How to Use This Product Introduction to Primary Sources Activities Using Primary Sources Document Based Assessments...

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1 How to Use This Product Introduction to Primary Sources Activities Using Primary Sources Photographs John Adams An American Founder James Madison Architect of the Constitution Thomas Jefferson Enlightened Thinker Federal Hall Inauguration Independence Hall Crafting the Constitution White House Executive Rule Without Monarchy Capitol Building The Seat of Congress John Jay Promoting Independence Primary Sources Articles of Confederation The Nation s First Constitution America s First Constitution Excerpt of the Text of the Articles of Confederation The Constitution Framing the Government The Framework of the Government Excerpts of the Text of The Constitution Bill of Rights With Liberty and Justice for All The First Ten Amendments The Text of the Bill of Rights Constitutional Voting Record To Ratify or Not to Ratify? Ratifying the Constitution Copy of Constitutional Voting Record...46 Table of Contents Magna Carta Constitutional Origins The Document Before Them All English Translation Excerpt of the Magna Carta Monroe Doctrine Ending Colonization Early Foreign Policy Excerpt of the Text of the Monroe Doctrine Plan of Washington, D.C Mapping a Capital The New Capital City Washington, D.C. Map An Ode for the 4th of July Let Freedom Ring July 4, An Ode for the 4th of July Document Based Assessments Independence Poster South Porch of the White House Independence Hall Give Me Liberty or Give Me Death Political Parties Draft of the Bill of Rights John Jay Jefferson Portraits Join or Die Philadelphia Map Washington s First Inaugural Address Congress Appendix About Your CD-ROM Suggested Websites Suggested Young-Adult Literature Document-Based Assessment Rubric Example Answer Key #3925 Exploring History Constitution/New Government 2 Teacher Created Materials, Inc.

2 An American Founder John Adams Standard/Objective Identify and explain the roles of formal and informal political actors in influencing and shaping public policy and decision making. (NCSS) Students will examine the lives of John and Abigail Adams and share their knowledge in small group discussions. Materials copies of both sides of the John Adams photo card; copies of the historical background information (page 16) Discussion Questions What were Adams most important accomplishments? What were the different roles John Adams had throughout his life? What were Adams beliefs regarding the new nation? What was Adams role in the Boston Massacre? John Adams (Library of Congress) Using the Primary Source Have students look at the picture of John Adams in small groups. Ask them to find characteristics of the picture that show he was an important figure. Notice his clothes, hair, and posture. Discuss their observations as a class. Then have students read the background information (page 16) and work on the activities on the back of the photo card in their groups. Once finished, review their work together and discuss the questions above for more clarification. John Adams wife, Abigail Adams, was also an important historical figure. Study her contributions during her 54-year marriage to John Adams. Then have students create short biographies highlighting her accomplishments. Pull the students back into small groups to have them discuss the lives of the Adams family and how the members were impacted by John Adams presidency. Extension Idea The Treaty of Paris played an important role in American independence. Study this era with the students. Then have them re-create the debates between the British and Americans in Paris. Have half of the students be the British representatives and half be the American representatives. Have them debate the issues and provide possible answers that would have been given by each side. Teacher Created Materials, Inc. 15 #3925 Exploring History Constitution/New Government

3 John Adams An American Founder (cont.) Historical Background Information John Adams was born in a small house in Massachusetts in His family owned a farm and valued education. They gave John many books to read, which he loved. As a result, John Adams became one of the first members of his family to go to college. He attended Harvard University where he studied law. He served as a successful lawyer for 14 years. In 1764, John Adams married Abigail Smith. They were married for 54 years and made a very strong team. During the early years of his marriage, John began writing against the British government. He felt its rule that imposed many taxes was unfair. He wrote a paper in 1765 that stated the Stamp Act was unfair. This brought him much attention and he became a leader among those who opposed British rule. Despite this, Adams felt Independence from England should be a last resort. He even defended the British soldiers accused of the Boston Massacre to ensure they received a fair trial. At the trial, he denounced mob violence. In 1774, Adams was chosen to be a representative from Massachusetts at the Continental Congress convening in Philadelphia. During his two years as a representative, he wrote many papers about independence and gained notice from Thomas Jefferson, who was also a representative. He helped to write the Declaration of Independence which was adopted unanimously by Congress. After his first term with the Continental Congress, Adams sailed to Europe with his sons to seek peace with Britain. His trip was not successful. He argued with Benjamin Franklin and French officials and decided to go to the Netherlands instead. In the Netherlands, he was able to get a large loan to help the United States achieve independence. Later, he returned to France to help negotiate the Treaty of Paris. The Treaty of Paris was important, because in it Britain acknowledged the independence of the United States. For two more years, Adams worked with Franklin and Thomas Jefferson to get treaties signed that would help America survive as an independent nation. Adams returned to the United States in 1781 just as the Articles of Confederation were being ratified. Everyone knew of his accomplishments in Europe to help America, and they elected him vice president under George Washington to show their appreciation. After this term, Adams was elected the second President of the United States. He faced difficult times, in which there was nearly a war with France. This was called the XYZ Affair. In an effort to prevent war, Adams sent a group of men to France to seek peace. This worked and the war was averted. However, Alexander Hamilton and others opposed Adams decision and wanted him to declare war. Jefferson was in an opposing political party and also led a group who opposed Adams policy. As a result, he served only one term as president. Adams retired to his home in Massachusetts where he lived the last 25 years of his life. He died on July 4, 1826, just a few hours after Jefferson died. This date was, ironically, the 50th anniversary of the signing of the Declaration of Independence. #3925 Exploring History Constitution/New Government 16 Teacher Created Materials, Inc.

