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.
6
Articles of Confederation: A Weak Beginning
The Americans: Reconstruction to the Present, McDougall Littell
Ch 2, sec 3, pgs. 66-71
Texas Essential Knowledge and Skills (TEKS): 8.4 C, 8.5 A, 8.16 B
(4) History. The student understands significant political and economic issues of the
revolutionary era. The student is expected to:
(C) explain the issues surrounding important events of the American Revolution, including
declaring independence; writing the Articles of Confederation; fighting the battles of Lexington,
Concord, Saratoga, and Yorktown; and signing the Treaty of Paris; and
(5) History. The student understands the challenges confronted by the government and its
leaders in the early years of the Republic. The student is expected to:
(A) describe major domestic problems faced by the leaders of the new Republic such as
maintaining national security, creating a stable economic system, setting up the court system,
and defining the authority of the central government;
(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:
(B) summarize the strengths and weaknesses of the Articles of Confederation;
TAKS: 8.4 C
(4) History. The student understands significant political and economic issues of the
revolutionary era. The student is expected to:
(C) explain the issues surrounding important events of the American Revolution, including
declaring independence; writing the Articles of Confederation; fighting the battles of Lexington,
Concord, Saratoga, and Yorktown; and signing the Treaty of Paris; and
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Government
Government reflects society’s beliefs and values.
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
Sequence of Activities (Instructional Strategies):
1. Focus: Have students write their own definition of: republic.
2. Discussion: Have students discuss their definitions. Then begin discussing the
components of the Articles of Confederation. Discuss the role of both the
state and national governments under the Articles of Confederation.
3. Activity: Have students work with a partner to pick out the components they see
as “weaknesses” in the Articles. Have the students explain why they think each
of these components can been seen as “weaknesses”. Have students discuss
their findings in class.
Questions to consider in Lesson:
1) How did Shay’s Rebellion shed an unfavorable light upon our new
government? What “weaknesses” did it expose?
2) How did the absence of a judicial branch contribute to the weakness of the
Articles of Confederation?
Assessment of Activities:
Oral Discussion
Classroom Observation
Products: List of Weaknesses and Reasoning
Prerequisite Skills:
1. Previous knowledge of U.S. government for other social studies courses.
Sarah A. Huett
Key Vocabulary:
U.S. History Lesson Plan
T.I.S.D.
Articles of Confederation, republic, Shay’s Rebellion
Materials/Resources Needed:
Books, overheads, power point, LCD Projector
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on student’s IEP.
Differentiated Instruction: Have students create 5 “amendments” to the Articles of
Confederation that they will solve all of the document’s “weaknesses”. Have statements
share and discuss their amendments as a class.
Teacher Notes:
Sample Test Questions:
1. What power did the Articles of Confederation give to the national government?
A.
B.
C.
D.
declare war
collect taxes
develop a national court system
enforce laws
2. The result of Shay’s Rebellion was to demonstrate that A. the government set up by the Articles of Confederation was weak
B. the government could function effectively in times of crisis
C. individual states had too much power
D. citizens would always protest new taxes
Project developed and delivered through a collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.