The Legacy of the U.S. Constitution
Unit Title: The Legacy of the U.S. Constitution
Desired Results
Grade Level: 7
Established Goals (State Standards and Habits of Mind):
New York State Standards
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Standard 1: History of the United States and New York
Standard 5: Civics, Citizenship, and Government
Historians’ Habits of Mind (Internal Standards)
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Political Organization: SWBAT apply their understanding of political organization in order to
analyze and evaluate political systems and decisions.
Essential Question:
How is the United States Constitution organized to balance conflicting interests in a democracy?
Skills: Students will be able to…
Evidence
*Review skills in italics
E1 - Extrapolate Information: SWBAT extrapolate information from a variety of primary and
secondary sources.
E1.1 Differentiate Sources: SWBAT distinguish between primary and secondary sources.
o SWBAT use nonfiction text features to comprehend the basic purpose of a primary source.
o SWBAT differentiate between primary and secondary sources.
o SWBAT identify various types of primary and secondary sources.
E1.2 Analyze Sources: SWBAT extrapolate key information from primary and secondary sources, both in
accordance with pre-established questions, i.e. DBQ's, and in accordance with a broader purpose, i.e. compiling
research.
o SWBAT (use ADAPT to) determine the purpose of primary sources.
o SWBAT (use OPTIC to) interpret the message of the author.
o SWBAT answer direct (right there) questions about the primary source.
o SWBAT answer inferential questions from primary sources.
o SWBAT determine the main idea (thesis) of a primary source document.
E1.3 Contextualize Sources: SWBAT socioculturally and historically contextualize primary and secondary
sources so as to demarcate the limits of credible information particular sources can provide.
o SWBAT determine when a primary source was created.
o SWBAT determine why a primary source was created.
o SWBAT articulate the limitations of a primary source within its historical context.
E1.4 Compare and Contrast Sources: SWBAT analyze competing and conflicting explanations of an event or
issue to determine the strengths and flaws in each portrayal and any commonalities among or distinctions
between them.
o SWBAT identify similarities and differences amongst multiple documents.
o SWBAT analyze a source to determine its strengths and weaknesses.
o SWBAT identify conflicting explanations of an event or issue.
o SWBAT analyze strength and weaknesses of sources in order to determine the uses of
documents.
E1.5 Combine Multiple Sources: SWBAT synthesize the results of an analysis of competing and conflicting
descriptions of an event, issue, or phenomenon into a coherent explanation, stating the interpretation that is
most likely correct or most reasonable, based on the available evidence.
o SWBAT summarize the key ideas from a single historical document.
o SWBAT synthesize the most important information from two or more historical sources.
o SWBAT create and evaluate multiple document summaries in order to assess the validity of
conflicting perspectives.
E2: Evaluate Evidence: SWBAT evaluate information for its uses and limitations, potential
bias, and employment of sound reasoning.
E2.1 Distinguish Fact from Opinion: SWBAT distinguish facts from opinions.
o SWBAT distinguish fact from opinion
E2.3 Evaluate Evidence for Bias: SWBAT evaluate information for evidence of bias, value-laden words, and
propaganda.
o SWBAT identify value-laden words as evidence of bias in historical documents.
o SWBAT discern propaganda in historical documents.
o SWBAT identify value-laden words, propaganda, and other subtler forms of bias in historical
documents.
o 2- SWBAT make inferences about historical documents that provide information about the
historical reality of the time.
E2.3 Determine Uses and Limitations of Evidence: SWBAT determine the uses and limitations of data,
material, and sources with regard to quality of content, validity and credibility of claims, and relevance to the
purpose at hand.
o SWBAT determine the relevance of a primary source to the topic at hand
o SWBAT determine the usefulness or limitations of a source in various contexts
o SWBAT utilize appropriate sources to further their thesis (main idea)
o SWBAT construct an argument grounded in evidence analysis for which source is most valid.
Writing
*Review skills in italics
Establish a Position: SWBAT write clear, comprehensive, and analytical thesis statements.
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Establish a Purpose for Writing: SWBAT clarify their purpose for writing, including pre-established and
personally established tasks and taking the audience in mind.
Write a Defensible Thesis: SWBAT write a clear thesis that represents an assertion that can be
defended with evidence.
Write a Comprehensive Thesis: SWBAT write a comprehensive thesis upon which the full extent of
claims and evidence can stand.
Develop a Body of Support: SWBAT develop bodies of evidence that richly substantiate their thesis
statements with relevant facts, examples, and details that are more analytical than descriptive.
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Fully Address the Task: SWBAT craft bodies of support that fully and evenly develop provided writing
tasks.
Select Appropriate Evidence: SWBAT choose evidence that is valid, credible, largely free of bias, and
relevant to the claim they wish to make.
Substantiate the Thesis: SWBAT richly substantiate their thesis statement with relevant facts,
examples, and details.
