Preview Copy WELCOME!

Transcription

1 WELCOME! On behalf of Splash! Publications, we would like to welcome you to Early American Government, one of several books in our American History series. Since this curriculum was designed by teachers, we are positive that you will find it to be a comprehensive program for teaching students about Early American Government. We would like to take a few moments to familiarize you with the program. THE FORMAT Early American Government is a nine lesson program. Our goal is a curriculum that you can use the very first day you purchase our materials. No lessons to plan, comprehension questions to write, activities to create, or vocabulary words to define. Simply open the book and start teaching. Each of the nine lessons requires students to read about a Government topic, complete Reading exercises that will strengthen their comprehension of expository and informational text, and answer thought-provoking discussion questions. In addition, each lesson includes a balanced mix of engaging lower and higher level hands-on activities for students to complete. Vocabulary quizzes; primary and secondary source differentiation and research projects; grid and cardinal direction mapping; and following written directions to comprehend functional text are the types of activities that will guide students through their journey of Early American Government. THE LESSON PLANS On the next several pages, you will find the Lesson Plans for Early American Government. The Lesson Plans clearly outline what students must do before, during, and after each lesson. Page numbers are listed so that you will immediately know what you need to photocopy before beginning each lesson. The answers to all activities, quizzes, and comprehension questions are located at the end of the Unit. INTERACTIVE HISTORY NOTEBOOK In addition to other higher-level activities, we have included step-by-step directions, templates, and patterns for 15 Interactive Notebook assignments and activities that students will create and glue into a History notebook. When finished, the History notebook will provide students with a long lasting Early American Government reference. A composition book works well for keeping the Interactive Notebook activities. NOTE: Printing the Interactive Notebook assignments and activities on colored paper or requiring students to add color to the Interactive Notebook templates and patterns will add variety to their History notebooks. i

2 THE VOCABULARY Each lesson features words in bold type. We have included a Glossary on pages to help students pronounce and define the words. Unlike a dictionary, the definitions in the Glossary are concise and written in context. Remember, we re teachers! Students will be exposed to these vocabulary words in the comprehension activities. They will also be tested on the vocabulary words five times throughout their study of Early American Government. Students will be responsible for creating Interactive Organizers and Foldables to help them study the vocabulary words. We don t have to tell you that incorporating these new words into your Reading and Spelling programs will save time and make the words more meaningful for students. STANDARDS: THE BIG IDEAS Standards help teachers prioritize instruction and connect the big ideas students need to know in order to advance. As a reading-based unit, Early American Government fosters literacy in Social Studies. At the same time that students are learning important factual content about Early American Government, they are meeting the Standards for English Language Arts and making connections to the big ideas in American History. Alignment to the 3rd-5th Grade ELA Standards is clearly noted in the Lesson Plans. Below is the legend used to abbreviate the Strands: RL = READING-LITERATURE RI = READING INFORMATIONAL TEXT RF = READING FOUNDATIONS SKILLS W = WRITING SL = SPEAKING LISTENING L = LANGUAGE ii

3 THE COPYRIGHT Revised Edition, 2017 Text right 2009 by SPLASH! Publications, Glendale Arizona Illustration right 2009 by SPLASH! Publications, Glendale Arizona All rights reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system without permission in written form from the authors. Pages in Early American Government may be reproduced by the original purchaser only for use in the original purchaser s classroom and may not be sold or used for purposes other than those specifically permitted by the authors. Illustrations and cover design by Victoria J. Smith ISBN iii

4 EARLY AMERICAN GOVERNMENT LESSON ONE: GOVERNMENT TABLE OF CONTENTS ONE-POCKET VOCABULARY ORGANIZER... 1 GOVERNMENT LESSON GOVERNMENT READING COMPREHENSION GOVERNMENT DISCUSSION QUESTIONS MAPPING: WASHINGTON, D.C GOVERNMENT VOCABULARY QUIZ PART I LESSON TWO: FIRST GOVERNMENTS IN AMERICA VOCABULARY BOOKLETS...24 FIRST GOVERNMENTS IN AMERICA LESSON...35 FIRST GOVERNMENTS IN AMERICA READING COMPREHENSION...40 FIRST GOVERNMENTS IN AMERICA DISCUSSION QUESTIONS...41 GOVERNMENT FLIP BOOK...42 GOVERNMENT VOCABULARY QUIZ PART II...46 LESSON THREE: THE FRENCH AND INDIAN WAR VOCABULARY FOLDABLES...48 THE FRENCH AND INDIAN WAR LESSON...57 THE FRENCH AND INDIAN WAR READING COMPREHENSION...60 THE FRENCH AND INDIAN WAR DISCUSSION QUESTIONS...61 PRIMARY AND SECONDARY SOURCES: CONSIDER THE SOURCE...62 MAPPING: FRENCH AND INDIAN WAR...63 GOVERNMENT VOCABULARY QUIZ PART III...68 iv

