Eleventh Grade Social Studies Curriculum Guide
provided through the Teaching American History Grant
For the Old English Consortium
United States History and the Constitution
Unit Title: The Establishment of the United States as a New Nation
Standard USHC-2: The student will demonstrate an understanding of the establishment of
the United States as a new nation.
Pacing Suggestions: Ten to Twelve days (Block Schedule)
Twenty to Twenty-Four days (Traditional Schedule)
Enduring Understandings and Essential Questions:
• Summarize the early development of representative government and political rights in
the American colonies.
How did the British political system and rule of law influence the Colonial
legislatures, and result in conflict with the royal governors?
• Explain the impact of the Declaration of Independence and the American Revolution.
What effect did the Declaration of Independence and the American Revolution have
on the American colonies and the world at large?
• Explain the development and effectiveness of the Articles of Confederation.
What were the strengths and weaknesses of the Articles of Confederation and why
did that constitution prove to be ineffective?
• Summarize the creation of a new national government and its subsequent ratification.
What were the significant issues during the Constitutional Convention and how were
they resolved?
What effect did the government created by the Founding Fathers have on proponents
of strong state governments?
How was the new government to combat the economic crisis?
To what extent were the Federalist Papers effective in persuading the states to ratify
the new Constitution?
• Analyze the underlying political philosophies and fundamental principles of the new
national government created during the Constitutional Convention.
How were separation of powers, limited government, checks and balances, and
federalism manifested in the new Constitution?
• Compare the differing views of Thomas Jefferson and Alexander Hamilton.
How did the conflict between Jefferson and Hamilton lead to the emergence of the
two-party political system?
• Summarize the origins and the evolution of the United States Supreme Court.
How did John Marshall’s precedent-setting decision in the Marbury v. Madison case
institute the power the Supreme Court wields today?
Assessment One:
• Introduction: Students are required to read the prompts provided and complete a story
based on what they have studied. There are clues given in the prompts that students
must follow up on by creating historical fiction tales. The tales or stories should
include the facts and key events that occurred historically. Students should use
relevant vocabulary terms, appropriate key historical figures and events, cause and
effect, and even analysis and evaluation as they write. Outstanding answers will
combine all of those in readable and interesting stories.
•
Timeframe: The required time for this exercise would be one 90-minute block period.
It is helpful if students have been warned of the assessment format prior to the day of
testing. For traditional class periods teachers could require students to choose two of
the story prompts and address those.
•
Materials: the only materials required would simply be a copy of the assessment for
each student and the rubric to score students’ answers.
•
Instructions: These are tasks with which students will address by creating historical
fiction stories/tales. There are four prompts given. Students must read and consider
each prompt and the write a story to answer them. In students’ answers they must
write everything about the characters they are supposed to be in the prompts. They
must focus their stories on just the information needed to fulfill the requirement of the
prompts. In other words, they should not worry about creating an entire life history
of the characters. They should use facts, details, and vocabulary they have learned in
class. They must make their stories historically accurate. The prompts are designed
to be stories and not simple series of sentences. Students should demonstrate their
mastery of the information by using as much relevant information as possible.
•
Differentiation for Diverse Learners/Levels of Ability: There are several choices for
differentiation. Students may be given extended time, required to complete fewer
prompts or they may be allowed to use notes or texts. Students may even be paired
with those of higher level ability.
•
Scoring Rubric: See attached rubric.
Rubric for Assessment One
CATEGORY
Focus on
assigned
prompts
Historical
Accuracy
25 points
Outstanding
The entire story/s
is/are related to the
assigned prompts.
22 points Good
Most of the story/s
is/are related to the
assigned prompt/s.
The story/s may
wander off at one
point.
19 points Fair
Some of the story/s
is/are related to the
assigned prompt/s.
16 points Poor
No attempt has been
made to relate the
story/s to the
assigned prompt/s.
Event/s in the
prompt/s is/are
correctly identified.
Almost all facts
presented in the
story/s is/are relevant
and accurate.
Some of the event/s
in the prompt/s is/are
correctly identified.
Most facts presented
in the story/s is/are
accurate (at least
75%).
None of the event/s
in the prompt/s
is/are correctly
identified. There are
several major
factual errors in the
story/s.
Student uses little
relevant vocabulary
(50%), or uses
vocabulary
somewhat
inappropriately
and/or inaccurately.
The story/s
The story/s contain/s a The story/s contain/s
contain/s many
few creative details
a few creative details
creative details
and/or descriptions
and/or descriptions,
and/or descriptions that contribute to the but they distract from
the story. The student
that contribute to reader's enjoyment.
the reader's
The student has used has tried to use his
imagination.
enjoyment. The
his imagination.
student has really
used his
imagination.
Student uses no
relevant vocabulary
or uses it entirely
inappropriately
and/or in accurately.
Event/s in the
prompt/s is/are
correctly
identified. All facts
presented in the
story/s is/are
relevant and
accurate.
Relevant
Student uses all
Vocab- ulary
relevant
terms are used vocabulary
appropriately and
accurately.
Creativity
Student uses most
relevant vocabulary
(80%) appropriately
and accurately.
There is little
evidence of
creativity in the
story/s. The student
does not seem to
have used much
imagination.
American History
Assessment One
Test: The American Revolution
These are tasks with which you will address by creating “historical fiction” tales. I have given you four
prompts. Consider each prompt and then write a story to answer them. In your answers you must tell me
everything you can about the person you are supposed to be. Focus your story on just the information needed
to fulfill the tasks of the scenario prompts. Use facts, details and vocabulary terms you have learned in class
to make your story accurate. Most of all make this story historically true and complete. Be creative and
don’t simply write a series of sentences. Write a story! That is what is expected. You should use as much
relevant information as possible, that way you may demonstrate how much you really know about these
events.
You must answer/address all four scenarios below:
1.
The year is 1757 and you have just completed your seven-year work contract on a tobacco farm near the lower
Potomac River. You are scouting the forest on the western slopes of the Allegheny Mountains, south of the
confluence of the Monongahela and Allegheny Rivers. You are seeking a suitable site for a farm. You have
recently married and want to establish your claim soon. Although you have come across several cabins with the
land somewhat cleared around them, you have not seen any people. As you climb a rise and come to a slight
clearing in the forest you smell a faint trace of smoke. You are instantly alert and you put your musket at the
ready. You hear voices in an unintelligible language coming your way through the trees. You crouch quietly
behind a large tree and wait until the sound of the voices recede and then fade away. As you stealthily creep in
the direction the voices had come from, the smell of smoke gets stronger until you find the charred remains of a
recently constructed cabin. There are several bodies strewn around. Two of the bodies are children. They all
have bloody scalps. What important events are occurring and what are you going to do?
2.
The year is 1768 and you are a shopkeeper in Charles Town, South Carolina. You deal in imported
manufactured goods such as muskets, tools, and plows. You also sell lead, paint and glass. Although business
is good and you are a wise manager, you are not making a profit. Explain why this may be so and what actions
you will take to improve your profit.
3.
It is in December of 1773 and you live just outside the city of Boston. You are nineteen years old and have
been allowed to join a secret organization that counts many respectable men of the Boston community as its
members. You are excited and somewhat scared because you are going to join your brethren in an illegal
activity. After night fall you darkened your face with some ashes and burnt cork, covered yourself in an old
cloak, grabbed your grandfather’s old tomahawk, and ran to the meeting place. What event are you
participating in and what precipitated it? What actions are you going to take?
4.
It is October of 1781 and you are a volunteer soldier in the Continental Army of the United States. You have
had many difficult times and privations. You have been wounded twice during your time in service and
suffered from frostbite on your feet. Now you sense the final victory is fast approaching. Describe the
experiences you have had during the war thus far and explain what you are currently witnessing. Be as
complete as possible with as much relevant information as you can think of. It is better to have too much
information, as long as it is accurate, than too little.
