Title:



|Title: The American Revolution and the Origins of the Constitution |

|Teacher: Fritz Grade & Subject: 8th US History |

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|Dates of Implementation: TBD Number of School Days: 15 |

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|Benchmark Exam (underline): 1 2 3 4 |

|DESIRED RESULTS |

|Standards |

|Mississippi Standards |

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|1. Understand the major events, actors and ideas that precipitated the founding of the |

|nation and relate their significance to the development of American constitutional |

|democracy. |

|a. Describe the relationship between the moral and political ideas of the Great Awakening, the Enlightenment, and Western Political philosophies and the development of revolutionary sentiment among the |

|colonists. (DOK 2) |

|b. Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of protecting individual rights (e.g., phrases such as ―all men are created |

|equal, that they are endowed by their Creator with certain unalienable Rights‖). (DOK 3) |

|d. Compare and contrast the major documents and works (e.g., Magna Carta, Declaration of Independence, Articles of Confederation, the United States Constitution, Bill of Rights, the Federalist Papers, etc.) |

|that laid the foundation for American democracy. (DOK 2) |

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|Common Core Standards |

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|CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. |

|• CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |

|• CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies |

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|Enduring Understandings |Essential Questions |

|What do we want students to understand and be able to use several years from now, after they have |What questions will students grapple with that will lead them to these enduring understandings? |

|forgotten the details? | |

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|Students will understand that… |1. What should you do when you find yourself in a situation you don’t like? |

| |2. What is true freedom? |

|The Declaration of Independence established a contested rhetorical framework that animated later |3. How do you get people of different backgrounds to work together? (connect to teams, groups, etc., that|

|developments in American history (People can use the same document/source to argue completely |kids are involved in) |

|different things). |4. Who should get power and why? |

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|Different regions and groups of Americans had differing and sometimes conflicted visions for the new | |

|American nation (Different groups of people can have different ideas for the future because they have | |

|different interests.) | |

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|During the Revolution, slaves strongly contested the emerging conceptions of liberty and freedom | |

|because they wanted their freedom. | |

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|Slavery was more firmly entrenched after the Revolution than prior to it. | |

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|The Constitution reflected a compromise among different governing philosophies and material interests.| |

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|History doesn’t always work out like you might expect it to. | |

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|Key Knowledge |Key Skills |

|What key knowledge, facts, and vocabulary will students acquire as a result of this unit? |What key skills will students be able to perform as a result of this unit? |

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|Students will know that… |Students will be able to… |

|NEED TO KNOW: |NICE TO KNOW: (optional) |NEED TO BE ABLE TO: |NICE TO BE ABLE TO: |

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|Declaration of Independence | |Students will continue to build skills in document analysis. | |

|Articles of Confederation | |Specifically, students should be able to : | |

|Constitution | |Identify the author | |

|Federalism | |Identify the date written | |

|Separation of Powers | |Identify the type of document | |

|Bill of Rights | |Identify the argument/point-of-view of a document | |

|Natural rights | |Identify the significance of a document | |

|3/5 Compromise | |Use specific aspects of a document to justify answers to questions | |

|Shay’s Rebellion | | | |

|Thomas Jefferson (and his ideas) | |Students will continue to build skills in writing. Specifically, | |

|Alexander Hamilton (and his ideas) | |students should be able to: | |

|Federalists | |Score at least a two in all sections of the ELA writing rubric | |

|Anti-Federalists | | | |

|Northwest Ordinance | | | |

|Federalist Papers | | | |

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|The Declaration of Independence relies on natural rights for its | | | |

|justification. | | | |

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|Slavery was a key point of argument throughout all stages of the | | | |

|creation of American government. The Constitution included many | | | |

|protections for slaveholders that ensured slavery would emerge | | | |

|from the Revolutionary Era in a stronger position than prior to | | | |

|it. | | | |

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|Popular concerns over the dangers of powerful central governments | | | |

|led to the adoption of the Articles of Confederation, which gave | | | |

|most power to the states. | | | |

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|The Articles proved ineffective because the central government | | | |

|lacked necessary powers (ability to tax, raise an army, etc.). | | | |

|This led many people to call for a new government. | | | |

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|The Constitution is a product of compromise (House and Senate, | | | |

|powers of the president, 3/5 compromise) that reflect tensions in | | | |

|American society. | | | |

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|The Constitution increased the power of the federal government | | | |

|relative to the states. This expansion caused many to worry about | | | |

|individual rights, which led to the ratification of the Bill of | | | |

|Rights. | | | |

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|The Bill of Rights protected many individual rights from | | | |

