1. ONE nATION Unit Design by: DeeAnn Perez

2. Students will explore the events that led up to the construction and signing of the U.S. Constitution. They will be able to explain in detail of those events. They will also be able to explain contents and key phrases of the Constitution. They will be able to know how the Constitution affected citizens in the past and how it continues to affect citizens in the present. My Unit is designed for Eighth Grade American History

3. What historical events took place to form and shape our nation? Essential Question: Unit Questions: How did the events leading up to the American Revolution affect all parties involved? What was the philosophy behind the Declaration of Independence? What was the impact of the U.S. Constitution? Content Questions: What was the Great Awakening? Who were the parties involved in the American Revolution? What were key phrases in the Declaration of Independence? Who were they written for? Who was involved in writing the U.S. Constitution? What debates happened during the writing of the U.S. Constitution? What is the Bill of Rights? What does separation of powers mean?

4. 8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. California State Standards 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 8.3 Students clarify the foundation of the American political system and the ways in which citizens participate in it. 8.4 Students illustrate the knowledge of the aspirations and ideals of the people of the new nation. 8.5 Students question U.S. foreign policy in the early Republic. 8.8 Students order the events leading up to, during, and after the Civil War, and display knowledge of who was involved. 8.6 Students inspect the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. 8.7 Students connect the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced. 8.9 Students critique the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. 8.10 Students summarize the multiple causes, key events, and complex consequences of the Civil War. 8.11 Students analyze the character and lasting consequences of Reconstruction. 8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.

5. 1. Students understand the developments and events leading up to the American Revolution and who was affected. 2. Students analyze the political principle in the U.S. Constitution and know the powers of the Federal government. 3. Students clarify the foundation of the American political system and the ways in which citizens participate in it. 4. Students illustrate knowledge of the aspirations and ideals of the people of the new nation. 5. Students question U.S. foreign policy in the early Republic. 6. Students inspect the divergent paths of the American people in the West, the South, and the Northeast from 1800 to the mid-1800’s and the challenges each of them faced. 7. Students connect the quest for freedom of slavery and the ideals of the Declaration of Independence. 8. Students order the events leading up to, during, and after the Civil War, and display knowledge of who was involved. 9. Students critique the lasting effects of the Reconstruction era. 10. Students summarize the American economy and the changing social and political aspects in response to the Industrial Revolution Learning Objectives for My Students

6. How Will I Use Project-Based Learning This year students will be introduced to “Project Based Learning” as they combine historical research with media technology. They will be asked to research a particular event and then perform an actual news report of that event. Students will have to choose an event during the time before, during and immediately after the construction of the Constitution. As each student does his/her research, they will retain a better understanding of history and have a greater interest in course material. Students will be required to work in groups of three and to be active participants throughout the entire process. This project will give them new and exciting ways of expressing their knowledge and creativeness when they present the final project!

7.  The first Assessment that my students will use is the K-W-H chart. The questions in the chart will be as follows: -What do you think you know about the Constitution? -What questions do you wonder about the Constitution? -How will you find the answers to your questions? Students will fill this chart as we go through the unit. How Will I Assess My Students  The second Assessment will be a Timeline. They will fill one out as we begin the section, just to assess their knowledge of when events have taken place. Then as we go through the section, they will have a blank Timeline that they fill out as we work through the Unit.  As they work on their projects they will have self-assessments as well as group assessments that will be filled out and turned in weekly.  They will also have chapter quizzes, given throughout the unit.

8. The End This has been a Unit Presentation by DeeAnn Perez