Unit 2: Challenges to an Emerging Nation

Standards

Michigan Grade Level Content Expectations

• 8 - U3.3.1 Explain the reasons for the adoption and subsequent failure of the Articles of Confederation (e.g., why its drafters created a weak central government, challenges the nation faced under the Articles, Shay's Rebellion, and disputes over western lands).
• 8 – U3.3.2 Identify economic and political questions facing the nation during the period of the Articles of Confederation and the opening of the Constitutional Convention.
• 8 – U3.3.3 Describe the major issues debated at the Constitutional Convention including the distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery as a regional and federal issue.
• 8 – U3.3.4 Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal government institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise.
• 8 – U3.3.5 Analyze the debates over the ratification of the Constitution from the perspectives of Federalists and Anti-Federalists and describe how the states ratified the Constitution.
• 8 – U3.3.6 Explain how the Bill of Rights reflected the concept of limited government, protections of basic freedoms, and the fear of many Americans of a strong central government.
• 8 – U3.3.7 Using important documents (e.g., Mayflower Compact, Iroquois Confederacy, Common Sense, Declaration of Independence, Northwest Ordinance, Federalist Papers), describe the historical and philosophical origins of constitutional government in the United States using the ideas of social compact, limited government, natural rights, right of revolution, separation of powers, bicameralism, republicanism, and popular participation in government.
• 8 – U4.1.1 Use Washington’s Farewell Address to analyze the most significant challenges the new nation faced and the extent to which subsequent Presidents heeded Washington’s advice.
• 8 – U4.1.3 Explain how political parties emerged out of the competing ideas, experiences, and fears of Thomas Jefferson and Alexander Hamilton (and their followers), despite the worries the Founders had concerning the dangers of political division, by analyzing disagreements over • relative power of the national government (e.g., Whiskey Rebellion, Alien and Sedition Acts) foreign relations (e.g., French Revolution, relations with Great Britain) economic policy (e.g., the creation of a national bank, assumption of revolutionary debt)
• 8 – U4.1.4 Explain the development of the power of the Supreme Court through the doctrine of judicial review as manifested in Marbury v. Madison (1803) and the role of Chief Justice John Marshall and the Supreme Court in interpreting the power of the national government (e.g., McCullough v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden).
• 8 – U4.2.2 The Institution of Slavery – Explain the ideology of the institution of slavery, its policies, and consequences.

Common Core History-Literacy Standards

• RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
• RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
• RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
• RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in a print or digital texts.
• WHST.6-8.1 Write arguments focused on discipline-specific content.
  • a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
  • b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
• WHST 6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
  • a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into border categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • b. Develop a topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
• SL8.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
  • a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
  • c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
  • d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

C3 Framework

• D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
• D2.His.9.6-8. Classify the kinds of historical sources used in a secondary interpretation.
• D2.His.11.6-8. Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for historical sources where this information is not easily identified.
• D2.His.12.6-8. Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
• D2.His.13.6-8. Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.
• D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
• D2.His.6.6-8. Analyze how people’s perspectives influenced what information is available in the historical sources they created.
• D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past.
• D2.His.16.6-8. Organize applicable evidence into a coherent argument about the past.
• D3.1.6-8. Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
• D3.2.6-8. Evaluate the credibility of a source by determining its relevance and intended use.
• D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
• D3.4.6-8. Develop claims and counterclaims while pointing out the strengths and limitations of both.
• D4.1.6-8. Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
• D4.2.6-8. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
• D4.3.6-8. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
• D4.6.6-8. Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
• D4.8.6-8. Apply a range of deliberative and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts.

Compelling Question: Does the Constitution provide liberty and justice for all?

1. Articles of Confederation

Standards: RH.6-8.2, 6-8.6, WHST.6-8.1

Learning Target:

1. I can compare and contrast Henry Knox and Thomas Jefferson's views of Shay's Rebellion.

Supporting Questions: After declaring their independence from Great Britain, how did the founders' fears shape their vision for government? What kind of government was set up by the Articles of Confederation? How does this compare to the US Constitution?

