Grade 8 Unit 4 A New Nation and State
Unit Overview
This unit will focus on the early development of the United States and South Carolina from the end of the Revolution through the
War of 1812. Students will examine the factors leading to the Constitutional Convention, its conflicts and compromises, the
ratification process, and the debate leading to the Bill of Rights. The subsequent development of the two-party system and the
nation’s eventual war with Great Britain will also be examined. Finally, students will explore the impact of technology as they
consider how the invention of the cotton gin led to the political union of the South Carolina Lowcountry and Backcountry with the
Settlement of 1808.
This unit and subsequent units addresses difficult racial topics. The teacher would be wise to read about how to navigate these
topics in the classroom. An excellent site for teachers to examine to learn about how to discuss difficult topics is a general guide
provided by tolerance.org. The organization also provides suggestions for teaching slavery specifically at Teaching Hard History:
American Slavery.
Overarching Inquiry Question
Would you have been a supporter of a strong national government or supported a more limited national government with
states exercising more power?
All units are created to support the Overarching Inquiry Question. Inquiry-Based Learning supports the Profile of the South
Carolina Graduate where students use skills to explore their inquiries related to the content as indicated in the standards instead of
the teacher merely providing the information.
Theme
Civic Participation - The Civic Participation theme encourages the study of people using the economic, political, and social
processes to create change in South Carolina and the United States. People utilize these processes in order to serve varied interests at
the local, state, and national levels.
Grade 8 Unit 4 A New Nation and State
Cultural Interactions - The Cultural Interactions theme encourages the study of how cultural exchanges have played a pivotal role
in the foundation and shaping of society. These interactions have shaped the mosaic of South Carolina and the United States.
Development of Political Ideas and Institutions - The Development of Political Ideas and Institutions theme encourages the study
of South Carolina’s leading role in establishing founding principles and documents that serve as the basis for our federal system of
government. Citizens continue to exercise their natural rights to define the role of government locally, regionally, and nationally
through civic participation.
Economic Decision Making - The Economic Decision Making theme encourages the study of how people make choices based on
and influenced by scarcity and limited resources. From colonial mercantilism to modern day capitalism, these decisions impact
political, geographic, and social issues at the local, state, and national levels. Through economic and policy decisions, South
Carolinians have increased their role in the national economic landscape.
Geographic Relationships - The Geographic Relationships theme encourages the study of how geography defined the development
of the economic, political, and social landscape in both South Carolina and the United States.
Skills Emphasis at a Glance
8.2.P: Analyze significant founding principles that led to the development of federalism in South Carolina and the United States.
This indicator was designed to encourage inquiry into the development of the Constitution, Declaration of Independence, the
Articles of Confederation, and representative democracy.
8.2.CC: Analyze the continuities and changes of how different groups immigrated to and migrated within South Carolina. This
indicator was developed to encourage inquiry into the immigration and migration patterns of different groups within South Carolina,
including their economic, political, and social power to do so. This indicator also promotes inquiry into an exploration of such ideas
Grade 8 Unit 4 A New Nation and State
as the expansion of slavery and hostilities with the native peoples.
8.2.E: Utilize a variety of primary and secondary sources to analyze multiple perspectives on the development of democracy in
South Carolina and the United States.
Standard(s)
Standard 2: Demonstrate an understanding of how South Carolinians and Americans created a revolutionary form of government
during the period of 1757–1815.
I Can Statement(s)
I can analyze significant founding principles that led to the development of federalism and representative democracy in South
Carolina and the United States by examining the Articles of Confederation and the Constitution.
I can analyze the continuities and changes of how different groups immigrated to and migrated within South Carolina.
I can explain the origins and importance of the two-party system.
I can identify the conflicts and compromises between South Carolina’s Lowcountry and Backcountry
I can detail the importance of the War of 1812 to South Carolina
Unit Sequence of Teacher Instructional Practices and
Actions Students will Take to Answer the Overarching
Inquiry Question
Instructional Guidance and Resources
Instructional Guidance and resources listed below are offered as
suggestions for educators to assist students in reaching the goals
of the proposed sequence.
Grade 8 Unit 4 A New Nation and State
I can analyze significant founding principles that led to the development of federalism and representative democracy in
South Carolina and the United States by examining the Articles of Confederation and the Constitution.
