Unit 1: Constitutional Foundations August 29, 2012 Objective: Students will use a BBK chart to discuss and categorize the causes of the American Revolution. Students will learn to use an acronym, SOAPS, to help them contextualize and analyze documents in US history class.

Business Agenda Do-Now/Business: Binders Review (HW) Revolutions Building on Background Knowledge Chart SOAPS Conclusions Homework: Break Up Letter

Do Now Review 1) One of the first groups of colonists agreed to the ______________________________, hoping to create a functional self-government. 2) Thomas Jefferson drafted the __________________________________________ in order to formally “break-up” with Britain. 3) ____________________________________________is much more efficient than having a direct vote, but requires a lot of trust in a group of elected officials to act in the interests of the people. 4) Jean-Jacques Rousseau, a famous thinker during ____________________________, believed that the power of the government comes from the consent of the people being governed. 5) In ______________________________________ the author criticized monarchies and tries to convince colonists to revolt against Britain. 6) Representatives from Virginia and New Jersey were arguing bitterly over how much power each state would have in Congress until ____________________________________________was added to the Constitution.

Activating Schema Last year, you studied revolutions in world history. What makes people rebel against their government? If you can, recall a specific revolution. What were the reasons for that one?

Building on Background Knowledge Charts Groups of 5-6 Each person uses a different color marker Each round, each person writes 1-2 ideas on the chart, silently After all colors (people) are represented on the chart, each person takes turns explaining what they wrote

Building on Background Knowledge Chart

Inner Circle: What do you already know about the American Revolution and American independence? Building on Background Knowledge Chart

Second Circle: Using the shared text from yesterday, what ideas lead to the American Revolution? Building on Background Knowledge Chart

Second Circle: Using your primary source, what were the other beliefs, conditions and triggers of the American Revolution? Building on Background Knowledge Chart

Using SOAPS to interpret primary sources AcronymQuestions to ask S O A P S

Conclusions: What were the causes of the American Revolution? BeliefsConditionsTrigger Events

Procedures: Each group of is responsible for discussing each of the three authors. The chart must be filled out for all three. You will have 10 minutes to interview each- so work quickly and with a purpose. Once the time is up, you will pass the interview portfolio to the next salon and the clock will begin. There should be no talking between salons.

Reflection: Create a Venn Diagram showing which ideas each held in common with the others.