Making the Constitution
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Learning Goals:
1) The student will understand how the weaknesses of the Articles of Confederation led to the development of the Constitution, and that the U.S. Constitution establishes the government and the principles upon which it is based. 2) The student will be able to evaluate the Bill of Rights and other amendments to the Constitution, in relation to the viewpoints of the Federalists and Anti-Federalists. 
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Benchmarks:
SS.7.C.1.5 Content Complexity: Level 1/Recall and Reproduction Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. SS.7.C.1.8 Content Complexity: Level 2/Skills and Concepts Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights. SS.7.C.1.6 Content Complexity: Level 2/Skills and Concepts Interpret the intentions of the Preamble of the Constitution. SS.7.C.1.7 Content Complexity: Level 2/Skills and Concepts Describe how the Constitution limits the powers of government through separation of powers and checks and balances. SS.7.C.1.9 Content Complexity: Level 1/Recall and Reproduction Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems. | ||
Task 1: Articles of Confederation
The Articles of Confederation was the first form of government in the United States. Today we'll learn about why it didn't work and some of the compromises at the Constitutional Convention that allowed the U.S. Constitution (the government we still have today) to be "ratified," or approved.
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Step 1: Use the following "Weaknesses of the Articles" found in your t-chart below and match them up with the correct "AOC Handout" that shows how the Constitution improved. There are 6 total "AOC Handouts", and each has a letter. You will create the t-chart below in your spiral.
Your table must be prepared to do the following and share with your class.
Step 1: Use the following "Weaknesses of the Articles" found in your t-chart below and match them up with the correct "AOC Handout" that shows how the Constitution improved. There are 6 total "AOC Handouts", and each has a letter. You will create the t-chart below in your spiral.
Your table must be prepared to do the following and share with your class.
- Use evidence from the "AOC Handout" source to support why each of your letter choices matches up with a "Weakness of the Articles." (summarize this evidence on your t-chart)
- Share your responses to the Review questions on the "AOC Handouts." (document this in your spiral on the T-chart)
- Share how each "Fix" in the Constitution will come up later in the year. (The "Thinking Ahead" section...summarize this on your t-chart)
- If you finish early, move on to Task 1: steps 2 and 3 on the class website.
| AOC Handouts |
Step 2: Make three columns on your paper. These "plans" all have to do with how the country's legislative branch would be organized. Use the word bank and the reading below to fill it out.
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Step 3: Read the attached article titled "Shays' Rebellion" and use the cartoon below to answer the following questions:
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Step 4: Follow the directions below...
Learning Goal: Students will be able to compare different forms and systems of government.
Directions: Each source below is numbered 1-4. For each numbered source, connect it to the correct system of government by using one of the definitions below (lettered A through D). You must EXPLAIN briefly, using evidence, why you selected the system of government that you did for each source.
Learning Goal: Students will be able to compare different forms and systems of government.
Directions: Each source below is numbered 1-4. For each numbered source, connect it to the correct system of government by using one of the definitions below (lettered A through D). You must EXPLAIN briefly, using evidence, why you selected the system of government that you did for each source.
A. A system of government where the people vote for representatives in a legislative branch and their representatives select their Prime Minister, or chief executive, and the judicial branch.
B. A system of government where all the power to rule is in ONE place at the top level.
C. A system of government where power is shared between local/state and national/federal/central levels of government.
D. A system of government where the majority of power is given to local/state governments and they are tied together by a very weak central/national/federal government.
B. A system of government where all the power to rule is in ONE place at the top level.
C. A system of government where power is shared between local/state and national/federal/central levels of government.
D. A system of government where the majority of power is given to local/state governments and they are tied together by a very weak central/national/federal government.
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Source 1: Unitary
Source 3: Parliamentary
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Source 2: Confederacy/Confederation
Source 4: Federal
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Step 5: Follow the directions below...
Learning Goal: Students will understand the ideas of and the differences between America’s current political parties.
Directions: Write out the sentences below and fill in the blanks with one of the following terms: (Unitary OR Confederal/Confederacy)
For each statement, explain WHY you picked Unitary or Confederal/Confederacy using evidence from your knowledge of political parties, systems of government, and the government we had under King George III and the Articles of Confederation.
