The American independence movement was sparked by growing political and economic tensions between the American colonists and Great Britain. Following independence, the new nation faced many challenges while trying to build a stable system of democratic governance for the newly established federal republic.

Unit 2 - American Revolution - Unit Plan

Unit Outline

34 Components

Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History See 4 itemsHide 4 items

Framework aligned regents preparation materials including:

Stimulus Based MC
Part 2 Short Essay Questions

For more information on the new USH Regents Exam, please visit here.

Stimulus Based Multiple Choice - Unit 2
Resource:
Unit 2 Stimulus Based MC
U.S. History
Unit 11.2: American Revolution
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History: Stimulus Based Multiple Choice - Unit 2
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Unit 11.2
American Revolution
35 Questions
Unit 11.2 Part 2 Question Bank
Resource:
Unit 2 Part 2 Question Bank
U.S. History
Unit 11.2: American Revolution
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History: Unit 11.2 Part 2 Question Bank
Options include: Cause / Effect, Turning Point, Similarity / Difference, Audience, Purpose, Bias
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Unit 11.2
American Revolution
Short Essay Questions
Teacher Materials Part 1 and Part 2
Resource:
Framework Unit 2 Exam Teacher Materials
U.S. History
Unit 11.2: American Revolution
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History: Teacher Materials Part 1 and Part 2
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After you fill out the form, you will receive notification that you have been added to a Google Groupcalled "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments.
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Unit 11.2
American Revolution
Stimulus Bank
Resource:
Stimulus Bank Unit 2
U.S. History
Unit 11.2: American Revolution
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History: Stimulus Bank
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After you fill out the form, you will receive notification that you have been added to a Google Groupcalled "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments.
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Unit 11.2
American Revolution
Unit 2

End of Unit Assessments See 3 itemsHide 3 items

Our units are developed through a backwards design process in which we start with the summative assessments and then create resources and formative assessments based on the content and skills students will need to be successful (See Understanding by Designby Grant Wiggins and Jay McTighe). We encourage teachers to start their planning by looking first at the end of unit assessments and then at specific resources.

