Contents
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Lesson 6:
Lesson 7:
Lesson 8:
Lesson 9:
Lesson 10:
Lesson 11:
Lesson 12:
Answer Key: Slides 26 - 49
Definition a group of representatives from the 13 colonies who met to discuss problems with the British government, they eventually declared independence and formed the United States | Quote “... the Continental Congress was harried by the rush of daily business – most of it, at any given point, more urgent than the task of confederation… Congress had to subordinate its efforts at creating a confederation to the needs of the revolutionary struggle…”
|
Characteristics | Question |
Continental Congress
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My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: Joseph Galloway, “Remarks at the First Continental Congress (recorded in John Adams' notes),” September 1774.
QUOTE ANALYSIS
Based on the quote and your understanding of the American Revolution, what problems do you think the Continental Congress would face in trying to run a government and fight a war at the same time?
Name: _____________________________________ Date: ________ Class: ____________________
“I know of no American Constitution. A Virginia Constitution, a Pensylvanian Constitution We have. We are totally independent of each other.”
Definition a union of independent states or nations that come together to achieve common goals while retaining their individual sovereignty | Quote “Article II. Each state retains its sovereignty, freedom and independence, and every Power, Jurisdiction and right, which is not by this confederation expressly delegated to the United States, in Congress assembled.”
|
Illustration | Question |
Confederation
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
NOTICE
What do you see that seems interesting or important?
WONDER
What questions do you have about this map?
THINK
What do you suppose is missing from this map?
Source: McConnell Map Co, and James McConnell. McConnell’s historical maps of the United States, 1919. Library of Congress
Name: _____________________________________ Date: ________ Class: ____________________
Definition a system of government where power is shared between a central government and smaller political units such as states | Quote “The theory‒to be known as “Federalism”‒ was one that rationalized a large republic in the face of the prevailing idea that only small ones could function; it was also one which justified a strong central government in the face of fears in several states that central power meant tyranny.”
|
Illustration | Question |
Federalism
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
VIDEO REFLECTION:
Complete the chart below by identifying both the strengths and weaknesses of the Articles of Confederation as mentioned in the video
Name: _____________________________________ Date: ________ Class: ____________________
Strengths | Weaknesses |
|
|
Definition a document that outlines the fundamental principles and laws of a government, defining its structure, powers, and the rights of its citizens; known as the “supreme law of the land in the U.S. | Quote “Our new Constitution is now established, everything seems to promise it will be durable; but, in this world, nothing is certain except death and taxes.”
|
Illustration | Question |
Constitution
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: Antoine Taveneaux, “Independence Hall, Philadelphia,” June 3, 2011. CC BY-SA 3.0.
PREDICTION
By 1787, the Articles of Confederation had proven too weak to handle the challenges facing the new nation. In response, leaders from different states met in Philadelphia to create a new system of government. They came from different backgrounds and had different views.
What do you predict will be the biggest challenges the delegates will face as they try to write a new Constitution?
Name: _____________________________________ Date: ________ Class: ____________________
Definition the division of government responsibilities into distinct branches to limit any one branch from exercising the core functions of another | Quote “As put forward by Montesquieu, separation of powers is a functional concept. Separation is a necessary, if not sufficient, condition of liberty: its absence promotes tyranny.”
|
Illustration | Question |
Separation of Powers
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
SCENARIO RESPONSE:
In 3-5 sentences, answer the following prompts.
Why is it a problem when one team tries to do everything? What could the newspaper staff do to fix the situation and make sure the paper runs smoothly?
Name: _____________________________________ Date: ________ Class: ____________________
The Newspaper Takeover
Your student newspaper has three separate teams:
Lately, the editors have started cutting whole articles and adding their own opinions, and the publishers change headlines to make them more exciting. Writers feel ignored, and the newspaper staff is arguing instead of working as a team.