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5 John Adams Historical Background Information John Adams began his career as a lawyer in Massachusetts. He was successful, and later began writing articles protesting the British rule of America. He opposed the Stamp Act, which taxed the Americans heavily. He gained notice and was elected to serve as a representative to the Continental Congress where he helped write the Declaration of Independence. He served for two years and then traveled to Europe to help create peace treaties to ensure America s safety. He was very successful and returned to the United States to be elected the first vice president of the country. He served under George Washington and was then elected as the second president. He had a difficult presidency and only served one term. However, due to his many accomplishments, he is considered to be a founding father of the nation. Analyzing History Knowledge Describe the person in this picture to a partner or in writing. What details do you notice? Comprehension What details in this picture show the stature of this person? At what point in his career does this picture appear to be taken? Application What message do you think this portrait conveys about John Adams? This photograph of Adams painting was included in a celebration of the 125th anniversary of the Constitution. Why was Adams included? Analysis Why do you think Adams was not a successful president in the eyes of others in his time? How did his decision regarding the XYZ Affair affect his presidency? Synthesis Create a campaign poster for John Adams to be elected to a second term of presidency. Not only include his first term accomplishments, but also persuade others to elect him. Evaluation Assume you are John Adams. Write a short speech to give to Congress persuading it to send a second group to France to seek peace and avoid war. The first group failed and war is imminent so explain why this effort should be tried again. Historical Writing Fiction John Adams and Thomas Jefferson wrote a series of letters to each other in the last 25 years of their lives. As Adams, write a letter to Jefferson looking back on your life. Explain what you feel your most important accomplishments are. Nonfiction After writing the Declaration of Independence, John Adams wrote to his wife, the most memorable Epoch in the History of America has begun. Write a paper explaining Adams role in the era following the Declaration of Independence. History Challenge John Adams was one of three presidents who did not attend the inauguration of his successor. Find out who his successor was and research their relationship. Then write a letter from Adams to his successor explaining why he chose not to attend the inauguration. Teacher Created Materials, Inc. #3925 Exploring History Through Primary Sources Constitution/NewGovernment

6 With Liberty and Justice for All Standard/Objective Bill of Rights Identify and interpret sources and examples of the rights and responsibilities of citizens. (NCSS) Students will analyze the text of the Bill of Rights and create posters that persuade people to include the specific amendments. Materials copy of the facsimile Bill of Rights; copies of the historical background information (page 40); copies of the student activity sheet (page 41); copies of The Text of the Bill of Rights (page 42) Discussion Questions What freedoms does the Bill of Rights specifically mention? The First Amendment of the Bill of Rights addresses the freedom of religion among other personal freedoms. What historical events made this freedom so important to the people? A phrase used in courtrooms is I plead the fifth. What right does the Fifth Amendment provide? What amendments do you see in the Bill of Rights that may not be necessary anymore? The Bill of Rights was added to the Constitution as amendments to gain support from the Anti- Federalists who wanted to preserve individual rights. Do you think their goal was accomplished? Using the Primary Source Briefly explain the background of the creation of the Bill of Rights. Then have students read over the Bill of Rights. (Note: If you use the facsimile, have the students carefully compare the text to that on page 42. They should notice that two of the 12 originally proposed amendments were not ratified. The note on the bottom of the facsimile explains this.) After a few minutes, begin discussing the questions above. Then divide the class into small groups and have them complete the student activity page. Each amendment in the Bill of Rights was vigorously debated. Students will imagine they are supporters of specific amendments. They will assume the roles of lobbyists trying to get the representatives to keep their amendments in the Bill of Rights. Within their groups, they will create posters supporting their amendments in the Bill of Rights. The posters should not only explain what the amendment provides, but also explain why they should not be excluded from the document. Students should use the historical background information (page 40) to support their reasons with events that happened to citizens in the past. If time allows, have students share their work with the class and display their posters in the room. Extension Ideas In the 1970s, a new amendment was proposed. It was the Equal Rights Amendment. Have the class research this amendment and explain what it proposed and why it was not ratified. Then, they can write paragraphs explaining whether they think it would pass today. In the past, newspaper boys were often heard on the streets shouting persuasive slogans to get people to buy newspapers from them. Have students imagine they are newspaper boys or girls from the Constitutional era and the Bill of Rights has just been added to the Constitution. They should write short dialogues of what they would say to get people to buy a paper that announces this historic news. Teacher Created Materials, Inc. 39 #3925 Exploring History Constitution/New Government

