Download 8th Grade CE.2b,c,d

Richmond Public Schools
Department of Curriculum and Instruction
Curriculum Pacing and Resource Guide ~ Unit Plan
Course Title/ Course #: Civics and Economics
Unit Title/ Marking Period # (MP): Foundations of American Government, MP2
Start day: 41
Meetings (Length of Unit): 10
Desired Results ~ What will students be learning?
Standards of Learning/ Standards
CE.2 The student will demonstrate knowledge of the foundations of American constitutional government by
b) explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of
Independence, the Articles of Confederation, the
Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights;
c) identifying the purposes for the Constitution of the United States as stated in its Preamble;
d) identifying the procedures for amending the Constitution of Virginia and the Constitution of the United States.
Essential Understandings/ Big Ideas
Students will be able to answer the following questions:
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How does the Constitution of the United States of America reflect previous documents, including the charters of the Virginia Company of London, the
Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom?
What are the purposes identified in the Preamble to the Constitution of the United States of America?
How can the Constitution of the United States be amended?
How can the Constitution of Virginia be amended?
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Key Essential Skills and Knowledge
Essential Knowledge:
Influence of earlier documents on the Constitution of the United States of America
The charters of the Virginia Company of London guaranteed the rights of Englishmen to the colonists.
The Virginia Declaration of Rights served as a model for the Bill of Rights of the Constitution of the United States of America.
The Declaration of Independence stated grievances against the king of Great Britain declared the colonies’ independence from Great Britain affirmed “certain
unalienable rights” (life, liberty, and the pursuit of happiness) established the idea that all people are equal under the law.
The Articles of Confederation established the first form of national government for the independent states maintained that major powers resided with individual
states created weak central government (e.g., no power to tax or enforce laws); led to the writing of the Constitution of the United States of America.
The Virginia Statute for Religious Freedom stated freedom of religious beliefs and opinions.
The Constitution of the United States of America, including the Bill of Rights, established the structure of the United States government guaranteed equality
under the law with majority rule and the rights of the minority protected affirmed individual worth and dignity of all people protected the fundamental freedoms
of religion, speech, press, assembly, and petition
The Preamble to the Constitution of the United States of America expresses the reasons the constitution was written.
Purposes of United States government
To form a more perfect union
To establish justice
To ensure domestic tranquility
To provide for the common defense
To promote the general welfare
To secure the blessings of liberty
The Preamble to the Constitution of the United States of America begins, “We the People,” thereby establishing that the power of government comes from the
people.
Constitution of the United States
The amendment process is complex.
To date, there are 27 amendments to the Constitution of the United States.
Amendment process:
Proposal: action by Congress or convention
Ratification: by the states
Constitution of Virginia
Amendment process: Proposal: action by General Assembly or convention
Ratification: by voters of Virginia
Essential Skills:
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Examine and interpret primary and secondary source documents. (CE.1a)
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Distinguish between relevant and irrelevant information. (CE.1d)
Analyze political cartoons, political advertisements, pictures, and other graphic media. (CE.1c)
Review information for accuracy, separating fact from opinion. (CE.1e)
Vocabulary
Academic
Process
Opposing
Complex
Oppose
Media
Content
Affirmed
Pursuit
Enforce
Justice
Liberty
Domestic
Tranquility
Proposal
Ratification
Unalienable
Welfare
Union
Convention
Assembly
Petition
Amendment
Declaration
Charter
Assessment Evidence ~ What is evidence of mastery? What did the students master & what are they missing?
Assessment/ Evidence
Exit Slips
Foldables
Quizzes
Interactive Achievement
One Minute Essay
Oral Questioning
3-2-1
. Cubing
. Frayer Model
KWLH
QuickWrite
SBWBS
Learning Plan ~ What are the strategies and activities you plan to use?
