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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