The Articles of Confederation
The students will brainstorm what powers and responsibilities a
national government needs to be effective. They may do this in
groups or as individuals. A whole-class discussion can be held
with a student scribe recording on the board a list of powers and
responsibilities.
An excellent five minute video titled “The Constitution” that
previews the Constitutional Convention, the ratification of the
document, the organization of the national government, and the
Bill of Rights can be accessed at Homework Help: Study for AP
US History and Civics Classes. The teacher will find the video
under the APUSH category.
Next, the students will be provided excerpts of the Articles of
Confederation. A complete copy of the document may be found
at Research Guides: Articles of Confederation: Primary
Documents in American History: Introduction. In groups, the
students will compare the brainstormed list with Articles of
Confederation to identify what it lacked from the list. If needed,
the teacher should help students see that the national government
lacked key powers such as taxation, oversight of interstate trade,
and flexibility to revise the document.
The Articles of Confederation
Another resource the teacher may consider using is Gilder
Lehrman Institute of American History. It contains an
introduction, excerpts of the Articles of Confederation, and
discussion questions. A nearly ten minute video examining the
Articles of Confederation is available at The Articles of
Confederation - Becoming the United States - Extra History - #1.
Next, the groups will jigsaw the introduction (two paragraphs)
and the section “Weaknesses of the Articles of Confederation”
(five paragraphs) of Articles of Confederation. They will read,
discuss, and write down the weaknesses of the national
government under the Articles of Confederation.
The Constitutional Convention
The students will examine the major conflicts and compromises
of the Constitutional Convention that led to the development of
representative democracy and federalism.
The Constitutional Convention
Two thorough sources on the Constitutional Convention can be
found at Philadelphia Convention and Founding Fathers.
Grade 8 Unit 4 A New Nation and State
The New York State Social Studies Toolkit includes a lesson
plan at Great Compromise in which students address the
question of the fairness of compromise by examining primary
sources related to the Articles of Confederation and the Virginia,
New Jersey, and Connecticut Plans. The students then create a
final argumentative product such as a debate, poster, or essay
based on the sources. The lesson also recommends a debate as an
extension lesson.
A copy of the Virginia plan can be found at Transcript of
Virginia Plan (1787). Both the Virginia and New Jersey Plans
can be found at 1787: Virginia and New Jersey Plans. The
Connecticut Plan, also known as the Great Compromise, which
resolved the major disagreement over representation in
Congress, is available at
Prentice Hall Documents Library: Connecticut Compromise
(1787).
There are a variety of discussion formats such as debates and
Since population was the basis of representation in the House of Socratic Seminars. More information about the debates can be
Representatives, the question of how to count enslaved persons
found at Classroom Activities: How to Hold a Classroom
needed to be settled. In addition, the international slave trade and Debate. If the teacher needs some additional information about
the national government’s authority to regulate trade through
Socratic Seminars, visit ReadWriteThink.
navigation acts also needed to be answered. Students will work
in groups of three to research online and explain the ThreeThe Three-Fifths Compromise is explained at The Three Fifths
Fifth’s Compromise and the Commerce Compromise (addressing Compromise for kids ***. The international slave trade
navigation acts and the international slave trade). They will then compromise is addressed at Slave Trade Compromise for kids
create a graphic organizer that illustrates the content and
***. Both of the above compromises along with the agreement
relationship of the Virginia, New Jersey, and Connecticut Plans
on navigation acts is addressed in a brief article at 5 Key
and the Three-Fifths and Commerce Compromises.
Compromises of the Constitutional Convention.
I can analyze significant founding principles that led to the development of federalism and representative democracy in
South Carolina and the United States by examining the Articles of Confederation and the Constitution.
Important Delegates to the Constitutional Convention
The students will examine the role of key delegates to the
Convention, especially the four from South Carolina: Pierce
Important Delegates to the Constitutional Convention
Students can find biographic information as well as contributions
to the writing of the Constitution of South Carolina’s delegates at
the following sites.
