Download In the following lesson, the lesson objectives require students to find

In the following lesson, the lesson objectives require students to find the key points of the
Articles of Confederation and then compare them to the United States Constitution. To get them
accustomed to analyzing historical documents, the lesson opens with a classroom discussion of a
few quotations from the Articles. Then, students must complete a compare and contrast sheet
about the Articles and Constitution. Finally, students must be able to describe why they think the
Articles were better or worse than the Constitution. The flow of this lesson allows students to
gradually build up their knowledge and skills in order to fulfill the lesson objectives.
Lesson Plan
Name: Keisha Stoots
Date: Day 9
Subject: US/VA History
Grade:11
Virginia SOL: VUS.5a
Start time:10:00
Stop time: 11:00
a)
explaining the origins of the
Constitution, including the Articles of
Confederation
Lesson Title: Critiquing the Articles
Objectives (What do you want students to know, understand, do, or feel as a result of your
instruction?)
1.
The student will identify key issues with the Articles of Confederation by discussing the
document with a partner and then sharing their opinion in a class discussion
2.
The student will identify shared points of the Articles of Confederation and the Constitution
and compare and contrast the strengths and weaknesses of each document.
3.
4.
Critical vocabulary:
Articles of
Confederation
Materials/resources:
Printed copies of the Articles of Confederation and the Constitution.
Compare and contrast sheet
Intro (how do you capture their attention and get them interested?):
Tell the students they have been tasked with examining the new government document and will
decide by the end of class if the document should be passed or scrapped. To get them thinking,
show them a few quotations from the text and ask them to discuss the quotes.
Sample quotes:
“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.”
“The committee of the states, or any nine of them, shall be authorized to execute, in the recess of
congress, such of the powers of congress as the United States.”
Sample questions to prompt discussion:
What kind of problems could arise from the quotes? What are some benefits? 1.
Body (what comes after your interesting intro?)
Once the students have discussed the shown quotes, have students pair up and hand out a copy of
the Articles of Confederation, the Constitution (Preamble and first seven articles), and a ‘strength
and weaknesses’ chart for comparing the two documents. In their pairs, students will write down
what they think are the strengths and weaknesses of each document. Walk around the class to offer
assistance and make sure everyone is participating. For the last half of class, have each pair
present their findings as well as their reasoning’s and have the class comment on them. 2. List the
strengths and weakness on the board as students mention them. The following points should be
addressed:
Strengths:
-
The
The
The
The
The
federal government has the sole power to declare war and peace.
federal government has the sole power to deal with foreign entities and sign treaties.
federal government has the sole power to operate post offices.
federal government could set values, weights, and measures.
Articles established Congress.
Weaknesses:
-
States retained sovereignty as the Articles did not create a nation, but a confederacy or
‘league of friendship’.
States had the power to develop their own money.
The federal government could not regulate interstate commerce.
Congress was unable to act on many matters without the consent of the states.
Congress could not impose taxes on the states.
Amendments to the Articles had to be approved bay all 13 states and Congress
9 of the 13 states had to approve laws before Congress could pass them.
Judicial proceedings were left to the states, no national court.
Provided no executive branch for enforcing laws.
Be sure to bring up any points that are not mentioned by students. Discuss points that students
bring up that are not on the provided list.
Closure (purposeful summary-help them remember today or anticipate tomorrow):
Take a poll of the class to see if the Articles of Confederation passed inspection or not. Have
students offer reasoning for why or why not. 3.
Homework: Continue work on writing project
Assessment: (How will you assess if they have mastered your objectives? Be specific.)
1. Accessing prior knowledge.
2. Students must explain why the think something is a strength or weakness.
3. This requires students to use what they’ve learned in the class to show the reasoning behind a
decision.
SOURCES:
http://www.ourdocuments.gov/doc.php?doc=3&page=transcript , Stephens and Brown,
244, http://www.archives.gov/exhibits/charters/constitution_transcript.html