***Revisions***
Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use
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LU Title: Implementing the Constitution |
Author(s): John Weir |
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Grade Level: 11th |
School : Mohawk Central School |
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Topic/Subject Area: |
Address: 28 Grove St Mohawk NY 13407 |
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Email: weir302@hotmail.com |
Phone/Fax: 866-2620 |
The unit immediately follows the study of the United States Constitution. This unit examines the first working years of the United States under the new US Constitution. The unit is based entirely on a teacher-produced web-site. The students receive all materials through e-mail accounts. Student products are sent to instructor by way of e-mail. The unit takes approximately three weeks to complete. For some students it may take upwards of four or five weeks to complete. The unit is not based on seat time, but rather completion of various objectives.
The web cite is:
http://www.mohawk.k12.ny.us/weir/constitution/implement.html
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Declarative |
Procedural |
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Origin, purpose, process, modern examples of the congressional committee system |
Using e-mail accounts. Applying attachments to e-mail. |
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Origin, purpose, modern examples of the presidents cabinet |
Using word processing programs |
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Origin, purpose, current examples of lobbying and political action committees Effect, positive and negative, of lobbying and political action committees on the democratic process. Current reform proposals for lobbying and political action committees |
Critically analyzing, interpreting, and making inferences from primary sources Interpreting political cartoons Interpreting points of view Comparing opposing viewpoints, accounting for differences |
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Biographical information on John Marshall Origin and constitutional principle of Judicial Review Effect of Judicial Review on checks and balances Influential decisions of the Marshall Court: Marbury Vs Madison 1803 Fletcher Vs Peck 1810 Dartmouth College Vs Woodward 1819 McCulloch Vs Maryland Gibbons Vs Ogden 1824 |
Accessing the internet. Accessing a teacher generated web page. Utilizing web resources |
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Founding Fathers' view of political parties Alexander Hamilton's Financial Plan Assumption of States' debts arguments for and Against Excise Tax, reaction: Whiskey Rebellion causes and impact of governmental reaction Tariffs, arguments for and against Creation of a National Bank, arguments for and Against(Hamilton Vs Jefferson), strict Vs loose Interpretation of the constitution Origin of and compare and contrast Federalists with the Democratic Republicans Purpose and results of the Alien and Sedition Acts |
Clearly expressing ideas through written word Persuasive writing through editorials Writing skills: grammar, spelling, and punctuation Maintaining detailed notes. |
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Foreign Policy of George Washington -Proclamation of Neutrality, European developments, purpose, impact -Farewell address, impact, rationale Foreign policy of John Adams -XYZ Affair, outcome Foreign Policy of Thomas Jefferson Louisiana Purchase: effects of geography, constitutional dilemma of strict Vs loose, arguments for and against purchase, outcome. Future benefits Vs problems Foreign Policy of James Madison -War of 1812: causes, arguments for and against, Battle of New Orleans, outcome of war, effect on American society. Foreign Policy of James Monroe-Monroe Doctrine: origins, principle, impact on American foreign policy Contrasted with modern policy |
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ESSENTIAL QUESTIONS
Was the United States Constitution put into effect faithfully following the theories and principles of the Philadelphia Convention?
Did the theories included in the Constitution work?
What are the similarities and differences to the workings/policies of present day government?
How did American foreign policy develop? How does it differ from present day? Why?
CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key
Idea #: Write out related Performance Indicator(s) or Benchmark(s)
Connection to ELA Standards
1. Read, write, listen, and speak for information and understanding.
Connection to Social Studies Standards
1 Students will use a variety if intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
2. Students will use a variety if intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history
3 Students will use a variety if intellectual skills to demonstrate their understanding of geography.
4 Students will use a variety if intellectual skills to demonstrate their understanding of how the United States and other societies developed economic systems.
5 Students will use a variety if intellectual skills to demonstrate their understanding the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship.