Grade 8 Unit 4 A New Nation and State
Butler, Charles Pinckney, Charles Cotesworth Pinckney, and
John Rutledge. Each student will be randomly assigned a
delegate, research his life and contribution to the Philadelphia
convention, and create a one-pager that lists and illustrates these
findings. The teacher can find out how to create one-pagers at A
Simple Trick for Success with One-Pagers. Once students have
finished their one-pagers, the one-pagers for each delegate can
be posted in four different places in the room. Students can then
engage in a gallery walk and afterward discuss which delegate
they believe contributed most significantly to the Constitution.
Biographies of all four South Carolina delegates can be found at
The Founding Fathers: South Carolina and South Carolina.
Pierce Butler
The following sites provide helpful biographical information.
Pierce Butler | SC Hall of Fame
Butler, Pierce
Pierce Butler | US Founding Father
Twenty-six of Butler’s documents concerning the Constitutional
Convention can be accessed at The Pierce Butler Papers from the
US Constitutional Convention.
Charles Pinckney
The following sites provide helpful biographical information.
Charles Pinckney | SC Hall of Fame
The rest of an 8 video series can be found below the featured
video below:
Forgotten Founder, Part 3 - The Pinckney Draft. Details of his
plan for the new Constitution can be found at The Pinckney Plan.
A thorough biography and the role he played at the
Constitutional Convention is available at Charles Pinckney Bio Charles Pinckney.
Charles Cotesworth Pinckney
The following sites provide helpful biographical information.
Charles Cotesworth Pinckney | SC Hall of Fame
CHARLES COTESWORTH PINCKNEY
John Rutledge
Grade 8 Unit 4 A New Nation and State
The following sites provide helpful biographical information.
The second one addresses his contributions to the Constitutional
Convention in detail.
John Rutledge | SC Hall of Fame
John Rutledge (US National Park Service)
John Rutledge | US Founding Father
John Rutledge: Learn about South Carolina's First Governor
If the teacher needs some additional information about gallery
walks, visit Facing History and Ourselves.
I can analyze significant founding principles that led to the development of federalism and representative democracy in
South Carolina and the United States by examining the Articles of Confederation and the Constitution.
The Constitution Itself
The students will be introduced to the founding principles of the
separating, balancing, and checking of political power in the
Constitution by an introductory review by the teacher of the
three branches - the legislative (Congress), the executive (headed
by the President), and the judicial (the Supreme Court). To see
the interplay of these ideas among the three branches, students
will read Article I, Section 7, Paragraph 8 on the three ways a
bill becomes a law and the idea of judicial review, which is
succinctly discussed in the fifth section of the article About the
Supreme Court. Students will then create a flowchart that
illustrates three ways a bill can become a law and color code
how each branch can check or limit the other in the process. A
short class discussion could be used to check for understanding.
To introduce students to the idea of federalism, the National
Archives has a lesson titled -Understanding Federalism. Activity
The Constitution Itself
The Constitution can be a challenging document to read, even in
short excerpts. One source that simplifies it into more studentfriendly language can be found at Constitution: What It Says,
What It Means Archives. The teacher might consider using it to
create a version of Article I, Section 7, Paragraph 8 for the
activity described to the left.
If the teacher wants to explore the Constitution in more detail,
the National Archives offers a lesson plan examining checks and
balances, federalism, limited government, popular sovereignty,
republicanism, and separation of powers at Teaching Six Big
Ideas in the Constitution. Another lesson plan using political
cartoons introduces students to different sections of the
Constitution can be found at Constitution Scavenger Hunt with
Political Cartoons.
Grade 8 Unit 4 A New Nation and State
1 - Introducing Federalism and Activity 3 - Federalism in the
Constitution involve students examining how the national and
state governments both share and retain certain powers. As a
concluding activity, students will create a three-columned table
or Venn Diagram that illustrates the federal, state, and shared
powers of federalism.
In addition to the lesson plan mentioned above, another source of
ideas on how to teach about federalism can be found at the
National Archives site -Understanding Federalism.
I can analyze significant founding principles that led to the development of federalism and representative democracy in
South Carolina and the United States by examining the Articles of Confederation and the Constitution.
Ratification Process
Ratification Process
The students can be divided into Federalists and Antifederalists.
Both groups will read the two sides to the Constitutional debate
at Federalists [ushistory.org] and Antifederalists [ushistory.org].
They will fill in a t-chart summarizing the Federalists and
Antifederalists’ viewpoints.
