Transcript Declaration of Independence and Common Sense

Declaration of Independence and
Common Sense
The English Bill of Rights, 1689
• It lays down limits on the powers of the
crown
• sets out the rights of Parliament and rules for
freedom of speech in Parliament, the
requirement for regular elections to
Parliament and the right to petition the
monarch without fear of retribution
• http://teachingamericanhistory.org/library/d
ocument/the-english-bill-of-rights-1689/
TSWBAT Review the English Bill of Rights
and the Mayflower Compact to explain and
discuss how it influenced America
Date: Tuesday
March 18
Warm up: GET OUT YOUR ENGLISH BOR worksheet from FRIDAY
and discuss step 3; Review the English Bill of Rights and the Mayflower
Compact to explain and discuss how it influenced America– see next slide
Activity: PPT and guided notes
• Book
• Binder
• Pen/pencil
Current Assignments
Past Due
Assignments
What do I need
for class today?
Discussion Question
• How could the Mayflower
Compact and English Bill of
Rights influence American
Feelings on Revolution?
General feelings in America
• not everyone favored the revolutionary
movement; this was especially true in areas of
mixed ethnic cultures and in those that were
untouched by the war.
• The citizens of the middle colonies were
especially unenthusiastic about the revolution
• among those who did support a change in the
government structure, not everyone who
joined the movement favored violence.
– Quakers and members of other religions, as well as
many merchants from the middle colonies, and some
discontented farmers and frontiersmen from southern
colonies opposed the use of violence, and instead
favored "discussion and compromise as the proper
solution"
• The patriots were able to gain a great deal of
support for a violent Revolution from the less
well-to-do
• Support for the Revolution increased when it
became clear that King "George III had no
intention of making concessions"
Why was there a revolution??
• the war began as a disagreement over the way
in which Great Britain treated the colonies versus
the way the colonies felt they should be treated.
• Americans felt they deserved all the rights of
Englishmen.
• The British, on the other hand, felt that the
colonies were created to be used in the way that
best suited the crown and parliament.
• This conflict is embodied in one of the rallying
cries of the American Revolution: No Taxation
Without Representation.
Common Sense, by Thomas Paine
• Many were frustrated with the British; Thomas
Paine, an author and political advocate, wrote a
widely successful pamphlet discussing the
reasons why America should revolt against the
British
• Published in 1776, Common Sense challenged
the authority of the British government and the
royal monarchy.
– The plain language that Paine used spoke to the
common people of America and was the first work to
openly ask for independence from Great Britain.
Common sense: 1
• In Common Sense, Thomas Paine argues for American
independence. His argument begins with more
general, theoretical reflections about government and
religion
• Paine begins by distinguishing between government
and society. Society, according to Paine, is everything
constructive and good that people join together to
accomplish.
• Government, on the other hand, is an institution
whose sole purpose is to protect us from our own
vices. Government has its origins in the evil of man
and is therefore a necessary evil at best. Paine says
that government's sole purpose is to protect life,
liberty and property
Common Sense: 2
• Paine then considers an imagined scenario in
which a small group of people has been
placed on an island, and cut off from the rest
of society. In time, these people develop ties
with one another, and lawmaking becomes
inevitable. Paine says the people will be much
happier if they are responsible for the creation
of the laws that rule them.
Common Sense: 3
• Paine proceeds to launch a general attack on
the British system of government. Paine says
the British system is too complex and rife with
contradictions, and that the monarchy is
granted far too much power. The British
system pretends to offer a reasonable system
of checks and balances, but in fact, it does
not.
Common Sense: 4
• In response to the argument that America has
flourished under British rule, and therefore ought
to stay under the king, Paine says that such an
argument fails to realize that America has evolved
and no longer needs Britain's help.
• Some say that Britain has protected America, and
therefore deserves allegiance, but Paine responds
that Britain has only watched over America in
order to secure its own economic well-being.
Common Sense… WHY?
• QUESTIONS:
• Why do you believe he entitled his pamphlet
Common Sense?
• What are his reasoning's for revolution?
• Do you think his reasons carry merit?
– How so??
Date: Wednesday
March 19
TSWBAT describe the causes of war, declaration of
Independence and translate the Declaration
Warm up: Public Poll: would you have went to war- why or why
not (begin in groups of 4 and cast your ballot!!)
Activity: PPT of Declaration of Independence; read journal
activity; begin translation activity
• Book
• Binder
• Pen/pencil
Current Assignments
Past Due
Assignments
What do I need
for class today?
The Declaration of Independence,
1776
• By issuing the Declaration of
Independence, adopted by the
Continental Congress on July 4, 1776,
the 13 American colonies severed their
political connections to Great Britain.
• The Declaration summarized the
colonists’ motivations for seeking their
independence.
• By declaring themselves an independent
nation, the American colonists were
able to conclude an official alliance with
the government of France and obtain
French assistance in the war against
Great Britain
Five parts to the Declaration
• 1. Preamble- the reasons for writing down the
Declaration
• 2. Statement of Beliefs- specifying what the
people believed, the philosophy behind the
document
• 3. List of complaints- the offenses that impelled
the declaration
• 4. Statement of prior attempts to redress
grievances
• 5. Declaration of Independence
Essentially…. A break up letter!
Declaration Activity
• Groups – pd 2
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1. Nathan K, Nathan W,
- Preamble
2. Austin, Jayln, Emily Sestak
- Preamble
3. Brandon, Marlee, Alyssa
- statement of Beliefs
4. Brady, Haley T, Mackenzie
- statement of Beliefs
5. Nathan V, Olivia, Taylor F
-List of complaints
6. Noah P, Haleigh D, Anna B.
-List of complaints
7. Luke G, Katie C, Ashley Cairns
- prior attempts
8. Demitri B, Kayleigh Muko, Nicole Hicks - prior attempts
9. Gavin, Courtney H, Bryce
- Declaration
10. Paul, Natalie H, Macey
- Declaration
Declaration Activity
• Groups – pd 3
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2. Brandon R, Michaela, Kayla
-Preamble
3. Emily D, Holly R, Sherry
-statement of Beliefs
4. Gabby, Nicole K
-statement of Beliefs
5. Gage, Aaron, Grant,
-List of complaints
6. Zach K, Madison W, Megan S -List of complaints
7. Kayla H, Tyler K, Terry B - statement of prior attempts
8. Seth, Eric, Dustin, Allan
-prior
attempts
– 9. Nathan P, Dakota, Alexis
-Declaration
– 10. Lindsay, Noah, Shannon H
- Declaration
Declaration Activity
• Groups – pd 4
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1. Shyann, Kayla, Morgan
- Preamble
2. Maddi, Desiree, Jill
-Preamble
3. Jeff, Jordan, Brandon
-statement of Beliefs
4. Abby, Jason, Katlyn
-statement of Beliefs
5. Jacob, Adam
-List of complaints
6. Peyton, Robbie
-List of complaints
7. Spencer, Brianna, Kerri - statement of prior
attempts
– 8. Hannah, Cody,
-prior attempts
– 9. Chad, Markal,
-Declaration
– 10. Cole, Haley
- Declaration
Date: Thursday
March 20
TSWBAT describe the declaration of Independence
and translate the Declaration
Warm up: Declaration Activity (each group should have a
sheet!! If you need one please see Ms. Shaheen)
Activity: translate section of the Declaration of Independence!
Then, find the other group to compare and contrast your
translations of the two
• Book
• Binder
• Pen/pencil
Current Assignments
Past Due
Assignments
What do I need
for class today?