LEARN NC

K–12 teaching and learning · from the UNC School of Education

Paving the Road to the Constitution

Students will be able to assess the strengths and weaknessess of the Articles of Confederation as related to the United States and North Carolina. Students will be able to demonstrate an argument for or against ratification of the United States Constitution.

A lesson plan for grade 8 English Language Arts and Social Studies

By Kim Bennett

Learn more

Related pages

  • Folklife: Students will learn North Carolina folklore, traditions, war activities, local legends, superstitions, food preparation traditions, art, songs and dances which are unique to the area.
  • Postcards of the Past: Students will participate in Heritage Day activities that will enhance students' awareness of their heritage. They will take digital pictures of activities to include on a web page, and research and report on information gathered. Students will create a web page to present their information.
  • Impressed With Embargo: Students will learn about the causes of the War of 1812 and make connections to current world events.

Related topics

Legal

This page copyright ©2008. Terms of use

Learning outcomes

The learner will be able to determine the strengths and weaknesses of the Articles of Confederation. The learner will then use this knowledge to demonstrate the ability to argue for or against ratification of the United States Constitution.

Teacher planning

Time required for lesson

2 weeks

Materials/resources

  • North Carolina: The History of an American State Clairmont Press, 1992. (Ch.10)
  • The American Journey McGraw-Hill Companies, Inc., 1998. (Ch.7)(Map: page 191)
  • Posterboard
  • Markers
  • Post-it notes
  • Bulletin Board Paper
  • Chalkboard
  • 1 box file folders
  • Teacher copy of activity sheet

Technology resources

Computer w/Internet access and printer

Pre-activities

  • Class discussion/review of the problems the new nation faced after the American Revolution.
  • Do a Consensogram. (See Attached File.)
  • Go to the website for photos and introductory background information. After you have accessed the website listed you will need to scroll down the screen and click on “Student Background on the Articles of the Confederation”. This will lead you to the helpful background information.
  • Place students into small reading groups and use class time to read the chapters in the textbooks.

Activities

All activities in the lesson plan are designed to be done either in small groups or as a class.

The first activity is a simple list of terms and people that students will be working with and will need to know. Break students into small groups and have each group evenly divide the words among the members.

List of Terms:

  1. Articles of Confederation
  2. Bill of Rights
  3. Compromise
  4. Constitution
  5. State’s Rights
  6. Tariff
  7. Bicameral
  8. Republic
  9. Ordinance

List of People:

  1. James Madison
  2. Robert Morris
  3. Alexander Hamilton
  4. John Adams
  5. Daniel Shays
  6. Baynard V. Singleton
  7. David Fanning
  8. Hugh Williamson
  9. Richard Caswell
  10. Nathanael Greene

In Activity Two students should hold a class discussion on the strengths and weaknesses of the Articles of Confederation. All reading in the text should be completed at this time, and it is now appropriate to do the Force Field Analysis. (See Attached File.) After students have completed the force field, they should take a few minutes at the end of class to copy this into their notes.

Activity Three allows students to travel back in time and use their imagination. Students should illustrate an event or place of this era using only the notes they have in their folder. They should not be allowed to go by other pictures about the lesson. You should encourage them to be creative and use their imagination.

The last activity will consist of students creating an Affinity Diagram. (See Attached File: Paving the Road to the Constitution.) This activity will help organize people, places, and events important to this lesson.

Assessment

Assessment can be done using one or all of the following methods. It is usually best to use some combination of the following methods.

  • Re-give consensogram quiz.
  • Check file folder for completeness: all notes, terms, etc.
  • Have each student prepare a five paragraph essay on the effectiveness of the Articles of Confederation.
  • Have each student write a short biography of one prominent North Carolinian during this era.
  • Have each student prepare an argument for or against the ratification of the Constitution.
  • Hold a class debate and take a secret ballot vote at the end of the debate.

Supplemental information

Attachments:

The list of terms is included in the activity section Teachers resource kit for The American Journey. The exercise is called Mapping History Activity 7.

Related websites

http://memory.loc.gov/ammem/ndlpedu/lessons/constitu/const-l1.html

Comments

This lesson can move slowly or fast depending on class size and ability level. I work with Alternative students and have found that when they take on a big topic as a group, they do not feel overwhelmed. They seem to have fun while studying the topic and retain more information while doing hands-on work.

Also be sure to monitor your debate at all times. Some students can become really passionate about their position.

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 8

  • Goal 2: The learner will trace the causes and effects of the Revolutionary War, and assess the impact of major events, problems, and personalities during the Constitutional Period in North Carolina and the new nation.
    • Objective 2.05: Describe the impact of documents such as the Mecklenburg Resolves, the Halifax Resolves, the Albany Plan of Union, the Declaration of Independence, the State Constitution of 1776, the Articles of Confederation, the United States Constitution, and the Bill of Rights on the formation of the state and national governments.

Computer Technology Skills (2005)

Grade 8

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.19: Use appropriate terms/concepts to describe telecommunications tools and resources used to develop and complete assignments. Strand - Telecommunications/Internet
  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.06: Select and justify use of appropriate collaborative tools to survey, collect, share, and communicate information in content areas. Strand - Telecommunications/Internet
  • Goal 3: Select and use a variety of technology tools to collect, analyze, and present information. Strand - Societal/Ethical Issues
    • Objective 3.01: Select and use a variety of technology tools to collect, analyze, and present information. Strand - Societal/Ethical Issues
    • Objective 3.09: Plan, select, evaluate, interpret and use a variety of digital resources to develop assignments/projects about North Carolina History. Strand - Telecommunications/Internet
    • Objective 3.10: Use evaluation tools to select Internet resources and information for content and usefulness in content area assignments. Strand - Telecommunications/Internet

English Language Arts (2004)

Grade 8

  • Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
    • Objective 1.04: Reflect on learning experiences by:
      • evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
      • appraising changes in self throughout the learning process.
      • evaluating personal circumstances and background that shape interaction with text.
  • Goal 3: The learner will continue to refine the understanding and use of argument.
    • Objective 3.01: Explore and evaluate argumentative works that are read, heard and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them.
      • identifying the social context of the argument.
      • recognizing the effects of bias, emotional factors, and/or semantic slanting.
      • comparing the argument and counter-argument presented.
      • identifying/evaluating the effectiveness of tone, style, and use of language.
      • evaluating the author's purpose and stance
      • making connections between works, self and related topics.
      • responding to public documents (such as but not limited to editorials, reviews, local, state, and national policies/issues including those with a historical context).
    • Objective 3.02: Continue to explore and analyze the use of the problem-solution process by:
      • evaluating problems and solutions within various texts and situations.
      • utilizing the problem-solution process within various contexts/situations.
      • constructing essays/presentations that respond to a given problem by proposing a solution that includes relevant details.
      • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
    • Objective 3.03: Evaluate and create arguments that persuade by:
      • understanding the importance of the engagement of audience by establishing a context, creating a persona, and otherwise developing interest.
      • noting and/or developing a controlling idea that makes a clear and knowledgeable judgment.
      • arranging details, reasons, and examples effectively and persuasively.
      • anticipating and addressing reader/listener concerns and counterarguments.
      • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
  • Goal 4: The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
    • Objective 4.01: Analyze the purpose of the author or creator and the impact of that purpose by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
      • evaluating the underlying assumptions of the author/creator.
      • evaluate the effects of the author's craft on the reader/viewer/listener.
    • Objective 4.02: Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by:
      • using knowledge of language structure and literary or media techniques.
      • drawing conclusions based on evidence, reasons, or relevant information.
      • considering the implications, consequences, or impact of those conclusions.