TAH Lesson Plan
Teacher
Grade
Title
Mary Dunn
Grade 5
“We the People”-Whose Point of View is represented in the U.S. Constitution?
Subject
Area(s)
Overview
Social Studies and Language Arts
Essential
Understanding
Essential
Questions
CT Standards
Students will examine the importance of perspective when the Constitution was
written and how it impacted the rights of all citizens. Authentic student work, such
as political cartoons and speeches, will reflect individual learning.
Students will consider that “We the People”, as represented in the Preamble, may
not have been a fair representation of our country’s population. Although it is
evident that compromise played a great role in its writing, African Americans’ and
women’s rights were not at the forefront when it was written.
How did the delegates’ perspectives influence the success of the New Jersey Plan,
Virginia Plan, and the Great Compromise when writing the Constitution?
To what extent were African Americans’ and women’s points of view considered
when the Constitution was written?
The itemized Bill of Rights was created to ensure that personal rights would be
protected; how did England’s previous rule impact the delegates’ decision to include
the amendments?
1.1.1 Explain how specific individuals and their ideas and beliefs influence U.S.
history.
1.1.3 Analyze how some conflicts have been resolved through compromise.
1.1.5 Explain the significance of the results received at the Constitutional
Convention.
1.7.15 Describe our national government’s purpose, structure and function.
1.9.18 Demonstrate one’s rights and responsibilities as a citizen.
2.2 Interpret information from a variety of primary and secondary sources.
2.2.3 Describe and author’s view using relevant social studies information
(editorials).
2.2.4 Compare and contrast information provided by primary, secondary sources.
2.3.6 Create written work using primary sources.
2.3.7 Organize information in outlines and graphic organizers.
2.3.8 Debate conflicting points of view on historical issues or events using evidence.
3.1 Use evidence to identify, analyze and evaluate historical interpretations.
3.1.1 Identify and explain different points of view about a historical event.
3.2 Analyze and evaluate human action in historical and/or contemporary contexts
Objectives
Materials
Day 1
from alternate points of view.
3.2.3 Describe views and feelings of people in the past using personal experience
and/or outside readings.
The students will be compare, contrast, and evaluate initial plans for our
Constitution. They will also reflect on its impact upon African Americans and women
at that time in our nation’s history. Students will then synthesize information and
create written responses that reflect understanding of historical “point of view”.
Shh! We’re Writing the Constitution by Jean Fritz pages 26-28
Our Nation text, MacMillan/McGraw-Hill
“Two Views on Women’s Rights” by Abigail Adams and John Adams, 1776
Student social studies notebooks, pencils, colored pencils, markers
Details of the Activity
Review of “perspective” or point of view when reading or writing text. (refer to
earlier lessons in language arts-“Three Little Pigs”, as retold in pig/wolf
perspectives.
Teacher will then lead the class in a discussion of framework for the Constitutionthe New Jersey Plan and the Virginia Plan.
Teacher will model venn diagram comparing and contrasting the two plans. Students
will discuss and record diagram in their social studies notebooks, to be used later as
reference for written responses.
At this time, ask students to think/pair/share about the two plans with their
partners,
“Which plan seems better?”
“Why would one plan be preferred over the other?”
“Which states would vote for which plan, and why?”
Teacher writes “compromise” on the board and asks students to define and cite
examples of a compromise.
Teacher refers to Shh! We’re Writing the Constitution! By Jean Fritz (pages 2628). Read aloud. This section of the text refers to the stalemate of the Convention
delegates in deciding which plan was most fair. “….At one point the tension was so
great that Franklin suggested they ask a minister to start them off every day with
a prayer. But they couldn’t even agree on this…”
“Why were delegates unable to work out this problem?”
“Which side was right?”
Ask students to volunteer (based on the venn diagram) what would be viable
compromise?
Teacher introduces Roger Sherman’s Great Compromise, listing most salient points
of this plan on the board. (refer to Our Nation textbook).
“How does it compare/contrast with the other plans?” Students record plan in
notebooks.
Ask students to “think/pair/share.”
“Do you think it seems fair? Why or why not?
Closure: Restate importance of “point of view” when decision-making.
Day 2
Homework
Imagine you’re a delegate at the Constitutional Convention. Write a speech in favor
of the New Jersey plan, Virginia Plan, or the Great Compromise. Be sure to include
which state you represent, and why you are in favor of that plan. Be specific in your
explanation.
