Template and Instructions for Developing a Standards-Based

A Standards-Based U.S. History Curriculum Unit

SUBJECT: Social Studies

COURSE: U.S. History II (19th Century) GRADE/LEVEL: 8th

Unit 1 Topic: Government Principles

(A) The United States Constitution and the Bill of Rights (Time Limit 3- 4 Weeks)

(B) Election Year Coverage [Every 2 years] - (Time Limit 2 Weeks)

Graduation Outcomes (School-wide Learner Expectations):

Problem solving: the student formulates core questions and concerns about topics or areas of interest and organizes and conducts a process to create an intellectual or physical product, hold an event, conduct a process or otherwise move towards the solution of the identified issue or problem. Critical thinking: the student analyzes a piece of work and detects incompleteness, inconsistency and opportunities for expansion of ideas, products, procedures, etc. Research: in which the student uses information tools and technology to learn and deepen his or her understanding about a topic or area of interest. Communication (oral or written): the student questions, informs, and learns from others.

Reflection and evaluation: the student reviews and thinks critically about their past activities and plans for the future Content Standards and Performance Benchmarks:

GOVERNMENT AND CIVICS G&C 1: People create and change structures of power, authority, and governance in order to accomplish common goals.

G&C 1 (7-8) –1 Students demonstrate an understanding of origins, forms, and purposes of government by… a. identifying and explaining the origins and basic functions of government b. comparing and contrasting different forms of government (e.g., dictatorship, democracy, theocracy, republic monarchy, anarchy) c. explaining what happens when political structures do or do not meet the needs of people

G&C 1 (7-8)–2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by… a. comparing and contrasting the key stages of development of the rule of law, as presented in various enduring/significant documents ( e.g. Magna Carta, Preamble of U.S. Constitution, U.N. Rights of the Child, “I Have A Dream” speech )

G&C 2: The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.

G&C 2 (7-8) –1 Students demonstrate an understanding of United States government (local, state, national) by… a. identifying the functions of the three branches of government; and analyzing and describing the interrelationship among the branches (checks and balances/ cause and effect). b. explaining how and why power is divided and shared among the levels of government (federalism)c. tracing the process of how an idea transforms into a bill, and then becomes a law

G&C 2 (7-8) –2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by … c. exhibiting and explaining what it means to be a responsible citizen in the state and nation

G&C 3: In a democratic society, all people have certain rights and responsibilities.

G&C 3 (7-8) –1 Students demonstrate an understanding of citizens’ rights and responsibilities by… a. defining and applying the concepts: “civic”(adj.), “civics”(n), “civil,” “citizen,” and “rights” b. evaluating and defending a position on issues involving individual rights (personal, economic, legal, or political rights reflected in the Bill of Rights) c. analyzing and defending a position on an issue involving civic responsibilities (personal, economic, legal or political rights) d. providing examples that reflect conflicts between individual rights and the common good, within the context of civic responsibility G&C 3 (7-8) –2 Students demonstrate an understanding of how of individuals and groups exercise (or are denied) their rights and responsibilities by… c. identifying the impact of an historic court case

G&C 4: People engage in political processes in a variety of ways.

G&C 4 (7-8) –1 Students demonstrate an understanding of political systems and political processes by… a. explaining how leaders are selected or elected (election process, public agenda, special interest groups, and media) b. describing how and why individuals identify themselves politically (Federalist, Anti-federalist, suffragette, pacifist, d. examining how elections are/can be vehicles of change nationalists, socialists) e. recognizing multiple perspectives on historical or current controversial issues

G&C 4 (7-8)-2 Students demonstrate their participation in political processes by… c. engaging in the political process (e.g., mock elections)

G&C 4 (7-8)-3 Students participate in a civil society by… a. demonstrating an understanding and empathy for the opinions of others (e.g., listening to and asking relevant questions, considering alternative perspectives, voicing alternative points of view, recognizing bias) b. demonstrating the ability to compromise (e.g., offering solutions, persisting to resolve issues) d. utilizing a variety of reliable sources to develop an informed opinion

HISTORICAL PERSPECTIVES HP 1: History is an account of human activities that is interpretive in nature.

HP 1 (7-8) –1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by… a. identifying appropriate sources and using evidence to substantiate specific accounts of human activity b. drawing inferences from Rhode Island History about the larger context of history (Opening of Japan, Separation of Church and State, Industrialism) c. asking and answering historical questions, evaluating sources of information, organizing the information, and evaluating information in terms of relevance and comprehensiveness

HP 1 (7-8) –2 Students interpret history as a series of connected events with multiple cause-effect relationships, by… a. investigating and analyzing historical and visual data in order to draw connections between a series of events DOK 3, 4 b. developing, expanding, and supporting an historical thesis, based on a series of events

HP 3: The study of history helps us understand the present and shape the future… HP 3 (7-8) –1 Students demonstrate an understanding of how the past frames the present by… a. analyzing and reporting on a social movement from its inception (including historical causes), its impacts on us today, and its implications for the future DOK 3/4 b. evaluating alternative courses of actions, (keeping in mind the context of the time), ethical considerations, and the interest of those affected by the decision, and determining the long- and short-term consequences DOK ¾

HP 3 (7-8) – 2 Students make personal connections in an historical context (e.g., source-to- source, source-to-self, source-to-world) by… a. recognizing and reflecting on how the similarities of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?) DOK 2 c. comparing and contrasting the cultural influences that shape individuals and historical events DOK 2 Technology Standards and Benchmarks:

ET1.1 (5-8) Compare, contrast and provide evidence of how technology influences history and impacts society.

