Creating the U.S. Constitution

Size: px
Start display at page:

Download "Creating the U.S. Constitution"

Transcription

1 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 0

2 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 Successfully understood how a government provides, law and order, security, public services and maintains other institutions (schools, health care, national parks ) for society 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 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 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) Needs refinement. With support can understand the basic forms of government: monarchy, dictatorship, democracy Needs improvement. Even with help had difficulty understanding the basic forms of government: monarchy, dictatorship, democracy. 1

3 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 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 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 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. 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 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 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 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. 2

4 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 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, Montesquieuseparation of powers, and Rousseau- social contract) 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) 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 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 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 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 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. 3

5 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 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 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 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. 4

6 Practice #1: Time Line Discussion- Text- Pages 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 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 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 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 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? 5

7 Why Society Needs Government Civics Text p Create a brace map explaining the four reasons why people need a government. 4 Reasons for government 6

8 Basic Types of Government Civics Text p. 7 and Create a tree map classifying the three basic types of governments; monarchy, dictatorship and democracy. Types of Government Monarchy Dictatorship Democracy 7

9 Articles of Confederation American History Text p 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. 8

10 Documents That Influenced The Constitution Civics Text p and American History Text p (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 9

11 6. 10

12 11

13 Compromises at the Constitutional Convention American History Text p 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 3/5 th Compromise? 12

14 Federalists v. Antifederalists American History Text p 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 13

15 Ratification of the Constitution American History Text p 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? 14

Creating the U.S. Constitution Constitutional Convention

Creating the U.S. Constitution Constitutional Convention Creating the U.S. Constitution Constitutional Convention Essential Question How did the Americans create a national (federal) government that respected both the independence of the states and the rights

More information

Vocabulary for Evolution of Government

Vocabulary for Evolution of Government Vocabulary for Evolution of Government Directions Students will make a flash card for each word The flash card must include all the information on the screen (cards will be stamped for completeness) The

More information

Constitutional Convention Unit Notes

Constitutional Convention Unit Notes Constitutional Convention Unit Notes Civics Textbook: Government and Society - Text p. 5 Cue four reasons why society needs a government Notes 1. Law and Order Government makes laws to protect citizens

More information

Constitutional Convention Unit Notes

Constitutional Convention Unit Notes Constitutional Convention Unit Notes Civics Textbook: Government and Society - Text p. 5 Cue four reasons why society needs a government Notes 1. Law and Order Government makes laws to protect citizens

More information

Charles de Montesquieu

Charles de Montesquieu Unit III He first created the idea of consent of the governed where people have a vote in who leads them (democracy). Every person has the right to life, liberty and the pursuit of happiness. John Locke

More information

Chapter 2 TEST Origins of American Government

Chapter 2 TEST Origins of American Government US Government - Ried Chapter 2 TEST Origins of American Government 1)The Magna Carta was originally intended to protect the rights of which group? A. religious leaders B. kings and queens C. common people

More information

Chapter 7, Section 3 A New Plan of Government

Chapter 7, Section 3 A New Plan of Government Chapter 7, Section 3 A New Plan of Government (pages 207-213) Setting a Purpose for Reading Think about these questions as you read: What are the roots of the Constitution? How did the Constitution limit

More information

A. As You Read. B. Reviewing Key Terms. Section 1 Guided Reading and Review Government and the State

A. As You Read. B. Reviewing Key Terms. Section 1 Guided Reading and Review Government and the State 1 Section 1 Guided Reading and Review Government and the State As you read Section 1, fill in the answers to the following questions. 1. What are the four characteristics of a state? a. b. c. d. 2. What

More information

*You may bullet-point all responses. John Locke: Second Treatise of Civil Government

*You may bullet-point all responses. John Locke: Second Treatise of Civil Government Name: *You may bullet-point all responses. John Locke: Second Treatise of Civil Government Before reading Locke, do some research and discuss the historical context of the Second Treatise. When did he

More information

Magruder s American Government

Magruder s American Government Presentation Pro Magruder s American Government C H A P T E R 2 Origins of American Government 2001 by Prentice Hall, Inc. C H A P T E R 2 Origins of American Government SECTION 1 Our Political Beginnings