5 EARLY AMERICAN GOVERNMENT (CONTINUED) LESSON FOUR: GREAT BRITAIN S TAXES TABLE OF CONTENTS VOCABULARY FLAPS...70 GREAT BRITAIN S TAXES LESSON...73 GREAT BRITAIN S TAXES READING COMPREHENSION...76 GREAT BRITAIN S TAXES DISCUSSION QUESTIONS...77 INTERACTIVE TIME LINE...78 LESSON FIVE: THE CONTINENTAL CONGRESS VOCABULARY COOTIE CATCHERS...84 THE CONTINENTAL CONGRESS LESSON...92 THE CONTINENTAL CONGRESS READING COMPREHENSION...94 THE CONTINENTAL CONGRESS DISCUSSION QUESTIONS...95 FOLLOWING DIRECTIONS: CARPENTER S HALL MODEL...96 LESSON SIX: THE DECLARATION OF INDEPENDENCE ONE-POCKET VOCABULARY THE DECLARATION OF INDEPENDENCE LESSON THE DECLARATION OF INDEPENDENCE READING COMPREHENSION THE DECLARATION OF INDEPENDENCE DISCUSSION QUESTIONS FAMOUS AMERICAN CUBE LESSON SEVEN: THE ARTICLES OF CONFEDERATION THE ARTICLES OF CONFEDERATION LESSON THE ARTICLES OF CONFEDERATION READING COMPREHENSION THE ARTICLES OF CONFEDERATION DISCUSSION QUESTIONS CIRCLE CHART AND LEARNING WHEEL GOVERNMENT VOCABULARY QUIZ PART IV v

6 EARLY AMERICAN GOVERNMENT (CONTINUED) LESSON EIGHT: THE UNITED STATES CONSTITUTION VOCABULARY FLAPS THE UNITED STATES CONSTITUTION LESSON THE UNITED STATES CONSTITUTION READING COMPREHENSION THE UNITED STATES CONSTITUTION DISCUSSION QUESTIONS PRINCIPLES OF GOVERNMENT BOOKLET VENN DIAGRAM: GEORGE WASHINGTON AND JAMES MADISON VENN DIAGRAM PARAGRAPH LESSON NINE: THE BILL OF RIGHTS TABLE OF CONTENTS VOCABULARY BOOKLETS THE BILL OF RIGHTS LESSON THE BILL OF RIGHTS READING COMPREHENSION THE BILL OF RIGHTS DISCUSSION QUESTIONS FAMOUS PEOPLE: GEORGE WASHINGTON FIND THE FIB GAME FIND THE FIB POCKET ORGANIZER GOVERNMENT VOCABULARY QUIZ PART V GOVERNMENT GLOSSARY GOVERNMENT ANSWERS BIBLIOGRAPHY vi

7 LESSONS GLANCE 1. Before reading Government, students will: follow directions to create a One-Pocket Vocabulary Organizer to glue into their History notebooks for accused, ancient, appealed, archives, artifacts, Atlantic Coast, boundaries, capital, census, citizen, civil, colonists, conflicts, conserving, cultures, defend, democracy, discriminated, donations, enforce, engraves, exhibits, foreign, income, jury, majority, military, monopolies, New World, North America, representative, welfare. (pps. 1-10) After reading Government (pps ), students will: answer Government Reading Comprehension Questions. (pg. 14) complete Government Discussion Questions. (pg. 15) use a grid system to create a map of the National Mall in Washington, D.C. (pps ) take a Vocabulary Quiz for American Government Part I. (pps ) THE GOVERNMENT LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS: RI.1, RI.2, RI.3, RI.4, RI.5, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.9B, L.4A, L.4C, L.6 vii

8 LESSONS GLANCE 2. Before reading First Governments in America, students will: follow directions to create Vocabulary Booklets to glue into their History notebooks for archaeologists, Asia, centuries, charters, Church of England, commissioners, confederacy, constitution, council, cultivate, elected, founded, fungus, governor, harsh, historians, independent, inhabited, longhouses, maize, merchants, monarch, New England, official, Pilgrims, prosper, Puritan, Quakers, unanimously, united, vetoed, wigwam. (pps ) After reading First Governments in America (pps ), students will: answer First Governments in America Reading Comprehension Questions. (pg. 40) complete First Governments in America Discussion Questions. (pg. 41) follow directions to create a Government Flip Book to glue into their History notebooks. (pps ) take a Vocabulary Quiz for American Government Part II. (pps ) THE FIRST GOVERNMENTS IN AMERICA LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS: RI.1, RI.2, RI.3, RI.4, RI.5, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.9B, L.4A, L.4C, L.6 viii

9 LESSONS GLANCE 3. Before reading The French and Indian War, students will: follow directions to create Vocabulary Foldables to glue into their History notebooks for allies, ambushed, autobiography, biographies, captives, defeat, European, Great Lakes, gristmills, ignored, indigo, New France, outraged, preserve, proclamation, profit, province, raided, reserved, resources, sawmills, seized, surrendered. (pps ) After reading The French and Indian War (pps ), students will: answer The French and Indian War Reading Comprehension Questions. (pg. 60) complete The French and Indian War Discussion Questions. (pg. 61) differentiate between primary and secondary sources. (pg. 62) use reference points, cardinal, and intermediate directions to create a French and Indian War Battle Map. (pps ) take a Vocabulary Quiz for American Government Part III. (pps ) THE FRENCH AND INDIAN WAR LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS: RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.9B, L.4A, L.4C, L.6 4. Before reading Great Britain s Taxes, students will: follow directions to create Vocabulary Flaps to glue into their History notebooks for boycotting, debt, disguised, hostility, imported, intolerable, prohibited, protest, repealed, revolted. (pps ) After reading Great Britain s Taxes (pps ), students will: answer Great Britain s Taxes Reading Comprehension Questions. (pg. 76) complete Great Britain s Taxes Discussion Questions. (pg. 77) create two Interactive Time Lines to glue into their History notebooks. (pps ) THE GREAT BRITAIN S TAXES LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS: RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.9B, L.4A, L.4C, L.6 ix

