Quiz Reflection and Quiz Reflection and Review Review

Reflect on exactly what you did to prepare for your quiz. Be honest! Then, answer the following:

1.Who are the founding fathers?2.What form of government do we have in the U.S.?3.What form of government did we have in the 13 colonies? 4.Why do we have government? 5.What are reservations? As in…”I have reservations about letting you go to Pier Park alone.”6.What is a monarchy?7.What is an oligarchy?8.Why did the colonists argue for independence?

Hey King, Hey King, Get Off Our Get Off Our

Backs! Backs!

What led to the writing of the Declaration of Independence?

What led to the writing of What led to the writing of the Declaration of the Declaration of Independence? Independence?

• Lesson Goal: Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence.

_____I can trace the relationships between English/British policies, English responses to colonial grievances, and the writing of the Declaration of Independence.

_____I can recognize the underlying themes of English colonial policies concerning taxation, representation, and individual rights that formed the basis of the American colonists’ desire for independence.

Primary Source Primary Source Analysis: Analysis:

• What do you think is going on in this engraving? What is the issue on which it is focusing? How do you know?

• This is a depiction of the Boston Massacre in 1770. The Boston Massacre occurred when a large crowd of colonists crowded around and harassed English soldiers. In response, the soldiers fired their guns into the crowd killing five people and injuring six.

Too Late To ApologizeToo Late To Apologize

What is this video depicting? How do you know? Did any images or lyrics stand out to you? What questions do you have after watching this video? Do you think the painting might be connected to the video in some way? How?

And it's too late to apologizeIt's too lateI said It's too late to apologizeIt's too lateIt's too late to apologizeIt's too lateI said it's too late apologizeIt's too lateI said it's too late to apologize, yeahIt's too lateI said it's too late to apologize, yeahHalfway across the globeAnd we're standing on new ground

Halfway across the globeAnd we're standing on new groundScreaming 'cross the wavesYou can't hear a soundThere's no fair trials, no trade, no libertiesNo teaWe've colonized America; we won't stand for tyranny,Oh kingAnd it's too late to apologizeIt's too lateI said it's too late to apologizeIt's too lateWe've paid your foolish tax, read the actsAnd they just won't doWe want to make it clear, we believe this much is trueAll men were created with certainUnalienable rightsAmong these are life, liberty, and the pursuitOf happiness

Too Late to Apologize: Too Late to Apologize: A DeclarationA Declaration

• The final image in the video is of the Declaration of Independence.

• Do we understand what led up to the writing of this document?

• What do we think we know? What else do we need to know?

• Jot your ideas down.

What led to the writing of What led to the writing of the Declaration of the Declaration of

Independence?Independence?• We will be investigating the

background information on the relationship between England and the colonists.

• Using your “Hey King! Get off our Backs” article, mark up the text that shows the relationship between England and the colonists.

• Write a summary statement in the box marked: Background Information.

Hey King! Get Off Our Hey King! Get Off Our BacksBacks

Summary Statement! •The colonists sailed to America from England. In England, there was a king and a Parliament. Parliament made laws and stood up for peoples’ rights. In America, the colonists needed some kind of government to deal with everyday problems. Some colonies started to create their own governments, but the king still ruled over all of the colonies. Over time, England spent more time dealing with other issues and the colonies all developed their own governments.

The Road to IndependenceThe Road to Independence• Look at your “The Road to the

Declaration of Independence” reading

• How is this text organized? How do you know?

• What is the time period that is being covered?

• For each year or set of years, summarize the activities of the English and the colonists in separate, complete sentences.

• In the third column use a word or phrase to summarize the colonists’ concerns.

Year(s) Summary of English and Colonial Activities in Complete Sentences

1754-1763

After the French and Indian War, the British began restricting the activities of the colonists.

Boston lawyer James Otis argued that these actions violated the individual rights of the colonists.

1764 The British begin taxing sugar and other imports. They also stop colonists from printing their own money.

The colonists decide to boycott the taxed goods.

1765 The Stamp Act is passed and money from this tax goes to the British Parliament.

The colonists send a petition to King George asking to repeal the Stamp Act because taxation without representation violates the colonists’ rights.

1766 & 1767

The British pass more laws taxing the colonists. Some colonists decide to boycott some of the British

goods.

Years Summary of English and Colonial Activities in Complete Sentences

1768 & 1769

Colonists begin supporting the idea that taxation without representation is wrong and they also begin boycotting more British goods.

The British send troops to Boston to keep order in the Massachusetts colony.

