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Social Studies Curriculum

Grade 8

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Course Description

Where the seventh grade curriculum focuses on World History, eighth grade highlighted selections from American history; specifically the following five units, the Origins of American Democracy and the Founding Fathers, the Declaration of Independence and the Revolutionary War, The Constitution and the Bill of Rights, Native Americans: Tribes, Land and Relationships with Government 1776-1900, and finally Civil Rights: Race, Gender and Equality. As a means of reinforcing essential content and skill acquisition, the use of grade level appropriate complex thinking types, strategies of critical thinking, creative thinking, problem solving and the metacogative process will be a key component in assisting students to gather and reinforce the essential knowledge being presented throughout the school year.

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Pacing Guide

The five-unit Eighth Grade curriculum is designed as a full-year (four-marking period) course. As such, each unit breakdown as follows:

Unit 1: Origins of American Democracy and the Founding Fathers à 4-5 weeks

Unit 2: Declaration of Independence and the Revolutionary War à6-8 weeks

Unit 3: The Constitution and the Bill of Rights à 5-6 weeks

Unit 4: Native Americans: Tribes, Land and Relationships with Government 1776-1900 à 7-8 weeks

Unit 5: Civil Rights: Race, Gender and Equality in the U.S. à 8-9 weeks

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Educational Technology Standards

8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1 8.1.5.A.1, 8.1.5.A.2, 8.1.5.A.3, 8.1.5.B.1, 8.1.5.D.4, 8.1.5.E.1, 8.1.5.F.1

Ø Technology Operations and Concepts

• Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.

Ø Creativity and Innovation • Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

Ø Communication and Collaboration

• Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.

Ø Digital Citizenship • Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

Ø Research and Information Literacy

• Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

Ø Critical Thinking, Problem Solving, Decision Making • Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of

other cultures about a current event or contemporary figure.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.

Career Ready Practices

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

Career Ready Practices

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

Career Ready Practices

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies Time/General

• Extra time for assigned tasks

• Adjust length of assignment • Timeline with due dates for

reports and projects • Communication system

between home and school • Provide lecture

notes/outline

Processing • Extra Response time • Have students verbalize

steps • Repeat, clarify or reword

directions • Mini-breaks between tasks • Provide a warning for

transitions • Reading partners

Comprehension • Precise step-by-step

directions • Short manageable tasks • Brief and concrete

directions • Provide immediate

feedback • Small group instruction • Emphasize multi-sensory

learning

Recall • Teacher-made checklist • Use visual graphic

organizers • Reference resources to

promote independence • Visual and verbal

reminders • Graphic organizers

Assistive Technology

• Computer/whiteboard • Tape recorder • Spell-checker • Audio-taped books

Tests/Quizzes/Grading • Extended time • Study guides • Shortened tests • Read directions aloud

Behavior/Attention • Consistent daily

structured routine • Simple and clear

classroom rules • Frequent feedback

Organization • Individual daily planner • Display a written agenda • Note-taking assistance • Color code materials

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Enrichment Accommodate Based on Students Individual Needs: Strategies

• Adaption of Material and Requirements • Evaluate Vocabulary • Elevated Text Complexity • Additional Projects • Independent Student Options • Projects completed individual or with Partners • Self Selection of Research • Tiered/Multilevel Activities • Learning Centers • Individual Response Board • Independent Book Studies • Open-ended activities • Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

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New Jersey Core Curriculum Content Standards, Grade 8 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. A. Civics, Government, and Human Rights

§ 6.1.8.A.3.b: Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.

§ 6.1.8.A.3.c: Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. § 6.1.8.A.3.d: Compare and contrast the Articles of Confederation and the United States Constitution in terms of the

decision-making powers of national government. § 6.1.8.A.3.e: Explain how and why constitutional civil liberties were impacted by acts of government (i.e., Alien and

Sedition Acts) during the Early Republic. § 6.1.8.A.3.f: Explain how political parties were formed and continue to be shaped by differing perspectives regarding the

role and power of federal government. § 6.1.8.A.3.g: Evaluate the impact of the Constitution and Bill of Rights on current day issues.

B. Geography, People and the Environment § 6.1.8.B.3.b: Determine the extent to which the geography of the United States influenced the debate on representation in

Congress and federalism by examining the New Jersey and Virginia plans.

