The Path to Democracy
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Learning Goals:
1) The student will understand how Enlightenment ideas influenced the thinking of our nation’s Founders. 
2) The student will be able to analyze how the ideas of the Magna Carta, English Bill of Rights and the Mayflower Compact influenced the ideas of the Articles of Confederation and later the U.S. Constitution.
3) The student will understand how the colonial response to English policies led to the writing of the Declaration of Independence.
4) Students will understand the ideas and grievances set forth in the Declaration of Independence.
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Benchmarks:
SS.7.C.1.1 Content Complexity: Level 2/Skills and Concepts Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers. SS.7.C.1.2 Content Complexity: Level 2/Skills and Concepts Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine's "Common Sense" had on colonists' views of government. SS.7.C.1.3 Content Complexity: Level 2/Skills and Concepts Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. SS.7.C.1.4 Content Complexity: Level 3/Strategic Thinking-Reasoning Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence. SS.7.C.1.9 Content Complexity: Level 1/Recall and Reproduction Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems. | ||||||||
Introduction Questions:
1.What are some possible reasons why people form into governments in the first place?
2.What are some downsides of forming into a government?
2.What are some downsides of forming into a government?
Key Terms:
•Enlightenment: a period in European history when education and reasoning was considered the key to understanding and solving society’s problems.
•Social contract: an implied agreement between the people and their government that defines their rights, duties, and limitations.
•Natural rights: the belief that individuals are born with basic rights that cannot be taken away by governments.
•Separation of powers: the structure of the federal government, according to the U.S. Constitution, that sets up three branches with their own distinct powers and responsibilities.
•Checks and Balances: Each branch of government is able to limit the power of the other branches.
•Social contract: an implied agreement between the people and their government that defines their rights, duties, and limitations.
•Natural rights: the belief that individuals are born with basic rights that cannot be taken away by governments.
•Separation of powers: the structure of the federal government, according to the U.S. Constitution, that sets up three branches with their own distinct powers and responsibilities.
•Checks and Balances: Each branch of government is able to limit the power of the other branches.
American democracy didn't just spring up on its own...
Many historical influences contributed in developing the government we have today.
Many historical influences contributed in developing the government we have today.
Task 1: Enlightenment Philosophy
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Directions:
Students will go through the powerpoint to the right in class titled "Enlightenment NOTES." The powerpoint includes notes (like key terms above) and group/class discussion questions. In class, students will group the "Enlightenment images" attached to the right with the correct enlightenment philosopher. (Locke or Montesquieu) There are a total of 10 images and key terms, so there will be a total of 5 images/terms for each group/philosopher. Then, students will use the images to write a summary about each philosopher's views and how they impact American government. Take the eCampus quiz when finished... |
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Task 2: Influential Documents leading to Democracy
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Directions:
1. Read the file to the right titled "Influential Documents READING." 2. Fill in the "Graphic Organizer" to the right. For each document, draw a picture that summarizes its significance. 3. Go through the powerpoint to the right titled "Big Ideas" and figure out which big ideas from the Constitution best matches up with each document. 4. Write a paragraph response in your spiral to the following question: "Which "Big Idea" found in our Constitution do you think is the most important? Explain why." 5. Complete the eCampus quiz on Influential Documents and work on any other quizzes that are assigned that you still haven't completed. With any time remaining, do the extension activity below and then work on your study guide. |
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Extension: How an Iroquois Chief Helped Write the U.S. Constitution
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CLICK HERE to read an article about Iroquois Chief Canasatego and how he influenced our founding fathers in the writing of our Constitution. Then, answer the following questions:
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PHOTO ILLUSTRATION BY ELIZABETH BROCKWAY/THE DAILY BEAST
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Task 3: English Policies Timeline (events leading to Independence)
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Part 1 Directions:
Go through the powerpoint attached to the right titled "English Policies leading to Independence" and create an illustrated timeline. For each event leading to the Declaration of Independence, students will do the following on their timeline: 1. Label the event/act 2. Draw a picture summarizing the event/act's significance 3. Provide a date for the event/act |
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Part 2 Directions:
There are 12 images on your desk. (attached to the right titled "Cause and Effect images") Combine each image with another to make a total of 6 pairs. For each pair, one of the sources is the CAUSE of an event on your timeline, and the other source is an EFFECT of the event on your timeline. FOR EACH OF THE 6 PAIRS, WRITE DOWN an explanation of both sources and how they connect to an event on the timeline. (the sources are not numbered, but you should describe them and how they connect to an event in DETAIL) Part 3: Take the "Colonial Concerns" quiz on eCampus. |
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Task 4: The Declaration of Independence
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Part 1 Directions: Read through the directions and questions in the document below titled "Too late to Apologize." Then, answer those questions after you watch the video to the left.
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Part 2 Directions: (remember a grievance is a complaint found in the Declaration of Independence)
1. On your desk are 8 sets of grievances and 8 sets of images. (attached to the left titled "images" and "Grievances") 2. Match each quote from the Grievances section of the Declaration with the image that BEST fits AND EXPLAIN WHY. 3. THEN, figure out where the cause of this grievance would best fall on your timeline from Task 3 and EXPLAIN WHY. (some of the grievances might not fall under a particular event) | ||||||
Part 3 Directions: Write a minimum two paragraph response that addresses the following questions:
WITH ANY TIME REMAINING, complete any unfinished quizzes on eCampus and work on your study guide. IF YOU FINISH EVERYTHING ELSE, you may either practice with iCivics games relating to content from the 2nd quarter, or click on the file below to get more test question practice.
- Which grievance in the Declaration of Independence do you think is the most significant? Why?
- Do you think the colonists were justified in writing the Declaration of Independence? Why or why not?
WITH ANY TIME REMAINING, complete any unfinished quizzes on eCampus and work on your study guide. IF YOU FINISH EVERYTHING ELSE, you may either practice with iCivics games relating to content from the 2nd quarter, or click on the file below to get more test question practice.
| Test Question Practice |
Final 2nd Quarter assignment: Terrorists or Patriots?
Claim: The American Colonists who rose up against their King were terrorists and committing treason. They had no right to break British law, since they were British citizens.
Directions:
You can either support or refute (go against) this claim with evidence found in Tasks 1-4.
Write a minimum three paragraph essay with at least 4 sources (cited) from Tasks 1-4.
Directions:
You can either support or refute (go against) this claim with evidence found in Tasks 1-4.
Write a minimum three paragraph essay with at least 4 sources (cited) from Tasks 1-4.