Creating+A+New+Government+(1777-1791)

**6 Weeks**
Weaknesses in the Articles of Confederation convinced leaders of the United States that the country needed a strong central government. After months of intense debate, delegates to the Constitutional Convention agreed on a new plan of government. The states approved the Constitution, but many of the states insisted that it also include a bill of rights. The goal of the Constitution is to create a single, united nation with a fair government and system of laws. It ensures peace within the nation, provides for the defense of the country, and guarantees people's rights and liberties. The principles behind the Constitution include the people's right to rule themselves and the careful division of power among three separate branches of the government.
 * UNIT ESSENTIAL QUESTION: HOW DID THE COLONISTS CREATE A REPUBLICAN FORM OF GOVERNMENT? **

**__ Enduring Understanding: __**

 * ===The creation of the U.S. Constitution was the result of political thought, experimentation and compromise.===
 * ===The Constitution lays out the privileges and responsibilities of being a citizen of the United States.===

**__ Essential Questions: __**

 * ===How did the United States Constitution overcome the weaknesses of the Articles of Confederation and provide fo rthe organization of the new government?===
 * ===How did the Constitution create a strong government with roots in history that allowed for change and met the needs of the people?===

__ **CT SOCIAL STUDIES STANDARDS/COMMON CORE STANDARDS/LEARNING OUTCOMES** __

Students will be able to:

 * Evaluate the impact of the compromises made at the Constitutional Convention.
 * Differentiate the functions (including checks and balances) of the United States’ three branches of government, using contemporary examples.
 * Evaluate the impact of the U.S. Constitution on the lives of citizens (e.g. amendments, court cases).
 * Analyze U.S. citizens’ rights and responsibilities under the Constitution.
 * Analyze the impact of court cases that expanded or limited rights and responsibilities enumerated in the Constitution and Bill of Rights.
 * Debate instances where rights and responsibilities of citizens are in conflict (e.g., free speech and public safety, private property and eminent #|domain.

**Students will be able to:**
 * Write arguments using discipline-specific content.
 * Cite specific textual evidence to support analysis of primary and secondary sources.
 * Determine the meaning of words and phrases as they are used in a text, including vocabulary specific #|to domains related to history/social studies.
 * Identify key steps in a text's description of a process related to history/social studies.
 * Create written work that expresses a personal opinion on a historical event or social studies issue and support it with relevant evidence.
 * Engage effectively in a range of collaborative discussions and debates with diverse partners on social studies topics and texts, building on others’ ideas and expressing their own clearly.
 * Compare and contrast possible solutions to a current issue citing relevant information.

__**Lesson 1: Governing a New Nation**__
1. Explain the major success’ and failures on the Articles of Confederation 2. Describe the Ordinances of 1785 & 1787 3. Identify the problems caused by a weak central government
 * Student Learning Objective:**


 * Learning Activities**

(1) __Initiation-__ Teacher will begin class by briefly discussing the conditions after the Revolutionary War, the concerns of the new country in regards to government and the trouble that the Articles of Confederation encountered early on.

(2) __ Development __ a. Students will #|complete the before reading sections of the KWL b. Students will take notes from a teacher led PowerPoint presentation and class discussion c. Students will compete the Key Terms for the Sections and Check your progress questions. d. Students will complete the Section 1 Study Guide.

(3) __Closure__ - Teacher will ask questions of the class related to the PowerPoint.

(4) __ Homework __ -Students will complete Note-taking study guides.

a. Teacher will assess students on timeliness and completeness of homework
 * Assessment of Student Learning**

__**Lesson 2: The Constitutional Convention**__
1. Describe the proceedings of the Constitutional convention. 2. Identify and explain the 3 plans presented by the delegates. 3. Explain the disputes over slavery.
 * Student Learning Objective:**

(1) __Initiation-__ Teacher will begin class by briefly discussing the weakness of the Articles and the need for a revision. Teacher will describe the scene of the convention and the obstacles the delegates would face.
 * Learning Activities:**

(2) __Development__ a. Review previous night’s homework assignment (Section 1 Note-taking study guide) b. Students will complete the reading readiness guide for Section 2 c. Students will take notes from a teacher led PowerPoint presentation and class discussion d. Students will compete the section 2 Note-taking study guides

(3) __Closure__ a. Teacher will ask questions of the class related to the discussion and lecture. b. Teacher will review homework assignment c. Teacher will review upcoming quiz

(4) __ Homework __ -Students will complete section 2 note-taking study guide

a. Teacher will assess students on timeliness and completeness of homework b. Teacher will assess students using a quiz on Sections 1&2
 * Assessment of Student Learning:**

__**Lesson 3: Debating The Constitution**__
1. Compare the positions of the Federalists and Antifederalists. 2. Describe the Bill of Rights and how it protects the people.
 * Student Learning Objective:**

(1) __Initiation-__ Teacher will begin class by discussing the distinctions between the federalist point of view and the antifederalist point of view
 * Learning Activities:**

(2) __Development__ a. Review previous nights homework. b. Students will complete reading readiness guides. c. Students will take notes from a teacher led PowerPoint presentation and class discussion. d. Students will compete section 3 note-taking study guide.

(3) __Closure__ a. Teacher will ask questions of the class related to the PowerPoint b. Teacher will review homework assignment.

