STEPHENVILLE CURRICULUM DOCUMENT
SOCIAL STUDIES
GRADE: 12TH
COURSE: UNITED STATES GOVERNMENT
BUNDLE (UNIT) 2
EST. NUMBER OF DAYS: 9
UNIT 2 NAME
FOUNDING US GOVERNMENT
Unit Overview Narrative
Unit will introduce students to the process and documents used to create the distinct form of government found in the US. An
analysis of the Constitution as the blueprint for the operation of the US government.
Generalizations/Enduring Understandings
Concepts
Guiding/Essential Questions
Learning Targets
Formative Assessments
Summative Assessments
TEKS (Grade Level) / Specifications
TEKS
1. History. The student understands how constitutional
government, as developed in America and expressed in
the Declaration of Independence, the Articles of
Confederation, and the U.S. Constitution, has been
influenced by ideas, people, and historical documents.
The student is expected to:
( D) identify the contributions of the political
philosophies of the Founding Fathers, including
John Adams, Alexander Hamilton, Thomas
Jefferson, James Madison, John Jay, George
Mason, Roger Sherman, and James Wilson, on
the development of the U.S. government
Specifications
Term:
Constitution: plan of government
Documents:
Declaration of Independence:
Articles of Confederation
US Constitution
People:
1. Thomas Jefferson: primary author of the Declaration of Independence
2. James Madison: “Father” of the Constitution, contributor to the
Federalist Papers,
3. John Adams: led the debate that ratified the Declaration of
Independence,
4. Alexander Hamilton: Federalist Leader, contributor to the Federalist
Papers http://www.youtube.com/watch?v=WNFf7nMIGnE
st
5. John Jay: Federalist, 1 Chief Justice of the SC, contributor to the
Federalist Papers
6. George Mason: Father of the Bill of Rights
7. Roger Sherman: introduced the Conn. Or Great Compromise
8. James Wilson: Founding Father who strongly pushed, although
unsuccessfully, for the direct election of the president as well as
EDITED JULY 2013
(E) examine debates and compromises that
impacted the creation of the founding
documents
(F) identify significant individuals in the field of
government and politics, including George
Washington, Thomas Jefferson, John Marshall,
Andrew Jackson, Abraham Lincoln, Theodore
Roosevelt, Franklin D. Roosevelt, and Ronald
Reagan.
members of the Congress.
Activity: Declaration of Independence: What Did It Say? Working in
teams, students receive a copy of the Declaration of Independence. They
draw for slips which represent “interpretations” of sections and
determine where each section should be placed.
Constitutional Debates/Compromises
1. Virginia Plan: representation based on population
2. New Jersey Plan; equal representation
3. Conn. Or Great Compromise: 2 houses of Congress, 1 based on
population the other equal
4. 3/5ths Compromise: for taxation and representation purpose, 5 slaves
equates to 3 people
5. Slave Trade Compromise: no votes on slave issues until 1808
6. Federalist/Anti Federalist: pro/con adoption of the Constitution
* Predict how individual states will vote during the Constitutional
Convention regarding Representation in Congress and counting of Slaves
for tax and representation purposes, using data from the American
Census Bureau.
* Create input/result mind map for compromises reached at the
Constitutional Convention
People:
st
1. George Washington: 1 president, set the precedent for the presidency
2. Thomas Jefferson: increased power of presidency through Louisiana
Purchase, Father of the Declaration of Independence
3. John Marshall: Supreme Court Chief Justice who expanded the power
of the Supreme Court as the final word on the Const. of an issue,
4. Andrew Jackson: Father of the modern Democratic Party, instituted the
modern political campaign tactics, ignored Supreme Court ruling resulting
in “The Trail of Tears”
5. Abraham Lincoln: president during the Civil War, expanded the power
of the presidency
6. Theodore Roosevelt: established the park system
7. Franklin D. Roosevelt: Great Depression, World War II era president,
expanded the power of the presidency through New Deal programs
8. Ronald Reagan: federalism devolution
(7) Government. The student understands the
American beliefs and principles reflected in the U.S.
Constitution and why these are significant. The student
is expected to:
(A) explain the importance of a written
constitution
A written constitution holds both people and the
government accountable to the laws of the land.
Rule of law
Government of law not men
EDITED JULY 2013
(B) evaluate how the federal government serves
the purposes set forth in the Preamble to the
U.S. Constitution
We the people of the United States, in order to
1, form a more perfect union,
2. establish justice,
3. insure domestic tranquility,
4. provide for the common defense,
5. promote the general welfare,
6. secure the blessings of liberty to ourselves and our posterity,.
http://www.youtube.com/watch?v=oBuPQgV8yBM
Barney Fife and the Preamble
(C) analyze how the Federalist Papers such as
Number 10, Number 39, and Number 51 explain
the principles of the American constitutional
system of government
Assemble a document that expresses actions /laws that could be enacted
to fulfill each of the purposes in the Preamble
Federalist Papers: series of newspaper articles written by Alexander
Hamilton, James Madison and John Jay to explain and urge ratification of
the Constitution. Considered the defining document for understanding
the Constitution. Students will receive a copy of each Federalist Paper
required from “The Federalist Papers in Modern Language”
Federalist #10: danger of factions, large republic greater safeguard
against governmental abuses.
Federalist #39
* The power to govern must be derived from the consent of the people.
* Representatives elected from the people are the administrators of the
government.
* The terms of service of the Representatives must be limited by time,
good behavior, or as long as the favor of the people is maintained (as
would be the case in impeachment).
