creating the u.s. constitution unit... · lg 1- students will understand the four reasons why a...

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Creating the U.S. Constitution

Essential Question How did the Americans create a national (federal) government that

respected both the independence of the states and the rights of the

individuals?

Name:_________________________________________

Period_________________________________________

1

Learning Goals

LG 1- Students will understand the four reasons why a society needs government.

4 - Exceeds my expectations. Extended beyond what was taught about how a government provides, law and order, security, public

services and maintains other institutions (schools, health care, national parks…) for society. Student was able to use his/her own

knowledge and personal experience to make connections to the reasons for government.

3.5

3 - Successfully understood how a government provides, law and order, security, public services and maintains other institutions

(schools, health care, national parks…) for society.

2.5

2 - Needs refinement. With support can understand how a government provides, law and order, security, public services and

maintains other institutions (schools, health care, national parks…) for society.

1.5

1 - Needs improvement. Even with help had difficulty understanding how a government provides, law and order, security, public

services and maintains other institutions (schools, health care, national parks…) for society.

______________________________________________________________________________________________________

LG 2- Students will understand the three basic forms of government (monarchy, dictatorship, democracy), and who has the power

to make decisions in each type of government.

4 - Exceeds my expectations. Extended beyond what was taught about the basic forms of government: monarchy, dictatorship, and

democracy. Student was able to explain variations for each of the basic forms of government (Republic, Direct Democracy,

Constitutional Monarchy, Absolute Monarchy, Autocracy, and Oligarchy). Student was able to use his/her own knowledge and

personal experience to make connections to the basic forms of government.

3.5

3 - Successfully understood the basic forms of government: monarchy, dictatorship, democracy. Student will be able to explain

variations for each of the basic forms of government (Republic, Direct Democracy, Constitutional Monarchy, Absolute Monarchy,

Autocracy, Oligarchy).

2.5

2 - Needs refinement. With support can understand the basic forms of government: monarchy, dictatorship, democracy.

1.5

1 - Needs improvement. Even with help had difficulty understanding the basic forms of government: monarchy, dictatorship,

democracy.

2

LG 3- Students will understand the weaknesses of the Articles of Confederation, and why there was a need to call for the

Constitutional Convention to write a new Constitution.

4 - Exceeds my expectations. Extended beyond what was taught about the weaknesses of the Articles of Confederation. Student

was able to explain and make connections between the weaknesses, and the national government inability to govern the separate

13 states.

3.5

3 - Successfully understood the weaknesses of the Articles of Confederation, and how this document created a weak national

government that was inferior in power to the states.

2.5

2 - Needs refinement. With support can understand the weaknesses of the Articles of Confederation, and how this document

created a weak national government that was inferior in power to the states.

1.5

1 - Needs improvement. Even with help had difficulty understanding the weaknesses of the Articles of Confederation, and how this

document created a weak national government that was inferior in power to the states.

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LG 4- Students will describe how the Magna Carta, English Bill of Rights, Mayflower Compact, and Declaration of Independence

influenced the creation the U.S. Constitution.

4 - Exceeds my expectations. Extended beyond what was taught about how the Magna Carta, English Bill of Rights, Mayflower

Compact, and Declaration of Independence influenced the ideas that went into the U.S. Constitution. Student was able to analyze

these primary source documents, and show specific ideas about rights and governing were transferred from these documents into

the U.S. Constitution.

3.5

3 - Successfully understood how the Magna Carta, English Bill of Rights, Mayflower Compact, and Declaration of Independence

influenced the ideas about rights and governing that went into the U.S. Constitution.

2.5

2 - Needs refinement. With support can understand how the Magna Carta, English Bill of Rights, Mayflower Compact, and

Declaration of Independence influenced the ideas about rights and governing that went into the U.S. Constitution.

1.5

1 - Needs improvement. Even with help had difficulty understanding how the Magna Carta, English Bill of Rights, Mayflower

Compact, and Declaration of Independence influenced the idea about rights and governing that went into the U.S. Constitution.

3

LG 5- Explain how philosophers John Locke, Baron de Montesquieu (Mon-Tes-Cue), and Jean Jacques Rousseau (Roo-So)

influenced the ideas that went into the U.S. Constitution.

4 - Exceeds my expectations. Extended beyond what was taught about philosophers John Locke, Baron de Montesquieu, and Jean

Jacques Rousseau influenced the ideas that went into the U.S. Constitution. Student was able to explain and analyze each

philosopher’s core ideas (Locke- natural rights, Montesquieu- separation of powers, and Rousseau- social contract), and how their

ideas were incorporate into the core ideas of the U.S. Constitution.

3.5

3 - Successfully understood how philosophers John Locke, Baron de Montesquieu, and Jean Jacques Rousseau influenced the ideas

that went into the U.S. Constitution. Student was able to explain each philosopher’s core ideas (Locke- natural rights, Montesquieu-

separation of powers, and Rousseau- social contract).

2.5

2 - Needs refinement. With support can understand how philosophers John Locke, Baron de Montesquieu, and Jean Jacques

Rousseau influenced the ideas that went into the U.S. Constitution. Student was able to explain each philosopher’s core ideas

(Locke- natural rights, Montesquieu- separation of powers, and Rousseau- social contract).

1.5

1 - Needs improvement. Even with help had difficulty understanding how philosophers John Locke, Baron de Montesquieu, and Jean

Jacques Rousseau influenced the ideas that went into the U.S. Constitution

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LG 6- Explain and analyze how the Great Compromise and 3/5 compromises made the Constitutional Convention a success in

writing a new Constitution to replace the Articles of Confederation.

