Unit Design For Creation Developed by Joel Berger Winans Academy of Performing Arts UBD Unit Design Worksheet / Saginaw Valley State University Unit Design Worksheet Unit Title: Creation Topic: The Early Years of U.S Governmental Institutions, 1792-1812 Subject/Course: Social Studies Grade(s): Staff Name: Berger Stage - Desired Results Established Goals (GLCE’s, etc.): – U4.1.1 Washington’s Farewell – Use Washington’s Farewell Address to analyze the most significant challenges the new nation faced and the extent to which subsequent Presidents heeded Washington’s advice (C4) – U4.1.2 Establishing America’s Place in the World – Explain the changes in America's relationships with other nations by analyzing treaties with American Indian nations, Jay's Treaty (1795), French Revolution, Pinckney's Treaty(1795), Louisiana Purchase, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine (C4) – U4.1.3 Challenge of Political Conflict – Explain how political parties emerged out of the competing ideas, experiences, and fears of Thomas Jefferson and Alexander Hamilton (and their followers), despite the worries the Founders had concerning the dangers of political division, by analyzing disagreements over relative power of the national government (e.g., Whiskey Rebellion, Alien and Sedition Acts) and of the executive branch (e.g., during the Jacksonian era) (C3) foreign relations (e.g., French Revolution, relations with Great Britain) (C3) economic policy (e.g., the creation of a national bank, assumption of revolutionary debt) (C3, E2.2) – U4.1.4 Establishing a National Judiciary and Its Power – Explain the development of the power of the Supreme Court through the doctrine of judicial review as manifested in Marbury v Madison (1803) and the role of Chief Justice John Marshall and the Supreme Court in interpreting the power of the national government (e.g., McCullouch v Maryland, Dartmouth College v Woodward, Gibbons v Ogden) (C3, E1.4, 2.2) Understandings: Essential Questions: Students will understand that like any politician, Washington held controversial views on key issues – issues which we still deal with today like people, nations have to build relationships with one another in a democracy, people create groups (parties) to fight for their political beliefs different institutions can gain or lose power UBD Unit Design Worksheet / Saginaw Valley State University Why is Washington’s Farewell Address still relevant? Why nations build relationships with one another? Why political parties exist? Why have the powers of the Supreme Court changed over time? Students will know Students will be able to that like any politician, Washington held controversial views on key issues – issues which we still deal with today that like people, nations have to build relationships with one another that in a democracy, people create groups (parties) to fight for their political beliefs that different institutions can gain or lose power compare/contrast performances of presidents of today in reference to Washington’s Farewell address dissect and summarize various U.S treaties from 1795-1820 by creating a report on a particular treaty and then sharing with the class explain the effect of the U.S treaties from the point-of-view of someone in another nation (opinion/op-ed piece) debate issues of relative power in national government, foreign relations, and economic policy categorize each founder’s issue stances into separate political parties compare/contrast the political parties of the past with the present compile examples (case studies), from the past and present, about how the Supreme Court has expanded its power Unit Enduring Understanding: Unit Question: Students will understand that the creation of a new nation entails extensive debate, relationship building, and different groups’ quests to establish power What are the key values that should undergird the creation of a new nation? What types of institutions and relationships you need to build in order to create a viable new nation? Stage - Assessment Evidence Performance Tasks: (Summary in GRASPS form, end of the unit)(Summative)(After) Goal: Have a debate on creating a new nation Role: Political leader Audience: Farmers and industrial workers Situation: You used to live under a king – but now that you won a war against the king’s forces, you have the opportunity to create a new government The first government that was created under the Articles of Confederation was too weak and it failed You need to come up with a form of government that works Product: In-class Constitutional Convention – Drafting of a new constitution for your nation Compare and contrast the new constitution with the government that the U.S created in its early years Standards: Rubric on new constitution and on compare/contrast UBD Unit Design Worksheet / Saginaw Valley State University Key Criteria: (Rubrics, etc.) Constitutional Convention Category Addresses Key Issues (Group Level) The constitution plays down or does not acknowledge that there are different sides who want different things out of the new constitution The constitution acknowledges some key disagreements, but doesn’t necessarily deal with them The constitution acknowledges key disagreements between key stakeholders and proposes workable solutions (e.g Washington, Hamilton and Federalists v Jefferson and Republicans, interventionists v isolationists, as well as different branches of government who each want power) Vocabulary (Group Level) Uses little to no vocabulary in class Uses a fair amount of vocabulary (at least key words) Demonstrates a thorough understanding of key vocabulary by including at least 10 key words correctly in the Constitution Participation (Individual Level) Student had little to no participation in the class Constitutional Convention Student participated a fair amount in the class Constitutional Convention Student was one of the class leaders in the Constitutional Convention Presentation (Group Level) Students have difficulty explaining their constitution to the class Explanation of their constitution to the class may be adequate, but use of visual aids/attention “hooks” is lacking