7 Bill of Rights With Liberty and Justice for All (cont.) Historical Background Information In the summer of 1787, the delegates to the Constitutional Convention worked very hard to create a Constitution for the United States. Extensive debates occurred during this time because each state wanted different things included in the Constitution. After the Constitution was written and accepted by Congress, it was presented to the states for their approval. One important figure, however, was very vocal in his dislike of the new Constitution. George Mason of Virginia said, "It has no declaration of rights!" Mason had written a Bill of Rights in the Virginia state constitution and lobbied hard for one to be included in the United States Constitution. Unfortunately he was not successful at the Constitutional Convention and refused to support the drafted Constitution without a Bill of Rights. The states held conventions to discuss the new Constitution and decide whether to ratify it or not. This caused another round of debating within the states. Many states began adding their own amendments to the Constitution. This meant the other states had to approve the new amendments. The largest area of debate was around the rights of individual citizens and controls to prevent Congress from having too much power. Important patriots such as Patrick Henry argued that the existing Constitution was unclear and too brief in describing the liberties of the people. The idea of a Bill of Rights had been mentioned at the Constitutional Convention in Philadelphia, but most delegates felt the Constitution already secured the rights of individuals. Since the government balanced the powers between the judicial, legislative, and executive branches, the delegates felt individuals' rights would be protected, because no one person or group would have the power to rule the people. As the debate continued in the states for several months, the public began voicing their support for a Bill of Rights. The people feared being ruled by a strong central government, just as they had been ruled by the King of England. The American people wanted to be sure they would keep the freedom they had fought so hard to win. A few important leaders began to support a Bill of Rights after it became clear most citizens wanted it. James Madison and Thomas Jefferson both expressed their support. Using inspiration from Thomas Jefferson and George Mason, James Madison wrote the Bill of Rights. This helped Madison gain support from the Anti- Federalists. The Anti-Federalists were a group of people who opposed a large central government because they feared it would threaten the rights of individual citizens. By gaining support of the Anti-Federalists for a Bill of Rights, Madison was able to get several amendments to the Constitution passed. The amendments were sent to each state for ratification. After four years of debate, three-fourths of the states ratified the Bill of Rights in December of The Bill of Rights has remained in place ever since. #3925 Exploring History Constitution/New Government 40 Teacher Created Materials, Inc.

8 Bill of Rights Name The First Ten Amendments Background Information The Constitution was first accepted by the members of Congress in July of However, when the document was presented to the individual states for their approval, there was continued debate. The Anti-Federalists felt the existing Constitution did not preserve individual citizen s rights, and they feared the central government would be too powerful. The debate continued into the fall of Finally, a compromise was reached. A Bill of Rights would be added to the Constitution to state the rights of individual citizens. This was acceptable to both sides of the issue and the Bill of Rights was added to the Constitution. The document was ratified by all states in December of Activity Directions: Each amendment in the Bill of Rights was vigorously debated. Imagine you are a supporter of one specific amendment. You will be assuming the role of a lobbyist trying to get the representatives to keep your amendment as part of the Bill of Rights. Use the historical background page to support your reasons with events that happened to citizens in the past. 1. Which amendment would you like to research? 2. Work with your group to create a poster supporting your amendment in the Bill of Rights. Your poster should explain what the amendment provides. In other words, what does the amendment provide for citizens? 3. Why should this amendment not be excluded from the Bill of Rights? 4. After answering these questions, use this information to create your persuasive poster. Challenge Research constitutions of other states and countries. Do they provide rights for individual citizens? Create a chart comparing the rights listed in those documents with the rights included in the Bill of Rights. Teacher Created Materials, Inc. 41 #3925 Exploring History Constitution/New Government

9 The Text of the Bill of Rights Bill of Rights Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. Amendment II A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed. Amendment III No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law. Amendment IV The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. Amendment V No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. Amendment VI In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense. Amendment VII In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law. Amendment VIII Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. Amendment IX The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. Amendment X The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people. #3925 Exploring History Constitution/New Government 42 Teacher Created Materials, Inc.

10 Name Join or Die Document Based Assessments 1. What is the symbolism of the snake in this picture? 2. Who may have drawn this picture? 3. What message was he trying to convey? 4. What do the initials on the picture stand for? 5. Who was the intended audience for this picture? 6. If you were a colonial citizen and saw this poster, what would you think or feel about it? On another sheet of paper, write a short response explaining what it would have meant to you. Teacher Created Materials, Inc. 71 #3925 Exploring History Constitution/New Government