1. Independence & First Steps Topics 2.2-2.3 “We must all hang together, or assuredly we shall hang separately.” Benjamin Franklin Ben, dude…that’s dark. Mr. Elder Please sit where you like. You’ll be working with a partner. 1

2. Standards USG.2.1 Summarize the colonial, revolutionary, and Founding-Era experiences and events that led to the writing, ratification, and implementation of the United States Constitution (1787) and Bill of Rights (1791). USG.2.2 Understand the concept of compromise and evaluate its application during the Constitutional Convention. USG.2.3 Analyze and interpret central ideas on government, individual rights, and the common good in founding documents of the United States. USG.2.4 Explain the history and provide examples of foundational ideas of American government embedded in the Founding-Era documents such as: natural rights philosophy, social contract, popular sovereignty, constitutionalism, representative democracy, political factions, federalism, and individual rights. USG.2.5 Identify and explain elements of the social contract and natural rights theories in United States founding-era documents. USG.2.6 Explain how a shared American civic identity is based on commitment to foundational ideas in Founding-Era documents and in core documents of subsequent periods of United States history. USG.2.7 Using primary documents compare and contrast the ideas of the Federalists and the Anti-Federalists regarding the respective roles of state and national government on ratification of the United States Constitution (1787–1788). USG.2.8 Explain the history and provide historical and contemporary examples of fundamental principles and values of American political and civic life, including liberty, security, the common good, justice, equality, law and order, rights of individuals, diversity, popular sovereignty, and representative democracy. 2

3. STUDY NOTE I run my classroom as much like a college classroom as possible. Prior to coming to class you need to READ & Take Notes (use the Unit guide as a guide) what I have assigned. You then need to take notes during class and/or mark up the notes I give you. 3

4. Important Historical Influences: Stressing Limited Government Magna Carta (1215) Trial by Jury Due Process of Law (protection against the arbitrary taking of life, liberty, or property) Power of monarchy is not absolute  Elected Parliament Petition of Right (1628) Due Process of Law No arbitrary imprisonment or punishment without lawful judgment of his/her peers No housing of troops in private homes Challenged Divine right of kings English Bill of Rights (1689)  Agreed to by William and Mary of Orange Limited standing army in peace time (act of Parliament) Right to fair trial & freedom from excessive bail/cruel and unusual punishment 4

5. Vocabulary – Unit 1 (Topics 2.2 & 2.3) Topic 2.2 Popular Sovereignty Confederation Popular Sovereignty Limited Government Civil Rights & Liberties Separation of Powers Checks and balances Topic 2.3 Articles of Confederation Ratification Full Faith & Credit Extras Social Contract John Locke 5

6. Entrance Ticket (Please answer the following question(s) in writing and be prepared to discuss your answer(s)) Answer the questions in your notes… Examine the chart entitled “State Constitutions and America’s Founding Documents” on page 53 of your text. Then answer the following questions on your entrance ticket: Why did the first “state” constitutions have such a powerful impact on the creation of the U.S.’s Federal Government? The absence of what elements from the various “state” constitutions resulted in the failure of the Articles of Confederation? Be prepared to discuss your answers. 6

7. First Steps (More Recent Historical Influences on U.S. Government) (Topic 2.3) Learning Targets: I can identify and describe the important historical influences on the USC. 7

8. The Road to Independence (Background) The Albany Plan (1754) B. Franklin proposes Annual Congress of delegates from all 13 col. (turned down) Stamp Act Congress (1765) Stamp Act leads to Stamp Act Congress and committees of correspondence = Organized resistance First Continental Congress (1774) Response to Intolerable Acts Delegates from all states but Georgia Sends declaration of rights to King George; urges boycott Second Continental Congress (1774-1781) Delegates from all 13 col. Raised Continental Army; Names G. Wash. Com. In Chief Adopted DOI (1776) National Govnt until adoption of Art. Of Confederation in 1781 8