10 LESSONS GLANCE 5. Before reading The Continental Congress, students will: follow directions to create two Vocabulary Cootie Catchers to glue into their History notebooks for architects, Continental Army, delegates, loyalty, militia, minutemen, Patriots, Revolutionary War. (pps ) After reading The Continental Congress (pps ), students will: answer The Continental Congress Reading Comprehension Questions. (pg. 94) complete The Continental Congress Discussion Questions. (pg. 95) follow written directions to construct a model of Carpenter s Hall. (pps ) THE CONTINENTAL CONGRESS LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS: RI.1, RI.2, RI.3, RI.4, RI.5, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.9B, L.4A, L.4C, L.6 6. Before reading The Declaration of Independence, students will: follow directions to create a One-Pocket Vocabulary Organizer to glue into their History notebooks for adopt, debate, overturn, rebel, traitors, transported, voyage. (pps ) After reading The Declaration of Independence (pps ), students will: answer The Declaration of Independence Reading Comprehension Questions. (pg. 118) complete The Declaration of Independence Discussion Questions. (pg. 119) use primary and secondary sources to create a Famous American Cube to glue into their History notebooks. (pps ) THE DECLARATION OF INDEPENDENCE LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS: RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.9B, L.4A, L.4C, L.6 x

11 LESSONS GLANCE 7. After reading The Articles of Confederation (pps ), students will: answer The Articles of Confederation Reading Comprehension Questions. (pg. 128) complete The Articles of Confederation Discussion Questions. (pg. 129) create an Articles of Confederation Circle Chart and Learning Wheel to glue into their History notebooks. (pps ) take a Vocabulary Quiz for American Government Part IV. (pps ) THE ARTICLES OF CONFEDERATION LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS: RI.1, RI.2, RI.3, RI.4, RI.5, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.9B, L.4A, L.4C, L.6 8. Before reading The United States Constitution, students will: follow directions to create Vocabulary Flaps to glue into their History notebooks for convinced, helium, illegal, justice, outlawed, plantations, population, ratify, Supreme Court. (pps ) After reading The United States Constitution (pps ), students will: answer The United States Constitution Reading Comprehension Questions. (pg. 149) complete The United States Constitution Discussion Questions. (pg. 150) use the lesson to create a Principles of Government Booklet to glue into their History notebooks. (pps ) create an Interactive Venn Diagram to glue into their History notebooks comparing and contrasting George Washington and James Madison. (pps ) use the Venn Diagram to write a compare and contrast paragraph. (pps ) THE UNITED STATES CONSTITUTION LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS: RI.1, RI.2, RI.3, RI.4, RI.5, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, 5.W.2A, 5.W.2B, 5.W.2C, 5.W.2D, 5.W.2E, 5.W.5, 5.W.6, 5.W.7, W.9B, 5.W.10, L.4A, L.4C, L.6 xi

12 LESSONS GLANCE 9. Before reading The Bill of Rights, students will: follow directions to create Vocabulary Booklets to glue into their History notebooks for appointed, bail, estate, mourned, press, promoted, respected, retiring, sued, surveying, testify, warrant. (pps ) After reading The Bill of Rights (pps ), students will: answer The Bill of Rights Reading Comprehension Questions. (pg. 172) complete The Bill of Rights Discussion Questions. (pg. 173) read about George Washington and answer thought-provoking discussion questions. (pps ) use primary and secondary sources to create a Find the Fib Game. (pps ) follow directions to create a Two-Pocket Pocket Organizer to glue into their History notebooks to store their Find the Fib Games. (pps ) take a Vocabulary Quiz for American Government Part V. (pps ) THE BILL OF RIGHTS LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS: RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.9B, L.4A, L.4C, L.6 xii

