Short
1st draft _____
revision _____
Extended
__x__
__x_
final
Defining US: The American Experience
FCPS Teaching American History Grant
LESSON PLAN TEMPLATE
Subject: Revolution and the New Nation: 1770s to the Early 1800s Grade: 6th
Prepared by: Judy Avalos
School: Newington Forest
Title or Topic: Our Compromise, Our Constitution
Instructional Time: 4 -50 minute sessions
PART I.-CONTEXT
1. Essential Learning: (Big picture/concept to be learned.)
 Increase understanding of our constitutional government
 Become aware of the purpose of our government
 Understand basic rights that are protected by the U.S. Constitution
2. Virginia Standards of Learning (SOL): (Identify by number and descriptor.)
USI.1 The student will develop skills for historical and geographical analysis, including the ability to:
a) identify and interpret primary and secondary source documents to increase understanding of events
and life in United States history to 1877;
b) make connections between the past and the present;
c) evaluate and discuss issues orally and in writing;
USI. 7 The student will demonstrate knowledge of the challenges faced by the new nation by:
b) identifying the basic principles of the new government established by the Constitution of the United
States of America and the Bill of Rights.
3. Fairfax County Program of Studies (POS): (Identify by number and descriptor.)
Standard 2
Students conduct inquiries and research- gathering, analyzing, interpreting, and communicating facts
associated with themes, movements, and general principles operating in history and civics.
Benchmark 6.2.2: Students organize, analyze and communicate information about the growth of the
United States as a nation.
Standard 3
Students know, understand, and explain the importance of the political and civic beliefs, values and
principles that support and maintain American constitutional democracy; and understand the workings
of their own and other political systems.
Benchmark 6.3.1: Students examine the factors contributing to the development of a governing system
and discuss the relationship between group needs and individual freedom.
1
Benchmark 6.3.2: Students examine the development and structure of the United States Constitution.
4. National History Standard (Historical Thinking Standard)
1. Chronological Thinking
2. Distinguish between past, present, and future.
Explain change and continuity over time.
3. Historical Comprehension
4. Identify the authors or source of historical documents or narratives.
Identify central questions of historical narrative.
Historical Analysis and Interpretation
5. Formulate questions to focus inquiry or analysis.
Compare and contrast sets of ideas, values, e
6. Formulate historical questions.
Obtain historical data.
Historical Issues:
a) Analyze the interests and values of various people involved.
b) Identify causes of a problem
c) Formulate a position or course of action.
d) Identify the solution chosen.
e) Evaluate the consequences of a decision.
5.
Learning Strategy(s) Objectives:
1. Tell What You Know (Activate Prior Knowledge)
-Think about and use what I already know to help me do the task.
-Recall and build on what I have already learned about the topic.
2. Use Resources
-Use reference materials and the Internet.
-Question experts.
-Use a model.
3. Summarize
-Create a mental, oral or written summary of information.
4. Group/Classify
-Relate or classify words or ideas according to attributes.
5. Use/Create Graphic Organizers
-Use or create a visual representation (such as Venn diagrams, t-charts) or important
relationships between ideas.
2
6. Take notes
-Write down important words and ideas.
7. Cooperate
-Work with others to complete tasks, build confidence, and give and receive feedback.
The National History Standards and Learning Strategy Objectives apply to my lesson by helping me
implement methods that will guide student learning. For example through the use of chronological
thinking students will be able to distinguish between past, present, and future and interpret data.
Graphic organizers will present a visual representation as well aid note-taking skills. Many of the
standards help build prior knowledge by providing students with a launching pad. As students
visualize the historical information through the use of various methods, meaning is being attained so
thus establishing comprehension
6. Connection to TAH grant:
Content: The TAH grant will aid me in stretching my knowledge base of American history
specifically in the area of primary and secondary resources so that I may gain confidence in teaching
relevant material that correlates with student learning and will increase academic achievement.
Pedagogy: It is important to adapt material so that learners are actively engaged in the educational
process as they build on their foundation of learning and gain new knowledge. Incorporating active
learning, discussion, visual-based instruction, assists many students in gaining academic success.
These strategies take abstract ideas and make them concrete so that a student’s learning is enhanced
will ultimately build self-confidence.
PART II.
1. Assessment:
 Informal assessment of student mastery through oral discussion
 Cooperative learning rubric
 Written responses
2. Instructional Strategies:
Day #1:
 Build on background knowledge by discussing the Constitutional Convention. (Students should
already have some background knowledge about the Constitutional Convention from 4th grade.
Standard 4.4a states: The student will describe the social and political life of Virginians between
the Revolutionary War and the end of the Civil War, with emphasis on contributions of
Virginians to the establishment of the U.S. Constitution and Bill of Rights, and the success of the
new national government. Virginians played a role in the Constitutional Convention of 1787.
 Have student share what they know about this event that occurred in 1787, 11 years after the
Declaration of Independence.
