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Integrated Early American History SS0507 A New Nation

Michigan Citizenship Collaborative Curriculum Page 1 of 11 www.micitizenshipcurriculum.org September 8, 2008

Fifth Grade Social Studies: Integrated Early American History

Unit 7: A New Nation

Big Picture Graphic

Overarching Question:

Why is the federal government organized to give and to limit power?

Previous Unit: The American Revolution

This Unit:

A New Nation

Next Unit:

Grade 6 Social Studies

Questions To Focus Assessment and Instruction:

1. How effectively did the Framers of the Constitution resolve the problems the nation encountered under the Articles of Confederation?

2. What role did compromise play in constructing the Constitution? 3. How did the Framers address the issues of governmental power and individual rights?



Graphic Organizer



Unit Abstract: In this unit students explore the historical circumstances leading to the adoption of the United States Constitution and the Bill of Rights. Beginning with a review of the colonists’ ideas about government and their experiences with Great Britain, students hypothesize about what kind of government the colonists would create. In doing so, they consider natural rights philosophy, state power, and regional differences. Students then learn about the Articles of Confederation with a focus on the distribution of power between national and state governments. After exploring the passage of the Northwest Ordinance, students examine some of the problems the country faced under the Articles, including Shays’ Rebellion. In considering possible changes to the Articles, students explore the Constitutional Convention and the Framers’ decision to construct a new constitution. Using primary and secondary sources, students examine how the Framers sought to resolve differences among the states through a series of compromises. As students examine the Constitution, they are introduced to the concept of federalism and analyze how it limits the power of government. They review the reasons why the Framers wanted to build a strong national government, yet limit the power of that government and compare the positions of the Federalists and Anti-Federalists in the debates over ratification. Students describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was necessary. Particular attention is paid to the rights found in the first four amendments as they have their roots in the revolutionary experience. The unit concludes with students composing a persuasive essay on a public issue related to the Constitution. Focus Questions

1. How effectively did the Framers of the Constitution resolve the problems the nation encountered under the Articles of Confederation?

2. What role did compromise play in constructing the Constitution? 3. How did the Framers address the issues of limited government and individual rights?

Content Expectations 5 – U3.3.1: Describe the powers of the national government and state governments under the

Articles of Confederation. 5 – U3.3.2: Give examples of problems the country faced under the Articles of Confederation

(e.g., lack of national army, competing currencies, reliance on state governments for money).

Middle School Foundations (see Grade 8, F1.3) Describe the consequences of the American Revolution by analyzing the x birth of an independent republican government x creation of Articles of Confederation x changing views on freedom and equality x and concerns over distribution of power within governments, between government and the governed, and among

people.



5 – U3.3.3: Explain why the Constitutional Convention was convened and why the Constitution was written.

5 – U3.3.4: Describe the disagreements over representation and slavery at the Constitutional Convention and how the Framers addressed them in the Constitution (Great Compromise, Three-Fifths Compromise).1

5 – U3.3.5: Give reasons why the Framers wanted to limit the power of government (e.g., fear of a strong executive, representative government, importance of individual rights).

5 – U3.3.6: Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution (e.g., enumerated and reserved powers).

5 – U3.3.7: Describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification.

5 – U3.3.8: Describe the rights found in the First, Second, Third, and Fourth Amendments to the United States Constitution.

5 – P3.1.1: Identify contemporary public issues related to the United States Constitution and their related factual, definitional, and ethical questions.

5 – P3.1.2: Use graphic data and other sources to analyze information about a contemporary public issue related to the United States Constitution and evaluate alternative resolutions.

5 – P3.1.3: Give examples of how conflicts over core democratic values lead people to differ on contemporary constitutional issues in the United States.

5 – P3.3.1: Compose a short essay expressing a position on a contemporary public policy issue related to the Constitution and justify the position with a reasoned argument.

Key Concepts amendment Articles of Confederation Bill of Rights compromise consent of the governed Constitutional Convention federalism Federalists and Anti-Federalists Framers limited government public issue U.S. Constitution

1 This expectation has been revised for clarity.



Duration 4 weeks Lesson Sequence Lesson 1: The Articles of Confederation Lesson 2: The Constitutional Convention Lesson 3: A Convention of Compromises Lesson 4: Federalism and the Constitution Lesson 5: Ratification and the Conflict over a Bill of Rights Lesson 6: The Bill of Rights Lesson 7: Exploring a Public Issue Relating to the U.S. Constitution Lesson 8: Taking a Position on a Public Issue Relating to the U.S. Constitution Assessment Selected Response Items Constructed Response Items Extended Response Items Performance Assessments Resources Equipment/Manipulative Overhead Projector or Document Camera and Projector Student Resource Any class set of textbooks for fifth grade Social Studies, such as: Berson, Michael J. Horizons: United States History: Beginnings. Orlando: Harcourt School

Publishers, 2005. American History: The Birth of A Nation: The Living Constitution. United Streaming. 27 June 2008

<http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=B77EAEF0-4D59-4A58-B06F-03E2235B29A4&tabStart=videoSegments>.

The Articles of Confederation. Primary Documents in American History. Library of Congress. 27

June 2008 <http://www.loc.gov/rr/program/bib/ourdocs/articles.html>. The Articles of Confederation. Liberty Online. 27 June 2008

<http://libertyonline.hypermall.com/ArtConfed.html>. Bill of Rights. 27 June 2008 <http://www.billofrights.org/>.



Branches of Government. Ben’s Guide to U.S. Government for Kids. 27 June 2008

<http://bensguide.gpo.gov/3-5/government/branches.html>. Centuries of Citizenship: A Constitutional Timeline, 1787-1790. National Constitution Center. 27

June 2008 <http://www.constitutioncenter.org/timeline/html/cw01.html>. Centuries of Citizenship: A Constitutional Timeline, 1791-1824. National Constitution Center. 27

June 2008 <http://www.constitutioncenter.org/timeline/html/cw03.html>. Charters of Freedom. National Records and Archives Administration. 27 June 2008

<http://www.archives.gov/national-archives-experience/charters/charters.html>. Chin, Jonathan and Alan Stern. Federalists and AntiFederalists. A Roadmap to the Constitution.

1997. 27 June 2008 <http://library.thinkquest.org/11572/creation/framing/feds.html>. Constitution of the United States: A History. The National Archives and Records Administration. 27

June 2008 <http://www.archives.gov/national-archives-experience/charters/constitution_history.html>.

The Constitution and Slavery: The Ratification Debate on the U.S. Constitution. Constitutional

Rights Foundation. 27 June 2008 <http://www.crf-usa.org/lessons/slavery_const.htm>. The Constitutional Convention. Teaching American History.org. 27 June 2008

<http://teachingamericanhistory.org/convention/>. Explore the Constitution. National Constitution Center. 27 June 2008

<http://www.constitutioncenter.org/explore/ForKids/index.shtml>. Facts About the Constitution. Whitehouse Kids. 27 June 2008

<http://www.whitehouse.gov/kids/constitution/facts.html>. Fritz, Jean. Shh! We’re Writing the Constitution. NY: G.P Putnam’s Sons, 1987. Goldberg, Robert M. and Richard M. Haynes. Unlocking the Constitution and the Declaration of

Independence. Bellevue, WA: Globe Book Company, Inc. 1994. Hakim, Joy. Making Thirteen Colonies: 1789-1850. New York: Oxford, 1999. The History Place – A New Nation: 1784 to 1790. The History Place. 27 June 2008

<http://www.historyplace.com/unitedstates/revolution/rev-nation.htm>. Independence: The Articles of Confederation. Congress for Kids. 27 June 2008

<http://www.congressforkids.net/Independence_articles.htm>.



A Little Rebellion Now and Then is a Good Thing. Early America.com. 27 June 2008 <http://www.earlyamerica.com/review/summer/letter.html>.

The Making of the Constitution. Social Studies for Kids. 27 June 2008

<http://www.socialstudiesforkids.com/articles/ushistory/makingoftheconstitution3.htm>. The Northwest Ordinance. Early America.com. 27 June 2008

<http://www.earlyamerica.com/earlyamerica/milestones/ordinance/>. Quigley, Charles N. and Ken Rodriguez. We the People. Calabasas, CA: Center for Civic

Education. 2003. 40-65, 70-74, 87-121, 133-150. Shays’ Rebellion and the Constitution. Calliope. 27 June 2008

<http://www.calliope.org/shays/shays2.html>. The United States Constitution. Legal Information Institute. Cornell Law School. 27 June 2008 Teacher Resource The Anti-Federalist Papers. Constitution Society. 27 June 2008

<http://www.constitution.org/afp/afp.htm>. The Bill of Rights. National Archives and Records Administration. 27 June 2008

<http://www.ourdocuments.gov/doc.php?flash=true&doc=13>. Centuries of Citizenship: A Constitutional Timeline. National Constitution Center. 27 June 2008

<http://www.constitutioncenter.org/timeline/>. The Constitutional Convention: What the Founding Fathers Said. EDSITEment. National

Endowment for the Humanities. 27 June 2008 <http://edsitement.neh.gov/view_lesson_plan.asp?id=402>.

Debate on Ratification. SCORE. 27 June 2008 <http://score.rims.k12.ca.us/activity/ratification/>. The Federalist Papers. Founding Fathers Info. 27 June 2008

<http://www.foundingfathers.info/federalistpapers/>. The Federalist Papers. Library of Congress. 27 June 2008

<http://icreport.loc.gov/home/histdox/fedpapers.html>. The Federalist Papers. From Revolution to Reconstruction. 27 June 2008

<http://www.let.rug.nl/usa/D/1776-1800/federalist/fedxx.htm>. Independence Hall. Ben’s Guide to Government. 27 June 2008 <http://bensguide.gpo.gov/3-

5/symbols/print/independence_hall.html>.



“James Madison Explains the Constitution to Thomas Jefferson.” The James Madison Center. James Madison University. 27 June 2008 <http://www.jmu.edu/madison/center/main_pages/madison_archives/constit_confed/federalist/ratification/madison.htm>.

Lloyd, Gordon. “Introduction to the Constitutional Convention.” Teaching American History.org. 27

June 2008 <http://teachingamericanhistory.org/convention/intro.html>. Teaching with Documents: The Ratification of the Constitution. National Archives and Records

Administration. 27 June 2008 <http://www.archives.gov/education/lessons/constitution-day/ratification.html>.

Resources for Further Professional Knowledge American History Websites. 27 June 2008

<http://school.discoveryeducation.com/schrockguide/history/hista.html>. Digital History. 27 June 2008 <http://www.digitalhistory.uh.edu/>. Foner, Eric. The Story of American Freedom. New York: WW Norton & Co., Inc., 1998. The Gilder Lehrman Institute of American History. 27 June 2008 <http://www.gilderlehrman.org/>. Hakim, Joy. Freedom, A History of US. New York: Oxford University Press, 2003. History Cooperative. 27 June 2008 <http://www.historycooperative.org/>. The History Place. 27 June 2008 <http://www.historyplace.com/>. A Hypertext on American History. 27 June 2008 <http://odur.let.rug.nl/~usa/usa.htm>. Kruman, Marc W. Between Authority and Liberty : State Constitution Making in Revolutionary

America. Chapel Hill: University of North Carolina Press, 1997. Making of America. 27 June 2008 <http://quod.lib.umich.edu/m/moagrp/>. National Council for History Education. 27 June 2008 <http://www.nche.net/>. National History Education Clearinghouse. 27 June 2008 <http://teachinghistory.org/>. National History Standards: Era I. 27 June 2008 <http://nchs.ucla.edu/standards/era1-5-12.html>.



Instructional Organization Lesson 1: The Articles of Confederation Content Expectations: 5 – U3.3.1: Describe the powers of the national government and state governments under the



Key Concepts: Articles of Confederation, limited government Lesson 2: The Constitutional Convention Content Expectations: 5 – U3.3.2: Give examples of problems the country faced under the Articles of Confederation



Key Concepts: Articles of Confederation, consent of the governed, Constitutional Convention, Framers, limited government Lesson 3: A Convention of Compromises Content Expectations: 5 – U3.3.3: Explain why the Constitutional Convention was convened and why the Constitution

was written. 5 – U3.3.4: Describe the issues over representation and slavery the Framers faced at the

Constitutional Convention and how they were addressed in the Constitution (Great Compromise, Three-Fifths Compromise).


Key Concepts: compromise, consent of the governed, Constitutional Convention, Framers, limited government, U.S. Constitution



Lesson 4: Federalism and the Constitution Content Expectations: 5 – U3.3.5: Give reasons why the Framers wanted to limit the power of government (e.g., fear of

a strong executive, representative government, importance of individual rights). 5 – U3.3.6: Describe the principle of federalism and how it is expressed through the sharing and

distribution of power as stated in the Constitution (e.g., enumerated and reserved powers).

Key Concepts: compromise, consent of the governed, Constitutional Convention, federalism, Framers, limited government, U.S. Constitution Lesson 5: Ratification and the Conflict over a Bill of Rights Content Expectations: 5 – U3.3.7: Describe the concern that some people had about individual rights and why the

inclusion of a Bill of Rights was needed for ratification. Key Concepts: amendment, Bill of Rights, compromise, Federalists and Anti-Federalists, limited government, U.S. Constitution Lesson 6: The Bill of Rights Content Expectations: 5 – U3.3.7: Describe the concern that some people had about individual rights and why the

inclusion of a Bill of Rights was needed for ratification. 5 – U3.3.8: Describe the rights found in the First, Second, Third, and Fourth Amendments to the

United States Constitution. Key Concepts: amendment, Bill of Rights, compromise, limited government, U.S. Constitution Lesson 7: Exploring a Public Issue Relating to the U.S. Constitution Content Expectations: 5 – P3.1.1: Identify contemporary public issues related to the United States Constitution and their

related factual, definitional, and ethical questions. 5 – P3.1.2: Use graphic data and other sources to analyze information about a contemporary

public issue related to the United States Constitution and evaluate alternative resolutions.




