome and necessary for the public good.He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only. He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures. He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries.He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people, and eat out their substance.He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.He has affected to render the Military independent of and superior to the Civil power.He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:For Quartering large bodies of armed troops among us:For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States:For cutting off our Trade with all parts of the world:For imposing Taxes on us without our Consent: For depriving us in many cases, of the benefits of Trial by Jury:For transporting us beyond Seas to be tried for pretended offencesFor abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies:For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.He has abdicated Government here, by declaring us out of his Protection and waging War against us.He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people. He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands. He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our

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frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.

Nor have We been wanting in attentions to our Brittish brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, 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; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.

Fighting the War and the Treaty Of ParisObjective- SWBAT evaluate France’s impact on the outcome of the Revolution. SWILLBAT state and examine the terms of the Treaty of Paris8H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States. 8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States Essential Questions

1. Why was the Battle of Saratoga important for France and how did French intervention effect the Revolution?

2. What were the terms of the Treaty of Paris? From the beginning, the revolutionary army fought well. The colonists did not

have as much training, ammunition, clothes, or food as the British. The men were often in rags and without shoes. But, the colonists were fighting for principles in which they believed and they were fighting on their own land. They also fought differently than the English soldiers expected. The English generals had a hard time adjusting and lost or nearly lost several battles in spite of having more troops and ammunition than the Americans. George Washington led his army in one of the most exciting battles at Bunker Hill, just outside Boston. The Americans were outnumbered two to one, but lost only because they ran out of ammunition.

The American forces barely managed to hold their own for the next few years. They won some battles by surprising the English. The lack of supplies, training and numbers hurt them. Only inspired military leadership and courage from such generals as Ethan Allen, George Rogers Clark and George Washington kept the Americans in the war. When all is said and done, American colonists would not have

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been able to prevail in the war without the help of France. France played a key role in the American Revolutionary War. After the Americans captured a British army at the Battle of Saratoga in New York, France recognized the United States and its independence. It then allied itself with the Americans in February 1778 and declared war on Britain. The French provided money and materials to arm the new republic, and sent an army to the United States. French intervention made a decisive contribution to the U.S. victory in the war. Motivated by a long-term rivalry with Britain and by revenge for its territorial losses during the French and Indian War, France had already begun secretly sending supplies in 1775.

In a series of battles, the Americans had many victories and took control of new territories. The final decisive victory for the American forces came on October 19, 1781, at Yorktown, Virginia . English General Cornwallis had to surrender his entire force. Though the war did not end formally for another two years, from then on the Americans were the controlling force.

Treaty of Paris, 1783Three negotiators went to Paris from America to write the peace treaty to end

the Revolutionary War: Benjamin Franklin, John Jay, and John Adams. The Treaty of Paris, signed in 1783, was very generous to the newly independent 13 colonies. The English recognized America's boundaries as:

the Atlantic Ocean to the east, the Mississippi River to the west, the Great Lakes to the north, and, Florida, then controlled by Spain, to the south.

Perhaps most importantly, America had won world recognition of its independence. The map below shows the U.S. after the treaty was signed.



Projects, Activities and Assignments

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1. Draw and design a poster board that shows the causes of the Revolution. Write a one-page paper that defines and summarizes the causes of the Revolution.

2. Draw a cause and effect map that shows the events that led up to the Revolution. Using your map, summarize the causes and effects in a one-page paper.

3. Important People of the Revolutionary War Period John AdamsSamuel AdamsGeorge WashingtonThomas JeffersonJames MadisonJames MonroeBenjamin FranklinJon HancockPatrick HenryThomas PainePaul Revere

Richard Henry LeeBenedict ArnoldJohn Paul JonesNathaniel GreeneJohn JayEthan AlanWilliam PrescottJohn Quincy AdamsHenry Knox

a. Using the “provided” web sites, look up each person and tell how he or she was important in the Revolutionary era.

b. Choose 2 people and write a one-page report about each.

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AFTER THE REVOLUTIONARY WARThe problems of day-to-day government overshadowed the celebrations of

the end of the Revolutionary War. Groups which had forgotten their disagreements and were united in the common goal of defeating the English now were ready to reassert their interests. Not only were interests different, but also many people felt more loyalty to the individual states in which they lived than to the United States. Most people also were afraid of a centralized government because they thought it could become too strong. They wanted the states to have most of the power so that the people could control the government directly.