13 large group of ships to feel and express deep sadness chosen or selected supplies of food taken on a trip plants and animals in danger of disappearing forever journey for the purpose of exploring a long sandy island that runs next to a shore and provides protection from hurricanes and tidal waves talked someone into doing something your way took someone without permission things found in nature that are valuable to humans carving or drawing in rocks usually made by people who lived a long time destruction by wind and rain ago caves building, stone, or statue created to remember a person or event steep hills with flat tops wide treeless areas of land a person who was originally from Spain a bluish green stone that turns bright blue when polished corn a religion based on the life and teachings of Jesus Christ 1 3 It takes many people to make sure that our nation runs smoothly and everyone gets the protection he or she deserves. Imagine what America must have been like when the first Spanish, French, and English explorers arrived. Land became the property of the country whose explorer claimed it first. If the explorer Thirteen didn t stay to defend the land, the next explorer Original could come and take the land for his country. Colonies THIRTEEN ORIGINAL COLONIES In the late 1500s, the first English colonists arrived. Colonists claimed land along the Atlantic Coast of North America. They built houses and started farming in thirteen separate colonies. Colonists could pretty much do as they Atlantic pleased. Ocean As more people arrived in the New World, they also claimed land wherever they wanted. There was no weekly trash collection. People threw their garbage in the streets and rivers. There were no property boundaries. Farm animals roamed wherever they pleased. In colonial times, people could be discriminated against for any reason at any time. If your skin was a different color, you spoke a foreign language, or you didn t have the same religious beliefs as others, you could be forced to leave a town. When arguments broke out, they were settled with fists and guns. The biggest and meanest people usually got what they wanted. There were no rules in place, so people took whatever they wanted. Nobody felt safe. Fortunately, things have changed. There are people who make laws, enforce laws, and others who make sure law breakers are punished. These people are all part of our government. 1 EARLY AMERICAN GOVERNMENT LESSON ONE GOVERNMENT There are many new vocabulary words to learn before beginning your study of Government. Your History notebook is a great place to record and store the words and definitions that you will need to be familiar with during this lesson. Part I Directions: ONE-POCKET VOCABULARY ORGANIZER Using the Glossary provided by your teacher and the Vocabulary Word and Definition patterns, follow the directions below to create 32 Vocabulary Cards. petroglyph mission preserve North America VOCABULARY 1. Cut out each Vocabulary Word Pattern and Vocabulary Definition Pattern along all bold lines. 2. Using the Glossary as your guide, glue the correct Vocabulary Definition in the blank space under its matching Vocabulary Word. WORDS convinced species coast voyage VOCABULARY DEFINITIONS plains wide treeless areas of land missionary a person sent to spread a religious faith voyage a journey that is usually made by water journal a written record of daily events MAPPING: WASHINGTON, D.C. The National Mall in Washington, D.C. is the location of government buildings and historic points of interest. Throughout the history of our nation s government, many important decisions have been made in these buildings. If you visit the National Mall, you will need a map to find your way around. A grid system can help you locate places at the National Mall. A grid system is made up of lines that come together to form squares. The squares divide a map into smaller pieces, making it easier to find places. Learning how to use a grid system is easy, and will teach you an important location skill that you can use to find other places in the world. Example: The Lincoln Memorial was finished in 1992, to honor President Abraham Lincoln. During the Civil War, President Lincoln fought to protect our nation and end slavery. The Lincoln Memorial is located at ( 6,7 ). Below is a map of Constitution Gardens at the National Mall in our nation s capital, Washington, D.C. Locate the Lincoln Memorial at ( 6,7 ) on the map by putting your finger on the number 1 at the bottom of the grid. Slide over to 6 and up to 7. The Lincoln Memorial is located in the square created when these two numbers come together CONSTITUTION GARDENS ONE-POCKET VOCABULARY ORGANIZER 5. Cut out the Pocket Label. 6. Glue the Pocket Label onto the front of the One-Pocket Vocabulary Organizer as shown. 4. After you have glued the tabs to the back, turn your One-Pocket Vocabulary Organizer back around. 7. Place your finished Vocabulary Cards in the front pocket. 3. Fold each completed Vocabulary Card along the dotted lines so that the Vocabulary Words and Definitions are on the outside. Glue the blank sides together. plains missionary journal voyage 8. Glue the One-Pocket Vocabulary Organizer onto the next blank page of your notebook. 3 4

14 treaty biographies citizens surplus stalactites European 5 7 FIRST GOVERNMENTS IN AMERICA Long before explorers and English colonists arrived in the New World, the area was already inhabited by millions of Native Americans who spoke thousands of different languages. Archaeologists (ar kee OL uh jists) believe these people were hunters from the continent of Asia. They entered North America by walking across the Bering Land Bridge. The bridge was actually a strip of frozen water that was 1,000 miles wide. It connected northeast Asia to western Alaska thousands of years ago. Wild animals crossed back and forth over the Bering Land Bridge. The Asian people followed the animals into North America. When the ice melted, it raised the level of the sea. The people who followed the animals into North America had no way to get back to Asia. They continued following the wild animals throughout North America. Some of these people settled in the same area that English colonists would one day claim for themselves. ASIA BERING SEA 5 1 According to the first paragraph of the lesson, the first people in North America were A Spanish explorers B wild animals C hunters from Asia D American soldiers 2 How did these people enter North America? F They swam across the Arctic Ocean. G They crossed a frozen bridge of ice. H They flew on Alaskan Airlines. J They traveled by boat. 3 After reading about the Iroquois Nation, you can conclude that A they were weak people afraid of everyone B each family lived in its own straw hut C our early leaders must have studied the Iroquois system of government very closely D Iroquois men had all of the power within the tribe EARLY AMERICAN GOVERNMENT LESSON TWO FIRST GOVERNMENTS IN AMERICA COMPREHENSION ARCTIC OCEAN ALASKA PACIFIC OCEAN Name Directions: Read each question carefully. Darken the circle for the correct answer. 5 In the House of Burgesses, representative were chosen by A the chief of the Powhatan Confederacy B the king of England C white men over the age of 17 who owned land D all of the Jamestown colonists 6 Which group of people came to America in search of religious freedom? F Pilgrims G Powhatan Confederacy H Iroquois Nation J Virginia Company 7 Which of the following gave men who believed in God and owned property the right to vote? A Mayflower Compact B House of Burgesses C Fundamental Orders of Connecticut D Great Law of Pennsylvania 6 8 There are many new vocabulary words to learn before beginning your study of the First Governments in America. Your History notebook is a great place to record and store the words and definitions that you will need to be familiar with during this lesson. Directions: Choose the next four blank pages in your History notebook. Using the Glossary provided by your teacher and the Vocabulary Templates, follow the directions below to create and glue Vocabulary Booklets securely into your notebook. VOCABULARY WORDS VOCABULARY 1. Cut each Vocabulary Template along all bold lines. 2. Cut out each Vocabulary Word along the bold line and fold along the dotted line. Using your Glossary, open each Vocabulary Booklet and write the definition inside. VOCABULARY 3. Glue each folded Vocabulary Booklet on top of a square on the Vocabulary Template. VOCABULARY BOOKLETS 6 VOCABULARY 4. Glue each completed Vocabulary Template onto the next four blank pages of your notebook. In this activity, you will use what you have learned about early governments in America to make a Government Flip Book to glue into your History notebook. Part I Choose the next blank page in your History notebook. Follow the directions below to assemble and glue your Government Flip Book into your notebook. FIRST GOVERNMENTS IN AMERICA GOVERNMENT FLIP BOOK FIRST GOVERNMENTS IN AMERICA 1. Cut the Government Template along all bold lines and fold along the dotted line. 2. Glue the Government Template onto the next blank blank page of your notebook. 4 Which statement about the Jamestown Colony is true? F They needed Native Americans to teach them how to survive. G They didn t have a leader. H They paid their own way America. J They knew exactly where to hunt and fish. 7 8

