Writing it better-A Critical Analysis of Founding Documents
Michael W. Long
Northwest High School
Summer 2009
Library of Congress Prints and Photographs Division
Washington, D.C. 20540 USA
http://hdl.loc.gov/loc.pnp/pp.print
Although our unique democracy owes its existence to several important documents as
well as much of our evaluation of our government and those involved within it is based
on the “founding” documents, little time is often devoted to students analyzing important
documents such as the Declaration of Independence, Articles of Confederation, U.S.
Constitution, and supporting documents such as the Federalist and Anti-Federalist papers.
In this lesson, students will be introduced to the documents, analyze, summarize, critique,
discuss, and improve upon the documents to take into account multiple perspectives,
backgrounds, and the advances we have made since the time the documents were written.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
Back to Navigation Bar
Students will:
 Analyze primary sources
 Identify various perspectives of groups in relation to
founding documents
 Analyze proposed solutions to solve issues
 Work in diverse groups to agree on solutions to
issues affecting groups differently
 Work in a democratic way to solve conflict through
compromise and understanding of diverse groups.
5 (90 minute) periods
12
U.S. Government
Presentation laptop, Smart Board, Computer Lab, poster
paper, markers, heterogeneous group sheet, copy of
rubric for students, and copies of Handouts found in
Handout Section.
Teaching with Primary Sources
Illinois State University
Ohio State Learning Standards
Back to Navigation Bar
Benchmark: History B
Indicator (GLI)
2. Analyze primary source material to see if a
historical interpretation is supported.
Benchmark: People in Societies A
Indicator (GLI)
1. Identify the perspectives of diverse cultural groups
when analyzing current issues.
2. Analyze proposed solutions to current issues from
the perspectives of diverse cultural groups.
3. Analyze ways countries and organizations respond
to conflicts between forces of unity and forces of
diversity
Benchmark: Government B
1. Identify and analyze an issue related to domestic
or foreign policy in the United States (e.g., human
rights, intervention in conflicts between other
countries, or health care).
2. Explain how individuals and groups, both
governmental and non-governmental, influence
domestic and foreign policy and evaluate how
these actions reflect characteristics of American
democracy.
3. Explain the key arguments made for and against
the ratification of the Constitution and illustrate
how those arguments influence contemporary
political debate.
Procedures
Back to Navigation Bar
Day One: Introduction to Time Period, People, and
Documents
 90 minutes
 Introduction to Events surrounding Declaration and
Teaching with Primary Sources
Illinois State University
Constitution. Time 90 minutes
 30 minutes-Brainstorm Group List Students are
organized into groups of four students (chosen as
heterogeneously as possible) to complete a group
brainstorming activity where they list everything the
group can think of concerning both the events of
the late 1700s as well as issues such as slavery,
lack of women’s rights, and social class while
creating their brainstorm list. Teacher should assess
student background by visiting each group at least
two times and paying close attention to background
and lists.
 55 minutes-Computer Lab-Timeline and Group
Inquiry Students go to the Library of Congress
Documents from the Continental Congress and
Constitutional Convention website. Students will
view the two timelines (1764-1775), (1776-1789)
and browse through the Essay all located on in the
left column, reading and clicking to view the
primary sources attached.
 5 minutes-Exit Slip-Students complete an exit slipone paragraph summarizing what they have
learned and two a sentence stating what the most
interesting document viewed was.
Day Two: Analysis of Declaration of Independence
 15 minutes-Class discussion on letters in early
documents such as f=s. List on board.

15 minutes-Students get back into their assigned
groups and complete as group “How Were Groups
Viewed During the Late 1700s” H.O.

60 minutes-Students are working in their assigned
groups (heterogeneous is very important) in the
computer lat or in the classroom if access to internet.
Alternative option is in desk pods with image on
Smartboard. Students are reading and analyzing
the Declaration of Independence and each group
must submit 5 words or phrases that they
recommend changing to “improve” the text of the
Declaration to fit today’s standards of equality and
better represent what America stands for. A text
copy is available for students who want to see the
document but whom need a text copy to work from.
Students should complete Analysis of Declaration
Teaching with Primary Sources
Illinois State University
of Independence H.O.
Day Three: Analysis of U.S. Constitution
 30 minutes Whole Class Discussion-A
representative from each group of students should
answer each of the following questions.
1. What group or groups of Americans were left
out of the “truths” that Jefferson was speaking
about in the Declaration of Independence?
2. Do you believe Jefferson intentionally worded
the Declaration general enough that some groups
could be overlooked, did he intend for these
groups to be included but it was societies fault
for interpreting his words differently, or did he
leave out the groups but did not realize he was
because he was a product of a different time with
different ideas about liberty and equality?