More information

FORMING A NEW GOVERNMENT

FORMING A NEW GOVERNMENT FORMING A NEW GOVERNMENT These questions are in random order. They will be in a different order in class tomorrow. Seven Principles Checks & Balances Federalism Individual Rights Limited Government Popular

More information

Teacher Created Worksheets. Teacher Created PowerPoints/ Smart Board Lessons. 13 Colonies Maps

Teacher Created Worksheets. Teacher Created PowerPoints/ Smart Board Lessons. 13 Colonies Maps 8th Grade Social Studies Curriculum Map 2012-2013 Quarter 1 (August 6-October 5): New Week 1: August 6- August 10 Review of Colonial America Building Relationships : How did the development of relationships

More information

Name Class Date. MATCHING In the space provided, write the letter of the term or person that matches each description. Some answers will not be used.

Name Class Date. MATCHING In the space provided, write the letter of the term or person that matches each description. Some answers will not be used. Origins of American Government Section 1 MATCHING In the space provided, write the letter of the term or person that matches each description. Some answers will not be used. 1. Idea that people should

More information

3: A New Plan of Government. Essential Question: How Do Governments Change?

3: A New Plan of Government. Essential Question: How Do Governments Change? 3: A New Plan of Government Essential Question: How Do Governments Change? The Constitution s Source Guiding Question: From where did the Framers of the Constitution borrow their ideas about government?

More information

Chapter 2:4 Constitutional Convention

Chapter 2:4 Constitutional Convention Chapter 2:4 Constitutional Convention Psa_119:165 Great peace have they which love thy law: and nothing shall offend them. Objectives: 2:4 Our Political Beginnings o Students will examine the process that

More information

Section 8-1: The Articles of Confederation

Section 8-1: The Articles of Confederation Name: Date: Chapter 8 Study Guide Section 8-1: The Articles of Confederation 1. A constitution is a set of basic principles and laws, usually in written form, that state the powers and duties of a government.

More information

First Semester Cumulative Standards and Rubric

First Semester Cumulative Standards and Rubric History Strands understand traditional historical points of reference in U.S. history through 1877 (8.1) understand the causes of exploration and colonization eras (8.2) (A) identify the major eras and

More information

Chapter 5 section 3: Creating the Constitution textbook pages

Chapter 5 section 3: Creating the Constitution textbook pages Chapter 5 section 3: Creating the Constitution textbook pages 163-168 The Big Idea A new constitution provided a framework for a stronger national government. Main Idea 1:The Constitutional Convention

More information

The Coming of Independence. Ratifying the Constitution

The Coming of Independence. Ratifying the Constitution C H A P T E R 2 Origins of American Government 1 SECTION 1 SECTION 2 SECTION 3 SECTION 4 SECTION 5 Our Political Beginnings The Coming of Independence The Critical Period Creating the Constitution Ratifying

More information

Grade 7 History Mr. Norton

Grade 7 History Mr. Norton Grade 7 History Mr. Norton Section 1: A Loose Confederation Section 2: The Constitutional Convention Section 3: Ideas Behind the Constitution Section 4: Ratification and the Bill of Rights Grade 7 History

More information

Ch. 2.1 Our Political Beginnings. Ch. 2.1 Our Political Beginnings. Ch. 2.1 Our Political Beginnings. Ch. 2.1 Our Political Beginnings

Ch. 2.1 Our Political Beginnings. Ch. 2.1 Our Political Beginnings. Ch. 2.1 Our Political Beginnings. Ch. 2.1 Our Political Beginnings Ch. 2.1 Our Political Beginnings The US government has its roots in English history Limited Government The concept that government is limited in what it can and cannot do Representative Government Government

More information

SAMPLE HIGHER ORDER QUESTIONS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTES. How did the benchmark help me. better understand?

