Day 4

Learning Targets:

Students will be able to:

• Explain how democratic ideals are reflected in the Declaration of Independence and the U.S. Constitution.
• Explain how models of representative democracy are visible in major institutions, policies, events, or debates in the U.S.

Opener: To what extent have we lived up to the promises made in the Declaration of Independence?  How so?

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness.

--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed,

--That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government...

Activity #1 - District Benchmark #1

Activity #2 - Read through the brief articles linked below and answer the questions below.

California

Texas

1. How do modern independence movements compare to the American independence (DoI) in 1776?
2. To what extent would you support a movement for Missouri's independence?  What complaints would you voice about the Federal government?  Is it worth leaving?

Close: Students craft 2-3 questions regarding independence movements, popular sovereignty, or any other modern political developments.

Day 3

Learning Targets:  Students will be able to...

• Explain the relationship between key provisions of the Articles of Confederation and the debate over granting the federal government greater power formerly reserved to the states.  
• Explain connections between historical context and people’s perspectives about government at the time.

Opener:  Following our "dub" over the British in 1776-1783, what do you think was foremost in the minds of the people responsible for creating our new government?

Activity #1: AoC - ASAP

Use ASAP to analyze the following document excerpts from the Articles of Confederation, written in 1777 by members of the Continental Congress.  Place your responses in your notebook.

Article I. The Stile of this Confederacy shall be "The United States of America."

Article II. Each state retains its sovereignty, freedom, and independence, and every power, jurisdiction, and right, which is not by this Confederation expressly delegated to the United States, in Congress assembled.

Article III. The said States hereby severally enter into a firm league of friendship with each other, for their common defense, the security of their liberties, and their mutual and general welfare, binding themselves to assist each other, against all force offered to, or attacks made upon them, or any of them, on account of religion, sovereignty, trade, or any other pretense whatever.

Article IV. ...The people of each State shall have free ingress and regress to and from any other State, and shall enjoy therein all the privileges of trade and commerce, subject to the same duties, impositions, and restrictions as the inhabitants thereof respectively, provided that such restrictions shall not extend so far as to prevent the removal of property imported into any State, to any other State, of which the owner is an inhabitant;

If any person guilty of, or charged with, treason, felony, or other high misdemeanor in any State, shall flee from justice, and be found in any of the United States, he shall, upon demand of the Governor or executive power of the State from which he fled, be delivered up and removed to the State having jurisdiction of his offense.

Article V. No State shall be represented in Congress by less than two, nor more than seven members; and no person shall be capable of being a delegate for more than three years in any term of six years; nor shall any person, being a delegate, be capable of holding any office under the United States, for which he, or another for his benefit, receives any salary, fees or emolument of any kind.

ASAP - Historical Documents

Author - What do we know about the author?  How does this shape the document?

Setting - What is the context?  What was happening during this time that might have influenced the author?

Audience - Who was this intended for?  How might this have shaped the language of the document?

Purpose -  What did the author hope the document would accomplish?

Activity #2:  AoC - Going Deeper

Now that you have finished your ASAP analysis of the Articles of Confederation, work with a partner to answer the following questions in your notebook.  Be prepared to share your answers with your classmates.

1.  Where can you find evidence of the idea of "popular sovereignty" in the excerpts above?  Quote them.

2.  Where can you find evidence of the ideas and complaints found in the Declaration of Independence in the excerpts above?  Quote them.

3.  Where can you find evidence of "representative democracy" in the excerpts above?  Quote them.

Activity #3:  N-50 - Representative Democracy

LD:

SD:

Examples:

Non-Examples:

Related Terms:

Close:  AP Classroom Sign-up and Quiz

Day 2

Learning Targets:  Students will be able to....to

• Trace the evolution of government in the English colonies to explain American colonists’ expectations for self-rule.
• Explain how democratic ideals are reflected in the Declaration of Independence and the U.S. Constitution.

Opener: Declaration Introduction

Why would a bunch of ordinary farmers and merchants risk their lives to break away from the largest, wealthiest, and most powerful empire in the world?

Activity #1 - Declaration Translation - With a partner, complete the activity linked below.  Record your responses in your notebook.

https://docs.google.com/document/d/1FAv930lLAEZLGlNePIePbeUH6H_4boT5ahnxvzvxMi8/edit?usp=sharing

Activity #2: Skills Instruction (Document Analysis). Below is the a basic analytical format that we will use to introduce each of the required primary source documents for the course.

ASAP - Historical Documents

Author - What do we know about the author?  How does this shape the document?

Setting - What is the context?  What was happening during this time that might have influenced the author?

Audience - Who was this intended for?  How might this have shaped the language of the document?

Purpose -  What did the author hope the document would accomplish?

Close: N-50 - Social Contract

Long Definition: An unwritten agreement between citizens and government that states that
citizens agree to surrender some of their freedoms in exchange for protection of their life, liberty,
and property.
Short Definition:
Examples:
Non-Examples:
Related Terms:

Welcome Citizens

Learning Targets:  Students will be able to....to

• Trace the evolution of government in the English colonies to explain American colonists’ expectations for self-rule.
• Explain how democratic ideals are reflected in the Declaration of Independence and the U.S. Constitution

Opener: 5 Words

1. Find your "4 of a kind" group and introduce yourself to the group
2. Make a list of 5 words (one per group member + a bonus word) that you believe describe the average American citizen, or what it means to be an American citizen.  Be prepared to explain why you chose that word.
3. Choose a spokesperson to share your words with the class

FOR EXAMPLE:  

My word is "audacious".  From Jamestown through the moon landing in 1969 American icons have been admired for their audacity.

Activity #1: Course Introduction

Here is what the course is:

• Be the hero and ask the question that everyone else is thinking!
• Remember that you are the smartest kid in the class.
• Be here, prepared, on time, and everything else will take care of itself.

Here is what the course is NOT:

• Be present and on time.  Your education is more important than other people's cries for attention or need to make money.
• This course is largely about how we participate in government as American citizens, therefore participation is not optional in this class.

Here is what you will need everyday:
- Dedicated Notebook and folder
- Pen or pencil
- Laptop with charger
- An appreciation for life in the most powerful and prosperous nation in human history

Syllabus can be found here:

Activity #2: - Rule of Law - The Island

Return to your "4 of a kind" group.  Quickly formulate a response to the items below based on the following scenario.

Welcome to The Island!

The US has recently entered a dispute with China over the ownership and settlement of a remote island in  the Pacific Ocean. In order to lay claim to this island, a hasty effort to settle Americans on the island begins.  You, along with 49 other passengers and crew, lead this expedition across the Pacific to stake out a new life in this uninhabited island. The US government has promised that they will supply and defend your people on this island after your arrival, but have given no other guidance for its settlement.

1. How would you determine who will be in charge? Be ready to explain your reason for this decision.

2. What rules MUST be made? Who will make them? What will you do to those who violate them?

* Remember to be thoughtful and deliberate in your answers. I have a feeling that we will be on this island together for quite some time.

Close - Ready for next time.

• What do you need to do, or acquire, between now and Friday to be ready for class?
• What questions do you need answered between now and Friday?
• How will you remind yourself in time to be successful?