Review Sheet – Foundations of Gov’t

Rosenbaum 

To do well on tomorrows test, make sure you know the following:

1) Which nations were successful at colonizing the Americas 

2) What nation controlled the Hudson River Valley for over 40 years before the English would 

3) Know what ‘nation-state’ means and how this helped determine success in colonizing the New World 

4) Know everything about the economic system called ‘mercantilism’ including:

5) Know what the Seven Years’ War had in common with the French and Indian War 

6) Know who helped England win the French & Indian War and: 

7) Be aware of the various Parliamentary Acts passed from 1763 to 1774 affected the colonists, including:

8) Know how and why the Boston Massacre was exploited by many who opposed English rule  

9) Know why the Boston Tea Party was a turning point in relations between the British and colonists 

10) Know how smuggling, along with economic boycotting, was effective at hurting the English economy 

11) Why did protesting stop in 1775, specifically after April 19th? 

12) Know what the FCC was including: 

13) How did King George III respond to the colonists and the FCC 

14) How did people like Patrick Henry respond to the King and his response 

Unit Research – Foundations of American Democracy                                                       Rosenbaum    1A

 Research for this unit will be completed in small groups over the next 3 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

 ** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

1) Your job is to introduce the class to the colonization of the Americas in the 1600’s. Engage the class in discussion by asking them what colonization was then and if the practice has any equivalent today.

2) Ask the class if anyone knows what the term nation-state means. Define the term and focus on those European nations that were the driving force behind colonization. Ask individual students if they can think of which European nation-states were successful in creating a colonial presence by the 1700’s. (Hint....Use maps from this time period and show the class colonial evolution)

3) A number of European nations utilized the economic policy of mercantilism. Engage the class in discussion by asking them what mercantilism was and how it operated. Provide some history, define the term and them focus on the following: How a nation’s wealth depends on exports, what gold / silver had to do with mercantilism, and how raw materials / precious metals figured into colonization.

Unit Research – Foundations of American Democracy                                                       Rosenbaum    1B

Research for this unit will be completed in small groups over the next 3 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

1) England utilized the economic policy of mercantilism when it controlled the ‘colonies’. Because of this, England’s wealth was primarily dependant on the accumulation of gold / silver. Engage the class in discussion on whether America’s wealth is dependent on gold / silver today. In addition, what can bonds potentially do for a nation in need of funds? (Hint....explain the upside / downside of issuing bonds!) Provide answers.

2) Mercantilism tended to benefit the ‘mother country’ while it relegated the colonies to second class status. Engage the class in discussion by asking them whether or not Britain was guilty of economic exploitation during the mercantilist period. Come up with three (3) reasons why this was true.

3) Mercantilism had the potential to be very profitable. Ask individual students if they can think of what England was willing to do to protect their ‘investment’ in the colonies. (Hint....this has something to do w/ the Royal Navy) After discussion, provide the class with detailed examples.

4) To finish your lecture, engage the class in the following: Mercantilism protected the English economy while it exploited her possessions. Provide the class w/ three (3) examples of economic systems today that tend to protect one or more partner nations. (This requires some thought)
 

Unit Research – Foundations of American Democracy                                                       Rosenbaum    2 A

 Research for this unit will be completed in small groups over the next 3 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

 ** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

1) The English economic system known as Mercantilism exploited the colonies for monetary gain. After the end of the French and Indian War in 1763, colonial resentment grew towards the British. Engage the class in discussion by asking them why 1763 is a turning point year for English / colonial relations. Provide answers.

2) As you are most likely aware, war tends to bankrupt nations. Ask individual students if they know how the Seven Years War and English money troubles strained relations between the colonists and England. (Hint.... Learn about what people helped England win the French and Indian War)

3) Parliament is England’s ‘Congress’. Ask individual students if they know what Parliament is before you define / explain it for the class. Then, in chronological order cover what Parliament did after 1763 to help defray the costs of war. (Hint....This involves many Parliamentary ACTions...)

4) To finish your lecture, engage the class in the following: Research / report on different types of colonial reaction to the Parliamentary measures researched above. What worked / what didn’t and, find out how smuggling w/ other Europeans further eroded relations. 

Unit Research – Foundations of American Democracy                                                       Rosenbaum    2 B

Research for this unit will be completed in small groups over the next 3 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

 ** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

1) By 1770, Parliamentary acts had caused tension between the colonists and England to spiral out of control, especially in Boston. Ask individual students if they know what the Boston Massacre and can describe what happened, and how it affected the ‘average’ colonist. Provide answers.

2) The Boston Massacre was the catalyst for the S.O.L. to play an even larger role in the strained relations between England and the colonists. Engage the class in discussion by asking them who the S.O.L. were and how they exploited the ‘massacre’ for political gains. Explain in detail how propaganda played a huge role in swaying many colonial ‘fence-sitters’ regarding English rule / oppression. (Use some examples from back in the day and show the class!)

3) Boston was a hotbed of activism during pre-Revolutionary days. Ask individual students if they know what the Boston Tea Party was and why it was a momentous event in colonial history. Provide answers by explaining the ‘back-story’ of this event to the class. Then, explain immediate / long-term English reaction to the event. (Hint....it would be ‘intolerable’ if you couldn’t find these answers....)