Key Concepts: Bill of Rights, public issue, U.S. Constitution Lesson 8: Taking a Position on a Public Issue Relating to the U.S. Constitution Content Expectations: 5 – P3.1.1: Identify contemporary public issues related to the United States Constitution and their





Key Concepts: Bill of Rights, public issue, U.S. Constitution

5th Grade Integrated Early American History SS050701 Unit 7: A New Nation Lesson 1

Michigan Citizenship Collaborative Curriculum Page 1 of 6 Oakland Schools April 29, 2013

Lesson 1: The Articles of Confederation Big Ideas of the Lesson • The Articles of Confederation created our first plan for a national government. • The Articles of Confederation set up a republic. This is a system where people elect

representatives to run the country. • There were many weaknesses in the Articles of Confederation. For example, it set up a weak

national government did not have the power to tax. Therefore, there was little money to run the government.

• Under the Articles of Confederation, there were some successes, however. For example, the national government passed the Northwest Ordinance. This provided for a method for new states to come into the Union.

Lesson Abstract: In this lesson, students examine the national government set up under the Articles of Confederation. They begin with a discussion of challenges facing the young country. Students then examine the structure of the government set up under the Articles of Confederation, as well as its weaknesses and successes, as demonstrated by events such as Shays’ Rebellion and the adoption of the Northwest Ordinance. Content Expectations 5 – U3.3.1: Describe the powers of the national government and state governments under the



Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to

locate an answer to a question quickly or to solve a problem efficiently Key Concepts Articles of Confederation limited government Instructional Resources Equipment/Manipulative Chart paper Overhead projector or document camera/projector



Student Resource Bower, Burt, et al. America’s Past, Social Studies Alive Program. Palo Alto, CA: Teacher’s

Curriculum Institute, 2010 or a similar fifth grade social studies textbook. Pp. 187-188. Fritz, Jean. Shh! We’re Writing a Constitution. New York: Putnam Juvenile, 1996. Independence: The Articles of Confederation. Congress for Kids. 3 April 2012

<http://www.congressforkids.net/Independence_articles.htm>. Teacher Resource The Articles of Confederation. Primary Documents in American History. Library of Congress. 3

April 2012 <http://www.loc.gov/rr/program/bib/ourdocs/articles.html>. The Articles of Confederation. Liberty Online. 3 April 2012

<http://libertyonline.hypermall.com/ArtConfed.html>. Centuries of Citizenship: A Constitutional Timeline, 1787-1790. National Constitution Center. 3

April 2012 <http://www.constitutioncenter.org/timeline/html/cw02.html>. Egbo, Carol. Supplemental Materials (Unit 7, Lesson 1). Teacher-made material. Michigan

Citizenship Collaborative, 2012. The Northwest Ordinance. Early America.com. 3 April 2012

<http://www.earlyamerica.com/earlyamerica/milestones/ordinance/>. Shays’ Rebellion and the Constitution. Calliope. 3 April 2012

<http://www.calliope.org/shays/shays2.html>. “Shays’Rebellion, 1787.” The History Channel. YouTube. Series of 5 videos. 3 April 2012

<http://www.youtube.com/watch?v=OnRCc5qbmNk&feature=results_main&playnext=1&list=PL301D94AA9D3279C9&safety_mode=true&persist_safety_mode=1>.

Lesson Sequence 1. Begin the lesson by having students engage in a communication line in which they discuss their

knowledge of the final events of the American Revolution. In order to do this, write the following on the board: “Final Events of the American Revolution – Battle of Saratoga, Role of the French, Battle of Yorktown, and Treaty of Paris.” Line up students in a single file line and fold the line in half so that each student is facing another student. Have one side of the line talk about the topic for a minute and a half with their respective partners. The partners are to listen, but not engage in the conversation. Then, have the other half of the line talk about the same topic for the same period of time. Have students shift one of the lines, moving down two people in order to have a new partner. Again, those students at the end of the line will need to fold into the other side. Then, have the students engage in a conversation about the topic for another one and a half minute period each, just as the previous discussion. Shift the line again so students get to discuss the topic for a third time.



Line of students Folding the line

2. Debrief the review activity by asking students what they noticed about their conversations in the

conversation line. Students will probably reflect that with each subsequent conversation, their conversations went deeper and they were able to add more to their conversations as they learned from their classmates. Then guide a discussion of the subject using the following questions:

• Why was the Battle of Saratoga viewed as a major turning point in the Revolutionary War?

• What role did the French play in the Revolution? • What influence did the French have on the course of the war? • How did the war end? • What was the Treaty of Paris?

3. Explain to students that the newly independent country of the United States faced many

challenges following the Revolutionary War. Ask students to work with a partner to predict what some of these challenges were. Have pairs write their ideas on paper. Give pairs time to think and write. Then, lead a discussion by having pairs share their ideas in the large group. Note that possible challenges included:

• The war had cost a lot of money and the young country had debts. • The territory of the new country was greatly increased following the Treaty of Paris.

Decisions had to be made about how to govern this new territory. • Loyalists who had not supported the war were still living in the U.S. (Word Card #1)

4. Display the “Quotation” from Shh! We’re Writing a Constitution, by Jean Fritz located in the Supplemental Materials (Unit 7, Lesson 1). Read the quotation out loud to the class and ask students to explain what they think it means.

5. Read the first four paragraphs of the Jean Fritz book which continue on after the quotation used

in Step 4. Note that more of the text will be used in the next lesson. Discuss the text using the following questions:

• Why would states make fun of each other and call each other names like “lousy Buckskins?”

• What does the word “sovereign” mean? (Word Card #2) • Why did people like the term “sovereign states?” • How did George Washington feel about the term “sovereign states?” • Why did some of Washington’s soldiers think “New Jersey was their country?” • What was George Washington’s hope for the country?

6. Explain that despite strong allegiance to their states, colonial leaders knew some type of a

national government was needed. Using Word Card #3, explain that during the American Revolution in 1777, the Continental Congress proposed a plan for a government known as the



Articles of Confederation. The Articles were ratified in 1781. Using Word Card #4, remind students that a confederation is a loose group of sovereign states or communities that unite for one or more specific purposes. Remind students that they have previously discussed this term when they studied the Haudenosaunee, or Iroquois Confederation in a previous unit.

7. Display “Organization of the Government under the Articles of Confederation” located in the

Supplemental Materials (Unit 7, Lesson 1). Ask students why they think the Articles of Confederation set up a weak national government and strong state governments. Discuss student answers and guide students to the idea that people did not want to give too much power to a central government because of their experience under British rule. Using Word Card #5, review the term “government by consent” and discuss how this term relates to people agreeing to be governed. Explain that after the Revolutionary War, people agreed to be governed by a national government as long as its power was quite limited.

8. Using Word Card #6, explain that the Articles of Confederation set up a republic, or a system

where people elect representatives to run the country. Display “A Republic”, located in the Supplemental Materials (Unit 7, Lesson 1) and discuss the characteristics and advantages of a republic. Then, discuss how a republic relates to the ideas of “consent of the governed” and “limited powers.” Note these concepts were explored in Unit 5 of Grade 4.

9. Display “Characteristics of the Government under the Articles of Confederation”, located in the

Supplemental Materials (Unit 7, Lesson 1). Discuss how the government was organized under the Articles. Explain to students that the characteristics of the government related to political feelings and attitudes of the people at the time. For example, after their experiences with the British King, people feared a strong leader so there was no executive branch under the Articles.

10. Divide students into small groups and give each group a copy of the “Prediction Activity”,

located in the Supplemental Materials (Unit 7, Lesson 1). Explain that groups should discuss the characteristics of the government under the Articles of Confederation listed on the chart and think of possible problems that may have occurred as a result of the characteristic. Allow groups time to work (about seven minutes) and then lead a discussion by having groups share the ideas listed on their prediction charts. Note, a chart showing possible answers has been included in the Supplemental Materials (Unit 7, Lesson 1). To further the discussion, explain to the class that George Washington called the government under the Articles of Confederation a “half-starved, limping government”. Ask students what they think he meant by this. Discuss student responses.

11. At this point in the lesson, you may want to have students read the section in their textbook on

the Articles of Confederation. For the text, America’s Past, see pages 187-188. 12. Explain that despite the many problems experienced under the Articles of Confederation, there

were successes. These included the following: • The national government was able to wage the war of Independence against Britain. • The national government was able to negotiate the Treaty of Paris. • The Northwest Ordinance was enacted.

Explain to students that they are going to examine this last success in detail.



13. Explain that most historians think the biggest success under the Articles was the development

of a method for dividing and governing the new lands west of the Appalachian Mountains. Display “The Western Lands”, located in the Supplemental Materials (Unit 7, Lesson 1) and discuss how the land was divided into townships in 1785. Further explain that in 1787 the Northwest Ordinance set up a plan for government of the Northwest Territory and for forming new states. Note that students should have learned about the Northwest Ordinance in third grade when they studied Michigan history. Explain that despite the success of the Northwest Ordinance, things on the whole began to grow worse under the Articles of Confederation.

14. Explain to students that after independence, economic problems became a serious issue and

made life difficult for many Americans, especially farmers who had fought in the Revolution. Share the information below regarding this problem:

• Some soldiers had still not been paid for fighting in the Revolution because the Congress lacked money.

• Most of these were farmers who needed money to farm and money to pay high state taxes.

• Many farmers borrowed money and went into debt. • They ended up not being able to pay their debts or their taxes. • Courts in some states began to take away the farms of farmers who were in debt.

Have students do a quick write describing how they think these former soldiers felt when they were in danger of losing their farms.

15. Explain that the situation described in Step 14 led to a rebellion by some farmers under the

leadership of Daniel Shays, who had been a captain in the Continental Army. This historical event became known as Shays’ Rebellion. Share the following information:

• In 1786, farmers under Shays attacked courthouses hoping to stop the courts from meeting.

• In January of 1787, Shays led an attack on an arsenal, a building where weapons are kept, in Massachusetts.

• Congress did not have an army to defend the arsenal. Eventually state troops from Massachusetts put the rebellion down.

Explain that Shays’ Rebellion frightened many people. Ask students why they think this was true.

16. Optional Step: Show students one of several videos on Shays’ Rebellion such as those locate

at • http://www.youtube.com/watch?v=3ImIEcsTEVo&safety_mode=true&persist_safety_

mode=1 (History Channel 6 minute video with historians explaining historical context and significance of Shays’ Rebellion).\

• Or some from the series http://www.youtube.com/watch?v=OnRCc5qbmNk&feature=results_main&playnext=1&list=PL301D94AA9D3279C9&safety_mode=true&persist_safety_mode=1

Have students describe Shays’ Rebellion in writing after watching the video.



17. Display the “Quotation”, located in the Supplemental Materials (Unit 7, Lesson 1) and read it out loud, explaining it is a quote from George Washington. Guide students in defining the following terms: mortified, advocates, despotism. Ask students what they think Washington meant by the quotation. Explain that in 1787, the young nation was in a serious crisis. Share the following information regarding this:

• The national government was on the edge of bankruptcy. • Farmers under Daniel Shays had closed down courts and threatened an arsenal. • States were constantly disagreeing with each other over many different issues. • States were imposing tariffs, or taxes, on goods produced in neighboring states. • Britain had refused to leave some forts on American soil such as the one at Detroit. • Leaders like Washington were very worried about the future of the new nation.

18. For extension or for individual or group activity, have students complete the game at the

following website: Independence: The Articles of Confederation. Congress for Kids. 3 April 2012 <http://www.congressforkids.net/Independence_articles.htm>.

19. Explain that obviously the young country was able to solve many of its problems since it’s a

strong country today. Ask students to answer the following question in their journals as a culminating activity: “How do you think the U.S. was able to solve the problems it was facing in 1787?”

Assessment A chart, “The Articles of Confederation” is an assessment requiring constructed responses, has been included in the Supplemental Materials (Unit 7, Lesson 1). Note that a chart with possible answers has also been included.



Graphic Organizer

National

Government

The

States

Problems

Articles of Confederation

Each state had one vote

in Congress

Power to

print money

9 out of 13 had to agree on laws and issues

Power to

print money

Power to declare

war

Power to

make treaties

Lack of a

national army

Competing Currencies

Reliance on the

states for money



Big Ideas Card

Big Ideas of Lesson 1, Unit 7

• The Articles of Confederation created our first plan for a national government.

• The Articles of Confederation set up a republic. This is a system where people elect representatives to run the country.

• There were many weaknesses in the Articles of Confederation. For example, it set up a weak national government did not have the power to tax. Therefore, there was little money to run the government.

• Under the Articles of Confederation there were some successes, however. For example, the national government passed the Northwest Ordinance. This provided for a method for new states to come into the Union.



Word Cards

1 loyalists Colonists who remained loyal to the king Example: Loyalists felt the King and Parliament should have full authority over the colonies.

(SS050701)

2 sovereign

administering its own government and not dependent on another power Example: After the Revolution, people talked about the new states as being sovereign states.

(SS050701)

3 Articles of Confederation our first plan of government Example: The Articles of Confederation set up a government with a weak national government and strong state governments.