There are eight Federalist texts and six Antifederalist texts. The
teacher will need to read through these and decide which ones
best align with the students’ reading levels.
Then students will prepare for a South Carolina debate by
reading an introductory article at Ratification of the US
Constitution. They will add any new Federalists or
Antifederalists ideas to their t-charts.
Each student will be assigned one of the South Carolina
Federalist or Antifederalist speeches published around or given
at the state ratifying convention. These speeches can be found at
South Carolina Ratification. They will continue to fill in their tcharts the reasons their speaker supported or opposed the
Constitution’s ratification.
There are a variety of discussion formats such as debates and
Socratic Seminars. More information about the debates can be
found at Classroom Activities: How to Hold a Classroom
Debate. If the teacher needs some additional information about
Socratic Seminars, visit ReadWriteThink. A resource on
argumentative essay writing can be found at Argumentative
Essays.
One of the strongest Antifederalist argument was the
Constitution’s lack of a Bill of Rights, and one of the most
outspoken critics was George Mason of Virginia. An excellent
resource on his critique may be found at George Mason and the
Grade 8 Unit 4 A New Nation and State
The students will then engage in a debate alternating between
Federalist and Antifederalist speakers. Another alternative is to
have students write an argumentative essay.
origins of the Bill of Rights and Homepage - George Mason's
Gunston Hall.
To conclude the activity, have students analyze a map showing
the voting record of South Carolina in ratifying the Constitution,
which can be found under “Significant Outcomes” by clicking
on “Map of Vote” at South Carolina Ratification. Have students
calculate statistics for the Federalists and Antifederalists in the
lowcountry versus the backcountry. Then using these statistics
and the article they read at Ratification of the US Constitution,
the students can discuss the nature of support for and opposition
to the Constitution in South Carolina.
A project based unit of South Carolina and the Constitution by
SCETV can be found at A New Nation and State. It especially
focuses on the ratification process in the state.
I can analyze significant founding principles that led to the development of federalism and representative democracy in
South Carolina and the United States by examining the Articles of Confederation and the Constitution.
The Bill of Rights
The Bill of Rights
The students will read through the Bill of Rights and create a
story in which they include examples of the rights being upheld
or violated. After each example, they will parenthetically
identify the rights as being upheld or violated and which
amendment is involved.
One of the main criticisms of the Antifederalists was the lack of
a list of rights in the Constitution. The Federalists promised to
add one and kept their word in 1789 with the passage of the first
ten amendments known collectively as the Bill of Rights.
The Bill of Rights Institute has a helpful resource on the
amendments at Bill of Rights Institute.
The students will need a clear explanation of the Bill of Rights.
One such source that provides a more student-friendly version
can be found at US Bill of Rights explained.
Grade 8 Unit 4 A New Nation and State
A different approach to teaching the Bill of Rights is provided at
Supreme Court Justice Sandra Day O’Connor’s I-Civics site iCivics | Free Lesson Plans and Games for Learning Civics where students can play video games addressing many of these
rights.
I can explain the origins and importance of the two-party system.
Another component of the unit is the origin of the two-party
system. One possible assignment for this portion of the unit
would have students read a NewsEla article and answer the
associated questions Newsela - two party politics. Another
possible lesson would use this website: How political parties
began. This site includes discussion questions and activities.
Students can also view this short video clip describing the twoparty system. The video also compares the U.S. system to other
countries around the world. How did we end up with the 2 party
system? Students could create a T-Chart comparing the two
parties. If you need some additional information about creating
graphic organizers visit teach-nology
It is also essential to understand who led each of the parties. In
this assignment students will receive a speech from the
perspectives of Alexander Hamilton and Thomas Jefferson. The
link included here has a rubric and instructions for this lesson:
Hamilton vs. Jefferson speech assignment
Students could also complete a webquest using this website.
Jefferson and Hamilton: political rivals in Washington's cabinet.
If you need additional information on how to create a webquest
visit designing a webquest
One possible assignment would have students explain the
differences between Hamilton and Jefferson’s views. Each
student will create a quiz to reveal which side
(Hamilton/Federalists versus Jefferson/Democratic Republicans)
a person would favor. Each student will then switch quizzes
with the student next to them. They will take the quizzes. After
completion of the quizzes, the teacher will have the Hamilton
supporters go to one side of the classroom and Jefferson
supporters on the other. Students will then discuss what parts of
Grade 8 Unit 4 A New Nation and State
the plans with which they most agreed.
