Unit+3+-+Day+1

Test link - **[|**http://www.quia.com/quiz/1842591.html**]**

​Day 1 - Pretest
 * What role do advocacy groups, like the Committees of Correspondence, have on shaping public policy?
 * What was the "Critical period" and why was it so named?
 * How were the Articles of Confederation a test of American will power? Were they successful?

1. Class will go over answers on both worksheets used in last class (Revolutionary War).
 * Was the Rev War inevitable? Not until there were Four battles fought, each with the British taking a licking from the colonists, and there not being a declaration of war. If the King was going to have an irrational and violent reaction to the dumping tea in Boston Harbor, then colonists standing up to, and beating British troops in skirmishes just opened up a fight Britain would not back down from.
 * How did the Americans defeat a superior fighting force like the British? 1) with the help of allies; 2) they did not fight them directly. they fought with hit and run tactics much of the time; 3) Attrition. Wear them down. Make the war costly, deadly, and drag on until they tire of the war; 4) Maximize on British mistakes. Washington cornered Gen Cornwallis on a peninsula and hemmed him in with the French navy. [Bill and Ted say, "Rightous, man!"]
 * What role do advocacy groups, like the Committees of Correspondence, have on shaping public policy? We used the PowerPoints of last class to show how Thomas Paine used art to distort what took place at the "Boston Massacre." We discussed the role of the Committees of Correspondence and agreed that if stretching the truth bit helps to spread the movement toward independence, then, "alls fair in love and war." The Committees of Correspondence wanted to widen the movement, and they used this committee to rile the colonists against the British.

2. Mr. V. will give out copies of notes and explain the Rev War in terms of two campaigns - The Northern and Souther campaign.

3. Students will share Vocabulary words 1-11 on the board. Group discussion will add information to thinly defined concepts.

4. Students will compare maps showing population, vs. areas of federalist/anti-federalists. Students will explore how each can be used to reach false conclusions. 5. Students will use a population density map to tease out the major problem with the Articles of Confederation.

Homework:

1. Finish last 11 vocabulary words (actually there are two repeats, so you only have 9 more to go!) Recall that the Pre-test provides easy answers to the words that are in bold.

2. Finish this classwork if you did not get to it in class.

3. This assignment worksheet requires you to read Chapter 5.1.