 Inform students that an ultimate goal was to have a unified country. During this time states
printed their own money, some had their own navies, fighting occurred over state boundaries,
and taxes. Congress had very little power to collect taxes.
 Read page 12 & 13, 38 & 39 from the book ...If You Were There When They Signed the
Constitution. These pages build background knowledge on the situation about the Constitutional
Convention.
 Write the word COMPROMISE on the board or on chart paper. Have small groups of 3-4
students discuss what the word means and share examples of how they have had to
“compromise” in their lives. Call on student to share their definitions and experiences.
3




Read pages 48-53 from the book ...If You Were There When They Signed the Constitution. These
pages discuss compromises that had to be made.
On a large sheet of paper, have 3-4 students draw a mural that brings together two adversaries.
For example, a cat and dog. Label the cat “little states,” and label the dog “big states.” Draw in
the middle of both creatures something that brings them together (example food.).
Have the students share their murals and post them around the room.
Using the book The Story of the Constitution read pages 19-23 to culminate the lesson. Review
the major obstacles that were encountered by the “big states” and “small states.”
Day #2:
 On chart paper, brainstorm the phrase, “We the People…” Record student responses.
 Relate the words “We the People…” to the Preamble of the U.S. Constitution.
 Introduce vocabulary or a word list pertaining to the Preamble:
Preamble, union, justice, domestic, tranquility, defense, welfare, secure, liberty, posterity, ordain
 If you have a computer lab or mobile lab use the site http://www.archives.gov/national-archivesexperience/charters/constitution.html and locate the U.S. Constitution. Enlarge the image.
Students will notice that the document is difficult to read.
 Click on the “read transcript” button. You will then be able to read the document. Read the
Preamble. (You can print a user friendly version of the U.S. Constitution to enhance the reading
of the documents)
 Lead a student discussion on what they think the Preamble is all about. Write the Preamble on
sentence strips. Pass out the sentence strips to groups of 3-4 students. Have them translate the
words into their own words and relate the words to modern times, not the 18th century era.
 After 10-15 minutes gather the sentence strips from the students and place them in the correct
sequence. Share the interpretations.
 Read the book “We the Kids.” This book humorously illustrates the Preamble of the U.S.
Constitution. Relate the illustrations to modern times.
 As a culminating activity give each student a blank piece of white Xerox paper. Have students
divide the paper into eighths. At the top of each section, write a phrase from Preamble to the
Constitution. The students can either illustrate the phrase or find a picture from clip art or the
internet that reinforces the theme of the phrase. Collect and assess the student responses,
afterward display the student work.
Day #3:
 Play the Schoolhouse Rock Jingle, “The Preamble.” The song will aid the students in
remembering the previous day’s discussion.
 Pass out t-charts to each student. Have the students label one side government Dos and the other
side government Don’ts. They are to list ways the government aids its citizens and how the
government doesn’t assist its citizens according to the Preamble of the U.S. Constitution.
 Have students share responses. Record on large chart paper. Post in classroom.
 Read pages 19-21 from the book Shhh! We’re writing the Constitution. Encourage the students
to note who participated in the Constitutional Convention. Was the selection of participants fair?
Did they represent a diverse population?
 Discuss the word “rights.” Put the word on the overhead, a chart, or on the board. Elicit oral
discussion to define the word. Encourage students to share experiences when they felt their
“rights” were affected.
 If you have a computer lab or mobile lab, use the internet site http://www.archives.gov/nationalarchives-experience/charters/bill_of_rights.html Click on the “read transcript” button. You will
4


then be able to read the document. Read the Bill of Rights (You can print a user friendly version
of the Bill of Rights.)
The Constitution was ratified. It did not have a “Bill of Rights” until it was added by the first
Congress in 1791. Why was the decision important? Have the students create a written response
to this question. Ask individual students to share. Collect all the student responses.
As a culminating activity have the students divide a blank white Xerox paper in half. On the top
of the paper write “Recipe for Ratification.” Instruct them to think of a dessert that is missing a
final ingredient, for example, a cake without icing, an ice cream sundae without sprinkles, etc.
On the left-hand side of the paper, draw the food with the missing ingredient. Label the heading
or title with the words “U.S. Constitution-1787” and on the right-hand side draw the food with
the added ingredient. Label the heading “U.S. Constitution–1791.” Be sure to label the extra
ingredient with “Bill of Rights.”
Day #4
 Review the basic principles of the Constitution and Bill of Rights.
 Using a printed version of the Bill of Rights, read the 10 amendments. (See web site:
http://www.archives.gov/national-archives-experience/charters/bill_of_rights.html)
 Cut apart the 10 amendments. Group the students into pairs or threesomes and give each group
or pair one amendment. Instruct the students to translate the amendment into their own words.
They may use picture symbols and words. The translations may be placed on sentence strips or
long pieces of paper. Lastly, ask each group or pair to defend their amendment or debate for a
new one.
 Have students present their amendment translations. Post student work in the classroom.
 Summarize why the Bill of Rights is needed and is essential part of the Constitution.