(SS050701)

4 confederation an alliance; a group of independent organizations that work together Example: The Haudenosaunee League was a confederation made up of five nations.

(SS050701)

5 government by consent

people have to agree to be governed Example: Britain did not have the consent of the governed when it taxed the colonists.

(SS050701)

6 republic a government not led by a hereditary rule (leaders based on birth), but where people hold the power of government and choose leaders to make decisions Example: Our government is a republic.

(SS050701)

-



Quotation From Shh! We’re Writing a Constitution by Jean Fritz

“After the Revolutionary War most people in America were glad that they were no longer

British. Still, they were not ready to call themselves Americans. The last thing they wanted was

to be called a nation.”



Organization of the Government under The Articles of Confederation

Weak National Government

STRONG State Gov’t

Sharing Most of

The Power

With other States


Sharing Most of

The Power

With other States


Sharing Most of

The Power

With other States


Sharing Most of

The Power

With other States



A Republic

Characteristics of a Republic: • Heredity or birthright does not decide who will rule in our

country.

• A republic is based on the core democratic value of popular sovereignty. This means the people hold the power of government.

• Since we all cannot make decisions on a daily basis for our government, we have a representative government. This means the people choose representatives to make decisions for them.

Advantages of a Republic: • Representatives are chosen to serve the common good.

• Representatives help everybody, not just a favored group.

• Having representatives make laws and decisions is a more efficient system than having everybody make them.

• The people maintain a say in their government through their representatives.

• The representatives listen to the people or the people will vote them out of office.



Characteristics of the Government under The Articles of Confederation

• In Congress each state had one vote.

• Congress had limited powers, which included the power to declare war, the power to make treaties and the power to settle serious disagreements between states.

• To make a law or decide an issue, Congress needed 9 out of 13 states to agree.

• Congress did not have the power to tax people. It had to rely on voluntary contributions from the states

• There was no single leader or executive under the Articles. A committee of representatives kept the government running when Congress was not meeting.

• There was no plan for a national court system.

• Congress had no power over the state governments and their citizens.

• Congress could print money but so could the states.

• Congress could not raise any army without permission from the states.



Prediction Activity

Possible Problem

To make a law or decide an issue, Congress needed 9 out of 13 states to agree.

Congress did not have the power to tax people. It had to rely on voluntary contributions from the states.

There was no single leader like a President. A committee of representatives kept the government running when Congress was not meeting.

There was no plan for a national court system.

Congress had no power over the state governments and their citizens.

Congress could print money but so could the states.

Congress could not raise any army without permission from the states.



Prediction Activity – Possible Answers

Possible Problem

To make a law or decide an issue, Congress needed 9 out of 13 states to agree.

Since the states often had trouble agreeing, it would be hard to make a law or decide an issue.

Congress did not have the power to tax people. It had to rely on voluntary contributions from the states.

Governments need money to operate. If states didn’t give money, it would be hard for Congress to do anything.

There was no single leader like a President. A committee of representatives kept government running when Congress was not meeting.

Sometimes it is hard for a committee to work together and agree. There might have been times when the country needed a single person who could make a decision.

There was no plan for a national court system.

The state courts might have trouble solving national issues or they could resolve them differently, which would lead to confusion.

Congress had no power over the state governments and their citizens.

If the states or citizens ignored a law passed by Congress, there was no way Congress could make them obey.

Congress could print money but so could the states.

It would be very confusing when different states were printing their own money.

Congress could not raise any army without permission from the states.

The new country would not have a way to defend itself without an army.



The Western Lands

• Land north of Ohio River was called the Northwest Territory.

• In 1785 these western lands were surveyed and divided into squares called townships.

In 1787 Congress passed the Northwest Ordinance. It…

¾ described how new states would be formed out of the territory.

¾ banned slavery in the territory.

¾ encouraged townships to build schools.

¾ gave people living in the area rights including freedom of religion and right to a fair trial.

¾ allowed new states to enter the Union on equal terms as other states.



Quotation

“I am mortified beyond expression when I view the clouds that have spread over the brightest morn that ever dawned in any country…What a triumph for the advocates of despotism to find we are incapable of governing ourselves.” George Washington



The Articles of Confederation Assessment

How was the government organized under the Articles of Confederation?

What problems did the country face under the Articles of Confederation?

What were some of the successes of the Articles of Confederation?



The Articles of Confederation Assessment – Possible Answers

How was the government organized under the Articles of Confederation?

It had only a Congress. It did not have a President or national courts.

Each state had one vote in Congress.

Nine out of 13 states had to approve a new law or decision.

What problems did the country face under the Articles of Confederation?

Congress often did not have money to operate because it could not tax.

Congress had trouble passing laws because states did not agree with each other.

Congress could not raise an army without permission from the states.

What were some of the successes under the Articles of Confederation?

The national government negotiated the Treaty of Paris.

The Northwest Ordinance was passed.



Lesson 2: The Constitutional Convention Big Ideas of the Lesson • Delegates gathered in Philadelphia in 1787 to change and improve the Articles of

Confederation. Instead they wrote a whole new Constitution. • The delegates represented many of the best -known leaders of the country. As a group, they

were better educated and richer than most Americans. Many were lawyers. • Two important delegates were George Washington, who was chosen to lead the Convention,

and James Madison, who took careful notes at the Convention. • Basic ideas agreed upon at the beginning of the Convention included the importance of limited

government, individual rights, and representative government. Lesson Abstract: In this lesson, students explore why the Constitutional Convention was convened and why a new Constitution was written. They begin with a review of some of the problems the new nation experienced under the Articles of Confederation. They consider two quotations and investigate different perspectives on the power of government. The lesson concludes with students reviewing some principles of constitutional government that the Framers agreed upon such as limited government, individual rights, and representative government. Content Expectations 5 – U3.3.2: Give examples of problems the country faced under the Articles of Confederation



Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are

described. Key Concepts Articles of Confederation consent of the governed Constitutional Convention Framers limited government



Instructional Resources Equipment/Manipulative Chart paper Overhead projector or document camera/projector Student Resource Bower, Burt, et al. America’s Past, Social Studies Alive Program. Palo Alto, CA: Teacher’s

Curriculum Institute, 2010 or a similar fifth grade social studies textbook. Pp. 189, 196-200. Fritz, Jean. Shh! We’re Writing a Constitution. New York: Putnam Juvenile, 1996. Teacher Resource Egbo, Carol. Supplemental Materials (Unit 7, Lesson 2). Teacher-made material. Michigan

Citizenship Collaborative, 2012. Independence Hall. Ben’s Guide to Government. 3 April 2012 <http://bensguide.gpo.gov/3-

5/symbols/print/independence_hall.html>. Washington’s Chair. National Park Service Museum Collections. 3 April 2012

<http://www.cr.nps.gov/museum/exhibits/revwar/image_gal/indeimg/armchair.html>. Lesson Sequence 1. Begin the lesson by having students briefly review the problems the young country faced under

the Articles of Confederation. Have students generate a class list which may included: • The national government was on the edge of bankruptcy. • Farmers under Daniel Shays had closed down courts and threatened an arsenal. • States were constantly disagreeing with each other over many different issues. • States were imposing tariffs, or taxes, on goods produced in neighboring states. • Britain had refused to leave some forts on American soil such as the one at Detroit. • Leaders like Washington were very worried about the future of the new nation.

2. Display “Analyzing Quotations”, located in the Supplemental Materials (Unit 7, Lesson 2). Tell

students to explain in their journals what they think Madison meant in his quotation. Discuss student responses and guide them in understanding that Madison felt the Articles of Confederation were incapable of keeping the states together. Read the Patrick Henry quote out loud and ask students to explain in their journals what they think this quote meant. Discuss student responses and guide them in understanding that Patrick Henry feared a strong national government.

3. Explain that in 1786, some leaders called on the states to hold a convention, or an important

meeting, to discuss trade problems states were having under the Articles. For example, under the Articles of Confederation, each state could print its own money, but money from one state was often not accepted in another state. Share the following information about this meeting which became known as the Annapolis Convention:

• Only five states sent representatives to the meeting.



• The delegates talked for a while and then decided a stronger national government was needed in order to regulate commerce, or trade.

• The group asked Congress to call a second convention to improve the Articles of Confederation.

• Congress refused to call a meeting at first. However, after Shays’ Rebellion it decided a meeting was needed.

4. Display the photograph, “Independence Hall”, located in the Supplemental Materials (Unit 7,

Lesson 2). Explain that delegates began to gather in this building in Philadelphia in May of 1787 with the intent of changing and improving the Articles of Confederation. Explain that this building, which was called the State House at the time, was also the place where the Declaration of Independence was adopted in 1776 and the Articles of Confederation were ratified in 1781. Explain that one of the first actions of the group was to elect George Washington president of the convention. Ask students why they think Washington was chosen. Discuss student responses and guide students in understanding that Washington was the “hero” of the American Revolution and a very respected leader. Display the photograph of “Washington’s Chair”, located in the Supplemental Materials (Unit 7, Lesson 2) and explain that this was the chair Washington used during the convention. Briefly discuss the importance of saving artifacts such as these. Teacher Note: Washington was one of the most trusted leaders in the nation’s early years, not only because he was the Commander of the Continental Army but also because he voluntarily relinquished power at the end of the war. The significance of Washington’s decision to put down his arms and return home to Mount Vernon should not be understated. It was this act that would eventually make him the only man that could be trusted with the power of the presidency under the Constitution.

5. Share the following information regarding other delegates to the convention:

• Fifty-five delegates attended. They were some of the best-known leaders in the country.

• The average age of the delegates was 42. • As a group, the delegates were better educated and richer than most Americans. • Many of the delegates were lawyers but there were also doctors, merchants, farmers,

and former soldiers. • Benjamin Franklin, at age 81, was the oldest delegate to attend. He was unable to

walk far or ride in a bumpy carriage so he arrived at the meeting in a sedan chair carried by prisoners from the Philadelphia jail which was across the street from the State House.

• The youngest delegate was Jonathan Dayton who was 26. • One of the most influential delegates was James Madison. He took notes at every

meeting. His notes became the main resource for historians investigating the details of what occurred at the convention.

• Some important colonial leaders did not attend the convention. Thomas Jefferson was in France where he was serving as ambassador. John Adams was in Britain performing the same role. Samuel Adams was ill and John Hancock said he was too busy being governor of Massachusetts. Patrick Henry refused to take part saying he did not believe a stronger national government was a good idea.



6. Explain that as delegates began to work together, they agreed to conduct the meetings in secret thinking this would allow them to make the best decisions. Windows in the building were covered and guards were stationed at the door. Display the “Quotation” from Shh! We’re Writing a Constitution by Jean Fritz, located in the Supplemental Materials (Unit 7, Lesson 2). Read the quotation out loud and ask students to briefly describe in their journals what it was like to be at the convention. Note that pages 9 through 36 of this book can be used to supplement both this and the next lesson.

7. Explain that almost immediately after beginning to discuss the issues, the delegates decided

that it was not enough to try and improve the Articles of Confederation. They decided to create an entirely new plan of government, a new Constitution (Word Card #7). They began by agreeing to certain basic ideas. Place students in pairs and ask each pair to come up with two ideas they think were areas of agreement. Encourage students to use what they have learned about the democratic values and principles important to the Founders of our country to come up with their ideas. Give pairs time to work and then have them share their ideas as you make a master list on an overhead or chart paper.

8. When you have completed the list, share the following which describes the main basic ideas

agreed upon as the Framers, or writers of the Constitution, began to plan and create a new plan for government:

• The government should be a government with limited powers. • The purpose of the government should be to protect basic rights and promote the

common good. • A stronger national government was needed to serve these purposes. Governments

of the states were still important, however. • The government needed to be a republic where people elected representatives. • There needed to be a separation of powers and a system of checks and balances so

power would not be abused. As you discuss each idea with students, be sure to explain why the members of the convention were able to agree on these ideas. This is a good time to review what students have studied throughout the year. For example, discuss how colonial experiences with a king with seemingly unlimited power led to the desire for a government with limited powers.

9. Explain that although they agreed on these basic ideas, there were a lot of issues upon which people disagreed. Three of these were: Representation in the Congress, slavery, and the relationship between the national government and state governments. Explain that in the next two lessons students will examine these issues and how they were resolved.

Assessment An assessment “The Constitutional Convention”, which requires constructed responses, as well as a chart showing possible answers, has been included in the Supplemental Materials (Unit 7, Lesson 2).



Graphic Organizer

THE

CO

NST

ITU

TIO

NA

L C

ON

VEN

TIO

N

When was it convened?

Why was it convened?

Who were the delegates?

On what basic political ideas did the delegates

agree?



Big Ideas Card


• Delegates gathered in Philadelphia in 1787 to change and improve the Articles of Confederation. Instead they wrote a whole new Constitution.

• The delegates represented many of the best -known leaders of the country. As a group they were better educated and richer than most Americans. Many were lawyers.

• Two important delegates were George Washington, who was chosen to lead the Convention, and James Madison, who took careful notes at the Convention.

• Basic ideas agreed upon at the beginning of the Convention included the importance of limited government, individual rights, and representative government.



Word Cards

Word Cards from previous lessons needed for this lesson:

• Articles of Confederation – Word Card #3 from Lesson 1 • Republic – Word Card #6 from Lesson 1

7 Constitution

the highest law of our land and the document that describes how our government is organized Example: Our Constitution is one of our most important documents.