4 - Exceeds my expectations. Extended beyond what was taught about how the Great Compromise and 3/5 Compromise allowed the

Constitutional Convention to move forward and create a new constitution. Student was able to show different points of view on the

issue dividing the convention, and how the different sides ultimately compromised to resolve their differences. Will be able relate

the Great Compromise to the organization of the modern Legislative Branch of the Federal government.

3.5

3 - Successfully understood how the Great Compromise and 3/5 Compromise allowed the Constitutional Convention to move

forward and create a new constitution. Student was able to relate the Great Compromise to the organization of the modern

Legislative Branch of the Federal government.

2.5

2 - Needs refinement. With support can understand how the Great Compromise and 3/5 Compromise allowed the Constitutional

Convention to move forward and create a new constitution. Student was able to relate the Great Compromise to the organization of

the modern Legislative Branch of the Federal government.

1.5

1 - Needs improvement. Even with help had difficulty understanding how the Great Compromise and 3/5 Compromise allowed the

Constitutional Convention to move forward and create a new constitution, and relating the Great Compromise to the organization of

the modern Legislative Branch of the Federal government.

4

LG7- Explain how discussion over ratification (approval) of the U.S. Constitution caused the formation of the Federalist and

Antifederalist (Democratic-Republican) political parties.

4 - Exceeds my expectations. Extended beyond what was taught about the beliefs of the Federalists and Antifederalists over the

question of ratifying the Constitution. Student was able to analyze the motives and role the key individuals involved in the creation

and ratification of the Constitution. (James Madison, Thomas Jefferson, George Washington, John Adams, Ben Franklin, and

Alexander Hamilton). Student was able to tell how the Federalist Papers and the Bill of Rights help to persuade the states to ratify

the Constitution.

3.5

3 - Successfully understood the beliefs of the Federalists and Antifederalists over the question of ratifying the Constitution. Student

was able to explain the key individuals involved in the creation and ratification of the Constitution. (James Madison, Thomas

Jefferson, George Washington, John Adams, and Alexander Hamilton). Student was able to tell how the Federalist Papers and the Bill

of Rights help to persuade the states to ratify the Constitution.

2.5

2 - Needs refinement. With support can understand the beliefs of the Federalists and Antifederalists over the question of ratifying

the Constitution. Student was able to explain the key individuals involved in the creation and ratification of the Constitution. (James

Madison, Thomas Jefferson, George Washington, John Adams, and Alexander Hamilton). Student was able to tell how the Federalist

Papers and the Bill of Rights help to persuade the states to ratify the Constitution.

1.5

1 - Needs improvement. Even with help had difficulty understanding the beliefs of the Federalists and Antifederalists over the

question of ratifying the Constitution. Student was able to explain the key individuals involved in the creation and ratification of the

Constitution. (James Madison, Thomas Jefferson, George Washington, John Adams, and Alexander Hamilton). Student was able to

tell how the Federalist Papers and the Bill of Rights help to persuade the states to ratify the Constitution.

5

Practice #1: Time Line Discussion- Text- Pages 232-233

1. What created the first national government in the United States? In what year did this happen?

2. What important event happened in 1788?

3. What event on the time line shows how the government was trying to safeguard the rights of individuals?

Practice #2: Connecting Geography to History-Text- Pages 233

1. Which region of the U.S. was the most densely populated?

2. Which region was the most sparsely populated?

Practice #3: The Northwest Territory Text- p 240-241

1. What was the land in the Northwest Territory like before the American settlers moved there?

2. How did American settlers affect the landscape in the territory?

3. Why would geography have helped create an independent spirit in the territory?

Practice #4: Comparing Perspectives Text- p. 250

1. What was Patrick Henry’s main concern about the Constitution?

2. What was it about a strong federal government that frightened the Antifederalists?

Practice #5: Reading Primary Sources Federalist Paper #51- Text- Pages 255-256

1. Why does Madison believe the Constitution should be ratified (approved)?

2. According to Madison how could abuse of power by the majority be prevented?

3. What does George Mason fear about the Federal government under the new Constitution?

4. In what ways does Mason believe the new government will abuse its power?

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Why Society Needs Government

Civics Text p. 5

1. Create a brace map explaining the four reasons why people need a government.

4 Reasons

for government

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Basic Types of Government

Civics Text p. 7 and 17

2. Create a tree map classifying the three basic types of governments; monarchy, dictatorship and

democracy.

Types of Government

Monarchy Dictatorship Democracy

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Articles of Confederation

American History Text p. 235-239

3. Create a circle map defining the powers given to Congress (national government) under the Articles

of Confederation.

4. Create a circle map defining the weaknesses of the Articles of Confederation.

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Documents That Influenced The Constitution

Civics Text p. 19-23 and American History Text p. 181-188 (for the Declaration of Independence)

5. Create a tree map classifying how these documents influenced the ideas that went into the U.S.

Constitution. Historical Documents That Influenced the Constitution

Magna Carta English Bill of Rights Mayflower Compact Declaration of Independence

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6.

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Compromises at the Constitutional Convention


7. Why was there a call for a Constitutional Convention?

8. What role did James Madison play during the Constitutional Convention?

9. Describe the N.J. and Virginia Plans.

10. What was the Great Compromise?

11. What was the 3/5th

Compromise?

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Federalists v. Antifederalists


12. Create a double bubble map comparing and contrasting the Federalists and Antifederalists.

13. Create a bridge map showing an analogy between the Federalists and Antifederalists

Believed that ____________________________^____________________________ Relating Factor as

14

Ratification of the Constitution


14. What were the Federalist Papers, and how did they help to win support for the new Constitution?

15. How did the lack of a bill of rights endanger the Constitution from getting ratified?

16. How does the Bill of Rights protect people’s rights?