Unit 2 Synthesis Task
Resource:
Unit 2 Synthesis Activity
U.S. History
Unit 11.2: American Revolution
End of Unit Assessment: Unit 2 Synthesis Task
Students will recall content learned in unit 2 and organize and align content according to the three unit themes (constitutional principles, change, and government). Students will then use this content as evidence to answer the unit 2 essential questions.
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Making connections across a unit of content
End of Unit Assessment- NYS Framework Aligned
Resource:
11.2 End of Unit Assessment- NYS Framework Aligned
U.S. History
Unit 11.2: American Revolution
End of Unit Assessment: End of Unit Assessment- NYS Framework Aligned
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You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.
After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments.
We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.
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Standards
New York State Grades 9-12 Social Studies Framework ( 11.1, 11.1a , 11.1a1, 11.…
+— Details
New York State Grades 9-12 Social Studies Framework:
11.1
KEY IDEA: COLONIAL FOUNDATIONS (1607– 1763): European colonization in North America prompted cultural contact and exchange between diverse peoples; cultural differences and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America.
11.1a
CONCEPTUAL UNDERSTANDING: Contact between Native American groups and Europeans occurred through cultural exchanges, resistance efforts, and conflict.
11.1a1
CONTENT SPECIFICATION: Students will trace European contact with Native Americans, including the Dutch, the English, the French and the Spanish.
11.1a2
CONTENT SPECIFICATION: Students will examine the impacts of European colonization on Native Americans, who eventually lost much of their land and experienced a drastic decline in population through diseases and armed conflict.
11.1b
CONCEPTUAL UNDERSTANDING: A number of factors influenced colonial economic development, social structures, and labor systems, causing variation by region.
11.1b1
CONTENT SPECIFICATION: Students will examine the impacts of geographic factors on patterns of settlement and the development of colonial economic systems.
11.1b2
CONTENT SPECIFICATION: Students will examine the factors influencing variations in colonial social structures and labor systems.
11.1b3
CONTENT SPECIFICATION: Students will analyze slavery as a deeply established component of the colonial economic system and social structure, indentured servitude vs. slavery, the increased concentration of slaves in the South, and the development of slavery as a racial institution.
11.1c
CONCEPTUAL UNDERSTANDING: Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common, and yet varied across the colonies.
11.1c1
CONTENT SPECIFICATION: Students will examine colonial political institutions to determine how they were influenced by Enlightenment ideas, British traditions such as the Magna Carta, and the colonial experience.
11.1c2
CONTENT SPECIFICATION: Students will examine colonial democratic principles by studying documents such as the Mayflower Compact and the Maryland Toleration Act of 1649, colonial governmental structures such as New England town meetings and the Virginia House of Burgesses, and the practice of the right of petition in New Netherland.
11.2
KEY IDEA: CONSTITUTIONAL FOUNDATIONS (1763 – 1824): Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
11.2a
CONCEPTUAL UNDERSTANDING: Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.
11.2a1
CONTENT SPECIFICATION: Students will examine British efforts to gain greater political and economic control, such as the Proclamation of 1763, the Stamp Act, the Townsend Acts, the Tea Act, the Boston Massacre, and the Coercive Acts, and colonial reactions to these efforts.
11.2b
CONCEPTUAL UNDERSTANDING: Failed attempts to mitigate the conflicts between the British government and the colonists led the colonists to declare independence, which they eventually won through the Revolutionary War, which affected individuals in different ways.
11.2b1
CONTENT SPECIFICATION: Students will examine the purpose of and the ideas contained in the Declaration of Independence and consider its long term impacts.
11.2b2
CONTENT SPECIFICATION: Students will examine the impacts of the Revolutionary War on workers, African Americans, women, and Native Americans.
11.2c
CONCEPTUAL UNDERSTANDING: Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation but instead resulted in the writing of a new Constitution. The ratification debate over the proposed Constitution led the Federalists to agree to add a bill of rights to the Constitution.
11.2c1
CONTENT SPECIFICATION: Students will examine the weaknesses and successes of government under the Articles of Confederation.
11.2c2
CONTENT SPECIFICATION: Students will explore the development of the Constitution, including the major debates and their resolutions, which included compromises over representation, taxation, and slavery.
11.2c3
CONTENT SPECIFICATION: Students will examine the structure, power, and function of the federal government as created by the Constitution, including key constitutional principles such as the division of power between federal and state government, the separation of powers at the federal level, the creation of checks and balances, the sovereignty of the people, and judicial independence.
11.2c4
CONTENT SPECIFICATION: Students will examine the key points of debate expressed in the Federalist Papers and the Antifederalist Papers, focusing on the protection of individual rights and the proper size for a republic.
11.2c5
CONTENT SPECIFICATION: Students will examine the rights and protections provided by the Bill of Rights and to whom they initially applied.
11.2d
CONCEPTUAL UNDERSTANDING: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states.
11.2d1
CONTENT SPECIFICATION: Students will identify presidential actions and precedents established by George Washington, including those articulated in his Farewell Address
11.2d2
CONTENT SPECIFICATION: Students will examine Hamilton’s economic plan, the debate surrounding the plan, and its impacts on the development of political parties.
11.2d3
CONTENT SPECIFICATION: Students will examine the tradition of a peaceful transfer of power established in the presidential election of 1800 and compare it to the presidential election of 2000, focusing on the roles of the Electoral College and Congress in 1800 and the Electoral College and the Supreme Court in 2000.
11.2d4
CONTENT SPECIFICATION: Students will examine Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden, and analyze how these decisions strengthened the powers of the federal government.