Learning Experiences/ Best Practices
Learning Experiences
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Using close reading strategy, students in cooperative groups will use interactive notes to
organize information and ideas. Each person in the group will be assigned a role of reader,
presenter, recorder, or quiet captain.
Students will analyze political cartoons
Analyze campaign materials.
Students will complete activity in interactive notebooks in which they create a propaganda
cartoon.
Review public policy vocabulary by creating and using flash cards with the key terms written
on one side and the name of the appropriate document on the back.
Pros and cons of campaign finance.
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Distribute “Virginia Declaration of Rights — Excerpts.” Ask students to compare these
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Instructional Strategies
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Close reading strategy
Setting the objective
Advanced organizes
Cooperative learning
Explicit teaching
Compare and Contrast
Summarizing and Note
Taking
Cues, Questions, and
Advance Organizers
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passages with the Bill of Rights in their textbook. Write the number of the amendment
beside the corresponding passage from the Virginia Declaration of Rights.
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Discuss the importance of the Virginia Statute for Religious Freedom in Virginia and as a foundation for
the Bill of Rights.
Have students use the following Web sites for research on documents that influenced
the formation of the American government: “Avalon Project.” Yale University.
http://www.yale.edu/lawweb/avalon/virginia.htm . “Virginia Declaration of Rights.”
Library of Virginia.http://www.lva.lib.va.us/whatwedo/k12/bor/varights.htm .
“Charters of Freedom.” The National Archives Experience.
http://www.archives.gov/national_archives_experience/virginia_declaration_of_rights.
html . “A Voice of Dissent: George Mason.”
http://www.virginiadeclarationofrights.com/ .
Have students use materials from “Document Analysis Worksheets.”
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.ht
ml to examine and analyze Virginia documents.
Have students form a simple chart by dividing a notebook page vertically. Across the
top, have them write "The Articles of Confederation" and the date it was written. Have
them label the left side of the page "Accomplishments" and the right side,
"Weaknesses."
Give students copies of the Preamble that are triple spaced. Ask students to strike
through the complex wording in the Preamble and substitute simple language for
complex words.
Technology Integrations
Have students complete the “Preamble Scramble” at Ben's Guide to Government for Kids.
http://bensguide.gpo.gov/9-12/games/preamble_scramble.html
Games
http://mrd2012.weebly.com/u2-fpp--sig-doc.html
School House Rock -The Preamble
https://www.youtube.com/watch?v=yHp7sMqPL0g
T.J. and the Revo: To Late to Apologize: A Declaration
http://www.soomolearning.com/declaration/
Liberty's Kids: "We the People"
https://app.discoveryeducation.com/player/view/assetGuid/587CA388-732D-457D-A8A5-74447B44F6A4
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The Preamble
https://app.discoveryeducation.com/player/view/assetGuid/F410265C-0C54-40C5-8553-297944F0E3AD
Amending the Constitution
https://app.discoveryeducation.com/player/view/assetGuid/BF9D3844-7F88-4BA0-9248-861CB6CE5D02
The Declaration of Independence: A Foundation of Ideas for a New Age
https://app.discoveryeducation.com/player/view/assetGuid/72B2C883-ED71-49C2-A8BE-CB53E3DA77DE
Composing the Constitution
https://app.discoveryeducation.com/player/view/assetGuid/88C4504B-CC24-4D17-AC22-083A9B490B61
To Sign or Not to Sign
http://docsteach.org/activities/64
The Constitution in Action: Article II
http://docsteach.org/activities/7796
We the People
http://docsteach.org/activities/68
A 3-minute guide to the Bill of Rights - Belinda Stutzman
