Download Early Republic Unit Map

Early Republic Unit Map
Six weeks period
Approx. Timeframe
th
4 Six Weeks
28 days
Concepts / Key Understandings
Leadership
Effective leadership is essential in a democratic society.
Domestic Policy
Foreign Policy
Domestic policy is developed to address the social, economic, and political needs of a
country.
Foreign Policy is developed to guide relations with other countries.
Party Affiliation
Political Parties are organized around common political philosophy.
Judicial Review
Supreme Court decisions set a precedent for interpretation of law.
Guiding Questions Correlated to Key Understandings
How did the actions of early republic leaders set a precedent for leadership?
Washington's
Administration






How did Congress build a national court system?
What were the economic challenges during Washington's Administration? What policies were
developed to address those challenges?
What was Alexander Hamilton's plan to lower the national debt and strengthen the economy?
Why did a free enterprise system of economics develop in the new nation?
How did Washington help define the authority of the central government?
Why is Washington's position of neutrality an important precedent? Why did he feel this was
appropriate foreign policy? What evidence supports this position in Washington's Farewell Address?
Adams'
Administration



What is the relationship between the Alien and Sedition Acts and the concept of state's rights?
What was the major challenge to neutrality under Adams?
What was the political cost to maintaining neutrality?
Jefferson's
Administration



How did Jefferson's domestic policy reflect democratic principles?
What were the geographic, political, and economic results of the Louisiana Purchase in 1803?
Why did Jefferson craft a foreign policy based on trade?
Madison's
Administration

What were the causes and effects of the War of 1812?
Monroe's
Administration



How did domestic policy during the Monroe Administration contribute to sectionalism?
How did the Missouri Compromise address the issue of slavery in U.S. territories?
How did the Monroe Doctrine guide relations between the USA and foreign governments?
Party Affiliation


Judicial Review

Why did political parties develop in the USA?
What impact did political parties have on the development of government during the early years of
the republic?
What is the significance of Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden?
Key Vocabulary
Republic
Tariff
Laissez faire
Embargo
Cabinet
Free-enterprise; free trade
Louisiana Purchase
Impressment
Inauguration
Debt
American System
Smuggling
Precedent
Revenue
Second Bank of the U.S.
Tribute
Federal Judiciary Act
National bank
Foreign policy
War hawks
Financial
Whiskey Rebellion
Neutral
Nationalism
Economy
Alien and Sedition Acts
Jay’s Treaty
Monroe Doctrine
National debt
Sedition
Pinckney’s Treaty
Strict constructionist
Capitalism
Nullify
Neutrality Proclamation
Loose constructionist
Capital
Kentucky and Virginia
Resolutions
States’ rights
Tax
Washington’s Farewell Address
Judicial Review
XYZ Affair
Interstate commerce
Words appearing in bold face print are BISD mandated terms for Grade 8.
Key People
George Washington
James Madison
Henry Clay
Federalists
John Adams
James Monroe
John C. Calhoun
Democratic-Republicans
Thomas Jefferson
John Jay
Daniel Webster
Alexander Hamilton
Lewis and Clark
John Q. Adams
Henry Knox
Sacagawea
John Marshall
TEKS: Knowledge and Skill
8.1 The student understands traditional historical points of reference in U.S. history through 1877. The student will be
able to:
C. explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.
8.5 The student understands the challenges confronted by the government and its leaders in the early years of the
Republic. The student will be able to: The student will be able to:
A. describe major domestic problems faced by the leaders of the new Republic such as maintaining national security, creating a stable
economic system, setting up the court system, and defining the authority of the central government
B. summarize arguments regarding protective tariffs, taxation, and the banking system
C. explain the origin and development of American political parties
D. explain the causes of and issues surrounding important events of the War of 1812
E. trace the foreign policies of Presidents Washington through Monroe and explain the impact of Washington's Farewell Address and
the Monroe Doctrine
8.11 The student understands the location and characteristics of places and regions of the United States, past and
present. The student will be able to:
A. locate places and regions of importance in the United States during the 18th and 19th centuries
B. compare places and regions of the United States in terms of physical and human characteristics
C. analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States
8.14 The student understands how various economic forces resulted in the Industrial Revolution in the 19th century.
The student will be able to:
A. analyze the War of 1812 as a cause of economic changes in the nation
8.15 The student understands the origins and development of the free enterprise system in the United States. The
student will be able to:
A. explain why a free enterprise system of economics developed in the new nation.
8.17 The student understands the process of changing the U.S. Constitution and the impact of amendments on
American society. The student will be able to:
C. identify the origin of judicial review and analyze examples of congressional and presidential responses.
8.19 The student understands the impact of landmark Supreme Court cases. The student will be able to: The student
will be able to:
A. summarize the issues, decisions, and significance of landmark Supreme Court cases including Marbury v. Madison, McCulloch v.
Maryland, and Gibbons v. Ogden
8.22 The student understands the importance of the expression of different points of view in a democratic society. The
student will be able to:
A. identify different points of view of political parties and interest groups on important historical and contemporary issues.
8.23 The student understands the importance of effective leadership in a democratic society. The student will be able
to:
A. analyze the leadership qualities of elected and appointed leaders of the United States such as Abraham Lincoln, John Marshall, and
George Washington
B. describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John
Paul Jones, James Monroe, and Elizabeth Cady Stanton
8.30 The student applies critical-thinking skills to organize and use information acquired from a variety of sources
including electronic technology. The student will be able to:
A. differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news
services, biographies, interviews, and artifacts to acquire information about the United States.
B. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
C. organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps
D. identify points of view from the historical context surrounding an event and the frame of reference which influenced the
participants
E. support a point of view on a social studies issue or event
F. identify bias in written, oral, and visual material
G. evaluate the validity of a source based on language, corroboration with other sources, and information about the author
H. use appropriate mathematical skills to interpret social studies information such as maps and graphs
8.31 The student communicates in written, oral, and visual forms. The student will be able to:
A. use social studies terminology correctly
B. use standard grammar, spelling, sentence structure, and punctuation
C. transfer information from one medium to another, including written to visual and statistical to written or visual, using computer
software as appropriate
create written, oral, and visual presentations of social studies information
8.32 The student uses problem-solving and decision-making skills, working independently and with others, in a
variety of settings. The student will be able to:
A. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
B. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision