Creating a New Government

U.S. History I – 9-12

After the Revolutionary War ended the colonists were faced with building a new democratic government with a new constitution. The first constitution, the Articles of Confederation, tried to compensate for colonial misgivings and political complaints under British rule. Ultimately that document proved too weak and presented the government with daunting challenges. In an effort to save the nation and the Revolution, representatives met at the Constitutional Convention in the summer of 1787 to redesign the government and eventually write a new Constitution.

In this unit students will explore the weaknesses of the Articles of Confederation and the various historical and political events that led to the creation of an entirely new constitution. Students will examine the debates in the creation of the new document, will identify with Federalists and Antifederalists, and will analyze the process of ratification.

Page 1 of 6 Stage 1 Desired Results ESTABLISHED GOALS Transfer USI.6 Explain the reasons for the Students will be able to independently use their learning to… adoption of the Articles of Confederation  Apply knowledge of political and social systems to participate actively as an in 1781, including why its drafters informed citizen of a democracy. created a weak central government;  Critically appraise historical and contemporary claims/decisions. analyze the shortcomings of the national Meaning government under the Articles; and UNDERSTANDINGS U ESSENTIAL QUESTIONS Q describe the crucial events (e.g., Shay’s U1 – Conflict resolution can involve Q1 - Could the Constitution have been rebellion) leading to the Constitutional aggression, compromises, cooperation written without compromise? Convention. (H, C) and/or change. Q2 – What is the purpose of government? USI.7 Explain the roles of various U2 - Political conflicts in the early founders at the Constitutional American republic led to compromises. Q3 – What happens in the absence of Convention. Describe the major debates government? that occurred at the Convention and the U3 - There is an ongoing debate over the “Great Compromise” that was reached. limits of government power. Q4 – How do competing interest groups (H, C) influence the distribution and execution of USI.8 Describe the debate over the U4 -Democratic societies must balance the power in a democracy? ratification of the Constitution between rights and responsibilities of individuals Federalists and Anti-Federalists and with the common good. explain the key ideas contained in the Acquisition Federalist Papers on federalism, factions, Students will know… K Students will be skilled at… S checks and balances, and the importance Content Vocabulary (Tier 3 words): Interpreting legal, political, and of an independent judiciary. (H, C) Confederation, Shay’s rebellion, philosophical language within the Constitution, Federalist, anti-Federalist, Constitution (Q2) ELA9-10.RH.4 Determine the meaning of Republic, Checks and Balances, articles, words and phrases as they used in a text, political action committees Summarizing the weaknesses of the including vocabulary describing political, Articles of Confederation (Q3) social or economic aspects of Academic Vocabulary (Tier 2 words): history/social studies Government, rebellion, convention, Making inferences on why the Articles of compromise, amendment, ratification, Confederation failed (Q3) ELA6-8.RH.2 Determine the central ideas debates

Page 2 of 6 or information of a primary or secondary Identifying the weaknesses of the Articles source; provide an accurate summary of The Articles of Confederation of Confederation (Q3) the source distinct from prior knowledge  Conflicts arose due to the weaknesses or opinions. of the Articles (U3) Comparing and contrasting the Articles of  Some powers were held by the Confederation and the Constitution (U4) ELA9-10.W.1 Write arguments to support national government and some claims in an analysis of substantive topics powers were held by the states (U4) Explaining the structure of the new or texts, using valid reasoning and  The Articles of Confederation failed Constitution and the debates and relevant and sufficient evidence. because of a weak central government compromises that led to the final (Q3) outcomes (Q1) ELA9-10.SL.2 Integrate multiple sources of information presented in diverse The Constitutional Convention: Federalists Comparing and contrasting the Federalist media or formats (e.g., visually, and anti-Federalists and Anti-federalist point of views on quantitatively, orally) evaluating the  Major debates at the Constitutional ratification of the Constitution (Q4) credibility and accuracy of each source. Convention, including the distribution of political power, the rights of ELA9-10.SL.4 Present information, individuals, the rights of states, and findings, and supporting evidence clearly, slavery (U1) concisely, and logically such that listeners  Important figures at the Constitutional can follow the line of reasoning and the Convention, including Benjamin organization, development, substance, Franklin, Alexander Hamilton, James and style are appropriate to purpose, Madison and George Washington (U1) audience, and task.  Word choice was crucial in drafting the founding documents (Q4) CCSS.ELA-Literacy.RH.9-10.10 By the end  The creation of American Republic, the of grade 9 read and comprehend history three branches of government, and texts in the grades 9–10 text complexity the system of checks and balances band independently and proficiently (Q2)