SAMPLE HIGHER ORDER QUESTIONS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTES. How did the benchmark help me. better understand? CIVICS BENCHMARK CARD: SS.7.C.1.1 STANDARD: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. BENCHMARK: SS.7.C.1.1 Recognize how Enlightenment

More information

Foundations of American Government

Foundations of American Government Foundations of American Government Government The institution through which a society makes and enforces its public policies made up of those people who have authority and control over other people public

More information

What are three concepts found in the Magna Carta that influenced the Founding Fathers?

What are three concepts found in the Magna Carta that influenced the Founding Fathers? Study Guide: Civics EOC Exam John Locke: What ideas is he known for? What is the social contract? Montesquieu: How did he influence the Founding Fathers? What are three concepts found in the Magna Carta

More information

A Correlation of. To the Mississippi College- and Career- Readiness Standards Social Studies

A Correlation of. To the Mississippi College- and Career- Readiness Standards Social Studies A Correlation of To the 2018 Mississippi College- and Career- Readiness Standards Social Studies Table of Contents USG.1... 3 USG.2... 5 USG.3... 11 USG.4... 17 USG.5... 20 USG.6... 24 USG.7... 27 2 US

More information

Jeopardy Q $100 Q $100 Q $100 Q $100 Q $100 Q $200 Q $200 Q $200 Q $200 Q $200 Q $300 Q $300 Q $300 Q $300 Q $300 Q $400 Q $400 Q $400 Q $400

Jeopardy Q $100 Q $100 Q $100 Q $100 Q $100 Q $200 Q $200 Q $200 Q $200 Q $200 Q $300 Q $300 Q $300 Q $300 Q $300 Q $400 Q $400 Q $400 Q $400 Jeopardy 2013-14 Q $100 Q $200 Q $300 Q $400 Q $500 Q $100 Q $100 Q $100 Q $100 Q $200 Q $200 Q $200 Q $200 Q $300 Q $300 Q $300 Q $300 Q $400 Q $400 Q $400 Q $400 Q $500 Q $500 Q $500 Q $500 Final Jeopardy

More information

3. Popular sovereignty - Rule by the people - People give their consent to be governed by government officials - People have the right to revolution

3. Popular sovereignty - Rule by the people - People give their consent to be governed by government officials - People have the right to revolution Unit I Notes Purposes of Government - Maintain social order - Provide public services - Provide security and defense - Provide for the economy - Governments get authority from: o Their legitimacy o Ability

More information

CREATING A GOVERNMENT

CREATING A GOVERNMENT Let us not be afraid to view with a steady eye the dangers with which we are surrounded. Are we not on the eve of a war, which is only to be prevented by the hopes from this convention? CREATING A GOVERNMENT

More information

Foundations of Government

Foundations of Government Class: Date: Foundations of Government Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. 1. This is NOT a feature of all the states in today's

More information

New Nation. establishing the government of the US during the 1780s & 1790s

New Nation. establishing the government of the US during the 1780s & 1790s New Nation establishing the government of the US during the 1780s & 1790s CREATING THE CONSTITUTION From the Articles of Confederation to the Bill of Rights (1780s) The Articles of Confederation After

More information

The Constitutional Convention

The Constitutional Convention Early United States I can describe how thirteen colonies evolved into the United States. 4 I can make inferences that go beyond what was taught in class or connect and explain the 3.0 learning targets

More information

Jasper City Schools. Pacing Guide Citizenship (Civics) First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks

Jasper City Schools. Pacing Guide Citizenship (Civics) First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Jasper City Schools Pacing Guide 08.12018 Citizenship () First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks 10. Describe individual and civic responsibilities of citizens of the United.

More information

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Constitutional Underpinnings Name MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) One of the reasons the American democracy has survived over 200

More information

Parliament. Magna Carta ( ) A. Signed it. English Bill of Rights. Common Law. Vocabulary Magna Carta Rule of Law Due Process

Parliament. Magna Carta ( ) A. Signed it. English Bill of Rights. Common Law. Vocabulary Magna Carta Rule of Law Due Process Objective 1.1-1.1 - Identify the English documents that influence American colonial government Vocabulary 1.1 - Magna Carta Rule of Law Due Process Parliament English Bill of Rights Common Law precedent

More information

APAH Reading Guide Chapter 6. Directions: Read pages and answer the following questions using many details and examples from the text.