3. Materials/Resources to be used:
 Books from library (see bibliography)
 Chart paper
 T-chart
 Blank white paper
 Sentence strips
4. Differentiation: (Include strategies for re-teaching and special populations such as GT, ESOL
and special education.)
ESOL/LD
 assist with graphic organizers
 repeat and clarify important vocabulary
 allow illustrations to be used when responding,
 give extra wait time for oral responses
5. Attachments: (Include copies of assessments, rubrics, handouts that support this lesson.)
 T-chart
 Rubric for written responses
6. Annotated Bibliography:
* Many extra resources have been listed for future lessons and extensions.
Schoolhouse Rock/America Rocks- A catchy video Color, Animated, Closed-captioned video
produced by Disney Studios that uses music and quotes to teach history.
5
http://www.school-house-rock.com/
United States Constitution-25 minute video, grades k-4. This program recounts the story of the
Constitution, the biographies of George Washington and Benjamin Franklin and the great seal of the United States. Part
of the American History for Children Video Series, providing children with a balanced portrayal of U.S. history.
http://www.libraryvideo.com/sm/history_children.asp
Birth of the Constitution - 24 minute video, grades k-6
In this Peanuts program, Charlie Brown and the gang witness the drafting of the U.S. Constitution.
The program also looks at other issues discussed during the Philadelphia constitutional convention,
Students will gain an understanding of issues that shaped the need for a Constitution.
http://www.libraryvideo.com/sm/history_children.asp
WEB SITES:
The Bill of Rights: An Overview
www.scholastic.com/researchtools/ariclearchives/civics/usgovt/constit/bilrigove
Background information about Constitution Day.
www.constitutionday.com
This site is sponsored by the National Archives and offers numerous ideas and lesson plan using
primary sources.
www.archives.gov/digital_classroom/lessons/constitution_day/constitution/day
This site, sponsored by the National Endowment for the Humanities, offers lesson plans searchable
by topic and grade level,
http://edsitement.neh.gov/
including:
The Preamble to the Constitution: How Do You Make a More Perfect Union? (Gr. 3-5)
The Constitution: What the Founding Fathers Said (Gr. 6-8)
This site offers suggestions for working with primary resources.
http://www.ourdocuments.gov/index.php?flash=true&
This site offers standard-based lessons and resources.
http://www.constitutioncenter.org/
A government sponsored site that offers free resources on the constitution.
http://www.ed.gov/free/constitution/index.html
A Library of Congress site which Includes notes Washington wrote on his copy of the Constitution,
his diary at the Constitutional Convention, an essay on Madison's role in the Constitutional
Convention, Madison's notes on the debates, Jefferson's letter to Madison expressing his opinions on
the new Constitution and his belief that a Bill of Rights was needed, and more.
http://www.loc.gov/rr/program/bib/ourdocs/Constitution.html
6
BOOKS:
Fritz, Jean, SHHH! We're Writing the Constitution. ISBN: 0698116240.
Describes how the Constitution came to be written and ratified. Also includes the full text of the
document produced by the Constitutional Convention of 1787.
Catrow, David. We, the Kids: The Preamble to the Constitution of the United States.
ISBN: 0803725531 A clever way pf using humor and wit to help understand the Preamble.
Colman, Warren. The Constitution. ISBN-0-51641231-0.
Describes, in simple terms, how the Constitution was conceived, written, and ratified in 1788,
explaining the document's basic concepts and Bill of Rights.
Maestro, Betsy. A More Perfect Union. ISBN-0688-10192-5.
Describes how the constitution was drafted and ratified.
Prolman Marilyn Cornerstones of Freedom: The Story of the Constitution. ISBN 0-516-44605-3.
Book provides background knowledge about events that led to writing of the Constitution and the
steps taken to create this important document.
MAGAZINES:
Cobblestone: Celebrating Our Constitution. Cobblestone Publishing, September 1987.
Cobblestone: The Constitution of the United States. Cobblestone Publishing, September 1982.
Cobblestone: Our Bill of Rights. Cobblestone Publishing, September 1991.
Cobblestone: Our First Amendment. Cobblestone Publishing, January 1999.
Cobblestone: Our First Amendment - Free Speech. Cobblestone Publishing, January 1998
Magazine web site:
http://www.cricketmag.com/ProductDetail.asp?pid=15
7
Name:_______________________________ Date __________________________
T-Chart
8
Name_________________________________ Date ________________________________
Rubric for Interpretation of the Constitution & Bill of Rights
4
The paraphrase of
the excerpt clearly
illustrates the main
idea by using
numerous details.
The assignment is
written in student’s
own words.
3
The paraphrase of
the excerpt
somewhat illustrates
the main idea, 1-2
details are used.
Most of the
assignment is
written in student’s
own words.
2
The paraphrase of
the excerpt doesn’t
include enough
details and misses
the main idea. The
assignment is
written using a few
of the student’s own
words.
1
The paraphrase is
incomplete, or
doesn’t follow any
of the directions.
9