Unit 2: Articles of Confederation, the Constitution, and Early
Political Parties
Chapters:
7-8
Essential Questions
1 ) What is the role of individuals and political groups under a federal system of government?
2) What issues and problems may arise when certain groups are not allowed rights and freedoms under a system of government?
Articles of Confederation
Concepts
Northwest Ordinance
Second Continental Congress
Articles of Confederation
Unicameral
Annapolis Convention
T opics
-Why a confederation?
-Debate-Strong v s. Weak
National Gov ernment
-Why was it ev entually
abandoned?
Shay ’s Rebellion
Early Tensions and
Controversy
Concepts
Tariff
Strict construction
Loose construction
Reserv ation
T opics
-Opposition to the Articles of
Confederation
-Shay ’s Rebellion: Causes and
Effects
-Debate ov er the Constitution:
Federalists vs. AntiFederalists (Why the
Federalists Won)
-Debate: Hamilton’s Program
(National debt)
Im portant People
Alex ander Hamilton
Thomas Jefferson
Henry Knox
Edmund Randolph
The Constitution
Con cepts
Con stitution
Federal system of government
Separation of powers
Ch ecks and balances
Electoral college
Ra t ify
Federalists
A nti-Federalists
Bill of Rights
Leg islative branch
Ex ecutive branch
Ju dicial branch
Ca binet
T opics
-T h e Constitutional Convention
-Debate: Strong vs. Weak National
Gov ernment
-V irginia Plan
-New Jersey Plan
-Gr eat Comprom ise
-T hree-Fifths Com promise
-Cr eation of Congress: Senate and
Hou se of Representatives
-The Federalist Papers
-V iews of Federalists and AntiFederalists
-Im portance of the Washington
Pr esidency (Precedents)
-Planning a Capital City
Im portant People
George Washington
Jam es Madison
Joh n Adams
T h omas Jefferson
Ben jamin Banneker
Pierre L’Enfant
Politics/Emergence of
Political Parties
Concepts
The Genet Affair
Whiskey Rebellion
Jay Treaty
French Rev olution
Impressments
Neutrality Proclamation
Quasi-war with France
T opics
-Emergence of Political
Parties: Causes and Effects
-Jeffersonian Republicans
-Federalists
-Election of 1 800: Significance
(Transfer of Power)
Im portant People
George Washington
John Adams
Alex ander Hamilton
Thomas Jefferson
The Jefferson
Administration
Concepts
Judicial review
“peaceable coercion”
Embargo Act of 1 807
Hartford Conv ention
Monroe Doctrine
XY Z Affair
War of 1 81 2
Nativ e Americans and war of
1 81 2
T opics
-Marbury vs. Madison
-Louisiana Purchase
-Lewis and Clark Ex pedition
-Embargo Act of 1 807
-Fort McHenry
-Battle of New Orleans
-The War of 1 81 2: Causes and
Effects
-Alien and Sedition Acts
Treaty of Ghent
Im portant People
Thomas Jefferson
Aaron Burr
Andrew Jackson
James Madison
Henry Clay
John C. Calhoun
Francis Scott Key
War Hawks
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I Can:
1. _____Analyze the defining features of the Articles of Confederation.
2. _____Understand the chief accomplishments and shortcomings of state and national government unde r the Articles of Confederation.
3. _____Know the driving motivations behind the Constitutional Convention of 1787. Upon which goals and principles did the delegates agree? Upon which did they differ?
4. _____ Discuss in what ways did the constitution either expand, or limit, American democracy.
5. _____ Explain what were the main arguments for, and against, constitutional ratification.
6. _____ Identify among what kinds of Americans did the Federalists and Anti-Federalists each find their greatest appeal.
7. _____ Explain what were the essential provisions of the Bill of Rights.
8. _____ Explain how, respectively, were different groups of Americans affected by the new constitution.
9. _____Discuss the chief agendas of the Washington administration.
10. _____Understand the key lines of political division during the 1790s. How were these divisions reflected in the emerging rivalry between Federalists and Republicans?
11. _____Identify how the extents and limits of American democracy debated during the 1790s.
12. _____Analyze how politics and policies of the new republic affected by events overseas.
13. _____Understand in what ways did the policies of Republican presidents Jefferson and Madison resemble those of Federalist presidents W ashington and Adams.
14. _____Explain in what ways did they represent a new departure.
15. _____Learn the causes and significance of the Louisiana Purchase.
16. _____Explain how did U.S.-Indian relations unfold between 1790 and 1815.
17. _____Discuss the causes, outcome, and consequences of the War of 1812.
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
Craft and Structure
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing
out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates
the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic
and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 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.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narra tive
elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, stud ents must be
able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others
can replicate them and (possibly) reach the same results.