APAH Reading Guide Chapter 6. Directions: Read pages and answer the following questions using many details and examples from the text. APAH Reading Guide Chapter 6 Name: Directions: Read pages 142 161 and answer the following questions using many details and examples from the text. 1. Who were the advocates of centralization, and what

More information

Creating the Constitution 1. Teachers Curriculum Institute. The United States, N 70 W 35 N 30 N. 75 W miles

Creating the Constitution 1. Teachers Curriculum Institute. The United States, N 70 W 35 N 30 N. 75 W miles G E O G R A P H Y C H A L L E N G E The United States, 1790 40 N 70 W N W E S 35 N 30 N 0 75 W 100 200 miles 85 W 80 W 0 100 200 kilometers Albers Conic Equal-Area Projection Creating the Constitution

More information

Course Name - Government

Course Name - Government Historical and Philosophical Foundations of Government C1.1.3 Identify and explain competing arguments about the necessity and Identify and explain arguments about the purposes of government (such as to

More information

Learning Goal. Main Points 10/24/2012. Discuss the philosophical underpinnings of the U.S. Constitution.

Learning Goal. Main Points 10/24/2012. Discuss the philosophical underpinnings of the U.S. Constitution. Learning Goal Discuss the philosophical underpinnings of the U.S. Constitution. Main Points The weaknesses of the Articles of Confederation led to the adoption of a new form of government Federalism becomes

More information

Units 1, 2, and 3 Blue print Name:

Units 1, 2, and 3 Blue print Name: Name: Define the following vocab: Year Description constitution: parliament: Magna Carta 1215 natural rights: salutary neglect: English Bill of Rights 1689 Enlightenment Thinkers Philosophical Viewpoints

More information

A Correlation of. To the. Louisiana High School Civics Standards 2011

A Correlation of. To the. Louisiana High School Civics Standards 2011 A Correlation of 2016 To the Civics Standards 2011 Introduction This document demonstrates how Pearson American Government, 2016 meets the Civics Standards, 2011. Hailed as a stellar educational resource

More information

Academic Calendar Compare and contrast direct and representative democracy. (See USHG F1.1; F1.2)

Academic Calendar Compare and contrast direct and representative democracy. (See USHG F1.1; F1.2) Academic Calendar Academic Calendar: (In alignment with Civics Content Expectations) 1st / 3rd Quarter Marking Period: 1.2 Alternative Forms of Government Describe constitutional government and contrast

More information

The United States Constitution. The Supreme Law of the Land

The United States Constitution. The Supreme Law of the Land The United States Constitution The Supreme Law of the Land The Articles Prove Unstable Federal gov t could declare war and other foreign affairs Federal gov t have no power to collect taxes, relying only

More information

Section One. A) The Leviathan B) Two Treatises of Government C) Spirit of the Laws D) The Social Contract

Section One. A) The Leviathan B) Two Treatises of Government C) Spirit of the Laws D) The Social Contract Government Exam Study Guide You will need to be prepared to answer/discuss any of these questions on the exam in various formats. We will complete this study guide in class and review it. Section One 1)

More information

Chapter 2: The Beginnings of American Government

Chapter 2: The Beginnings of American Government Chapter 2: The Beginnings of American Government United States Government Fall, 2017 Origins of American Political Ideals Colonial Period Where did ideas for government in the colonies come from? Largely,

More information

Creating the Constitution

Creating the Constitution G e o g r a p h y C h a l l e n g e Creating the Constitution What compromises emerged from the Constitutional Convention? P R E V I E W On a separate sheet of paper, create a T-chart with the heads Articles

More information

Differentiation / Language objective: Students will orally express the purpose of the Act from the point of view of using the stems below.

