Unit+2--Revolutionary+America


 * September 25-October 22 **


 * Lesson 1: The American Revolution, 1763-1783, Chapter 5 **
 * Lesson 2: The Revolution Within, Chapter 6 **
 * Lesson 3: Founding a Nation, 1783-1789, Chapter 7 **

**Period 1763-1789**

**Key Concepts**

**3.1 Britain's victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States.**

**To get started, the Gilder-Lehrman website, which requires registration, has a great interactive timeline of events from 1763-1783 and a COMPLETE listing of terms, most of which are listed in the "key terms" section below. Click on the events for a thumbnail description or definition. Mastery of this timeline will help enormously as you study for the chapter.**  **[|Gilder Lehrman Timeline and Terms]**

**Essential Questions for Unit II**
 * **What was revolutionary about the American Revolution? **
 * **What were the central causes of the American Revolution? In what ways were economic, political, ideological, and social issues related to the Revolution? **
 * **Who suffered and who gained by the Revolution? **
 * **Were the British justified in attempting to raise revenue from the American colonists? **
 * **Did Britain ultimately lose or gain from its victory in the Seven Years War? **
 * **Were the colonists justified in resisting British policies after the French and Indian War? **
 * **Would you have been a revolutionary in 1776? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 17px;">How "radical" was the Revolution? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 17px;">Was the American War for independence best understood as a revolt against taxes? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 17px;">Was the American Revolution inevitable? **
 * <span style="color: #800000; display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">**Did the Articles of Confederation provide the United States with an effective government?**


 * <span style="font-family: Verdana,Geneva,sans-serif;">Recommended Media for Lesson 1 **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">The French & Indian War <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (C-SPAN - Patrick Mullins)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Founding Brothers <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Gilder Lehrman - Joseph Ellis)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Women in the Early Republic <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">(C-SPAN - Catherine Allgor)


 * <span style="font-family: Verdana,Geneva,sans-serif;">Other Websites of Interest for Lesson 1 **


 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">A Guide to the French & Indian War <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">(Library of Congress Collection)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Liberty! <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (PBS Website)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">[|The Road to Revolution] <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (PBS Simulation)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">The Coming of the American Revolution <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Website)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Boston Massacre Trials <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">(UMKC School of Law Website)

**<span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Key Vocabulary for Lesson 1 ** **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Loyal Nine, Paxton Boys, Proclamation Line of 1763, Regulator Movement, Navigation Laws, “Enumerated” Articles, Molasses Act, Writs of Assistance, James Otis, George Grenville, King George III, Proclamation of 1763, Pontiac’s Rebellion, Currency Act, Sugar Acts, Quartering Act, Stamp Act, Admiralty Courts, Virginia Resolves, Committees of Correspondence, Lord Dunmore's proclamation, Olive Branch petition, Common Sense, Patrick Henry, “No Taxation without Representation,” Charles Townshend, Crispus Attucks, “External Taxes,” “Internal Taxes,” “Virtual Representation,” Stamp Act Congress, Sons of Liberty, John Adams, John Dickinson, Patrick Henry, Paul Revere, Richard Henry Lee, Thomas Gage, Thomas Hutchinson, Sons of Liberty, Stamp Act Congress, Sam Adams, Declaratory Act, Townshend Acts, Massachusetts Circular Letter, Boston Massacre, Gaspee Incident, Committees of Correspondence, Tea Act, British East India Company, Boston Tea Party, Intolerable Acts, Quebec Act, First Continental Congress, Lexington and Concord **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Recommended Media for Lesson 2 **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">The American Revolution <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Yale Open Courses - Joanne Freeman)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">His Excellency: George Washington <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Gilder Lehrman - Joseph Ellis)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Myths of the American Revolution <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Gilder Lehrman - Carol Berkin)
 * <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">[|How the American Revolution Came to New York]


 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Key Vocabulary for Lesson 2 **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">British Strengths & Weaknesses, American Strengths & Weaknesses, Second Continental Congress, Continental Army, George Washington, Olive Branch Petition, Battle of Ticonderoga, Ethan Allen, Valley Forge, Benedict Arnold, Battle of Bunker Hill, Thomas Paine, Common Sense, Declaration of Independence, Thomas Jefferson, Loyalists, Patriots, Marquis de Lafayette, Franco-American Alliance, George Rogers Clark, John Paul Jones, Nathanael Greene, Battle of Yorktown, Treaty of P <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">aris, <span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Resolution for Independence, Benedict Arnold, Lord Cornwallis, Nathanael Greene, republican motherhood, **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Other websites of interest for Lesson 2 **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Liberty! <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (PBS Website)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Revolutionary War Animated <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Website)
 * <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">[|Interactive Timeline American Revolution]


