Honors American History I New Nation

Honors American History I New Nation Mrs. Solomon Leadership Academy – SAU Campus

I. Students should KNOW:

Unit Terms: Students need to know the Who, What, When, Where and Significance of the following terms. Each set will be due on the day of the Benchmark Assessment and will be necessary to complete the Benchmark Assessment. Structure/Set-up can be designed by the student to best prepare them for the Benchmark and Unit Test but must be handwritten by the student.

Benchmark 1 Benchmark 2 Benchmark 3 Due: Due: Due: Articles of Confederation Bill of Rights Alien and Sedition Act NJ Plan Abigail Adams George Washington – as President VJ Plan James Madison Washington’s Cabinet 3/5th Compromise Hamilton Financial Plan The Judiciary Act of 1789 Great Compromise Democratic-Republicans Marbury v. Madison Constitutional Convention Neutrality National Bank US Constitution Precedent Washington’s Farewell Address Federalism Strict Interpretation Adam’s Presidency Separation of Powers Loose Interpretation XYZ Affair Checks and Balances Whiskey Tax Midnight Judges Electoral College Jay’s Treaty Kentucky and Virginia Resolutions Shay’s Rebellion Quasi War Hartford Convention Necessary and Proper Clause Pickney Treaty McCulloch v. Maryland Federalist Impressment Anti-Federalist Tariff

II. Students Should BE ABLE TO: Students will need to demonstrate content mastery through answering of these questions/statements. In answering these Essential Learning Questions, make sure you can provide answers to the following questions using SFI (Specific Factual Information) Full credit will only be given to answers that include content vocabulary from the unit.

Benchmark 1 – Articles of Confederation

1. Evaluate the strengths and weaknesses of the Articles of Confederation.

2. How does Shay’s Rebellion contribute to a call for change?

3. Describe the role of Compromise in the writing of the Constitution.

4. Use two of the following concepts to explain the conflicts regarding representation at the Constitutional Convention (3/5 Compromise, NJ Plan, VA Plan, Great Compromise).

5. Analyze which groups of people were not represented in the forming of the Constitution and the significance that might play in the establishment of America.

1 Honors American History I New Nation Mrs. Solomon Leadership Academy – SAU Campus

Benchmark 2 – Constitution Enacted

1. Explain why the Anti-Federalists wanted the Bill of Rights.

2. Explain the relationship between the Quartering Act and 3rd Amendment.

3. Evaluate the role of Government in response to the Preamble of the Constitution.

4. Evaluate how debates on power and authority between Federalists and Anti-Federalists have helped shape government in the United States over time.

5. Explain how tensions over power and authority led America's founding fathers to develop a constitutional democracy (CE.C&G.1.1 )

6. Explain how the development of America's national identity derived from principles of the Declaration of Independence, US Constitution, and Bill of Rights

Benchmark 3 – Washington and Adams Administration

1. Describe two precedents established by George Washington for the Presidency

2. What foreign policy was Washington advocating in his Farewell Address

3. Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period.

4. Assess commercial and diplomatic relationships with Britain, France, and other nations.

5. Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.

III. Unit Project Choices

- At least 3 sources and they must be documented! - No printing at the beginning of class that day! - Spell check, grammar check, and it must be typed! - No Wikipedia! - Think outside the box and create!

2 Honors American History I New Nation Mrs. Solomon Leadership Academy – SAU Campus You will propose a topic of interest connected to the following topics: 1) Articles of Confederation 2) Shay’s Rebellion 3) Constitutional Convention 4) How is the Constitution a Living Document 5) Influential people of the day 6) Supreme Court Issues 7) Bill of Rights 8) Alien and Sedition Act Name ______

Project: ______

Date: ______Period: ______Total Points: ______

Project Rubric

Knowledge of Has a lack of Shows some Shows a good Shows a full Content understanding understanding understanding understanding 2 4 6 8 10 12 14 16 18 20 Function of Model works poorly Model works fairly well Model works well and Model works very Model and group has a lack and group has a good group has a good well and group has of understanding of understanding of understanding of excellent the scientific some scientific scientific principles understanding of principles underlying principles underlying underlying the scientific principles the construction. the construction. construction. underlying the 2 4 6 8 10 12 construction. 14 16 18 20 Organization No evidence of Some evidence of Well planned and follows Extremely well planning. planning but not a logical sequence. planned and has a always logical. smooth transition. 14 16 18 20 2 4 6 8 10 12 Oral Does not speak Does not speak loudly Speaks loudly and Speaks loudly and Communication loudly enough to be and/or does not maintains eye contact. commands understood. maintain eye contact. audience’s attention.

8 10 12 14 16 18 20 2 4 6 Multimedia Distracts audience Does not distract Supports content and Greatly enhances from content and audience from content purpose. content and purpose. and purpose. purpose. 2 4 6 8 10 12 14 16 18 20

3 Honors American History I New Nation Mrs. Solomon Leadership Academy – SAU Campus