EXPECTED HOMEWORK - MASTER THE VOCABULARY TERMS ON PERSONAL QUIZLET ACCOUNT
Mastering the vocabulary words is a process that can be finished within a two week period.
Mastering the vocabulary words is a process that can be finished within a two week period.
Unit III : Creation and Compromise - The Constitution
In Unit 2, students investigated the motivations behind the American Revolution, a unifying event for the various groups within colonial society. Now students identify early American democratic principles as stated in the founding documents and construct arguments on the limitations and consequences of the compromises made to create a new government. Students focus on the Constitution’s relationship to the Declaration of Independence and the Articles of Confederation, including the debates leading up to and following Constitutional ratification. They consider the compromises made by colonial leaders regarding individual “citizens” rights and the needs of the “majority.” They will evaluate the credibility of arguments and debates surrounding the question “What does government owe its people?” which led to the creation of two political parties. Students prepare several more speeches for the “We the People… Cornerstone.
BIG Ideas
- The Constitution works to carry out the ideals of the Declaration of Independence.
- The Framers compromised on many issues at the Constitutional Convention.
- The Constitution provides a framework for our government and attempts to balance individual rights and the common good.
- The ideological vantage points of political parties are based upon their Constitutional interpretations.
LEARNING EXPECTATIONS
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5 Themes of Geography Lesson/Cornell Notes
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If you want to download the powerpoint click here or go to WH additional resources
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TEXT TO HELP ANSWER THE LEARNING EXPECTATIONS
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Online Discovery Techbook
Take notes and watch the videos at the bottom of the page for more clarification |
Primary Documents
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Jefferson vs. Hamilton Investigation
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Overarching Question: What does government owe its people?
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Disciplinary Concept & Tools-I
How can I use historical thinking to understand the world in which I live? |
Disciplinary Concept & Tools-II
Are historical events ever inevitable? |
Social Studies Content Standards:
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
DC Content Power Standards
8.3.3: Explain the Constitution and its success in implementing the ideals of the Declaration of Independence.
8.3.4: Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations.
8.3.6: Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.
8.4.3: Explain the strict versus loose interpretation of the Constitution and how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., their views of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding, and assumption of the revolutionary debt).
8.3.3: Explain the Constitution and its success in implementing the ideals of the Declaration of Independence.
8.3.4: Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations.
8.3.6: Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.
8.4.3: Explain the strict versus loose interpretation of the Constitution and how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., their views of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding, and assumption of the revolutionary debt).
DC Content Supporting Standards
8.2.6: Explain the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
8.2.6: Explain the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
C3 Framework Indicators and Common Core Literacy Standards
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D2.His.5: Explain how and why perspectives of people have changed over time.
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D2.His.5: Explain how and why perspectives of people have changed over time.
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