Differentiation / Language objective: Students will orally express the purpose of the Act from the point of view of using the stems below. Website Examples Page 1 8 SS Updated: 11/11/2014 Who, Why (Bloom's), What (content), How (academic task) 8.4A - analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable

More information

Constitutional Convention. May 1787

Constitutional Convention. May 1787 Constitutional Convention May 1787 Annapolis Convention September 11 to September 14, 1786 Annapolis, Maryland Purpose - How to fix the articles of confederation Alexander Hamilton (New York) MUST resolve

More information

TOPIC: HISTORICAL DOCUMENTS. Magna Carta (1215):

TOPIC: HISTORICAL DOCUMENTS. Magna Carta (1215): TOPIC: HISTORICAL DOCUMENTS Magna Carta (1215): What was it: One of most important documents in history; What does it mean: The Great Charter in Latin Who issued it: King John of England Why: Served as

More information

Chapter 8 and 9 Review

Chapter 8 and 9 Review Chapter 8 and 9 Review A constitution is a document that outlines the powers of government. Constitution (1787) James Madison formulated many of the ideas included in the Constitution and is known as the

More information

JWJ Civics Remediation

JWJ Civics Remediation STANDARD 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. TESTED BENCHMARK BENCHMARK SS.7.C.1.1 Recognize how Enlightenment ideas including

More information

2. Which of the following was not one of the rights granted in the Magna Carta?

2. Which of the following was not one of the rights granted in the Magna Carta? 1 2 3 4 5 6 7 Magruder s American Government C H A P T E R 2 Origins of American Government C H A P T E R 2 Origins of American Government SECTION 1 Our Political Beginnings SECTION 2 The Coming of Independence

More information

United States History I

United States History I PEABODY VETERANS MEMORIAL HIGH SCHOOL SOCIAL STUDIES DEPARTMENT United States History I Mid Year Exam Review Packet 2013-14 Exam Overview The Mid Year Exam serves as a summative assessment to measure your

More information

Foundations of American Government

Foundations of American Government Foundations of American Government Formation of the first governments of the 13 colonies Highly Influenced by: - Contracts, Juries, stare decisis English Tradition Natural rights: Consent of the governed:

More information

Forming a New Government

Forming a New Government Forming a New Government FORMING A NEW HIGH SCHOOL Imagine that you re building and opening up a new high school for next year. Create a plan for forming your new high school. With your partner, address

More information

[ 2.1 ] Origins of American Political Ideals

[ 2.1 ] Origins of American Political Ideals [ 2.1 ] Origins of American Political Ideals [ 2.1 ] Origins of American Political Ideals Key Terms limited government representative government due process bicameral unicameral [ 2.1 ] Origins of American

More information

Chapter Two: The Constitution

Chapter Two: The Constitution Chapter Two: The Constitution Learning Outcomes 1. Explain how the colonial experience prepared Americans for independence. 2. Discuss the restrictions that Britain placed on the colonies and the American

More information

Unit 1 Guided Notes: Foundations of Government

Unit 1 Guided Notes: Foundations of Government Name: Date: Block: Unit 1: 5 Days (08/01 08/07) Unit 1 Quiz: 08/03 Unit 1 Test: 08/07 Standards for Unit 1: SSGSE 1: Compare and contrast various systems of government. a. Determine how governments differ

More information

development of the American legal, political, and governmental systems.

development of the American legal, political, and governmental systems. Section Title: SS.7.C.1.9 - Rule of Law Objective: Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems. Essential Question(s):

More information

****SS.7.C.1.1 The Enlightenment****

****SS.7.C.1.1 The Enlightenment**** ****SS.7.C.1.1 The Enlightenment**** ****At the end of this lesson, I will be able to do the following: identify and describe the Enlightenment ideas of separation of powers, natural law, and social contract.

More information

Georgia Standards of Excellence American Government and Civics 2016

Georgia Standards of Excellence American Government and Civics 2016 A Correlation of 2016 To the Georgia Standards of Excellence American Government and Civics 2016 FORMAT FOR CORRELATION TO THE GEORGIA STANDARDS OF EXCELLENCE (GSE) GRADES K-12 SOCIAL STUDIES AND SCIENCE

More information

Ancient Greece, Athens had a direct democracy.

Ancient Greece, Athens had a direct democracy. Warm Up 12/7 How did the Baron De Montesquieu believe Gov t should be setup? Did the states lose power under the constitution? What powers did the Federal Gov t Gain? What laws could the states not make?

