CREATING A NEW GOVERNMENT
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 Anti-federalists, and the eventual process of ratification.
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)
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
UNDERSTANDINGSU
U1–Conflict resolution can involve aggression, compromises, cooperation and/or change.
U2 - Political conflicts in the early American republic led to compromises.
U3- There is an ongoing debate over the limits of government power.
U4 -Democratic societies must balance the
rights and responsibilities of individuals
with the common good. / ESSENTIAL QUESTIONSQ
Q1 - Could the Constitution have been written without compromise?
Q2–What is the purpose of government?
Q3 – What happens in the absence of government?
Q4 – How do competing interest groups influence the distribution and execution of power in a democracy?
Acquisition
Students will know…K
Content Vocabulary (Tier 3 words):
- Confederation, Shay’s rebellion, Constitution, Federalist, anti-Federalist, Republic, Checks and Balances, articles, political action committees
Academic Vocabulary (Tier 2 words):
-Government, rebellion, convention, compromise, amendment, ratification, debates
K1 - The Articles of Confederation
- Conflicts arose due to the weaknesses of the Articles (U3)
- Some powers were held by the national government and some powers were held by the states (U4)
- The Articles of Confederation failed because of a weak central government (Q3)
- Major debates at the Constitutional Convention, including the distribution of political power, the rights of individuals, the rights of states, and slavery (U1)
- Important figures at the Constitutional Convention, including Benjamin Franklin, Alexander Hamilton, James Madison and George Washington
- Word choice was crucial in drafting the founding documents (Q4)
- The creation of American Republic, the three branches of government, and the system of checks and balances (Q2)
- The constitution provides a system for change through the amendments and interpretation (U4)
- The Constitution intentionally left some questions unanswered (U3)
- The compact theory and the elastic clause
- The ongoing debate between national and state powers (Q1)
S1 - Interpreting legal, political, and philosophical language within the Constitution. (Q2)
S2 - Summarizing the weaknesses of the Articles of Confederation. (Q3)
S3 -Making inferences on why the Articles of Confederation failed. (Q3)
S4 -Identifying the weaknesses of the Articles of Confederation (Q3)
S5 -Comparing and contrasting the Articles of Confederation and the Constitution. (U4)
S6 – Explaining the structure of the new Constitution and the debates and compromises that led to the final outcomes (Q1)
S7 – Comparing and contrasting the Federalist and Anti-federalist point of views on ratification of the Constitution (Q4)
Stage 2 - Evidence
Evaluative Criteria / Assessment Evidence
See the Malden High School Rubric for Persuasive Writing – Grades 9 and 10 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. Visuals are optional for extra credit.
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 historically accurate. You must incorporate the ideals, debates, and outcomes of the Constitutional Convention. You will pitch your proposal to a small group of six students, and the group will pick the best proposal. Then the best proposals will present in front of the entire class, and the class will decide on the best proposal.
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 explaining the purpose of the Convention
- Constitutional Convention concept map
- Federalists and Anti-federalists DBQs
- Ranking and explaining weaknesses of the Articles of Confederation
- Cartoon of a consequence of a weakness of the Articles of Confederation
- Political cartoon of the Constitutional ratification process
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lessons to include:
Lesson 1: The Articles of Confederation
Lesson 2: The Constitutional Convention: Compromises
Lesson 3: The Constitutional Convention: Federalists and Anti-Federalists
Lesson 4: Ratification of the Constitution
Lesson 5: CEPA
Lesson 1 – The Articles of Confederation (U2, U4, Q2, Q3, K1, S2, S3, S4, S5)
- Examine the need for and role of government in everyday life
- Simulate the relationship between states under the Articles of Confederation
- Explain how the states were not unified under the Articles of Confederation
- Identify the strengths and weaknesses of the Articles of Confederation.
- Explain the significance and impact of Shays’ Rebellion on exposing the weaknesses of the Articles of Confederation
- Define the Constitutional Convention and explain its purpose
- Describe the major debates and compromises made at the Constitutional Convention
- Compare/contrast the major compromises made at the Constitutional Convention
- Summarize the final outcomes of the Constitutional Convention and their significance
- Define and identify the Federalists and Anti-Federalists’ points of view
- Define political action committees
- Interpret and analyze primary source documents from the Federalists and Anti-Federalists
- Explore the meaning of ratification
- Examine a state-by-state timeline of the ratificationprocess with map identification skills
- Interpret a political cartoon of the 9th state ratifying the Constitution and its significance
- Argue for or against ratification of the Constitution through a political action committee presentation
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