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From Confederation to
Constitution
Creating
America Chapter 7 and 8
This unit examines how thirteen independent colonies
moved from a loose alliance of 13 states under the
Articles of Confederation to the decision to create a
strong national government under the Constitution of
1787. Concepts include compromise, free enterprise, and
the arguments of the Federalists and Anti-Federalists
regarding a federal government.
Students will study the Northwest Ordinances, Shay's
Rebellion, the arguments for and against the
ratification of the 1787 Constitution, as well as being
introduced to the concept of a national Bill of Rights.
Critical Questions:
- How did the weaknesses of the Articles of
Confederation lead to the writing of the U.S.
Constitution?
- How did the issues discussed by the delegates of
the Constitutional Convention reflect the varied
interests of the country at that time?
- How does the United States government reflect the
compromises made at the Philadelphia Convention?
Suggested Time Frame: 4 Weeks |
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Student Performance Expectations |
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Key
Information in the brackets that is not in bold (8.2A) is the
Texas Essential Knowledge and Skill (TEKS) that this objective is
aligned to.
Information in the
brackets that is in bold
(8.2.11B) (8.2.12A)
(11.2US10A)
is the specific Texas Assessment of Knowledge and Skills (TAKS-
test) objective this objective is aligned to.
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Explain how the Northwest
Ordinance established principles and procedures for orderly
expansion of the United States. (8.6A); (T8)
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Identify colonial grievances
listed in the Declaration of Independence. (8.16C); (T8);
(T11) |
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Summarize the strengths and
weaknesses of the Articles of Confederation. (8.16B); (T8) |
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Analyze the issues of the
Philadelphia Convention of 1787, including major compromises and
arguments for and against ratification. (8.4D); (T8)
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Analyze the arguments of the
Federalists and Anti-Federalists including those of Alexander
Hamilton, John Jay, Patrick Henry, James Madison, and George
Mason. (8.18A); (T8) |
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Identify the influence of
ideas from historic documents including the Magna Carta, the
English Bill of Rights, the Mayflower Compact, the Declaration
of Independence, the Federalist Papers and selected
anti-federalist writings, on the U.S. system of government.
(8.16A); (T8); (T10); (T11) |
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Identify different points of
view of political parties and interest groups on important
historical issues. (8.22A); (T11) |
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Organize and interpret
information from time lines and maps. (8.30C); (T8); (T10);
(T11) |
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Identify points of view from
the historical context surrounding an event and the frame of
reference which influenced the participant. (8.30D); (T8):
(T10); (T11) |
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Differentiate between,
locate and use primary and secondary sources such as media
and news services, biographies, interviews, and artifacts to
acquire information about the United States. (8.30A);
(T8); (T10); (T11) |
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Use standard grammar,
spelling, sentence structure, and punctuation. (8.31B) |
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Transfer information from one
medium to another, including written to visual and statistical
to written or visual, using computer software as appropriate.
(8.31C) |
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Create written, oral and
visual presentation of social studies information. (8.31D)
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Use social studies
terminology correctly. (8.31A) |
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Use a problem-solving process
to identify a problem, gather information, list
and consider options, consider advantages and
disadvantages, chose and implement a solution, and
evaluate the effectiveness of the solution. (8.32A)
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Summarize a historical event
in which compromise resulted in peaceful resolution. (8.22C)
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