More information

Correlation of. Arizona s Social Studies Standards High School

Correlation of. Arizona s Social Studies Standards High School Correlation of 2016 To Arizona s Social Studies Standards High School Introduction This document demonstrates how Pearson, 2016 meets the Arizona Social Studies Standards, High School. Citations are to

More information

Benchmark 1 Review Read and Complete the following review questions below

Benchmark 1 Review Read and Complete the following review questions below KEY Benchmark 1 Review Read and Complete the following review questions below Colonization Era This era can be described as the beginning of American roots. Many different groups of people immigrated from

More information

1. STUDENTS WILL BE ABLE TO IDENTIFY AND EXPLAIN THE WEAKNESSES OF THE ARTICLES OF CONFEDERATION

1. STUDENTS WILL BE ABLE TO IDENTIFY AND EXPLAIN THE WEAKNESSES OF THE ARTICLES OF CONFEDERATION SOUTHWESTERN CHRISTIAN SCHOOL UNITED STATES HISTORY STUDY GUIDE # 7 : CREATING A NEW NATION LEARNING OBJECTIVES STUDENTS WILL BE ABLE TO IDENTIFY AND EXPLAIN THE WEAKNESSES OF THE ARTICLES OF CONFEDERATION

More information

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Civics Course Number: 3525 (B), 3524 (G), 3523 (A), 3522 (H) Department: Social Studies Grade(s): 10, 11 & 12 Level(s): Basic, General,

More information

Do Now. Review Thomas Paine s Common Sense questions.

Do Now. Review Thomas Paine s Common Sense questions. Do Now Review Thomas Paine s Common Sense questions. IB History Paper 1 Question 1 a): worth 3 marks, spend max 5 minutes on. Understanding historical sources - reading comprehension. For 3 marks, give

More information

Correlation to the Texas Essential Knowledge and Skills (TEKS) United States Government

Correlation to the Texas Essential Knowledge and Skills (TEKS) United States Government Correlation to the Texas Essential Knowledge and Skills (TEKS) 113.44. United States Government US Government: Principles in Practice 2012 Texas Correlations to the Texas Essential Knowledge and Skills

More information

Texas Assessment of Knowledge and Skills - Answer Key

Texas Assessment of Knowledge and Skills - Answer Key Texas Assessment of Knowledge and Skills - Answer Key Grade: 08 Subject: Social Studies Administration: April 2006 Item Correct Objective Student Number Answer Measured Expectations 01 A 03 8.24 (E) 02

More information

What types of things did the new states do to make the governments more democratic?

What types of things did the new states do to make the governments more democratic? Chapter 8 Confederation to Constitution pg. 218 241 8 1 The Confederation Era pg. 221 225 Moving West and New State Governments Into which areas did American settlement expand in the late 1700s? What types

More information

Magruder s American Government South Carolina Edition 2014

Magruder s American Government South Carolina Edition 2014 A Correlation of Magruder s American Government South Carolina Edition 2014 South Carolina Social Studies Academic Standards , Table of Contents USG-1... 3 USG-2... 8 USG-3... 12 USG-4... 17 2 , USG-1

More information

Chapter 8 Section Review Packet

Chapter 8 Section Review Packet Name: Date: Section 8-1: The Articles of Confederation Chapter 8 Section Review Packet 1. Constitution 2. Republicanism 3. Limited government 4. Suffrage 5. Articles of Confederation 6. Ratification 7.

More information

America: The Last Best Hope Chapter 4 Reflection and Choice

America: The Last Best Hope Chapter 4 Reflection and Choice America: The Last Best Hope Chapter 4 Reflection and Choice 1. Under the Articles of Confederation, Congress had all of the following powers EXCEPT A settle disputes between the states B borrow money C

More information

Civics EOC. Assembled by the Citrus County Research & Accountability Department

Civics EOC. Assembled by the Citrus County Research & Accountability Department Civics EOC All 35 of the questions on this Civics EOC are from the Florida Civics EOC Test Item Specifications. An electronic copy of the Item Specifications can be found at http://fcat.fldoe.org/eoc/pdf/fl12spiscivicswtr2g.pdf