(SS050702)



Analyzing Quotations

“Congress has become a rope of sand.”

- James Madison

“A rope of sand is better than a rod of iron.”

- Patrick Henry



Independence Hall

Source: Independence Hall. Ben’s Guide to Government. 3 April 2012 <http://bensguide.gpo.gov/3-5/symbols/print/independence_hall.html>.



Washington’s Chair

Source: Washington’s Chair. National Park Service Museum Collections. 3 April 2012 http://www.cr.nps.gov/museum/exhibits/revwar/image_gal/indeimg/armchair.html>.



Quotation From Shh! We’re Writing a Constitution by Jean Fritz

“It was a blistering summer, especially for the delegates from new England who, not used

to such heat, seated out the summer in woolen suits. And there were bluebottle flies. Philadelphia was bombarded by these huge, buzzing flies. They flung themselves at the

windows of the State House, attacked delegates when they stepped outside, and

invaded bedrooms, buzzing all night in such a frenzy, they sounded insane.”



The Constitutional Convention Assessment

What was the original reason

the Constitutional Convention was

convened

How did this change?

What were some common

characteristics of the delegates?

Who was one significant

delegate and what role did he

play at the Convention?

What were two basic political ideas the delegates agreed on at the beginning of the Convention?



The Constitutional Convention Assessment – Possible Answers

What was the original reason

the Constitutional Convention was

convened

The Convention was convened to improve the Articles of Confederation.

How did this change?

Instead of improving the Articles of Confederation the delegates decided to write a Constitution describing a brand new government.

What were some common

characteristics of the delegates?

They were white males who were more educated and richer than most Americans.

Who was one significant

delegate and what role did he

play at the Convention?

George Washington was chosen to lead the Convention. James Madison took notes at the Convention.

What were two basic political ideas the delegates agreed on at the beginning of the Convention?

• The government should be a government with limited powers. • The purpose of the government should be to protect basic rights and

promote the common good. • A stronger national government was needed to serve these purposes.

Governments of the states were still important, however. • The government needed to be a republic where people elected

representatives. • There needed to be a separation of powers and a system of checks

and balances so power would not be abused.



Lesson 3: A Convention of Compromises Big Ideas of the Lesson • Many issues had to be resolved by compromises during the Constitutional Convention. • One issue related to representation in Congress. Small states wanted membership in

Congress to be based on an equal number of representatives from each state and large states wanted it based on population

• As a compromise, a two body Congress was established. • One of the most complicated issues at the Convention was that of slavery. • Compromises over slavery resulted in slaves being counted as 3/5ths of a person and the

continuation of the slave trade for 20 years. Lesson Abstract: In this lesson, students examine the role of compromise at the Constitutional Convention. Using what they have learned in Unit 1 as well as Unit 5 of fourth grade, they examine compromises relating to representation in Congress. Then, they take part in a short simulation designed to engage them in resolving issues relating to slavery. Content Expectations 5 – U3.3.3: Explain why the Constitutional Convention was convened and why the Constitution

was written. 5 – U3.3.4: Describe the issues over representation and slavery the Framers faced at the

Constitutional Convention and how they were addressed in the Constitution (Great Compromise, Three-Fifths Compromise).


Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: SL.5. 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Key Concepts compromise Constitutional Convention Framers representation slavery U.S. Constitution



Instructional Resources Equipment/Manipulative Chart paper Overhead projector or document camera/projector Student Resource Bower, Burt, et al. America’s Past, Social Studies Alive Program. Palo Alto, CA: Teacher’s

Curriculum Institute, 2010 or a similar fifth grade social studies textbook. Pages 189, 196-200.

Fritz, Jean. Shh! We’re Writing a Constitution. New York: Putnam Juvenile, 1996. “#40 We the People 1 / 2” Liberty Kids. Youtube. 3 April 2012

<http://www.youtube.com/watch?v=CNTNueTl904&feature=related>. Teacher Resource Egbo, Carol. Supplemental Materials (Unit 7, Lesson 3). Teacher-made material. Michigan

Citizenship Collaborative, 2012. Lesson Sequence 1. Begin the lesson by showing students Part 1 of 2 of Episode 1 of the Liberty Kids at

http://www.youtube.com/watch?v=CNTNueTl904&feature=related. The video begins with a review of Shays’ Rebellion and ends with a discussion of the issue of representation. Stop the video several times throughout the almost 11 minute video to discuss the following topics:

• What were the reasons for Shays’ Rebellion? • What was one significant consequence of Shays’ Rebellion? • What did some states disagree upon? • Why did they seek a system of separation of powers and checks and balances? • What did states disagree about regarding representation in Congress?

Be sure to explain to students that the video is entertainment. While the subject of the video is based on actual events from the past, there may be some sections in which the creators took “creative liberty.” Briefly discuss how entertainers’ accounts may vary based on what information they have available, and their desire to make the story exciting to the viewer. Some questions the video may raise include the following:

• How might we find evidence of uprisings in Virginia and Maryland as depicted in the video?

• Why did George Washington attend the convention? • Did certain people plan ahead of time that to write a new constitution? • Do you think the dialogue in the cartoon is accurate? Why or why not?

2. Explain that although the Framers of the Constitution agreed on some basic ideas such as the

need for limited government as explored in the previous lesson, there were a lot of issues upon which people disagreed. One big issue for the convention related to the following question: How should states be represented in the new congress? Display “Representation: Two Different Plans”, located in the Supplemental Materials (Unit 7, Lesson 3) and discuss the two



major plans that were suggested about representation. As you discuss each plan, have students determine which states would have favored each plan. Note that the Virginia Plan was favored by the large states and the New Jersey Plan was favored by the smaller states.

3. Using Word Card #8, discuss the term “compromise”. Ask students to describe examples of

compromises from their own experiences. Explain that in order to solve the representation problem, a compromise was needed. Ask students to use what they have learned about the structure of Congress in both fourth grade and Unit 1 of fifth grade to describe in their social studies journal what they think the compromise relating to representation entailed. Give students time to write.

4. Have students share what they wrote first with a partner and then in the large group. Using

“Roger Sherman’s Great Compromise”, located in the Supplemental Materials (Unit 7, Lesson 3) and Word Cards #9 and #10, discuss how the issue of representation was resolved. Have students compare the Great Compromise to what they wrote in their journals.

5. Explain that the issue of slavery became perhaps the most disagreed upon issue at the

convention. Explain that students will have an opportunity to take part in a short simulation relating to this issue. Divide students into pairs and then place two pairs together to form groups of four. Give one pair in each group the “Pair #1 Simulation Role Card” and the other group the “Pair #2 Simulation Role Card”, located in the Supplemental Materials (Unit 7, Lesson 3). Have pairs read over the information on their role cards. Then, give each group of four a copy of the “Compromise Plans”, located in the Supplemental Materials (Unit 7, Lesson 3).

6. Display “Issues”, located in the Supplemental Materials (Unit 7, Lesson 3) and read Issue #1

and Issue #2 out loud to students. Explain that the pairs in each group should work to come up with a compromise to solve each of these issues. Their compromise should be describing in writing on the “Compromise Plans” paper given to them in step 5.. Give groups ten to fifteen minutes to reach and write out their compromises. Then, have each group share how they resolved the two issues.

7. Display “Issues” again and read Issue #3 out loud to students. Explain that pairs should work

together again to come up with a compromise to resolve the issue of whether or not to abolish the slave trade. Give groups five to ten minutes to reach and write out their compromises. Then, have each group share how they resolved this issue.

8. Using “Slavery: Compromises”, located in the Supplemental Materials (Unit 7, Lesson 3) and

the following information, discuss how issues relating to slavery were finally resolved at the Convention:

• Population would affect a state’s taxes and its representation in Congress. • Northern states did not want enslaved people to count for representation, but wanted

them counted for tax purposes. • The South wanted the enslaved people to count for representation, but not for tax

purposes (the opposite of the northern states). • As a compromise, three-fifths of the total number of slaves would be counted for

taxation and representation purposes.



• Many of the delegates to the convention were slave owners themselves. Others wanted slavery completely abolished. In the end, delegates decided that Congress could stop the slave trade but not for at least 20 years.

• The delegates did not to resolve the issue about abolishing slavery in the new Constitution.

9. Pose the following question: Do you think the compromises relating to slavery ended

disagreements over slavery in the country? Why or why not? Have students write an answer to the question in their social studies journal. Give students time to write and then lead a discussion by having students share their answers.

Assessment Have student explain in writing two compromises that were made in creating the Constitution.



Graphic Organizer

COMPROMISE

R E P R E S E N T A T I O N

S L A V E R Y



Big Ideas Card


• Many issues had to be resolved by compromises during the Constitutional Convention.

• One issue related to representation in Congress. Small states wanted membership in Congress to be based on an equal number of representatives from each state and large states wanted it based on population

• As a compromise a two body Congress was established.

• One of the most complicated issues at the Convention was that of slavery.

• Compromises over slavery resulted in slaves being counted as 3/5ths of a person and the continuation of the slave trade for 20 years.



Word Cards


• Constitution– Word Card #7 from Lesson 2

8 compromise an agreement where each side gives up a little. Example: Many compromises were made at the Constitutional Convention.

(SS050703)

9 Senate One of the two parts of Congress Example: Each state is allowed two members of the Senate.

(SS050703)

10 House of Representatives One of the two parts of Congress Example: Membership in the House of Representatives is determined by the population of a state.

(SS050703)

11 abolition the ending of a system or practice Example: Only a very few delegates at the Constitutional Convention wanted the abolition of slavery.

(SS050703)



Representation: Two Different Plans

VIRGINIA PLAN

Membership in Congress based on the number of people in a state

Favored by: ????????

NEW JERSEY PLAN

Each state would have one vote in Congress regardless of how many people lived there (equal votes for each state)

Favored by: ????????????



ROGER SHERMAN’S GREAT COMPROMISE

• Divide Congress into Two Houses: the House of Representatives and the Senate

• One based on

population (House of Representatives)

• One based on equal votes

(Senate)



Simulation Role Cards

PAIR #!

You and your partner are delegates from a northern state. You do not want slaves counted when determining representatives for Congress. You do want them counted when determining a state’s fair share of taxes. You want the new Constitution to abolish, or end, the slave trade.

PAIR #2

You and your partner are delegates from a southern state. You want slaves counted when determining representatives for Congress. You do not want them counted when determining a state’s fair share of taxes. You do not want the new Constitution to end or limit the slave trade in any way.



Compromise Plans

Pair #1: ____________________ and ____________________________ Pair #2: ____________________ and ____________________________ ISSUE #1: Describe how you resolved the issue of counting slaves when determining representation in Congress: ISSUE #2 Describe how you resolved the issue of counting slaves when determining a state’s fair share of taxes: ISSUE #3 Describe how you resolved the issue of the slave trade.



ISSUES

Issue #1: Should slaves be counted when determining representation in Congress?

Issue #2: Should slaves be counted when

determining a state’s fair share of taxes?

Issue #3: Should the slave trade be

abolished?



Slavery: Compromises

3/5ths Compromise

Should enslaved Africans be counted for determining representatives in Congress?

North: NO, South: YES

Should enslaved Africans be counted when determining a

state’s share of taxes?

North: YES, South: NO Compromise: Three-fifths of slaves would be counted when

figuring both representation and taxation.

Abolition of Slave Trade

The Issue: If the Constitution was to stand for liberty, how could it allow slavery?

Congress was given the authority to make laws controlling trade, but Congress could not stop the external slave trade for at least 20 years. Slavery

remained protected by the Constitution until the 13th Amendment (1865)



Lesson 4: Federalism and the Constitution Big Ideas of the Lesson • Federalism is a constitutional principle in which power is divided between the federal, state, and

local governments. • The federal (national) government holds certain powers described in the Constitution. For

example, the federal government has the power to declare and conduct war, control trade between the states and other nations, create post offices, and coin money.

• Powers not given to the federal government are reserved for state governments. For example, the state governments have the power to create schools, control trade within the state, make traffic laws, and regulate laws about marriage and divorce.

• Both state and federal governments share some powers, like taxing and spending. • Federalism serves to limit the power of government. Lesson Abstract: In this lesson, students review the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution. They begin by reviewing the relationship between the national government and the states under the Articles of Confederation and some of the problems that arose from that structure. Students then learn how the Constitution established a federal system and they create a graphic organizer to describe the new system. Finally, working in pairs, they identify short and long term consequences of the creation of the Constitution. Content Expectations 5 – U3.3.5: Give reasons why the Framers wanted to limit the power of government (e.g., fear of

a strong executive, representative government, importance of individual rights). 5 – U3.3.6: Describe the principle of federalism and how it is expressed through the sharing and

distribution of power as stated in the Constitution (e.g., enumerated and reserved powers).

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: RI.5.4: Determine the meaning of general academic and domain-specific words and phrases

in a text relevant to a grade 5 topic or subject area. Key Concepts compromise consent of the governed Constitutional Convention federalism Framers



limited government U.S. Constitution Instructional Resources Equipment/Manipulative Overhead projector or document camera/projector Student Resource Bower, Burt, et al. America’s Past, Social Studies Alive Program. Palo Alto, CA: Teacher’s

Curriculum Institute, 2010 or a similar fifth grade social studies textbook. Pages 189, 196-200.

