Creating the New Constitution
How Compromise Averted Disaster
Douglas Ficker
Northwest High School
Summer 2009
http://myloc.gov/Exhibitions/creatingtheus/Constitution/RoadtotheConstitution/ExhibitObjects/IndependenceHall.aspx
Rare Book and Special Collections Division, Library of Congress (54.00.03) [Digital ID#us0054_04]
America’s first venture in creating a national government was a failure. Through the
inspection of primary documents on the Library of Congress’ website, students will first
examine the defects of the Articles of Confederation and then determine why the new
Constitution replaced the Articles. Emphasis is placed on the creation of the
Constitution—the various compromises and what the signers deemed the strengths and
weaknesses of the document.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
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Students will:
 Determine the necessity for a national/federal
government for the United States
 List and explain the reasons why the Articles of
Confederation failed
 Understand why the proposed Constitution scrapped
rather than amended the Articles
 Clarify the several compromises that were
established during the writing of the Constitution
 Understand the role of the Federalist and Antifederalist Papers in this process
 Discuss the Federalist and Anti-federalist ideas with
his or her classmates
Eight 45 minute classes
11th or 12th grade
U.S. Government or Early American History classes
Day One:
1. Foundations of American Government
Powerpoint
2. Projector for presentation
Days Two and Three:
Teaching with Primary Sources
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1. Early American Government Powerpoint
2. Projector for presentation
Days Three and Four
1. Classroom netbooks, laptops, or Computer Lab
access (The Microsoft Silverlight plugin for
Internet Explorer should be installed for best
results)
2. Access to the Library of Congress’ Creating the
United States website
3. Handout for navigating through the Creating the
United States website
Days Five, Six, and Seven:
1. Classroom netbooks, laptops, or Computer Lab
access (for those who need to still need to
complete the handout)
2. Access to the Library of Congress’ Creating the
United States website
3. Handout for navigating through the Creating the
United States website (for those who need to still
need to complete the handout)
4. Word Processor access
Day Eight :
1. Completed essays
Ohio Academic Content Standards
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Benchmark History A: Explain patterns of historical
continuity and change by challenging arguments of
historical inevitability.
Indicator (GLI): Analysis and Interpretation: 2.
Analyze primary source material to see if a historical
interpretation is supported.
Benchmark Government B: Explain how the U.S.
Constitution has evolved including its philosophical
foundations, amendments and court interpretations.
Indicator (GLI): Rules and Laws: 2. Explain the key
arguments made for and against the ratification of the
Constitution and illustrate how those arguments
influence contemporary political debate.
Benchmark Government C: Analyze how citizens
participate in the election process in the United States.
Indicator (GLI): Role of Government: 4. Explain how
individuals and groups, both governmental and nongovernmental, influence domestic and foreign policy
Teaching with Primary Sources
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and evaluate how these actions reflect characteristics of
American democracy.
Benchmark Skills and Methods B: Critique data and
information to determine the adequacy of support for
conclusions.
Indicator (GLI): Thinking and Organizing: 3. Research
an issue or topic by gathering, recording, evaluating and
interpreting relevant data.
Benchmark Skills and Methods C: Develop a research
project that identifies the various perspectives on an
issue and explain a resolution of that issue.
Indicator (GLI): Communicating Information: 4.
Develop a research project and make formal
presentations to the class and/or community members
using:
a. Key terms;
b. Support for main ideas;
c. Examples;
d. Statistics and other evidence;
Procedures
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Essential Questions:
1. Why did Americans feel the necessity for a
national/federal government for the United
States despite the bad example provided by
Great Britain?
2. What were the main arguments as to why the
Articles of Confederation failed?
3. Why did the writers of the Constitution abandon
rather than amended the Articles of
Confederation?
4. What were the most important compromises that
were established during the writing of the
Constitution? How did these save the creation
process?
5. What roles did the Federalist and Anti-Federalist
play in the ratification process?
Day One:
 Using the Foundations of American Government
Powerpoint, teach the students about the basic
concepts behind the American Constitution. Include
the following ideas:
o The philosophical ideas that created
Teaching with Primary Sources
Illinois State University
o
o
o
o
o
democracy in America (popular sovereignty,
limited government, separation of powers,
checks and balances, etc.)
The BASIC structure of the Constitution
(don’t get too detailed here—the students
will be researching this later)
The concepts of federalism and a national
government and how these relate to the
governments at the time of the American
Revolution
The various powers of governments
(implied, expressed, reserved, concurrent)
Powers guaranteed to the states
The amendment process
Days Two and Three:
 Using the Early American Government
Powerpoint, explain the history that surrounded
the creation of the new American Constitution.
Focus on these ideas:
o How the Romans and the Greeks
provided models for American
democracy
o How the Enlightenment was the turning
point for modern democracy
o Why the Articles of Confederation were
written
Note: The rest of the Powerpoint provides some of the
answers to the questions that the students research in
more detail as they complete their web research.
o The defects of the Articles
o Why the Constitution was written
o The compromises that were used as the
Constitution was written
o The role of the Federalist and AntiFederalist ideas in the ratification
process.