2. Liberty and Equality for All

Standards: RH.6-8.2, 6-8.6, WHST.6-8.1

Learning Target:

1. I can analyze multiple documents from different perspectives to make a claim about how different social groups viewed the ideals of liberty and equality.
2. I can compare the Articles of Confederation and the Constitution to determine the advantages and disadvantages of each.

Supporting Questions: How did the revolutionary ideals of liberty and equality inspire different groups in American society after independence?

3. Representative Government

Standards: RH. 6-8.7, WHST.6-8.1, SL.6-8.1

Learning Target: I can integrate visual information in charts and graphs with other information to make a claim about how the framers of the Constitution thought people should be represented by their government.

Supporting Questions: How did the framers of the Constitution think people should be represented by their government?

4. Slavery & the Constitution

Standards: RH.6-8.2, RH.6-8.7, SL.6-8.1

Learning Target: I can integrate information in charts with other information to make a claim about why the founding fathers allowed slavery to continue.

Supporting Questions: Why did the Constitution allow slavery to continue, if the Declaration of Independence claimed that “all men are created equal”? What were the factors that allowed slavery to continue? How did Thomas Jefferson view slavery?

5. Separation of Powers

Standards: RH.6-8.4

Learning Target: I can analyze the Constitution to determine the meaning of specific words and phrases as they are used in the text.

Supporting Questions: How did the writers of the Constitution create a government that was stronger than the Articles of Confederation, but not too strong?

6. Limited Government

Standards: RH6-8.2, WHST6-8.1

Learning Target: I can analyze multiple documents to make a claim about limited government.

Supporting Questions: How do the principles of federalism and checks and balances limit the power of the national government? What does the term limited government mean?

7. Federalist vs Anti-Federalists

Standards: RH.6-8.6, WHST.6-8.2

Learning Targets:

1. I can analyze multiple primary sources to determine the major philosophical differences between the Federalists and Anti-Federalists.
2. I can analyze multiple primary source documents to determine the arguments for and against the Bill of Rights.

Supporting Questions: What were the major philosophical differences between the Federalists and Anti-Federalists? After the Constitutional Convention, what were the arguments for and against a Bill of Rights being added to the Constitution?

8. The Bill of Rights

Standards: RH.6-8.2, 6-8.4

Learning Targets:

1. I can determine the central ideas in the Bill of Rights and provide an accurate summary of each amendment.
2. I can determine the meaning of words and phrases as they are used in the Bill of Rights.

Supporting Questions: How does the Bill of Rights protect the civil liberties of people living in the United States? What does the term “civil liberties” mean?

9. The Early Republic

Standards: RH.6-8.2, WHST.6-8.2

Learning Target:

1. I can analyze Washington's Farewell Address to determine his thoughts about patriotism, political parties, and alliances.
2. I can analyze primary source documents to make a claim from either Thomas Jefferson or Alexander Hamilton's perspective.

Supporting Questions: What struggles did the nation face at end of the 1700’s (18th Century), as a young country? What was the main idea of Washington's Farewell Address? How did conflicting views of government’s role shape interpretations of the Constitution in the early republic?

10. The Supreme Court & the Expansion of Civil Liberties

Standards: WHST 6-8.1

Learning Target: I can analyze key Supreme Court cases to make a claim about how they have expanded or restricted civil liberties.

Supporting Questions: How does the Supreme Court expand or restrict civil liberties?

11. Evolution of Powers: The First Amendment

Standards: RH.6-8.2, WHST 6-8.1

Learning Target: I can analyze multiple Supreme Court precedents to determine how they have interpreted the First Amendment.

Supporting Questions: How has the Supreme Court interpreted the First Amendment?

12. Bill of Rights Scenarios

Standards: WHST.6-8.1

Learning Target: I can apply my knowledge of the Bill of Rights to make a claim about the experiences of people accused of crimes.

Supporting Questions: How do the rights protected in the Bill of Rights apply to the experiences of people accused of crimes in the United States?