Definition an introduction to a document, like a constitution, law, or even a book, that explains its purpose; an introduction to the highest law of the U.S. | Quote “Our story begins‒where else?‒at the beginning, with the Constitution’s opening sentence, conventionally known as the Preamble. This sentence bids us to ponder basic questions about our Constitution and our country.”
|
Illustration | Question |
Preamble
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Give One |
PROMPT:
|
MY ANSWER:
|
Get One | ||
1. 2. | 1. 2. | 1. 2. |
1. 2. | 1. 2. | 1. 2. |
1. 2. | 1. 2. | 1. 2. |
Name: _____________________________________ Date: ________ Class: ____________________
Definition a collection of 85 essays written by Alexander Hamilton, James Madison, and John Jay under the collective pseudonym "Publius" to promote the ratification of the U.S. Constitution | Illustration |
Characteristics | Question |
Federalist Papers
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: Publius (Alexander Hamilton), “The Federalist Papers, No. 1,” 1787.
QUOTE ANALYSIS
Based on the quote and your understanding of the Constitution, do you agree that creating a strong national government is “the safest course?” How might “presentism” impact your decision?
Name: _____________________________________ Date: ________ Class: ____________________
“I am clearly of opinion it is your interest to adopt it. I am convinced that this is the safest course for your liberty, your dignity, and your happiness.”
Definition the official act or process of approval; formal confirmation | Quote “How could the Constitution’s advocates undercut the suspicions and hostility that so many towns expressed and persuade the people to welcome ratification ‘with cordiality’—or even accept the Constitution peacefully?”
|
Illustration | Question |
Ratification
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Anticipatory Guide
In the “Before Lesson” column, write an “A” if you agree or a “D” if you disagree with the statement in the row. Then, using the “After Lesson” Column, reevaluate the statement and write an “A” or a “D” with an explanation to reflect your informed opinion.
Before Lesson | Statement | After Lesson |
| Anti-Federalists opposed the Constitution because they supported monarchy. | |
| Anti-Federalists believed a strong central government threatened individual liberties. | |
| All states quickly supported the Constitution after it was written. | |
| Anti-Federalists trusted that state governments would better protect rights. | |
| Anti-Federalists believed the president could become like a king. | |
| Many Anti-Federalists were farmers and common people rather than wealthy elites. | |
Name: _____________________________________ Date: ________ Class: ____________________
Definition a formal declaration of the legal and civil rights of the citizens of any state, country, federation; the first 10 Amendments to the Constitution | Quote “For the majority of modern Americans, the Bill of Rights stands as the most important element of the Constitution, the touchstone… of our shared unalienable rights and liberties.”
|
Characteristics | Question |
Bill of Rights
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
A-Z Guide
In the boxes, write words relating to or describing the topic listed below. Put the word in the box with the first letter of the word. Try to use as many letters as you can!
Topic: Rights | ||
A: | B: | C: |
D: | E: | F: |
G: | H: | I: |
J: | K: | L: |
M: | N: | O: |
P: | Q: | R: |
S: | T: | U: |
V: | W: | X: |
Y: | Z: | |
Name: _____________________________________ Date: ________ Class: ____________________
Definition the formal admission of someone to office; a ceremony to mark the beginning of a system, policy, activity, or period | Quote “... Washington’s inauguration helped instill into the American story a degree of faith in the essential dignity of republican government that we cannot afford to let lapse.”
|
Illustration | Question |
Inauguration
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: Ramon de Elorriaga, “George Washington’s Inauguration as the First President of the United States, April 30, 1789,” c. 1899. Public Domain
Name: _____________________________________ Date: ________ Class: ____________________
Definition a strong supporter of a party, cause or person; a firm adherent to a party, especially one exhibiting blind, prejudiced, and unreasoning allegiance | Quote “Hamilton and Jefferson’s contrasting views on the shape of the new American republic—its government, society, and economy—sparked a bitter rivalry… In the nineteenth century, partisans clashed over banks, tariffs, the money supply, and workers’ rights, among other things.”
|
Characteristics/ Examples | Question |
Partisan
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
QUICKWRITE: In 3-5 sentences, answer the following prompt.
In what ways might strong political beliefs strengthen or weaken a government?
