The teacher will then explain to the students that there is one more step prior to the drafting of the US Constitution. The teacher will lead learners to the first form of government, the Articles of Confederation, if they do not come to this conclusion on their own. This would lead next into the discussion of what the colonists hated about their relationship with Great Britain and help students understand why they decided to make the Articles a weak government. The students will explore a copy of the original Articles of Confederation and a readable copy and answer the corresponding historical thinking questions.
Have students practice frequently with the template using excerpts from the Articles of Confederation, the Constitution, Supreme Court cases, or other historical writings.
The lesson plan and sample student response sheet were developed to match: Government Core Learning Goal Indicator 1. Skills for Success Indicator 3.
Articles of Confederation first, but because of weaknesses, it will eventually be replaced with the Constitution. in writing the Bill of Rights. Fill in the chart below to analyze the influence of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom. kaja-net.com VUSconstitution. a. What problems did the weaknesses in the Articles of Confederation lead to in the new republic? b. Should the Articles of Confederation be amended or abandoned? c. How did the events surrounding the amending of the Articles of Confederation foreshadow the events at the Constitutional Convention? d. The sentence must start with one of the 8 letters of ARTICLES and should include the feature, and why it was a problem. At the end, please list the feature that feel was the greatest weakness of the Articles.
Make an overhead transparency or individual student copies. Constitution Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; or abridging the freedom of speech or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.
Explanation Primary source documents are original materials that were written or created during the historical period under study. They were produced by eyewitnesses of, or participants in the historical events. Model for Analysis What is this document?
When was it created? Who wrote the document? Give the background of the author if known. Who do you think was the intended audience? What is the purpose of this document? What words are not familiar to you?
What do they mean? Is any part of the document unclear? What is the most important information in this document? Why is this document important? Describe how you were able to analyze this document. Students will be able to: Analyze the major parts of the First Amendment to the Constitution.
Explain the importance of the First Amendment rights. Discuss this statement with the class: A law should be passed to ban obscene rap music.
Do you agree or disagree? Why or why not? Encourage a student lead the discussion. Define demographics and factors that influence them i. Have a student read aloud the entire First Amendment and have students list some real-world situations that relate to the First Amendment on the board.
Some responses might include: Have students create a poster or draw a political cartoon reflecting the importance of one of the First Amendment rights today. Core Learning Goal Indicator 1.
What is this document? The Bill of Rights - Who wrote the document? James Madison, a delegate at the Constitutional Convention and member of the House of Representatives Who do you think was the intended audience?
It lists our rights: I looked up words that I did not know, and used the meanings to understand what freedoms this amendment gave us.Download the Shays’ Rebellion Facts & Worksheets.
Click the button below to get instant access to these worksheets for use in the classroom or at a home. Civics Chapter 5: The Constitution – Worksheet Sections 1 – 4 Rappaport 2 7.
Summarize – What compromise finally made the Constitution the “law of the land”? Section 3 Explaining – The Preamble sets down six purposes of government. Match each quotation from the .
primary document analysis This critical thinking skill is included because students will have to analyze and understand many historical documents in a government course.
Have students practice frequently with the template using excerpts from the Articles of Confederation, the Constitution, Supreme Court cases, or other historical writings. Articles of Confederation Lesson FOR GOOGLE DRIVE Digital, , interactive Social Studies learning!
Aim: How did the Articles of Confederation govern the United States? Included in this product: • Title page • Do Now: Devising A Plan reading passage with scaffolding questions • The Articles of Confederation reading passage/graphic organizer with scaffolding questions • Application.
The original purpose of the constitutional convention was to: kaja-net.com a new constitution. kaja-net.com a new president. kaja-net.comine which states should be part of the union.
“Perhaps the greatest service rendered by the Articles of Confederation was the impetus its shortcomings gave to those who favored a strong central government.” Support this statement by comparing the Articles of Confederation with the Constitution.