Fritz, Jean. Shh! We’re Writing a Constitution. New York: Putnam Juvenile, 1996. Teacher Resource Egbo, Carol. Supplemental Materials (Unit 7, Lesson 4). Teacher-made material. Michigan

Citizenship Collaborative, 2012. Lesson Sequence 1. Review the two Constitutional Convention issues explored in the previous lesson

(representation and slavery) and discuss the role of compromise in resolving the issues. 2. Explain that another issue the convention addressed related to the following question: What

would be the relationship between the states and the national government? Using “Organization of the Government under the Articles of Confederation”, located in the Supplemental Materials (Supplemental Materials Unit 7, Lesson 4), review the relationship between the states and the national government under the Articles. Then, review how the structure shown in the organizer led to problems.

3. Explain that the Framers of the Constitution wanted to alter the relationship between the states

and the national government regarding the issues of power. They also wanted to make sure to balance an increase in power to the national government with the desire for limited government. Share the following information regarding how the Framers attempted to do this:

• Delegates agreed to create a federal system – one in which the right to govern would be shared by the national government and the state governments. This reflected the principle of ‘federalism’ (Word Card #12).

• The national government would keep all power over matters that affected the nation as a whole.

• States would keep power over their own affairs like state elections and setting up local governments.

• States could no longer print money, raise armies, or make treaties with other countries like they could under the Articles. These powers were given to the national government.

• Both could set up their own courts systems and tax citizens. • Under this federal system, the new rules of government - the Constitution - would be

the “supreme law of the land.”



4. Display “Organization of the Government under the Articles of Confederation” used in Step 2

again and explain that students should now create a new organizer showing the “Organization of the Government under the Constitution”. Note that a sample organizer has been included in the Supplemental Materials (Unit 7, Lesson 4).

5. Explain that at the end of four months, a new Constitution had been written. The majority of the

delegates felt that, although it was not a perfect plan for a government, it was the best they could design. Benjamin Franklin summarized the importance of the convention in a speech he wrote which was delivered by James Wilson because Franklin was too weak. His speech included the following points:

• He didn’t agree with everything but was willing to accept it because he believed a strong national government was needed.

• He praised the delegates for their hard work and cooperation. • He congratulated the delegates for having written what he believed might be the best

plan of government ever designed. • He encouraged all the delegates to sign the Constitution.

6. Explain that in the end, thirty-nine delegates signed the Constitution on September 17, 1787.

Display the picture of the chair and quote from Ben Franklin, located in the Supplemental Materials (Unit 7, Lesson 4). Explain that Benjamin Franklin is said to have made this statement as he was signing the Constitution. Ask students to explain in their journals why Franklin now believed that the sun on Washington’s chair was a rising sun, not a setting sun.

7. Explain that there was still one more important step needed: the ratification, or approval, of the

Constitution by the states. Explain that this was not an easy process. It involved the following two groups who were in conflict:

• The Federalists who supported the Constitution and wanted it ratified. • The Anti-federalists who fought against the adoption of the Constitution.

Explain that students will explore this conflict over the Constitution in Lesson 5.

8. Conclude the lesson by having students work with a partner to describe the short and long term consequences of the decision to replace the Articles of Confederation with the U.S. Constitution. Make copies and distribute to students “Examining the Consequences – Replacing the Articles”, located in the Supplemental Materials (Unit 7, Lesson 4). Explain to students that a short term consequence would be something that happened relatively soon after the event. A long term consequence would be something that happened many years later as a result of the decision. Instruct students to think of long term consequences in terms of what they know about their country today. Allow students time to complete the sheet and then discuss it as a class. A chart showing possible answers may be found in the Supplemental Materials (Unit 7, Lesson 4).

Assessment An Assessment has been included in the Supplemental Materials (Unit 7, Lesson 4) in which students create a Venn Diagram describing how power is shared between the national and state



governments. Note that if the diagram does not provide enough room for students to write have them create the diagram on white drawing paper.



Graphic Organizer

Federalism

Power is divided between federal and state governments

Federal Government Powers

• to tax

• to declare and conduct war

• to control trade between the states and other nations

• to create post offices

• to coin money

State Government Powers • to tax

• to create schools

• to control trade within the state

• to make traffic laws

• to regulate laws about marriage and divorce

Shared Powers • To tax people

• To borrow money

• To make laws

• To create a court system



Big Ideas Card


1. Federalism is a constitutional principle in which power is divided between the federal, state, and local governments.

2. The federal (national) government holds certain powers described in the Constitution. For example, the federal government has the power to declare and conduct war, control trade between the states and other nations, create post offices, and coin money.

3. Powers not given to the federal government are reserved for state governments. For example, the state governments have the power to create schools, control trade within the state, make traffic laws, and regulate laws about marriage and divorce.

4. Both state and federal governments share some powers like taxing and spending.

5. Federalism serves to limit the power of government.



Word Cards



12 federalism

power is divided between the federal government and state governments Example: Federalism helps to limit the power of government.

(SS050704)



Organization of the Government under The Articles of Confederation

Weak National Government


Sharing Most of

The Power

With other States


Sharing Most of

The Power

With other States


Sharing Most of

The Power

With other States


Sharing Most of

The Power

With other States



Organization of the Government under The Constitution Sample Graphic Organizer

STRONG National Government

State Gov’t

Sharing power

with the National

Gov’t

State Gov’t

Sharing power

with the National

Gov’t

State Gov’t

Sharing power

with the National

Gov’t

State Gov’t

Sharing power

with the National

Gov’t



Source: <http://www.cr.nps.gov/museum/exhibits/revwar/image_gal/indeimg/armchair.html>.

"I have often looked at that picture behind the president without being able to tell whether it was a rising or setting sun. Now at length I have the happiness to know that it is indeed a rising, not a setting sun."

– Ben Franklin as he signed the Constitution



Examining the Consequences - Replacing the Articles

Short-Term Consequences Long-Term Consequences



Examining the Consequences - Replacing the Articles Sample Answers

Short-Term Consequences Long-Term Consequences

• Helped resolved some of

the problems the country encountered under the Articles of Confederation.

• Created a government with

a stronger national government.

• People who favored the

Constitution worked to get it ratified.

• Many people celebrated a

new government.

• Some of the powers that once belonged to states were given exclusively to the national government.

• The Constitution has lasted

as our frame of government for over 200 years.

• The national government

continues to share power with the state governments.

• Other countries have used

the Constitution as a model for their own constitutions.

• The national government is

stronger than state governments today.

• Many of the powers given

to the national government in the Constitution are used today.



Assessment Creating a Venn Diagram

Federal

Government

State Government



Assessment

Creating a Venn Diagram – Sample Answers

Federal Government

State Government

Creating public schools

Trade within a

state

Marriage laws

Conducting elections

Establishing local

governments

Declaring war

Trade between states

Printing money

Maintaining an army

Trade with other

countries

Treaties with

another country

Collecting taxes

Borrowing money

Making laws

Providing for the

welfare of people



Lesson 5: Ratification and the Conflict Over a Bill of Rights Big Ideas of the Lesson • There was a struggle between the Federalists and the Anti-Federalists over the ratification, or

approval, of the Constitution. • Federalists favored the Constitution. They wanted to limit state power and believed in a strong

executive branch. • Anti-Federalists believed the Articles of Confederation just needed to be changed. They did not

favor the Constitution. They were not in support of a strong national government. • Anti-Federalists also worried that the Constitution did not do enough to protect individual rights. • As a compromise, a promise was made to add a Bill of Rights to the Constitution. This helped

get it ratified. Lesson Abstract: In this lesson, students explore the struggle to ratify the Constitution. They read and summarize an informational text selection and then engage in small group discussions on the positions of the Federalists and Anti-Federalists. Students then evaluate the arguments about the need to add a Bill of Rights. Content Expectations 5 – U3.3.7: Describe the concern that some people had about individual rights and why the

inclusion of a Bill of Rights was needed for ratification. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using

appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Key Concepts amendment Bill of Rights compromise Federalists and Anti-Federalists limited government U.S. Constitution Instructional Resources Equipment/Manipulative Overhead projector or document camera/projector Student Resource



Bower, Burt, et al. America’s Past, Social Studies Alive Program. Palo Alto, CA: Teacher’s Curriculum Institute, 2010 or a similar fifth grade social studies textbook. Pp. 201-202.

Teacher Resource Egbo, Carol. Supplemental Materials (Unit 7, Lesson 5). Teacher-made material. Michigan

Citizenship Collaborative, 2012. Lesson Sequence 1. Using Word Card #13, explain that following the Constitution Convention the process of trying

to get the Constitution ratified, or approved, began. This was not an easy process.

2. Give each student a copy of “Steps to Ratify the Constitution”, located in the Supplemental Materials (Unit 7, Lesson 5) and have them read the first two paragraphs independently. Then, discuss use the following questions to discuss the content of the reading:

• Who created the Constitution? • Why did some believe they had exceeded their authority? • After the Framers had completed and signed the Constitution what had to happen

before the Constitution went into effect? • How did the Framers make sure the people had the opportunity to give their consent

to be governed by the new constitution? 3. Using Word Cards #14 and #15, explain that two groups, the Federalists and the Anti-

Federalists, had serious differences regarding the Constitution. Give each student a copy of t “Federalists and Anti-Federalists” chart, located in the Supplemental Materials (Unit 7, Lesson 5) and explain that students should complete the text reading they began in Step 2 and summarize the viewpoints of each group on the chart. Note that a chart showing sample answers has also been included in the Supplemental Materials (Unit 7, Lesson 5). If your textbook includes a section on this topic, you may also want to have students read that in order to locate additional information for their charts.

4. Give students time to read and complete the chart. Then, review the reading in a whole class discussion using the following questions:

• What made ratification of the Constitution difficult? • Who were the two sides in the ratification debate? • What were some of the Anti-Federalists’ concerns? • How did the Federalists respond to these concerns? • How did the Federalists and Anti-Federalists solve their disagreements?

5. Divide students into groups of four and assign two students in each group to represent the

Federalists’ point of view and the other two students to represent the Anti-Federalists’ point of view. Have students discuss the ratification of the Constitution from their assigned perspective, using what they learned in the lesson and their chart from Step 3.

6. Lead a discussion on the Federalist/Anti-Federalist debate by having students summarize the small group discussions in Step 5. Explain that because of the two different viewpoints regarding the Constitution there was a struggle to get the Constitution ratified. Both sides tried



to convince people to join their side, often using writing as a way to convince people. For example, Federalists Alexander Hamilton, James Madison and John Jay wrote 85 essays for New York newspapers defending the Constitution against the criticism of the Anti-Federalists. These essays were later collected into a two-volume set called “The Federalist.”

7. Display “Ratification of the Constitution”, located in the Supplemental Materials (Unit 7, Lesson

5). Guide students in a discussion of the information contained on it using the following questions:

• What state was the first to ratify the Constitution? • Do you think there was much disagreement in this state regarding the Constitution?

Why or why not? • What was the last state to ratify the Constitution? • Why do you think it took so long for the Constitution to be ratified in this state? • Which state was the last to ratify the Constitution for it to go into effect? • In which states was the vote very close?

8. Draw students’ attention to the section of the Ratification chart that shows the information for

Massachusetts. Explain that Federalists considered this state to be critical in the struggle for ratification. One of the issues that concerned the people of this state, was the lack of a Bill of Rights (Word Card #16) in the Constitution. Federalists at this time changed their position on a Bill of Rights in an attempt to compromise. They promised a Bill of Rights would be added to the Constitution after it was ratified. This resulted in Massachusetts ratifying in February of 1788. Explain that a Bill of Rights was proposed in 1789 and ratified by the necessary eleven states in 1791. Explain that students will explore this important document in the next lesson.

Assessment The chart students create in Step 3 can be used as an assessment. As an alternative, students could write a short essay describing the differences between the Anti-Federalists and Federalists including their different viewpoints on a Bill of Rights.



Graphic Organizer

Ratification of the Constitution

Issues

• Power of the national government • State power • Power of the Executive Branch • A Bill of Rights

Federalists

Anti- Federalists



Big Ideas Card


• There was a struggle between the Federalists and the Anti-Federalists over the ratification, or approval, of the Constitution.

• Federalists favored the Constitution. They wanted to limit state power and believed in a strong executive branch.

• Anti-Federalists believed the Articles of Confederation just needed to be changed. They did not favor the Constitution. They were not in support of a strong national government.

• Anti-Federalists also worried that the Constitution did not do enough to protect individual rights.

• As a compromise, a promise was made to add a Bill of Rights to the Constitution. This helped get it ratified.



Word Cards



13 ratify to approve Example: Federalists were hoping all the states would ratify the Constitution.

(SS050705)

14 Federalists people who supported the Constitution and favored a stronger national government Example: Federalists believed a strong national government could bring order and unity to the new country.

(SS050705)

15 Anti-Federalists people who opposed the Constitution because they felt it created a national government that was too strong. Example: Anti-Federalists believed a powerful national government might make it harder for states to meet the needs of its citizens.

(SS050705)

16 Bill of Rights the first ten amendments, or additions, to the Constitution which give people important rights such as freedom of speech Example: The Bill of Rights is an important part of the Constitution.

(SS050705)



Steps to Ratify the Constitution

When the delegates at the Constitutional Convention had completed their work, they sent

the new Constitution to Congress. Congress was at first angry that the delegates had exceeded

their authority. They were only supposed to revise the Articles. Instead, the delegates had written

a new plan for the national government. In the end, Congress decided to put forward the new

plan of government to the people.

The new Constitution did not give Congress authority to accept the new form of government

on behalf of the people. Rather, the Constitution had arranged that each state would call together

a convention of people elected for the purpose of approving or disapproving a new form of

government. Thus, the peoples’ will would be done. Under the new Constitution, nine states had

to ratify the Constitution for it to go into effect.

