UNIT PLAN
Grade Level:
Unit #:
Unit Name:
4
5
America Becomes a Constitutional Democracy
Big Idea/Theme: After gaining freedom from England, America formed a
democratic government.
Culminating Assessment: Working in groups of 3, create a newspaper article
for the three branches of government. Each group members is responsible for
the information about one branch of government. Then put all the information
together to create the newspaper. It must include:
Purpose of the branch.
People involved in the branch.
Requirements of the members of the branch.
Diagram of the three branches.
Non-linguistic representation.
2 facts about the branch.
Unit Understanding(s)
The students will understand that…
The government developed
under the Articles of
Confederation resulted from the
experiences under the royal
governors, the King, and
Parliament.
The United States Constitution
was written to solve problems
that arose as a result of the
weaknesses in the government
under the Articles of
Confederation.
The three branches of
government under the United
States Constitution are the
legislature, the executive, and
the judiciary branches.
Each of the three branches of
government has specific
purposes.
Each of the three branches of
government has specific powers
and are checked and balanced
by the other branches to ensure
that they are in compliance with
the Constitution.
Unit Essential Question(s):
How did the government
developed under the Articles of
Confederation occur?
What was the purpose of the
Articles of Confederation?
Why was the United States
Constitution written?
What are the three branches of
government?
What is the purpose of each
branch of the government?
How are the powers of each
branch balanced to ensure that
they are in compliance with the
Constitution?
What is the Bill Rights and what
is its purpose?
What specific roles did early
leaders play in the formation of
the new government?
How did the Three-Fifths
Compromise and the Fugitive
Slave Act prove that equality for
all men was not practiced?
How were the two political
The Bill of Rights is the first ten
amendments that were added to
the Constitution to protect the
individual rights and freedoms
not addressed in the original
Constitution.
Specific leaders played
significant roles in establishing
the new government of the
United States including: George
Washington, John Adams,
Thomas Jefferson, Alexander
Hamilton, John Marshall, and
James Madison
The Three-Fifths Compromise
and the Fugitive Slave Act are
proof that the equality for all
men wasn’t practiced.
Social and economic differences
among Americans and the
different ideas of Thomas
Jefferson and Alexander
Hamilton helped form two
political parties in the 1790’s:
Federalist Party and
Democratic-Republican.
parties formed?
Students will know… / Students will be able to…
Compare the ideas in the Articles of Confederation with those in the
United States Constitution.
Classify government activities according to the three branches of
government established by the United States Constitution and give
examples of the checks and balances that the Constitution provides
among the branches.
Explain the role of the Bill of Rights in the ratification of the Constitution.
Compare the roles and accomplishments of early leaders in the
development of the new nation.
Provide examples of how American constitutional democracy places
important responsibilities on citizens to take an active role in the civil
process.
Illustrate how the ideals of equality as described in the Declaration of
Independence were slow to take hold as evident in the Three-Fifths
Compromise and the Fugitive Slave Acts.
Compare the social and economic differences of the two political parties
that began to form in the 1790s, led by Alexander Hamilton and Thomas
Jefferson.
South Carolina Academic Standards:
4-4.1 Compare the ideas in the Articles of Confederation with those in the
United States Constitution, including how powers are now shared between
state and national government and how individuals and states are
represented in the national congress. (P, H)
4-4.2 Classify government activities according to the three branches of
government established by the United States Constitution and give
examples of the checks and balances that the Constitution provides
among the branches. (P, H)
4-4.3 Explain the role of the Bill of Rights in the ratification of the Constitution,
including how the Constitution serves to guarantee the rights of the
individual and protect the common good yet also to limit the powers of
government. (P, H)
4-4.4 Compare the roles and accomplishments of early leaders in the
development of the new nation, including George Washington, John
Adams, Thomas Jefferson, Alexander Hamilton, John Marshall, and
James Madison. (H, P)
4-4.5 Provide examples of how American constitutional democracy places
important responsibilities on citizens to take an active role in the civil
process. (P, H)
4-4.6 Illustrate how the ideals of equality as described in the Declaration of
Independence were slow to take hold as evident in the Three-Fifths
Compromise and the Fugitive Slave Acts. (P, H)
4-4.7 Compare the social and economic differences of the two political parties
that began to form in the 1790s, led by Alexander Hamilton and Thomas
Jefferson. (H, P, E)
Vocabulary/Word Wall
Articles of Confederation
Bill of Rights
Branches of government
Checks and balances
Constitution
Federalists
Fugitive Slave Acts
National Congress
National government
Ratification
Rights of individuals
State government
Three-Fifths Compromise
Interim Assessment (formative)
Checklist
Class discussions/ participation
Formative Assessments
Teacher observations
Key Criteria (to meet the standard/rubric)
See Rubric
Newspaper Rubric
Required Concepts
Progress
Purpose of the Branches
T
O
B
People involved in the Branches
T
O
B
Requirements of the branches
T
O
B
Diagram of the three branches
T
O
B
Nonlinguistic Representation
T
O
B
Two Facts
T
O
B
T = THERE!!
O = On the Way!
Comments
B = Beginning…
T-The response is successful in the following way:
It demonstrates exemplary and clear understanding of the assignment.
O-The response demonstrates understanding of the topic, but is limited in the
following way:
It demonstrates an adequate and somewhat clear understanding of the
assignment.
B-The response is inadequate in the following way:
It demonstrates an unclear understanding of the assignment.
Extra! Extra! Read
All About it!!!
I am talking about the _____________________and I am gonna shout it!!!
Purpose of the
Branch:
People involved in
the Branch:
Members
Requirements:
Present Day
Current Event
Interesting
Fact
Diagram of Branches