D. History, Culture, and Perspectives § 6.1.8.D.3.c: Analyze the impact of George Washington as general of the American revolutionary forces and as the first

president of the United States. § 6.1.8.D.3.g: Evaluate the extent to which the leadership and decisions of early administrations of the national government

met the goals established in the Preamble of the Constitution.

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Common Core State Standards: English Language Arts Standards Reading - History/Social Studies – Grade 6-8 Key Ideas and Details:

§ RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. § RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of

the source distinct from prior knowledge or opinions. Craft and Structure:

§ RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

§ RH.6-8.6: Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas:

§ RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

§ RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic. Writing - History/Social Studies – Grade 6-8 Text Types and Purposes:

§ WHST.6-8.1: Write arguments focused on discipline-specific content. § WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes.

Research to Build and Present Knowledge: § WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on

several sources and generating additional related, focused questions that allow for multiple avenues of exploration. § WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess

the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

§ WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.

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Grade: 8 Unit: III

Weeks: 5-6 weeks

Topic : The Constitution and the Bill of Rights Eighth grade students will be introduced to the origins, motivations, fundamental concepts of both the Constitution and thw Bill of Rights. Beginning with the successes and failutre of the implementation of the Aricles of Confederation, students will analyze the the debate of a strong, central government and transition to the current Constitution. An in-depth analysis of the Constitution and its articles will be featured to assess how its writers valued various areas of federal government. The influence of political parties and civil liberties will be weighed, as well as presidential interpretations of the Constitution as well as its legacy and application today.

NJCCCS: 6.1.8.A.3.b, 6.1.8.A.3.c, 6.1.8.A.3.d, 6.1.8.A.3.e, 6.1.8.A.3.f, 6.1.8.A.3.g, 6.1.8.B.3.b, 6.1.8.D.3.c, 6.1.8.D.3.g

CCSS: RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.6, RH.6-8.7, RH.6-8.9, WHST.6-8.1, WHST.6-8.2, WHST.6-8.7, WHST.6-8.8, WHST.6-8.9

NJDOE Student

Learning Objectives Essential Question Sample Activities Resources Interdisciplinary

Connections Diagram the articles of the Constitution as well as the amendments of the Bill of Rights and dissect each in an effort to deduce the Constitution’s longevity and ability to change over time. Standard: 6.1.8.A.3.b, RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.9, WHST.6-8.2, WHST.6-8.8, WHST.6-8.9

What makes a law effective? Just? In your opinion, what is the most important freedom or right? How easy or hard should it be to change a law? Explain.

Bill of Rights Booklet: Students will be assigned one of the amendments from the Bill of Rights and asked to create an informational page, using pictures, numbers or charts. Students will then be assembled with a group of 9 other students and will collaborate to form their own informational booklet. Graphic Organizer:

US Constitution http://americangovernment.abc-clio.com/Search/Display/1682389?terms=constitution The Constitution of the United States: A Transcription http://www.archives.gov/exhibits/charters/constitution_transcript.html Bill of Rights

English-Language Arts: Using close reading, select a small portion of a specific article or amendment and have student scrutinize and interpret words, leading to findings. Can be done in small groups. Art: Using large, butcher block paper, replicate the front page of the US Constitution. Consider dyeing the paper to

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Order the components of the Constitution thematically with concepts generated by the students. Flash Card Activity: Have students, in pairs, create and utilize flash cards for each of the articles of the Constitution and the amendments within the Bill of Rights.

http://americangovernment.abc-clio.com/Search/Display/1386705?terms=bill+of+rights Bill of Rights: A Transcription http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html Living Constitutional Law & Legal Definition http://definitions.uslegal.com/l/living-constitution/ The Constitution for Kids (grades 8-12) http://www.usconstitution.net/constkids.html What Nations has the Oldest Constitution? http://www.westernjournalism.com/country-oldest-constitution/

match the “old style” look.

Trace the successes and failure compromise played in the creation and adoption of both the Constitution and the Bill of Rights. Standard: 6.1.8.A.3.c, RH.6-8.1, RH.6-8.2, RH.6-8.6, RH.6-8.7, RH.6-8.9, WHST.6-8.1, WHST.6-8.7

When making a new law, what is more important, compromise or efficiency? Is majority rule enough to create effective laws? At what point should a passionate lawmaker concede on an issue that is unfavorable by most?