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Cumulative assessment aligned to the NYS Social Studies Framework and new US History Regents Exam, administered June 2020 onwards.
End of Unit Assessment- NYS Framework Aligned- Teacher Materials
Resource:
11.2 End of Unit Assessment- NYS Framework Aligned- Teacher Materials
U.S. History
Unit 11.2: American Revolution
End of Unit Assessment: End of Unit Assessment- NYS Framework Aligned- Teacher Materials
If you click on the "Open in Google Docs" button below and can view the document, then you already have access.
If you do not have access to the assessments,
please fill out the form linked here.
You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.
After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments.
We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.
Preview Resource Add a Copy of Resource to my Google Drive
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Standards
New York State Grades 9-12 Social Studies Framework ( 11.1, 11.1a , 11.1a1, 11.…
+— Details
New York State Grades 9-12 Social Studies Framework:
11.1
KEY IDEA: COLONIAL FOUNDATIONS (1607– 1763): European colonization in North America prompted cultural contact and exchange between diverse peoples; cultural differences and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America.
11.1a
CONCEPTUAL UNDERSTANDING: Contact between Native American groups and Europeans occurred through cultural exchanges, resistance efforts, and conflict.
11.1a1
CONTENT SPECIFICATION: Students will trace European contact with Native Americans, including the Dutch, the English, the French and the Spanish.
11.1a2
CONTENT SPECIFICATION: Students will examine the impacts of European colonization on Native Americans, who eventually lost much of their land and experienced a drastic decline in population through diseases and armed conflict.
11.1b
CONCEPTUAL UNDERSTANDING: A number of factors influenced colonial economic development, social structures, and labor systems, causing variation by region.
11.1b1
CONTENT SPECIFICATION: Students will examine the impacts of geographic factors on patterns of settlement and the development of colonial economic systems.
11.1b2
CONTENT SPECIFICATION: Students will examine the factors influencing variations in colonial social structures and labor systems.
11.1b3
CONTENT SPECIFICATION: Students will analyze slavery as a deeply established component of the colonial economic system and social structure, indentured servitude vs. slavery, the increased concentration of slaves in the South, and the development of slavery as a racial institution.
11.1c
CONCEPTUAL UNDERSTANDING: Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common, and yet varied across the colonies.
11.1c1
CONTENT SPECIFICATION: Students will examine colonial political institutions to determine how they were influenced by Enlightenment ideas, British traditions such as the Magna Carta, and the colonial experience.
11.1c2
CONTENT SPECIFICATION: Students will examine colonial democratic principles by studying documents such as the Mayflower Compact and the Maryland Toleration Act of 1649, colonial governmental structures such as New England town meetings and the Virginia House of Burgesses, and the practice of the right of petition in New Netherland.
11.2
KEY IDEA: CONSTITUTIONAL FOUNDATIONS (1763 – 1824): Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
11.2a
CONCEPTUAL UNDERSTANDING: Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.
11.2a1
CONTENT SPECIFICATION: Students will examine British efforts to gain greater political and economic control, such as the Proclamation of 1763, the Stamp Act, the Townsend Acts, the Tea Act, the Boston Massacre, and the Coercive Acts, and colonial reactions to these efforts.
11.2b
CONCEPTUAL UNDERSTANDING: Failed attempts to mitigate the conflicts between the British government and the colonists led the colonists to declare independence, which they eventually won through the Revolutionary War, which affected individuals in different ways.
11.2b1
CONTENT SPECIFICATION: Students will examine the purpose of and the ideas contained in the Declaration of Independence and consider its long term impacts.
11.2b2
CONTENT SPECIFICATION: Students will examine the impacts of the Revolutionary War on workers, African Americans, women, and Native Americans.
11.2c
CONCEPTUAL UNDERSTANDING: Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation but instead resulted in the writing of a new Constitution. The ratification debate over the proposed Constitution led the Federalists to agree to add a bill of rights to the Constitution.
11.2c1
CONTENT SPECIFICATION: Students will examine the weaknesses and successes of government under the Articles of Confederation.
11.2c2
CONTENT SPECIFICATION: Students will explore the development of the Constitution, including the major debates and their resolutions, which included compromises over representation, taxation, and slavery.
11.2c3
CONTENT SPECIFICATION: Students will examine the structure, power, and function of the federal government as created by the Constitution, including key constitutional principles such as the division of power between federal and state government, the separation of powers at the federal level, the creation of checks and balances, the sovereignty of the people, and judicial independence.
11.2c4
CONTENT SPECIFICATION: Students will examine the key points of debate expressed in the Federalist Papers and the Antifederalist Papers, focusing on the protection of individual rights and the proper size for a republic.
11.2c5
CONTENT SPECIFICATION: Students will examine the rights and protections provided by the Bill of Rights and to whom they initially applied.
11.2d
CONCEPTUAL UNDERSTANDING: Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states.
11.2d1
CONTENT SPECIFICATION: Students will identify presidential actions and precedents established by George Washington, including those articulated in his Farewell Address
11.2d2
CONTENT SPECIFICATION: Students will examine Hamilton’s economic plan, the debate surrounding the plan, and its impacts on the development of political parties.
11.2d3
CONTENT SPECIFICATION: Students will examine the tradition of a peaceful transfer of power established in the presidential election of 1800 and compare it to the presidential election of 2000, focusing on the roles of the Electoral College and Congress in 1800 and the Electoral College and the Supreme Court in 2000.
11.2d4
CONTENT SPECIFICATION: Students will examine Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden, and analyze how these decisions strengthened the powers of the federal government.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
Teacher materials for cumulative assessment aligned to the NYS Social Studies Framework and new US History Regents Exam, administered June 2020 onwards.

