Unit 3: Historical Development and Practice of the US Constitution
Stage 1- Desired Results
Essential Questions
Enduring Understandings
Students understand that...
What makes a government fail or succeed?
The Constitution is a Living Document.
People want and need organization and leadership.
Local, State, and National Governments each have Roles and Responsibilities.
In a democracy, citizens (individually and collectively) influence government.
The Constitution attempts to balance the rights of individuals with the common good.
American Democracy evolved to avoid abuse of power.
Common Core Standards and Performance Indicators:
Unifying Themes:
Power, Authority, and Governance (GOV)
Civic Ideals and Practices (CIV)
New York State Social Studies Framework
Social Studies Standards
1: History of the United States and New York
2: World History
3: Geography
4: Economics
5: Civics, Citizenship, and Government
Key Ideas:
7.4 and 7.5
Conceptual Understandings:
7.4a, 7.4b, 7.4c, 7.5a, 7.5b, 7.5c, 7.5d,
Social Studies Practices:
Geographic Reasoning
Civic Participation
Gathering, Using, and Interpreting Evidence
Economics and Economic Systems
Chronological Reasoning and Causation
Comparison and Contextualization
Common Core Learning Standards for English Language Arts and Literacy
RL: 7.1, 7.2, 7.4
RH: 6-8.1, 6-8.2, 6-8.3
WHST: 6-8.1, 6-8.2
SL: 7.1
L: 7.4
Knowledge
Students know....
Skills
Students will be able to...
vocabulary and key terms connected to the development of the U.S. Constitution
how to analyze primary and secondary sources
citing evidence pulled from reliable sources
the purpose of government
Key Vocabulary
constitution
confederation
compromise
ratify
republic
bill
overrule
veto
impeach
due process
amendment
bill of rights
Key Terms/Events
Articles of Confederation
Constitutional Convention
James Madison
Great Compromise
3/5 Compromise
Bill of Rights
separation of powers
checks and balances
federalism
legislative
executive
judicial
writing to answer questions
understand the principles of the Constitution
compare and contrast two documents
complete a graphic organizer
draw conclusions from images
pair/share information and conclusions
participate in a jigsaw experience
Participate in a stations activity
integrate information from several sources
present their project to their peers
Stage 2- Assessment Evidence
Performance Task
US DBQ Assessment 4: Ratifying the Constitution (pg. 15)
Analyzing the Great Compromise (Gilder Lehrman)
Conflict Over Ratifying the Constitution (Gilder Lehrman)
Other Evidence
Stage 3- Related Lessons
These lessons are aligned with the unit goals. They are intended for center work, whole group and/or small group instruction. Lessons that meet the same objectives can be used in place of the ones below.
Technology and Resources
Articles of Confederation (Milestone Documents)
U.S. Constitution (Milestone Documents)
The Federalist Papers (Milestone Documents)
Bill of Rights (Milestone Documents)
Are students protected by the 4th amendment? (Department Created Inquiry)
Shay's Rebellion (SHEG)
Did the Founders want the government to work? (Inquiry)
We the People (DocsTeach)
Compare and Contrast the original and revised Constitutions.
How do we elect a President? The Electoral College (Gilder Lehrman)