Ratification was not simple. Able and educated men used newspapers, pamphlets, and

public meetings to debate whether the Constitution should be approved. Those who opposed the

new Constitution were known as Anti-Federalists. They had several reasons for opposing the

Constitution. Some believed the delegates in Philadelphia did not have the power to write a new

constitution. They believed it was illegal to create the new document. Some Anti-Federalists

were concerned that the delegates represented only the rich and believed the new constitution

was written for their benefit. Another objection was that the Constitution gave too much power to

the central government at the expense of the states. They believed a representative government

could not work in a country this large. Anti-Federalists also feared that the Constitution gave too

much power to the executive branch of government. They feared that the President could end up

like a king. The most serious criticism was that the Constitutional Convention had failed to adopt

a bill of rights. Anti-Federalists opposed the adoption of the new constitution. They included

people like George Mason, New York Governor George Clinton, Patrick Henry and James

Monroe.

The Federalists favored ratification. They fought back against the Anti-Federalists. The

Federalists believed that the rejection of the Constitution would lead to chaos. The believed a

strong national government was needed to preserve liberties and ensure the new country could

function properly. They favored limiting state power and felt that the Senate with two senators per

state would adequately represent state interests. They also believed in a strong executive. The



Federalists felt that the Constitution gave the other two branches ways to check the use of power

by the executive branch. Federalists included Alexander Hamilton, James Madison, and John

Jay.

Initially, the Federalists believed that a bill of rights would be a problem. They argued that a

list of rights might not be complete. They also said that the national government was so limited by

the Constitution that it posed no threat to the rights of citizens. Eventually, James Madison

agreed that a bill of rights was needed. In the end, the Federalists guaranteed the people that the

first step of the new government would be to adopt a bill of rights.

Approval of nine states was needed to adopt the new Constitution. It took 10 months to get

approval from that number.



Federalists and Anti-Federalists

Federalists Anti-Federalists



Federalists and Anti-Federalists

Federalists Anti-Federalists • Believed the Articles of Confederation

had not set up an effective government

• Favored the ratification of the Constitution

• Believed a strong national government was needed to preserve liberties

• Favored limiting state power • They felt that the Senate with two

senators per state would adequately represent state interests

• Did not think a Bill of Rights was necessary because the Constitution limited the powers granted to the national government

• Believed in a having a strong executive branch

• Felt the Constitution gave the other two branches ways to check the use of power by the executive branch

• Believed that the best way to protect people’s rights was through a system of separation of powers and checks and balances

• Felt the Articles of Confederation just

needed to be changed, not abandoned

• Opposed to the Constitution • Believed the Constitution gave the

national government too much power and states too little power

• Did not favor a strong national government

• Feared the states would lose power under the Constitution

• Favored giving more power to the states

• Felt a Bill of Rights was necessary • Feared the Constitution gave too

much power to the executive branch of government – The president could end up like a king

• Feared having an army during peacetime



Ratification of the Constitution

STATE DATE VOTES FOR

VOTES AGAINST

Delaware Dec. 7, 1787 30 0

Pennsylvania Dec. 12, 1787 46 23

New Jersey Dec. 18, 1787 38 0

Georgia Jan. 2, 1788 26 0

Connecticut Jan. 9, 1788 128 40

Massachusetts Feb. 6, 1788 187 168

Maryland April 28, 1788 63 11

South Carolina May 23, 1788 149 73

New Hampshire June 21, 1788 57 47

Virginia June 25, 1788 89 79

New York July 26, 1788 30 27

North Carolina Nov. 21, 1789 194 77

Rhode Island May 29, 1790 34 32



Lesson 6: The Bill of Rights Big Ideas of the Lesson • As a compromise between the Federalists and the Anti-Federalists, a Bill of Rights was added

to the Constitution after it was ratified. It was made up of ten amendments to the Constitution. • These amendments guaranteed rights such as freedom of religion, freedom of speech, and the

right to a fair and public trial. • The Bill of Rights was influenced by colonial experiences. This was especially true of

Amendments 1 to 4. Lesson Abstract: In this lesson, students review the Bill of Rights and connect Amendments 1-4 to specific colonial experiences studied in previous units. They begin by reviewing the Federalist and Anti-Federalist positions regarding the need for a Bill of Rights. Next, they examine how colonial experiences influenced the contents of the Bill of Rights. Content Expectations 5 – U3.3.7: Describe the concern that some people had about individual rights and why the

inclusion of a Bill of Rights was needed for ratification. 5 – U3.3.8: Describe the rights found in the First, Second, Third, and Fourth Amendments to the

United States Constitution. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: RI.5.2: Determine two or more main ideas of a text and explain how they are supported by

key details; summarize the text. Key Concepts amendment Bill of Rights compromise limited government U.S. Constitution Instructional Resources Equipment/Manipulative Overhead projector or document camera/projector Student Resource



Bower, Burt, et al. America’s Past, Social Studies Alive Program. Palo Alto, CA: Teacher’s Curriculum Institute, 2010 or a similar fifth grade social studies textbook. Pp. 201-209.

Teacher Resource Egbo, Carol. Supplemental Materials (Unit 7, Lesson 6). Teacher-made material. Michigan

Citizenship Collaborative, 2012. The Bill of Rights. Our Documents. 3 April 2012

<http://www.ourdocuments.gov/doc.php?flash=true&doc=13>. Lesson Sequence 1. Begin the lesson by giving each student a copy of “Analyzing Quotations”, located in the

Supplemental Materials (Unit 7, Lesson 6). Explain that students should use what they have already learned and their reading comprehension skills to analyze the quotations. Give students time to complete the task. Then have them turn and talk about their responses with a partner.

2. Lead a class discussion of the quotations using the following questions:

• How is Jefferson’s point of view different from Madison’s? • Why do you think they had such different points of view? • Was the decision made to add a Bill of Rights by March of 1789? How do you know? • Which one of these men was an Anti-Federalist?

Note that a chart showing sample answers has been included in the Supplemental Materials (Unit 7, Lesson 6).

3. Review the Federalist/Anti-Federalist debate concerning the Bill of Rights. Have students stop

and jot down what they remember learning in the previous lesson. Then have them turn and share their responses with a partner. Guide a discussion about the issue of adding a Bill of Rights with the entire class. Be sure to address the following during the discussion:

• The Federalists did not think a Bill of Rights was necessary. They felt the Constitution had sufficient safeguards regarding limits of the power of the national government. They also worried that if you spelled out certain rights, it might be interpreted as saying these were the only rights people had.

• The Anti-Federalists felt a Bill of Rights was needed. They worried that a strong national government might infringe on the individual rights of the people.

• As a compromise the Federalists agreed to add a Bill of Rights to the Constitution following its ratification.

4. Explain that James Madison, considered the father of the Constitution, had once been against

a Bill of Rights.1 Nevertheless, Madison led the new Congress in creating a Bill of Rights. Share the following information regarding the process used:

1 Although Madison strongly supported individual liberty he thought that by listing them specifically in a “Bill of Rights” would end up limit rights (by naming them) and prove useless in actually protecting anyone (based on what happened when individual states passed bills of rights).



• State ratification conventions proposed more than 200 amendments for the Bill of Rights.

• From these, Madison pulled together 19 possible amendments. • Congress accepted 12 of these and the states approved ten of them. • One of the rejected amendments dealt with the size of the House of Representatives. • The other rejected amendment prevented Congress from changing salaries of its

members until after an election of representatives had been held. This particular amendment was ratified 202 years later and became the 27th Amendment.

5. Give each student a copy of “The Bill of Rights – Simplified Version”, located in the

Supplemental Materials (Unit 7, Lesson 5). Note that this was the same simplified version used in Lesson 4 of Unit 1. Discuss the rights and their simplified descriptions using the following questions to guide your discussion:

• Which of these rights do you consider most important? Why? • What kind of conflicts do you think arise over the Second Amendment? • The Bill of Rights was written many years ago. Do you think any of these

amendments are out-dated now and not needed? If so which ones? Why? • Why do you think more than one amendment has to do with people who are accused

of a crime? • What do you think the purposes of Amendments nine and ten was? • How might life be different if the Bill of Rights had never been added to the

Constitution? • Do you think the Anti-Federalists were happy with this document? Why or why not? • Do you think the Federalists were happy with this document? Why or why not?

(Note: You may wish to show students a copy of the Bill of Rights as they were written. One can be found at the following website: <http://www.ourdocuments.gov/doc.php?flash=true&doc=13>.)

6. Write the following question on an overhead transparency or board: “Where do you think James

Madison and others got their ideas for the Bill of Rights?” Have students respond to this question by answering it in their social studies journals. Prompt them by asking them to think about what they learned about during the year. Have students share their ideas. Explain that colonial experiences relating to infringements on their freedoms by the King and Parliament were reflected in the kinds of rights people wanted after Independence.

7. Divide students into small groups of three or four students each and give each group a copy of

“Influences of Colonial Experiences”, located in the Supplemental Materials (Unit 7, Lesson 5). Explain that they should work together to identify and describe a connection between the right listed on the chart and something that happened during colonial times. Using Word Card #17, review the term ‘quarter’ if necessary. If groups are struggling, model the process by doing the first section of the chart together. Ask students to think of something that happened in colonial times that made freedom of religion important to people either before or after the American Revolution. A possible answer would be that people like the Puritans came to the colonies seeking religious freedom. Allow groups about fifteen minutes to work. Encourage them to use their textbook and notes from previous units to assist them. Then have the small groups share



their charts with the entire class. Note that a chart showing sample answers has been included in the Supplemental Materials (Unit 7, Lesson 6) for reference.

8. As a way of pulling the content of the last few lessons together, use the lesson graphic

organizer, which also serves as the unit organizer, to lead a culminating discussion on the major ideas of the unit.

Assessment Have students write a paragraph describing the connections between colonial experiences and Amendments 1-4.



Graphic Organizer



Big Ideas Card


• As a compromise between the Federalists and the Anti-Federalists, a Bill of Rights was added to the Constitution after it was ratified. It was made up of ten amendments to the Constitution.

• These amendments guaranteed rights such as freedom of religion, freedom of speech, and the right to a fair and public trial.

• The Bill of Rights was influenced by colonial experiences. This was especially true of Amendments 1 to 4.



Word Cards


• Constitution– Word Card #7 from Lesson 2 • Federalists – Word Card #14 from Lesson 5 • Anti-Federalists – Word Card #15 from Lesson 5 • Bill of Rights – Word Card #16 from Lesson 5

17 quarter to provide shelter and supplies to soldiers Example: Many colonists objected to having to quarter British soldiers.

(SS050706)



Analyzing Quotations

Jefferson to Madison - December 20, 1787

Meaning of Quotation

“Let me add that a bill of rights is what the people are entitled to against every government on earth, general or particular, and what no just government should refuse….”

Madison to Jefferson - April 22, 1788

“Should this (the demand for a bill of rights) be carried in the affirmative… I think the Constitution, and the Union will be both endangered.”

Jefferson to Madison - March 15, 1789

“I am much pleased with the prospect that a declaration of rights will be added: and hope it will be done in the way which will not endanger the whole frame of the government, or any essential part of it.”



Analyzing Quotations – Sample Answers

Jefferson to Madison - December 20, 1787

Meaning of Quotation

“Let me add that a bill of rights is what the people are entitled to against every government on earth, general or particular, and what no just government should refuse….”

Jefferson is saying that a bill of rights is absolutely necessary. He is saying that no fair government should refuse to give people a bill of rights.

Madison to Jefferson - April 22, 1788

“Should this (the demand for a bill of rights) be carried in the affirmative… I think the Constitution, and the Union will be both endangered.”

Madison is saying that he thinks the addition of a bill of rights would be dangerous for the country. He is saying it is not needed.

Jefferson to Madison - March 15, 1789

“I am much pleased with the prospect that a declaration of rights will be added: and hope it will be done in the way which will not endanger the whole frame of the government, or any essential part of it.”

Jefferson is saying that he is happy to hear that a bill of rights will be added to the Constitution. He is saying that he hopes it will be written in a way that will not be dangerous to the way the government is organized.



The Bill of Rights – Simplified Version

Amendment One guarantees freedom of religion, freedom of speech, freedom of the press, freedom for people to get together peacefully, and freedom for people to send petitions to their government. Amendment Two states that in order to have a prepared military, people are guaranteed the right to keep and bear arms. Amendment Three states that the government cannot force people to house and feed soldiers in their homes during times of peace. Amendment Four states that people, their homes, or their belongings are protected from unreasonable searches or seizures. Amendment Five guarantees a person accused of a serious crime the right to be charged by a grand jury. It also states that people cannot be forced to give evidence against themselves. If a person is found not guilty of a crime, he/she cannot be put on trial for the same crime again. Finally, the federal government cannot unfairly take peoples’ lives, freedom, or property. Amendment Six guarantees a speedy and public trial by an impartial jury if a person is accused of a crime. The accused person also has the right to be told what they are accused of and they have the right to a lawyer. They also have the right to see and to question those people who have accused them of the crime. Amendment Seven guarantees a trial by jury in civil cases, which are cases that involve a dispute between private parties or between the government and a private party. Amendment Eight says that courts cannot use cruel or unusual punishment or set bail and fines that are too high. Amendment Nine states that the people have other rights that are not stated here. Amendment Ten states that the people have all the rights not given to the United States government or forbidden to state governments by the U.S. Constitution.



