Defining US: The American Experience
FCPS Teaching American History Grant
LESSON PLAN
Subject: ____Civics__________
Grade: ___________8__________
Prepared by: ____________Amy Smith____________________ School: Lanier Middle
Title or Topic: ___”We the People: Promise and Practice in our Constitution
Instructional Time: _________2 block periods__________
PART I.-CONTEXT
1. Essential Learning:
 Constitutional government guarantees that our government is not all-powerful
 Purposes of our government are listed in the Preamble
 Equality under the law and minority rights are protected by the Constitution
2. Virginia Standards of Learning (SOL):
CE 1a: Examine and interpret primary source documents
CE 1c: Analyze political cartoons, pictures, etc.
CE 2a: Explain the fundamental principles of government
CE 2b: Examine founding documents
CE 2c: Identify the purposes for government as listed in the Preamble
3. Fairfax County Program of Studies (POS):
8.1.1a Explain the significance of the founding documents
8.1.1b Identify fundamental principles of government
8.1.1e Apply constitutional protections to everyday situations
8.2.1a Identify the purposes of government as listed in the Preamble
8.2.2f Explain how due process protections seek to ensure justice
4. National Historical Thinking Standards
HTS 3: Historical Analysis and Interpretation
HTS 4: Historical Research Capabilities
HTS 5: Historical Issue Analysis
5.
Learning Strategy(s) Objectives:
 Make Inferences
 Use Resources
 Use/Create Graphic Organizers
6. Connection to TAH grant:
Content: Where are We as Americans? Constitution and Founding Documents (January)
Pedagogy: Analyzing Primary Sources
PART II.
1. Assessment:
 We the People RAFT (assignment sheet attached.)
 Informal assessment of student mastery through posters created for gallery tour
 Cooperative group evaluation rubric
 Group presentation evaluation
2. Instructional Strategies
Day #1 : The Promise of the Constitution as outlined in the Preamble
Opener:
 Students will record their responses to the following question: What does “We the People…”
mean to you?”
Teacher Presentation:
 Teacher will play the Schoolhouse Rock jingle, “The Preamble,” and ask students to consider
what they think the purposes of government are as discussed in the song or from previous
experience. The teacher can fill in any gaps that there may be in student knowledge and discuss
the fact that the Preamble states the Framers’ views on what a government should do for its
citizens. Teacher should provide a broad, general explanation of each purpose as stated in the
Preamble to ensure that each student has a common definition/understanding.
Student Activity:
 Students should be sitting in groups; each group gets one phrase from the Preamble that is listed
on newsprint or posterboard.
 In their respective groups, students should discuss and define what they think their part of the
Preamble means. They should then come up with modern day examples of the government
meeting these promises of what good government should be and do for its citizens. Also have
students come up with a non-example of good government as defined in the Preamble (i.e., can
they think of a time/place/event where our government did not meet its obligations to its citizens
as listed in their specific Preamble phase.) These examples/non-examples should be listed on
each group’s poster.
 Posters should then be put up around the room for a gallery tour.
 Jigsaw: Students should number off and join a mixed group where every table has one expert on
each phrase of the Preamble.
 Student should spend 10-15 minutes teaching each other the meaning of the individual phrases in
the Preamble. Teacher should monitor this stage of the process by walking around and talking to
each group to ensure that their definitions are “on track.”
 After each “expert” has shared, each student should create a graphic organizer on which they can
record a definition, in their own words, of what each phrase of the Preamble means.
 The teacher should then go through each poster quickly to review for accuracy and make
suggestions/changes as necessary.
 Using their organizer to record ideas and information, students should tour the room to review
the Preamble posters (this is the gallery tour.)
 The teacher should then go through each poster with the whole class, noting examples that are
particularly strong. Definitions/explanations for each phrase should be reviewed at this time.
Students should make changes and additions to their organizers as necessary.
Closing:



After students have had a chance to discuss the meaning of the Preamble’s phrases in mixed
groups, the teacher will show students a broadside of the Constitutional Convention (see
annotated bibliography for web address.)
Students should then respond to the question: “Does this picture represent your idea of “We the
People?” Who or what would have to be added for this picture to reflect your definition of “We
the People?”
This closing activity also serves as introduction to the next day’s activities.
Day #2: How the Bill of Rights has helped us to “form a more perfect union.”
Opener:
 The teacher will read pp. 19-21 from Shhh! We’re Writing the Constitution to students.
 Ask students to draw comparisons between what they saw in the broadside the previous day
with what they saw/heard in the picture book. If students do not make the connection, comment
on the fact that the delegates to the Constitutional Convention were remarkably similar in
gender, race, etc. yet created a document that was supposed to represent a very diverse nation.
Teacher Presentation
Teacher will ask students, “Why do we need a Bill of Rights?” and “Are you part of any group that
you think might need special protection to ensure that your rights are not violated?”
Teacher should discuss the following points if they are not addressed by students’ answers:

A bill of rights is needed in a free society in order to protect the rights of the individual from
abuses by the government.