ARTICLES OF CONFEDERATIONObjective- SWBAT evaluate why the Articles of Confederation failed8H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of powers, republicanism, federalism and individual rights). 8.C&G.1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971). 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti-Federalists, education, immigration and healthcare). Essential Questions

1. Create a T-Chart listing the Articles strengths and weaknesses. Why do you think its weaknesses were greater than its strengths causing America’s first government to fail?

The Congress gave the people the kind of government they wanted with the Articles of Confederation. This document was intended to provide the basis for the government, as the Untied States Constitution does today. There were strengths and weaknesses in the Articles of Confederation government.Weaknesses- The newly formed United States of America faced many serious problems.

The main problem was that although the Articles of Confederation was what the people wanted, it did not give enough authority to the federal government.

It was in debt. Many of the states were printing their own money, which undermined the

value of the money printed by the federal government.

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It was difficult for the Congress to pass laws because at least 9 of 13 states needed to meet together and to agree on issues.

It was even more difficult to amend or change the Articles because all 13 states had to agree on changes (Amendments were necessary to help the government respond to changing conditions.)

The Articles did not give the government power to establish courts to settle disputes nor to control trade between states or with foreign countries.

The Congress had the responsibility of defending and protecting the country, but it did not have power to recruit troops or to tax citizens to pay for defense of the country.

There was no executive, such as the current President. Each state had too much autonomy.

Strengths- The government under the Articles of Confederation had some strong points:

The country was united during difficult times. A favorable treaty to end the Revolutionary War was negotiated. Western territory was opened to peaceful settlement.

This weak federal government was what the people believed they wanted, but it did not work well. The big issue became whether the United States of America should be:

13 independent, sovereign states, each acting as an independent country; or, 13 mutually dependent states, acting as one united country.

The Constitution8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of powers, republicanism, federalism and individual rights). 8.C&G.1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971). 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti-Federalists, education, immigration and healthcare). 8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups). 8H.1.3 Use primary and secondary sources to interpret various historical perspectives. 8H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States. 8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States

CONSTITUTIONAL CONVENTION, 1787Objective- SWBAT define the goals of the Constitutional Convention. SWBAT distinguish positions held by smaller states and larger states. SWBAT appraise their own positions o the issues of representation.

Essential Questions1. What were the two major priorities of the convention?2. Explain the position larger states had over the smaller states concerning representation

in government. What compromise did the delegates make?3. Do you feel the compromise in the Virginia Plan and New Jersey Plan was justified? Why

or why not?

Solving the problems was a high priority of the Constitutional Convention called in 1787 "for the sole and express purpose of revising "the Articles of Confederation. The result was the United States Constitution.

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The men who met at the Constitutional Convention had a difficult job ahead of them. Thomas Jefferson called them an "assembly of demi-gods." Such talent and vision would prove necessary to completing the task. Only 12 of the 13 states had sent representatives, totaling 55 altogether. Rhode Island refused to send delegates because of its strong independent streak and desire to continue printing its own paper money. The men met in the Philadelphia state house building, behind locked doors. They wanted the meetings kept secret so that they could debate all options. The delegates agreed on perhaps only two issues:

1. The federal government needed to be made stronger and more centralized than it was; and,

2. A new strong federal government must not take away any of the liberties, or freedoms, of the people.

The Convention accomplished almost nothing at first. The decision to write a new Constitution rather than revise the Articles of Confederation left the delegates with the problem of designing the basis for the new government. The large, populous states, such as Virginia, wanted representation based on the number of people in the state. Their plan was called the Virginia Plan. Their argument made sense, since those states would pay more taxes and send more men to war than the small states. The large states deserved to have the power to protect their interests. Of course, this plan was not acceptable to small, less populated states. They wanted each state to have an equal number of representatives, as in the Articles of Confederation. This plan was called the New Jersey Plan. Their argument also made sense, because they believed the large states would try to use their strength to pass laws ignoring or even opposing the small states' interests. The Convention was deadlocked. No action was possible until the method of choosing the government was determined.Assignment:



Compromises Create the ConstitutionObjective- SWBAT paraphrase and summarize the compromises made during the Constitutional Convention. SWBAT assess the value of the compromises.Essential Questions

1. Explain the compromises made in each of the following: The Great Compromise, Three-fifths Compromise, Tariffs, Presidency, and Civil Rights.