15 groups of people who are chosen to listen to all the facts during a court case before making a judgment for guilt or innocence a period in American history when machines took the place of jobs once done by hand and factories were built to produce large quanities of products five large lakes located in North America at the border between Canada and the United States whose names are Erie, Michigan, Huron, Superior, and Ontario CONCORD 9 11 THE FRENCH AND INDIAN WAR During the 1600s and 1700s, many things changed in the country of England and its colonies in America. In 1707, England and Scotland united to form the Kingdom of Great Britain. In 1733, the last of the thirteen original colonies was established. Colonists had built towns, organized governments, and used the resources America offered. The New England colonists built ships and used their location on the Atlantic Ocean to ship products to other colonies and Great Britain. Settlers in the Middle colonies learned how to turn water from the Hudson and Delaware rivers into energy that could be used in their sawmills and gristmills. In the Southern colonies, black slaves helped colonists become wealthy tobacco, wheat, rice, and indigo farmers. BEAVER FURS English colonists weren t the only settlers in the New World. While English colonists established permanent settlements along the Atlantic Ocean, French colonists settled in the Great Lakes area. Both groups were interested in gaining more land for their countries. They also wanted to take control of the beaver hunting and trading territories. Beaver furs were worth a lot of money to French and English colonists. Smooth, waterproof beaver furs were shipped back to France and Great Britain where they were sold for a very high profit. Furs were used to make expensive beaver hats and coats. Native Americans in the Great Lakes area trapped and traded with French colonists. Native Americans who lived along the Atlantic Ocean trapped and traded with English colonists. Colonists gave Native Americans European goods, metal tools, and weapons. These were items Native Americans had never seen before. Of course, all of the Native Americans wanted to trade with the colonists. There simply wasn t enough beaver for everyone to hunt and trade. Battles often broke out, and the biggest and most powerful tribes usually won. 9 EARLY AMERICAN GOVERNMENT LESSON THREE Geography is the study of the Earth. It includes Earth s land, water, weather, animal life, and plant life. Geographers are people who study geography. You can think of yourself as a geographer because you will be learning about places on the Earth. Location is important to the study of geography. It is almost impossible to figure out your location or find your way around if you do not know the four main, or cardinal directions. North, south, east, and west are the cardinal directions. On a map these directions are labeled N, S, E, and W. Between the four main directions are the intermediate directions. Northeast, or NE, is the direction between north and east. Southeast, or SE, is the direction between south and east. Southwest, or SW, is the direction between south and west. Northwest, or NW, is the direction between north and west. A reference point is also important for finding your location. A reference point is simply a starting point. It s difficult, for example, to travel southwest if you don t have a starting point. Example: MAPPING: FRENCH AND INDIAN WAR W N NW SW S The Battle of Fort Niagara was one of the final battles of the French and Indian War. In July 1759, the British attacked Fort Niagara with a force of 2,500 men. After 20 days, the French were forced to surrender Fort Niagara to the British. Fort Niagara is located southwest of Lake Ontario. This example gives you some very important information. It tells you that your reference point, or starting point, will be Lake Ontario. Locate Lake Ontario on your French and Indian War map. Put your finger on Lake Ontario and slide it southwest. You should see a picture of Fort Niagara already placed there for you. NE SE COMPASS ROSE E Name VOCABULARY WORDS voyage government bison North America sound government expedition South America treasurer governor Native Americans lieutenant governor 3. Cut out all of the Vocabulary Words along the bold lines and glue each word on top of a folded strip on the Vocabulary Template. VOCABULARY DEFINITIONS West Indies antislavery granite abolitionist buyers and sellers who do so for profit to act or perform again the northernmost end of the Earth loyalty to one s government groups of fruit or nut trees a group of territories or peoples under one ruler a careful check a term once used to describe the continents of North America and South America a journey for the purpose of exploring unable to be separated VOCABULARY FOLDABLES a large group of animals traveling together travel through water in a boat that looks like a canoe treating some people better or worse than others without a good reason a deep hole large treeless areas of land carefully planned activities which improve the mind, tastes, and manners spices made from the dried buds of an evergreen tree 4. Cut out all of the Vocabulary Definitions along the bold lines. 5. Using the Glossary, glue the correct Vocabulary Definition under its matching Vocabulary Word on the Vocabulary Template. 10 ST. JOHN S FREDERICTON QUÉBEC CITY HALIFAX FRENCH AND INDIAN WAR MAP COMPASS ROSE AUGUSTA against slavery MONTPELIER TORONTO antislavery West Indies LAKE ONTARIO government government CANADA ALBANY West Indies ENGLISH COLONIES Fort Niagara LAKE ERIE HARRISBURG Battle of the Wilderness 11 12