1770-1773

British troops kill five colonists and injure six in the Boston Massacre. Parliament gets rid of all taxes on imports except for tea but then they only allow one British company to be import tea to the colonies.

In response, a group of colonists board British ships in Boston, and dump hundreds of chests of tea into the harbor.

1774 The British pass a series of acts that closed the port of Boston, put Massachusetts under military rule, made it illegal to bring soldiers to trial in the colonies, ended the colonial government in Massachusetts, allowed soldiers to stay in colonists’ homes and gave land to Canada.

The colonists convene the First Continental Congress and oppose the acts, begin organizing colony militias and stop importing and exporting with England.

1775 The British and the colonists begin fighting in the Revolutionary War. The Second Continental Congress sends a petition to King George to

come to an agreement so that the fighting can stop. The King instead orders the troops to end the colonial rebellion. He also

ends all trade for the colonies.

1776 The British and colonists continue to battle. Congress agrees to pursue independence.

The Declaration of Independence is signed

The Road to The Road to IndependenceIndependence

• Do you notice that there are some major themes in the colonial concerns column? What are three major things you can see?

• The colonial concerns can be grouped into three main concerns: taxation, representation, and individual rights.

• Adjust your answers to reflect the three main concerns of taxation, representation, and individual rights.

Checking for Checking for Understanding:Understanding:

Write a well-crafted informative response using one of the following prompts:

Prompt 1: Using what you have learned during this lesson and citing specific examples from the reading, explain the main concerns of the colonists that led to the writing of the Declaration of Independence.

Prompt 2: In 1963 Dr. Martin Luther King, Jr. wrote the following statement as part of his Letter in Birmingham Jail: We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. Based on what you have learned and citing specific examples the reading and activity sheet, how does this statement relate to the events leading up to the writing of the Declaration of Independence?

Using the sample item below, choose the correct response. Then, explain WHY the response is correct and why you eliminated your other responses.

What are the ideas and complaints in the Declaration of Independence? Lesson Goal: Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

_____I can explain the concept of natural rights as expressed in the Declaration of Independence.

_____I can identify the natural rights specifically expressed in the Declaration of Independence.

_____I can analyze the relationship between natural rights and the role of government.

_____I can recognize the connection between specific grievances in the Declaration of Independence and natural rights’ violations.

_____I can recognize colonial complaints as identified in the Declaration of Independence

Artwork AnalysisArtwork Analysis• John Trumbull painted a presentation of the

Declaration of Independence in what is now called Independence Hall in Philadelphia.

• The painting features the committee that drafted the Declaration of Independence — John Adams, Roger Sherman, Thomas Jefferson (presenting the document), and Benjamin Franklin — standing before John Hancock, the President of the Continental Congress.

• This painting currently hangs in the U.S. Capitol. • Define the term “independence”.• What is an example of independence in everyday life?

Background Information on Background Information on the Declaration of the Declaration of

IndependenceIndependence• During the Second Continental Congress in 1775,

delegates argued over whether to seek independence or remain loyal to Great Britain. Many did not want to seek independence as they feared that this would start a war with Great Britain. Others felt that independence was necessary because King George III was an oppressor who was limiting the colonists’ rights and actions. They felt that Great Britain was becoming a tyranny.

• In 1776, Thomas Paine stated that it was “common sense” for the colonies to break away from Great Britain. He said that King George was a “royal brute” and the colonies had every right to sever ties.

Background Information on Background Information on the Declaration of the Declaration of

IndependenceIndependence• After many months of debate, more than half of the

delegates agreed to declare independence from Great Britain.

• Thomas Paine’s writings were very influential in the decision to declare independence.

• Thomas Jefferson, the main author, detailed the colonies’ reasons for breaking away with Great Britain.

• The document argued that the king did not look after the interests of the colonies anymore.

• He listed the grievances, or complaints, that the colonists had towards the crown.

Document Analysis: Brainstorm about the document using your questions on the activity sheet to guide your thinking…What questions do you have about this document?

Excerpts from the Excerpts from the DeclarationDeclaration

• We will analyze excerpts of this document in order to understand the colonists’ argument for independence.

• What is this about? • Who is “He”? • What is the main issue

of this document?”

