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/document/the-english-bill-of-rights-1689/

Date: Tuesday March 18

TSWBAT Review the English Bill of Rights and the Mayflower Compact to explain and

discuss how it influenced America

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

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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

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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 IndependenceEssentially…. A break up letter!

Declaration Activity

• Groups – pd 2– 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– 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– 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

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