2. Why was compromise necessary?

The Great CompromiseA solution finally was reached called the Great Compromise, or Connecticut

Compromise. A bicameral legislature satisfied everyone. This means there were two lawmaking branches:

1. the House of Representatives, elected on the basis of the number of people in each state; and,

2. the Senate, with two Senators from each state (no matter what the size or population of the state).

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There were still many other problems to solve, but the spirit of compromise had been set by the Great Compromise. The other problems were serious, but the biggest obstacle had been removed. The other problems related to: slavery; tariffs (taxes); electing the President of the United States; and, guaranteeing civil rights in the Constitution. It was difficult to compromise on these issues because people felt so strongly about them . They did not want to give up something they believed could threaten their way of life .

Slavery- The Three-Fifths CompromiseOne of the most difficult issues was slavery. Slavery had existed in the colonies

since 1619 when the first blacks were brought to Virginia from Africa . The southern states approved of slavery and believed they needed it to provide inexpensive labor on their farms. Most southerners did not think of slavery as moral, but they believed that they needed it to keep their way of life. Most northern states either did not have slavery or would soon make it against the law. They did not think of slavery as moral either, but most northerners did not care too much if the South kept slavery. There was little discussion of outlawing slavery.

The problem came because the southern states wanted to count the slaves as part of the population to determine how many Representatives the southern states would have in the House of Representative s. But they did not wan t to count slaves for tax purposes . The northern states wanted the opposite. In the end, the delegates settled on the Three-Fifths Compromise . Five slaves would be counted as three free people for both representation and taxation.

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TariffsThe tariff issue also split the North and South. The agricultural South did

not want the federal government to have the power to impose tariffs on their exports of rice, indigo and tobacco. The North was more industrial than agricultural. It wanted the federal government to be able to do whatever was necessary to regulate or control commerce to protect developing northern industry. Congress was given power to regulate all foreign commerce, and to place tariffs on imports, but not exports. The solution calmed southern fears that tariffs on ex ports would make their products too expensive to compete on the world market while also meeting the northern desire to protect American industry from low-priced imports.

PresidencyThere was disagreement on how to elect a President and the term of office.

The Articles of Confederation had not had an executive leader because the colonists did not want one person to have too much power . They were afraid that someone would become President and not step down, but stay in power and become similar to the Kings of England. Therefore, the dele gates to the Constitutional Convention wanted to have a President who could lead the country but who would be limited in power by the Constitution . One limitation in the Constitution is that the President must run for re-election every four years. No one could be President for more than four years unless the people voted for him/her again. Another limitation was that the President would be elected through the Electoral College. The people in each state would vote for their choice for President. The person who won the majority of the votes in that state then would get the votes from all the electors in the Electoral College that the state had . The number of electors each state had was to be based on its population. This process helps guarantee that one person will get a majority of the electors so that a clear winner can be found.

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Guarantee of Civil Rights

Many delegates felt that the Constitution should guarantee the rights of the people . They also saw the necessity of giving the federal government more power than it had had under the Articles of Confederation. But they were worried . Their experiences with England made them afraid that if the government was too strong, it might take away the rights they had fought to win in the Revolutionary War . Some of the states guaranteed such rights as freedom of speech and religion in their own constitutions. People in these states wanted the U.S. Constitution also to guarantee these rights. The delegates agreed that those rights were important, but that it was not necessary to put them in the body of the Constitution. They compromised, and said that a Bill of Rights would be added to the Constitution immediately, as the first amendments.

Assignment: a. Write 7 questions and answers. Your questions must be information questions. They

must begin with a “Wh” word (who, what, when, where, how, why or which)b. Annotate each paragraph and use your notes to write a one-paragraph summary.

