Foundations of American Government:

Positive and Negative Influences on the Founding Fathers

Unit Map Grade/Subject 8th Grade / American Cultures Enduring Understanding E pluribus unum. [Out of many; one] Unit Topic Foundations of American Government focuses on the building blocks used to build the nation we now call the United States of America. Unit Essential Questions Why do people create governments? How was the Founding Fathers knowledge of history and political thinking critical to the success of the United States? How does the Declaration of Independence reflect the Founding Fathers knowledge and experiences? Essential Concepts (All students should be able to demonstrate these concepts at the indicated levels of knowledge and understanding at the conclusion of the unit.) Students will know: the meaning of and reference to the past written in the Gettysburg Address. the essential elements of a government (Natural v. Man-made) (Different Systems). the elements of Greek democracy and Roman republicanism (direct v. indirect). the key principles of the Magna Carta (rule of law) (government by contract). the two key provisions of the English Bill of Rights (limited government) (individual rights). the contributions of John Locke (social contract) (natural rights). the philosophies of Montesquieu focusing on the power structure of government. the positive and negative influences of British Parliament. the content of the three sections of the Declaration of independence.

Skills (All students should be able to utilize the following skills following this unit) Students will be able to: explain the need for government in an organized society. differentiate the positive and negative influences that led to the American Revolution and the declaring of independence. describe the fundamental, democratic ideas found in the three different sections of the Declaration of Independence. Cite specific textual evidence to support analysis of primary and secondary sources (CC.8.5.68.A) Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions (CC.8.5.6-8.B) Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered) (CC.8.5.6-8.C)

 Distinguish among, fact, opinion, and reasoned judgment in a text (CCSS.R.H/SS.8) Write informative/explanatory texts, including narration of historical events (CCSS.W.H/SS.2) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (CCSS.W.H/SS.4) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed (CCSS.W.H/SS.5) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently (CCSS.W.H/SS.6) Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (CCSS.W.H/SS.10) Compare and Contrast Analyze Historical Documents Summarization Differentiate between Fact and Opinion Evaluate Information to Identify Valid Supporting Evidence Standards Connections Common Core Reading CC.8.5.6-8.A CC.8.5.6-8.B CC.8.5.6-8.C CC.8.5.6-8.D CC.8.5.6-8.E CC.8.5.6-8.F CC.8.5.6-8.G CC.8.5.6-8.H CC.8.5.6-8.I Common Core Writing CC.8.6.6-8.B CC.8.6.6-8.C CC.8.6.6-8.D CC.8.6.6-8.E CC.8.6.6-8.F CC.8.6.6-8.G CC.8.6.6-8.H CC.8.6.6-8.I PA Standards History 8.1.8.A 8.1.8.B 8.1.8.C 8.2.8.B 8.3.8.A 8.3.8.B 8.3.8.C 8.3.8.D 8.4.8.A 8.4.8.B 8.4.8.D PA Standards Civics & Government 5.1.8.A 5.1.8.C 5.1.8.D 5.2.8.A 5.2.8.B 5.2.8.C 5.2.8.D

Resources Books 1. We the People Center for Civic Education 2. Our Constitution Annenberg Foundation Trust Primary Sources 1. Declaration of Independence 2. Magna Carta 3. Mayflower Compact 4. The Gettysburg Address 5. Constitution 6. English Bill of Rights

 Periodicals 1. Gettysburgs Good News, US News & World Report Conceptual Vocabulary civic virtue colony democracy direct democracy government indirect democracy natural rights republicanism rights rule of law social contract state of nature

Lesson Questions 1. How does Abraham Lincolns speech, The Gettysburg Address, recount the founding principles of this nation? 2. What is government? What is the purpose of government? 3. What are the similarities and differences between Greek Democracy and Roman Republicanism? 4. Why are rule of law and government by contract valued political ideas taken from the Magna Carta? 5. What democratic principles are demonstrated in the English Bill of Rights? 6. How does John Locke, a British philosopher, impact the political philosophy of the Founding Fathers? 7. How does Montesquieu, a French writer, impact the political philosophy of the Founding Fathers? 8. How does the Mayflower Compact demonstrate the democratic ideals that the British settlers hoped to create in America? 9. What role does colonialism play in the Founding Fathers decision to declare independence? 10. What specific actions of the British government push the Founding Fathers to create the Declaration of Independence? 11. What fundamental, democratic ideas did the Founding Fathers include in the Declaration of Independence? Assessment

Formative: Ticket out the door Class question and answers Class Discussion Type 1 & Type 2 writings Google Form check ups Summative: Quizzes Gettysburg Address 6 word summary Declaration Rap Unit 1 Test