Unit Vocabulary See 4 itemsHide 4 items

These curricular resources introduce and review vocabulary students and teachers will encounter in the unit.

Unit 2 Vocabulary Opener
Resource:
11.2 Vocabulary Opener
U.S. History
Unit 11.2: American Revolution
Unit Vocabulary: Unit 2 Vocabulary Opener
Students will be introduced to the vocabulary in Unit 2.
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vocabulary
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vocabulary, american revolution, u.s. constitution, constitution
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Unit 11.2
American Revolution
Four introductory vocabulary routines
Vocabulary Review Activity
Resource:
Vocabulary Review Activity - Mad Libs Unit 2
U.S. History
Unit 11.2: American Revolution
Unit Vocabulary: Vocabulary Review Activity
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Tags
13 colonies, american revolution, constitution
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Unit 11.2
American Revolution
Mad Libs
Unit 2 Vocabulary Chart - Student
Resource:
Unit 2 Vocabulary Chart: Student Facing
U.S. History
Unit 11.2: American Revolution
Unit Vocabulary: Unit 2 Vocabulary Chart - Student
Students can use this chart to review key terms in unit 2.
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vocabulary
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vocabulary
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Unit 11.2
American Revolution
Student vocabulary chart
Unit 2 Vocabulary Chart - Teacher
Resource:
Unit 2 Vocabulary Chart: Teacher Facing
U.S. History
Unit 11.2: American Revolution
Unit Vocabulary: Unit 2 Vocabulary Chart - Teacher
Teachers can use this chart to review relevant unit vocabulary prior to teaching the unit.
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vocabulary
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vocabulary
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Unit 11.2
American Revolution
Chart of terms in the unit

Building Context See 2 itemsHide 2 items

Students will begin to build historical context for studying unit 2 content.

Unit 2 Essential Questions Introduction
Resource:
Unit 2 Essential Questions Introduction
U.S. History
Unit 11.2: American Revolution
Building Context: Unit 2 Essential Questions Introduction
Students will use a durable learning routine, images draw you in, to think conceptually about unit themes and essential questions.
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Activity
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american revolution
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Unit 11.2
American Revolution
Unit Introduction
Proclamation Line of 1763
Resource:
Proclamation Line of 1763
U.S. History
Unit 11.2: American Revolution
Building Context: Proclamation Line of 1763
Students will examine multiple sources to learn about the Proclamation Line of 1763.
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american revolution, french and indian war
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Unit 11.2
American Revolution
Historical and Geographical Context

Tension Pre-American Revolution See 4 itemsHide 4 items

These curricular resources explore the tension between American colonies and Great Britain leading up to the American Revolution.

Excise Taxes
Resource:
Excise Taxes
U.S. History
Unit 11.2: American Revolution
Tension Pre-American Revolution: Excise Taxes
Students will analyze and compare colonial reactions to the Sugar Act, Quartering Act, Townshend Acts, and Stamp Act.
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stamp act, taxes and intolerable acts
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Unit 11.2
American Revolution
Analysis: analyze the impact of the French and Indian War on the American colonies
The Bloody Massacre
Resource:
The Bloody Massacre
U.S. History
Unit 11.2: American Revolution
Tension Pre-American Revolution: The Bloody Massacre
Students will have the opportunity to examine an illustration, discuss observation and inferences, and evaluate perspective and bias.
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Close Read
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boston massacre, american revolution
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Unit 11.2
American Revolution
Evaluating Sources: Why is Paul Revere’s woodblock engraving depicting the Boston Massacre an example of propaganda?
Bostonians Paying the Excise Man [Tax Collector]
Resource:
Bostonians Paying the Excise Man [tax collector]
U.S. History
Unit 11.2: American Revolution
Tension Pre-American Revolution: Bostonians Paying the Excise Man [Tax Collector]
Students will analyze and evaluate colonial reactions to the Stamp Act.
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Activity
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Tags
stamp act, american revolution, close read
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Unit 11.2
American Revolution
Using Evidence: How did the British loyalists view the Stamp Act protests?
Common Sense
Resource:
Common Sense
U.S. History
Unit 11.2: American Revolution
Tension Pre-American Revolution: Common Sense
Students will examine excerpts from the famous primary source to understand the author's main idea.
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American Revolution
Using Evidence: What did Thomas Paine think was "common sense"?