Students create an engaging presentation of their constitution to the class that includes key information presented in dynamic ways (use of visual aids, skits, etc.) Compare and Contrast Rubric– One page reflection or poster (Individual Level) 10 points: Includes one complete paragraph that fully explains similarities between the U.S Constitution and the constitution created by your group as well as one complete paragraph that fully contrasts the key differences points: Includes two complete paragraphs – one for comparison and one for contrast – but does not fully illuminate or demonstrate thinking through all of the possible points of contention or similarity between both constitutions points: Only includes a comparison or a contrast, or is insufficient in length points: Less than half of a page response UBD Unit Design Worksheet / Saginaw Valley State University Other Evidence: (Quizzes, Tests, Prompts, Observations, Dialogs, Work samples, etc.)(Before, During)(For learning) BEFORE Brainstorm: What are some challenges you would face if you were trying to start a country from scratch? DURING Journal Reflection: Is the current president following Washington’s advice on foreign alliances and political parties? Journal Reflection: What makes a relationship good? Journal Reflection: What are your views on Washington’s Farewell Address? Journal Reflection: When have you ever had to choose sides? “Do Now”: Imagine you were told that Congress made a law saying that Silly Bandz were illegal and that anyone with Silly Bandz would be thrown in jail What options would you have to fight against this law? Exit Slips: How did each treaty change America’s relationship with a given nation? AFTER Unit Test: Constitutional Convention (Includes “Op/Ed” essay: Write an “Op/Ed” piece explaining whether or not you agree with judicial review, citing two Supreme Court cases in your Op/Ed piece.) Paragraph Writing: Selfreflection paragraph after unit test Diary Entry: How did each treaty change America’s relationship with a given nation? (“Dear Diary, Today I made a treaty with Great Britain called Jay’s Treaty They were being mean but I think parts of this will make us better friends ”) Graphic Organizer: Categorize different political ideas held by each political party Paragraph Writing: Explain how judicial review connects with “checks and balances.” Compare/Contrast: Review two court cases and examine the similarities and differences in how they used judicial review Describe the assessment/s and state the prompt if applicable xF xS What type of scoring tools will be used for evaluation? □ Analytic rubric □ Holistic rubric x Criterion rubric □ Checklist x Answer Key □ Other UBD Unit Design Worksheet / Saginaw Valley State University Student Self-Assessment and Reflection: Students will have constant opportunities through journaling and homework assignments to assess their own knowledge on the subject matter At the beginning of the unit, students will reflect on what they need to create a new nation During the unit, students will engage in a Constitutional Convention where they share their own beliefs; students will also engage in a discussion with other students to reflect on how to compromise their own beliefs in order to create a new constitution that represents Finally, after the test at the end of the unit, students will journal about content-specific and practical/transferable knowledge they gained from the unit Stage - Learning Plan Differentiated Instruction (Layers, Tiered, etc.): C Level (40 points) Vocabulary Journal of key terms from the unit* (10 points) “Do Now” log of bell work “before” activities* (10 points) Reflections journal* (20 points) B Level (50 points) (Students need to pick one activity each from the following clusters: & 2; 3; & 5; 6; & 8) Write three diary entries from America’s point-of-view about how the new treaties affected their relationship with given nations in each treaty (10 points) Research one of the treaties more in-depth and give a short (5 minute) presentation to the class about your treaty (10 points) Create a graphic organizer showing how each treaty affected America’s relationship with a given nation.* (10 points) Create a graphic organizer comparing and contrasting the varying political views held by different political parties (10 points) Make a “campaign poster” for one of the political parties and try to visually convince viewers to choose that political party (10 points) Journal about whether or not the current president is following Washington’s advice on foreign alliances and political parties.* (10 points) Compare/contrast two court cases and how they used judicial review – writing assignment (10 points) Select a court case that illustrates judicial review and draw a multi-strip comic to show how this case uses judicial review (10 points) A Level (60 points) (Students need to & 2, and have a choice between & 4) Unit Test* (30 points) Constitutional Convention – group presentation and draft of Constitution* (20 points) Compare and Contrast writing assignment (10 points) Compare and Contrast poster (10 points) *denotes mandatory activity UBD Unit Design Worksheet / Saginaw Valley State University Learning Activities: (consider the WHERE TO elements) W Where are we going? To a deeper understanding of what it takes to create a new nation Why? Because this empowers us to think as leaders – not followers In addition, learning about the creation of the new nation will empower us to make our own judgments about American history (using evidence to back those judgments up), rather than simply repeating what the textbook tells us What is expected? Go over rubric and course overview H I will hook student interest by framing the scenario – “Imagine there was a revolution tomorrow What kind of nation would you create if you just had a revolution? What values would that nation have?” I will also use video footage of recent revolutions in the Middle East to show that the problems posed by this unit are still being grappled with today Finally, I will hold student interest through interactive activities, such as the Constitutional Convention, where