More information

The Social Contract 1600s

The Social Contract 1600s The Constitution History! European Influence! European Enlightenment Scientific Revolution of the 16 th and 17 th centuries, basis of modern science.! European philosophers were strongly criticizing governments

More information

Chap 2.1&2 Political Beginnings

Chap 2.1&2 Political Beginnings Chap 2.1&2 Political Beginnings Landmark English Documents q Magna Carta (1215) q Petition of Right (1628) q English Bill of Rights (1688) SECTION 2 Magna Carta 1215 Limited King s Absolute Power Granted

More information

Origins of American Government. Chapter 2

Origins of American Government. Chapter 2 Origins of American Government Chapter 2 Section 1 Essential Questions 1) What two principles of government came from the English heritage of the colonists? 2) What documents from England influenced the

More information

Goal 1 Values and Principles of American Democracy

Goal 1 Values and Principles of American Democracy Practice Test of Goal 1 Values and Principles of American Democracy Note to teachers: These unofficial sample questions were created to help students review Goal 1 content, as well as practice for the

More information

Name: Class: Date: Multiple Choice Identify the choice that best completes the statement or answers the question.

Name: Class: Date: Multiple Choice Identify the choice that best completes the statement or answers the question. Name: Class: _ Date: _ Civics Final Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Which of the following is a quality of a good citizen? a. never questions

More information

Magruder s American Government. C H A P T E R 2 Origins of American Government

Magruder s American Government. C H A P T E R 2 Origins of American Government Magruder s American Government C H A P T E R 2 Origins of American Government C H A P T E R 2 Origins of American Government SECTION 1 Our Poli=cal Beginnings SECTION 2 The Coming of Independence SECTION

More information

Unit 4 Writing the Constitution Concepts to Review

Unit 4 Writing the Constitution Concepts to Review Unit 4 Writing the Constitution Concepts to Review CAUSE AND EFFECTS OF MAJOR ERAS AND EVENTS IN U.S. HISTORY THROUGH 1877 Writing the Constitution Shays Rebellion Philadelphia Convention 1787 Great Compromise

More information

Enlightenment Thinkers (Use alternative resources to obtain answers. )

Enlightenment Thinkers (Use alternative resources to obtain answers. ) John Locke (1632-1704) Enlightenment Thinkers (Use alternative resources to obtain answers. ) http://www.wsu.edu/~dee/enlight/enlight.htm Baron de Montesquieu (1689-1755) Jean Jacques Rousseau (1712-1778)

More information

Name: 8 th Grade U.S. History. STAAR Review. Constitution

Name: 8 th Grade U.S. History. STAAR Review. Constitution 8 th Grade U.S. History STAAR Review Constitution FORT BURROWS 2018 VOCABULARY Confederation - A group of loosely connected nations or states that work together for mutual benefit. Republic - A system

More information

American History 11R

American History 11R American History 11R Setting of the Philadelphia Convention Early decision to re-write, rather than tinker with the Articles of Confederation Open agreement secretly arrived at--washington's plea Intent

More information

Chapter 3: The Constitution Section 1

Chapter 3: The Constitution Section 1 Chapter 3: The Constitution Section 1 Objectives EQ: How does the constitution function in a way that has been flexible over a long period of time? Copyright Pearson Education, Inc. Slide 2 Standards Content

More information

The Articles vs. the Constitution Articles of Confederation. U.S. Constitution A Firm League of Friendship

The Articles vs. the Constitution Articles of Confederation. U.S. Constitution A Firm League of Friendship USHC 1.4 Analyze how dissatisfactions with the government under the Articles of Confederation were addressed with the writing of the Constitution of 1787, including the debates and compromises reached

More information

On July 4 of this year, fifty-six representatives from the thirteen colonies unanimously approved the Declaration of Independence.