Newspaper Reporter: Write an article for a newspaper as if you were coving Shays’s Rebellion. Be sure to include interviews from no less than three people and at least 2 from opposing sides. Multiple Document Search: Students are to search through a series of provided

Second Continental Congress http://www.kidport.com/reflib/usahistory/americanrevolution/secondcongress.htm Articles of Confederation http://revolution.mrdonn.org/articlesofconfederation.html Shays’s Rebellion http://shaysrebellion.stcc.edu

Performance Arts: Compose and perform a brief play about an aspect of how compromise played a role in the adoption of the Constitution. English-Language Arts : Write a journal as if you were a specific Founding Father. Take a side in a debate over the legislative plan for the Constitution. Explain your

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documents and trace elements of compromise which lead to the passage of the Constitution and the Bill of Rights. Graphic Organizer: Create a graphic organizer highlighting one of the following: three branches of government, separation of powers/checks and balances. Be sure to be as informative and creative as possible.

Annapolis Convention http://www.usconstitution.net/annapolis.html Constitutional Convention http://teachingamericanhistory.org/convention/ Legislative Branch http://www.congressforkids.net/Legislativebranch_index.htm New Jersey Plan http://www.usconstitution.net/plan_nj.html Virginia Plan http://www.usconstitution.net/plan_va.html The Great Compromise http://www.congressforkids.net/games/greatcompromise/2_greatcompromise.htm Senate http://www.congressforkids.net/Legislativebranch_senate.htm House of Representatives http://www.congressforkids.net/Legislativebranch_house.htm Checks and balances http://www.congressforkids.net/Constitution_checksand

feelings and rationale.

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balances.htm Separation of powers http://www.archives.gov/education/lessons/separation-powers/ Executive Branch https://www.whitehouse.gov/1600/executive-branch Judicial Branch http://www.ducksters.com/history/us_judicial_branch.php Federalists http://www.ushistory.org/us/16a.asp Anti-Federalists http://www.ushistory.org/us/16b.asp Federalist Papers http://thomas.loc.gov/home/histdox/fedpapers.html English and Colonial Roots of the Bill of Rights http://teachingamericanhistory.org/bor/roots-chart/

Compare and contrast the Articles of Confederation and the United States Constitution by analyzing the prescribed power of the federal government.

In what ways did our country benefit from the transition from the Articles of Confederation to the Constitution?

Federal Government Debate: Students are randomly assigned a side to defend- either the worthiness of the Articles of Confederation or

Articles of Confederation transcript http://www.ourdocuments.gov/doc.php?flash=true&doc=3&page=transcript

Math: Develop a method to quantitatively measure the federal power differential between the Articles of Confederation and the

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Standard: 6.1.8.A.3.d, RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.7, RH.6-8.9, WHST.6-8.1, WHST.6-8.2

In what ways was our country hurt? How often should our system of government be reevaluated and overhauled?

the US Constitution. Teacher moderates. Graphic Organizer: Students create a graphic organizer in which they compare and contrast how federal government power is distributed between the two documents. Essay on Power: Students will write an opinion essay, answering the question, “How much power is too much for a government to have?”

Comparing the Articles of Confederation and the US Constitution http://www.usconstitution.net/constconart.html Comparison of Constitution and Articles of Confederation http://ocw.usu.edu/university-studies/u-s-institutions/comparison-of-constitution-and-articles-of-confederation.html

Constitution. English-Language Arts: Write a fictional story on how the path America took if it never adopted the Constitution and kept the Articles of Confederation.

Examine how civil liberties were impacted of acts of government. Standard: 6.1.8.A.3.e, RH.6-8.1, RH.6-8.2, RH.6-8.9, WHST.6-8.1, WHST.6-8.2

Should there be repercussions for acts of government that violate the Constitution? What is more important: national security or civil liberties? What recourse should citizen have if they feel the government is violating their rights?

Timeline Activity: Students will create a timeline of the history of civil liberties in America. Top Ten List: Students will create a “Top Ten Countdown” list of what they believe to be the most important civil liberties. Debate: What role should the government have in ensuring personal freedoms and civil liberties?

Civil Liberties http://americangovernment.abc-clio.com/Search/Display/202799?terms=civil+liberties Civil Liberties, as Found in Foundational Documents http://americangovernment.abc-clio.com/Search/Display/1191245?terms=civil+liberties Civil Liberties and Civil Rights http://www.ushistory.org/gov/10.asp Timeline of US Civil Liberties in America http://www.historycommons.

