UNIT PLAN. Grade Level: 4 Unit #: 5 America Becomes a Constitutional Democracy

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1 UNIT PLAN Grade Level: 4 Unit #: 5 Unit Name: America Becomes a Constitutional Democracy Big Idea/Theme: After gaining freedom from England, America formed a democratic government. Culminating Assessment: Working in groups of 3, create a newspaper article for the three branches of government. Each group members is responsible for the information about one branch of government. Then put all the information together to create the newspaper. It must include: Purpose of the branch. People involved in the branch. Requirements of the members of the branch. Diagram of the three branches. Non-linguistic representation. 2 facts about the branch. Unit Understanding(s) The students will understand that The government developed under the Articles of Confederation resulted from the experiences under the royal governors, the King, and Parliament. The United States Constitution was written to solve problems that arose as a result of the weaknesses in the government under the Articles of Confederation. The three branches of government under the United States Constitution are the legislature, the executive, and the judiciary branches. Each of the three branches of government has specific purposes. Each of the three branches of government has specific powers and are checked and balanced by the other branches to ensure that they are in compliance with Unit Essential Question(s): How did the government developed under the Articles of Confederation occur? What was the purpose of the Articles of Confederation? Why was the United States Constitution written? What are the three branches of government? What is the purpose of each branch of the government? How are the powers of each branch balanced to ensure that they are in compliance with the Constitution? What is the Bill Rights and what is its purpose? What specific roles did early leaders play in the formation of the new government? How did the Three-Fifths Compromise and the Fugitive Slave Act prove that equality for all men was not practiced?

2 the Constitution. The Bill of Rights is the first ten amendments that were added to the Constitution to protect the individual rights and freedoms not addressed in the original Constitution. Specific leaders played significant roles in establishing the new government of the United States including: George Washington, John Adams, Thomas Jefferson, Alexander Hamilton, John Marshall, and James Madison The Three-Fifths Compromise and the Fugitive Slave Act are proof that the equality for all men wasn t practiced. Social and economic differences among Americans and the different ideas of Thomas Jefferson and Alexander Hamilton helped form two political parties in the 1790 s: Federalist Party and Democratic-Republican. How were the two political parties formed? Students will know / Students will be able to Compare the ideas in the Articles of Confederation with those in the United States Constitution. Classify government activities according to the three branches of government established by the United States Constitution and give examples of the checks and balances that the Constitution provides among the branches. Explain the role of the Bill of Rights in the ratification of the Constitution. Compare the roles and accomplishments of early leaders in the development of the new nation. Provide examples of how American constitutional democracy places important responsibilities on citizens to take an active role in the civil process. Illustrate how the ideals of equality as described in the Declaration of Independence were slow to take hold as evident in the Three-Fifths Compromise and the Fugitive Slave Acts. Compare the social and economic differences of the two political parties that began to form in the 1790s, led by Alexander Hamilton and Thomas Jefferson.

3 South Carolina Academic Standards: Compare the ideas in the Articles of Confederation with those in the United States Constitution, including how powers are now shared between state and national government and how individuals and states are represented in the national congress. (P, H) Classify government activities according to the three branches of government established by the United States Constitution and give examples of the checks and balances that the Constitution provides among the branches. (P, H) Explain the role of the Bill of Rights in the ratification of the Constitution, including how the Constitution serves to guarantee the rights of the individual and protect the common good yet also to limit the powers of government. (P, H) Compare the roles and accomplishments of early leaders in the development of the new nation, including George Washington, John Adams, Thomas Jefferson, Alexander Hamilton, John Marshall, and James Madison. (H, P) Provide examples of how American constitutional democracy places important responsibilities on citizens to take an active role in the civil process. (P, H) Illustrate how the ideals of equality as described in the Declaration of Independence were slow to take hold as evident in the Three-Fifths Compromise and the Fugitive Slave Acts. (P, H) Compare the social and economic differences of the two political parties that began to form in the 1790s, led by Alexander Hamilton and Thomas Jefferson. (H, P, E) Vocabulary/Word Wall Articles of Confederation Bill of Rights Branches of government Checks and balances Constitution Federalists Fugitive Slave Acts National Congress National government Ratification Rights of individuals State government Three-Fifths Compromise

4 Interim Assessment (formative) Checklist Class discussions/ participation Formative Assessments Teacher observations Key Criteria (to meet the standard/rubric) See Rubric

5 Newspaper Rubric Required Concepts Progress Comments Purpose of the Branches T O B People involved in the Branches T O B Requirements of the branches T O B Diagram of the three branches T O B Nonlinguistic Representation T O B Two Facts T O B T = THERE!! O = On the Way! B = Beginning T-The response is successful in the following way: It demonstrates exemplary and clear understanding of the assignment. O-The response demonstrates understanding of the topic, but is limited in the following way: It demonstrates an adequate and somewhat clear understanding of the assignment. B-The response is inadequate in the following way: It demonstrates an unclear understanding of the assignment.

6 Extra! Extra! Read All About it!!! I am talking about the and I am gonna shout it!!! Purpose of the Branch: Present Day Current Event People involved in the Branch: Interesting Fact Members Requirements: Diagram of Branches