Answer key:
All stories will vary in their quality, accuracy, and scope. The stories should be examined to determine if the
students could correctly identify and explain the events and all facts surrounding them. The better stories will
include cause and effect relationships, demonstrate a comprehensive knowledge of the events themselves, and
contain a thorough analysis of them. The point values do not have to be the exact points listed. For example, a “22”
could be assigned for category 1.
Prompt #1: Students should identify themselves as a former indentured servant from Virginia. The prompt
character came west to claim land because all land to the east is owned or claimed already. The event is the French
and Indian War. One of the causes of the war was conflicting claims to the Ohio River Valley. The location
described in the prompt should be recognized as the site of modern day Pittsburgh. The character in the prompt has
narrowly escaped being killed by a party of Indians. Students should be able to describe some of the events of the
War up to the year 1757. A good story will describe and briefly explain the remainder of the war. An outstanding
answer would include the disappointment of the character at the pronouncement of the Proclamation Line of 1763.
Prompt #2: Students should be able to identify and explain that the taxes on the products he/she sells are a result of
the Townshend Acts. A good answer will also explain the economic system of British mercantilism. The Sons of
Liberty and Committees or Correspondence could be mentioned. Possible solutions to the problem of no profit
could be joining a boycott or illegal smuggling. A good answer should also mention previous Parliamentary Acts
and taxes that had been repealed.
Prompt#3: The event is the Boston Tea Party. Students should identify the secret organization as the Sons of
Liberty. Precipitating events would be the Tea Act of 1773 and the destruction of the Gaspee. Students should
identify themselves dressing up as Mohawk Indians. They should be able to explain what the Tea Party was and the
response of the British to the destruction of 342 chests of tea. A good answer will explain the British reaction
including the Coercive Acts. Students could mention the Committees of Correspondence and their function after the
port of Boston was closed.
Prompt #4: The event is the siege at Yorktown where Cornwallis was forced to surrender. A good story will
include experiences at Trenton, Valley Forge, and several other major battles. Students should explain they fought
at Saratoga and connect the American victory there to French military aid and troops. Students could write about
some southern experiences since Cornwallis marched to Yorktown from South Carolina. A good story will include
the names of Washington DeGrasse, Benedict Arnold, Daniel Morgan and others. An outstanding story could
include the causes of the war and/or the results of the war. Vocabulary terms such as Tories, Loyalists and Hessians
should be used as well.
Assessment Two
• Introduction: This is the second of the two-major/culminating assessments. After
instruction and activities on the Articles of Confederation through Washington’s
administration students should be prepared to debate the two men’s differences over
the role of government. Students are required to read and research Thomas Jefferson
and Alexander Hamilton as well as their political philosophies concerning
interpretation of the Constitution and the proper role of government in preparation for
a class debate. Students will be randomly assigned to one of three groups, Jefferson,
Hamilton, or judges, and must prepare for the requirements of their assigned group.
Students assigned to the Hamilton or Jefferson group should thoroughly research their
own positions and spend some time researching their opponents’ positions in order to
debate knowledgeably. The Judges group is required to research both sides.
•
Timeframe: This assessment should require three full 90-minute class periods and
must come after instruction on the Constitution and Washington’s presidency. On the
traditional class schedule it will take four class periods.
•
Materials: The assignment instructions and students’ textbooks and research
information they have gathered.
•
Instructions: The class will be divided into three groups of equal size. Two of the
groups will be the actual opponents reflecting the Jeffersonian and Hamiltonian
views. The third group will be the judges. Their task will be to evaluate the strength
of the oral arguments of the two sides and determine the actual “winner.” All three
groups should thoroughly research the arguments and evidence of the two sides.
Students are divided into groups, select positions and begin research. Student groups
assign specific roles. These are: (a) Director (b) Presenter/speaker (c) Recorder
(d) Research coordinator (e) Research assistants
Although these are specific, assigned roles, all students are expected to research.
The Judging Group will have these roles:(a) Director (b) Secretary
All students in this group will be their own recorders and researchers.
Although everyone has to complete their own, personal, summaries, the group will
have some discussion and a vote to determine which side wins.
•
Differentiation for Diverse Learners/Levels of Ability: As this assessment consists of
groups working together, higher ability students may work with lower ability
students.
•
Scoring Rubric: See attached sheet
Focus
Debate
Readiness
Argumentation
Speaking
Listening
Conduct
Written
Summaries
Goal
Students demonstrate that careful research for
appropriate evidence has been compiled; have listed at
least five major points to make in support of each
perspective examined; have used a variety of quality
resources.
Students understand the position being argued; cites
logical, relevant evidence to support his or her
arguments; arguments are logically arranged; use
evidence to refute the opposing viewpoint.
References to the underlying principles of government
should result in a higher score.
Students speak to all in the class; uses time wisely; are
audible; articulate clearly; use terms correctly to
support the position.
Students are attentive to the arguments made by the
opposition; jot down major points to be refuted; avoid
repeating what has already been presented except to
counter an argument.
Students demonstrate clear respect for others; respond
to opposing views without personal attacks; avoid
non-verbal behaviors; show composure in waiting for
opportunities to respond.
Students present well-written summaries defining
what role they played in their group, to what extent
they worked to fulfill that role and help their group,
and evaluate their own effectiveness. Present
evidence to support your claims.
Maximum
points
15
20
20
10
10
25
Points
awarded
Assessment Two
American History
Assessment Two: The Great Debate
Hamilton vs. Jefferson
After the ratification of the Constitution, the United States government was launched into a new era. The
weaknesses of the Articles of Confederation had been replaced with a government that was strong enough to fend
for itself. Although many feared that too much power had been stripped from the states, the largest number of
antifederalists had been quieted with the promise of the new government to produce a bill of rights protecting people
from that central/national government. The next stage in the great debate over the issue of state sovereignty and
national government power began with George Washington’s administration. Alexander Hamilton was
Washington’s Secretary of the Treasury and realized the United States had to clear up the debt from the
Revolutionary War and set the nation on a secure financial foundation. He believed the necessarily vague
Constitution had granted many implied powers for the government to do anything that was not specifically
forbidden. Thomas Jefferson, the first Secretary of the Treasury, had a contrasting view and believed the spirit of
the Constitution had severely limited the power available to the national government. The issue became a conflict
over interpretations of the Constitution and led to the creation of political parties. This is the greatest conflict in the
history of the United States and Americans still argue over the role of the national government in their lives. This
issue was also the crux of the bloodiest war in our history. This class will debate the merits of the arguments of the
two men and their philosophies.
Assessment rubric:
Focus
Goal
Maximum
Points
points
awarded
Debate
Students demonstrate that careful research for
15
Readiness
appropriate evidence has been compiled; have listed at
least five major points to make in support of each
perspective examined; have used a variety of quality
resources.
Argumentation
Students understand the position being argued; cites
20
logical, relevant evidence to support his or her
arguments; arguments are logically arranged; use
evidence to refute the opposing viewpoint. References
to the underlying principles of government should
result in a higher score.
Speaking
Students speak to all in the class; use time wisely; are
20
audible; articulate clearly; use terms correctly to
support the position.
Listening
Students are attentive to the arguments made by the
10
opposition; jot down major points to be refuted; avoid
repeating what has already been presented except to
counter an argument.
Conduct
Students demonstrate clear respect for others; respond
10
to opposing views without personal attacks; avoid nonverbal behaviors; show composure in waiting for
opportunities to respond.