Influences of Colonial Experiences

Right Connection to a colonial issue or event

AMENDMENT 1 Freedom of religion

AMENDMENT 1 Freedom of speech

AMENDMENT 1 Freedom of the press

AMENDMENT 1 Freedom of assembly

AMENDMENT 2 Right to bear arms

AMENDMENT 3 Freedom from quartering of soldiers

AMENDMENT 4 Freedom from unfair searches



Influence of Colonial Experiences Sample Answers

Right Connection to a colonial issue or event

AMENDMENT 1 Freedom of religion

Colonists like the Pilgrims and Puritans had come to the colonies seeking religious freedom.

AMENDMENT 1 Freedom of speech

Some colonists had been arrested for criticizing British laws.

AMENDMENT 1 Freedom of the press

The British had jailed newspaper writers and editors for printing complaints about British actions

AMENDMENT 1 Freedom of assembly

British soldiers had threatened colonists who gathered to protest things such as the Stamp Act.

AMENDMENT 2 Right to bear arms

Citizen soldiers had fought against the British for their Independence.

AMENDMENT 3 Freedom from quartering of soldiers

The British had forced colonists to provide supplies and shelter to British soldiers.

AMENDMENT 4 Freedom from unfair searches

The British had used Writs of Assistance based on little evidence to search colonial homes and businesses.



Lesson 7: Exploring a Public Issue Relating to the U.S. Constitution Big Ideas of the Lesson • It is important for citizens to make informed decisions about public issues. • To make informed decisions, citizens need to identify factual and definitional questions related

to public issues. • To make informed decisions, citizens need to analyze data and information related to public

issues. • To make informed decisions, citizens need to examine different points of views on public

issues. • To make informed decisions, citizens need to consider how core democratic values relate to

public issues. Lesson Abstract: In this lesson, students examine the process used to make an informed decision on a public issue. They distinguish between definitional and factual questions relating to public issues, examine the importance of analyzing data relating to public issues, and explore the connections between core democratic values and public issues. Students then apply what they have learned as they explore the public issue of mandatory school uniforms. Content Expectations 5 – P3.1.1: Identify contemporary public issues related to the United States Constitution and their




Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: RI.5.2: Determine two or more main ideas of a text and explain how they are supported by

key details; summarize the text. Key Concepts Bill of Rights public issue U.S. Constitution



Instructional Resources Equipment/Manipulative Overhead projector or document camera/projector Student Resource Bower, Burt, et al. America’s Past, Social Studies Alive Program. Palo Alto, CA: Teacher’s

Curriculum Institute, 2010 or a similar fifth grade social studies textbook. Pp. 201-209. Teacher Resource The Bill of Rights. Our Documents. 3 April 2012

<http://www.ourdocuments.gov/doc.php?flash=true&doc=13>. Egbo, Carol. Supplemental Materials (Unit 7, Lesson 7). Teacher-made material. Michigan

Citizenship Collaborative, 2012. Hearsay and Myths Regarding Effectiveness of Uniforms. APROD Website. 3 April 2012

<http://www.aprod.org/myths.htm>. Manual on School Uniforms. 3 April 2012 <http://www.ed.gov/updates/uniforms.html>. School Dress Codes and Uniform Policies Policy Report. Education Commission of the States. 3

April 2012 <http://www.ecs.org/html/IssueSection.asp?issueid=145&s=Selected+Research+%26+Readings>.

School Uniforms. 3 April 2012

<http://www.terrebonneparish.com/local/educational/schools/uniforms/uniforms.htm>. School Uniforms. Scholastic. 3 April 2012

<http://teacher.scholastic.com/kidusasu/uniforms/chart2.htm>. U.S. Department of Education, National Center for Education Statistics. 3 April 2012

<http://nces.ed.gov/fastfacts/display.asp?id=50>. Lesson Sequence 1. Using Word Card #18, review the term ‘popular sovereignty’, a term explored in the very first

lesson of the very first unit of this grade level. Remind students that this core democratic value means that the power and authority of government comes from the people. Briefly discuss how issues relating to popular sovereignty frequently arose during the Constitutional Convention.

2. Explain that because people hold the power of government, they have many civic responsibilities. Have students do a quick journal jot listing some of these responsibilities and then make a master of their ideas. Note that responsibilities include serving on a jury, obeying laws, paying taxes, and voting.

3. Explain to students that another important civic responsibility is staying informed about public

issues. Using Word Card 19, review the term “public issue”. Ask students what they



remember about this term from previous lessons. Remind students that a public issue may affect an entire school, community, county, state, region, or country. Using “Examples of Public Issues”, located in the Supplemental Materials (Unit 7, Lesson 7), review some of the public issues explored in grades 2 through 4.

4. Remind students that people disagree about how to settle or resolve public issues. Briefly

discuss different viewpoints people might have regarding each of the issues reviewed in Step 3. For a historical connection, guide students in briefly examining how the ratification of the Constitution became a public issue following the American Revolution.

5. Explain that public issues are difficult to solve. Using Word Cards #20 and #21, explain that

this is often because they are related to other issues such as ‘definitional issues’; and ‘factual issues’. Use the following to explain these related issues:

• Definitional issues are related to the question: What exactly does the issue and terms relating to the issue mean?

• Factual issues are related to the question: What facts are relevant to the issue. 6. Display “Definitional and Factual Issues” graphic organizer, located in the Supplemental

Materials (Unit 7, Lesson 7) and discuss definitional issues and factual issues relating to the issue of Great Lakes water diversion. Ask students the following question: “Why is it important to define the term ‘diversion’ in order to understand this public issue question? Discuss student responses. Ask students if they can think of other factual issues related to this public issue besides the one described on the organizer. Discuss student responses. Possible answers include the following:

• Has water ever been diverted from the Great Lakes in the past? If so, what were the effects?

• What would be the effect of diverting small amounts of water from the Great Lakes? 7. Give each student a copy of “Definitional and Factual Issues” Student Activity Sheet, located in

the Supplemental Materials (Unit 7, Lesson 7). Explain that students should think about the public issue of whether or not to place wind farms in the Great Lake and then list related definitional and factual issues on the organizer. When students have finished have them share their ideas with the whole group. Possible answers include the following:

• Definitional Issue: What is meant by the term ‘wind farm’? • Factual Issues: Have wind farms been placed in large bodies of water like an ocean in

the past? If so, what were the effects?

8. Explain that people often use data to support a position on a public issue. For example, in supporting the building of wind farms in the Great Lakes, someone may cite data that shows the amount of ‘clean’ energy a wind farm can produce.

9. Using Word Card #22, remind students that people also use core democratic values to support their position on a public issue. Divide students into pairs and give each pair a copy of “Some Important Core Democratic Values” chart, located in the Supplemental Materials (Unit 7, Lesson 7). Explain that pairs should work together to explain the meaning of each of the core democratic values in their own terms. Give pairs time to work and then discuss the meaning of



each value in the large group using the chart with sample answers included in the Supplemental Materials (Unit 7, Lesson 7).

10. Divide students into pairs and give each pair a copy of “Looking at Both Sides of an Issue”,

located in the Supplemental Materials (Unit 7, Lesson 7). Review the directions on the sheet with students and give pairs time to work together. Encourage them to use the chart of core democratic values from Step 9 as they work together to look at both sides of the issue of water diversion.

11. Have students share what they wrote on their charts in the previous step. Discuss responses

and correct misinterpretation of core democratic value connections if necessary. Note that a chart with sample answers has been included in the Supplemental Materials (Unit 7, Lesson 7).

12. Explain that students will now have the opportunity to explore a public issue relating to the Bill

of Rights and specifically the First Amendment.

13. Explain that people are often divided over the issue of mandatory school uniforms in public schools. Ask students to think of reasons people may favor school uniforms. Discuss student responses and then guide students to the idea that some people feel uniforms promote a positive learning climate and reduce behavior problems. Ask students to think of reasons people may be against school uniforms. Discuss student responses and then guide students to the idea that some people feel uniforms discourage individuality and infringe on students’ freedom of expression.

14. Share the following facts about school uniform policies with students:

• The first public school known to have adopted uniforms was Cherry Hill Elementary in Baltimore, Maryland in 1987.

• In 1994, The Long Beach Unified School District was the first public school district to enact a mandatory uniform policy. The Long Beach dress code policy affects nearly 60,000 elementary and middle school students.

• The idea of dress codes and uniforms became more popular when President Clinton endorsed the idea of public school uniforms in his 1996 State of the Union Address.

• By 2000, 30% of the public schools in San Francisco, 50% of the schools in Cincinnati, 65% of the schools in Boston, 85% of the schools in Cleveland, and 95% in New Orleans had school uniform programs.

• In May 2000, the Philadelphia Board of Education became the first large city board to require school uniforms. This was for approximately 200,000 students in all grades in the city’s 259 public schools.

• According to the U.S. Department of Education’s “Manual on School Uniforms,” many large public school systems, including Baltimore, Cincinnati, Dayton, Detroit, Los Angeles, Long Beach, Miami, Memphis, Milwaukee, Nashville, New Orleans, Phoenix, Seattle, and St. Louis, have schools with either voluntary or mandatory uniform policies, mostly in elementary and middle schools.

15. Explain to students that the Supreme Court has not decided a case on school uniforms. Cases

have been brought before lower courts, however. Most lower courts have sided with school



districts that adopt uniform policies. Share the following information with students regarding two examples of cases:

• In January of 2001, a U.S. Court of Appeals ruled that a mandatory public school uniform policy in a Louisiana school district was constitutional. The court found that “improving the educational process” was an important government interest and that students still could express themselves through other mediums during the school day.

• The Court of Appeals of Arizona upheld a mandatory dress code requiring students attending a particular school in the district to wear uniforms. The court stated that the dress code had a reasonable connection to the purpose of the school including the promotion of a more effective climate for learning and increased campus safety and security.

16. Explain to students that they will be exploring the public issue of school uniforms and then

taking a position on the issue in writing. Write the following public issue question on an overhead transparency or board: “Should public schools be allowed to require students to wear school uniforms?” Explain that in order to make an informed decision about this issue they will need to do the following:

• Consider definitional and factual questions related to the issue. • Consider information and data related to the issue • Explore different viewpoints relating to the issue • Consider core democratic values and how they might influence a person’s point of

view on the issue • Make a decision on the question based on the information researched • State their position in writing and justify their position with a reasoned argument.

17. Divide students in a pairs and ask each pair to come up with one definitional and factual question relating to the issue of mandatory school uniforms. Give pairs time to work and then have them share ideas in the large group. Possible answers include:

• Definitional: What is meant by the term ‘uniform?” • Factual: How many schools in the U.S. require students to wear uniforms?

18. Give each student copies of “Data Sheets 1-4”, located in the Supplemental Materials (Unit 7,

Lesson 7). Provide students with two different colored highlighters. Note that, depending on your students and time, you may want to limit the number of data sheets you use for this step. Place students in groups of four and instruct them to analyze the data sheets as a group using the following questions:

• Which pieces of data could be used to support mandatory school uniforms in public schools? Mark those with one of the colored highlighters.

• Which pieces of data could be used to oppose mandatory school uniforms in public schools? Mark those with the other colored highlighter.

• What conclusions can be drawn from the data? • Which pieces of data do you think are the most reliable? Why?

19. Remind students that it is important to explore different viewpoints relating to a public issue.

Place students in pairs and give each pair a copy of “Arguments In Favor and Against”, located



in the Supplemental Materials (Unit 7, Lesson 7). Explain that pairs should discuss and analyze the different viewpoints described on the sheet.

20. Next, have pairs work together to connect core democratic values to some of the statements on

the information sheet used in the previous step. Lead a class discussion based on the connections students have identified. Note that possible connections include the following:

• The idea of uniforms making schools safer could be connected to the core democratic value of the common good.

• The idea that uniforms are costly could be connected to the core democratic value of fairness in that it might be considered unfair for poor students to have to purchase a uniform.

• The idea that uniforms infringe on a student’s freedom of expression could be connected to the core democratic value of individual rights.

21. Explain that in the next lesson, students will use all the information they have gathered in this

lesson to make a decision on the public issue question relating to mandatory school uniforms in public schools and write a short essay expressing their opinion and support it with a reasoned argument.

Assessment Have students write a paragraph identifying and describing the public issue introduced in this lesson and two different points of view on the issue.



Graphic Organizer

Exploring a Public Issue

Identify the factual and definitional questions related to the public issue

Use data to analyze information about the issue.

Evaluate different viewpoints on the issue.

Consider how core democratic values relate to the issue



Big Ideas Card


• It is important for citizens to make informed decisions about public issues.

• To make informed decisions, citizens need to identify factual and definitional questions related to public issues.

• To make informed decisions, citizens need to analyze data and information related to public issues.

• To make informed decisions, citizens need to examine different points of views on public issues.

• To make informed decisions, citizens need to consider how core democratic values relate to public issues.



Word Cards


• Constitution– Word Card #7 from Lesson 1 • Bill of Rights – Word Card #16 from Lesson 5

18 popular sovereignty the power and authority of the government comes from the people Example: Popular sovereignty is an important core democratic value.

(SS050707)

19 public issue a problem that affects many, many people Example: Public issues can affect a local community, a state, or the nation. .

(SS050707)

20 definitional issue words related to a public issue that have different definitions, or meanings. Example: One definitional issue of the wind farm issue was how to define the word ‘wind farm.’

(SS050707)

21 factual issue facts that are connected to a public issue Example: One factual issue connected to the wind farm issue was whether or not wind farms have been built in the past in large bodies of water.

