8th Grade American History and Government

Developing the U.S. Government, 3-4 Weeks

Kansas Standards:

Standard #1- Choices Have Consequences Standard #2- Individuals Have Rights and

Responsibilities

Standard #3- Societies are Shaped by Beliefs, Ideas, and Diversity Standard #4- Societies Experience

Continuity and Change Over Time

Standard #5- Relationships Among People, Places, Ideas, and Environments are Dynamic

Unit Rationale:

The whole purpose of an American History and Government class is to get the student to understand the development

and origins of our great nation. This unit is essential in laying a foundation of understanding to the process our nation

went through to create a functioning government. This unit also shows how the nation had to deal with the many

issues and ideals of the inhabitants of the early nation. This is also a great follow up unit to the Revolutionary War and

Declaration of Independence as it shows what we fought for and how we governed ourselves after becoming

independent.
 Goals Our First Constitution Compromising for a Government The Constitution

The development of the state Americans want a change Federalism

constitutions TSWBAT examine the reasons why U.S. TSWBAT critique the aspects of

TSWBAT describe the need of a citizens want a change to their Federalism.

state for a constitution. government.

A republic and the Articles of The Great Compromise Legislative Branch

Confederation TSWBAT compare the Virginia and New TSWBAT analyze the aspects of the

TSWBAT interpret the Articles of Jersey Plans and infer why the Great Legislative Branch.

Confederation. Compromise was made.

Objective Ordinance of 1785 and The Slavery during the compromise Executive Branch

s Northwest Ordinance TSWBAT examine how slavery TSWBAT analyze the aspects of the

TSWBAT summarize the impacted the creation of The Executive Branch.

Ordinance of 1785 and The Constitution.

Northwest Ordinance.
Debt of the newly founded nation Judicial Branch

TSWBAT to explain the debt of the TSWBAT analyze the aspects of the

early U.S. Judicial Branch.

Trouble with Britain and Spain Checks and Balances

TSWBAT evaluate the reasons the TSWBAT determine the reason for

U.S. is having troubles with Britain Checks and Balances in the

and Spain. government.

 Federalists V. Anti-Federalist

TSWBAT compare the Federalist party

to the Anti-Federalist part.

Bill of Rights and Amendments

TSWBAT interpret the need of the Bill

of Rights and Amendments in the U.S.

Constitution.

Lessons/ Main Activities:

If the school runs on a block schedule then I would be able to cover two or three objectives per lesson depending on

the depth of the content in the objectives and depending on the class that I was teaching. This would mean that I

need 8 lesson plans to cover a 3 week period. If it were a traditional schedule then I would cover one objective per

day which would be 15 lesson plans over a 3 week period. There are three things that I will do almost every class

period. The first is bell work which I would use as a review of the information from the previous class. I would always

have an essential question for each lesson as this is what the student will answer about the main objective at the end

of each lesson. This is also what the bell work the next day will be based around. Lastly, vocabulary is something that

will be utilized daily as they will use the vocabulary for the immediate sections that they are covering. The daily

activities will vary from lesson to lesson but they will most likely be hands on, visual, and auditory.
Assessment Measure:

There would be a combination of direct and indirect assessments. The direct assessment would come in form of a test

at the end of the chapter. The test would include vocabulary questions, multiple choice content questions, and a short

essay.

There would also be points awarded for some activities throughout the unit, such as responses to essential questions

or definitions on the students vocabulary quilt. Indirect assessment types will be the evaluation of bell work to ensure

that the student is retaining information that was previously learned the lesson before.

Differentiated Instruction:

There are many ways that the unit can be differentiated for learners. I have planned on a 3 week lesson for the

students but it can be extended to 4 weeks if it needs to be added. This will allow for more time spent on objectives so

that every student can learn the content. Lessons will be given in a variety of ways that use different techniques using

visual examples, auditory examples, and hands on activities. This will allow for a variety of learners to pick up the

content.

Materials:

The lesson will use the The American Journey textbook, computer and projector, composition

notebook, writing utensils, any worksheets and materials for varying lesson activities, and a timer to

keep the lesson moving and on track.

Sources:

Appleby, J. (2009). The American journey. Columbus, OH: Glencoe/McGraw-Hill.

Wichita Public Schools USD 259. (2016, June). 8th Grade U.S. History Instructional Unit Guides 2016-

2017.