Written Summaries
Students present well-written summaries defining what
25
role they played in their group, to what extent they
worked to fulfill that role and help their group, and
evaluate their own effectiveness. Present evidence to
support your claims.
Students in the third, judging group, will be required to include their own evaluation of the performance of
the debate in their written summary. They must present evidence to support their decision. The evaluation
of the two groups will be done individually.
Debate Timeline:
Day 1
Students are divided into groups, select positions and begin research.
Student groups assign specific roles. These are:
(a) Director (b) Presenter/speaker (c) Recorder
(d) Research coordinator (e) Research assistants
Although these are specific, assigned roles, all students are expected to research.
The Judging Group will have these roles: (a) Director (b) Secretary
All students in this group will be their own recorders and researchers. Although everyone has to
complete their own, personal, summaries, the group will have some discussion and a vote to
determine whom the group believes won.
Day 2
Preparation time
Day 3
Debate is conducted
Day 4
Written summaries collected
Debate Format
Round 1:
Opening statements. Both sides get 7 minutes to make their initial presentation/argument.
Round 2:
Questions posed by opposing sides. As questions are answered, previous responses may be
rebutted. Each side will have 90 seconds to answer question/s and/or rebut pervious responses.
This round will last not more than 35 minutes.
Round 3:
Closing statements. Both sides will have 4 minutes to make their final points.
Round 4:
Judging group will evaluate and determine the winner. The other groups will be working on their
written summaries silently. This will continue until a decision has been made or the last minute
before the bell rings.
Good luck! In omnia paratus!
*Note: The time allotments are based on a 90-minute block period. For a traditional class period the time allotments
should be reduced appropriately.
Resources
Appleby, Joyce et. al. The American Vision. New York: McGraw-Hill Publishing
Company, 2005.
Brinkley, Alan. American History A Survey. New York: McGraw-Hill Publishing
Company, 2003.
Finger, Becky, and others. “Activities 1, 2, 3, of both Assessments.”
A Pacing and Curriculum For U.S. History Teachers. Charlotte-Mecklenburg
Schools, 1999.
Languuth, A.J. “Green Dragon Tavern Ditty.” Patriots: Men Who Started the
American Revolution. New York: Simon and Schuster, 1988.
“Rubistar: Create Rubrics for Your Project-Based-Learning Activities.” 4Teachers.org.
25 May 2005. http://rubistar.4teachers.org
•
Other Suggested Titles for Teaching This Unit Include:
Collier, Christopher and James Lincoln Collier. Decision in Philadelphia: The
Constitutional Convention of 1787. New York: Ballantine Books, 1987.
Hefner, Richard D. A Documentary History of the United States. New York:
New American Library, 1999.
Johnson, Paul. A History of the American People. New York: Harper Collins, 1997.
Twight, Charlotte A. Dependant on D.C. The Rise of Federal Control over the Lives
of Ordinary Americans. New York: Palgrove Publishing, 2002.
Activity 1 For Assessment 1:
• Introduction: As time passed and more people began to arrive in the British American
colonies, the idea of self government began to emerge. Sometimes events occurred
where colonists were forced to improvise or create a form of governmental authority.
The Mayflower Compact was one such precedent. Sometimes necessity required the
creation of decision-making bodies representing different localities such as the
Virginia House of Burgesses. This activity is designed for students to research some
of the events that occurred which influenced democratic ideals in the American
colonies.
• Timeframe: 30 – 45 minutes in one class period
• Materials: American History textbook and the activity sheet.
• Instruction: Each student should receive a copy of the activity sheet. Instruct them to
use their textbooks to research each event in the left column of the activity sheet.
They will need to read the information about the events and then synthesize the
information into succinct and concise points. Students must then fill in the
corresponding empty block in the right column of the sheet. This activity helps
students to organize the information so they will be better able to recall it.
• Differentiation for Diverse Learners /Levels of Ability: Lower ability students may be
grouped with higher ability students as they complete the activity sheet. Teachers
could demonstrate for students by completing the first event on the sheet to provide
an example for students.
• Suggestions for Assessment: This activity does not have to be scored. It could be
assigned as homework or a quiz and scored based on the number of events students
answer correctly.
Activity 1 for Assessment 1
Events That Influenced Democratic Ideals in the American Colonies
Directions: Use your textbooks to research the events in the left column and briefly explain the significance to
American democratic ideals in the column on the right.
Events, Documents, or Practice
1619 The creation of the Virginia House of Burgesses
Significance to American Ideals
1620 The Mayflower Compact
New England Town Meetings
1628 England’s Petition of Rights and
1689 English Bill of Rights
Colonial Governments
1639 Fundamental Orders of Connecticut
1643 New England Confederation
1649 Maryland Act of Toleration
1676 Bacon’s Rebellion
1683 New York Chapter of Liberties
1734 John Peter Zenger Case
.
Activity 1 for Assessment 1
Key: Events That Influenced Democratic Ideals in the American Colonies
Events, Documents, or Practice
1619 The creation of the Virginia House of Burgesses
Significance to American Ideals
First representative assembly in America.
1620 The Mayflower Compact
First agreement for self-government using direct
democracy.
New England Town Meetings
The opportunity and practice for people to speak for
themselves openly. Helped establish the principle of self
government and freedom of speech.
1628 England’s Petition of Rights and
1689 English Bill of Rights
These established certain rights of English subjects.
American colonists claimed these rights as they
considered themselves Englishmen.
Colonial Governments
American colonial assemblies began to enjoy the “power
of the purse” in which they could exercise some control
over themselves with the governors. The assemblies
determined and paid the governors’ salaries.
First written constitution in America. The English
constitution is not written. Having the plans and forms
of government in writing was essentially a guarantee.
1639 Fundamental Orders of Connecticut
1643 New England Confederation
1649 Maryland Act of Toleration
Connecticut, Massachusetts, New Haven, and Plymouth
formed a league of friendship for defense, offense, and
advice. This was the first example of a type of national
unity.
Guaranteed Religious freedom in Maryland. Originally
designed to protect Catholics as protestants became to
majority in Maryland.
1676 Bacon’s Rebellion
Small farmers and some indentured servants revolted
against the control of wealthier landowners in the House
of Burgesses.
1683 New York Chapter of Liberties
Granted freedom of religion to all Christians and gave
all freeholders, landowners, and the right to vote.
1734 John Peter Zenger Case
Set the precedent that led to the principle of freedom of
the press.
Activity 2 for Assessment 1:
• Introduction: Students must learn a chronology of events about any aspect of history
in order to determine cause and effect relationships and see “the big picture” of more
encompassing ones. In order to help students be able to understand the causes and
effects of the Revolutionary War, they must learn the order of events as they unfolded
in American colonial history. This activity is designed to help students develop the
knowledge and conceptual comprehension of the war. This will help them see that
actions precipitate responses to those actions, which precipitate more, and ad
infinitum. The second part of this activity is for students to classify the events into
categories. This is important as it takes the knowledge students have already built to
a higher level. As students learn about the events listed they come to realize that
there are different categories into which they fit and how these events affected the
British and Americans in various ways.
• Timeframe: Approximately 45 minutes in one class period.
• Materials: American History Textbooks and the activity sheets. The teacher should
provide some graph paper for students to use for their timelines. Other resources on
the American Revolution and the colonial period would be helpful.
• Instruction: This activity should be conducted after students have received some
instruction on the causes of the Revolutionary War. Divide the class into groups of
three or four students and present them with the activity sheets. Have each group
select a group leader. The group leader should then divide the events and assign a
specific number for each student to look up. Once they have completed researching
the events, they should place them on a timeline in the correct chronological order.
