Lindsey Fredette

Content Area: TAG, Social Studies, and Reading/ELA GRADE/LEVEL COURSE TITLE Level: New Nation Grade: 4th

COURSE NUMBER

TAG Theme: Problem Solving COURSE LENGTH 9-10 weeks

COURSE DESCRIPTION: The purpose of this unit is to learn about the challenges that the founding fathers faced in creating the government of the United States of America. Students will place themselves in a similar position to the founding fathers and will learn about the creativity they used creating a new Constitution, Bill of Rights, and other important documents. Along the way, students will develop their decision making abilities on a level appropriate for TAG students. STANDARDS: SS4H5 The student will analyze the challenges faced by the new nation. a. Identify the weaknesses of the government established by the Articles of Confederation. b. Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery. c. Identify the three branches of the U. S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of power), and how they relate to the states. d. Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791. e. Describe the causes and events of the War of 1812; include the burning of the Capitol and the White House. SS4CG1 The student will describe the meaning of a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness). b. We the people from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty. c. The federal system of government in the U.S. SS4CG2 The student will explain the importance of freedom of expression as guaranteed by the First Amendment to the U. S. Constitution. SS4CG3 The student will describe the functions of government. a. Explain the process for making and enforcing laws. b. Explain managing conflicts and protecting rights. c. Describe providing for the defense of the nation. d. Explain limiting the power of people in authority. e. Explain the fiscal responsibility of government. SS4CG4 The student will explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic. a. Explain the necessity of respecting the rights of others and promoting the common good. b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, communicating with public officials).

Lindsey Fredette

SS4CG5 The student will name positive character traits of key historical figures and government leaders (honesty, patriotism, courage, trustworthiness). TAG StandardsAdvanced Communication Skills Advanced Research Skills Creative Thinking & Problem Solving Skills Higher Order Critical Thinking Skills Summary/ Overview The focus of this unit is to teach students to the history of the founding of the United States of America. Students will also develop their decision making abilities by placing themselves in the place of the founding fathers. Enduring Understanding: At the end of this unit the student will understand and know that a. The Articles of Confederation had several weaknesses which led to the creation of the Constitution and the Bill of Rights. b. The major leaders of the Constitutional Convention debated slavery, the rights of states, and the representation in the Congress. c. The founding fathers created three branches of government that affect one another through a system of checks and balances. d. The Bill of Rights was created in order to protect the rights of the citizens of the United States of America. e. Continued tensions between the United States and Britain led to the War of 1812. Evidence of Learning: What students should know: The Articles of Confederation created a weak central government. The Great Compromise led to the creation of a Congress with two houses. The names of the three branches of government and how they keep each other in check. The rights in the Bill of Rights and how they protect the citizens of America The causes and events of the War of 1812. What students should be able to do: Identify the weaknesses in the Articles of Confederation. Describe how the founding fathers compromised at the Constitutional Convention. Describe why the system of checks and balances was important in creating our federal government Describe how the rights included in the Bill of Rights protect the citizens of the United States. Identify and Describe rights in the Bill of Rights rainforest and why they are important to our daily lives. Identify the importance of the War of 1812.

Essentials Question: How did the Founding Fathers create a government in which no individual person or group could have too much power?

Lindsey Fredette
Suggested Vocabulary

federal state government National government rights

A system in which the national government shares power with the state government The government that governs at the state level The government that governs at the national level a moral or legal entitlement to have or obtain something or to act in a certain way. the power or right to act, speak, or think as one wants without hindrance or restraint. The branch of the government that makes the laws; the primary part of this branch is the Congress The branch of the government that interprets the laws; the primary part of this branch is the Supreme Court The branch of the government that enforces the laws; the primary part of this branch is the President and his Cabinet The system in which the three branches of government keep one another in check An agreement between two parties in which each party gives up something in order to gain something a feeling that people have of being loyal to and proud of their country often with the belief that it is better and more important than other countries

freedom

legislative

judicial

executive

checks and balances

compromise

nationalism

Lindsey Fredette

SUGGESTED INSTRUCTIONAL STRATEGIES Lesson 1: Inductive Lesson/ Articles of Confederation EQ: What causes and events led to the writing of the Articles of Confederation? -Students will be told to list the needs of the United States now that the Revolutionary War is over. -Students will be given vocabulary terms and asked to illustrate their conceptions about the word and list any common words/defining terms to help connect the vocabulary word to prior knowledge -Students will then work in groups to manipulate the vocabulary of the unit based on word commonalities and prior knowledge to categorize onto a graphic organizer. -Create a list of the needs of the founding fathers now that the war is over. - Listen to the Articles of Confederation rap and discuss the implications of the song. Compare your list of needs for a national government. What inference can you make about why the Articles of Confederation failed? - Answer the Essential Question Lesson 2: Circle of Knowledge: Articles of Confederation EQ: What are specific characteristics of the Articles of Confederation? -Spark the discussion: Play Articles of Confederation rap -Acquire Content: Students will work in stations to learn about the Articles of Confederation. One center will use the Social Studies textbook. One station will watch a video about Shays Rebellion (https://www.youtube.com/watch?v=YOR9O9mUObE). One station will read the primary source Articles of Ceonfederation, found in the appendix of the social studies textbook and paraphrase the Articles of Confederation building upon prior knowledge of primary sources and paraphrasing. -Students will participate in a discussion about the content and infer why the Articles of Confederation may have failed. -Synthesis Activity- Students will create their own country and create a constitution for that country in order to model writing a constitution. Lesson 3: Decision Making Lesson: Constitutional Convention - Why are priorities essential when writing a plan for a government? -Have students take the decision making style inventory - Distribute the How does the Government Affect our Everyday Lives packet. -Review the information about the Articles of Confederation and fill in criteria organizer. - Work in groups to complete a Notes Organizer to synthesize the advantages and disadvantages of the Articles of Confederation.. -Fill in decision making matrix and communicate the decision with a brochure about specific product and why it would be most beneficial. - 3-2-1 Exit Question Lesson 4: Metaphorical Expression: How is America like an Elementary School? EQ: How is Harriet Tubman Elementary School like the American government? -Carousel Brainstorming Activity to review 3 types of metaphorical expressions. - Examine Content- use social studies textbook to complete first page of How is America Like Harriet Tubman packet. - Pose EQ and make connections based off of informational graphic organizer. -Direct Analogy- Students will list 5 everyday activities that they do at school and think of who helps them in that activity. - Personal Analogy: Students will use evidence to explain how their school is like the American government. -Compressed Conflict- Students will brainstorm nouns that explain government and come up with antonyms that also describe the American government. -Synthesis Activity: Students will generate another direct analogy by completing the following sentence: The American Government is like ________. Give at least 5 reasons why the American government is like the item in your sentence. - Exit Ticket: 3-2-1 Exit Ticket.