Connection to MST Standards
2. Students will access, generate, process, and transfer information using appropriate technologies.
Daily Grading Rubric for Assignments
-5pts-
High level of interpretation and analysis of complex information is clearly shown.
Shows a great understanding of the major historical idea or topic.
Makes perceptive and well developed connections to prior knowledge
No grammatical or spelling errors. Assignment sent via hotmail.com
-4pts-
Interpretation and analysis of complex information is good, but underdeveloped.
Shows a good understanding of the major historical idea or topic, some points or aspects may be missing though.
Makes a few connections to prior knowledge
Few grammatical or spelling errors. Assignment sent via hotmail.com
-3pts-
Complex information is not analyzed, just compared or contrasted.
Historical idea or topic is not completely understood. Has a few errors.
Makes few connections to prior knowledge
Grammatical or spelling errors, which do not distract from overall assignment. Assignment sent via hotmail.com
-2pts-
Little comparisons and or contrasts shown.
Misunderstanding of the major historical idea or topic is evident.
Many grammatical or spelling errors which hurt overall assignment. Assignment sent via hotmail.com
-1pt-
Complete misunderstanding of the major historical idea or topic.
No connections to prior knowledge
Far too many grammatical or spelling errors. Assignment sent via hotmail.com
-0pt-
No assignment completed
-5pts-
Distinctions about the relative value and significance of data, facts, ideas is demonstrated by the notes taken.
Key aspects of the major historical idea or topic are included.
Assignment is completed in timely manner.
Can answer verbal questions about the notes taken.
-3pts-
Distinctions about the relative value and significance of data, facts, ideas is demonstrated by the notes taken, but notes are either scant or over-done.
Key aspects of the major historical idea or topic are included, but may be missing some points.
Assignment is completed in timely manner.
Can answer verbal questions about the notes taken
-0pt-
No assignment completed
Students will begin the unit by setting up hotmail accounts and learning of the procedures of the unit.
LEARNING
EXPERIENCES
In chronological order including acquisition
experiences and extending/refining
experiences for all stated declarative
and procedural knowledge.
Lesson 1 & 2 (Two classes)
How to use hotmail accounts. Students will log on t the schools computers and from there access the Internet. While on the Internet the students will go to www.hotmail.com. At this site the students will acquire a free membership to the service. The students will name their accounts according to the first initial of their first name and entire last name. If more is needed they are to add a number to the end of the name. No nicknames will be accepted. When the students have established their accounts they will e-mail a confirmation message to the instructor's e-mail account.
One the second day the students will learn how to use attachments to e-mail. Each student will be sent an attachment to download and save to his or her personal directory. After saving the attachment they will open the file and answer the brief question. They will then save their new file and send it as an attachment to the instructor. Once the students have mastered this they will be sent the initial assignment.
Lesson 3 (Four to six classes, depending on student)
Students will receive the assignment via e-mail. The first assignment examines the unwritten constitution of the United States including Congressional committees, the president's cabinet, lobbying, political action committees, judicial review, court cases of the Marshall court, and political parties. At the completion of each assignment they will email their answers to the instructor. After all objectives of the lesson are satisfactorily completed they will take a quiz on the unwritten constitution.. Some students may complete the assignment rapidly and will be allowed to move on to the next lesson.
Lesson 4 (Four to five classes)
Students will receive the assignment via e-mail . This assignment will examine Alexander Hamilton's financial plan including the assumption of states debts, tariffs, excise tax, the Whiskey Rebellion and the creation of the national bank. After all objectives of the lesson are satisfactorily completed they will take a quiz on the Hamilton's financial plan. Some students may complete the assignment rapidly and will be allowed to move on to the next lesson.
Lesson 5 (Five to six classes)
Students will receive the assignment via e-mail. This assignment will examine the development of early American foreign policy and its relationship to today's policy. Included in this lesson are the Proclamation of Neutrality and Washington's Farewell Address, the XYZ Affair during the presidency of John Adams, Thomas Jefferson and the Louisiana Purchase, the War of 1812 during the presidency of James Madison, and the Monroe Doctrine. The students will examine each point in order to prepare for a document-based question on the progression of American foreign policy.
