PROJECT TEACH
-LESSON PLAN OUTLINETEACHER: Kathleen Bakka
SCHOOL DISTRICT: Mercyhurst Preparatory High School
LESSON SUBJECT: Founding Fathers
GRADE LEVEL: 10th Grade (College Prep)
TEACHING TIME: Two 90 Minute Class periods
LESSON OBJECTIVES
BIG IDEAS: Leadership of the Founding Fathers
ESSENTIAL QUESTIONS:
1. How did the leadership characteristics of the Founding Fathers impact our Constitution?
2. What defining characteristics did they all have in common?
PA STATE STANDARDS:
8.1.9.C Analyze the fundamentals of historical interpretation
8.2.9.A Analyze the political and cultural contributions of individuals and groups to US history
8.3.9.D. Identify and analyze conflict and cooperation among social groups and organizations in US
history.
5.1.9.E. Analyze the basic documents shaping the government of the US
5.1.9.H. Explain and interpret the roles of framers of basic documents of government from a
national and PA perspective
1.8.11.B Locate information using appropriate sources and strategies
STUDENTS WILL KNOW…
 Who the Founding Fathers were
 What kind of background each
Founding Father brought to the
convention and how it influenced the
shaping of this nation
 How the Founding Fathers were chosen
to participate in the Convention
STUDENTS WILL BE ABLE TO…
 Decide what kinds of characteristics the
framers of the constitution possessed
and what they should have possessed
through a partner activity
 Uncover the characteristics important to
the Founding Fathers of our nation
 Research an assigned Founding Father
using the rubric provided as a guide
 Create an informative pamphlet about
their Founding Father
PROCEDURAL SUMMARY
MATERIALS:
Library
“The Founding Fathers” Pamphlet Anchor
Assessment Form
“Founding Fathers: Brief Lives of the Framers of the US Constitution” Rubric
Computer Access To The Following Websites:
http://www.archives.gov/national-archivesexperience/charters/constitution_founding_fathers.html
http://www.foundingfathers.info/
www.colonialhall.com
ANTICIPATORY SET:
Students will Think-Pair-Share the following question: What kind of people do you think our
Founding Fathers were?
ACTIVATING PRIOR KNOWLEDGE:
Students will work with a partner to brainstorm the faults of the Articles of Confederation. Possible
answers may include any of the following information (Note: Questions may be asked of students
as they brainstorm to appropriately scaffold for student readiness):
10 years of living under the Articles had shown Americans that the loose association of 13
independent states was not working. There is a motive for reform:
 Economic depression (What kinds of depression do you think there were?)
o Post war depression calls for greater unity that the articles provided
 Post war destruction (What kind of destruction happened? What tactics did the
British use and why did they use them? How did their actions harm the colonists?)
 Expansion (Why do they want to expand?)
o Territorial growth brought problems of security
 Security (Security from who?)
 Congress
o Inept/ a laughing stock
o Lack of quorums (nothing can get passed)
PROCEDURE:
Day 1
1. Teacher will give Lecture-Burst introducing the need for a new system of government.
Teacher Background Notes:
Many Americans became convinced that they needed a stronger central government. Few agreed on
how that government should be set up or what powers it would have.
 Some felt that the 13 states should be combined into one large state with one central
government
 Some felt that the states should keep as much power as possible for themselves
o They favored a FEDERAL SYSTEM in which the power to govern would be
divided between the national government and the states.
Constitutional Convention- May 1787
 55 delegates from 12 states participated (Rhode Island opposed a strong central government
and did not want to participate)
 Assembled to revise the articles of Confederation



Within a few days they decided that they were not worth saving
The delegates decided to write a new document- a constitution- that would set up an
entirely new central government
At the beginning of the convention they made several important decisions
o Each state would have one vote- no matter how many delegates from that state were
present
o A simple majority vote would decide any issue- 7 votes
o The work of the convention was to be a secret (Why was it supposed to be kept a
secret?)
 The task was controversial- they were only supposed to revise the Articlesnot replace them!
2. Teacher will ask students to select a person in a leadership position in their school, sport, club, or
other after school activity. The students should provide 5 examples of qualities or characteristics
that make them good leaders. The instructor should direct the students to pair up with someone not
seated next to them to share and discuss responses. Teacher will select 3 volunteers to share their
list with the whole class.
3. The whole class will identify possible characteristics of the Founding Fathers that would their
selection as delegates. Possible answer may include the following:
 Education
 Finances
 Religion
 Families
 Politics
 Slave holders
 Profession
 Age
 Geography
 Political philosophy
When finished, students will select the three characteristics the think would have been most
important given the time period. The instructor will ask the students to hypothesize as to why the
two lists differ. The instructor should emphasize the importance of class, education, and wealth as
determining factors of delegate selection.
Day 2
1. Students will review the list of Founding Father characteristics developed yesterday during the
previous lesson. The instructor will quickly select student volunteers to identify one characteristic.