16 13 15 There are a few new vocabulary words to learn before beginning your study of Great Britain s Taxes. Your History notebook is a great place to record and store the words and definitions that you will need to be familiar with during this lesson. Directions: Choose the next blank page in your History notebook. Using the Glossary provided by your teacher and the Vocabulary Flap Patterns, follow the directions below to create and glue two Vocabulary Flaps securely into your notebook. 1. Cut out each Vocabulary Flap pattern along bold lines and fold along the dotted lines of each pattern Arrange five Vocabulary Flaps (one in front of the other) with the Cover Flap at the very back. Open up the Cover Flap so it can cover all the Vocabulary Flaps. 3. Staple all the Vocabulary Flaps together on the left side. offshore VOCABULARY FLAPS 4. Glue the left side down over the staple, and fold over the Cover Flap. 5. Lift the flap of each word. Use the Glossary to write the word s definition. 6. Glue the completed Vocabulary Flap on the next blank page of your notebook. offshore 7. Follow the same six steps with the remaining five Vocabulary Flap patterns to create a second Vocabulary Flap. Glue the second Vocabulary Flap right below the first one in your notebook. EARLY AMERICAN GOVERNMENT LESSON FIVE THE CONTINENTAL CONGRESS During the ten year period between 1763 and 1773, colonists in America had been punished by Great Britain s Proclamation Line, unfair taxes, and unwanted soldiers. In 1774, Great Britain closed the Boston Harbor. The colonists were afraid that if they didn t do something soon, Great Britain would take complete control of their lives forever. THE FIRST CONTINENTAL CONGRESS On September 5, 1774, twelve of the thirteen colonies sent representatives to the First Continental Congress. The meeting was held at Carpenter s Hall in Philadelphia. The colonists needed to decide what to do about Great Britain s cruel treatment. Leaders of the meeting included Samuel Adams, Patrick Henry, and future presidents George Washington and John Adams. The representatives were all in agreement that Great Britain s taxes and treatment were unfair. They were not in agreement about what to do. Pennsylvania and New York sent delegates to find a solution to the problems. They hoped to make peace with Great Britain. Georgia didn t even send a representative. It was under constant attack by Native Americans and needed the help of British soldiers. The rest of the delegates were split between finding a solution and separating from Great CARPENTER S HALL Britain. In the end, the representatives voted to end all trade with Great Britain until the Intolerable Acts were repealed. They wrote letters to King George III, asking him to abolish, or put a complete end to, the Intolerable Acts. Representatives of the First Continental Congress told colonists to begin training for war Glue the four earliest Time Line Date pieces on the first Time Line Template from the earliest date to the most recent date. 7. Glue the other four Time Line Date pieces on the second Time Line Template from the earliest date to the most recent date. 9. Glue one Title and completed Time Line onto the left side of your notebook. Glue the other Title and completed Time Line onto the right side of your notebook. INTERACTIVE TIME LINE Cut out the two Time Line Templates, eight Time Line Dates, and two Time Line Titles. CARPENTER S HALL MODEL 8. Glue each Time Line Event under its correct date on the Time Line Templates. In 1774, representatives from twelve of the thirteen original colonies met in Philadelphia at Carpenter s Hall. After the historic meeting, representatives told colonists to prepare for war with Great Britain. Seven months later, the first shots of the Revolutionary War were fired. Today, Carpenter s Hall still stands in Philadelphia. It is part of the Independence National Historic Park. In this activity, you will follow written directions to make a model of Carpenter s Hall. 1. Cut out the Front and Back Carpenter s Hall Patterns and fold as shown. Don t Fold Front Back Don t Fold 15 16