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Signing of the U.S. Constitution, 1787Objective- SWBAT explain the significance of the Federalist Papers. SWBAT contrast the Articles with the new U.S. Gov. under the Constitution.Essential Questions

1. Why were the Federalist Papers important and who wrote them?2. Explain three major differences between the Articles of Confederation and the new

government under the U.S. Constitution.The Constitution finally was completed after a long hot summer of hard work

and heated debate. The delegates to the Constitutional Convention now had to convince the states to accept it. That task proved to be as difficult as writing it had been . The delegates knew that some of the state governments, such as Rhode Island, would not approve it. They concluded that the best test would be to have the people decide. The states were asked to call special conventions to ratify the Constitution. When two-thirds of the states had ratified the Constitution, it would be declared the law of the land. The voters in each state elected their representatives to the convention . They voted either for:

1. Federalists, who would support and ratify the Constitution, or2. anti-Federalists , who did not like and would try to change or get rid of the

Constitution.Some states, especially small ones, ratified the Constitution quickly. In many

states, however, there was heated debate. The debate in New York was the most famous. In the beginning, the anti-Federalist majority was strong. Three important men wrote persuasive and eloquent articles for ratifying the Constitution :

Alexander Hamilton, of ten called the Father of the Constitution; John Jay, who negotiated the treaty to end the American Revolution; and, James Madison, later a President of the United States.

These famous papers, in a collected work entitled The Federalist Papers, are studied and discussed almost as much today as they were then, as some of the best writing about the Constitution. By June 21, 1788, enough states had ratified the Constitution for it to be in effect. All 13 states eventually ratified it soon after George Washington took office as the first President of the I;.. United States of America on April 30, 1789.

The main differences between the Articles of Confederation and the Constitution are shown on the following chart.

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The Constitution Part IObjective- SWBAT define the 3 main principles of the Constitution and explain how government is divided.SWBAT assess the responsibilities of each by analyzing charts and graphs. Essential Questions1) Why is the Constitution called “the supreme law of the land”? Give two

reasons.2) What are the three principles of the Constitution?3) Where does the power of government come from?4) What are the three branches of government and what are their powers?5) What are inherent rights? Where are they listed?

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The Articles of Confederation gave little power to the Federal Government. The Constitution set up a strong Federal Government but still guaranteed individual rights and states rights. States rights means that the states were still allowed to have government and make laws as long as they follow the Federal Government. The Constitution is often called “the supreme law of the land” for two reasons. First, no laws can contradict the Constitution. Contradict means to say some or do something against the rules. Secondly, no person or state government is exempt from following it. Everyone must obey all its laws.

The Constitution has three main principles. Principles are basic truths. The first principle of the Constitution lists the powers of the government and where the power comes from. The power comes from the people electing their leaders. The second principle is that the Constitution divides the government into three parts called branches. Branches are the three parts of our government. Each branch has a separate power. This is called the separation of powers. The separation of powers gives each branch of government a different power. The three branches are the legislative branch, the executive branch and the judicial branch. The legislative branch makes the laws, the executive branch enforces the laws and the judicial branch interprets the laws. And third principle is that the Constitution lists the inherent rights of the people. In other words, these are the things everyone in America has a right to do or have. These rights are listed in the Bill of Rights. These will be discussed more later.

Questions: Use the two charts below to answer these questions.1. Who or what is the leader of each branch?2. What is the major responsibility of each branch?3. Give one example of how each branch checks the other.

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The Constitution Part IIObjective- SWBAT define the 3 main principles of the Constitution and explain how government is divided.SWBAT assess the responsibilities of each by analyzing charts and graphs. Essential Questions1) What do we call the powers only given to the Federal Government?2) What do we call the powers only given to the state governments?What do we call the powers given to both the Federal Government and state?

The structure of the Constitution has not been changed since it was first written. Amendments have been added to meet changing situations, but the basic document has proven flexible enough to survive the many changes since 1787. The main idea or philosophy of the Constitution is federalism. Under federalism, the powers of the government are divided between the central (federal or national) government and the state governments.

The Federal Government deals with all the people in America. The Constitution delegates certain powers to the Federal Government. Delegate means to give power or permission to do something. For example, only the Federal Government can declare war. The powers given only to the Federal Government are called delegated powers. Sometimes the delegated powers are called enumerated powers.

The state governments are meant to deal with people and things that concern only their own states. Powers given only to the states are called reserved powers. For example, each state controls education, not the Federal Government. It is reserved or left for the state.

And finally, there are certain powers given to both the state governments and the federal government. Powers given to both the Federal Government and state governments are called shared powers or concurrent powers. For example, both can tax the people.

In conclusion, the Constitution divides power between the states and Federal Government. Powers are delegated to the Federal Government, reserved for state governments and shared by both. Questions: Look at the Diagram below to answer these questions.