2. The teacher will introduce the day’s activities by challenging students to discover the
characteristics of one Founding Father. The instructor will review the Founding Fathers
Informative Pamphlet objectives and assessment rubric. Have students sign up on the signup sheetone student per a founding father.
.
3. Students will have computer or library access to research their assigned Founding Father. The
instructor should circulate to address student research concerns as they arise. As students complete
research they should immediately begin work on their brochure according to requirements outlined
in the rubric. Note: Brochures can be created electronically or through traditional methods.
DAY 3
1. Students will complete research and produce brochure as needed.
2. When all students have completed their final product they will circulate around the room to make
appointments with 5 other students at 10 minute intervals.
3. Students will take their pamphlet and meet with their scheduled classmates. At each meeting,
students will compare and contrast their assigned Founding Fathers, noting common characteristics
on the provided template, “Founding Fathers Compared.” After all meetings have taken place, the
instructor will solicit common characteristics that should include the following:
The delegates to the Constitutional Convention were not the typical group of American citizens.
 Although America’s population included people of many backgrounds, occupations, and
ages, the delegates were all very similar.
 To begin with they were all white men.
 Although most Americans were farmers and laborers, all the delegates were professionals
and business people.
 They were also unusually young- more than half were under 40.
 They all had some type of education and experience
 At a time when few Americans had any formal schooling, the delegates were well read in
politics, philosophy, and economics. About half the delegates were college graduates. Most
of the delegates also had experience in government. Many had been active in their state
governments, and more than half had been members of Congress under the A of C’s
ADAPTATIONS:
This lesson has been adapted so that it incorporates a variety of teaching styles so as to reach the various multiple
intelligences present within the classroom. There are handouts, you can adapt the assignment so that it is not a
pamphlet but a paper that they write, there are anchors that you can use so that the students can see what is expected
from them.
Founding Father Informative Pamphlet
After discussing in class we decided on a couple of characteristics that we feel are important to know about
our Founding Fathers. Your task is to create an informative pamphlet on the Founding Father that you have
chosen. This task is not difficult- take your time and be creative.
Please make sure that you include the following information in your pamphlet:
________ 1. Picture of your Founding Father (at least 1)
________ 2. Geography
 Where he was born ________
 Which state he represented ________
________ 3. Education
________ 4. Religion
________ 5. Slave Issue
________ 6. Political Career
________ 7. Political Philosophy
________ 8. Involvement in the Constitutional Convention
________ 9. Age of your Founding Father at the time of the convention
________ 10. Information on what your Founding Father did after the Constitutional Convention
If you would like to include the following information you may:
________ 11. Family life
________ 12. Finances
________ 13. Year he was born and the year that he died
________ 14. Famous/ informative quotes that your founding father said
Do not forget to include these important parts of your pamphlet:
________ Bibliography of sites and books that you used
________ Name and email address
________ Students Author biography- share whatever interesting tidbits that you want to about yourself.
Please use the following sites to find information about your Founding Father:
 http://www.archives.gov/national-archives-experience/charters/constitution_founding_fathers.html
 http://www.foundingfathers.info/
 www.google.com
 www.yahoo.com
Don’t forget to look up your Founding Father in the Founding Fathers: Brief Lives of the Framers of the US
Constitution book.
The Founding Fathers Informative Pamphlet Rubric
Name_____________________________________________________
1. Picture of your Founding Father (at least 1)
Points Possible
_____2_____
Points Earned
__________
2. Geography
 Where he was born
_____2_____
__________
_____2_____
__________
3. Education
_____4_____
__________
4. Religion
_____2_____
__________
5. Slave Issue
_____2_____
__________
6. Political Career
_____5_____
__________
7. Political Philosophy
_____3_____
__________
8. Involvement in the Constitutional Convention
_____5_____
__________
9. Age at the time of the convention
_____2_____
__________
10. After Constitutional Convention
_____4_____
__________
11. Bibliography with correct citation
_____4_____
__________
12. Name and Email address
_____1_____
__________
13. Author Biography
_____2_____
__________
____40_____
__________

Which state he represented
Total Points
Comments:
STUDENT SIGN-UP SHEET
Name
Founding Father
John Langdon
Alexander Hamilton
Elbridge Gerry
Roger Sherman
William Samuel Johnson
Benjamin Franklin
Gouverneur Morris
James Wilson
Robert Morris
John Dickinson
Luther Martin
James McHenry
George Washington
James Madison
George Mason
George Wythe
Edmund Randolph
Hugh Williamson
John Rutledge
Charles Cotesworth Pinckney
Charles Pinkney
Caleb Strong
George Clymer
William Blought
Alexander Martin
John Francis Mercer
Abraham Baldwin
John Blair
James McClurg
Nicholas Gilman
FOUNDING FATHER COMPARED
YOUR FOUNDING
FATHER
1
SIMILARITIES AND
DIFFERENCES
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2
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3
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4
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5
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PARTNER’S FOUNDING
FATHER