School District:
BHSD 228
Department:
Social Studies
Course:
American History-R
Unit Title:
The Constitution
Grade Level:
11th Grade
Topic Area:
Constitution
Time Frame:
1-2 weeks
Date Created:
Spring 2005
Date Modified:
Fall 2009
Unit Designers: Andy Rybarcyk, Mike Barcena, Dan Unick, Matt Singer, Rick Tustin
Stage 1 – Desired Results
Content Standard(s):
14A - Understand and explain basic principles of the United States government.
14B - Understand the structures and functions of the political systems of Illinois, the United States and other nations.
14C - Understand election processes and responsibilities of citizens.
14F - Understand the development of United States political ideas and traditions.
16A - Apply the skills of historical analysis and interpretation.
16B2b - Identify major causes of the American Revolution and describe the consequences of the Revolution through the
early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin.
16B3a - Describe how different groups competed for power within the colonies and how that competition led to the
development of political institutions during the early national period.
16B3b - Explain how and why the colonies fought for their independence and how the colonists' ideas are reflected in the
Declaration of Independence and the United States Constitution.
16B2d - Identify major political events and leaders within the United States historical eras since the adoption of the
Constitution, including the westward expansion, Louisiana purchase, Civil War, and 20th century wars as well as the roles
of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt.
16C2b - Explain how individuals, including John Deere, Thomas Edison, Robert McCormack, George Washington Carver
and Henry Ford, contributed to economic change through ideas inventions and entrepreneurship.
17D - Understand the historical significance of geography.
Summary of the Unit:
Students will learn how the Constitution was written, and how it serves as the foundation for our government.
Enduring Understanding(s) / goal(s)
Students will understand:
1. The Constitution is a living and adaptable framework of
our government.
Essential Questions:
1. Explanation: What are the characteristics & parts of
the U.S. and Illinois Constitution?
2. Application: What are the implications of the
principles of the separation of powers found in our
constitution?
3. Interpretation: How and when can you exercise your
4th Amendment protections?
4. Perspective: How might federalism look from Thomas
Jefferson’s perspective?
5. Explanation: What are the strengths and weaknesses of
the 3/5s Compromise?
6. Perspective: How are my views about authority
shaped by the Bill of Rights?
Key Words:
Judicial Review, Federalism, Sovereignty, Bi-Cameral, Elastic Clause
Student objectives (outcomes):
Students will be able to:
Compare and contrast the Federal and Illinois Constitutions.
Explain: why the Articles of Confederation failed, the Great Compromise, the 3/5ths Compromise, how Bill of Rights
protects American citizens.
Students will know:
Preamble , Federalist Papers, Articles of Confederation
The following were key figures at the convention: Madison, Hamilton, Franklin, Washington
The three branches of American Government: Legislative, Executive, Judicial
Federalism, Separation of powers, Checks and Balances, Qualifications for Office,
Divisions of Congress, Terms
Powers of Congress: War, Trade, Make Law
Power and Roles of President
Electoral College
Students will be familiar with:
Roger Sherman, Governor Morris, John Rutledge, supremacy clause, special interest groups
Stage 2 – Assessment Evidence
Performance Task (GRASP):
Other Evidence:
Students will answer questions based on the
Constitutional Card Sort
Constitution. Students will also have to read the
Bill of Rights Matching
Constitution and identify the article and section number
in the document.
Stage 3 – Learning Plan
Learning Activities:
What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired
understandings?
W = How will you ensure that all students know where they are headed in the unit, why they are headed there, and how
they will be evaluated?
Lesson plan objectives provided. Rubrics will be used as an assessment tool.
H = How will you hook students at the beginning of the unit? (Unit Specific)
Pose the question to students: How would you respond if the police had unlimited power to come in to your house?
E = What events will help students experience and explore the big idea and questions in the unit? How will you equip
them with the needed skills and knowledge? (Unit Specific)
Use the Constitution to help analyze current events.
R = How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining
their work?
Students will participate in journal entries.
Students will be exposed to quizzes and self correct assessments with provided rubrics.
E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding
throughout the unit? (Unit Specific) 2nd Chance Learning
Students will have the opportunity to self-correct assignments and assessments.
T = How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL
students, without compromising the goals of the unit?
Multiple intelligence research will be utilized in creating assessments.
EPAS reading scores will assist teachers in tailoring instruction and assessment.
Students will be given a variety of assessment choices
O = How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL
students? (Unit Specific)
Each unit will be formatted in accordance with the UBD Model and approached chronologically. Teachers will pace
instruction in accordance with the EUs and EQs.