CREATING A NEW GOVERNMENT – OVERVIEW

After the Revolutionary War ended the colonists were faced with building the foundation for a new democratic government with a new constitution. The first constitution they wrote, the Articles of Confederation, tried to compensate for the political complaints and misgivings of the colonists under the British rule. Ultimately this document proved too weak in a number of ways, without a strong central government and without ways to raise money for the new, struggling nation. States sent representatives to a Constitutional Convention in the summer of 1787 to redesign the government and eventually write an entirely new Constitution. In this unit students will explore the weaknesses of the Articles of Confederation and the various historical and political events that led to the creation of an entirely new constitution. Students will follow the debate over each compromise made in the new document, the beliefs of the Federalists and Antifederalists, and the eventual process of ratification.

Stage 1 Desired Results
ESTABLISHED GOALS
USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shay’s rebellion) leading to the Constitutional Convention. (H, C)
USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the “Great Compromise” that was reached. (H, C)
USI.8 Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. (H, C)
MA English Language Arts Curriculum Framework Standards
ELA9-10.RH.4 Determine the meaning of words and phrases as they used in a text, including vocabulary describing political, social or economic aspects of history/social studies
ELA6-8.RH.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.
ELA9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
ELA9-10.SL.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELA9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 9 read and comprehend history texts in the grades 9–10 text complexity band independently and proficiently / Transfer
Students will be able to independently use their learning to…
·  Apply knowledge of political and social systems to participate actively as an informed citizen of a democracy.
·  Critically appraise historical and contemporary claims/decisions.
Meaning
UNDERSTANDINGS U
U1 - American democracy is dynamic. It allows for changes.
U2 - Political conflicts in the early American republic led to compromises.
U3 - There is an ongoing debate over the limits of government power. / ESSENTIAL QUESTIONS Q
Q1 - Is democracy the best system for the United States?
Q2 - Could the Constitution have been written without compromise?
Q3 – What is the purpose of government?
Acquisition
Students will know… K
Content Vocabulary:
Academic Vocabulary:
The Articles of Confederation
·  The Articles of Confederation failed because of a weak central government
· 
Word choice was crucial in drafting the founding documents.
The constitution provides a system for change through the amendments and interpretation.
The purpose of the system of checks and balances.
Compact theory – The debate between national and state power. The debates over states rights.
Major Debates
·  the distribution of political power
·  the rights of individuals
·  the rights of states
·  slavery
Founders
·  Benjamin Franklin
·  Alexander Hamilton
·  James Madison
·  George Washington
The basic structure of the American democratic republic and the compromises that created each part.
What is government
Which powers are held by the national government and which powers are left up to the states
The documents that followed the Articles of Confederation / Students will be skilled at… S
Interpreting legal, political, and philosophical language within the Constitution.
Summarizing the weaknesses of the Articles of Confederation.
Making inferences on why the Articles of Confederation failed.
Identify the weaknesses of the Articles of Confederation
Compare and contrast the Articles of Confederation and the Constitution.
Stage 2 - Evidence
Evaluative Criteria / Assessment Evidence
See Rubric / CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PT
Goal
Write a historically accurate and persuasive proposal for or against ratification of the new Constitution of the United States, with visuals included.
Role
You are a member of a Political Action Committee (PAC) hired by a government client to convince each State to ratify/not ratify the Constitution. The clients are Federalists (Alexander Hamilton/James Madison) and anti-Federalists (Thomas Jefferson/Patrick Henry).
Audience
Representatives from each State at the Constitutional Convention
Situation
At least 9 out of the 13 States must ratify the new Constitution of the United States in order for it to go into effect.
Product Performance and Purpose
Your proposal must be visually appealing and historically accurate. You must incorporate the ideals, debates, and outcomes of the Constitutional Convention.
Standards and Criteria for Success
A successful proposal will include accurate historical information on the compromises, debates, and government philosophy of the Constitution. The proposal must include the history of the Articles of Confederation’s failures leading to the need/idea for a new Constitution.
Explanation
Interpretation
Application
Perspective
Empathy
Self-Knowledge
Social studies specific, technology / OTHER EVIDENCE: OE
·  Invitation to the Constitutional Convention
·  Federalists and Antifederalists DBQs
·  Ranking and explaining weaknesses of the Articles of Confederation
·  Cartoon of a consequence of a weakness of the Articles of Confederation
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lessons to include:
Lesson 1: Overview and introduction
Lesson 2: The Articles of Confederation
Lesson 3: The Constitutional Convention: Federalists and anti-Federalists
Lesson 4: Ratification
Lesson 5: CEPA
Lesson 1 – Overview and Introduction – Skill of interpreting data from charts
Examine the role of government in everyday life
Simulate the relationship between states under the Articles of Confederation
Identify the strengths and weaknesses of the Articles of Confederation.
Lesson 2 – skill of interpreting visuals
Explain the significance and impact of Shays Rebellion on exposing the weaknesses of the Articles of Confederation
Define the Constitutional Convention
Lesson 3 – skill of discussion and debate, class compromise
Define compromise
Summarize the major compromise made at the Constitutional Convention
Compare/contrast all of the major compromises made at the Constitutional Convention
Lesson 4 – skill of primary source document close readings
Define and identify the Federalists and Anti-Federalists’ points of view
Interpret primary source documents from the Federalists and Anti-Federalists
Lesson 5
Define Ratification
Examine a state-by-state timeline of ratification and map identification skills
Interpret a political cartoon of 9th state ratifying and significance
Lesson 6- CEPA
Argue for or against ratification of the Constitution

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