Lindsey Fredette

Lesson 5: Compare and Contrast: Articles of Confederation vs. The Constitution EQ: How did the Articles of Confederation compare to the Constitution? -Brainstorm list of weaknesses in the Articles of Confederation. - Divide the class into 2 groups: the Articles of Confederation and the Constitution -Description: Use social studies textbook to complete graphic organizer on chosen topic. - Students will pair with someone who has the opposite document and share information to complete organizer. - Comparison: Students will work in groups of 4 to complete a visual organizer (Venn Diagram) - Conclusion: students will create general statements about why the Constitution was better than the Articles of Confederation. -Application: Students will choose 3 activities from a Think-Tac- Toe Lesson 6: Mystery: Bill of Rights -EQ: How does the Bill of Rights work to protect the rights of the citizens of the United States? -Students will play Do I Have a Right? in www.icivics.org. Which right do you think that the defendent presented in this game is protected by? -Examine the content by reading Bill of Rights in the social studies textbook- discuss the differences in the 10 amendments to the constitution. -View and Discuss Bill of Rights Brainpop. -Share the Trial of John Doe and work in groups to develop a team hypothesis about which amendment John Doe is protext by - Distribute the clues through a QR code scavenger hunt -Refine their hypothesis based off of clues -Synthesis Activity creating an argument as a lawyer for or against John Doe -Synthesis: PERFORMANCE TASK -Each individual will develop a product (friendly letter) to demonstrate an understanding of a right included in the Bill of Rights. Use websites to research ideas for information included in the friendly letter. Lesson 7: Creative Problem Solving: Thomas Jefferson and Westward Expansion EQ: Why did Thomas Jefferson send Lewis and Clark to explore the western part of the United States? -Students will participate in a guided imagery exercise placing themselves in the point of view of Thomas Jefferson after completing the Louisiana Purchase. -Pass out the 1804 American Mess packet. They will work in small group to list 10 facts obtained from the reading. Each group will generate a list of unanswered questions to research. -Each group will brainstorm the problems seen as a result of the mess. Opportunity is provided for grouping of similar problems and selecting from the top three. From the top three problems, each group will develop a solvable problem statement beginning with How might we (problem finding) - Each group will brainstorm solutions to the problem statement. Opportunity is provided for grouping of similar problems and selecting from the top five.( idea finding) - Each group will develop criteria to evaluate the five solutions and use a decision-making grid to determine the best solution. Opportunity is provided for research to make valid evaluations against the criteria. (solution finding) -Each group will develop an action plan for implementing the solution.(acceptance finding)

Lesson 8: Graduated Difficulty: Star Spangled Banner -EQ: What events inspired Francis Scott Key to write the Star Spangled Banner? - Complete the DECIDE activity - Read Star Spangled Banner information packet. - Chose an assessment from one of the options based on the information gained from the DECIDE activity. These activities follow Blooms Taxonomy. OPTION 1: Remembering (10 questions worth 2 points each) basic comprehension questions Understanding (5 questions worth 4 points each) short answer comprehension questions OPTION 2: Applying (10 points) write a paragraph explaining how and why Francis Scott Key came up with the Star

Lindsey Fredette
Spangled Banner Analyzing (20 points) rewrite the first paragraph of the Star Spangled Banner in your own words using a dictionary to show that you know what each word means. Evaluating (20 points) write a paragraph arguing for or against using the Star Spangled Banner as the national anthem OPTION 3: Creating ( worth 50 points) - Write your own national anthem for America based on information that we have learned about previously (ie, Boston Massacre, Revolutionary War). Write a fictional backstory, similar to Francis Scott Key, for your national anthem explaining how you came up with it and what the lyrics mean. Exit Ticket: Answer the EQ.

Lesson 9: Circle of Knowledge: War of 1812 EQ: What events led to the War of 1812? - Spark the discussion: Do a gallery walk with different causes that led to the War of 1812. (Continued tensions between Native Americans and Colonists; Impressment tactics; Tensions between the British and colonists) -Acquire Content: Students will work in stations to take notes on various causes and their importance. -Students will participate in a discussion about the content and why each cause was iportant with the use of their notes and rolling a questioning cube. -Synthesis Activity- Students will debate on which cause was the most important cause of the War of 1812.

Resources(s)

www.icivics.org Social Studies textbook Readworks Westward Expansion packet Readworks Star Spangled Banner packet Articles of Confederation rap: https://www.youtube.com/watch?v=54frRVRv1Mw Shays Rebellion: https://www.youtube.com/watch?v=YOR9O9mUObE
Star Spangled Banner: https://www.youtube.com/watch?v=Z1QmeEdFOSc