BRITAIN and AMERICA Continue to ______
Ms. Avar
Point Value: / 30 Total
Lecture Notes: 5
Your Turn! / Primary Source: 5
Video Notes / Reteaching T/F: 7
Guided Reading/Paragraph: 8
Connecting It All Together: 5 / / / American Revolution
- Honors Packet- / Full Name:______
Period #:______
Today’s Date:______
Assignment #:______
Lecture Notes Directions: Follow along with Ms. Avar’s lecture to complete the notes below. If you were absent, make an appointment to see the sample binder and/or view the course webpage.
Britain and Its American ColoniesHow were the ______governed?
1700s: British colonies grew in ______and ______, much ______with Europe
13 colonies basically ______
See themselves______and less as ______
BUT! ______still passed laws to ______colonies…even passed a law to ______with any nation other than ______. /
VS.
/ Americans Win Independence
What ______Britain and America to ______?
French and Indian war ______- Parliament passed ______to ______.
Colonists became very ______.Had never before paid taxes ______to British govt. They had always paid to their ______governments where they had been ______and ______to the taxes.
Believed the British______their ______!
/ In very BIG LETTERS, write down what this colonist said to the British government in the quotes below:
“ ”
/ “We’re angry… now what?”
1765 – Americans ______(wont buy) ______
______! Britain______too much ______in ______.
Result? Parliament ______/
BRITAIN and AMERICA Continue to ______.
_____: Colonists announce they are ____________OF INDEPENDENCE!
Based on ______ideas:
•All Men ______
•Life, Liberty, ______
Written by ______. /
Americans ______
1775 – 1781 ______
•______: ______equipped army but ______and ______helps in the end
•Britain: one of most ______in world
WINNER? ______
______Britain signs a treaty to ______United States of America /
United States Constitution: Important Ideas Used In Its Creation
Montesquieu / 1. ______:
System of ______and ______
each ______able to ______other branch from ______
E______branch– ______laws (President)
L______branch – ______laws (Congress)
J______branch – ______laws (Courts/Judges) / “______”: power divided between ______and ______governments.
Locke
2. ______comes from _____of the people “We the people…” /
Voltaire
3. Freedom of
______& ______/
Beccaria
4. The ______have______/
No ______/
Rousseau
5. ______Democracy / Public ______of President and Congress
Your Turn!
Instructions: Answer the following questions based on the American Revolution Notes we took in class:
- How did the colonists’ image of themselves clash (conflict) with their status as colonists?
- Name some of the steps that led to the American Revolution.
- Explain how the Constitution divides power.
Using p. 206-211 in your textbook, define the following terms then use each in a sentence relevant to this unit:
Declaration of Independence:
Definition:______
Sentence:______
Thomas Jefferson:
Definition:______
Sentence:______
Checks and Balances:
Definition:______
Sentence:______
Federal System:
Definition:______
Sentence:______
Bill of Rights:
Definition:______
Sentence:______
Primary Source
From The Declaration of Independence
Use the reading in your packet to answer the following questions
Answer the following questions:
1. According to the first paragraph, what is the
purpose of this document?
2. According to the second paragraph, what is
the purpose of government?
When do people have the right to alter/change
or abolish/rid of it?
3. Why do you suppose Jefferson felt that it was not only the right, but also the duty, of a people to overthrow a despotic
government?
How would the history of the world be affected if despotism were allowed to reign unchecked?
Instructions: Answer the following questions as you watch the video. (If absent, make an appointment to get answers from the sample binder and/or find them on the class website).
1) In 1760, who was the King of England? / 2) According to John Adams, where was the “real” American Revolution?3) What are two things the British Parliament passed in 1764 without the colonists’ consent? / 4)Did Parliament have a right to pass laws without the colonists consenting? Why or why not?
5) What did the Sons of Liberty do to rebel and protest against the Stamp Act? / 6)What happened to the Stamp Act in 1776?
7)What did people learn about resisting authority? / 8) When tea, cloth and other manufactured goods were taxed under the “Townsend Acts” in 1767, what did the colonists do in response?
Was it effective?
9) According to the Whigs, when too much power is given to one person or group, then power becomes ….. (complete the sentence) / 10) When was the Declaration of Independence enacted? (When the delegates formally approved independence)
11) What are the two reasons it listed for why separation from England was necessary?
1 – All men ______
2 – Life, ______& ______ / 12) What did the colonists insist on in creating their own government?
13) Why was it ironic that the Declaration of Independence said “All Men are Created Equal”? Who still was NOT equal in America? / 14)Who were most of the people who fought in the war?
15) What country came to help the Americans in the war? / 16) Who were the Native Americans, particularly the Iroquois, inclined to side with and fight for?
17) What did the African American slaves expect after the war? / 18)Women started to apply ideas about human rights to themselves in what areas?
Reteaching True False
The American Revolution
Complete the worksheet True / False questions based on the lecture, video notes, and textbook reading.
Guided Reading
The American Revolution
Complete the worksheet and write the expository Paragraph on the back of this page
Expository Paragraph
Instructions: Use your textbook p. 204 (Chart A), p. 208 (Chart B) and p. 212 (Chart C) to complete the following Enlightenment and Revolution charts.
Chart C (p. 212)
Chart A (p. 204)Changing Idea: Relationship Between Ruler & State
Old Idea / New Idea
Chart B (p. 208)
Changing Idea: Colonial Attachment to Britain
Old Idea / New Idea