English-Language Arts: Write an essay describing which civil liberties means the most to you. Be sure to justify your answer. Art: Make a full-color protest/demonstration poster that could have been likely used during an era in which people were fighting for a specific civil liberty.

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org/timeline.jsp?timeline=civilliberties

Trace the history of political parties and cite how they continue to contribute to deferring perspectives of how government use of power. Standard: 6.1.8.A.3.f, RH.6-8.1, RH.6-8.2, RH.6-8.4, WHST.6-8.2, WHST.6-8.8, WHST.6-8.9

Does our nation need political parties? Are political parties good or bad for our nation? Explain. Do you see an end to the two-party-dominated system? Explain.

Creating a Political Party: Students will create their own political party and present their platforms to class. Teacher will elicit discussion on how their views could potentially interact with the Constitution. Guided-Primary Source Analysis: After receiving baseline knowledge of post-Revolution-era politics and government, students will review period writings and connect main concepts to political party platforms. Video Analysis: Students will examine campaign speeches from the modern-era and connect their main ideas to that of our foundational documents. Teacher will elicit discussion.

Political Parties http://www.ushistory.org/gov/5a.asp Two Parties Emerge http://www.ushistory.org/us/19c.asp Origins and Functions of Political Parties http://www.scholastic.com/teachers/article/political-parties Brief History of American Political Parties http://www.hank-edmondson.com/amgovchapt7/a-brief-history-of-american.html

Art: Students will create logos, mottos and posters for their newly formed political party. English-Language Art: Students will write a research report on an assignment political party. Students will present their findings to the class and teacher will elicit discussion about similarities and differences.

Examining the Preamble of the Constitution, evaluate the extent to which early administrations met the goals outlined within. Standard: 6.1.8.D.3.g, RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.9, WHST.6-8.1, WHST.6-8.2, WHST.6-8.9

How important are first impressions? Did the Founders truly intend for all citizens to be identified under the banner “We the People”? Consider the Preamble contains no laws, in your

Primary Source Analysis: Students will read the Preamble of the Constitution. They will develop a color-coded system to highlight specific areas of interest. Revision of Preamble: Students will revise the

Preamble of the Constitution https://www.law.cornell.edu/constitution/preamble Six Goals of the Preamble http://constitutioncenter.org/constitution/preamble/preamble

Art: Create an artistic piece in which you characterize the Preamble of the Constitution with words, pictures, etc. Performance Art: Memorize and perform the Preamble of the Constitution.

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opinion, is it important? Explain.

Preamble to reflect modern language and values. Present to class. Graphic Organizer: Trace the major decisions of early administrations to that of the Preamble. Identify areas of conflict and areas of similarity.

Evolution of the Presidency http://www.ushistory.org/gov/7a.asp The People, The Preamble, and the Constitution http://www.lehsd.k12.nj.us/Resources/Teachers/Curriculum/Language%20Arts/Third%20Grade/Grade%203%20LAL%20Exemplar%20Lessons%20Unit%206.pdf Early Presidents and Politics http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1335/4_EarlyPresidentsPolitics.pdf

Analyze the geographic factors that influenced debates on Congressional representation. Consider:

• New Jersey’s influence

• The Virginia Plan • The Great

Compromise Standard: 6.1.8.B.3.b, RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.6, RH.6-8.9, WHST.6-8.1, WHST.6-8.2

Are all people adequately represented at the federal level today? What about at the ratification of the Constitution? Explain. What is more important: federal, state or local governments? If you had to pick one, what should have more power: geographically larger states or states with more people?

Your Own Great Compromise: Students will develop their own mediation for opposing sides in the development of the Constitution and federal representation for the states. NJ’s Role: Examine the role New Jersey played in influencing the formation of the Constitution by reviewing primary documents. Graphic Organizer: Compare and contrast the New Jersey Plan and

New Jersey Plan http://americangovernment.abc-clio.com/Search/Display/1604424?terms=New+Jersey+PLan Virginia Plan http://americangovernment.abc-clio.com/Search/Display/1604427?terms=virginia+plan The Great Compromise http://www.congressforkids.net/Constitution_greatcompromise.htm

Geography: Create a series of maps identifying disparities in population according to land size and population, with regards to federal representation of the states. Performing Arts: Hold a mock debate that could have likely happened, in which opposing sides argue the federal government power and state representation at the federal level.

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Virginia Plan. Among the similarities, cite the inspiration for the Great Compromise.