American Revolution See 5 itemsHide 5 items

These curricular resources explore the impact of excise taxes, the Declaration of Independence, as well as the causes and impact of the American Revolution.

DBQ: Causes of the American Revolution
Resource:
Guided DBQ: Causes of the American Revolution
U.S. History
Unit 11.2: American Revolution
American Revolution: DBQ: Causes of the American Revolution
Students will examine and evaluate primary and secondary source documents to construct an essay that analyzes the causes of the American Revolution.
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guided dbq, american revolution
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Unit 11.2
American Revolution
Using Evidence: NYS Regents style DBQ
Declaration of Independence
Resource:
Declaration of Independence
U.S. History
Unit 11.2: American Revolution
American Revolution: Declaration of Independence
Students will analyze the text of the Declaration of Independence.
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declaration of independence, american revolution
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Unit 11.2
American Revolution
Analysis: What did the Declaration of Independence actually declare?
Declaration of Independence
Resource:
Differentiated Example: Declaration of Independence
U.S. History
Unit 11.2: American Revolution
American Revolution: Declaration of Independence
Students will analyze the text of the Declaration of Independence.
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Activity
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Tags
differentiated example, declaration of independence, american revolution
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Unit 11.2
American Revolution
Differentiated example
Revolutionary War: Soldier's Perspective
Resource:
Revolutionary War: Soldier's Perspective
U.S. History
Unit 11.2: American Revolution
American Revolution: Revolutionary War: Soldier's Perspective
Students will examine excerpts from A Narrative of the Adventures, Dangers, and Sufferings of a Revolutionary War Soldier by Joseph Plumb Martin (1830)
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american revolution
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Unit 11.2
American Revolution
Analysis: What was life like for a soldier during the American Revolution? What can this tell us about Revolutionary War America?
Impact of Revolutionary War: Native Americans, Women, and Enslaved Peoples
Resource:
Impact of the Revolutionary War: Women, Enslaved Peoples, Native Americans
U.S. History
Unit 11.2: American Revolution
American Revolution: Impact of Revolutionary War: Native Americans, Women, and Enslaved Peoples
Students will analyze three primary source documents to determine the impact of the Revolutionary War on women, Native Americans, and enslaved peoples.
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american revolution
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Unit 11.2
American Revolution
Analysis: Analyze the impact of the Revolutionary War on marginalized (historically oppressed) groups.

Constitutional Foundations See 5 itemsHide 5 items

These curricular resources explore the US Constitution.

Graphic Organizer: Foundational Documents of America
Resource:
Graphic Organizer: Foundational Documents of America
U.S. History
Unit 11.2: American Revolution
Constitutional Foundations: Graphic Organizer: Foundational Documents of America
Students will examine the causes and effects of the creation of the following documents: Articles of Confederation, Bill of Rights, US Constitution, and Federalist Papers.
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american revolution, u.s. constitution
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Unit 11.2
American Revolution
Graphic Organizer
Graphic Organizer: US Constitution - Parts of the Constitution
Resource:
Graphic Organizer: Parts of the Constitution
U.S. History
Unit 11.2: American Revolution
Constitutional Foundations: Graphic Organizer: US Constitution - Parts of the Constitution
Students will analyze the different parts of the constitution, including articles 1 - 3.
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constitution, u.s. constitution
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Unit 11.2
American Revolution
Graphic Organizer
Graphic Organizer: Constitutional Amendments
Resource:
Graphic Organizer: Constitutional Amendments
U.S. History
Unit 11.2: American Revolution
Constitutional Foundations: Graphic Organizer: Constitutional Amendments
Students will examine the constitutional amendments using two different activities.
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constitution, constitutional convention, u.s. constitution
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Unit 11.2
American Revolution
Graphic Organizer
Federalist Papers vs. Anti-Federalist Papers
Resource:
Federalist Papers vs. Anti-Federalist Papers
U.S. History
Unit 11.2: American Revolution
Constitutional Foundations: Federalist Papers vs. Anti-Federalist Papers
Students will read excerpts from both the Federalist Papers and the Anti-Federalist papers to complete a comparative analysis.
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constitution, constitutional convention, federal government, u.s. constitution
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Unit 11.2
American Revolution
Using Evidence: What were the major philosophical differences between the Federalists and Anti-Federalists?
Articles of Confederation vs. Constitution
Resource:
Articles of Confederation vs. Constitution
U.S. History
Unit 11.2: American Revolution
Constitutional Foundations: Articles of Confederation vs. Constitution
Students will compare and contrast the Articles of Confederation with the U.S. Constitution.
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close read, articles of confederation, constitution
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Unit 11.2
American Revolution
Analysis: What kind of government was set up by the Articles of Confederation? How does this compare to the U.S. Constitution?