1) Name three concurrent powers.2) Name 3 delegated powers of the national government.3) Name 3 reserved powers of the states.4) Why do you think coining money is a federal power?5) Why do you think both the federal government and state governments can establish

courts?6) Why are the armed forces a federal power?

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The Bill of RightsObjective- SWBAT explain the importance of the Bill of Right. SWBAT generate their own Bill of Rights. SWBAT evaluate and assess situations to determine if rights are being violated.Essential Questions1) What is an amendment?2) What is the Bill of Rights?3) How many amendments are in The Bill of Rights?

The Constitution was written in 1787 but the states took another four years to ratify it. Ratify means to accept. The Constitution was ratified in 1791. But why did it take so long to ratify it? Many people were afraid that the government would take away some of their rights. Rights are things all people should be able to do or have. Many people in America felt that the King of England had tried to take away their rights. Americans did not want this to ever happen again. They wanted to make sure they would always be guaranteed certain rights by the government. Each state demanded that these rights be listed before they would accept the Constitution. In other words, the states demanded that some changes be made to the Constitution. Changes made to the Constitution are called amendments. The First 10 amendments to the Constitution are called the Bill of Rights.

The Bill of Rights is one of the most important parts of the Constitution. The Bill of Rights is a list of 10 basic rights all people should always have. They are our inherent rights. Rights all people must have in order to be free. Since the Constitution was accepted in 1791 there have been 17 new amendments. We will discuss these new amendments later. Here is a list of the first ten- The Bill of Rights.

The Bill of Rights1) First Amendment- Freedom of religion, freedom of speech and freedom of the

press (the press are the people who report news.)2) Second Amendment- The right to bear arms (own a gun).

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3) Third Amendment- The government may not quarter (house) soldiers in private homes without permission.

4) Fourth Amendment- The government may not search or take private property without a search warrant from a judge.

5) Fifth Amendment-The right to remain silent if we are accused of a crime. We cannot be arrested and accused twice for the same crime.

6) Sixth Amendment-The right to an attorney (lawyer) when arrested.7) Seventh Amendment- We have a right to a trial by jury of our peers. You can’t be

put in jail unless we are found guilty by a jury in a court of law.8) Eighth Amendment- No cruel or unusual punishment.9) Ninth Amendment- People have other rights that have not been mentioned yet.10) Tenth Amendment- States have the right to have their own governments as long as they obey the Constitution.

Questions:1) What does the first amendment state?2) Which amendment gives the right to an attorney?3) Which amendment does not allow the police to come into your home without

special permission from a judge?4) Which amendment would prevent the government from burning a man to death for

a crime he committed?5) If a person is arrested which rights do the police have to tell that person he/she

has? 6) Which one of these rights is the most important to you? Why?Activities:1) Draw pictures of specific rights listed in the Bill of Rights.2) Draw poster boards of the Bill of Rights.3) Create a poster board of your own Bill of Rights4) See Activity WS 1- Tell which right is being violated game.

Primary DocumentCompare the wording of the original document to that of summarizations.

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Activity WS 1Directions- Tell which of the Bill of rights is being violated. The first one is done for you.

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1) The police come into your house and look for drugs because someone told them they saw you with cocaine. However, the police don’t have a warrant from a judge.Fourth Amendment

2) The President of the US appoints a governor for the state of North Carolina.

3) A law is passed in your town that says no one is ever allowed to own a gun.

4) A person is put in prison for murder but he was never given a trial in a court of law.

5) A man’s face is burned over a fire as a punishment for stealing cars.

6) A woman is arrested because she wrote an article that said she disagreed with the President’s opinion on taxes.

7) Congress passes a law that says people that live in coastal towns must provide men and women in the navy with food, clothing and shelter.

8) You are arrested because the police think you stole a car. The police have no evidence but they say they won’t let you go unless you talk.

Amending Our ConstitutionObjective- SWBAT explain why the forefathers made amendments but also made them difficult. SWBAT evaluate and assess situations to determine if rights are being violated.Essential Questions1) Why did our forefathers make sure the Constitution could be changed?2) Why did our forefathers make it difficult to amend the Constitution?

