2015-2016 Curriculum Blueprint
Grade: 8
Course Descriptions: American History & Career Planning
Unit 5: American Government
Approximate
Time:
15 Days
Unit Overview
The purpose of this unit is for students to acquire knowledge about how the nation set up its government after gaining independence from Great Britain. From this
unit, students will be able to see how the government that was established by the Founding Fathers was intended to guard against the type of tyranny that they
experienced during colonial America. Students will study the reasons why the Articles of Confederation were ineffective and how these issues were addressed in the
Constitution. This unit will also show students how the government functioned after the government was put to work. Students will then take a closer look at the
presidencies of both George Washington and John Adams. Students will look at George Washington’s goals for the nation and the steps he took to ensure that America
would not end up with a “king” by stepping down after two terms. Students will also get to see the rise of political parties and the precedents handed down from
Washington. There will be more of an international focus for students when looking at the presidency of John Adams. Students will analyze the issues Adams faced,
and some of the policy that came from the time, including the XYZ Affairs, Alien and Sedition Acts, Land Act of 1800, and the quasi-war.

Learning Goal
Students will be able to demonstrate an understanding of the consequences
of the American Revolution by identifying how the new government was set
up to guard against tyranny.
Sample Essential Questions
How did the United States overcome the weaknesses of the Articles of
Confederation and provide for the organization of the new government?
 What were the major successes and failures of the government under the
Articles of Confederation?
 What role did compromise play in the creation of the United States
Constitution?
 How did those in favor of the constitution achieve its ratification?
 How did President Washington set the course for the new nation?
 How did two political parties emerge?
 How did the actions of Britain and France affect the United States?
 How did the problems with Britain and France intensity the split between the
Federalists and Republicans?
Unit End Product

How did the Founding Fathers guarantee that the U.S. Constitution guarded against tyranny?
After researching the Articles of Confederation, U.S. Constitution, and excerpts from the Federalists Papers (up to teacher discretion which Federalist Papers are
chosen), write an argumentative essay in which you address the question and argue whether the Constitution guards citizens against tyranny. Support your position
with evidence from the texts, class discussion and notes.
Focus Standards for the Unit
SS.8.A.3.3 Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson,
James Madison, George Mason, George Washington) during American Revolutionary efforts. Examples may also include, but are not limited to, Thomas Paine, John
Jay, Peter Salem.
8th Grade Draft | March 2015
SS.8.A.3.6 Examine the causes, course, and consequences of the American Revolution. Examples may include, but are not limited to, Battles of Lexington and Concord,
Common Sense, Second Continental Congress, Battle of Bunker Hill, Battle of Cowpens, Battle of Trenton, Olive Branch Petition, Declaration of Independence, winter at
Valley Forge, Battles of Saratoga and Yorktown, Treaty of Paris.
SS.8.A.3.9 Evaluate the structure, strengths, and weaknesses of the Articles of Confederation and its aspects that led to the Constitutional Convention.
SS.8.A.3.10 Examine the course and consequences of the Constitutional Convention (New Jersey Plan, Virginia Plan, Great Compromise, Three-Fifths Compromise,
compromises regarding taxation and slave trade, Electoral College, state vs. federal power, empowering a president).
SS.8.A.3.11 Analyze support and opposition (Federalists, Federalist papers, Antifederalists, Bill of Rights) to ratification of the U.S. Constitution.
SS.8.A.3.12 Examine the influences of George Washington’s presidency in the formation of the new nation. Examples may include, but are not limited to, personal
motivations, military experience, political influence, establishing Washington, D.C. as the nation's capital, rise of the party system, setting of precedents (e.g., the
Cabinet), Farewell Address.
SS.8.A.3.13 Explain major domestic and international economic, military, political, and socio-cultural events of John Adams’ presidency. Examples may include, but are
not limited to, XYZ Affairs, Alien and Sedition Acts, Land Act of 1800, the quasi-war, the Midnight Judges.
SS.8.A.3.15 Examine this time period (1763- 1815) from the perspective of historically underrepresented groups (children, indentured servants, Native Americans,
slaves, women, working class).
SS.8.A.3.16 Examine key events in Florida history as each impacts this era of American history. Examples may include, but are not limited to, Treaty of Paris, British
rule, Second Spanish Period.
Recursive Standards
Suggested Texts
LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and
secondary sources.
LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically. Support claim(s) with logical reasoning and relevant, accurate
data and evidence that demonstrate an understanding of the topic or text, using
credible sources. Use words, phrases, and clauses to create cohesion and clarify
the relationships among claim(s), counterclaims, reasons, and evidence. Establish
and maintain a formal style. Provide a concluding statement or section that
follows from and supports the argument presented.
LAFS.68.WHST.3.9 Draw Evidence from informational texts to support analysis,
reflection, and research.