 60 minutes-Students are working in their assigned
groups (heterogeneous is very important) in the
computer lab or in the classroom if access to
internet. Alternative option is in desk pods with
image on Smartboard. Students are reading and
analyzing the proposed Constitution and each group
must submit 5 words or phrases that they
recommend changing to “improve” the text of the
Constitution to fit today’s standards of equality and
better represent what America stands for. Students
may need to see the typed text. Students should use
the Analyzing Constitution H.O. after reading
document and discussing why this change is
necessary.
Day Four: Picture Analysis PowerPoint and LOC
website
 30 minutes-Students utilize and complete the
Picture Analysis PowerPoint H.O. while PowerPoint
“Images of Revolution” is displayed. The instructor
should not tell students anything about the photos
except that they are productions of individuals
around the time of the Revolutionary War. Give
approximately five minutes for analysis on each
slide.
 30 minutes-Students should use their netbooks or
instructor takes students to computer lab for students
to complete Picture Analysis-On Your Own H.O.
Students should stay within the Library of Congress
website and search for images of the late 1700s.
Teaching with Primary Sources
Illinois State University
 30 minutes
Day Five: Student Presentations-Modern Versions
 90 minutes-Each group will present their new
version of the founding document. They should
emphasize the parts changed and explain why they
chose to change those words/phrases. Question
session to be included at the end of each
presentation. Students will include parts of the
analysis as portfolio presentation.
Evaluation
Back to Navigation Bar
A rubric will be used to score the student presentations.
They will be graded on both content and presentation.
See Scoring Rubric
Extension
Back to Navigation Bar
If students complete work or projects early or
need/desire to research more deeply into the desire for
groups to petition the early government for rights,
students should research several attempts by women to
ensure they were included in the political processes.
Students can view a letter from Abigail Adams to
Elizabeth Peabody in detail and read about other
correspondence and actions taken by women in the late
18th century. Additionally students can read about the
early political party creation and creating the bill of
rights
Teaching with Primary Sources
Illinois State University
Primary Resources from the Library of Congress
Back to Navigation Bar
Image
Description
Citation
Copy of Proposed and
signed Declaration of
Independence
Library of Congress,
Rare Book and
Special Collections
Division, Continental
Congress &
Constitutional
Convention
Broadsides Collection
Draft of U.S.
Constitution
Library of Congress,
Rare Book and
Special Collections
Division, Continental
Congress &
Constitutional
Convention
Broadsides Collection
Political Rights of
Women Inserted
Letter from Abigail
Adams to Elizabeth
Smith Shaw Peabody,
July 19, 1799.
Manuscript. Shaw
Family Papers,
Manuscript Division,
Library of Congress
(95.01.00)
[Digital ID#
s0095_01p1;
us0095_01p2]
URL
http://memory.loc.gov
/cgibin/query/r?ammem/b
dsbib:@field(NUMB
ER+@band(bdsdcc+0
2101))
http://memory.loc.gov
/cgibin/query/r?ammem/b
dsbib:@field(NUMB
ER+@band(bdsdcc+c
01a2))
http://myloc.gov/Exhi
bitions/creatingtheus/
BillofRights/Formatio
nofPoliticalParties/Ex
hibitObjects/Political
RightsofWomen.aspx
Teaching with Primary Sources
Illinois State University
Colonial soldiers
engaged in battle in a
forest, possibly during
the American
Revolution
British officer
preparing to embark
with soldiers
Library of Congress,
Prints and
Photographs Division,
Detroit Publishing
Company Collection
Library of Congress,
Prints and
Photographs Division,
Detroit Publishing
Company Collection
Soldiers standing in
snow-covered
military camp,
possibly in Valley
Forge, Pa., during
American Revolution
Library of Congress,
Prints and
Photographs Division,
Detroit Publishing
Company Collection
Paintings. Signing of
Constitution by
Howard C. Christy I
Library of Congress,
Prints and
Photographs Division,
Theodor Horydczak
Collection [please
give the reproduction
number, e.g., LCH824-0224
Death of General
Montgomery at
Quebec
Library of Congress,
Prints and
Photographs Division,
Detroit Publishing
Company Collection
http://lcweb2.loc.gov/
cgibin/query/i?ammem/d
etr:@field(NUMBER
+@band(det+4a25887
)):displayType=1:m85
6sd=det:m856sf=4a25
887
http://lcweb2.loc.gov/
cgibin/query/i?ammem/d
etr:@field(NUMBER
+@band(det+4a27833
)):displayType=1:m85
6sd=det:m856sf=4a27
833
http://lcweb2.loc.gov/
cgibin/query/i?ammem/d
etr:@field(NUMBER
+@band(det+4a25888
)):displayType=1:m85
6sd=det:m856sf=4a25
888
http://lcweb2.loc.gov/
cgibin/query/i?ammem/h
oryd:@field(NUMBE
R+@band(thc+5a508
26)):displayType=1:m
856sd=thc:m856sf=5a
50826
http://lcweb2.loc.gov/
cgibin/query/i?ammem/d
etr:@field(NUMBER
+@band(det+4a26292
)):displayType=1:m85
6sd=det:m856sf=4a26
292
Teaching with Primary Sources
Illinois State University
Rubric
Back to Navigation Bar
Quantity of
words/phrases
changed
Quality of
words/phrases
(perspectives
and diverse
groups)
Reference to
group/groups
Reference to
way in which
group/groups
fought for
rights
1
Group presentation
includes 2 or less
words or phrases in
which they suggest
to the class that
need to be changed.