A. Modern day Democrats would CRITICIZE a ___________ system of government because...
B. Modern day Republicans would CRITICIZE a __________ system of government because...
Learning Goal: Students will understand the ideas of and the differences between America’s current political parties.
Directions: Write out the sentences below and fill in the blanks with one of the following terms: (Unitary OR Confederal/Confederacy)
For each statement, explain WHY you picked Unitary or Confederal/Confederacy using evidence from your knowledge of political parties, systems of government, and the government we had under King George III and the Articles of Confederation.
A. Modern day Democrats would CRITICIZE a ___________ system of government because...
B. Modern day Republicans would CRITICIZE a __________ system of government because...
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Step 6: Read the attached article titled "The AOC is US History" and complete the following:
1. Is this article supporting a confederation or criticizing it? EXPLAIN WHY. 2. Which party (Democrat or Republican) would mostly agree with the arguments in this article? EXPLAIN WHY using AT LEAST three pieces of evidence from the article. |
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Task 2: Anti-federalists vs. Federalists
STEP 1: Parents' Constitution
Read the "Parents' Constitution" (below) and answer the questions that follow.
Read the "Parents' Constitution" (below) and answer the questions that follow.
WE, THE PARENTS OF THE UNITED STATES, IN ORDER TO FORM MORE PERFECT FAMILIES, RAISE OBEDIENT CHILDREN, ENSURE DOMESTIC TRANQUILITY, PROVIDE FOR OUR CHILDREN’S DEFENSE, PROMOTE THE GENERAL WELFARE, AND SECURE THE BLESSINGS OF LIBERTY TO OURSELVES AND OUR CHILDREN, DO ORDAIN AND ESTABLISH THIS PARENTS’ CONSTITUTION FOR THE UNITED STATES OF AMERICA.
I. Parents shall have the power to command complete respect from their children.
II. Parents shall have the power to assign chores to their children and to punish children when the chores are not done properly.
III. Parents shall have the power to promote family togetherness even if this power interferes with their children’s social lives.
I. Parents shall have the power to command complete respect from their children.
II. Parents shall have the power to assign chores to their children and to punish children when the chores are not done properly.
III. Parents shall have the power to promote family togetherness even if this power interferes with their children’s social lives.
IV. Parents shall have the power to ask their children questions and to expect honest answers.
V. Parents shall have the power to make all decisions about family spending, including the power to restrict children’s spending on unproductive or harmful items.
VI. Parents shall have the power to decide how much time their children’s friends can spend with their child.
V. Parents shall have the power to make all decisions about family spending, including the power to restrict children’s spending on unproductive or harmful items.
VI. Parents shall have the power to decide how much time their children’s friends can spend with their child.
1. Whose rights are left out of the “Parent’s Constitution?
2. In this metaphor, who does the “Parent” stand for and who do the “children” stand for in History?
3. PREDICT: What might the American people want added to the Constitution?
2. In this metaphor, who does the “Parent” stand for and who do the “children” stand for in History?
3. PREDICT: What might the American people want added to the Constitution?
STEP 2: Federalists vs. Anti-federalists
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Read the file below titled "Federalists vs. Anti-federalists" then follow the directions for the activity below:
Create the columns you see below on your paper. Then, write the statements below in the column you think it matches up with.
For example, for any statement below you think describes a Federalist’s viewpoints, you would write that into the “Federalist” column. If you think the statement describes both Anti-federalists and Federalists, then you would write that statement into the “Both” column. | ||
Statements:
- ...believed in American independence and freedom
- ...opposed the Constitution as-is
- ...wanted the Constitution to be approved as-is
- ...feared a strong central government
- ...believed citizens had rights that should be protected
- ...thought the Constitution needed a list of protected rights
- ...thought the Constitution was enough to preserve the citizens' rights.
- ...worried a list of rights might be seen as the ONLY rights that citizens had
- ...agreed to the Bill of Rights as a compromise
STEP 3: Opposing Views
Directions
- Open the attachment below titled "Federalist/Anti-federalist quotes".
- Read through quotes from members of the Federalist and Anti-federalist parties. For each quote, determine whether it was said by a Federalist or Anti-federalist. BRIEFLY EXPLAIN YOUR REASONING FOR EACH QUOTE.
| Federalists/Anti-federalists quotes |
When you are finished going through the quotes, write a minimum one paragraph response to the following writing prompt:
When you are finished going through the quotes, write a minimum one paragraph response to the following writing prompt:
- Which political party's views (Federalist or Anti-federalist) do you think best meet the needs of the people in the 1780's?