Federalist #51: checks and balances, separation of powers
Students will compose a newspaper article announcing the publication of
the Federalist Papers and a review of the referenced papers.
(D) evaluate constitutional provisions for
limiting the role of government, including
republicanism, checks and balances, federalism,
separation of powers, popular sovereignty, and
individual rights
Republicanism – The citizens have political authority are bound by social
contract to obey laws and their rights are guaranteed by a constitution
Checks and balances - each branch of government is subject to a number
of constitutional restraints by the other branches.
Federalism – division of power among levels of government
Separation of power – no one branch has too much power because
powers are divided
Popular sovereignty – The people are the only source of power for any
and all government actions. Government can only govern with the
consent of the governed.
Individual rights – a citizen is entitled to all rights as long as they don’t
EDITED JULY 2013
(F) identify how the American beliefs and
principles reflected in the Declaration of
Independence and the U.S. Constitution
contribute to both a national identity and
federal identity and are embodied in the United
States today
(8) Government. The student understands the structure
and functions of the government created by the U.S.
Constitution. The student is expected to:
(E) explain how certain provisions of the U.S.
Constitution provide for checks and balances
among the three branches of government
(H) compare the structures, functions, and
processes of national, state, and local
governments in the U.S. federal system
(9) Government. The student understands the concept
of federalism. The student is expected to:
(A) explain why the Founding Fathers created a
distinctly new form of federalism and adopted a
federal system of government instead of a
unitary system;
(B) categorize government powers as national,
state, or shared
infringe on others.
Limited government – no government is all powerful. The acts of the
government are those willed by the people
Rule of law – everyone is under the rules & laws of society
Declaration of Independence
1. Purpose: explain to the world how GB had broken the Social
Contract
2. Preamble: introduction
3. Charges: examples of how GB broke the SC
4. Announcement: new status quo
US Constitution
1. Preamble/purpose
2. Articles
3. Bill of Rights
4. Amendments
Principles/Beliefs
1. Government is a social contract
2. Rules are established to protect citizens from abuses of
government and each other
3. People are not perfect
4. People should have an equal chance at success
5. Government can be changed
Checks and balances - each branch of government is subject to a number
of constitutional restraints by the other branches.
Power Grab Game
http://score.rims.k12.ca.us/score_lessons/power_grab_game/
http://www.kminot.com/art/charts/branches.jpg
http://www.youtube.com/watch?v=JR09Gt9DTKY
West Wing: separation of powers
The Constitution enacted a system of federalism in which the power to
govern is divided between national, state and local governments.
http://www.akhistorycourse.org/docs/GovtStruct-Chart1.pdf
The Founding Fathers had recently separated our country from England,
which was a unitary system of government. They instituted a federal
system of government in order to divide the power given to government
and establish a system of checks and balances. There are continuing
disputes over the divisions of power
 Federal powers are divided into expressed, implied, and
inherent power.
 The 10th amendment grants reserved power for the states.
Concurrent or shared powers are those shared by state and federal
government such as the power to tax and establish courts.
EDITED JULY 2013
(C) analyze historical and contemporary
conflicts over the respective roles of national
and state governments
(D) understand the limits on the national and
state governments in the U.S. federal system of
government
Processes and Skills
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected
to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence
structure, and punctuation
(20) Social studies skills. The student applies criticalthinking skills to organize and use information acquired
from a variety of valid sources, including electronic
technology. The student is expected to:
(A) analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding
the main idea, summarizing, making
generalizations and predictions, and drawing
inferences and conclusions
(E) evaluate government data using charts,
tables, graphs, and maps
(F) use appropriate mathematical skills to
interpret social studies information such as
maps and graphs
Powers denied to the federal government are specified in Article I,
Section 9 and powers denied to the states are specified in Article I,
Section 10.
McCulloch v Maryland
http://www.pbs.org/wnet/supremecourt/educators/lp1.html
Federal powers are divided into expressed, implied, inherent, and
reserved power:
Expressed Powers – delegated to the National Government in
the Constitution
Implied Powers – powers given to the National Government but
not stated in the Constitution
Inherent Powers – belonging to the National Government
because it is the government of a sovereign state
Reserved Powers – belonging to the state
governments and denied to the federal government; or left to the people
under the 10th amendment.
http://www.cyberlearningworld.com/lessons/civics/federalism/graphic_organizer_got_power.htm
Daily expectations
Daily expectations
Daily expectations
Daily expectations
Daily expectations
Topics
Language of Instruction
1.
Compromise
9.
Convention
17. Ratification
25. Checks and Balances
EDITED JULY 2013
2.
3.
4.
5.
6.
7.
8.
Constitution
Social Contract
Null and Void
Declaration of
Independence
Confederation
States rights
Articles of Confederation
10.
11.
12.
13.
14.
15.
16.
Preamble
Virginia Compromise
New Jersey Compromise
Great Compromise
Importation
Ban
3/5ths compromise
18.
19.
20.
21.
22.
23.
24.
Persuasion
Justification
Argumentation
Federalism
Federalist Papers
Bill of Rights
Amendment
26.
27.
28.
29.
30.
31.
32.
Separation of Powers
Civil War Amendments
Prohibition Amendments
Precedent
Justice
Domestic
tranquility
State Assessment Connections
National Assessment Connections
Resources
Text pp37-38, 42-47, 48-52, 53-58
We the People Lessons 6,7,8,9 and 10
School House Rock Fireworks, No More Kings, Preamble, Shot Heard around the World,
http://www.youtube.com/watch?v=WNFf7nMIGnE Hamilton Rap
www.constitutionfacts.com/
EDITED JULY 2013