Incorporate Outside Information: SWBAT incorporate relevant "outside" information in order to
create a larger context for their written facts and claims when appropriate.
Organize Writing: SWBAT develop and execute clear, logical, and sophisticated plans of
organization for their writing.
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Develop a Plan: SWBAT develop clear and logical plans of organization for their writing containing five
or more paragraphs that are divided based on clear arguments for substantiating a thesis and that
consider the appropriate genre for delivering content.
Introduce and Conclude: SWBAT craft sophisticated introductions, as well as insightful conclusions that
go beyond merely restating the thesis.
Suggested Reading and Instructional Materials
Primary Sources
- Articles of Confederation
- US Constitution
- Connecticut State/New York State Constitution
- Bill of Rights
- Federalist Papers
- Supreme Court Cases
- The National Archives: http://docsteach.org, www.archives.gov/education
- National Education Clearinghouse: http://teachinghistory.org
- Library of Congress: www.loc.gov/teachers
Secondary Sources
- Hakim, Joy. A History Of US: From Colonies to Country, chapter 32 and beyond.
- We the People (Center for Civic Education publication)
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History Alive: History of the United States
Instructional Materials
- History Alive! History of the United States (see lesson ideas)
- We the People
(http://www.civiced.org/index.php?page=we_the_people_the_citizen_and_the_constitution)
- History Alive! Supplemental Binder: The Constitution in Action Today.
- The National Archives: see activity ideas “To Sign or Not to Sign” and “We the People”
http://docsteach.org/activities/search?mode=browse&menu=open&era[]=revolution-and-the-newnation
Assessment Evidence
Interim Assessment #3
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Pt1: Multiple Choice
50 items, approx. 75% from IA 3 material and 25% from IA1 and IA2 material
Pt 2A: Intermediate Document Analysis
Pt 2B: Open Response Essay on EQ (option to use document evidence)
Bring to Data Day:
3 student work samples for Pt2 (A&B)
Weekly Quizzes aligned to IA3
Essay Task: Directly address the unit essential question, using historical evidence from the unit and
optionally from the documents in Part A.
Key Criteria:
- Write a Comprehensive Thesis
- Fully Address the Task
- Substantiate the Thesis/ Select Appropriate Evidence
- Incorporate Outside Information
- Develop a Plan
- Demonstrate Understanding
Power Standards and Differentiated Aims
How is the United States Constitution organized to balance conflicting interests in a democracy?
Optional Introductory Ideas
This unit contains a number of large and important concepts for scholars, so you may want to consider
presenting one or more of the following ideas at the beginning of the unit:
Constitution
- Define the term constitution
- Preview the basic structure of the US Constitution
- Discuss the reasons why the US Constitution is considered by many to be a historical legacy
Democracy
- Explore the idea of tension in democracy
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Direct vs. representative democracy
Structure of US Government
- Federalism (state and national powers)
- Levels of government from local to national
- Three major branches of government
7.11 History of the United States Constitution: SWBAT explain and evaluate the major
compromises made during the Constitutional Convention.
Scaffold Question: What major compromises did the framers of the United States Constitution
make in order to balance the competing interests expressed by the delegates at the Constitutional
Convention, and to what extent were these compromises fair and just?
6 Core Aims:
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SWBAT explain the major weaknesses of the Articles of Confederation.
2 SWBAT use historical reasons to explain why the Articles of Confederation established a
central government with such limited power.
SWBAT briefly summarize the purpose and history of the Constitutional Convention of 1787, namely,
who, what, where, when, why, and how.
Teaching Note: In order to prepare scholars for material on Federalist and Anti-Federalists, it’s a great
idea to introduce the idea that the various delegates who attended the convention had different – and
sometimes opposing – views about certain key issues. You may even want to prime students with
some of the key issues here.
SWBAT explain the function of a constitution, as well as identify a few major influences on the
creation of the United States Constitution.
2 SWBAT explain how the NY/CT State Constitution influenced the US Constitution, as well as
briefly outline similarities and differences between the two documents.
SWBAT articulate the problem that arose during the Philadelphia Convention regarding
representation between small and large states, as well as explain how the Great Compromise/
Connecticut Compromise of 1787 resolved this issue.
SWBAT describe the problem that arose during the Philadelphia Convention regarding
representation between northern and southern states, as well as explain how the Three-Fifths
Compromise attempted to resolve this issue.
SWBAT summarize the major disagreements between Federalists and Anti-Federalists over the
ratification of the constitution, e.g. preserving individual rights, the extent of the role of the federal
government, views about leadership, i.e. the people vs. select elite, as well as explain how the major
disagreements between Federalists and Anti-Federalists were [at least partly] resolved.
2 SWBAT argue for a position in the debate between Federalists and Anti-Federalists.
7.12 Balancing Power in the U.S. Constitution: SWBAT explain how the organization of U.S.
government under the Constitution serves to balance tensions inherent to representative
democracy.