This activity is stated as an annotated timeline and therefore students must write a
brief description, note, or remark about each event. Since there are many events
students should be provided with graph paper to put their final timeline on. (The
timelines will be much neater if graph paper is used.) Once the timeline is completed,
each group should discuss and classify the events into the four categories. Some
events will fit into more than one category.
• Differentiation for Diverse Learners/Levels of Ability: Students should be grouped
heterogeneously for this activity. Higher ability students will already be working
with lower ability ones. The teacher or group leader could assign the more obvious or
well-known events to students of lower ability.
• Suggestions for Assessment: This activity does not require scoring. However the
research portion of the activity could be assigned as homework. That would reduce
the in-class time requirement. It could also be assigned as a project in which case the
annotated aspect of the timeline could be developed better.
Activity 2 for Assessment 1
Timeline Project
Causes of the American Revolution
In your group, research each event listed below and place it on an annotated timeline. Then analyze each and
classify it into one of the following categories: Economic, Political, Social, or Religious cause. Some events may fit
into more than one category.
* First Navigation Acts passed
* Sugar Act passed
* Tea Act
* Proclamation Line of 1763 passed
* Stamp Act passed
* French and Indian War begins
* Boston Massacre
* Common Sense published
* Writs of Assistance passed
* King George III crowned
* British attack at Concord
* Declaration of Independence signed
* Intolerable Acts passed
* Declaratory Act passed
*The Crisis published
* Quartering Act passed
* Boston Tea Party
* Olive Branch Petition sent
* the Gaspee burned
* Townshend Acts passed
* First Continental Congress convened
* Great Awakening
* Albany Plan of Union created
* Second Continental convenes
* Battle of Bunker Hill
* Quebec Act passed
Economic
Social
Political
Religious
Timeline Activity
Causes of the American Revolution
Answer Key
Chronological Order of the events listed:
1663------------------------------------First Navigation Act
1739------------------------------------Great Awakening
1754------------------------------------French and Indian War Began
1754------------------------------------Albany Plan of Union
1763------------------------------------Proclamation Line of 1763
1764------------------------------------Sugar Act
1765------------------------------------Stamp Act
1765, November----------------------Quartering Act
1766------------------------------------Declaratory Act
1767------------------------------------Townshend Acts
1770------------------------------------Boston Massacre
1772------------------------------------Gaspee Burned
1773, May-----------------------------Tea Act
1773, December----------------------Boston Tea Party
1774, April----------------------------Coercive/Intolerable Acts
1774, May-----------------------------First Continental Congress Convened
1774, July-----------------------------Quebec Act
1775, April----------------------------Lexington and Concord
1775, May-----------------------------Second Continental Congress Convenes
1775, June-----------------------------Battle of Bunker Hill
1775, July------------------------------Olive Branch Petition
1776, January------------------------- Common Sense published
1776, July------------------------------Declaration of Independence signed
1776, October--------------------------The Crisis published
Economic
Sugar Act
Coercive/Intolerable Acts
Gaspee Burned
French and Indian War
First Navigation Act
Stamp Act
Tea Party
Townshend Acts
Quartering Act
Tea Act
Political
Declaratory Act
Olive Branch Petition
Proclamation Line of 1763
French and Indian War
First and Second Continental Congresses
Albany Plan of Union
Quebec Act
Declaration of Independence
Social
French and Indian War
Boston Massacre
Coercive/Intolerable Acts
Olive Branch Petition
Lexington and Concord
Battle of Bunker Hill
The Great Awakening
Religious
The Great Awakening
Quartering Act
Tea Party
Gaspee Burned
Common Sense
The Crisis
Quebec Act
Activity 3 for Assessment 1
• Introduction: This activity builds upon the previous one. Once students have become
familiar with the causes of the war, they are required to classify the causes into new
categories. Students must now discern which of the causes are long-term and shortterm. After completing this activity they will understand the concept of immediacy
and direct relevancy of causal events. Students must also be prepared for defending
their classifications. This allows the teacher to move into Socratic questioning and
challenge students further. The final part of the activity requires students to evaluate
all the causes listed and determine which event they think is the most important.
They must also defend their choice. This activity reinforces instruction and work on
the Revolutionary War already conducted and pushes students into a higher realm of
thinking. Teachers can and should use contemporary examples of cause and effect,
which help illustrate the concept better to students.
• Timeframe: 30 minutes of a class period.
• Materials: American History textbooks and an activity sheet for each student.
• Instruction: This activity should follow the previous one, (activity 2) and instruction
from the teacher on the subject of causes of the Revolutionary War. Students should
work individually on this activity. They must classify the events correctly and
provide a brief defense or explanation on their choices of classification. The final
part of the activity has students making an evaluative judgement, which they must
defend. Allow for various answers from the students and look to their justification of
choices for demonstrating a complete understanding of the concept of causality and a
mastery of the causes of the Revolutionary War.
• Differentiation for Diverse Learners/Levels of Ability: Although this activity was
designed to be an individual one, lower ability students may be paired with higher
ability ones. Teachers can provide an example by walking students through the steps
necessary to complete one of the causes, or have the class complete the first cause
together.
• Suggestions for Assessment: Although this activity was not designed to be scored,
Teachers may assign this activity as homework and check student answers.
Activity 3 for Assessment 1
Classifying Short and Long Term Causes of the Revolutionary War
Determine which of the following events are long-term causes of the Revolutionary War and which are short-term
causes. Be prepared to defend your answers.
Quartering Act
The Enlightenment
Mercantilism
Stamp Act
The French and Indian War
Tea Act
Committees of Correspondence
Long Term Causes
Coercive/Intolerable Acts
Boston Tea Party
Salutary Neglect
Lexington and Concord
Boston Massacre
Common Sense
Navigation Acts
Short Term Causes
From the list of causes of the Revolution, choose two, (one of each category), which you believe were the most
important causes of the Revolutionary War. Briefly explain why.
Classifying Short and Long Term Causes of the Revolutionary War
Key
Determine which of the following events are long term causes of the Revolutionary War and which are short-term
causes. Be prepared to defend your answers.
Quartering Act
The Enlightenment
Mercantilism
Stamp Act
The French and Indian War
Tea Act
Committees of Correspondence
Coercive/Intolerable Acts
Boston Tea Party
Salutary Neglect
Lexington and Concord
Boston Massacre
Common Sense
Navigation Acts
Long Term Causes
The Enlightenment: ideas and concepts of natural rights
and the social contract were developed.
Short Term Causes
The Quartering Act: British troops could be housed in
Americans’ homes.
Mercantilism: the economic system whereby Great
Britain exploited America and the colonists
Stamp Act: established after the French and Indian War.
It was the first direct tax in America.
Navigation Acts: the method by which mercantilism
could be enforced.
Tea Act: Established after the Tonwshend Acts were
repealed.
Salutary Neglect: the period of time where British
attention was focused on affairs elsewhere and
Americans became more self-reliant and established
their own tradition of self-government.
Committees of Correspondence: committees in the
various colonies established to maintain contact, spread
news, and coordinate activities after tension began to
build between the British and the Americans.
French and Indian War: This war was the catalyst for
Parliament’s various acts to raise revenue in order to
resolve the debt that was incurred as a result.
Boston Tea Party: protest where Sons of Liberty
disguised as Mohawk Indians destroyed 343 chest of tea
on three East India Merchantmen in Boston Harbor.
Coercive/Intolerable Acts: established after the Tea
Party and the patriot’ subsequent refusal to pay for the
destruction of the tea.
Lexington and Concord: British troops marched from
Boston to confiscate and destroy patriots’ stockpiles of
arms and gunpowder. First actual battle of the war.
Boston Massacre: event where British troops fired upon
and killed several Americans in a mob as tensions had
heightened between them.
