Sarah A. Huett
U.S. History Lesson Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
Teacher: Sarah A. Huett
Subject/Course: U.S. History
Grade(s): Grade 11
Time frame: 45 minutes
Lesson Plan Number:
Topic/Process:
Textbook:
T.I.S.D.
7
Creating the Constitution
The Americans: Reconstruction to the Present, McDougall Littell
Ch. 2, sec. 3, pgs. 66-71
Texas Essential Knowledge and Skills (TEKS): 8.1 A-C, 8.4 D, 8.7 D, 8.16 A and C
and D, US26 A-B
(1) History. The student understands traditional historical points of reference in U.S. history
through 1877. The student is expected to:
(A) identify the major eras in U.S. history through 1877 and describe their defining
characteristics;
(B) apply absolute and relative chronology through the sequencing of significant individuals,
events, and time periods; and
(C) explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.
(4) History. The student understands significant political and economic issues of the
revolutionary era. The student is expected to:
(D) analyze the issues of the Philadelphia Convention of 1787, including major compromises
and arguments for and against ratification.
(7) History. The student understands how political, economic, and social factors led to the
growth of sectionalism and the Civil War. The student is expected to:
(D) compare the provisions and effects of congressional conflicts and compromises prior to the
Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel Webster.
(16) Government. The student understands the American beliefs and principles reflected in the
U.S. Constitution and other important historic documents. The student is expected to:
(A) identify the influence of ideas from historic documents including the Magna Carta, the
English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist
Papers, and selected anti-federalist writings on the U.S. system of government;
(C) identify colonial grievances listed in the Declaration of Independence and explain how
those grievances were addressed in the U.S. Constitution and the Bill of Rights; and
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(D) analyze how the U.S. Constitution reflects the principles of limited government,
republicanism, checks and balances, federalism, separation of powers, popular sovereignty,
and individual rights.
(26) Social studies skills. The student uses problem-solving and decision-making skills, working
independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement a solution, and
evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather
information, identify options, predict consequences, and take action to implement a decision.
TAKS: 8.1 C, 8.16 A and C and D
(1) History. The student understands traditional historical points of reference in U.S. history
through 1877. The student is expected to:
(C) explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.
(16) Government. The student understands the American beliefs and principles reflected in the
U.S. Constitution and other important historic documents. The student is expected to:
(A) identify the influence of ideas from historic documents including the Magna Carta, the
English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist
Papers, and selected anti-federalist writings on the U.S. system of government;
(C) identify colonial grievances listed in the Declaration of Independence and explain how
those grievances were addressed in the U.S. Constitution and the Bill of Rights; and
(D) analyze how the U.S. Constitution reflects the principles of limited government,
republicanism, checks and balances, federalism, separation of powers, popular sovereignty,
and individual rights.
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Government
Compromise
Conflict
Government often reflects society’s beliefs and values.
Difference between people can lead to conflict. Conflict often
leads to change or reform.
Sequence of Activities (Instructional Strategies):
1. Focus: Would it be alright with you if a group of men met, in secret, in Washington
D.C. and restructured our government without your consent or input?
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
2. Discussion / Activity: Discuss with students and have them create a visual that
shows the key conflicts that the delegates faced at the Constitutional Convention.
Make sure to include the following conflicts: strong central vs. strong state, large
vs. small state and north vs. south.
3. Activity: Have students create their own solutions to each one of the conflicts. Next,
have them use their textbook to discover the way each of these conflicts
was resolved. Compare their solution to the actual solution. Which one was
better? Make sure that the students include: 3/5 Compromise, Federalism,
Separation of Powers, Checks and Balances and Amendments.
Questions to consider in Lesson:
1) Why do you think the delegates feared that one branch of government would
gain too much power?
2) Do you think the problems created by the Articles of Confederation were
properly addressed and solved at the constitutional convention? Explain your
answer.
Assessment of Activities:
Oral Discussion
Classroom Observation
Products: List of Conflicts / Compromises
Prerequisite Skills:
1. Understanding of Conflict / Compromise from previous Social Studies Classes.
Key Vocabulary:
Constitutional Convention, James Madison, federalism, checks and balances, Great
Compromise, 3/5 Compromise, New Jersey Plan, Virginia Plan
Materials/Resources Needed:
Books, overheads, power point, LCD Projector,
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on student’s IEP.
Differentiated Instruction: Have students choose a side in one of the key conflicts,
next hold a “convention” of your own and have students debate the issues.
Teacher Notes: A “T” chart is a good tool to compare the arguments for each side in a
conflict.
Sample Test Questions:
1. The Great Compromise proposed that a state’s representation in the House of
Representatives would be determined by A.
B.
C.
D.
the size of the state’s population
the size of the state’s slave population
the size of the state’s land area
the age of the state
2. What is the name of the system that maintains the separation of powers among the
branches of the federal government?
A.
B.
C.
D.
reserved powers
delegated powers
checks and balances
bicameral congress
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.