17 THE ARTICLES OF CONFEDERATION In 1776, the Second Continental Congress met and wrote the Declaration of Independence. After its adoption, the thirteen original colonies formed the United States of America. Delegates had to decide who would have power in the United States. The plan adopted by delegates of the Second Continental Congress was known as the Articles of Confederation. DIVIDING THE POWER The Articles of Confederation divided the powers of government between the thirteen states and Congress. This was different from Great Britain s way of ruling. In Great Britain, one group of people had all of the power. The Articles of Confederation put Congress in charge of the United States. The Articles also allowed individual states to have power over themselves. Congress was responsible for keeping peace, declaring war, maintaining the Army and Navy, establishing boundaries between states, and setting up a national post office for delivering mail. Each of the thirteen states was expected to cooperate with Congress by taxing its citizens to raise money for war and sending soldiers for the Army and Navy. Each state was also responsible for making its own laws. Congress could not involve itself with those laws or make decisions for the states. Each of the thirteen states had one vote in Congress, no matter how big or small the state was. Together, these thirteen voters were known as the Confederation. The Articles of Confederation could only be changed with a unanimous vote of the Confederation. APPROVING THE ARTICLES OF CONFEDERATION On November 15, 1777, the Articles of Confederation were approved by the thirteen members of Congress. The Articles were sent to the thirteen states for their approval. On March 1, 1781, after many arguments over land boundaries, the Articles of Confederation were finally approved by each of the thirteen states. By this time, Great Britain had surrendered the Revolutionary War to the United States. 17 EARLY AMERICAN GOVERNMENT LESSON SEVEN CIRCLE CHART The Articles of Confederation Congress Thirteen States FAMOUS AMERICAN CUBE 4. Glue each correct answer on the underside of its matching question on the Cube Pattern. Glue one of the remaining two squares to the middle and the other remaining square on the underside of the title square. 5. Glue the completed Cube onto the right side of your notebook. 5. Test out your Cube by folding the pages in to make a square. (The title page with the famous American s name should be on top.) Read the first question and flip the square back to reveal the answer glued underneath. 18 CIRCLE CHART AND LEARNING WHEEL Congress fact goes here. Fact about Articles CONGRESS S RESPONSIBILITIES problem goes here. PROBLEMS + ARTICLES OF CONFEDERATION Articles of Confederation Thirteen States fact goes here. THIRTEEN STATES RESPONSIBILITIES 7. Turn the Learning Wheel clockwise so that three new blank windows appear. Repeat directions 4 6 to complete the information for these blank windows. 6. In the Articles of Confederation Problems window, neatly write the information from one of the circles in the middle of your Circle Chart. Remember to use proper capitalization, spelling, and punctuation. Congress fact goes here. CONGRESS S RESPONSIBILITIES ARTICLES OF CONFEDERATION THIRTEEN STATES RESPONSIBILITIES 8. Continue turning the Learning Wheel clockwise until you have written all of the information from your Circle Chart in the blank windows. Congress fact goes here. Fact about Articles problem goes here. PROBLEMS + Articles of Confederation Fact about Articles problem goes here. CONGRESS S RESPONSIBILITIES PROBLEMS ARTICLES OF CONFEDERATION Thirteen States fact goes here. Articles of Confederation THIRTEEN STATES RESPONSIBILITIES Thirteen States fact goes here. 9. Glue the completed Learning Wheel onto the right side of your notebook, right across from your Circle Chart

18 21 23 THE UNITED STATES CONSTITUTION In 1781, the Articles of Confederation were approved. The Articles served as the first written plan of government for the United States of America. They granted independence to each state and limited the power of the federal government. The Articles of Confederation gave citizens of the United States freedom they had fought for during the Revolutionary War. Unfortunately, the federal government was powerless to enforce important laws. States printed their own money and refused to send men to fight in the Army and Navy. By 1786, James Madison, Alexander Hamilton, and others knew that changes needed to be made. THE CONSTITUTIONAL CONVENTION In the summer of 1787, representatives from twelve states attended the Constitutional Convention at the Pennsylvania State House in Philadelphia. They met to make changes to the Articles of Confederation. Rhode Island did not want to make any changes, so it refused to send a representative. There were 55 men in attendance at the convention. Most of the men were lawyers, bankers, wealthy land owners, or men who already had experience in government. Many of the delegates had fought in the Revolutionary War. They included famous men like Alexander Hamilton, James Madison, and George Washington. The oldest delegate, Benjamin Franklin, was 81 years old. George Washington was elected to lead the Constitutional Convention. He established three rules. The GEORGE WASHINGTON first rule was that each of the twelve states present would have one vote. The second rule stated that it would take at least seven states to agree on something before a change would be made to the Articles of Confederation. The third rule was that everything at the meeting had to be kept secret. BASIC PRINCIPLES OF GOVERNMENT Representatives identified basic principles that would be used to write the United States Constitution. Some of these basic principles included popular sovereignty (SAH vruhn tee), limited government, separation of powers, federalism, and checks and balances. 21 EARLY AMERICAN GOVERNMENT LESSON EIGHT Part II Using your completed Venn Diagram Outline and the Venn Diagram Pattern, follow the directions below to assemble and glue your Venn Diagram onto the next blank page of your History notebook. 1. Cut out along all bold lines of the Venn Diagram Outline and the Venn Diagram Pattern. 3. Glue the Venn Diagram Outline under the folded flaps of the Venn Diagram Pattern. VENN DIAGRAM 2. Fold along the dotted line PRINCIPLES OF GOVERNMENT BOOKLET 5. Glue along the dotted lines of the placed folded Inside Tab Pattern Place the folded edge of the remaining Inside Tab Pattern on top of the glued dotted line. 7. Glue the Title on the front of the assembled Booklet. Glue the Tab Labels on each Tab. 8. Use the space under each Tab to write a description of that principle of government. Use proper capitalization, punctuation, spelling, and grammar. 9. Glue the completed Principles of Government Booklet on the next blank page of your History notebook. In this activity, you will use your finished Venn Diagram to write a paragraph comparing and contrasting George Washington and James Madison. A good paragraph includes a topic sentence, at least four supporting sentences, and a closing sentence. Write a topic sentence clearly stating that you will be comparing and contrasting Washington and Madison. A topic sentence starts a paragraph. Below is an example of a topic sentence for a paragraph comparing and contrasting the American Revolution and Civil War. Example: VENN DIAGRAM PARAGRAPH Though they were fought more than 100 years apart, comparing and contrasting the American Revolution and Civil War will prove they were pivotal battles that forever changed American history. TOPIC SENTENCE. 4. Glue the completed Venn Diagram onto the next blank page of your notebook