(SS050707)



22 core democratic values ideals and beliefs that people in America have in common and upon which our country is based Example: Freedom and fairness are examples of core democratic values. .

(SS050707)



Examples of Public Issues

A Community Issue

The Problem: Several citizens in the town of Zeller are complaining about the large number of dogs some people in Zeller own. They say the dogs bark all the time. They also complain that many get loose and wander the streets. Public Issue Question: Should the town of Zeller pass a law limiting the

number of dogs a person can own?

A Michigan Issue

The Problem: One problem facing Michigan is our growing use of energy. It is important to develop new sources of renewable energy to supply our energy needs. Wind farms are a good source of clean, renewable energy. Winds are often the strongest off the shorelines of the Great Lakes. Public Issue Question: Should wind farms be built in the Great Lakes?

A National Issue

The Problem: At times, areas of the United States, such as the southwest region, lack water. This can cause serious problems for people living in these regions.

Public Issue Question: Should water be diverted from the Great Lakes to dry places in other parts of the United States that need water?



DEFINITIONAL AND FACTUAL ISSUES

The Problem: At times, areas of the United States, such as the

southwest region, lack water.

Definitional Issue:

What is meant by the

term ‘diverted’?

Factual Issue:

How are the Great

Lakes affected when water levels drop?

Public Issue Question:

Should water be diverted from the Great Lakes to regions of the United States that need water?



DEFINITIONAL AND FACTUAL ISSUES Student Activity Sheet

The Problem: At times, areas of the United States, such as the

southwest region, lack water.

Public Issue Question:

Should wind farms be built in the Great Lakes?

Definitional Issue:

Factual Issues:



Some Important Core Democratic Values

Liberty/Freedom

Justice

The Common Good

Equality

Diversity



Some Important Core Democratic Values

Liberty/Freedom

• The freedom to make choices • The freedom to believe what you want • The freedom to have your own ideas • The freedom to choose your own friends

Justice

• This is the same as fairness • The idea that all people should be treated

fairly • No person or group should be favored

The Common Good

• The good of the whole community • People working together for the benefit of all

Equality

• Equal treatment • Equal protection under the law • Equal opportunity

Diversity

• Respect for variety in cultural background,

race, beliefs, differences, etc.



Looking at Both Sides of an Issue

Issue: Should water be diverted from the Great Lakes to dry places in other parts of the United States that need water?

Directions: Describe a position on each side of this issue using a core democratic value.

YES NO



Looking at Both Sides of an Issue Sample Answers

Issue: Should water be diverted from the Great Lakes to dry places in other parts of the United States that need water?

Directions: Describe a position on each side of this issue using a core

democratic value.

YES NO

In the United States we believe in promoting the common good and looking out for the welfare of everybody. If people in one area need water, then it should be taken from another area so that people can survive. Water is important for survival.

The Great Lakes are one of the most important resources for people in the Great Lakes region. People there depend on the lakes for water, transportation, energy, food, and many other things. It is not fair to them to take water away from their region.



DATA SHEET #1 The Long Beach Unified School District was the first public school district to enact a mandatory uniform policy. The Long Beach dress code policy affects nearly 60,000 elementary and middle school students. The Superintendent of that district stated that the uniform policy resulted in the following:

• 32% decrease in school suspensions • 51% decrease in fighting • 18% decrease in vandalism.

Source: <http://eric.uoregon.edu/publications/digests/digest117.html>. A 1997 study which was called “Effects of Student Uniforms on Attendance, Behavior Problems, Substance Use and Academic Achievement” found that “school uniforms have no direct effect on substance abuse, behavioral problems or attendance”. The study further found that “our findings show that students who were forced to wear uniforms actually performed several points lower on standardized tests.” Source: http://www.aprod.org/myths.htm>. Ruffner Middle School in Norfolk Virginia began a mandatory uniform policy in 1995 for 977 middle school students. School data showed the following results:

• leaving class without permission decreased 47 percent • throwing objects decreased 68 % • fighting decreased by 38%.

Source: http://www.ed.gov/updates/uniforms.html>. In 1999, a national survey of 240 principals was done.

• About 85% of the principals believed that some sort of dress code was needed at their school.

• Middle school principals expressed the strongest support for mandatory uniforms • High school principals stated the strongest support for dress codes but were less

enthusiastic about uniforms. • Urban principals showed greater support for uniforms, followed by suburban and rural

principals. Source: <http://www.ecs.org/html/IssueSection.asp?issueid=145&s=Selected+Research+%26+Readings>.



DATA SHEET #2 In 2001, the Clarksville-Montgomery County School System surveyed the local community concerning dress-code issues. Survey results showed that people believed that school uniforms had the following advantages:

• They promote higher academic performance • They promote an atmosphere of teamwork • They make schools safer • They make it easier to identify strangers in schools. • They reduce absenteeism

The same survey showed people saw these disadvantages of mandatory school uniforms:

• They require an initial expense of purchasing the clothes • They cause problems with student who will not agree to the policy • They infringe on freedom of choice • They hurt families who may not be able to afford uniforms • They cause everyone to look the same • They may contribute to negative behavior such as rebellion against a uniform policy

Source: <http://www.ecs.org/html/IssueSection.asp?issueid=145&s=Selected+Research+%26+Readings>. In 1997, Sharon Shamburger Pate investigated two Florida school districts with mandatory uniform policies. She reported mixed results including a significant improvement in academic achievement in elementary school students and no significant decrease in discipline infractions among middle school students. Source: <http://www.ecs.org/html/IssueSection.asp?issueid=145&s=Selected+Research+%26+Readings>. There have been several successful programs implemented during the past few years, with the Long Beach, California program being by far the most widely reviewed and written about. Began in the fall of 1994, the program requires uniforms for 70,000 students in kindergarten through eighth grades. With a 98% compliance rate, results during their first years have proven the dramatic effect a successful school uniform policy can have on a school system. The first year alone they saw a 43% reduction in suspensions, 54% fewer fights, a 70% reduction in substance abuse, over 20% fewer cases of weapons possession and robbery, and an over 50% reduction in reports of battery against employees. Other school systems nationwide likewise report similar changes in statistics. And while those improvements cannot be linked entirely to the use of school uniforms, they are none the less part of a growing trend seen as school uniforms and other policies are enforced. Source: http://www.terrebonneparish.com/local/educational/schools/uniforms/uniforms.htm



DATA SHEET #3 In 2000, Lands’ End, a clothing retailer did a telephone survey in partnership with the National Association of Elementary School Principals. Survey results included this data:

• 21% of the principals said their schools have a uniform policy in place, are preparing one or have one on the agenda for discussion.

• 79% of the principals said that uniforms had a positive effect on classroom discipline. • 72% stated uniforms had a positive effect on increasing school spirit • 67% believed they improved concentration on schoolwork • 62% believed uniforms improved school safety

Source: http://www.ecs.org/html/IssueSection.asp?issueid=145&s=Selected+Research+%26+Readings>. In 2000 a survey by French Toast, a uniform manufacturer, reported that in New York City a year after dress codes were implemented:

• 68% of parents thought that uniforms helped improve the overall academic performance • 84% of parents said uniforms promoted equality between the sexes • 89% of guidance counselors thought that uniforms helped prepare students for an eventual

work environment • 59% of counselors said the uniform policy created a safer learning environment.

Source: “<http://www.ecs.org/html/IssueSection.asp?issueid=145&s=Selected+Research+%26+Readings>.

Question: How many public schools require school uniforms?

Response: In 2007–08, about 18 percent of public school principals reported that their school required students to wear uniforms. In 1999–2000, the percentage of principals who reported that their school required students to wear uniforms was 12 percent.

Also, in 2007–08, approximately 55 percent of public school principals reported that their school enforced a strict dress code, an increase from 47 percent in 1999-2000.

Source: http://nces.ed.gov/fastfacts/display.asp?id=50



DATA SHEET #4 Scholastic did a survey of students to see how kids across the country feel about having to wear school uniforms. Here is the data:

Source: http://teacher.scholastic.com/kidusasu/uniforms/chart2.htm



Arguments in Favor

Arguments in favor of mandatory uniforms include the following:

• They make schools safer. • They reduce gang influence • They minimize violence by reducing some sources of conflict. • They help to identify trespassers in the school. • Parents no longer are pressured to buy the latest fashions so they spend less on clothes for

their children. • They help erase cultural and economic differences among students. • They set a tone for serious study. • They improve school pride. • They promote good discipline. • They reduce fighting and violence. • They are more business-like. • They increase a focus on academics. • They increase student safety. • They reduce distractions. • They are a good bargain.

Arguments Against

Arguments against mandatory school uniforms include the following:

• They infringe on students’ First Amendment right to freedom of expression. • They are used as tools for administrators to control students and exercise power. • They will not erase economic differences because students can still wear things like jewelry

that can show how much money they have. • Teenage gang members are not effected because most schools requiring uniforms are

middle schools or elementary schools, not high schools. • Some uniforms are much less durable than regular clothing such as denim jeans. • They discourage individuality and critical thinking. • They reduce creativity. • They cause discipline problems because students will object to rules about wearing

uniforms. • Wearing uniforms has little or no relationship to increased achievement. • Uniforms are costly and often available from few different stores. • Uniforms are not attractive or stylish. • They cause problems for students of different religions who must wear certain articles of

clothing because of their religious beliefs. • Two sets of clothing are now required, one set for home and one set for school.



Lesson 8: Taking a Position on a Public Issue Relating to the U.S. Constitution

Big Ideas of the Lesson • It is important for citizens to make informed decisions about public issues. • To make informed decisions, citizens need to identify factual and definitional questions related

to public issues. • To make informed decisions, citizens need to analyze data and information related to public

issues. • To make informed decisions, citizens need to examine different points of views on public

issues. • To make informed decisions, citizens need to consider how core democratic values relate to

public issues. • After making an informed decision on an issue citizens need to support their position with a

reasoned argument. Lesson Abstract: In this lesson, students use all the information they have gathered in the previous lesson on the public issue of mandatory school uniforms to help them make an informed decision on the issue. Then, they write a short essay expressing their opinion on the issue and justifying their position with a reasoned argument. Content Expectations 5 – P3.1.1: Identify contemporary public issues related to the United States Constitution and their





Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and

information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.



b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

Key Concepts Bill of Rights public issue U.S. Constitution Instructional Resources Equipment/Manipulative Overhead projector or document camera/projector Teacher Resource Egbo, Carol. Supplemental Materials (Unit 7, Lesson 8). Teacher-made material. Michigan

Citizenship Collaborative, 2012. Lesson Sequence 1. Using the lesson graphic organizer, located in the Supplemental Materials (Unit 7, Lesson 8),

review the process used to make informed decisions on public issues.

2. Briefly review definitional and factual issues related to the public issue of mandatory school uniforms. Then, have students gather all of the information on the issue, which they collected in Lesson 7. Note that this includes the Core Democratic Value chart, the Data Sheets, and the “In Favor and Against” Information Sheet.

3. Explain to students that they are going to write a short essay stating their position on this issue

and giving reasons for their position. Review briefly with students the necessity to consider core democratic values, data relating to the problem, and how all of these may apply to both sides of the public issue question.

4. Display “Writing Plan”, located in the Supplemental Materials (Unit 7, Lesson 8), and provide

each student with a copy. Review the plan with students and instruct them to complete the plan. Review the plans prior to the beginning of the first draft. Next, instruct students to write their essays, using their plan as a guide.

5. When students have completed their short essays, have them trade essays with a partner.

Give each student a copy of the “Essay Review”, located in the Supplemental Materials (Unit 7, Lesson 8.) Have students read their partner’s essay and then complete the Review Sheet. After students have completed the sheets, have each student return the Review Sheet and the essay back to their partner.

6. Provide time for students to revise and edit their essays based on their partner’s suggestions.

Have all or selected students read their essays out loud. In addition, you may wish to share students’ essays with another class or post them as a classroom display.



Assessment The short essay in which students take a position on a public issue and give reasons for their position serves as the assessment for this lesson.



Graphic Organizer

Exploring a Public Issue

Identify the factual and definitional questions related to the public issue

Use graphic data to analyze information about the issue.

Evaluate alternative resolutions of the issue.

Consider how core democratic values relate to the issue

Write a short essay expressing your opinion on the issue and justify your position with a reasoned argument.



Big Ideas Card


• It is important for citizens to make informed decisions about public issues.

• To make informed decisions, citizens need to identify factual and definitional questions related to public issues.

• To make informed decisions, citizens need to analyze data and information related to public issues.

• To make informed decisions, citizens need to examine different points of views on public issues.

• To make informed decisions, citizens need to consider how core democratic values relate to public issues.

• After making an informed decision on an issue citizens need to support their position with a reasoned argument.



Word Cards


• Constitution– Word Card #7 from Lesson 2 • Bill of Rights – Word Card #16 from Lesson 5 • Public Issue – Word Card #19 from Lesson 7 • Definitional Issue – Word Card #20 from Lesson 7 • Factual Issue – Word Card #21 from Lesson 7 • Core Democratic Values – Word Card #22 from Lesson 7



Writing Plan The Issue: Should public schools be allowed to require students to wear school uniforms? My decision: _____yes _____no My reference to data: _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ My connection to a core democratic value: _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ My reasons: _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________



Essay Review

Check off the parts that you found in the essay: _____ A position statement _____ At least two reasons _____ A reference to data _____ A core democratic value connection _____ A concluding sentence My favorite part of your essay was: A question I have about your essay is: Something I might change in your essay is: I liked your essay because: Reviewed by: ______________________________