Curriculum Unit Plan
Unit II—The Early American Republic
Content Area/Focus
Grade Level/Course
Enduring Understandings
Duration
Secondary Social Studies
Eleventh Grade/US History Seminar
Contemporary democratic ideals originated in England, were transplanted to North America by English settlers, and have evolved in
the United States as a result of regional experiences.
7 days
Desired Results
Priority Standard(s)
(SS Academic Standard)
USHC-1: The student will demonstrate an understanding of the conflicts between regional and national interest in the development of democracy in the United States.
Essential Question(s):
1. How did the conflict between local and national interests influence the development of an effective national government?
2. How do the Constitution and the Bill of Rights protect the fundamental principle of limited government?
3. How did regional interests and controversies over governmental policies result in the development of the two-party system?
4. How did the power of the national government expand as a result of Supreme Court decisions under Chief Justice John Marshall?
Supporting Standard(s) (Indicator)
USHC – 1.4 Analyze how dissatisfactions with the
government under the Articles of Confederation were
addressed with the writing of the Constitution of 1787,
including the debates and compromises reached at the
Philadelphia Convention and the ratification of the
Constitution.
USHC – 1.5 Explain how the fundamental principle of
limited government is protected by the Constitution and
the Bill of Rights, including democracy, republicanism,
federalism, the separation of powers, the system of checks
and balances, and individual rights.
Social Studies Literacy Skills
Learning Targets
Analyze, interpret and synthesize social studies
information in order to make inferences and draw
conclusions.
I can analyze how dissatisfactions with the government
under the Articles of Confederation were addressed with
the writing of the Constitution.
Assume shared responsibility for collaborative work and
value the contributions made by each team member.
Utilize contextual information to support the analysis of
primary sources.
I can analyze the role of compromise at the Philadelphia
Convention and in the ratification of the Constitution.
I can explain how limited government is protected by the
Constitution and the Bill of Rights.
Assume shared responsibility for collaborative work and
value the contributions made by each team member.
1
USHC – 1.6 Analyze the development of the two-party
system during the presidency of George Washington,
including the controversies over domestic and foreign
policies and the regional interests of the
Democratic-Republicans and the Federalists.
USHC – 1.7 Summarize the expansion of the power of the
national government as a result of Supreme Court
decisions under Chief Justice John Marshall, such as the
establishment of judicial review in ​Marbury v. ​Madison
and the impact of political party affiliation on the Court.
Explain how groups work to challenge traditional
institutions and effect change to promote the needs and
interests of society.
I can analyze the development of the two-party system.
Assume shared responsibility for collaborative work and
value the contributions made by each team member.
Model informed participatory citizenship.
Analyze, interpret and synthesize social studies
information in order to make inferences and draw
conclusions.
I can summarize the expansion of power in the national
government as a result of Supreme Court decisions under
Chief Justice John Marshall.
Key Vocabulary
Key academic vocabulary comes directly from the standards. Students should be immersed in this language through instruction and assessment. These terms are not to be taught as a
vocabulary “list” but used on a daily basis so students are literate in the content area of English Language Arts.
Domain Specific : ​confederation, Articles of Confederation, Northwest Ordinance,
Academic Vocabulary: ​Evolution, fundamental, derive, concurrent, outstanding,
Land Ordinance of 1785, Constitutional Conventions, Constitutional Compromises (3/5
exacerbate, commission, appoint, jurisdiction, impose, textual evidence, point of view,
and Great), United States Constitution, Preamble, Ratification, Bill of Rights,
claims, reasoning, evidence, organizational structure, formatting structure, domain specific
Bicameral, Representation, Checks And Balances, Faction, Democratic-Republican,
vocabulary, transition, cohesion
Federalist, Anti-Federalist, Strict And Loose Construction / Interpretation, Separation of
Powers, Implied Powers Doctrine, Supremacy Clause, Federalism, Electoral College,
Marbury v. Madison, judicial review, Alien and Sedition Acts, Virginia & Kentucky
Resolutions, nullify, writ of mandamus, Marshall Court, Hamilton’s Economic Policies,
Whiskey Rebellion, Proclamation of Neutrality
Assessments
Formative Assessments of Learning: ​Annotated timeline, Letter: Problems Facing America Post-Revolution, Constitution collaborative activity, 1.5 Quiz - Early American
Government, Constitution charts, Political Party Responses, Hamilton-Jefferson comparative chart
Summative Assessments of Learning:​ Standard One Benchmark Examination
Suggested Learning Supports
Unit 2 Overview - suggested documents included in the Unit 2 Resources folder
Articles of Confederation Case Studies - suggested documents included in the Unit 2 Resources folder
Virtuous Republic Free Write - suggested documents included in the Unit 2 Resources folder
Foreign Policy Issues of the New Constitutional Government - suggested documents included in the Unit 2 Resources folder
2
Federalist and Anti-Federalist Quotations - suggested documents included in the Unit 2 Resources folder
Political Party Responses - suggested documents included in the Unit 2 Resources folder
3