|infringement by the federal (not state) government. Many of these | | | |

|rights built on natural rights recognized in the Declaration. | | | |

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|ASSESSMENT EVIDENCE |

|Formative Assessments |Summative Assessments |

|How will students be asked to exhibit their understanding throughout this unit? How will you communicate|How will you evaluate the learning that has taken place at the end of the unit? |

|their progress? | |

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| |We will have weekly assessments testing more basic knowledge (who, what, when, where, why, etc.). These |

|Students will independently read documents relating to the ratification debate in class, and students |will be multiple-choice per school directive. We will also have a DBQ that will require students to |

|will then write miniature analyses of each of the documents to identify the key elements of each (listed|demonstrate their skills at document analysis and writing. |

|above). We will then review these analyses to correct any misunderstandings and begin to piece the | |

|documents into our broader historical narrative. | |

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|STUDENT INVESTMENT |

|FRAMING THE UNIT |

|*How will the new unit of study be framed for the students so that they know where they are headed (learning goals), why the material is important to study, what will be required of them (projects, etc.), and|

|so that they are hooked? |

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|I will frame the unit as important because it established the country that we know today. I will tie it into current events (potential government shutdown, many students have asked about this because of |

|potential impacts to SSI and other federal programs). The material we are covering directly illustrates how the Founders established a system in which different branches could have different goals (checks and|

|balances at work). Students need to understand this history to understand how the current disagreements about the budget and the Affordable Care Act are playing out. This is relevant to many of their lives. |

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|We will also discuss how the Constitution came to entrench slavery in the American system. We can use documents (excerpts from the Constitution, contemporary writings, the Federalist Papers, etc.) to examine |

|this. Many students often ask to learn more about slavery, and this unit will help them understand how slavery became a fundamental component of the new American republic. |

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|KEY LEARNING ACTIVITIES |

|(The disposition to be broad and generative ( The disposition to build explanations, understandings, and connections ( The disposition to wonder, to identify problems, to investigate ( The disposition to |

|make plans and be strategic ( The disposition to be intellectually careful and precise ( The disposition to seek and evaluate reasons ( The disposition to be meta-cognitive |

|Learning Activities: |

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|Document-Based Questions |

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|Miniature Document Analyses (in groups, gallery walks, etc.) |

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|Reading from the textbook and answering assigned questions (students need practice reading and need exposure to basic content before they can accurately and intelligently engage with the documentary record) |

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|Ratification Debate (Federalists vs. Anti-Federalists) |

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|Not quite sure what else to put here… |

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|Daily Objectives/Learning Goals |

|How will you sequence your daily objectives (know/do) so that they lead to the desired understandings? Cut and paste from the “Skills” section above. |

|Monday, |Tuesday, |Wednesday, |Thursday, |Friday, |

|Declaration and Natural Rights (review |Articles of Confederation (basic |Articles of Confederation (problems |Aims of the Constitutional Convention |Weekly Assessment |

|of previous information) |structures, why did people want them?, |associated therewith) | | |

| |etc.) | |Use textbook to gain basic context and | |

|Read primary source documents | |Read primary source documents (Shay’s |content | |

| |Use textbook to gain basic context and |Rebeliion) | | |

| |info | | | |

|Monday, |Tuesday, |Wednesday, |Thursday, |Friday, |

|Constitutional Convention: Legislative |Constitutional Convention: Executive |Constitutional Convention: Slavery |Constitutional Convention: Scope of |Weekly Assessment |

|Branch |Power | |federal power | |

| | |Read primary sources (Charles Cotesworth| | |

|Read primary source documents (Virginia |Read primary source documents (TBD) |Pickney of South Carolina vs. John |Read primary source documents | |

|Plan vs. New Jersey Plan) | |Dickinson of PA, 3/5 Compromise) |(Federalists and Anti-Federalists) | |

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| | |Read secondary source (Rick Beeman) | | |

|Monday, |Tuesday, |Wednesday, |Thursday, |Friday, |

|Ratification Debate Prep |Ratification Debate Prep |Ratification Debate (incorporates Bill |Review of documents and writing skills |Weekly Assessment (DBQ instead of |

| | |of Rights—and it’s not even Gitlow v. | |multiple-choice) |

|Read textbook to gain context about |Primary Source Readings (Federalist 10 |New York time!) | | |

|Federalist and anti-Federalist |vs. Cato and/or Patrick Henry) | | | |

|postitions | |(1/2 of class is Federalists, other ½ is| | |

| | |anti-Federalists, each side has to argue| | |

| | |for why the Constitution should or | | |

| | |should not be ratified) | | |

|Monday, |Tuesday, |Wednesday, |Thursday, |Friday, |

|N/A |N/A |N/A |N/A |N/A |

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