Scaffold Question: How does the organization of U.S. government under the Constitution serve to
balance tensions inherent to representative democracy?
Teaching Note: Essentially, I think of the Constitution as containing three major structures that have
allowed it to be such an effective organizing structure for U.S. government: separation of powers
(including the three branches and federalism), checks and balances on power (basically the system of
checks and balances with the addition of judicial review later on), and adaptability/flexibility
(including the amendment process, simplicity in structure and therefore openness to interpretation
over time, and the elastic clause). You are more than welcome to structure your instruction according
to this breakdown. At a minimum, I strongly recommend that you use similar language in your
instruction so that the scholars will recognize it on the IA.
6 Core Aims:
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SWBAT outline the basic structure of the US Constitution, i.e. Preamble, topics of each article,
existence of a Bill of Rights and other amendments.
2 SWBAT describe the key concepts set forth in the Preamble, e.g. the power of the
government originates in the people; the Constitution is the “supreme law of the land.”
SWBAT explain how the Constitution separates power between three branches of government and
articulate the key powers of each branch.
SWBAT explain why the framers of the Constitution established a system of checks and balances
between the three branches of government and cite multiple examples in order to explain how the
powers of each branch of government are limited.
Teaching Note: Although we are making the history of judicial review a level 2 objective, please still
include judicial review as one of the key powers of the judicial branch.
2 SWBAT describe the history and importance of judicial review as an additional check and
balance between the branches of government.
SWBAT examine the checks and balances systems at work by tracing the process of how a bill
becomes a law.
SWBAT define federalism and provide basic examples of how federalism works.
Teaching Note: This is an opportune time to spiral back to content about the failures surrounding the
Articles of Confederation.
SWBAT distinguish between delegated/enumerated powers (federal powers), reserved powers
(state powers), and concurrent powers, as well as identify major federal, state, and concurrent
powers.
7.13 Rights and Responsibilities of U.S. Citizens: SWBAT provide examples in order to
explain the inherent tensions between personal rights and responsibilities and individual
rights and the common good.
Scaffold Question: How do the rights and responsibilities expressed in the U.S. Constitution
balance tensions between personal rights and responsibilities, as well as individual rights and the
common good?
8 Core Aims:
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SWBAT explain how the amendment process serves to maintain the flexibility and responsiveness
of the US Constitution to changing times and situations.
SWBAT identify the major amendments contained in the Bill of Rights, as well as describe the main
purposes of the Bill of Rights, i.e. preservation of individual rights and limitation of the power of
majorities.
SWBAT list the individual rights preserved by the first amendment, as well provide examples of
these rights in action.
3 SWBAT research limitations on first amendment rights, e.g. censored books, political
prisoners, police infringement on protests.
SWBAT explain how certain amendments in the Bill of Rights serve to protect the rights of those
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charged with a crime.
2 SWBAT how the US Constitution regards individual rights beyond those explicitly stated in the
Bill of Rights.
SWBAT define citizenship, as well as describe the process of becoming a US citizen.
2 SWBAT track how US citizenship has expanded over time, e.g. inclusion of non-property
owners, African Americans, and women.
SWBAT argue for the importance of being informed and voting.
2 SWBAT discuss voter turnout issues by demographics, e.g. age, income, etc.
SWBAT explain the purposes of paying taxes, as well as provide examples of how tax money is
used by state and federal governments.
SWBAT explain what qualifies someone for jury duty and the rights preserved by citizens’
participation in jury duty.
3 SWBAT research the process by which courts attempt to resolve issues of bias on the behalf
of juries.
2 SWBAT describe at least two ways that concerns and issues of dissent can be legally expressed in the
United States.
3 SWBAT provide examples in order to illustrate the tension between respecting laws and rules
and the responsibility of civil disobedience that those like Gandhi, Thoreau, and MLK, Jr. have
articulated.
7.14 The Constitution Then and Now
This power standard is dedicated to providing the opportunity for scholars to review unit content in a
more holistic context, connect past to present, grapple with the essential question in its fullest form, and
extend their understanding of the key concepts and issues at the heart of the unit. This is a great time to
analyze relevant case studies and incorporate current events in class, having scholars them connect what
they have learned in class to the article(s)/issues, identify the key tensions and Constitutional issues
involved, evaluate decisions made, raise additional questions, etc. If you’re short on time, a strategic jigsaw
or series of learning stations is a great way to review a number of interesting current events in an efficient
manner. If you have more time, structuring a debate or short student presentations around high-interest
constitutional issues would be a something that scholars would certainly enjoy – and learn from!
Universal Calendar
Skills
Content
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Skills
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Skills
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Skills
Content
Note: This calendar is worst case scenario of you teaching a 4 day week and a 5 week unit. Ideally you will have many more instructional days. Use your personal calendar (blank one
given below) to determine exactly how many days you will have and then start to spread out the content and skill aims that are doubled up below.