Unit IV: PRESIDENTS AND PRECEDENTS - The New Nation
In Unit 3, students learned about the debates behind the creation of the Constitution and studied its principles. In this unit, students investigate the Early Republic period under its new Constitution through a socio-political lens, focusing on early presidents and daily life in the United States. They read significant speeches and presidential correspondences to inform their understanding of key events. By reading historical speeches and examining events of the new nation, students address the inquiry arc - When should presidents be impeached? Students learn that America’s first presidents set many precedents as the Constitution was put to the test for the first time such as George Washington’s use of executive and national power, his warnings about political parties and to stay out of foreign affairs. Jefferson expanded the power of the national government with his Louisiana Purchase. President Jackson is a hotly debated historical figure whose legacy involves doing much for the common man, but also involves actions that are today viewed as an abuse of power. Students analyze primary sources from the time period and compare actions of past presidents to current events making a claim for when presidents should be impeached. They participate in an impeachment trial and write an op-ed (argumentative writing) for or against impeachment of one of the presidents under study citing primary sources and the Constitution.
BIG Ideas
- America’s first presidents set many precedents as the Constitution was put to the test for the first time.
- George Washington set many precedents including his use of executive and national power, his warnings about political parties and to stay out of foreign affairs.
- Jefferson expanded the power of the national government with his Louisiana Purchase.
- President Jackson is a hotly debated historical figure whose legacy involves doing much for the common man, but also involves actions that are today viewed as an abuse of power.
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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LINKS TO HELP ANSWER THE LEARNING EXPECTATIONS QUESTIONS
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Discovery Online Techbook
Take notes and watch the videos at the bottom of the page for more clarification |
Primary Documents
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Complete the Student Assessments at the bottom of the Review Pages Below. |
Mueller Report Controversy - Democrat vs. Republican view of who should decide if Trump obstructed justice
You do NOT have to watch the entire length of this video BUT you should watch. This video will break down the Mueller Report without the bias of political views. The videos below will show the political bias on Mueller's Report.
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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
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.
DC Content Power Standards
8.5.1: Explain the policy significance of famous speeches (e.g., Washington’s farewell address, Jefferson’s 1801 inaugural address).
8.9.2: Describe the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, and opposition to the Supreme Court).
8.5.1: Explain the policy significance of famous speeches (e.g., Washington’s farewell address, Jefferson’s 1801 inaugural address).
8.9.2: Describe the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, and opposition to the Supreme Court).