the students themselves have to evaluate their own beliefs against those of the “Founding Fathers.” E Students will be equipped to well on this unit through journaling, a variety of lessons and assignments (both artistic and writing-based), class discussions, and the class Constitutional Convention and presentations R Students will be asked to rethink and revise their work through journaling before, during, and after the unit is completed The Constitutional Convention is designed to allow students to probe each other in rethinking and revising their own viewpoints E Students will self-evaluate through journaling and a post-test reflection activity T Learning will be tailored by using the differentiated instruction above O The unit will be organized so that key concepts build upon one another See calendar below for day-byday schedule Essential Vocabulary (Identify and define) Washington’s Farewell Address: Final public speech given by President Washington in which he warned of the danger of foreign alliances and the danger of political parties Relationship: The mutual dealings, connections, or feelings that exist between two countries or two people Jay's Treaty: Treaty formed between the U.S and Great Britain in 1794 The U.S benefited from Britain’s withdrawal of soldiers from western forts in the U.S and Great Britain gained “most favored trading status” with the U.S The U.S was not able to stop British impressments (or kidnapping) of American sailors with this treaty Widely considered to have prevented a war between Great Britain and the United States French Revolution: A revolution on the streets of France for “liberty, equality, and fraternity.” The Revolution would become bloody and the French King Louis XVI would be overthrown and killed Jefferson and Republicans generally liked this Revolution, while Hamilton and Federalists did not Pinckney's Treaty: Treaty between the U.S and Spain in 1795 which gave Americans navigation rights along the Mississippi River UBD Unit Design Worksheet / Saginaw Valley State University Louisiana Purchase: The purchase of a huge chunk (almost million square miles) of land in the western U.S in 1803 Jefferson paid Napoleon just $15 million for the land, which doubled the size of America War of 1812: War between Britain and the U.S that started in 1812 The key causes of the war were British impressments of American sailors, as well as white Americans’ desire for more land in British and Native American dominated territory in western North America Transcontinental Treaty: Treaty between the U.S and Spain in 1819 which settled a border dispute between the two countries Monroe Doctrine: Declared by President Monroe in 1823, the Monroe Doctrine stated that the U.S had the first right to intervene in the affairs of Latin American countries (over European powers) Political parties: Organizations which develop to argue for a cohesive set of political positions and which are designed to elect officials to represent that particular set of political positions Jefferson and Republicans: One of the first American political parties, the Republicans or “DemocraticRepublicans” was led by Thomas Jefferson They generally favored smaller national government and policies which favored the small white farmers that made up much of their constituency Hamilton and Federalists: One of the first American political parties, the Federalists, led by Alexander Hamilton, argued for a stronger national government and national bank, and generally supported the wealthy businessmen and bankers that made up much of their constituency Whiskey Rebellion: This was a rebellion in 1794 led by white farmers in western Pennsylvania against the whiskey tax passed by Hamilton and the Federalists Alien & Sedition Acts: Passed by President John Adams, these acts attempted to deport many immigrants to the United States and made it a crime to dissent against the president of the United States National bank: A bank owned and operated by the national government Revolutionary debt: Debt (money owed) by the United States to other countries (especially France) after the Revolutionary War Supreme Court: The highest court in the judicial branch, who has the role of interpreting laws according to the Constitution Marbury v Madison: This court case in 1803 established the precedent of “judicial review” when Chief Justice John Marshall decided that the Judiciary Act of 1789 was “unconstitutional.” McCullouch v Maryland: This Supreme Court case in 1819 decided that actions of individual states may not impede valid constitutional exercises of power by the Federal government Dartmouth College v Woodward: This case settled by the U.S Supreme Court in 1819 created the legal framework for the modern U.S business corporation Gibbons v Ogden: This case settled by the U.S Supreme Court in 1824 established that the U.S had the power to regulate interstate commerce UBD Unit Design Worksheet / Saginaw Valley State University Sequencing the Learning Monday Tuesday Wednesday Thursday Friday Intro scenario: “there’s a revolution tomorrow” – journaling Two political parties Two political parties Washington’s Farewell Washington’s Farewell C Level Activities B Level Activities C Level Activities B Level Activities C Level Activities B Level Activities C Level Activities B Level Activities Monday Tuesday Wednesday Thursday Friday Foreign Relationships/ Treaties Foreign Relationships/ Treaties Judicial Branch Judicial Review Constitutional Convention – Day C Level Activities B Level Activities C Level Activities B Level Activities Begin drafting your constitution in groups of Video of current revolutions Class discussion C Level Activities B Level Activities C Level Activities B Level Activities Homework: Finish drafting constitution Monday Tuesday Wednesday Thursday Friday Constitutional Convention - Day Constitutional Convention – Day (presentation day!) Test Review Unit Test Post-Test Reflection Develop your skit and presentation with your small group Present the draft of your constitution with your small group Homework: Compare/Contrast UBD Unit Design Worksheet / Saginaw Valley State University