(4) __ Homework __ -Students will complete section 3 note-taking study guides

-Teacher will assess students on timeliness and completeness of homework -Blog Post: Big vs. Small Government
 * Assessment of Student Learning:**

__**Lesson 4: Document Based Questions-Should The Constitution Be Approved?**__
1. Explain their reasoning for supporting or opposing ratification of the new Constitution using primary source evidence and background knowledge. 2. Identify specific primary source documents that strengthen an argument for or against an issue.
 * Student Learning Objective:**

(1) __Initiation-__ Teacher will begin class by explaining the DBQ process, rubric and outline format.
 * Learning Activities (Days 1-2):**

(2) __Development__ a. Class will read the background and instructions. b. Teacher will explain instructions for completing Part A of the document packet. c. Working in pairs, s tudents will read and answer scaffold questions for the six primary source documents. (Part A).

(3) __Closure__ - Teacher will review the weeks agenda for completing the DBQ.

(4) __ Homework __

-Finish Part A for homework.

-Teacher will observe groups as they work on Part A -Teacher will ask questions to assess understanding of primary source evidence usage.
 * Evaluation of Student Learning**

(1) __Initiation-__ Teacher will review previous days activity, checking to ensure Part A is completed. Teacher will explain instructions for developing outlines.
 * Learning Activities (Day 3-4):**

(2) __Development__ a. Class will hand write outlines following the format provided in the rubric packet. b. Class will begin typing DBQ (Part B) on Microsoft word documents

(3) __Closure__ - Teacher will explain turn-in process (posting to Edmodo).

(4) __ Homework __ - Finish DBQ essay and post to Edmodo

-DBQ essay will be graded according to specific rubric
 * Assessment of Student Learning**

**__Lesson 5: Analyzing The Constitution__**
media type="youtube" key="yHp7sMqPL0g" height="315" width="420" align="left"1. Analyze the Preamble and Articles 2. Interpret the meanings of the Articles 3. Identify the founding fathers involved in the process of developing the Constitution
 * Student Learning Objective:**

(1) __Initiation-__ Teacher will begin class by reviewing the debate and ratification process of the new constitution and the importance, as good citizens, to understand what the text of the document means.
 * Learning Activities:**

(2) __Development__ a. Students will analyze each section of the Constitution using the worksheets provided to determine the Articles overall size compared to the entire document and its specific subject. b. Students will select a founder and complete the worksheet using laptop computers as a research tool.

(3) __Closure__ -Teacher will review the worksheets

(4) __ Homework __

-None

-Teacher will assess students on accuracy and completeness of worksheets
 * Evaluation of Student Learning:**

**__Lesson 6: Analyzing The Amendments__**
1. Analyze the amendments to the constitution 2. Interpret the meanings of the amendments 3. Explain the protections that amendments give to the people
 * Student Learning Objective:**

(1) __Initiation-__ Teacher will begin class by explain the importance of the amendments and how to analyze and interpret them.
 * Learning Activities:**

(2) __Development__ a. Working in small groups, s tudents will complete an amendment analysis worksheet using their textbooks.

(3) __Closure__ - Teacher will review the worksheets -Teacher will explain homework assignment

(4) __ Homework __

-Students will complete worksheets for homework if not finished in class.

-Teacher will assess students on accuracy and completeness of worksheets
 * Assessment of Student Learning:**

__**Lesson 7: The Citizenship Handbook**__
1. Explain democratic thought and its origins 2. Explain the structure and goals of the Constitution 3. Describe the principles of the Constitution. 4. Explain the powers of the 3 Branches of Government. 5. Describe how individual rights are protected by the Constitution. 6. Describe how to Amend the Constitution. 7. Name the rights that the Bill of Rights protect. 8 . Compare Federal versus State & Local governments 9. Explain the Rights and Responsibilities of citizenship.
 * Student Learning Objective:**


 * Learning Activities:**

(1) __Initiation-__ Teacher will begin class by discussing citizenship and the basic foundation of our Federal government.

(2) __Development (Days 1 & 2)__

a. Students will read textbook pages 252-263 and complete Study Guide. b. Students will answer, in their notebooks, assessment questions on pgs. 252-263 (12 questions) c. Teacher will initiate a class discussion and review based on assessment questions pages 252-263. d. Students will complete the resource sheets "The Three Branches of Government" and "How A Bill Becomes Law." Correct as a class. e. Students will watch and take notes on the video //The Principles of The Constitution//.

media type="youtube" key="zvYI0KB6zLY" height="315" width="420" Development (Days 3 & 4) a. Students will read textbook pages 264-271, and complete Study Guide. They will answer assessment questions (8 questions) b. Teacher will initiate a class discussion and review based on assessment questions pages 264-271. c. Students will complete "."

(4) __ Homework __ -Finish comprehension questions & resource sheets.

__Review__ Assessment & Unit 3 Study Guide -Teacher will assess students on accuracy and completeness of worksheets
 * Assessment of Student Learning**

__** Lesson 8: The Constitution and You **__
Students will conduct Fish Bowl Discussions on issues related to the Bill of Rights.

The First Amendment in School: Studying "Tinker vs. Des Moines School District" and "Hazelwood vs. Kuhlmeir" The 2nd Amendment: Discussing the current Gun Law Bill: Should Congress Pass Stricter Gun Laws?"