Unit Research – Foundations of American Democracy                                                       Rosenbaum    3 A

Research for this unit will be completed in small groups over the next 3 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

 ** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

1) The colonial reaction to the Tea Act was the Boston Tea Party. The British reaction to the Tea Party was the Intolerable Acts. The colonial reaction to the British reaction was the F.C.C.. Your job is to introduce the F.C.C. to the class. Ask individual students if they know what the F.C.C. was (in 1774), what events prompted this group to organize and what their purpose was in meeting.  Provide answers.

2) Our ‘founders’ are some of the best known and well regarded Americans. Engage the class in discussion by asking about who the most well known ‘founding fathers’ are. Then, focus on three (3) of the most well known and three (3) of the lesser known participants. Provide some ‘back-story’ to each.

3) Our ‘founders’ were truly brave people. Ask individual students if they know why the ‘founders’, as a group, were courageous, specifically regarding where and how these ‘founders’ met as the F.C.C.. Provide the class with some insight regarding what might have happened to them? (Hint.... for a clue, research Benedict Arnold...) 

Unit Research – Foundations of American Democracy                                                       Rosenbaum    3 B

Research for this unit will be completed in small groups over the next 3 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

 ** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

1) While wanting to appear united in support of Bostonians, independence was not the main objective of the First Continental Congress in 1774. Engage the class in discussion by asking about the main objectives of the F.C.C. Research / report on the three (3) main objectives of the F.C.C. and explain how the Declaration of Rights and Grievances was a step in that direction. 

2) The Declaration of Rights and Grievances was a turning point in British / colonial relations. Ask individual students if they know the following: What important Englishman received a copy of the Declaration, what would his immediate response be, and how he then perceived the situation in the colonies. 

3) The F.C.C. came up with an economic plan of what to do if the English didn’t take them seriously. Engage the class in discussion about what sort or reply would work against the British.  Research / report to the class details of the plan the F.C.C. adopted and why the ‘founders’ knew that it stood a chance of success. (Hint....this action had worked before with the English)

4) To finish your lecture, engage the class in the following:  If the English didn’t respond favorably and reconcile with the colonists, then the F.C.C. would meet again as the S.C.C. after seven months. Ask individual students to explain why the ‘founders’ were willing / forced to wait seven (7) months.

Unit Research – Foundations of American Democracy                                                       Rosenbaum    4 A

Research for this unit will be completed in small groups over the next 3 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

 ** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

1) King George III ruled England at the time of the American Revolution. Together, he and Parliament made a series of policy ‘mistakes’ regarding relations between the mother country and her colonies. Why was this important to the founding of our nation? While it may be a stretch, ask individual students if they can draw any parallels to what happened from 1763 – 1776, to what has happened over the last 10 years. THINK!

2) King George III is quoted as saying ‘The die is now cast...The colonies must either submit, or triumph’. Engage the class in discussion regarding the intention of this statement, whether it was factual or not. Ask individual students if they can draw any parallels to statements made by national leaders that have come back to haunt them, or the nation they lead. Then, research / report to the class on when and why the King is supposed to have said this and what the results would be for the colonies and England.

3) King George III is viewed as a tyrant, mainly for agreeing to the passage of restrictive acts like the Coercive Acts. Engage the class in discussion by asking individual students what these acts were and whether or not you feel they were harsh or not. Pay particular attention to the Boston Port Bill, the Massachusetts Government Act, and the Quartering Act.

Unit Research – Foundations of American Democracy                                                       Rosenbaum    4 B 

Research for this unit will be completed in small groups over the next 3 classes. Use the space available on this sheet for brainstorming and research. Create a simple but effective PowerPoint slide show with information that is bulleted and SUMMARIZED so it is not overwhelming. Present in a clear, concise way and focus on connecting information you research and developing a smooth transition from topic to topic. I am most interested in your ability to connect the pieces of information you’ve researched without confusing the audience...i.e.: You are the teacher so your presentation should make sense! In addition, prepare a detailed guided notes worksheet for all students in class.

 ** Each person will turn in their individual worksheet to receive credit. No sheet....no credit!

*** Transition from topic to topic / point to point are crucial during your presentation!
**** Presentations will run from Tuesday, 2/10 to 2/13.

1) You are going to present information from a British perspective. Engage the class in discussion on why the Coercive Acts were important from an English perspective. Be sure to focus discussion on the how King George III and Parliament would have viewed the First Continental Congress as an ‘illegal’ body, how nations normally respond to ‘rebellion’, and how, from their perspective, they were not wrong.  

2) Part of the Coercive Acts called for General Thomas Gage to take control of Boston with more Redcoats. Ask individual students about the positive / negative aspects of a decision which involves military control over a civilian population. (Hint....You think you have a curfew!) While it may be a stretch, ask individual students if they can draw any parallels about what happened in 1774, to what has happened over the last 5 years. THINK!

3) The decisions the British made had a great impact on the course of events in the colonies. Ask individual students if they know who Patrick Henry was and why his thoughts / actions were so important in pre-Revolution days. Engage the class in discussion by asking if anyone knows what Patrick Henry is quoted to have said upon learning of King George III’s inflexibility. (Hint....think extreme!)

4) Prior to fighting the Redcoats, there were many protests / boycotts in the colonies from 1763 until April 19^th, 1775. Ask individual students if they know why this date ended hopes for any reconciliation with England and marked the start of the Revolutionary War. Provide answers.