At this point, the students are ready to use the Library of
Congress American Memory website to complete their
research. These procedures should be explained to the
entire class before “setting them loose”:
1. Read over the handout with the students so they
understand your expectations
2. Using a smartboard or a projector, show the
Teaching with Primary Sources
Illinois State University
students how to navigate through the website,
especially the zooming and transcription
capabilities of the Silverlight plugin. These are
spelled out in the handout.
3. Have the students read the questions with you to
ensure understanding
Days Five, Six, and Seven:
1. Students continue researching using the
American Memory website guided by the
Navigation handout
2. Once students complete the research, they will
word process their answers into an essay using
the instructions in the Navigation handout.
Day Eight:
1. Students bring their completed essays to class
2. Whole class discussion focusing on the lesson’s
essential questions:
a. Why did some Americans feel the necessity
for a national/federal government for the
United States despite the bad example
provided by Great Britain?
b. What were the main arguments as to why the
Articles of Confederation failed?
c. Why did the writers of the Constitution
abandon rather than amended the Articles of
Confederation?
d. What were the most important compromises
that were established during the writing of
the Constitution? How did these save the
creation process?
e. What roles did the Federalist and AntiFederalist play in the ratification process?
Evaluation
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The main evaluation is through grading the essay using
this rubric. The research questions and the classroom
discussion should also be graded.
Extension
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This activity can be extended into the Bill of Rights and
the Election of 1800. The Library of Congress website
has more information and documents here.
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Primary Resources from the Library of Congress
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Image
Description
Citation
URL
Benjamin Franklin
submitted this plan for a
united colonial
confederation or
American republic to
the Continental
Congress on July 21,
1775
Benjamin Franklin. Plan
for a Confederation,
July 21, 1775. Printed
document annotated by
Thomas Jefferson.
Thomas Jefferson
Papers, Manuscript
Division. Library of
Congress (046.01.02)
[Digital ID# us0046a_2]
Letter from James
Madison to George
Washington, April 16,
1787. Manuscript.
George Washington
Papers, Manuscript
Division, Library of
Congress (52.00.01)
[Digital ID# us0052_1]
Letter from John Jay to
George Washington,
March 16, 1786.
Manuscript. George
Washington Papers,
Manuscript Division,
Library of Congress
(50.00.00)
[Digital ID# us0050]
http://myloc.gov/Exhibitio
ns/creatingtheus/Constituti
on/RoadtotheConstitution/
ExhibitObjects/BenjaminFr
anklinsproposedplanofconf
ederation1775.aspx
The Virginia Plan of
Government May 1787.
Manuscript in the hand
of George Washington.
George Washington
Papers, Manuscript
Division, Library of
Congress (56.00.01)
[Digital ID#us0056_1]
http://myloc.gov/Exhibitio
ns/creatingtheus/Constituti
on/Ratification/ExhibitObj
ects/TheVirginiaPlan.aspx
In this letter written in
1787 on the eve of the
federal Constitutional
Convention, James
Madison warns George
Washington of the
dangers from both
“temporizers and
radicals”
1786 letter to George
Washington, John Jay
expressed what most
U.S. leaders had come
to believe: the Articles
must be revised
Virginia delegation’s
plan of government that
provided proportional
representation in a
bicameral (two-house)
legislature and a strong
national government
with veto power over
state laws
http://myloc.gov/Exhibitio
ns/creatingtheus/Constituti
on/RoadtotheConstitution/
ExhibitObjects/Washingto
nandMadisonPlanforaNew
Government.aspx
http://myloc.gov/Exhibitio
ns/creatingtheus/Constituti
on/RoadtotheConstitution/
ExhibitObjects/CalltoRevis
eArticlesofConfederation.a
spx
Teaching with Primary Sources
Illinois State University
New Jersey delegation’s
proposal to protect the
security and power of
the small states by
limiting each state to
one vote in Congress, as
under the Articles of
Confederation.
The “great
compromise,” to create
a bicameral legislature
with the states having
equal representation in
the Senate and
proportional
representation in the
House
George Washington’s
annotated copy of the
Committee of Style’s
report on the
Constitution.
The New Jersey Plan of
Government, June 1787.
Manuscript in the hand
of George Washington.
George Washington
Papers, Manuscript
Division, Library of
Congress (57.00.01)
[Digital ID# us0057_1]
James Madison. Notes
on the Constitutional
Convention, July 16,
1787. Manuscript.
James Madison Papers,
Manuscript Division,
Library of Congress
(59.00.01)
[Digital ID#us0059tt_1]
http://myloc.gov/Exhibitio
ns/creatingtheus/Constituti
on/Ratification/ExhibitObj
ects/TheNewJerseyPlan.as
px
Draft: United States
Constitution: Report of
the Committee of Style,
September 8-12, 1787.
Printed document with
annotations by George
Washington and
William Jackson.