Name: _____________________________________ Date: ________ Class: ____________________
Definition the process or state of leaving something or someone out; the act of including only strictly-defined members of a group or category | Use in a Sentence |
Illustration | Question |
Exclusion
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Give One |
PROMPT:
|
MY ANSWER:
|
Get One | ||
1. 2. | 1. 2. | 1. 2. |
1. 2. | 1. 2. | 1. 2. |
1. 2. | 1. 2. | 1. 2. |
Name: _____________________________________ Date: ________ Class: ____________________
Definition a group of representatives from the 13 colonies who met to discuss problems with the British government, they eventually declared independence and formed the United States | Quote “... the Continental Congress was harried by the rush of daily business – most of it, at any given point, more urgent than the task of confederation… Congress had to subordinate its efforts at creating a confederation to the needs of the revolutionary struggle…”
|
struggle
Characteristics | What were the “efforts at creating a confederation?” Question |
Continental Congress
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: Joseph Galloway, “Remarks at the First Continental Congress (recorded in John Adams' notes),” September 1774.
QUOTE ANALYSIS
Based on the quote and your understanding of the American Revolution, what problems do you think the Continental Congress would face in trying to run a government and fight a war at the same time?
Because each colony saw itself as separate, Congress would struggle to make unified decisions and enforce them across thirteen “totally independent” governments. These weaknesses meant trying to govern and conduct war would be slow and inefficient. They would likely be able to only do one well.
Name: _____________________________________ Date: ________ Class: ____________________
“I know of no American Constitution. A Virginia Constitution, a Pensylvanian Constitution We have. We are totally independent of each other.”
Definition a union of independent states or nations that come together to achieve common goals while retaining their individual sovereignty | Quote “Article II. Each state retains its sovereignty, freedom and independence, and every Power, Jurisdiction and right, which is not by this confederation expressly delegated to the United States, in Congress assembled.”
|
Illustration | If every state keeps its own power, how will the national government solve problems that affect all the states together? Question |
Confederation
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
NOTICE
What do you see that seems interesting or important?
I see wide stripes showing Virginia, North Carolina, and Georgia stretching all the way to the Mississippi River, while smaller states stop at the mountains. Florida is owned by the Spanish. There is land next to the Great Lakes owned only by the government.
WONDER
What questions do you have about this map?
Why did some states own land so far away, and how did smaller states feel about that?
THINK
What do you suppose is missing from this map?
The map doesn’t show which Native nations actually lived on this land, so it might be missing their boundaries and settlements.
Source: McConnell Map Co, and James McConnell. McConnell’s historical maps of the United States, 1919. Library of Congress
Name: _____________________________________ Date: ________ Class: ____________________
Definition a system of government where power is shared between a central government and smaller political units such as states | Quote “The theory‒to be known as “Federalism”‒ was one that rationalized a large republic in the face of the prevailing idea that only small ones could function; it was also one which justified a strong central government in the face of fears in several states that central power meant tyranny.”
|
Illustration | If both the national and state governments can make laws, what happens when their rules disagree? Question |
Federalism
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
VIDEO REFLECTION:
Complete the chart below by identifying both the strengths and weaknesses of the Articles of Confederation as mentioned in the video.
Name: _____________________________________ Date: ________ Class: ____________________
Strengths | Weaknesses |
|
|
Definition a document that outlines the fundamental principles and laws of a government, defining its structure, powers, and the rights of its citizens; known as the “supreme law of the land in the U.S. | Quote “Our new Constitution is now established, everything seems to promise it will be durable; but, in this world, nothing is certain except death and taxes.”
|
Illustration | How was the Constitution different from the Articles of Confederation? Question |
Constitution
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: Antoine Taveneaux, “Independence Hall, Philadelphia,” June 3, 2011. CC BY-SA 3.0.
PREDICTION
By 1787, the Articles of Confederation had proven too weak to handle the challenges facing the new nation. In response, leaders from different states met in Philadelphia to create a new system of government. They came from different backgrounds and had different views.
What do you predict will be the biggest challenges the delegates will face as they try to write a new Constitution?
I think one big challenge will be figuring out how much power the national government should have. Some states will want to keep more power for themselves. I also think they might argue about how states should be represented—big states probably want more say because they have more people. They’ll probably need to make compromises so that all the states agree on the final plan.