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An amendment is a written change to the Constitution. Since the Constitution was written there have been some changes to our government. Our forefathers could not predict and see into the future. But they knew that things would change and that the government would need some changes as well. Amendments give us our basic rights and allow us to correct errors. The Bill of Rights was the first ten changes made as we learned in our last lesson. Since 1791 there have been 17 additional amendments for a total of 27.

It is not easy to amend the Constitution. Our forefathers wanted to make sure that any change made to our government would be well thought out and necessary. Both Congress and the state governments must be involved in amending the Constitution. Congress is the part of our Federal Government that makes our laws. Congress has two separate houses called the Senate and the House of Representatives.

An amendment must first be proposed and then ratified. A proposal is a suggestion for an amendment and ratification is when an amendment is accepted by the states. The following chart shows the amendment process:

An amendment could be proposed two different ways. First the Federal Government in Congress could propose it with a 2/3 vote. Two-thirds of the Senate and two-thirds of the House of Representatives must agree. Second, an amendment could also be proposed by the states. The legislatures in 2/3 of the states can propose an amendment. This method has never been used yet, but it is still possible that it could be used one day. After an amendment is proposed, it next must be ratified. Three-quarters of all the states accept. That would be 38

states out of 50. If 3/4 accept the proposal, it becomes an amendment to the Constitution. If only 37 or fewer votes “yes” it is thrown away. This whole process may seem simple, but it is not. That is why there have only been 17 amendments in over 200 years. Questions:1) What are the two ways an amendment can be proposed?2) How is an amendment ratified?3) What happens if 42 states vote in favor (yes) for an amendment? What happens if

35 states vote in favor of an amendment?Activities:1) Draw posters of amendment process.

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3) See Activity 2 and 3 - “You’re the Judge”- Students decide if an amendment is being violated.

The Bill of Rights-The First 10 Amendments (1791)1st- Freedom of speech, freedom of the press, freedom of religion.2nd- The right to bear arms (own a gun).3rd- The government may not quarter (house) soldiers in private home without permission from the homeowner.4th- The government may not search or take private property without a search warrant from a judge in a court of law. 5th- The right to remain silent if we are accused of a crime. We also cannot be arrested and accused of the same crime twice.6th- The right to an attorney when arrested and accused of a crime.7th- The right to a trial by a jury of our peers in a court of law when accused of a crime. You cannot be put in jail without a fair trial.8th-There shall be no cruel or unusual punishment when found guilty of a crime. 9th- People have other rights not yet mentioned in the Constitution.10th- States have the right to have their own government as long as they obey the word of

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the Constitution.Amendments Passed After the Bill of Rights

11th (1795)- Someone who lives in one state cannot sue another state in a federal court. They must sue in the state court.12th (1804)- Electors must vote for the President and Vice President separately, not at the same time.13th (1865)- No more slavery. No one can own a slave or be a slave.14th (1868)- Anyone born in the US is US citizen. Anyone naturalized in the US can become a citizen.15th (1870)- No citizen can be kept from voting because of race or color. (This did not include women. They still could not vote.)16th (1913)- The government has the power to put a tax on any money a person earns.17th (1913)- The people of the US now elect the Senate. (Before 1913 the house elected the Senate.)18th (1919)- People of the US could no longer make, sell or transport alcoholic beverages.19th (1920)- No citizen can be kept from voting because of being a woman.20th (1933)- The President, Vice president and Congress will take office in January after the November elections.21st (1933)- Repeals or reverses the 18th amendment. People can once again make, sell and transport alcoholic beverages. 22nd (1951)- The same person cannot be elected President more than twice.23rd (1961)- People living in Washington DC can vote for President and Vice President.24th (1964)-Citizens cannot be forced to pay a poll tax or any other tax in order to vote. Voting is free! 25th (1967)- The Vice President acts as President when the President is too sick or dies.26th-(1971)- Any citizen 18 years of age or older must be allowed to vote. (The age was 21 before this amendment was passed.) 27th (1992)- Compensation for Senate members and House members cannot be changed until after an election.

Activity WS 2- “You’re the Judge”

Directions- Tell which amendment is being violated. The first one is done for you.1) A man is put in jail because he is practices the Hindu religion.

1st amendment-freedom of religion.

2) A man is found innocent of a crime by a jury but he gets arrested for the same exact crime and is put on trial again.

3) The police come into your house without permission from a judge. They have no warrant.