Prentice Hall. America; The History of Our Nation, Beginnings Through 1877.
Chapter 7 (pgs 200-225) and Chapter 8 (pgs . 278-303)
Prentice Hall. America; The History of Our Nation, Beginnings Through 1877.
Constitution and Bill of Rights (pgs 226-250)
Prentice Hall. America; The History of Our Nation, Beginnings Through 1877.
Citizenship Handbook (pgs 252-271)
The Federalists Papers – This site offers the texts of the Federalist
Papers.SS.8.A.3.11
The Antifederalist Papers – This site offers the text of the Antifederalist Papers.
Students may use these papers to compare and contrast the views of
Federalists and Antifederalists. SS.8.A.3.11
Abigail Adams-“Remember the Ladies” Abigail Adams letter to John and his
response when she asks him to “remember the ladies” in 1776. 3.15
Whiskey Rebellion Letter From Alexander Hamilton, a letter about responding
to the rebellion quickly and why. 3.12
Washington’s Farewell Address Transcript of Washington’s Farewell Address.
It is lengthy, teachers might want to pick out certain excerpts that they want to
use. 3.12
John Adams: Great or Not? This article talks about how great presidents are
measured and asks the question, was John Adams great? 3.13
8th Grade Draft | March 2015
Sample Activities and Tasks
DBQ Suggestions
Articles of Confederation: Students will examine the Articles of Confederation and identify strengths and
 How Did The Constitution Guard Against
weaknesses. After identifying those strengths and weaknesses, students will justify why they are strengths
Tyranny?
or weaknesses. Furthermore, students will predict, in writing, how might the constitution correct the
weaknesses of the Articles of Confederation. SS.8.A.3.9
 Three-Fifths Compromise Scenarios (Applying Math to Social Studies): Students will figure out a states
total slave population, given the number of slaves they counted, or the number of slaves a state could
count, given their total slave population. This will be done by setting up a proportion using the Three-Fifths
(3/5) Compromise. Collaboration with your team’s Math instructor(s) would be beneficial. SS.8.A.3.10
 Philosophical Chairs: Would You Have Been a Federalist or an Antifederalist? Students will chose a side as
to whether they would have been a Federalist or an Antifederalist. Students on either side will state their
claim as to why those chose that side in order to convince students to move sides. Students may also
stand/sit in the middle until they are convince to join either side. The culminating activity would be for
students to write a position statement as to why they chose the side they did over the other. A part of this
position statement should include a detailed differentiation between the Federalists and Antifederalists.
SS.8.A.3.11
 Read and Annotate: Have students read and annotate the letter from Abigail Adams to John Adams and
John Adams’ response (in suggested texts). Have a class discussion following on whether students think
that women were represented and “remembered” in the Declaration of Independence and the
Constitution. 3.15
 Presentation on Founding Fathers: Students will get into groups and create an interview or press
conference using a few of the Founding Fathers. Students will need to do research on which Founding
Fathers they want to use, and will need to focus on their role in the creation of our nation and constitution.
Students will then share their presentations with the class. 3.3, 3.10
 Whiskey Rebellion Lesson: This lesson on the Whiskey Rebellion and what side would students be on? Uses
close reading, primary sources, and gets students thinking like historians to look at the viewpoints of the
Whiskey Rebellion. 3.12
 Graphic Organizer: Have students create a graphic organizer to compare and contrast the New Jersey Plan
and the Virginia Plan. 3.10
 Poster / Pamphlet: After learning about the first two political parties, the Federalists and Republicans,
students will create a poster or pamphlet to persuade others to join its party. Posters and pamphlets can
then be presented to the class. SS.8.A.3.11
People, Places, and Events to Know
Links and Resources
Constitution
Alien and Sedition Acts
Daniel Shays
 Video Clip: America Gets A Constitution – This video clip provides an
Executive
nullify
James Madison
audiovisual account of the Constitutional Convention.
Legislative
Articles of
Roger Sherman
 The Bill of Rights – These activities helps students to apply the Bill of Rights to
Confederation
real-world scenarios in order to understand the importance of the
Judicial
The Virginia Plan
Alexander Hamilton
Antifederalists demand to add them to the constitution.
compromise
The New Jersey Plan
John Jay

8th Grade Draft | March 2015
ratify
Precedent
Inauguration
Unconstitutional
faction
The Great Compromise
Three-Fifths
Compromise
The Bill of Rights
The Whiskey Rebellion
Thomas Jefferson
Federalists
Antifederalists

George Washington
John Adams



Schoolhouse Rock – Three Ringed Circus (3 Branches of Government) – This
video clip provides an audiovisual account, with application, differentiating
between the three branches of government, its members, roles, and functions.
The Presidents-Washington History Channel Documentary on the Presidents.
12 minute clip on George Washington.
The Presidents-Adams History Channel Documentary on the Presidents. 8
minutes on John Adams.
Mount Vernon Mount Vernon website with pictures, information, and
resources about George Washington.
Link to Webb’s DOK Guide
8th Grade Draft | March 2015