Name: _____________________________________ Date: ________ Class: ____________________
Definition the division of government responsibilities into distinct branches to limit any one branch from exercising the core functions of another | Quote “As put forward by Montesquieu, separation of powers is a functional concept. Separation is a necessary, if not sufficient, condition of liberty: its absence promotes tyranny.”
|
Illustration | Did Britain have separation of powers? Question |
Separation of Powers
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
SCENARIO RESPONSE:
In 3-5 sentences, answer the following prompts.
Why is it a problem when one team tries to do everything? What could the newspaper staff do to fix the situation and make sure the paper runs smoothly?
It’s a problem when one team tries to do everything because each group has its own job and expertise. Writers are trained to tell stories, editors are good at checking facts and grammar, and publishers know how to present the final product. When one team takes over, they ignore the skills the others bring, which can lead to mistakes and unfair choices. To fix the situation, the newspaper staff should respect each other’s roles and trust the people with the right expertise to do their part. They could also set clear rules and meet to make decisions as a team.
Name: _____________________________________ Date: ________ Class: ____________________
The Newspaper Takeover
Your student newspaper has three separate teams:
Lately, the editors have started cutting whole articles and adding their own opinions, and the publishers change headlines to make them more exciting. Writers feel ignored, and the newspaper staff is arguing instead of working as a team.
Definition an introduction to a document, like a constitution, law, or even a book, that explains its purpose; an introduction to the highest law of the U.S. | Quote “Our story begins‒where else?‒at the beginning, with the Constitution’s opening sentence, conventionally known as the Preamble. This sentence bids us to ponder basic questions about our Constitution and our country.”
|
Illustration | Who wrote the Preamble of the Constitution? Question |
Preamble
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Give One |
PROMPT:
|
MY ANSWER:
|
Get One | ||
1. 2. | 1. 2. | 1. 2. |
1. 2. | 1. 2. | 1. 2. |
1. 2. | 1. 2. | 1. 2. |
Name: _____________________________________ Date: ________ Class: ____________________
Answers will vary, but may include the following ideas:
Definition a collection of 85 essays written by Alexander Hamilton, James Madison, and John Jay under the collective pseudonym "Publius" to promote the ratification of the U.S. Constitution | Illustration |
Characteristics | Were these written so common people could understand them, or only the educated and elite? Question |
Federalist Papers
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: Publius (Alexander Hamilton), “The Federalist Papers, No. 1,” 1787.
QUOTE ANALYSIS
Based on the quote and your understanding of the Constitution, do you agree that creating a strong national government is “the safest course?” How might living in the present era impact your decision?
I agree that creating a strong national government was the safest choice because the country needed to be more organized and able to solve problems. Today, I’m used to having a stable national government that handles big issues like emergencies, schools, and laws across all states. That makes it easier for me to see why Hamilton thought it was important back then. I also know there are still debates today about how much power the national government should have, so I can understand why it wasn’t an easy decision. Living now helps me see both the benefits and the challenges of the government they were trying to create.
Name: _____________________________________ Date: ________ Class: ____________________
“I am clearly of opinion it is your interest to adopt it. I am convinced that this is the safest course for your liberty, your dignity, and your happiness.”
Definition the official act or process of approval; formal confirmation | Quote “How could the Constitution’s advocates undercut the suspicions and hostility that so many towns expressed and persuade the people to welcome ratification ‘with cordiality’—or even accept the Constitution peacefully?”
|
Illustration | Why did some people oppose ratification? Question |
Ratification
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Anticipatory Guide
In the “Before Lesson” column, write an “A” if you agree or a “D” if you disagree with the statement in the row. Then, using the “After Lesson” Column, reevaluate the statement and write an “A” or a “D” with an explanation to reflect your informed opinion.
