Outcomes (What understandings are you trying to develop?)

Understanding(s):

Students will  understand that

  • The enlightenment is the philosophical? intellectual background to this historical moment→ leading to constitutionalism, democracy
  • Pragmatic compromises inherent in the construction of the constitution
  • Structure of Government
  • Protection from the Government
  • The unanswered questions of the constitution
  • Federal/State Power
  • Slavery
  • Interpretation
  • Role of the Judiciary
  • Enforcement of Bill of Rights (and other parts of the constitution)
  • Acknowledged that there will be dissent- what do we do with non-agreement? How do we manage non-consent?
  • Federalism State Constitutions
  • It can change

Assumptions/prior knowledge tied to the understanding:

  • Constitution is the end-all-be-all explanation of democracy
  • Democracy started with the Constitution
  • Different social norms make historical actors less culpable?
  • The colonists were being justly persecuted
  • The colonists were being persecuted
  • Great Britain is an absolutist monarchy
  • Colonists paid high taxes
  • White men are all in a certain class
  • Definition of race/whiteness
  • These United States vs. The United States
  • Contradictions in “All Men are Created Equal” ?
  • Freedom in the Frontier?
  • Strong Executive Power part of the design

All History:

  • The textbook is an authority
  • Voices from history are absolute truth
  • Bad guys and good guys in history
  • Teacher’s authority
  • Inherent bias in everything
  • Modern (limited) understanding of politics creat assumptions

Unit Questions


Knowledge:

Students should know

  •  

Skill(s):

Students should be able to

All sources are interpretations  (9th grade catch up)

Can they ask questions about the documents?

Can they summarize/paraphrase/ the interpretations

Compare and Contrast them interpretations

What is a misconception if everything is an interpretation?

        factually false?

        Should we do it? Did we do it?

What is faulty thinking or understanding vs. weak interpretations?

        


What do we want students to take away from the 18th century in America? The Constitutional Moment?

Pragmatic Political Compromise

        Unanswered Questions?         

                Federal/State

  Assessment (What will the student do to show that s/he understands?)

Various Tools to Consider Assessment Design:

Authentic Assessments?

Goal

Role

Audience

Scenario

Product

Standards

Must Measure KICA ?

  • Knowledge?
  • Inquiry?
  • Communication?
  • Application?

What do students produce?

 Learning Plan (How are you going to get there?)

By then end of this unit...

Students Will Know:

Students Will Understand That:

Students Will Be Able To Do:

Day

Learning Goal /Topic

Agenda

Preparation for that Day

Skills Introduced/ Practiced

Formative Assessment

When do students check their understandings? 

Prior Assumptions and/or prior Knowledge to consider

Reflection (Meta-cognitive Exercise)

How do the students know what they do/do not know? 

Intro Week, 2 30 minute classes 9/5-9/7

1

2

Week 2, 9/10-9/16

3

4

5

6

Week 3, 9/17-9/23

7

8

9

10

Week 4 9/24-9/30

11

12

13

14

Week 5 10/1-10/5 ending with FPW

15

16

17

Week 6 FPW and PSAT day

18

19

Week 7 (last week of Q1)

20

21

22

23