Details of the Activity
Review of “point of view” and how it can be expressed in writing (show today’s
editorial page, complete with letters to the editor and political cartoons). Briefly
discuss one or two examples on the page and ask students what points of view are
being represented based on the title/caption/sketch.
How were African Americans’ and women’s rights considered in framing the
Constitution?
Teacher models use of an organizer (main idea/supporting details) and class
discusses the 3/5 Compromise. Think/pair/share.
“What must it feel like to be considered less than one whole person?”
Teacher will then read-aloud from Abigail Adams’ and John Adams’ letters
concerning women’s rights. “Two Views on Women’s Rights” by Abigail Adams and
John Adams, 1776.
Teacher will remind students that early American women had very few legal rights; they could not vote, and
their educational opportunities were limited. When they got married, women lost the right to own property;
anything owned at the time of their marriage became the legal property of their husbands.
Discuss how the opinions of Abigail Adams and John Adams differed. Why did
these differences exist?
“Based on the letters to her husband, what does Mrs. Adams wish for all women?”
“Do you think that her requests were taken seriously by the delegates at the
Constitutional Convention? Why do you think so?”
“What conclusions can you make based on our discussion about the 3/5 Compromise
and lack of women’s rights in the Bill of Rights?”
Do you think that “We the People” includes African Americans and women?
Why or why not? How does that make you feel? How would a free black, slave or
woman feel when learning about what is written (or NOT written) in the new
Constitution? Students will respond in social studies notebooks.
Students will then create a written response to today’s lesson, as a political cartoon
Reference earlier political cartoons created in class during Revolutionary War unit that depicted
Sons of Liberty’s views and Loyalists’ views. Remind students (and post) elements of an effective
political cartoon (title, caption, humorous sketch/drawing reflecting one’s perspective of an event,
idea, etc).
Day 3
Suggested
Assessment/Ev
aluation
Rubric
Homework
Create a political cartoon depicting your “point of view” as a slave or woman, in
response to either the 3/5 Compromise or women’s inability to vote (not included in
the Bill of Rights).
Details of the Activity (two class periods-content and writing)
 Bill of Rights-review of the first ten amendments to the Constitution.
Reference Pages 231-240 of Our Nation text.
 Teacher and students will discuss, summarize and record each amendment.
 As each amendment is discussed, think about WHY they were added (e.g. No
Quartering of Troops is in response to the Quartering Act). “Point of view”
as what citizens DIDN’T want after King George III.
Teacher directs students to create as a whole group, a Bill of Rights for Pets.
This activity mandates student thinking in a new perspective, what would your
pet expect as a right? Student responses might be….the right to fresh water and
food in my very own bowl twice a day….
Homework
 Create your own Bill of Rights for (Students, Grandparents, Teachers, ).
What rights would you include? How would you explain the importance of these
rights to others? Be sure to list the rights in order of importance.
Display political cartoon with completed rubrics from Day 2 homework.
Students will share and respond to Day 3 homework as a group. Points to
consider: are amendments in proper perspective? Have students make
suggestions or changes based on class discussion? Individual students will edit,
publish, and display various work in classroom or in hallway for all to see.
CATEGORY
4
3
2
1
Layout-Political The political cartoon The political cartoon The political cartoon The political cartoon
has a headline/title
has a headline/title
has a headline/title
does not have a
Cartoon
and caption that
capture the reader's
attention and
accurately describes
the content. Point of
view of author is
extremely apparent.
and caption that
accurately describe
the content. Point of
view by author is
apparent.
and caption that
somewhat accurately
describes the
content. Point of
view of author is
somewhat apparent.
headline/title or
caption. No apparent
point of view by
author.
Graphic/Sketch Graphic or sketch is Graphic or sketch is Graphic or sketch is Graphic or sketch is
clearly related to the
title and caption.
Point of view of
author is extremely
apparent.
Possible
Extensions or
Resources


related to the title
and caption. Point of
view of author is
apparent.
somewhat related to
the title and caption.
Point of view of
autho is somewhat
apparent.
not related to the title
and caption. No
apparent point of
view by author.
State a position of “whose point of view” is best represented in the writing of
the Constitution? Support your position with evidence from additional
amendments to the Constitution (from Amendment 11 on).
Research members of the Constitutional Convention. How many were slave
owners? How did delegates vote? How does learning about delegates’
backgrounds help you understand their perspective when writing the
Constitution?