Goals and Objectives
Students will understand the correlation between the ratification of the Articles of Confederation and the Ordinances of 1785 and 1787. Students will analyze the advantages of a common market among states and evaluate how ineffective society was without interstate commerce and common coinage.
California Content Standards
8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
8.3.2 Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.
8.3.3 Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution’s clauses on interstate commerce, common coinage, and full-faith and credit.
8.3.2 Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.
8.3.3 Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution’s clauses on interstate commerce, common coinage, and full-faith and credit.
Common Core Standards
Reading
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions
Writing
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions
Writing
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Driving Historical Question
Was the
ratification of the Articles of Confederation an important process in creating
a government with an interstate commerce, a common market, common coinage and
an economy based on full-faith and credit?
Lesson Introduction
Students will have
already been assigned the reading of pages 181-183 in the text as the previous night’s
homework. Students will collaborate in groups of three to brainstorm the key
concepts and ideas of the Land Ordinance of 1785 and the Northwest Territory
Ordinance of 1787 from their own annotations. After students have their main
ideas written down, they will then create two graphic organizers. One graphic
organizer will represent the Ordinance of 1785 and have at least four key
concepts, names or ideas. The second
graphic organizer will represent the Ordinance of 1787 and have at least four
key concepts, names or ideas. We will collectively talk about the main ideas as
a class and discuss the sample graphic organizer which has pictures to assist students in understanding the main ideas.
Vocabulary
Students will be introduced to the new vocabulary prior to the content delivery. Students will have 10 min. to work in groups to define terms and use the words in context in a sentence.
Sovereignty
Ordinance Northwest Territory Treaty of Paris |
Robert Morris
John Jay Right of Deposit Interstate Commerce |
Content Delivery (Reading)
The teacher will conduct a 10 min presentation to give students background information prior to the reading activity that the students will conduct during the Student Engagement portion of the lesson. The teacher will include a brief class discussion within the presentation to ensure the students are relating previously learned material to the new material. The teacher will then explain the expectations of the students during the Engagement activity.
Student Engagement
Students will work in groups of three to create a foldable. The foldable will include the central ideas of how interstate commerce was protected by the clauses within the Constitution, and how common coinage and full-faith and credit transformed the economy of the United States. In addition to the foldable, students will provide a voice-thread summary of the relationship between the Ordinances of 1785 and 1787, the privatization of national resources and the common market among states. Students will use their foldables as their script in creating the voice-thread. Students will have 45 minutes to complete these two activities. Each student within the group will be assigned a portion of the project so that students can work effectively to complete the lesson. The resources for the assignment include a "how-to" on creating foldables, construction paper, scissors, markers, a section of the U.S. Constitution, iMovie app and the textbook.
The U.S. Constitution
Article. IV. Section. 1. Full Faith and Credit shall be given in each State to the public Acts, Records, and judicial Proceedings of every other State. And the Congress may by general Laws prescribe the Manner in which such Acts, Records and Proceedings shall be proved, and the Effect thereof. Section. 2. The Citizens of each State shall be entitled to all Privileges and Immunities of Citizens in the several States. A Person charged in any State with Treason, Felony, or other Crime, who shall flee from Justice, and be found in another State, shall on Demand of the executive Authority of the State from which he fled, be delivered up, to be removed to the State having Jurisdiction of the Crime. No Person held to Service or Labour in one State, under the Laws thereof, escaping into another, shall, in Consequence of any Law or Regulation therein, be discharged from such Service or Labour, but shall be delivered up on Claim of the Party to whom such Service or Labour may be due. Section. 3. New States may be admitted by the Congress into this Union; but no new State shall be formed or erected within the Jurisdiction of any other State; nor any State be formed by the Junction of two or more States, or Parts of States, without the Consent of the Legislatures of the States concerned as well as of the Congress. The Congress shall have Power to dispose of and make all needful Rules and Regulations respecting the Territory or other Property belonging to the United States; and nothing in this Constitution shall be so construed as to Prejudice any Claims of the United States, or of any particular State. Section. 4. The United States shall guarantee to every State in this Union a Republican Form of Government, and shall protect each of them against Invasion; and on Application of the Legislature, or of the Executive (when the Legislature cannot be convened), against domestic Violence. |
Lesson Closure
The teacher will
conduct a 10 minute class discussion in which the Driving Historical Question will be
answered. The purpose of the lesson closure is for the teacher to assess what the student's have learned from the reading lesson.
Was the ratification of the Articles of Confederation an important process in creating a government with an interstate commerce, a common market, common coinage and an economy based on full-faith and credit?
Support your answer with evidence. Use either the strengths or weaknesses of the Articles of Confederation or the passing of the Ordinances of 1785 and/or 1787.
Was the ratification of the Articles of Confederation an important process in creating a government with an interstate commerce, a common market, common coinage and an economy based on full-faith and credit?
Support your answer with evidence. Use either the strengths or weaknesses of the Articles of Confederation or the passing of the Ordinances of 1785 and/or 1787.
Assessments
Formative
The teacher assesses what the students have learned about the Land Ordinance of 1785 and the Northwest Ordinance of 1787 through the creation of a graphic organizer to show that they understand the key concepts.
The teacher assesses student’s understanding of new vocabulary through their ability to create sentences in the context in which the vocabulary was introduced to them.
Summative
The teacher assesses what the students have learned from the lesson by having the students create a voice-thread through iMovie. Students provide a voice-thread summary of the relationship between the Ordinances of 1785 and 1787, the privatization of national resources and the common market among states. The teacher will be able to see if there are any gaps in content knowledge through the summative assessment and address those issues during the following class.
The teacher assesses what the students have learned about the Land Ordinance of 1785 and the Northwest Ordinance of 1787 through the creation of a graphic organizer to show that they understand the key concepts.
The teacher assesses student’s understanding of new vocabulary through their ability to create sentences in the context in which the vocabulary was introduced to them.
Summative
The teacher assesses what the students have learned from the lesson by having the students create a voice-thread through iMovie. Students provide a voice-thread summary of the relationship between the Ordinances of 1785 and 1787, the privatization of national resources and the common market among states. The teacher will be able to see if there are any gaps in content knowledge through the summative assessment and address those issues during the following class.