Goals & Objectives
Students will learn about the deficiency of the Articles of Confederation and how these issue lead to the creation of the U.S. Constitution. Students will analyze and evaluate primary source documents (Articles of Confederation, Federalist No 10, Constitution) to explain how our American system of democracy is one of limited government. Students will analyze these primary source documents by using the SCCC (Source, Close Reading, Contextualize, Corroborate) approach and demonstrate their understanding by answering 18 out of 25 answers on a formal lesson exam.
California State Content Standards and Common Core Standards
12.1 Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
12.1.4 Explain how the Founding Fathers' realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers.
12.1.5 Describe the system of separated and shared powers, the role of organized interests (Federalist Papers Number 10), checks and balances (Federalist Paper Number 51), the importance of an Independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military.
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.7 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.
12.1.4 Explain how the Founding Fathers' realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers.
12.1.5 Describe the system of separated and shared powers, the role of organized interests (Federalist Papers Number 10), checks and balances (Federalist Paper Number 51), the importance of an Independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military.
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.7 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.
Driving Historical Question
Why was there a need to draft a Constitution and what were the arguments in support of one?
Vocabulary
Articles of Confederation
Constitution James Madison Federalist Anti-Federalist |
Federalist Papers
Factions Seperation of Powers Checks and Balances Federalism |
Anticipatory Set
The teacher will open up the lesson with the following prompt: "if you were to develop your own government, what things would you have to consider in order to make your country run smoothly? Students will answer the prompt and the teacher will conduct a whole class discussion there after.
Content Delivery (inquiry)
The lesson will focus on the use of primary sources to answer a pertinent historical question “Why was there a need to draft a Constitution and what were the arguments in support and against one?” The teacher will explain and demonstrate how to analyze primary source documents using the SCCC approach.
The teacher will provide background information on Articles of Confederation in the 1780s and its deficiencies through a short lecture. After this background information the teacher will inform the students that they will be anaylizing three documents. The teacher will inform the class that they will compare and contrast the Articles of Confederation and Constitution by creating a vein diagram. Once complted, the teacher will then direct the students to Federalist No 10 and have each student write a 5-sentence paragraph that evaluates James Madison’s claims of factions and limited government.
The teacher will provide background information on Articles of Confederation in the 1780s and its deficiencies through a short lecture. After this background information the teacher will inform the students that they will be anaylizing three documents. The teacher will inform the class that they will compare and contrast the Articles of Confederation and Constitution by creating a vein diagram. Once complted, the teacher will then direct the students to Federalist No 10 and have each student write a 5-sentence paragraph that evaluates James Madison’s claims of factions and limited government.
Student Activities
The students will be given three documents to analyze:
1. The Articles of Confederation
2. Federalist No 10
3. The Constitution
As students read the first two documents, they will create a vein diagram and compare and contrast both the Articles of Confederation and Constitution. Students will then read Federalist No 10 and using their knowledge of the SCCC approach write a 5-sentence paragraph that evaluate James Madison’s claims of factions and limited government.
Students will come together (Think-Pair-Share) to engage in a class discussion where they will share their beliefs as to why The Constitution was needed and how the Federalist supported their arguments against factions in Federalist No 10.
1. The Articles of Confederation
2. Federalist No 10
3. The Constitution
As students read the first two documents, they will create a vein diagram and compare and contrast both the Articles of Confederation and Constitution. Students will then read Federalist No 10 and using their knowledge of the SCCC approach write a 5-sentence paragraph that evaluate James Madison’s claims of factions and limited government.
Students will come together (Think-Pair-Share) to engage in a class discussion where they will share their beliefs as to why The Constitution was needed and how the Federalist supported their arguments against factions in Federalist No 10.
Lesson Closure
Once students have completed their paragraph on Federalist No 10 they will come together for a Think-Pair-Share. During closing students will share their thoughts about the Articles of Confederation and how the Constitution was created to solve the problems with the Articles. They will consider how James Madison justified his support for the Constitution by evaluating his arguments against factions.
Assessment
Progress Monitoring – As students are reading their primary source documents and creating their vein diagram/paragraphs, the teacher will roam the room looking at and listening to students response to ascertain if students are understanding how to close read a primary source.
Summative – The teacher will read the students paragraphs on Federalist No 10 and evaluate whether or not the material needs to be retaught. The teacher will also administer a 25-question lesson exam and provide feedback in the form of correct answers and review session going over all the answers.
Summative – The teacher will read the students paragraphs on Federalist No 10 and evaluate whether or not the material needs to be retaught. The teacher will also administer a 25-question lesson exam and provide feedback in the form of correct answers and review session going over all the answers.
Accommodations for English Learners, Struggling Readers and Students with Special Needs
The teacher will provide a word bank, which will include vocabulary from each of the three documents to support English learners, striving readers and students with special needs. The teacher will also provide an extra degree of scaffolding focusing on sentence structure and paragraph formation.
Resources
Articles of Confederation
U.S. Constitution
Federalist No 10
Unruly Americans by Woody Holton
U.S. Constitution
Federalist No 10
Unruly Americans by Woody Holton