STEP 4: Federalism Today
1. For each political cartoon, poll, article, or video provided, write a short response to the following prompt:
"Would this source be used by a Federalist or an Anti-federalist to support their viewpoints? Explain why."
2. When you are finished responding to the provided sources, write a response to the following prompt:
“You have already argued that either Federalists or Anti-Federalists best met the needs of the people in the 1780’s. Now that you have analyzed current day issues in Federalism, which party’s views do you think best meet the needs of the people today? Explain why while referencing at least 3 of the sources provided.”
"Would this source be used by a Federalist or an Anti-federalist to support their viewpoints? Explain why."
2. When you are finished responding to the provided sources, write a response to the following prompt:
“You have already argued that either Federalists or Anti-Federalists best met the needs of the people in the 1780’s. Now that you have analyzed current day issues in Federalism, which party’s views do you think best meet the needs of the people today? Explain why while referencing at least 3 of the sources provided.”
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Political Cartoon 1
Opinion Poll 1 
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Political Cartoon 2
Opinion Poll 2 
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Opinion Poll 3
Opinion Poll 5 
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Opinion Poll 4
Opinion Poll 6 
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Opinion Poll 7 |
Opinion Poll 8 |
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More Sources... News Articles NSA Prism Program article 1 NSA Prism Program article 2 Military Force article 1 Military Force article 2 |
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Extension Questions
- How are modern Democrats and Republicans SIMILAR to Federalists and Anti-federalists from the late 1700's?
- How are they DIFFERENT?
iCivics Preview: "Do I Have a Right?"
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Directions: Click on the "Do I Have a Right" image and play the BILL OF RIGHTS edition. (if you have an iPad in class...there is an app you'll need to play)
Answer the following questions while you play:
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Task 3: The Preamble
STEP 1
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Open the file to the right titled "Preamble Breakdown Organizer" and follow the directions.
Follow along with the presentation shown in class. (attached to the right) |
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STEP 2
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Directions: Create the T-chart below in your spiral. Use the "Principles/Beliefs" handouts (attached) and match up each part of the Preamble to the U.S. Constitution (below in your t-chart) with THREE of the "Principles/Beliefs" images (A-R) and explain your reasoning.
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STEP 3
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Directions:
For each of the bold, underlined phrases below, draw a picture/cartoon that best describes the principles/beliefs that our founding fathers established as a goal of the U.S. Government. 1. We the people, 2. in order to form a more perfect Union, 3. establish justice and insure domestic tranquility, 4. provide for the common defense, 5. promote the general Welfare, 6. and secure the Blessings of Liberty to ourselves and our Posterity, |
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Review activities for Quarter exam
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Review Activity 1: Grievances, AOC, and the U.S. Constitution
Each weakness in the Articles of Confederation came from the desire to AVOID the abuse of power that the colonists experienced when they were ruled by King George III. (Monarchy/Unitary System) However, as we already learned, the Confederation was too weak and that government failed from issues like Shay's Rebellion. Directions: Use context clues/evidence to match up each Grievance below from the Declaration of Independence with the correct weakness in the Articles of Confederation and how it is fixed in our U.S. Constitution. |
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Preview Activity for Quarter 3
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Learning Goals:
Students will understand the ideas and grievances set forth in the Declaration of Independence. The student will be able to evaluate the Bill of Rights and other amendments to the Constitution, in relation to the viewpoints of the Federalists and Anti-Federalists. |
Benchmarks:
SS.7.C.1.4 Content Complexity: Level 3/Strategic Thinking-Reasoning Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence. SS.7.C.2.4 Content Complexity: Level 3/Strategic Thinking-Reasoning Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. |
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Preview Activity: Grievances and the Bill of Rights
Our first ten amendments in our U.S. Constitution are known as the "Bill of Rights." We learned that these amendments were heavily influenced by the English Bill of Rights, written 100 years earlier. However, every protection/right found in the Bill of Rights addresses a grievance/complaint that the colonists had against King George III in the Declaration of Independence. Directions: Use context clues/evidence to match up each Source below with the correct amendment in the Bill of Rights that addresses it. (use the "Bill of Rights Summary" document) |
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