VocabularVocabular

y in y in

ContextContext

1. dissolve 2. impel 3. self-evident

4. endowed

5. unalienable rights

6. institute

7. derive

8. consent of the governed

9. abolish

10. usurpations

11. despotism

12. tyranny

13. tyrant

14. assent

15. quartering

16. deprive

17. oppression

18. rectitude

S.L.A.P. technique: 1.SAY the word aloud. 2.LOOK for clues, 3.ASK what the word might mean and think of another word that may be used to express that meaning4.PUT that word in place of the unknown word, does it make sense? Why or why not?

abolish to endassent to agree consent of the governed

an agreement made by the people to establish a government and abide by its laws

deprive to take something awayderive to takedespotism a system of government where the ruler has unlimited power

dissolve to bring to an endendow to be given something naturallygrievance a complaintimpel to urgeimpose to establish by using authority or powerinstitute to establishnatural rights the belief that individuals are born with basic rights that cannot be taken

away by governmentsoppression the use of authority or power in a cruel or unjust manner

quarter to houserectitude the quality or state of being correctself-evident obvious, having no need of proof

tyranny a government in which a single ruler possesses and abuses absolute power

tyrant a single ruler that possess and abuses absolute government power

unalienable (inalienable) rights

basic rights of the people that may not be taken away

usurpation the act of exercising power by force

Using the sample item below, choose the correct response. Then, Using the sample item below, choose the correct response. Then, explain WHY the response is correct and why you eliminated your explain WHY the response is correct and why you eliminated your

other responses. other responses.

The Declaration of The Declaration of

Independence DiscussionIndependence Discussion• “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.”

• Have you heard the phrase life, liberty and the pursuit of happiness before?

• Do you think this applies to all people? • How does the text explain this phrase?”• Life, liberty, and the pursuit of happiness are natural

rights. • Define the term natural rights in your own words and

write it in the discussion section of their activity sheet.

The Declaration of The Declaration of

Independence DiscussionIndependence Discussion• What is the connection between

natural rights and the role of government?

• What evidence from the text led you to this conclusion?

• You will continue reading the document with your partner in order to answer the questions on the “Primary Source Document Analysis” activity sheet.

• How does this information of the Declaration of Independence fit into what else we have learned?

1. What type of document is this? (check one):  __ Newspaper __Report _x_ Memo __ Letter  

2. What are some unique visual characteristics of this document? (check all that apply) x Interesting Letterhead x Handwritten __ Typed __ Seals/Stamps __ Notations x Signatures

3. What is the date of this document?July 4, 1776 

4. Who is the author (or creator) of this document?The Representatives of the United States What is their position? What words does the author use to make their position known to the reader?  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... 

5. Who is intended to read this? Do you think they read it?  He (King George III)

A. What is the author’s purpose for writing this document?To declare independence from England and explain the reasons why. B. What evidence helps you understand why it was written? “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...”C. How is the concept of “natural rights” discussed in this document? “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.” People have rights that cannot be denied by any government. D. How are “natural rights” and the government connected? “That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” The role of the government is to protect natural rights. Government gets it power from the people or the public.

E. What are some grievances that the colonists express in the document? 1. 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.2.…He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.3.… He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.4.… He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.5… For Quartering large bodies of armed troops among us:6.…For imposing Taxes on us without our Consent.7…For depriving us in many cases, of the benefits of Trial by JuryF. Which grievances listed violate the colonists “natural rights”?All G. What were the colonists willing to give up by signing this document?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.

Checking for Checking for Understanding Understanding

Write a well crafted response to the following prompt on pg. 16 of you notebook. Prompt•Using what you have learned from analyzing the Declaration of Independence, write a well-crafted informative text explaining the relationship between natural rights and the role of government and how the colonists’ complaints are related to the concept of natural rights.

4.0 In addition to a 3.0, in-depth inferences and applications that go beyond what was taught. Students are able to examine the Declaration of Independence from the perspective of the colonists and the British.

3.0 The student will understand and/or be able to:Students will analyze the relationship between natural rights and the role of government. 1. People are endowed by their Creator with certain unalienable rights; 2. Governments are instituted among men to secure these rights; 3. Governments derive their just powers from the consent of the governed; and 4. Whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government.  The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes as the student:Students will explain the concept of natural rights as expressed in the Declaration of Independence. Students will recognize the connection between specific grievances in the Declaration of Independence and natural rights’ violations. However, the student exhibits major errors or omissions regarding the more complex ideas or processes.

1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.Students will identify the natural rights specifically expressed in the Declaration of Independence (life, liberty, and the pursuit of happiness). Students will recognize colonial complaints as identified in the Declaration of Independence (imposing taxes without the consent of the people, suspending trial by jury, limiting judicial powers, quartering soldiers, and dissolving legislatures).

0.0 Even with help, no understanding or skill demonstrated.