 * <span style="font-family: Verdana,Geneva,sans-serif;"> Key Vocabulary for Lesson 3 **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Yorktown, Treaty of Paris (1783), Loyalists, Articles of Confederation, Land Ordinance of 1785, Northwest Ordinance of 1787, Battle of Fallen Timbers, Daniel Shays, **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Annapolis Convention, Constitutional Convention, James Madison, ****<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;"> Virginia Plan, New Jersey Plan, The Great Compromise, Electoral College, Three-Fifths Compromise, ****<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Commerce Compromise, Checks and Balances, Separation of Powers, “Elastic” Clause, “Supremacy” Clause, **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Federalists, Antifederalists, The Federalist Papers, **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Recommended Media for Lesson 3 **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">How to Read the Constitution <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> ( Teaching American History - Gordon Lloyd)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Ratification <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Teaching American History - Gordon Lloyd)


 * <span style="font-family: Verdana,Geneva,sans-serif;">Other Websites of interest for Lesson 3 **
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Shays' Rebellion and the Making of a Nation <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Website)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">The Constitutional Convention <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">(Teaching American History Website)
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Interactive Constitution <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (National Constitution Center Resource)


 * <span style="font-family: Verdana,Geneva,sans-serif;">Map Work for Unit II--Due October 9th **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Identify the following places on the map AND write a sentence or two as to its significance: Albany, New York; Mississippi River valley; Great Lakes (Label each, no significance statement needed); Ohio River; Pittsburgh; Quebec; Boston; Philadelphia; Nova Scotia; Saratoga, New York; Hudson Valley; Trenton, New Jersey; Valley Forge; Northwest Territory; Yorktown. **

**//<span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Wednesday, September 25, 2013 //**

 * =====**<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read pps. 185-191, Chapter 5, The American Revolution **=====
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 1.033em; line-height: 1.5;">Develop a detailed timeline of events from 1763-1775 that led to the outbreak of war between the colonists and Britain. Include at least 10 events. **
 * =====**<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In class work: [|Proclamation Line of 1763] **=====
 * =====**<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In class work: Stamp Act **=====

**<span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Thursday, September 26, 2013 **

 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pps. 191-195, Chapter 5, the American Revolution **
 * =====**<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In class work: [|Boston Massacre Engraving] **=====
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read this article from the Gilder Lehrman Institute <span style="font-family: Verdana,Geneva,sans-serif;">, [|Unruly Americans in the Revolution] **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In class, look at the video embedded below. In your notebook answer the questions posed in the video. **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">media type="custom" key="10346852"

**<span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Friday, September 27, 2013 **

 * <span style="font-family: Verdana,Geneva,sans-serif;">**Read pages, 195-202 (down to Declaration of Independence. Take notes over the reading and be prepared to share those with me via email at the beginning of class.**
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In class, listen to the podcast at the link listed below: **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Midnight Ride of Paul Revere **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read the article at the link below: **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Boston **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pps. 200-201. BE prepared to answer the questions on page 201. **
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">1 sentence, no more than 50 words) the answer to this question: What were the causes of the outbreak of hostilities between England the America colonies in 1775?


 * //<span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Monday, September 30, 2013 //**
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read pages, 202-205, Chapter 5, the American Revolution **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read in After the Fact, Declaring Independence **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read the Declaration of Independence in the back of your book. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Review the following video. **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">media type="custom" key="10346902"

**<span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Tuesday, October 1, 2013 **

 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pages, 205-215, Chapter 5, The American Revolution **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Submit the following FRQ by midnight of October 1, 2013. Evaluate the relative importance of the following as factors prompting Americans to rebel in 1776: parliamentary taxation; restriction of civil liberties, British military measures, the legacy of colonial religious and political ideas. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Review powerpoint on the American Revolution at www.pptpalooza.net. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">OPTIONAL: Read the essay by prominent Revolution historian Pauline Maier located at the link listed below. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">[|Pauline Maier on the Revolution] **