Common Sense: Pamphlet published by Thomas Paine
to encourage support for American Independence.
From the list of causes of the Revolution, choose two, (one of each category), which you believe were the most
important causes of the Revolutionary War. Briefly explain why.
Activity 4 for Assessment 1:
• Introduction: During the period from the end of the French and Indian War through
the signing of the Declaration of Independence, there was a widening gulf of
sentiment between many Americans and the British government. This activity has
students analyzing primary source documents from various sources in order to
determine if America was justified in its separation from Great Britain. Some of the
documents are from the British perspective of the events leading to war and
independence. This activity is based on the information the students have learned
from class instruction and the previous activities. There is already that base of
knowledge built that affords students a better understanding that there are always two
sides to an argument. The final part of the activity has students making another
evaluative decision based upon their understanding of the documents and the class
discussion.
• Timeframe: 45 minutes in a class period.
• Materials: American History textbooks and the documents.
• Instruction: Divide the class into seven groups and have them select a group leader.
Assign each of the groups one document to read, analyze, answer the accompanying
questions, and discuss. The students must all read the assigned document and answer
the three questions individually. After the students have finished they must discuss
the document, its meaning, and the answers to the questions. They should agree on
the final answer to the questions. After all groups have completed those tasks, each
group leader must briefly present his or her group’s analysis and answers to the
questions with the rest of the class. When the last group has completed its brief
presentation the teacher should begin a discussion with the entire class and have them
determine if separation from Great Britain was justified.
• Differentiation for Diverse Learners/Levels of Ability: This activity is a group
activity and lower ability students may work with higher ability. A lower ability
student may be allowed to read the document and answer the three questions with a
student of higher ability rather than trying to read, analyze, and answer on his or her
own.
• Scoring Rubric: See attached rubric.
Rubric for DBQ Activity
Group Participation
20 points
Exceptional
Achievement
•
•
•
•
All participate enthusiastically
Responsibility for task is shared
Students reflect awareness of others’
views and include references to other
opinions or alternatives in answers
Answers and discussion illustrate insight
and forethought
Critical Thinking
30 points
•
•
•
17 - 20
Superior
Achievement
•
•
•
Students show adeptness in interacting
At least three-quarters of students
actively participate
Lively discussion centers on task
•
•
•
13 - 16
Commendable
Achievement
•
•
•
•
Some ability to interact
At least half the students participate
Attentive reading of the documents and
listening
Some evidence of discussion of
alternatives
•
•
•
Communication of
Ideas - 20 points
Demonstrates a clear, accurate
understanding of the scope of the issue
and the ramification of the issues
involved
Employs all information from the
documents and personal knowledge
that is relevant and consistent in
development of a position
Bases conclusion on a thorough
examination of information and some
consideration of consequences
25 - 30
•
Demonstrates a clear understanding of
the scope of the issues and at least two
central issues
Uses the main points of information
from the documents and personal
knowledge that is relevant
builds conclusion on an examination of
the evidence and considers
consequences
19 –2 4
Demonstrates a general understanding
of the scope of the issues
Employs main points from the
documents and at least an idea from
personal knowledge that is relevant
Builds conclusion on examination of
evidence and some consideration of
consequences
•
•
•
•
•
8 - 12
Rudimentary
Achievement
•
•
Minimal
Achievement
1-4
•
•
•
•
Strong reliance on group leaders
Only one or two persons actively
participate
Sporadic interaction
Conversation not centered on topic
5-9
Exclusive reliance on group leader
Little interaction
Very brief conversations
Some students are disinterested or
distracted
1-4
•
•
•
•
•
•
•
•
•
13 - 18
Demonstrates only a very general
understanding of the issue
Focuses on a single issue
Employs only the information
provided
May include opinion as well as fact
States conclusion after limited
examination of evidence with little
concern for consequences
7 - 12
Demonstrates little understanding of
issues
Employs only the mots basic
information provided
Mixes fact and opinion
Does not consider consequences
1–6
•
•
•
17 – 20
•
•
•
•
•
•
•
•
•
Takes a strong well-defined
position
Presents a well-organized,
persuasive argument with
accurate supporting evidence
Deals with all significant issues
and with a depth of
understanding
Examines issues from several
positions
•
•
•
•
takes a clear position
presents an organized argument
with only minor errors
deals with major issues and
shows some understanding of
relationships
considers examination of more
than one idea or aspect
13 – 16
Takes a definite but general
position
Presents a somewhat organized
argument
Uses general terms with limited
evidence and accuracy
Deals with limited number of
issues
Views issues within a limited
range
8 - 12
Presents general and indefinite
position
Uses general terms with limited
evidence that may not be
accurate
Emphasizes only one issue
Considers only one aspect
•
•
•
•
•
•
•
•
•
•
•
•
•
•
5–9
Position is vague
Presentation is brief and
includes unrelated general
statements
Overall view is unclear
Statements tend to ramble
1-4
•
•
•
Activity 4 for Assessment 1:
Document Based Activity
Was Separation from Great Britain Justified?
Instructions: Within your group select a leader, then read the assigned document and answer the three
questions on your own. After your group has answered the questions, discuss your answers with each other.
The leader will read and explain the group’s answers to the questions aloud to the rest of the class.
Document 1
This document was written by Thomas Whately. He was an assistant to George Grenville, the British Chancellor of
the Exchequer, (Treasury) from 1763-1765, and the author of the Stamp Act. Whatley explained why the British
were justified in levying taxes on the Americans.
We are not yet recovered from a War undertaken solely for their [the Americans] Protection…a War
undertaken for their defense only…they should contribute to the Preservation of the Advantages they
have received…
Questions: Answer and discuss
1. Why did Whately feel that the American colonists should be willing to pay higher taxes to Parliament?
2. If the United States had to spend a fortune to defend Puerto Rico, would Americans expect it to pay for
the services rendered?
3. Do you agree with Whatley? Why or why not?
Document 2
This document is from “Letter From a Farmer in Pennsylvania,” 1767-1768, by John Dickinson. He was a
Pennsylvania leader who served in the Stamp Act Congress of 1765. He later served in the Continental Congress
and the Constitutional Convention. In the following statement, he condemned new taxes being imposed by
Parliament.
There is another late act of Parliament, which appears to me to be unconstitutional, and…destructive to
the liberty of these colonies…The parliament unquestionably possesses a legal authority to regulate the
trade of Great Britain, and all her colonies. I have looked into every statute relating to these colonies,
from their first settlement to this time; and I find every one of them founded on this principle, till the
Stamp Act administration…All before, are calculated to regulate trade…The raising of revenue…was
never intended…Never did the British Parliament, [until the passage of the Stamp Act] think of imposing
duties in America for the purpose of raising a revenue. [The Townshend Act claim the authority] to
impose duties on these colonies, not for the regulation of trade…but for the single purpose of levying
money upon us.
Questions: Answer and discuss
1. According to Dickinson, what taxes was Parliament justified in imposing on the colonies?
2. Why did he object to the Stamp Act and the Townshend Acts?
3. Was this issue of taxing significant enough to declare independence?
Document 3
One young English traveler through the American colonies, during the mid 1770s, kept an account of his journey.
This excerpt details his visit to Virginia.
Everything here is in the utmost confusion. Committees are appointed to inspect into the character
and conduct of every tradesman, to prevent them selling tea or buying British manufacturers. Some have
been tarred and feathered, others had their property burned and destroyed by the populace. The King is
openly cursed, and his authority set at defiance…everything is ripe for rebellion. The New Englanders,
by their canting, whining, insinuating tricks have pervaded the rest of the colonies that the government is
going to make absolute slaves of them.