9. NOTE: Between 1776 and 1777 most of the states held conventions and adopted written constitutions. The fundamental laws of each state are established in each state’s constitution. Common Features: 1.Popular Sovereignty: Government can only exist with the consent of the people. 2.Limited Government: The power of government has many restrictions. 3.Civil Rights & Liberties: The people have certain rights that the government must respect. 4.Separation of Powers: The power of government is divided among three branches. 5.Checks and balances: Each branch has a way to control the power of the others 9

10. Declaration of Independence Learning Targets: I can identify and describe the content and purpose of the DOI. 10

11. Declaration of Independence Four parts: Preamble-explaining why it was written Declaration of natural rights-John Locke List of grievances-27 complaints against the crown Resolution of independence- declaration of independence from crown A justification for Rebellion - if government does not protect citizens’ rights, citizens have authority to change or abolish the government 11

12. Declaration of Independence “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.” This is a Justification for rebellion! This is a prime example of the SOCIAL CONTRACT IN ACTION! Government is in the hands of the people GENERALLY. No individual has a God given right to govern. 12

13. The Social Contract – John Locke’s Greatest Legacy Activity 1 Working in a group of 2-3 please: 1.Read and discuss the “Tips for reading primary documents” section of the John Locke – Document Analysis & Thesis Practice document. 2.Read, discuss, and answer the questions relating to “excerpts from the 2nd Treatise on Government”. 3.Complete the “Thesis Practice” section of the John Locke – Document Analysis & Thesis Practice document. Be prepared to discuss your answers. 15 minutes 13

14. OK, time for a little rebellion… Funny NFL Moment 2015 (3:47) 14

15. First Steps (Topic 2.3) Learning Targets: I can identify and describe how founding era documents and events led to the evolution of the USC. 15

16. State Constitutions Features: Popular sovereignty (Established in the USC with the words “we the people”) Limited government Civil rights and liberties Separation of powers Checks and balances (be able to provide examples of Checks and Balances) State constitutions were important because they formed the basis of the articles of Confederation and later U.S. Constitution. They spell out the FUNDAMENTAL LAWS od Each State 16

17. What were the Articles of Confederation? The Articles of Confederation set up a national Congress made up of delegates from the 13 states. Delegate: A person chosen to speak or act for another person or group. Established unicameral Congress; delegates chosen annually by state legislatures (one vote per) Established a firm league of friendship among the states; Each state remained sovereign, often acted independently. and frequently refused to support the central government Under the Articles of Confederation Congress could: 1.Make war & raise military forces; 2.Borrow money 3.Agreed to treaties with other countries; and Treaty: an agreement between two or more countries or states about trade, peace, or other matters. 17

18. Articles of Confederation (1777) – Created by folks who feared that a strong central government would threaten the rights of the people. Weaknesses of the articles of Confederation: 1.Congress did not have the power to tax. (could not pay off debt from revolution or pay military) 2.No National Currency (states printed their own currency) 3.Each state had only one vote, regardless of size. 4.Congress could not regulate trade between the states (foreign yes). 5.Congress had no executive power to enforce its acts (laws). 6.There was no national court system. 7.Amendments to the Articles of Confederation required the approval of all 13 states. The main reason that it was replaced was that it failed to give the central government enough power to govern effectively – Ex. Shay’s Rebellion. If the AOC were still in effect today issues such as the effect of acid rain would be handled by the individual states. 18

19. The Social Contract – “Living in Tents, and by the Rules, Under a Bridge” Activity 2 Working individually please: 1.Read and answer the short essay question for The Social Contract – “Living in Tents, and by the Rules, Under a Bridge”. Be prepared to turn in your essay and discuss your answers. This is graded.25 points (that’s roughly half a test grade) 19

20. Review Topics 2.2 & 2.3 Write IDs for Vocabulary I can identify and describe the important historical influences on the USC. I can identify and describe how founding era documents and events led to the evolution of the USC. 20

21. Finish up and hand in your Short Essay This is your exit ticket. Assignment: Read and take notes on Topics 2.4-3.1 21