Throughout the unit the students will also be completing a note packet on covered information. From time to time the instructor will evaluate this. They may keep this either electronically or as a paper copy. Eventually they will need to have a hard copy to place in their notes binder.
CULMINATING PERFORMANCE
Include rubric(s)
The unit will culminate in a two-part examination of the material. The first part of the exam will be a multiple-choice test covering all lessons. The questions are a combination of teacher written and former regents questions. The second part of the exam will be in the form of a document-based question. This question will be based on American Foreign policy from 1789 to 1825.
Document Based Question
Score each category from 0 to 5 with 5 being the best possible score. ***Expect changes based on NYS scoring rubric for the Regents Examination.
Analysis:
All components identified (5)
Most components identified (4)
Some components identified (3)
Few components identified (2)
Few components identified incorrectly (1)
No components identified (0) ___________
Interpretation: _________
To explain the meaning of the document:
-5pts-
several comparisons and or contrasts clearly shown
*shows a great understanding of the document
*includes four or more pieces of outside information which are relevant
-4pts-
*many comparisons and or contrasts clearly shown
*shows much understanding of the document
*includes between three to four pieces of outside information which is relevant
-3pts-
*compares and or contrasts
*shows a clear understanding of the document
*includes between two or three pieces of outside information which is relevant
-2pts-
* some comparisons and or contrasts shown
*shows a some understanding of the document
*includes between one to three pieces of outside information which is relevant
-1pt-
*few comparisons and or contrasts shown
*shows a little understanding of the document
*includes at least one piece of outside information which is relevant
-0pt-
*no comparison and or contrast shown
*shows no understanding of the document
*no outside information which is relevant shown
Total _________
Students will be able to:
-access and utilize the Internet
-have basic word processing skills
-take imperative and accurate notes
-analyze primary and secondary sources
Due to the unique nature of this unit, in which the students are allowed to complete this unit at their own, reasonable pace, modifications are limited. Use of study halls, Social Studies labs, before and after school opportunities, and scheduled resource room periods all aid in the completion. The special needs students have an aide in the class during the completion of the unit. Material can be printed if reading from the computer is difficult.
Day One: Introduction to unit. Initiating activity. Getting a Hotmail.com account.
Day Two: How to use attachments with Hotmail.com.
Day Three: Committee System and President's Cabinet
Day Four: Lobbying and Political Action Committees
Day Five: Judicial Review and Marshall Court
Day Six: Political Parties: Democratic-Republicans Vs Federalists.
Day Seven: Complete Political Parties
Day Eight: Unwritten Constitution quiz
Day Nine: Hamilton's Financial Plan: Assumption and Tariffs
Day Ten: Hamilton's Financial Plan: Excise Tax and Whiskey Rebellion
Day Eleven: Hamilton's Financial Plan: National Bank
Day Twelve: Hamilton's Financial Plan: Complete National Bank
Day Thirteen: Hamilton's Financial Plan Quiz
Day Fourteen: Foreign Policy: George Washington and Proclamation of Neutrality
Day Fifteen: Foreign Policy: John Adams and XYZ Affair
Day Sixteen: Foreign Policy: Thomas Jefferson and Louisiana Purchase
Day Seventeen: Foreign Policy: James Madison and War of 1812
Day Eighteen: Foreign Policy: James Monroe and the Monroe Doctrine
Day Nineteen: Unit Completion and Review
Day Twenty:: Unit Examination: Part I: Multiple Choice Exam
Day Twenty-one: Unit Examination: Part II: Document Based Question
The learning unit requires modern technology. All students and teachers will need access to computers. They will need to have access to the Internet and word processing programs such as Microsoft Word and Microsoft Works. The unit will not work without this component.
All users of the web site are encouraged to use any parts as they see fit. Any questions can be directed to my e-mail address: weir302@hotmail.com.