On July 4 of this year, fifty-six representatives from the thirteen colonies unanimously approved the Declaration of Independence. 1607 In this year, representatives of the Virginia Company of London established the first permanent English settlement in North America. The settlement was called Jamestown in honor of King James I of

More information

CORRELATION GUIDE Level 3

CORRELATION GUIDE Level 3 We the People The Citizen and the Constitution Published by the Center for Civic Education Funded by the U.S. Department of Education by act of Congress CORRELATION GUIDE Level 3 For Michigan Social Studies

More information

Gov t was needed to maintain peace. Gov t is not all powerful Power is limited to what the people give to it

Gov t was needed to maintain peace. Gov t is not all powerful Power is limited to what the people give to it Ordered Government Gov t was needed to maintain peace Limited Government*********** Gov t is not all powerful Power is limited to what the people give to it Representative Government Gov t should serve

More information

Tenth Grade Government Pacing Guide

Tenth Grade Government Pacing Guide Term 1 9 weeks Lessons General Assessments Unit 1 Foundations of American Government Unit 2: Political Behavior: Government By the People Chapter 1: Principles of Government Chapter 2: Origins of American

More information

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8.

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8. CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School 113.24. Social Studies, Grade 8. Correlated to HISTORY OF OUR NATION: 2005 4201 Woodland Road Circle

More information

The Development of Democratic Ideas

The Development of Democratic Ideas The Development of Democratic Ideas Magna Carta-1215 1 st document to limit power of English rulers Kings and queens must obey the law too! Major step toward constitutional government Where? - England

More information

1.1 Foundations and Constitution. Mr. Desjarlais Allatoona High School

1.1 Foundations and Constitution. Mr. Desjarlais Allatoona High School 1.1 Foundations and Constitution Mr. Desjarlais Allatoona High School Standards SSCG1: Compare and contrast various systems of government. SSCG1a: Determine how governments differ in geographic distribution

More information

2015 CIVICS EOC CONTENT FOCUS REPORT

2015 CIVICS EOC CONTENT FOCUS REPORT SS.7.C..4: SS.7.C..5: SS.7.C..6: SS.7.C..7: Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. Analyze the ideas (natural rights, role

More information

WS/FCS Unit Planning Organizer

WS/FCS Unit Planning Organizer WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 8 th Grade Revolution Unit of Study Unit 3: Revolution & the New Nation Debate Unit Title From Adolescence to Independence

More information

The Constitutional Convention

The Constitutional Convention The Constitutional Convention Review Why was the Constitution necessary? Article Text Congress had no power to tax Problem Created Congress had no power to enforce treaties Every state, despite size, had

More information

US Government Chapter 2 Section 1 Review

US Government Chapter 2 Section 1 Review Class: Date: US Government Chapter 2 Section 1 Review True/False Indicate whether the statement is true or false. Freedom of [people] under government is to have a standing rule to live by... made by the

More information

1 st United States Constitution. A. loose alliance of states. B. Congress lawmaking body. C. 9 states had to vote to pass laws

1 st United States Constitution. A. loose alliance of states. B. Congress lawmaking body. C. 9 states had to vote to pass laws 1 st United States Constitution A. loose alliance of states B. Congress lawmaking body C. 9 states had to vote to pass laws D. each state had 1 vote in Congress Northwest Ordinance / Land Ordinance division

More information

REBELS & FOUNDING FRAMERS: THEIR HUMANITY REVEALED A TWO WEEK UNIT PLAN

REBELS & FOUNDING FRAMERS: THEIR HUMANITY REVEALED A TWO WEEK UNIT PLAN Pamela J. Silva CCC / TAH Seminar Final Project September 25, 2008 REBELS & FOUNDING FRAMERS: THEIR HUMANITY REVEALED A TWO WEEK UNIT PLAN Overview: Many high school students--many Americans in general,

More information

STAAR OBJECTIVE: 3. Government and Citizenship

STAAR OBJECTIVE: 3. Government and Citizenship STAAR OBJECTIVE: 3 Government and Citizenship 1. What is representative government? A. Government that represents the interests of the king. B. Government in which elected officials represent the interest

More information

Ratifying the Constitution

Ratifying the Constitution Ratifying the Constitution Signing the Constitution Once the debate ended, Governor Morris of New Jersey put the Constitution in its final form. He competed the task of hand-writing 4,300 words in two

More information