http://ed.ted.com/lessons/a-3-minute-guide-to-the-bill-of-rights-belinda-stutzman
Smart Exchange
http://exchange.smarttech.com/curriculum/curriculumlist.html?curriculum=enuscurr150&grade=enuscurr150gr009&subject=enuscurr150gr009su009
Kahoot.it
https://kahoot.it/#/
Socrative
http://www.socrative.com/
Eixtticket
https://exittix.com/frontend/login/
Achieve 300
http://www.achieve3000.com/
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Resources
Textbook/Materials:
Fasttrack Civics by David Burns
Textbook, Civics Today: Citizenship, Economics, and You
We the People: The Citizen and the Constitution
What I Need to Know to Pass Civics and Economics By Bobbi Cutlip
Web Resources:
Lesson Plan The Public Sphere
http://icivics.statestandards.com/redirect.pl?aid=1445790&sid=1893250
Lesson Plan Interest Groups
http://icivics.statestandards.com/redirect.pl?aid=1445793&sid=1893251
Democracy Corps Lesson Plan 15: Influence Public Policy
http://youthleadership.net/central/lesson_plans/552?_yli_session=d603b8b3e68269344da707232abf3ee1
Bias in the Media
http://youthleadership.net/central/lesson_plans/476?_yli_session=d603b8b3e68269344da707232abf3ee1
Political Cartoon Analysis
http://youthleadership.net/central/lesson_plans/410?_yli_session=d603b8b3e68269344da707232abf3ee1
Quizlet
https://quizlet.com/61714825/ce2-founding-principles-and-documents-vocab-flash-cards/
Fasttrack Civics: Review questions
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http://www.fasttrackteaching.com/civics/review/CE2_review_questions.html
Livebinders Civics PPT Lessons
http://www.livebinders.com/play/play/512226
Interactive Notebook
http://rpshistory.weebly.com/interactive-notebooks.html
High Yield Activities
http://rpshistory.weebly.com/high-yield-activities.html
DBQs
http://rpshistory.weebly.com/dbqs.html
Analysis Tools
http://rpshistory.weebly.com/analysis-tools.html
Foldables
Exit Tickets
Curriculum Cornerhttp://www.thecurriculumcorner.com/thecurriculumcorner456/exit-tickets/
Exit/Entry Slipshttp://service.columbia.k12.mo.us/lhagen/files/2013/07/Exit-Entrance-Slip-explanation-examples.pdf
Reading Rockets http://www.readingrockets.org/strategies/exit_slips
http://www.readingrockets.org/strategies/exit_slips
Interactive Achievement
https://ontrac.interactiveachievement.net/Account/Login?redirectUrl=https://ontrac.interactiveachievement.net/
CRISS Strategies
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https://surry.haikulearning.com/hauserc/misshausersclass/cms_page/view/1375393
Graphic Organizers
General
https://sites.google.com/site/jorgensen8thgradesocialstudies/graphic-organizers
Social Studies
https://michelleleba.wikispaces.com/file/view/Social+Studies+Graphic+Organizers.pdf
Advanced Organizers
http://www.ncpublicschools.org/docs/acre/standards/support-tools/organizers/social/k12-social.pdf
Content-Area Graphic Organizers Social Studies
https://walch.com/samplepages/050078.pdf
EduPlace
http://www.eduplace.com/graphicorganizer/
Review Questions
http://mrbyvik.weebly.com/uploads/1/1/8/7/11874748/sol_review_ce_2-5_and_9.docx
Virginia Department of Education
Blueprint
http://www.doe.virginia.gov/testing/sol/blueprints/history_socialscience_blueprints/2008/blueprints_civics_economics.pdf
2014 Released Test Items
http://www.doe.virginia.gov/testing/sol/released_tests/2013/civics_econ_item_set_released_in_spring_2014.pdf
2013 Released Test
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http://www.doe.virginia.gov/testing/sol/released_tests/2012/history/test12_civics_econ.pdf
2011 Released test Items
http://www.doe.virginia.gov/testing/sol/released_tests/2011/history_sample/civics_economics_history.pdf
Cross Curricular Connection
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Cross-curricular lesson with the language arts department on writing an analysis of what influenced the creation of the U.S.
constitution.
Cross-curricular lesson with the art department on calligraphy.
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