Questions: answer and discuss:
1. Who did the English traveler blame for the growing bitterness between the British and the Americans?
2. How does the traveler characterize the behavior and actions of the Americans?
3. Does the traveler seem to be angry, perplexed, or indifferent about the attitudes of the Americans?
Document 4
This document is actually a little ditty, [song] sung by revelers in a tavern called “the Green Dragon” in Boston,
about the actions of the Sons of Liberty on the night of December 16, 1773.
“Rally, Mohawks! Bring out your axes
And tell King George, we’ll pay no taxes!”
Questions: answer and discuss:
1. What event are the revelers singing about?
2. Was that an event to joyfully celebrate that event? Why? Why not?
3. How did the British characterize the actions of the Sons of Liberty?
Document 5
This document is from “Declaration of the Causes and Necessity of Taking up Arms,” issued by the Second
Continental Congress on July 5, 1775. The war had already begun in April as a result of the fighting at Lexington
and Concord. This was written by Thomas Jefferson and John Dickinson to explain the fighting that had continued
since April.
The British declare that parliament can of right make laws to bind us in all cases whatsoever. What is
to defend us against so enormous, so unlimited a power?…We are reduced to the alternative of choosing
an unconditional submission to the tyranny of irritated [British Officials], or resistance by force. The
latter is our choice.
Questions: answer and discuss:
1. Why were the Americans justified in fighting the British?
2. Who is the Tyrant the excerpt refers to.
3. What inspiration was created by this document in the developing the Declaration of Independence?
Document 6
This document is from Thomas Paine’s “Common Sense,” published in January 1776. This pamphlet helped to
convince more Americans to support the cause of independence.
Men of passive tempers look somewhat lightly over the offense of Great Britain, and, still hoping
for the best, are apt to call out, COME, COME, WE SHALL BE FRIENDS AGAIN FOR ALL THIS.
but…then tell me whether you can hereafter love, honour, and faithfully serve the power that hath
carried fire and sword into your land? …No man was a warmer wish for peace than myself, before
the fatal nineteenth of April, 1775, but the moment the event of that day was made known, I rejected the
hardened, sullen-tempered King of England forever.
Questions: Answer and discuss:
1. What is Paine’s actual message in this excerpt?
2. Why does Paine reject what men of “passive tempers” would do?
3. What can you infer about the type of man Thomas Paine was from this excerpt?
Document 7
This document is from the Declaration of Independence, approved and signed on July 4, 1776 by the Continental
Congress.
The history of the present King of Great Britain is a history of repeated injuries and usurpations,
all having in direct object the establishment of an absolute Tyranny over these states…In every
stage of these Oppressions We have Petitioned for Redress in the most humble terms; Our repeated
Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by
every act which may define a Tyrant, is unfit to be the ruler of a free people.
Questions: answer and discuss:
1. What tone does this document seem to take?
2. George III, the King of Great Britain is referred to as a tyrant. What reasons have been given to justify
that
characterization?
3. What does the Declaration imply, in this excerpt that a “fit” ruler of a free people should be like?
Was Separation from Great Britain Justified?
DBQ Activity
The object of the activity is to have students analyze source documents in order to determine if America’s separation
from Great Britain was justified.
•
•
•
•
•
•
Divide the class into seven groups and have them select a group leader.
Assign each group one document and have the students read that document and answer the questions on their
own.
After the students have read the document and answered the questions on their own, have them discuss their
answers among themselves within their groups. They should compare their answers and come up with a
common answer for each question.
Each group leader will read his or her assigned document aloud and then read their group’s answers to the
questions.
After all groups have finished reading their answers and students have had the opportunity to listen and think
about the documents, have each group determine if America’s separation from Great Britain was justified. Each
group must be prepared to defend its answer.
Once each group has had some time to determine if separation was justified, the group leaders must present
their findings to the class.
Key points for each document:
Document 1:
as
Whately and Grenville believed Americans should pay the taxes. They believed the debt incurred
a result of the French and Indian War was for Americans to pay. After all, they were the ones who
benefited from the victory. The implication is that Americans who complained were ungrateful
and
selfish.
Document 2:
Parliament did have the right to regulate trade by imposing tariffs and duties, but did not have the
authority to levy taxes for the express purpose of raising revenue.
Document 3:
This excerpt was from a pro-British point of view. It condemned Americans for whining and
complaining. It also expressed dismay that the ideas of dissent and rebellion would spread
throughout all the colonies.
Document 4:
This was part of a song that was sung in the taverns around Boston celebrating the Boston Tea
Party.
It emphasized the joy at, and depth of defiance to the King, Parliament, and the East India
Company.
Document 5:
This was issued by the Continental Congress to justify the colonies defending themselves against
“tyranny” since Lexington and Concord. American liberty was threatened by British claims of
authority.
Document 6:
This is from Common Sense, which was written to encourage support for American independence
Since violence had already erupted.
Document 7:
Thomas Jefferson, a lawyer by training, wrote the Declaration of Independence to make a case for
American independence. As part of his “case” he intended to portray King George III harshly.
Activity 1 for Assessment 2:
• Introduction: This activity is designed to highlight the weaknesses of the Articles of
Confederation. Although the government created by the Articles had seen the nation
through the war, and was pleasing to those who feared a strong central government, it
was soon evident that there were serious problems with such a weak government.
Activity 1 for assessment 2 is a matrix sheet that focuses students to examine the
problems inherent in the government created by the Articles and determine the
primary result from each weakness. This activity will reinforce the instruction
already given.
• Timeframe: This activity should take about 35 minutes during one class period.
• Materials: American History textbooks and this activity sheet.
• Instruction: This activity should be used as reinforcement to instruction already given.
The activity sheets must be distributed to each student. Although this activity was
planned for students to do independently, the teacher may group his or her students to
complete this. Students are to look at the item in the left column of the sheet and then
use the text to see what the Articles authorized the national government to do in
reference to each of those items. After that step is completed, students are to
determine the results of the limited authority given the national government. When
students complete this activity they will better understand what the weaknesses of the
Articles of Confederation government actually meant.
• Differentiation for Diverse Learners/Levels of Ability: Students may in pairs or the
class may be divided into groups in order to help those with lower levels of ability.
• Suggestions for Assessment: This activity was not designed to be scored. However, a
teacher may use this as an informal assessment by conducting a discussion or by
questioning the students.
Activity 1 for Assessment 2
The Articles of Confederation in Action
ITEM
Taxes
Coining or Minting
Money
Branches of
Government
Commerce
Representation of
the States
Settling Disputes
Amending the
Articles of
Confederation
Creation of an Army
Authorized Power
Results
Activity 1 for Assessment 2
The Articles of Confederation in Action
Key
ITEM
Taxes
Authorized Power
Results
The national government did not have the
power to lay or collect taxes, duties, or tariffs.
The national government was reduced to
issuing requests for money to the states. This
was ineffective because the states were not
forced to give any money. No state wanted to
give any more money than any other state.
Coining or Minting
Money
The national government had no authority to
regulate the printing of money and the
national currency was not backed by gold,
which rendered it worthless in the judgement
of the populace.
Each state printed its own currency, which
resulted in interstate trade complications and
confusion.
Branches of
Government
The national government consisted only of a
unicameral Legislative branch. There was an
acting president who presided over the
congress but there was no executive to
administrate government or enforce the law.
The national government had no power or
authority to regulate interstate trade.
Congressional committees proved inadequate
to running the government.
Representation of
the States
Each state had one vote in congress regardless
of their population or physical size.
Anger and jealousies rose between the states
and there was no state in a strong enough
position to end it.
Settling Disputes
The national government had no authority to
resolve disputes between the states or to
enforce decisions.
States argued between themselves which hurt
the economy and national character.