I can identify the conflicts and compromises between South Carolina’s Lowcountry and Backcountry
Another essential component of this unit is the differences and
conflict between the Lowcountry and Backcountry (Upcountry).
One possible lesson would use this website Lowcountry vs.
Upcountry lesson to make a webquest. Students could also use
this to create a graphic organizer describing the differences
between the two groups of people within the state and then
connect those differences with the conflicts that arose as a result.
Students could also complete this tension between Lowcountry
and Backcountry quizizz as an added review of the topic.
The invention of the cotton gin should also be used to explain the
connection between the Lowcountry and Backcountry. The
Cotton Gin will be covered extensively in the following unit.
This site shows the connection between the cotton gin (1793)
and the growth of cotton as a cash crop in the Backcountry self
The Compromise of 1808 should also be covered in this unit.
sufficiency, cotton and economic development in South
Students can read/listen to this short excerpt from South Carolina Carolina.
Public Radio’s Walter Edgar concerning the Compromise
Compromise of 1808 - Walter Edgar. Students can then connect
this to the conflicts between the Lowcountry and Backcountry
and answer a question: Do you think the Compromise of 1808
solved the major issues between the Lowcountry and the
Backcountry? What issues were unresolved? How do you think
each side would have reacted to this compromise?
I can detail the importance of the War of 1812 to South Carolina
South Carolina’s role in the War of 1812 is another essential part Suggested graphic organizer template for this assignment: Wheel
of this unit. This website could be used as an introduction to the graphic organizer template
war. South Carolina and war of 1812. Teachers should make a
graphic organizer (see template suggestion) identifying the major
components of the war and their importance. Things to consider:
role of South Carolina in war, impact to the Sea Islands, division
Grade 8 Unit 4 A New Nation and State
of support, and results of the war (specifically tariffs).
War Hawks-NPR. South Carolina did not play a huge role in the
war, but John C. Calhoun and the other “war hawks” were
significant. This site gives details about these Congressmen and
can be used as a read aloud and/or primary source analysis (see
proclamation).
Students could also use this time period to learn more about John
C. Calhoun. This website provides some information about the
statesman and gives his contributions to the Nullification Crisis
(addressed in the next unit) as well as the argument for State’s
Rights. This provides a segue into the next Unit. John C.
Calhoun
A Voice of Warning! primary source This is a Republican
broadside. It accuses Federalists of supporting Great Britain and
compares them to the Tories of the American Revolution.
Students will analyze the primary source and then create their
own broadside supporting the Federalists.
References
2019 South Carolina Social Studies College-and-Career-Ready Standards
2019 Alignment Guide for the South Carolina Social Studies College-and-Career-Ready Standards
Additional Resources
Barton, K. & Levstik, L. (2004). Teaching history for the common good. Lawrence Erlbaum Associates.
Beeman, R. R. (2009). Plain honest men: The making of the American Constitution. Random House.
Edgar, W. (1998). South Carolina: A history. University of South Carolina Press.
Ford, Jr., L. K. (1988). Origins of southern radicalism: The South Carolina upcountry, 1800-1860. Oxford University Press.
Kirchner, J. & McMichael, A. (2015). Decoding the past: Inquiry-based lessons in U.S. History. Prufrock Press.
Klein, R. N. (1990). Unification of a slave state: The rise of the planter class in the South Carolina backcountry, 1760-1808.
University of North Carolina Press.
Lesh, B. (2011). “Why won’t you just tell us the answer?” Teaching historical thinking in grades 7-12. Stenhouse Publishers.
Levstik, L. & Barton, K. (2001). Doing history: Investigating with children in elementary and middle schools. Lawrence Erlbaum
Associates.
Matthews, M. D. (2004). Forgotten founder: The life and times of Charles Pinckney. University of South Carolina Press.
Moore, J. H. (1993). Columbia and Richland County: A South Carolina community, 1740-1990. University of South Carolina Press.
VanSledright, B. (2002). In search of America’s past: Learning to read history in elementary school. Teacher College Press.
Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Temple University Press.
Wineburg, S. (2018). Why learn history: When it’s already on your phone. University of Chicago Press.