> **<span style="font-family: Verdana,Geneva,sans-serif;">[|Gary Nash's Social and Political Legacy of the American Revolution] **
 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Wednesday, October 2, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read pps. 221-230 (down to Defining Economic Freedom), Chapter 6, the Revolution Within **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">In your notebook, identify Dr. Nash's principal thesis. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read the essay by historian Gordon Wood at the location below. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">[|Gordon Wood Creating a New Nation] **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Thursday, October 3, 2013 **


 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read pps. 230-238, Chapter 6, the Revolution Within **


 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Friday, October 4, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read pps. 238-252, Chapter 6, the Revolution Within **


 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Monday, October 7, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pps. 258-265 (down to Shay's Rebellion) **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Writing Assignment (Share via Schoology OR Google Docs) Answer the following questions in 1-2 well developed paragraphs. **
 * **Thomas Paine wrote that the essence of a republic was not the "particular form" of government, but its object, "the Public good". Discuss how the various states structured their governments and how they believed those governments provided for the public good.**
 * **Thomas Jefferson claimed that no nation could expect to be ignorant and free. Explain what he meant by this. How did he define virtue and how was that important to his vision.**
 * **To what extend did Revolutionary era Americans agree with Noah Webster's statement that equality was the very soul of a republic? Your response should define what Americans meant by equality and should consider groups that seemed to enjoy equality as well as those groups that did not.**
 * **When Dr. Samuel Johnson, the British writer, asked how it was "that we hear the loudest yelps for liberty from the drivers of negroes" he was pointing to a key irony of the American independence movement. What arguments did supporters of American independence use to justify retaining the institution of slavery? Did any of their contemporaries in America counter their arguments? How?**


 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Tuesday, October 8, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pps. 265-267, Chapter 7, Founding a Nation **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;"> In class AFTER you watch the videos on Daniel Shays in class, post a comment about the rebellion. Use some of the following questions to start your thinking. Post these in the discussion tab on schoology. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Daniel Shays felt that he had the right to be protected from debt and decline. Why ****<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">did he believe the government was obligated to provide this protection? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Do you think it was significant that Daniel Shays was a Revolutionary war veteran? <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Discuss. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">What were the major complaints of Shays and his followers? What do you think <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">they saw as the goals of the rebellion? Did these goals change over time? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Do you think most Americans would have agreed with Shays’ and his followers at <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">the time of the rebellion? Do you think they would have approved of the way they addressed them? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Why was Shays’ Rebellion considered to be the United States’ first civil war? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Americans soon learned after the war that the Articles of Confederation were too <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">weak. How did Shays’ Rebellion reveal these weaknesses? **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Watch the videos on Daniel Shays **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Wednesday, October 9, 2013 **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pps. 267-273, Chapter 7, Founding a Nation **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">FRQ. Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation. Due by midnight, Monday, October 14, 2013. **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Homework in preparation for Thursday, October 10, 2013

 * **Celtic Stride**


 * Homework in preparation for Friday, October 11, 2013**
 * ** No School **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Monday, October 14, 2013 **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">**Rockhurst Library Visit**


 * <span style="font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Tuesday, October 15, 2013 **

> <span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">**<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Homework in preparation for Wednesday, October 16, 2013 **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">**<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Read pps. 267-273 **


 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">**<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">PSAT **

<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">**<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Homework in preparation for Thursday, October 17, 2013 **


 * **<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">This assignment will include information for Monday. **

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%; line-height: 1.5;">Federalists/Anti-Federalists Debate **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">There will be two students assigned to each personality (Hamilton will have 3). **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Prepare a notecard for our debate on Monday, with notes that you have researched from the website. [] **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Your note card should CLEARLY INDICATE that you have gotten information from the website. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">With your “personality” read the appropriate Federalist or Anti-Federalist primary source material (handed out in class) AND discuss the questions that are posed below. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">By Monday, you should have composed 2-3 “tweets” from your character’s personality arguing for or against the ratification of the Constitution. **
 * **<span style="background-color: #ffffff; color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Create a "tweet" with "hashtag" #ohsapush in which you take the position of either a Federalist or an Anti-Federalist during the debates over the ratification. Your tweet should clearly indicate which side you are on. If you do not have a twitter, please email me your tweet. You may respond to other tweets as well. Please complete this "tweet" assignment by Monday, October 21st. Feel free to respond to others' tweets. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">On Monday, we will debate the question: “Should the Constitution be ratified?” **<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">(See Rubric) (Handed out in Class).