Young Republic See 6 itemsHide 6 items

These curricular resources explore the early years of our nation under the US Constitution - including the presidencies of George Washington and John Adams.

Hamilton v. Jefferson
Resource:
Hamilton v. Jefferson
U.S. History
Unit 11.2: American Revolution
Young Republic: Hamilton v. Jefferson
Evaluating Sources: Students will analyze the lyrics from Hamilton the musical (Cabinet Battle #1).
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Unit 11.2
American Revolution
Evaluating Sources: To what extent does Hamilton the musical accurately depict the debate between Hamilton and Jefferson over the National Bank of the United States?
George Washington's Farewell Address
Resource:
George Washington's Farewell Address
U.S. History
Unit 11.2: American Revolution
Young Republic: George Washington's Farewell Address
Students will analyze excerpts from the farewell address written by George Washington and compare the 18th century to modern America.
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george washington
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Unit 11.2
American Revolution
Using Evidence: What struggles did the nation face as a young country at the end of the 18th century?
George Washington's Farewell Address
Resource:
Differentiated Example: George Washington's Farewell Address
U.S. History
Unit 11.2: American Revolution
Young Republic: George Washington's Farewell Address
Students will analyze excerpts from the farewell address written by George Washington and compare the 18th century to modern America.
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differentiated example, george washington
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Unit 11.2
American Revolution
Differentiated example
Alien and Sedition Acts
Resource:
Alien & Sedition Acts
U.S. History
Unit 11.2: American Revolution
Young Republic: Alien and Sedition Acts
Students will analyze the Alien and Sedition acts and evaluate the expanding power of the federal government. Students will then compare these acts to the Patriot Act.
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alien and sedition acts, john adams, federal government
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Unit 11.2
American Revolution
Analysis: How did the federal government grow in power, strength, and size during the early 1800’s?
Alien and Sedition Acts
Resource:
Differentiated Example: Alien & Sedition Acts
U.S. History
Unit 11.2: American Revolution
Young Republic: Alien and Sedition Acts
Students will analyze the Alien and Sedition Acts through the lens of immigration, and then compare these acts to the Patriot Act.
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alien and sedition acts, john adams, federal government
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Unit 11.2
American Revolution
Differentiated example
Marshall Court
Resource:
Graphic Organizer: The Marshall Court
U.S. History
Unit 11.2: American Revolution
Young Republic: Marshall Court
Students will analyze the constitutional question and SCOTUS ruling in the three seminal Marshall Court Case.
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graphic organizer
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scotus, marshall court, supreme court
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Unit 11.2
American Revolution
Graphic Organizer: How did the Marshall Court expand the power of the federal government?

Unit Synthesis Task See 1 itemHide 1 item

This curricular resource provides students with an opportunity to synthesize what they learned in the unit before completing the End of Unit Assessment.

Unit 2 Synthesis Task
Resource:
Unit 2 Synthesis Activity
U.S. History
Unit 11.2: American Revolution
End of Unit Assessment: Unit 2 Synthesis Task
Students will recall content learned in unit 2 and organize and align content according to the three unit themes (constitutional principles, change, and government). Students will then use this content as evidence to answer the unit 2 essential questions.
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democracy, american revolution, summative assessment
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Making connections across a unit of content