2
Group presentation
includes 3 or less
words or phrases in
which they suggest
to the class that need
to be changed.
Two or more of the
words or phrases
clearly show
perspective of
diverse groups and
would be a concern
of minority groups
or women of the
era. Several do not.
Presenting group
makes reference to
at least two groups
(minority or
women) in which
would desire
changing words or
phrases. (several
groups are not
identified)
Presenting group
explains how some
groups went about
attempting to
change public
opinion about their
rights. At least
three words or
phrases identified
there is not a group
identified.
Three or more of the
words or phrases
clearly show
perspective of
diverse groups and
would be a concern
of minority groups or
women of the era.
One or two may not.
Presenting group
makes reference to at
least three of the
groups (minority or
women) in which
would desire
changing words or
phrases. (at least two
groups are left out)
3
Group presentation
includes 4 or less
words or phrases in
which they suggest
to the class that
need to be changed.
Four or less of the
words or phrases
clearly show
perspective of
diverse groups and
would be a concern
of minority groups
or women of the
era. One may not.
Presenting group
makes reference to
at least four of the
groups (minority or
women) in which
would desire
changing words or
phrases. (at least
one group is left
out)
Presenting group
Presenting group
explains how some
explains how some
groups went about
groups went about
attempting to change attempting to
public opinion about change public
their rights. At least opinion about their
two words or phrases rights. At least one
identified there is not word or phrase
a group identified
identified there is
not a group
identified.
4
Group presentation
includes 5 or more
words or phrases in
which they suggest
to the class that need
to be changed
because they feel it
would improve life
for individuals.
All five or more of
the words or phrases
clearly show
perspective of
diverse groups and
would be a concern
of minority groups or
women of the era.
Presenting group
makes reference to
the groups (minority
or women) in which
would desire
changing all five
required words or
phrases.
Presenting group
explains how a group
went about
attempting to change
public opinion about
their rights. A group
must be identified
for each word or
phrase identified.
Teaching with Primary Sources
Illinois State University
Handouts
Back to Navigation Bar
How Were Groups Viewed During the Late 1700s?
Group Member Names:
________________________________________________________________________
________________________________________________________________________
____________
Directions: For each of the groups below, describe how your group believes
members of the group were thought of and treated during the writing of the
Declaration of Independence and U.S. Constitution.
How You think they were treated or thought of during writing of
Group
documents
Men
Women
Youth
White
Black
Rich
Poor
Teaching with Primary Sources
Illinois State University
Analysis of Declaration of Independence
Group Member Names:
________________________________________________________________________________________________________________________
Original Text
Where in
Document Text
is Located
Which Group
Does it affect
the most
Recommended
Change 1
Recommended
Change 2
Recommended
Change 3
Recommended
Change 4
Recommended
Change 5
Analyzing Constitution
Why is the change important?
Group Member Names:
________________________________________________________________________________________________________________________
Original Text
Recommended
Change 1
Recommended
Change 2
Recommended
Change 3
Recommended
Change 4
Recommended
Change 5
Where in
Document Text
is Located
Which Group
Does it affect
the most
Why is the change important?
Picture Analysis-PowerPoint
Name:_______________________________
Directions: For each of the five images displayed, complete each analysis and evaluation question.
Picture 1
Picture 2
Picture 3
Picture 4
Picture 5
What is
happening in
the Picture?
Who is
portrayed in the
picture?
What group(s)
of Americans is
missing in the
picture?
Why do you
think these
groups are
missing from
the picture?
How well do
you think this
image
represents what
actually
happened in this
time period?
Picture Analysis-On Your Own
Name:_______________________________
Directions: For each of the five images displayed, complete each analysis and evaluation question.
Picture 1
Picture 2
Picture 3
Picture 4
Picture 5
What is
happening in
the Picture?
Who is
portrayed in the
picture?
What group(s)
of Americans is
missing in the
picture?
Why do you
think these
groups are
missing from
the picture?
How well do
you think this
image
represents what
actually
happened in this
time period?