George Washington
Papers, Manuscript
Division, Library of
Congress.
http://myloc.gov/Exhibitio
ns/creatingtheus/interactive
s/constitution/index.html
http://myloc.gov/Exhibitio
ns/creatingtheus/Constituti
on/Ratification/ExhibitObj
ects/GreatCompromiseSav
estheConvention.aspx
Teaching with Primary Sources
Illinois State University
Rubric
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Name:
Road to the Constitution Essay Grading Rubric
Criteria
Possible Points
Content/Organization/Development:
Listing & explaining defects of the Articles
15
Theories as to why the Articles
were abandoned
15
Explanation of the various compromises
15
Main points of the proposed constitution
15
Summary of Federalist and Anti-Federalist
arguments for/against the Constitution
15
Introduction and conclusion
10
Essay Specific Items:
Appropriate length
Complete/Logical Information
Correct Historical Information
10
Grammar/Mechanics:
Subject/Verb Agreement
Pronoun/Antecedent Agreement
Lack of Fragment/Run-ons
Consistent Tense
Use of Active Verbs
Correct Punctuation, Correct Usage,
Correct Spelling, Word Choice,
Style, Voice
10
Total Points:
100
Your Points
Overall comments:
Teaching with Primary Sources
Illinois State University
Handouts
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Name:
Concepts: You are going to explore the creation of the American Constitution through
the examination of primary sources on the Library of Congress website. As you
complete your research, you’ll consider the following concepts:
 Determine the necessity for a national/federal government for the United States
 List and explain the reasons why the Articles of Confederation failed
 Understand why the proposed Constitution scrapped rather than amended the
Articles
 Clarify the several compromises that were established during the writing of the
Constitution
 Understand the role of the Federalist and Anti-federalist Papers in this process
 Discuss the Federalist and Anti-federalist ideas with your classmates
Directions:
1. Visit the Library of Congress online exhibit on Creating the Constitution at
http://myloc.gov/Exhibitions/creatingtheus/Pages/Default.aspx
2. Click on the “Themes” tab
3. Click on the link “View all items from Creating the United States Constitution”
(it’s about three-quarters of the way down the page)
4. Answer the questions in Part I
5. Go back to the main page (click “Exhibition Home” tab at the top of the page)
6. Click the “Creating the Constitution Interactive” link on the right side of the page
7. Find the “Creating the United States Constitution” section in the middle of the
page and click the “Silverlight Version” button
8. Answer the questions in Part II
9. Save these answers! You’ll turn this into a seven paragraph essay detailing the
creation of the Constitution followed by a discussion in class. Write your essay in
this format:
a. First paragraph: Introduction
b. Second paragraph: List what you believe to be the TWO most important
defects of the Articles of Confederation. Explain why you believe these
were the death knell of the Articles.
c. Third paragraph: Theorize why the Articles were scrapped rather than
amended
d. Fourth paragraph: Explain the various compromises that were attained at
the Convention
e. Fifth paragraph: Go over the main points of the PROPOSED constitution
f. Sixth paragraph: Summarize the MOST important Federalist and AntiFederalist arguments for/against the Constitution
g. Seventh paragraph: Conclusion
10. Participate in the classroom discussion about the ratification of the Constitution
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Questions and directions for viewing specific documents:
Part I
Go to Ben Franklin’s Proposed Plan of Confederation. Click “Enlarge” to read it
1. What type of representative assembly did Franklin propose for the national
government?
2. Where did he want the capital located?
3. List the five most important powers that Franklin proposes in his essay.
Go back to the Objects List (hit your browser’s back button and then the forward button)
and click on “Washington and Madison Plan for a New Government”
1. This is difficult to read, but what is the MAIN argument that both parties put forth
for revising the Articles of Confederation?
Go back to the Objects List (hit your browser’s back button and then the forward button)
and click on “Call to Revise the Articles of Confederation”
1. This may be difficult to read, but who wrote this letter? Who did he send it too?
2. What is his MAIN argument for revising the Articles of Confederation?
Go back to the Objects List (hit your browser’s back button and then the forward button)
and click on “The Virginia Plan” and list the major aspects of the plan. You may be
unable to read this, so you are allowed to research this plan on another website. Do the
same for the “The New Jersey Plan”
Go back to the Objects List (hit your browser’s back button and then the forward button)
and click on “The Connecticut Compromise”
1. Who wrote this?
2. Why does he believe this compromise is great?
3. How does it save the attempt at unifying the nation?
Next, go back to the Objects List (hit your browser’s back button and then the forward
button) and click on “Opposition to the Constitution” and “The Federalist Papers”. Using
your knowledge of these documents, create a chart that contrasts the views of these two
opposing parties. You may be unable to read this, so you are allowed to research these on
another website.
Part II
Click on the “Exhibition Home” tab and then the “Creating the Constitution Interactive”
link on the right of the page. Next, look under “Creating the United States Constitution”
and click on the “Silverlight Version” button. This is George Washington’s copy,
complete with notes and edits! Click “Overview” and then on the button that says
“Explore”. You can zoom in and out, and go from page to page. When you click
“Transcribe” a black bar appears that you can slide up and down. Notice what happens
inside the bar.
Teaching with Primary Sources
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Anyway, your assignment is to read the Constitution and to summarize all of the Articles.
The summaries of Articles I and II will be the longest of your summaries. The Article III
summary will be a little shorter, and the rest will probably be a sentence or two.
Teaching with Primary Sources
Illinois State University