4) The President of the US runs for office a third time and becomes President again.

5) A man is found guilty of a crime and as a punishment his legs and arms are cut off.

6) A woman is not allowed to vote in an election because she is a woman.

7) A Mexican-American man is not allowed to vote because of his nationality.

8) The government passes a law that says no one is allowed to drink beer, liquor or wine anymore.

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9) The police arrest a man and do not tell him that he has the right to remain silent.

10) The army puts soldiers in your home and says you must give them food and clothes.

11) The Federal Government passes a law that says states can no longer have a government.

12) A person is sold a slave to work in a factory.

Activity WS 3- “You’re the Judge”

DIRECTIONS- Decide if a person’s rights are being violated in the following cases. Use your knowledge about the Bill of Rights and amendments to make your decision. If you feel the person’s rights are being violated tell which of the amendments should protect that person. If their rights are not being violated, just write “no violation”. Use a copy of the amendments to help you.

Case #1A group of people is asking for equal rights for all Hispanics. They hold a peaceful demonstration on Main Street in their town. They hold up signs that say “equal rights for Hispanics”. They do not disrupt traffic and cause no problems. However, the town has a law forbidding any kind of demonstration. All of them are arrested for disturbing the peace. Are their rights being violated?__________________________________________________________________________________________________________________

Case #2A woman who does not like the mayor of the city makes a speech against all of his political viewpoints and programs, but does not threaten to harm the mayor in anyway. She is arrested on the claim that she needs a special permit to speak in public. She is charged with disturbing the peace. Are her rights being violated?

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__________________________________________________________________________________________________________________

Case #3A man is found guilty of robbery. He is sentenced to 5 years in jail. Also as punishment he is whipped, beaten and his fingernails are pulled off. __________________________________________________________________________________________________________________

Case #4The police arrest a man who they think set fire to three churches in Charlotte. They put him in jail. They hold him for two days to question him. While holding him, there are no more fires. They find no evidence that connects him to the fires and they cannot give the man a specific reason for why he has been arrested. However, they keep him in jail anyway. The police say that they are protecting the public. Are the Man’s rights being violated?__________________________________________________________________________________________________________________

Case #5A man is arrested and tried for murder. The judge makes the man take the witness stand and answer questions about himself. Are his rights being violated?__________________________________________________________________________________________________________________

Case #6A group of students on a college campus demand better food in the cafeteria. They march down the middle of campus. They become loud and begin to disrupt classes. They also begin to threaten students who do not join them. All of them are arrested for disturbing the peace and making threats. They claim that they are just demonstrating their opinions and speaking freely. Do you think their rights are being violated?__________________________________________________________________________________________________________________

Case #7A man is arrested and found guilty of murdering a policeman. As his punishment he is given the death penalty. He will be given lethal injection. This is when he is given a drug that stops his heart. It is considered a painless death.__________________________________________________________________________________________________________________

Case #8A man is arrested and found guilty of murdering a policeman. As his punishment he is given the death penalty. He will be drawn and quartered, an extremely painful death.

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REVIEW QUESTIONS

1) Name one way the colonists benefited from the French and Indian War while it was being fought.

2) Name two new policies the British government set for the colonies after the French and Indian W a r .

3) Name two ways the colonists protested British policies before the Revolutionary War.

4) What was the purpose of the Declaration of Independence?5) Who was the main author of t h e D e c l a r a t i o n of Independence?6) Name one major principle of the Declaration of Independence.7) What do Americans celebrate on the Fourth of July?8) What was the purpose of the Treaty of Paris, signed in 1783?9) What document provided the basis for the U.S. government after the

Revolutionary War?10) Name one weakness or problem in the Articles of Confederation.11) Name one strength or good point in the Articles of Confederation.12) How were the problems in the Articles of Confederation solved?13) Name one issue on which the delegates to the Constitutional Convention

had to compromise.14) How did the delegates to the Constitutional Convention decide to

guarantee civil rights?15) In what year was the Constitution written?16) After the delegates to the Constitutional Convention agreed on the

Constitution, what had to happen before it could take effect?17) What issue was debated by the Federalists and anti Federalists?18) List two differences between the Articles of Confederation and the

Constitution.19) Why are amendments added to the Const i tut ion?20) Name three rights guaranteed by the Bill of R i g h t s .

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