Before Lesson | Statement | After Lesson |
Answers will vary. | Anti-Federalists opposed the Constitution because they supported monarchy. | Disagree: They didn’t support monarchy; they feared too much centralized power. |
Answers will vary. | Anti-Federalists believed a strong central government threatened individual liberties. | Agree: They worried that without clear limits, a central government could become tyrannical. |
Answers will vary. | All states quickly supported the Constitution after it was written. | Disagree: Ratification was a long, contested process. |
Answers will vary. | Anti-Federalists trusted that state governments would better protect rights. | Agree: They believed state governments were closer to the people and more accountable to their needs. |
Answers will vary. | Anti-Federalists believed the president could become like a king. | Agree: Many feared that giving too much power to one executive could lead to monarchy-like rule. |
Answers will vary. | Many Anti-Federalists were farmers and common people rather than wealthy elites. | Agree: They often came from rural areas and feared being ignored by a distant national government. |
Name: _____________________________________ Date: ________ Class: ____________________
Definition a formal declaration of the legal and civil rights of the citizens of any state, country, federation; the first 10 Amendments to the Constitution | Quote “For the majority of modern Americans, the Bill of Rights stands as the most important element of the Constitution, the touchstone… of our shared unalienable rights and liberties.”
|
Characteristics | How were the 10 amendments determined? Question |
Bill of Rights
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
A-Z Guide
In the boxes, write words relating to or describing the topic listed below. Put the word in the box with the first letter of the word. Try to use as many letters as you can!
Topic: Rights | ||
A: Amendment | B: Bill of | C: Constitution |
D: Democracy | E: Equality | F: Freedom |
G: Government | H: Human | I: Individual |
J: Justice | K: Knowledge | L: Liberty |
M: Madison | N: Natural | O: Oppression |
P: Privacy | Q: Quartering | R: Representation |
S: Speech | T: Tyranny | U: Unalienable |
V: Voting | W: Women’s Suffrage | X: Xenophobia |
Y: Yearn | Z: Zenger | |
Name: _____________________________________ Date: ________ Class: ____________________
Definition the formal admission of someone to office; a ceremony to mark the beginning of a system, policy, activity, or period | Quote “... Washington’s inauguration helped instill into the American story a degree of faith in the essential dignity of republican government that we cannot afford to let lapse.”
|
Illustration | Has the inauguration ceremony generally been the same over the years or has it had significant changes? Question |
Inauguration
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
“It’s amazing to witness history being made!”
“I wonder how long this republic will last.”
Source: Ramon de Elorriaga, “George Washington’s Inauguration as the First President of the United States, April 30, 1789,” c. 1899. Public Domain
“I hope I can live up to everyone’s expectations.”
Name: _____________________________________ Date: ________ Class: ____________________
Definition a strong supporter of a party, cause or person; a firm adherent to a party, especially one exhibiting blind, prejudiced, and unreasoning allegiance | Quote “Hamilton and Jefferson’s contrasting views on the shape of the new American republic—its government, society, and economy—sparked a bitter rivalry… In the nineteenth century, partisans clashed over banks, tariffs, the money supply, and workers’ rights, among other things.”
|
Characteristics/ Examples | Why do political parties disagree so strongly with each other? Question |
Partisan
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
QUICKWRITE: In 3-5 sentences, answer the following prompt.
In what ways might strong political beliefs strengthen or weaken a government?
Strong political beliefs can help a government because they show that leaders are passionate and have clear ideas about what they think is best for the country. When people have strong beliefs, they can bring new ideas and fight for what they believe in. But if the beliefs are too different and no one is willing to compromise, it can cause arguments and slow down decisions. This can make it hard for the government to work well. So strong beliefs are good, but only if people can still listen to each other.
Name: _____________________________________ Date: ________ Class: ____________________
Definition the process or state of leaving something or someone out; the act of including only strictly-defined members of a group or category | Use in a Sentence The exclusion of many people from voting rights shows how certain groups were not allowed to participate fully in democracy. |
Illustration | Why have some people been excluded from rights or participation in history? Question |
Exclusion
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Give One |
PROMPT:
|
MY ANSWER:
|
Get One | ||
1. 2. | 1. 2. | 1. 2. |
1. 2. | 1. 2. | 1. 2. |
1. 2. | 1. 2. | 1. 2. |
Name: _____________________________________ Date: ________ Class: ____________________
Answers will vary, but may include the following ideas: