Unit # 5 Unit Theme Forming the New Government Duration of Unit 3 to 4 weeks
Unit Focus: Overview
In this unit, students will learn about the founding fathers and their role in the formation of the U.S. government
Essential Question(s):
1. How did the new nation respond to independence?
1.Why did Americans carried out a vigorous debate before ratifying the constitution?
Performance task: A performance task will be given at the end of the unit. Date: To be done by January 31, 2016. Students will complete 40 multiple choice on forming the New Government.
Learning Targets/Evidence
I. can analyze why the Articles of Confederation was created.
2. I can examine the weakness and strengths of the Articles of Confederation.
3. I can examine the importance of the North West Ordinance.
4. I can examine the challenges of the New Nation.
- What led to the Shays Rebellion?
5. I can analyze the reasons for the Constitutional Convention.
6. I can identify what led to the Great Compromise at the Constitutional Convention.
7. I can identify the powers delegated to the three branches of government.
8. I can compare the Articles of Confederation to the Constitution.
9. I can examine the different parts of the Constitution.
10. I can examine the 7 major principles governing the constitution.
11. I can examine the debates before ratifying the constitution.
12. I can examine why the importance of the Bill of Rights.
13. I can examine the arguments of the Federalists vs. Anti-federalist.
Activities
1. Forming a School Government .*Organize students into groups. Tell each group to create a set of rules for the school. When the groups have finished, write each group's rules for students to see. Then have the class work to create one set of three to five rules . Each class member approve all the rules. Students will discuss the difficulties they encountered during the exercise. Student will compare their experience to that of creating the Articles of Confederation. What issues and challenges did the committee of Thirteen colonies face. . *Students will also create a chart in their groups on the strengths and weakness of the Articles of Confederation.
2*Students will create a graphic organizer on the problems of the new nation. Relations with other countries- Trouble with Britain , Trade with Spain. Economic problems- Trade among states, Inflation Weak Economy. Shay's Rebellion – Heavy Debts for farmers , farmers rebel, Shay's defeat.
3* Have students identify the purpose of the Constitutional Convention. Then ask students identify some characteristics that delegates would need for the convention to succeed. Students will imagine that they are creating invitations for the convention. Each student will write a persuasive invitation to send to proposed delegates.
4. Students will read a play on the Constitutional Convention.
4 The Great Compromise Y It divided Congress into two parts, or houses. In one house -- the Senate -- each state has two members. In the other house -- the House of Representatives -- each state has a different number of representatives depending on the number of people in the state. Y Compromise -- both sides give up something to settle a disagreement. Y The result of the compromise is the Congress we have today. * Students will be given a scenario in which they should make a compromise for the new constitution.
5* Students will examine a play on the different arguments by federalists and anti-federalists regarding ratifying the constitution. * Students will examine primary and secondary sources in ratifying the constitution. * Students will complete a chart on difference between the federalist and anti- federalist.
6. After examining the different parts of the Constitution . Students will create their own class constitution in their groups. Students class constitution should include the Preamble, The Articles and The Bill of Rights.
7. Students will complete different scenario that have to do with the Bill of Rights.
Formal Writing Task: 1. Students will write an essay on the three branches of government and which part they'd choose to work for.
2. Students will do a writing assignment on the Constitution. Scenario. Someone stole the Constitution from the National Achieves. Write a letter to that person why the constitution should be returned and why.
Culminating Activity: 1.Creating a class constitution.
2. Creating class charts comparing the Articles of Confederation with the Constitution, as well as a chart on the 7 principles of the Constitution.
3. Writing an essay on the three branches of government and connecting how it initially worked to how it works now.
Anchor & Supplemental Texts:
Main Text .United States History. and New York History: Beginning to 1877. By Holt McDougal. Workbook. Interactive Reader and Study Guide. By Holt McDougal.
Literacy Connection: 1. Compare and Contrast 2. Identifying point of view. 3. Identifying fact and opinion. 4. Summarize information 5. Identifying cause and effect. 6. Debate. 7. Socratic Seminar.
Spiraling: 1. Some activities will be done as an in class project. For example students will create a class constitution. 2. Students will do a role play of the Constitutional Convention in class.