19 25 27 In 1789, George Washington became the first president of the United States. During his presidency, our nation went through many changes. The biggest change involved the newly written Constitution. The United States Constitution had been in effect for less than a year when George Washington became president. There were already changes to be made. Citizens of the United States were afraid that a strong government would take away their rights. Americans wanted the United States Constitution to clearly list these rights so they would be protected from a government that became too powerful. THE BILL OF RIGHTS On June 8, 1789, the first Congress under President George Washington met in New York City. Guided by James Madison, Congress wrote the first ten amendments, or changes, to the United States Constitution. These amendments are known as the Bill of Rights. Amendments to the United States Constitution clearly list certain freedoms that federal and state governments can not take away. The First JAMES MADISON Amendment includes freedom of speech, freedom of the press, and freedom for people to gather peacefully and worship as they please. The Second Amendment includes the right to have and carry weapons. LIMITING THE GOVERNMENT The Bill of Rights also limits the power of government over people. The Third Amendment guarantees that citizens will not be forced to keep soldiers in their homes during times of peace like they had been forced to do before the Revolutionary War. Under the Fourth Amendment, police can not search a person s home or take property without a warrant, which can only be issued by a judge. Before a judge can issue a warrant for a search, the police must present facts to prove that a crime has actually been committed. 25 Directions: 1. warrant 2. testify 3. sued 4. retiring 5. Supreme Court 6. ratify 7. estate 8. mourned 9. bail 10. convinced 11. press 12. population 13. promoted EARLY AMERICAN GOVERNMENT LESSON NINE THE BILL OF RIGHTS Name VOCABULARY QUIZ EARLY AMERICAN GOVERNMENT PART V Match the vocabulary word on the left with its definition on the right. Put the letter for the definition on the blank next to the vocabulary word it matches. Use each word and definition only once. A. approve. B. chosen or selected. C. to make a formal statement in court about what is true. D. highly honored. E. expressed deep sadness. F. large country home on a big piece of land. G. a very light gas which does not burn. H. the total number of people living in an area. I. moved up in rank. J. talked someone into doing something your way. K. made it illegal to do something. L. signed permission from a judge to arrest or search someone s property. M. the highest court in the state or nation FIND THE FIB GAME In this activity, you will use what you have learned about George Washington to make a Find the Fib Game to add to your History notebook. Part I Directions: 1. Use your scissors to cut apart twenty Find the Fib Cards, Answer Key, and two Answer Sheet Cards along the bold outside lines. 2. Neatly color the picture of George Washington on each card. 3. Use the information you have read about George Washington, encyclopedias, books in the library, the Internet, and other primary and secondary sources to find 15 true facts about George Washington. 4. Write each fact on a separate card using proper capitalization, spelling, and punctuation. You must fit the whole fact on one side of the card. 5. Make up 5 false facts, or fibs about George Washington. Make each fib as believable as possible so that it can t be easily seen as a fib. 6. Write each fib on a separate card, just like you did with the true facts. Again, use proper capitalization, spelling, and punctuation, and fit the whole fib on one side of the Card Number George Washington 10 card. 7. Fold each Find the Fib Card in half along the dotted line so that the words are on the outside. Glue the blank sides together. Find the Fib George Washington was 8. Mix and shuffle all of the Find the Fib Cards together, so the true facts and fibs are mixed. the first president of the 9. Number the cards Use the Answer Key Card to make an answer key for United States. yourself so you will know which cards contain the true facts and which cards contain the fibs. 11. Fold and glue the Answer Key Card and two Answer Sheet Cards so the words are on the outside and the blank sides are glued together. 12. Give your Find the Fib Game and Answer Sheet Cards to two other students. Each student should write his or her name on one Answer Sheet Card and use it to list which cards are true and which cards are fibs. Use your Answer Key to grade each student. 26 TOTAL CONVENTIONS Had less than 4 convention Had 4-6 convention errors Had 7-10 convention errors capitalization, spelling, errors in finished History Had more than 10 errors in in finished History Cube. in finished History Cube. punctuation Cube. finished History Cube. ANSWERS FAMOUS AMERICAN CUBE GRADING CHART CUBE ASSEMBLY Cut and correctly glued all Cut and correctly glued 5 facts with their answers 3-4 facts with their answers into the proper squares on into the proper squares on the Cube Pattern. Glued the Cube Pattern. Glued into notebook. into notebook. Cut and correctly glued 1-2 facts with their answers into the proper squares on the Cube Pattern. Glued into notebook. Didn t attempt to complete the Cube Pattern. CUBE PATTERN Followed directions to neatly Followed directions to neatly write answers to all three write answers to one or two questions and two facts questions and at least one on the blank squares. fact on the blank squares. Wrote answers to one or two of the questions and at least one of the facts on the blank squares, but it was messy. Didn t attempt to write answers to any of the questions or facts on the blank squares. FAMOUS PERSON QUESTIONS Answered all four of the Answered 2-3 of the questions about the chosen questions about the chosen famous person. famous person. Answered at least one question about the chosen famous person. Didn t attempt to answer any of the questions about the chosen famous person. CRITERIA plantations SCORE 27 28