Amending the
Articles of
Confederation
Amending the Articles in order to make
changes required a unanimous vote.
This proved to prevent any desperately
needed changes impossible to make.
Creation of an Army
The national government was reduced to
asking the states to provide soldiers and
sailors for the armed forces.
States often ignored such requests and used
their own troops to defend their borders
against Indians or other threats.
Commerce
States often taxed each other’s imports and
exports. This hurt the national economy that
rippled across the infant nation.
Activity 2 for Assessment 2:
• Introduction: During the 1780s the situation in America grew progressively worse.
Because of the lack of a more powerful national government problems plagued the
nation. America was drained almost entirely of any hard currency made from
precious or semiprecious metals. Those Americans with money wanted to purchase
goods from Britain and merchants there would not accept the state or national
currency of the United States. Consequently with the outward flow of hard currency
there was little left for Americans to buy weekly or monthly necessities. As a result
IOUs became the new unofficial currency. Often one man would purchase something
with the IOU of a third party. This was about to lead to disaster because farmers such
as Daniel Shays of Massachusetts lacked the money to pay taxes. This situation
erupted in 1787 and the ultimate result was a call for a Constitutional Convention.
This activity is designed for students to connect cause and effect of various actions
and reactions. Instruction about the events that precipitated the Constitutional
Convention and its actions should be given prior to using this activity. This could be
used to reinforce or review that instruction.
• Timeframe: This activity should not take more than 10 or 15 minutes to complete.
• Materials: American History textbooks and the activity sheets.
• Instruction: Students should already have received instruction on the Articles of
Confederation, Shays’ Rebellion, and the Constitutional Convention. Students are
simply required to connect cause with the effect. This is a matching exercise to
review or reinforce instruction or assigned reading.
• Differentiation for Diverse Learners/Levels of Ability: Students may work in pairs or
the teacher may conduct this activity within a class discussion.
• Suggestions for Assessment: This activity was not designed to be scored but it could
be used as a quiz.
Activity 2 for Assessment 2
Confederation to Constitution
Cause and Effect
Match the historical cause in the left column to the appropriate effect in the right column. Once
you have matched the cause to the effect, you must explain why they match.
Cause
A)The weaknesses in the Articles of
Confederation
Effect
1) Made the federalists to promise to include a
Bill of Rights
B) Shays Rebellion
2) Provided for the orderly transformation of
territories to states
C) Large state-small state conflict
during the Constitutional Convention
3) Forced acceptance of the “Three Fifths”
Compromise counting three out of every five
slaves for the purpose representation
D) The Northwest Ordinance of 1787
4) Nearly bankrupted the national government
and made them determined to strengthen
the national government against debt.
E) The South- North conflict in the
Constitutional Convention
5) Frightened leaders throughout the states and
and made them determine to strengthen the
national government against debtors
F) The fight for ratification of the new
Constitution
6) Forced adoption of the “Great Compromise”
which required a bicameral legislature with
two different bases of representation
G) Antifederalist fears that the new
Constitution would destroy individual
liberties and state sovereignty
7) Launched a tireless campaign including
publication of a series of essays explaining
the provisions and justifications of the
writers of the Constitution
8) Finally brought Massachusetts to ratify the
Constitution by a narrow margin
Confederation to Constitution
Cause and Effect
Answer Key
A-4 The national government was unable to pay debts and there was no common currency.
Gold and silver coins were actually flowing out of the U.S. at that time.
B-5 Although Shays rebellion affected Massachusetts, it served as an example to the leaders of
other states and to the national government to illustrate how vulnerable they were to
such an action.
C-6 This was AKA the Connecticut Compromise which resolved the issue of power between
the more populous states and those that had fewer residents.
D-2 The states that claimed western land gave up their claims and allowed the national
Government to sell that land to raise revenue. This ordinance made it possible for
for more states to be added to the Union.
E-3 This resolved the dispute over slaves being counted as population for the purposes of
representation in the House of Representatives.
F-7 The creation of the Constitution during the convention did not ensure its acceptance by the
states. There were remained philosophical issues and very real fears to resolve before the
Constitution was adopted.
G-1 Because their was no Bill of Rights included in the convention document, and the
antifederalists did not believe checks and balances would suffice for limiting the power of
the new government, the federalists compromised to include a Bill of Rights after
ratification.
Number 8 on the effect side is a distracter.
Activity 3 for Assessment 2:
• Introduction: The Constitution of the United States reflected many radical ideas for
the time in which it was written. The newly created government offered many new
principles of government such as separation of powers and federalism. Many of the
ideas that influenced the Founding Fathers had come from Enlightenment
philosophers such as John Locke and Baron Charles De Montesquieu. This activity is
designed to be administered after students are already familiar with the issues of the
Convention. This activity will require students to search the philosophers out to
understand how we have the form of government we have today.
• Timeframe: This activity should take about 50 minutes to complete.
• Materials: American History textbooks, the activity sheet and any other resources on
this subject the teacher may be able to acquire.
• Instruction: Divide the class into small groups of three or four students each. The
students are to use their texts and fill in the blank columns next to the corresponding
philosophers. This is a more difficult assignment, as it requires students to use
inference to determine some of the answers. Students in their groups may divide the
responsibility for completing the sheets any way they choose as long as they are all
involved. This activity is challenging so the teacher should be prepared to provide
scaffolding for the students to complete it.
• Differentiation for Diverse Learners/Levels of Ability: Students will be working in
groups so there will be assistance for students of lower ability. The teacher may
assign another student to work directly and specifically with such student.
• Suggestions for Assessment: This activity was not designed to be scored.
Activity 3 for Assessment 2:
European Political Philosophers
Your group must conduct research on European political philosophers and determine what primary ideas they
contributed to American political thinking.
Philosopher
Sir Isaac Newton
John Locke
Thomas Hobbes
Baron De
Charles
Montesquieu
Jean-Jacques
Rousseau
Philosophical Ideas
Who was Influenced
Where it appears in
American documents
European Political Philosophers
Key
Your group must conduct research on European political philosophers and determine what primary ideas they
contributed to American political thinking.
Philosopher
Philosophical Ideas
Sir Issac Newton
*Believed in natural rights
*Man is born into a state of nature
*Created new terms: reason, logic
*Stressed that science and natural
rights are not exclusive of each
other
*created a sense of experimentation
John Locke
Thomas Paine
Thomas Jefferson
George Mason
John Locke
*Believed in natural rights
*Life, liberty, and property
*Gov’t.s authority is based on the
consent of the people
*Gov’t.s exist to protect people’s
natural rights
*People have the right to overthrow
a gov’t. if it fails to protect their
natural rights
*The purpose of gov’t. is to
maintain peace
*Believed the natural state of man
was mean and brutish
*Believed an absolute monarchy
was the best type of gov’t. to control
mean and brutish mankind
Jean-Jacques Rousseau
Thomas Jefferson
George Mason
Benjamin Franklin
John Adams
Jean-Jacques Rousseau’s
The Social Contract
Thomas Jefferson’s
Declaration of
Independence
George Mason’s Virginia
Declaration of Rights
Thomas Paine
Thomas Jefferson
Thomas Jefferson’s
Declaration of
Independence
Preamble to the
Constitution
Baron Charles
De Montesquieu
*Believed in the principle of
separation of powers in gov’t.