<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;"> Hamilton <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;"> John Adams <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;"> John Jay <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;"> John Madison <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;"> Benjamin Franklin

<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;"> Samuel Adams <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;"> Patrick Henry <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;"> James Monroe <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;"> Elbridge Gerry <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;"> George Clinton


 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Federalists Critical Questions **
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Critical-Analysis Question 1: Federalist Paper #1 states that “History will teach us. . . .” What words does the author use to tell us what we will be taught?
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Critical-Analysis Question 2: Federalist Paper #10 states “that the CAUSES of faction cannot be removed, and that relief is only to be sought in the means of controlling its EFFECTS.” What “effects” is the author referring to and how are they to be remedied?
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Critical-Analysis Question 3: Federalist Paper #51 states, “If men were angels, no government would be necessary.” What does this statement imply when it comes to creating a government? What words does the author use to answer this question?
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Critical-Analysis Question 4: Federalist Paper #84 states that a bill of rights in the Constitution is not necessary. What arguments does the author make to back up this statement?

<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">**Anti-Federalists Critical Questions**


 * Critical-Analysis Question 1: Anti-Federalist Paper #1 states that “In order to deceive them. . . .” According to the author, who is deceiving whom and for what purpose?
 * Critical-Analysis Question 2: Anti-Federalist Paper #9 begins by stating, “We the Aristocratic party of the United States.” Why would Anti-Federalists write from the point of view of the aristocrats? What evidence in this document shows the aristocrats’ supposed contempt for the average citizen?
 * Critical Analysis Question 3: Anti-Federalist Paper #46 states, “We are left wholly dependent on the wisdom and virtue of the men who shall from time to time be the members of Congress.” How are the Anti-Federalists making this argument?
 * Critical-Analysis Question 4: Anti-Federalist Paper #84 states that the Constitution needs to be “founded on a declaration or bill of rights.” What evidence is presented to make this argument?
 * What is your position on a bill of rights being added to the Constitution?


 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Read pps. 273-288 **
 * **<span style="background-color: #ffffff; color: #800000; font-family: Verdana,Geneva,sans-serif;">Imagine that you were a citizen of Philadelphia in the summer of 1787. What are you hearing about what is going on at what will come to be called, Constitution Hall? What are your feelings about a new government? **

<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">**<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Homework in preparation for Friday, October 18, 2013 **
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">**<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">No School **

<span style="color: #800000; font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">**<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Homework in preparation for Monday, October 21, 2013 **


 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">**Debate on the Ratification of the Constitution.**
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">**Follow up (to be written in class)**
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">**Which side posed the most valid arguments? Why?**
 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">**Write a one paragraph editorial in which you explain who won the debate, citing at least two pieces of evidence heard in the debate.**


 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Tuesday, October 22, 2013 **
 * **<span style="background-color: #ffffff; color: #800000; font-family: Verdana,Geneva,sans-serif;">Review the video link by Carol Berkin, preeminent historian of the Constitution convention at this link. To view this video, you will need to create an account at the Gilder Lehrman website. **
 * **<span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">[|Carol Berkin Calling the Constitutional Convention] **
 * **<span style="background-color: #ffffff; color: #800000; font-family: Verdana,Geneva,sans-serif;">Be prepared to discuss ****<span style="background-color: #ffffff; color: #800000; font-family: Verdana,Geneva,sans-serif;">[|Two Preambles] **
 * **<span style="background-color: #ffffff; color: #800000; font-family: Verdana,Geneva,sans-serif;">FRQ--Please bring in Typed, double spaced, Times New Roman, 12 point font, 2 pages, MLA format, a FRQ that answers the following question: No late work accepted. **
 * **<span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Analyze the reasons for the Anti-Federalists' opposition to ratifying the Constitution. **


 * <span style="color: #800000; font-family: Verdana,Geneva,sans-serif;">Homework in preparation for Wednesday, October 23, 2013 **
 * **<span style="background-color: #ffffff; color: #800000; font-family: Verdana,Geneva,sans-serif;">Celebration of Knowledge, Chapters 5, 6, 7 **
 * **<span style="background-color: #ffffff; color: #800000; font-family: Verdana,Geneva,sans-serif;">The Test will include 15 identifications, using 1-2 sentences to identify BOTH the term AND its significance. **
 * **<span style="background-color: #ffffff; color: #800000; font-family: Verdana,Geneva,sans-serif;">The test will include at least 15 multiple choice. **
 * **<span style="background-color: #ffffff; color: #800000; font-family: Verdana,Geneva,sans-serif;">The test will include at least 2 essays, to be answered in AT LEAST 2 paragraphs EACH. **