The United States National 34-Star flag was adopted with the admission of Kansas as the 34th stat
Grade Range: 8-12
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/11/2016
This historical investigation is aligned with the C3 Framework and is from C3teachers.org.
This inquiry leads students through an investigation of the perennial power struggle between federal and state governments to legislate. By investigating the compelling question “Who has the power?” students will consider the role of state government in initiating the best legislation for its citizens, even in cases where state law conflicts with federal law. In investigating evidence from historic and contemporary sources, students develop an interpretation of federalism and begin to evaluate both the historic and contemporary arguments and issues that are, in the words of Chief Justice John Marshall, “perpetually arising, and will probably continue to arise, as long as our system shall exist.”
United States History Standards (Grades 5-12)
Era 3: Revolution and the New Nation (1754-1820s)
2: The impact of the American Revolution on politics, economy, and society
3: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights
Historical Thinking Standards (Grades 5-12)
Historical Thinking Standard 3: Historical Analysis and Interpretation
Historical Thinking Standard 4: Historical Research Capabilities
Common Core State Standards (Grades 9-10)
Literacy in History/Social Studies (Grades 9-10)
CCSS.ELA-Literacy.RH.9-10.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.6 (Craft and Structure): Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.9 (Integration of Knowledge and Ideas): Compare and contrast treatments of the same topic in several primary and secondary sources.
Common Core State Standards (Grades 11-12)
Literacy in History/Social Studies (Grades 11-12)
CCSS.ELA-Literacy.RH.11-12.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.7 (Integration of Knowledge and Ideas): Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 9-12)
2: Applying Disciplinary Tools and Concepts
D2.Civ.2.9-12. (Civics): Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans' participation over time, and alternative models from other countries, past and present.
D2.Civ.4.9-12.(Civics): Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.
D2.Civ.5.9-12. (Civics): Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
D2.His.1.9-12. (History): Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
3: Evaluating Sources and Using Evidence
D3.3.9-12. (Developing Claims and Using Evidence): Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.
D3.4.9-12. (Developing Claims and Using Evidence): Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.
4: Communicating Conclusions and Taking Informed Action
D4.2.9-12. (Communicating and Critiquing Conclusions): Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).