Ratification  The constitution provides a system for change through the amendments and interpretation (U4)

Page 3 of 6  The Constitution intentionally left some questions unanswered (U3)  The compact theory and the elastic clause  The ongoing debate between national and state powers (Q1) Stage 2 – Evidence Evaluative Criteria Assessment Evidence Argument and Claim CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PT Goal Organization Write a historically accurate and persuasive proposal for or against ratification of the new Constitution of the United States. Visuals are optional for extra credit. Evidence Role Word Choice You are a member of a Political Action Committee (PAC) hired by a government client to convince each State to ratify/not ratify the Constitution. The clients are Federalists Conventions (Alexander Hamilton/James Madison) and anti-Federalists (Thomas Jefferson/Patrick Henry).

Audience Representatives from each State at the Constitutional Convention

Situation At least 9 out of the 13 States must ratify the new Constitution of the United States in order for it to go into effect.

Product Performance and Purpose Your proposal must be historically accurate. You must incorporate the ideals, debates, and outcomes of the Constitutional Convention. You will pitch your proposal to a small group of six students, and the group will pick the best proposal. Then the best proposals will present in front of the entire class, and the class will decide on the best proposal.

Page 4 of 6 Standards and Criteria for Success A successful proposal will include accurate historical information on the compromises, debates, and government philosophy of the Constitution. The proposal must include the history of the Articles of Confederation’s failures leading to the need/idea for a new Constitution. Explanation OTHER EVIDENCE: OE  Invitation to the Constitutional Convention explaining the purpose of the Interpretation Convention  Constitutional Convention concept map Application  Federalists and Anti-federalists DBQs  Ranking and explaining weaknesses of the Articles of Confederation Perspective  Cartoon of a consequence of a weakness of the Articles of Confederation  Political cartoon of the Constitutional ratification process Empathy

Self-Knowledge

Social studies specific, technology Stage 3 – Learning Plan Summary of Key Learning Events and Instruction Lessons to include: Lesson 1: The Articles of Confederation Lesson 2: The Constitutional Convention: Compromises Lesson 3: The Constitutional Convention: Federalists and Anti-Federalists Lesson 4: Ratification of the Constitution Lesson 5: CEPA

Lesson 1 – The Articles of Confederation (U2, U4, Q2, Q3, K1, S2, S3, S4, S5)  Examine the need for and role of government in everyday life  Simulate the relationship between states under the Articles of Confederation  Explain how the states were not unified under the Articles of Confederation  Identify the strengths and weaknesses of the Articles of Confederation.

Page 5 of 6 Lesson 2 – The Constitutional Convention: Compromises (U1, U2, U3, Q1, K2, S6)  Explain the significance and impact of Shays’ Rebellion on exposing the weaknesses of the Articles of Confederation  Define the Constitutional Convention and explain its purpose  Describe the major debates and compromises made at the Constitutional Convention  Compare/contrast the major compromises made at the Constitutional Convention  Summarize the final outcomes of the Constitutional Convention and their significance

Lesson 3: The Constitutional Convention: Federalists and anti-Federalists (U1, U3, U4, Q1, Q4, K2, S6, S7)  Define and identify the Federalists and Anti-Federalists’ points of view  Define political action committees  Interpret and analyze primary source documents from the Federalists and Anti-Federalists

Lesson 4: Ratification of the Constitution (U1, U2, U3, Q1, Q4, K3, S1, S5, S6, S7)  Explore the meaning of ratification  Examine a state-by-state timeline of the ratification process with map identification skills  Interpret a political cartoon of the 9th state ratifying the Constitution and its significance

Lesson 5: CEPA  Argue for or against ratification of the Constitution through a political action committee presentation

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