Critique George Washington’s interpretation of the Constitution during the United States’ government’s first two administrations. Standard: 6.1.8.D.3.c, RH.6-8.1, RH.6-8.2, RH.6-8.4, WHST.6-8.1, WHST.6-8.2, WHST.6-8.9

What, do you believe, would be the most difficult task if you were the first President of the United States, like Washington? To what extend can Presidents interpret, and not follow, the Constitution? What do you believe to be George Washington’s legacy?

Timeline Activity: Create a timeline of major events and decisions in Washington’s presidency. Then, below it, identify where Constitutional Rewrite as George: How do you think the Constitution would be different if Washington himself was the only author? Submit revisions and changes. Graphic Organizer: Compare and contrast Washington’s two administrations. Take note of any differences in how he addressed Constitutional issues.

Washington’s Inaugural Address http://www.archives.gov/exhibits/american_originals/inaugtxt.html Washington’s Farewell Address http://avalon.law.yale.edu/18th_century/washing.asp What George Washington Thought About the Constitution http://www.theatlantic.com/politics/archive/2011/11/what-george-washington-thought-about-the-constitution/247688/ The First Administration http://www.ushistory.org/us/17c.asp

English-Language Arts: Read both Washington’s Inaugural Address and Farewell Address. Compare and contrast similarities and cite any drastic disparities. Cite notable ideas against the Constitution. Art: Create a logo or symbol that you feel characterizes Washington’s first administration.

Determine the impact the Constitution and Bill of Rights has on today’s society. Standard: 6.1.8.A.3.g, RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.9, WHST.6-8.1, WHST.6-8.2, WHST.6-8.8, WHST.6-8.9

Are any rights or freedoms more important today than they were at the ratification of the Constitution? What is more important in your opinion, a stable government or one susceptible to change more easily? Explain.

Bill of Rights Rewrite : Revise the Bill of Rights to reflect, what you believe to be, the 10 most important rights and freedoms in today’s society. Feel free to use updated, modern terminology as well. Current Events: Students will locate a current

Strict Constructionist vs. Loose Constructionist https://rachsushistoryandgovernment.wikispaces.com/Constitutional+Interpretation United States Supreme Court Cases http://caselaw.findlaw.com/court/us-supreme-court

English-Language Arts: Write an essay evaluating the modern-day relevance of all ten Amendments in the Bill of Rights. Performing Arts: Write and perform a song or poem about rights and freedoms in America.

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Unit Vocabulary

If you could change one thing to the Constitution, what would it be and why? What, do you believe, is our most important freedom guaranteed in the Bill of Rights?

event that deals directly with a modern-day Constitutional issue. Consider recent Supreme Court cases Proposing an Amendment: Students will draft an additional amendment to the Constitution that deals with an issue they care about. All amendments will be presented and voted on in class.

Famous Constitutional Cases http://www.michaelariens.com/ConLaw/cases/caselist.htm Landmark Supreme Court Cases http://www.constitutionfacts.com/us-supreme-court/landmark-cases/ Global Impact of the US Constitution http://studentsforliberty.org/blog/2013/09/17/the-global-impact-of-the-u-s-constitution/ Why is the Bill of Rights Important? http://civilliberty.about.com/od/historyprofiles/f/important.htm

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Amend Amendment Anti-federalists Arms Article Assembly Bail Bicameral Bill Censorship Clause Civil liberties Confederation Congress Constitution Counsel Double jeopardy Due process Elastic clause Electoral college Eminent domain Enumeration Establishment clause Executive Federalism Federalist Grand jury Great compromise

Habeas corpus House of Representatives Impeachment Indictment Judicial Legislative Libel New Jersey Plan Petition Preamble President pro tem Probable cause Quartering Quorum Ratification Ratify Representation Revenue Search warrant Self-incrimination Senate Slander Three-fifth compromise Treason Unusual punishment Virginia Plan

Suggested Project - Choose 1

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Suggested Project 1: Revise no less than 10 elements of the Constitution or Bill of Rights. For each revision, explain and cite your reason for each revision. Can be presented in PowerPoint format, among others.

Suggested Project 2: Write a 3-5 page paper in which you identify, what you believe to be, the 5 most important rights guaranteed in our foundational documents. Use no less than 3 academic sources.

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)

3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

1. Intro 6. Gallery 11. Tools

2. Activities 7. Griot

3. Assessments 8. Library

4. Essentials 9. Links

5. Gallery 10. Rubrics

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.