ET1.2 (5-8) Describe and demonstrate the effects of technological systems to humankind on a national scale.

ET2.1 (5-8) Utilize the attributes of the design process to solve a real world problem.

ET 2.2 (5-8) Use and maintain technological products and systems, as well as their tools.

ET 2.3 (5-8) Utilize processes in designs that use criteria and constraints leading to useful products and systems.

ET3.1 (5-8) Explore the various areas in engineering and technology and their interconnections.

ET3.2 (5-8) Compare and contrast tools to measure, design and implement specific technologies.

Essential Questions:

(A) The United States Constitution and the Bill of Rights Constitution o What is civic life? What is politics? What is government? Why are government and politics necessary? What purposes should government serve? o What are the essential characteristics of limited and unlimited government? o What are the nature and purposes of constitutions? o What are alternative ways of organizing constitutional governments? o How effective was government under the Articles of Confederation? (Glencoe)

o Why is the Constitution a document of compromises? (Glencoe)

o What ideas and features are found in the United States Constitution? (Glencoe)

o Popular Sovereignty

o Federalism

o Separation of Powers

o Checks and Balances

o How does the Constitution protect the basic rights of the people?

o What are the duties and responsibilities of a United States citizen?

o How is the Constitution a living document in regards to landmark Supreme Court cases such as Brown v. Board of Education, NJ v TLO, and Roe v. Wade.

(B) Election Year Coverage o What is the election process?

o What are the major issues of the election?

o What issues are important to you and what positions do you support?

o What candidate or political party best supports your views on the issues important to you?

Assessment Tasks:

Performance Assessments 1. Students create a “shortcut” design that visualizes the six goals of the Preamble in the Constitution. 2. Students will create a brochure on the rights of citizens protected by the Bill of Rights. 3. Students will create a foldable on the duties and responsibilities of a United States Citizen. 4. Students will take the citizen’s test. 5. Students participate in a Socratic Seminar answering the topic question “Does citizen participation matter in a representative government?”

Additional Assessments - A formal test answering the essential facts and ideas necessary in understanding the essential questions.

Content Topics/Concepts/Skills:

(A) The United States Constitution and the Bill of Rights o Goals & Parts of the Constitution

o Seven Basic Principles of the Constitution

o Branches of Government

o State vs. Federal Responsibilities & Duties

o Amendment Process

o Bill of Rights

o Other Amendments

(B) Presidential Leadership o Select a President & Analyze the following:

. Early Life & Road to Presidency

. Defining Moments & Effectiveness of the Handling of Defining Moments

. Opinion on Overall Presidency

. Key Events at times of Presidency Concepts:  Constitution: Students learn about the adoption of the constitutions, explain to them that all modern states need a set of rules and procedures to guide officials in their actions and to protect the rights of citizens.  Compromise: Students learn about the importance of compromises in writing the Constitution, have them recall what they learned about the debates among the colonists leading to the adoption of the Declaration of Independence.  Values: Students learn how Americans struggle to write and then win approval for the Constitution, explain that the Constitution reflects many basic American values.  Loose and Strict Construction: Students learn about the importance of establishing a new government in accordance with the Constitution and disagreed on the strength of the new federal government.  Conflict: Students learning about how conflicts between the 13 colonies and king before and during the Revolution.  Revolution: Students learn about how the American and French Revolution ideals affected American government.  State’s Rights Students learning that the Constitution divided power among state and federal government. The Constitution left unclear how to resolve disputes between those powers.

Instructional Strategies: [This section lists suggested instructional strategies that a teacher might use in teaching this unit.]

 The teacher will use whole group instruction  Individual and small group readings and discussion  Students create a power point  The teacher will distribute individual readings and facilitate follow-up discussions  Role-play via the reading of historical plays and group discussions  cooperative groups  Use think–pair–share strategy.  Use cooperative webs  Whole group instruction consisting of teacher lectures and chalk-talks to provide an overview of the time period  Modeling effective study skills such as note-taking, active reading skills, anticipatory guides and essential questions.  Modeling development of a one paragraph response – three paragraph essay  Modeling construction of accurate time lines  Collaborative group work such as jigsaw activities

Learner Tasks: [This section lists suggested activities that students can engage in to demonstrate their competency in the content standards and performance benchmarks identified in this unit.]  Collaborative group work such as jigsaw activities  Whole group instruction consisting of teacher lectures and chalk-talks to provide an overview of the time period  Modeling effective study skills such as note-taking, active reading skills, anticipatory guides and essential questions.  Primary source analysis of the Magna Carta, Declaration of Independence, the U.S. Constitution, and the Bill of Rights.  Modeling development of the thesis statement  Modeling development of a reflective essay  Analysis of political cartoons.  Role play/reading of plays  Small group discussions  Group presentations  Individual presentations

Instructional Resources and Equipment:

Text Books Overhead Project LCD Projectors Worksheets and other photocopies Graphic Organizers DBQ Questions Primary and Secondary Source Handouts Class Maps TV and DVD player Computers and Internet Access

Work Cited Page Appleby, Joyce . The American Journey. Columbus: McGraw Hill Glencoe, 2009.

Davidson, James W., and Michael B. Stoff. America History of Our Nation. Upper Saddle River, NJ: Pearson, 2009.

Davidson, James W. The American Nation. Upper Saddle River, NJ: Pearson, 2005.