*There should be branches of gov’t.
and they should exercise equal
power
*A system of “checks and balances”
should exist to keep any one branch
from becoming too powerful
James Madison
Charles Pinckney
Thomas Jefferson
James Madison’s
Constitution of the United
States
Jean-Jacques
Rousseau
*Believed in the idea of the Social
Contract, gov’t. gets its authority to
govern from the consent of the
people
*People surrender some sovereignty
to gov’t. for the good of society
*Believed man was noble savage in
a state of nature but civilization had
corrupted man
Thomas Jefferson
Thomas Paine
George Mason
Thomas Jefferson’s
Declaration of
Independence
Thomas Hobbes
Who was Influenced
Where it appears in
American documents
Thomas Paine’s Common
Sense
Thomas Jefferson’s The
Declaration of
Independence
George Mason’s Virginia
Declaration of Rights
Activity 4 for Assessment 2:
• Introduction: After the Constitution had been completed and signed, three-fourths of
the states had to ratify it before it went into effect. The battle for ratification was long
and arduous. Both the federalists and the antifederalists worked hard to ensure their
side won. This activity requires students to research the positions of both sides on
different issues. The culminating assessment for this unit is a debate. This activity
will help students understand the beliefs of the two sides better.
The legacy of the issues that stood before the federalists and antifederalists are still
present in political battles today.
• Timeframe: This activity should take about 30 minutes to complete.
• Materials: American History textbooks and the activity sheets.
• Instruction: Students may be grouped to complete this or work independently. They
must contrast the views of the two factions on specific issues and fill in the
appropriate spaces on the sheet.
• Differentiation for Diverse Learners/Levels of Ability: Students of lower ability
should be grouped with higher ability students.
• Suggestions for Assessment: This activity was not designed to be scored. However, it
could be used as a quiz.
Activity one for Assessment Two
The Federalists vs. The Antifederalists
Contrasting the Views
Issue
Briefly denote the position of the two factions in the spaces provided.
Federalist Position
Antifederalist Position
Power of
The
Presidency
Power of
Congress
The role of
The
judiciary
State
Sovereignty
Need for a
Bill of
Rights
Danger of a
Tyrannical
Central
government
General Characteristics:
Activity One for Assessment Two
Key: The Federalists vs. The Antifederalists
Contrasting the Views
Briefly denote the position of the two factions in the spaces provided.
Issue
Federalist Position
Power of
The
Presidency
Were comfortable with the idea of a
powerful executive
Power of the
Congress
Were comfortable with a strong
legislative branch. They believed
the power of Congress was stretched
by the “Necessary and Proper
Clause.”
Believed the judiciary was necessary
to alleviate disagreements between
the states. With judges appointed
and then approved, they were free
from political pressure.
Believed the national/central
government should be supreme
because of the behavior of the states
during the government of the
Articles of Confederation
Believed a Bill of Rights was
unnecessary. They felt the checks
and balances between the branches
of government would prevent any
abuses
Believed the constraints placed upon
the government by the Constitution
would remove any potential abuse or
misuse of power
The role of
The judiciary
State
Sovereignty
Need for a
Bill of Rights
Danger of a
Tyrannical
Central government
General Characteristics:
younger men
radicals
large
urban and cosmopolitan
national interest
republic
upper class
North
Antifederalist
Position
Disliked too much power
concentrated in the hands of one
man with the office of commanderin-chief of the army and navy
Disliked too much power resting in
Congress. Believed Congress
should strictly adhere to the letter of
the law of the enumerated powers.
Feared the judiciary would become
too powerful since they did not have
to respond to the will of the people.
Believed the states were sovereign
and feared a strong national
government would simply replicate
the American experience under the
British
Did not trust the government to
police itself and feared the powerful
central government would abuse the
rights of the people and the states
Aware of the nature of men and
governments, they feared the
national government would usurp
any power of the states and would
then be the tyrant they feared
older men
conservatives
small
local and rural
state interest
republic
middle class
South
Rubric for DBQ Activity
Group Participation
20 points
Exceptional
Achievement
•
•
•
•
All participate enthusiastically
Responsibility for task is shared
Students reflect awareness of others’
views and include references to other
opinions or alternatives in answers
Answers and discussion illustrate insight
and forethought
Critical Thinking
30 points
•
•
•
17 - 20
Superior
Achievement
•
•
•
Students show adeptness in interacting
At least three-quarters of students
actively participate
Lively discussion centers on task
•
•
•
13 - 16
Commendable
Achievement
•
•
•
•
Some ability to interact
At least half the students participate
Attentive reading of the documents and
listening
Some evidence of discussion of
alternatives
•
•
•
Communication of
Ideas - 20 points
Demonstrates a clear, accurate
understanding of the scope of the issue
and the ramification of the issues
involved
Employs all information from the
documents and personal knowledge
that is relevant and consistent in
development of a position
Bases conclusion on a thorough
examination of information and some
consideration of consequences
25 - 30
•
Demonstrates a clear understanding of
the scope of the issues and at least two
central issues
Uses the main points of information
from the documents and personal
knowledge that is relevant
builds conclusion on an examination of
the evidence and considers
consequences
19 –2 4
Demonstrates a general understanding
of the scope of the issues
Employs main points from the
documents and at least an idea from
personal knowledge that is relevant
Builds conclusion on examination of
evidence and some consideration of
consequences
•
•
•
•
•
Rudimentary
Achievement
•
•
•
•
Minimal
Achievement
1-4
•
•
•
•
Strong reliance on group leaders
Only one or two persons actively
participate
Sporadic interaction
Conversation not centered on topic
5-9
Exclusive reliance on group leader
Little interaction
Very brief conversations
Some students are disinterested or
distracted
1-4
•
•
•
•
•
•
•
•
•
13 - 18
Demonstrates only a very general
understanding of the issue
Focuses on a single issue
Employs only the information
provided
May include opinion as well as fact
States conclusion after limited
examination of evidence with little
concern for consequences
7 - 12
Demonstrates little understanding of
issues
Employs only the most basic
information provided
Mixes fact and opinion
Does not consider consequences
1–6
•
•
•
•
•
•
•
•
•
•
•
•
•
takes a clear position
presents an organized argument
with only minor errors
deals with major issues and
shows some understanding of
relationships
considers examination of more
than one idea or aspect
13 – 16
Takes a definite but general
position
Presents a somewhat organized
argument
Uses general terms with limited
evidence and accuracy
Deals with limited number of
issues
Views issues within a limited
range
8 - 12
Presents general and indefinite
position
Uses general terms with limited
evidence that may not be
accurate
Emphasizes only one issue
Considers only one aspect
•
•
•
•
•
•
•
•
•
•
•
•
•
•
5–9
Position is vague
Presentation is brief and
includes unrelated general
statements
Overall view is unclear
Statements tend to ramble
1-4
Offers accurate analysis of the
information and issue
Provides a variety of facts to
explore major and minor issues
and concepts involved
Extensively uses previous
historical knowledge to provide
an in-depth understanding of the
issue and to relate it to past and
possible future situations
25 – 30
17 – 20
•
8 - 12
Takes a strong well-defined
position
Presents a well-organized,
persuasive argument with
accurate supporting evidence
Deals with all significant issues
and with a depth of
understanding
Examines issues from several
positions
Knowledge and Use of
History – 30 points
•
•
•
offers accurate analysis of the
documents
provides facts to relate to the
major issues involved
uses previous general historical
knowledge to examine issues
involved
19 - 24
Relates only major facts to the
basic issues with a fair degree of
accuracy
Analyzes information to explain
at least one issue or concept with
substantive support
Uses general ideas from
previous historical knowledge
with a fair degree of accuracy
13 – 18
Provides only basic facts with
some degree of accuracy
Refers to information to explain
at least one issue or concept in
general terms
Limited use of previous
historical knowledge with
complete accuracy
Major reliance on information
7 – 12
Reiterates one or two fats with
complete accuracy
Deals briefly and vaguely with
concepts or the issues
Barely indicates any previous
historical knowledge and relies
heavily on information provided
1-6