The entire society benefits from the protection of minority rights.

Oftentimes protecting the minority causes great controversy.

We are all a part of some minority, whether it be race, religion, economics, political beliefs, or
social beliefs; thus, we all need our individual rights protected.

The Preamble promises that the government will look out for our best interests, but those
protections were not always equally applied to all U.S. citizens. Through the amendment
process, however, the U.S. has continued to work toward a “more perfect union.”
Student Activity
 Working in 4 groups, students will use a variety of primary source materials to research how the
groups listed below were not originally included in our Founder’s notion of “We the People.”
The four minority groups are:
1. African Americans
2. Native Americans
3. women
4. Japanese-Americans
NOTE: If the class is very large, you could have 8 groups where 2 research each of the 4
minority groups
 Using the analysis worksheets developed by the National Archives, students will engage in
primary source analysis that asks them to examine how minority rights were largely ignored


when our Constitution was written. There is one photograph and one document for each group
to analyze.
Have students answer the following questions about their assigned group:
1. What rights guaranteed to U.S. citizens by our Constitution were denied to your assigned
group?
2. Based on the documents and photographs you’ve examined, describe what life was like for
the average member of your assigned group in the 1800 and 1900’s?
3. When were members of this group officially included in “We the People”? Use the
Constitution, Supreme Court rulings, etc. to provide solid evidence of this change in status
(such as the 14th amendment, etc.) Students may need to refer back to their text for this
phase of the groupwork.
4. Even after the Constitution was amended to address their individual needs, does your
particular minority group continue to face challenges in becoming part of “We the
People?”
Student groups should prepare a PowerPoint presentation or poster to share the results of their
document analysis and discussion to their classmates.
Closing:
Have students complete a quick write (3-5 minute writing to learn activity) proposing a Constitutional
amendment that would ensure that all Americans would be treated equally.
Final Assessment:
We the People RAFT (to be completed as a culminating project outside of class.)
3. Materials/Resources to be used:
 Schoolhouse Rock CD, America Rock if available in school library
 Broadside of the signing of the Constitution at the Constitutional Convention, available at
http://memory.loc.gov
 Photographs for group analysis (attached)
 Primary source documents for group analysis, titles and addresses listed below
1. “Is it a Crime for a U.S. Citizen to Vote?”-transcript of 1873 speech by Susan B. Anthony
(available at
http://www.archives.gov/national_archives_experience/charters_of_freedom_13.html#)
2. Executive Order #9066: Relocation of Japanese-Americans
(available at http://www.ourdocuments.gov )
3. Andrew Jackson’s Speech to Congress on Indian Removal
(available at http://www.ourdocuments.gov)
4. Receipt for an African-American slave
(available at http://memory.loc.gov/award/icufaw/amf0002/0001r.jpg )
 National Archives document analysis worksheet (can also be accessed online @
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/document.html
4. Differentiation:
 ESOL/LD-graphic organizer with leading prompts could be provided to assist with responding
to photos/documents
 Students could illustrate their response to “What does ‘We the People…’ mean to you?” rather
than producing a written response.


Instead of doing a PowerPoint presentation about their minority group, students could draw a
sensory figure (see attached handout) that explains the challenges faced by their minority and
if/how it was overcome.
Students choosing to do the news reporter RAFT could work with another student to create the
dialogue and present it orally rather than in writing.

GT: “Injustice anywhere is a threat to justice everywhere.” Martin Luther King, Jr..
Instead of completing the RAFT assignment, students will do an independent research project
on INJUSTICE; students would select a person or group who has been mistreated throughout history
and document their experience, offer alternatives for how these people should have been treated
(using the Consittution as a guideline,) and culminate by drawing parallels between their chosen
group’s experiences and MLK ‘s quote listed above.
5. Attachments:
 RAFT assignment sheet
 Photographs for group analysis
6. Annotated Bibliography
http://www.archives.gov/national_archives_experience/constitution.html
This site highlights the Charters of Freedom exhibit. Teachers can access copies of documents
as well as find ideas for using the documents in class.
http://memory.loc.gov
The Library of Congress’ American Memory site. Broadsides of the Constitutional Convention
can be accessed at this site (or use black and white photograph attached)
http://www.landmarkcases.org/
Highlights cases such as Plessy v. Ferguson and Brown v. Board of Education that highlighted
minority rights and interpretation of the 14th amendment. Also offers links to other Supreme Court
case sites.
http://www.ourdocuments.gov
Teachers can access documents that shaped our nation as well as the “Tools for Educators”
section for ideas on studying the documents in your classroom.
Books
-Monk, Linda R.; The Words We Live By: Your Annotated Guide to the Constitution; Hyperion;
2003
This book is written in “laymen’s terms” and offers insight, legal expertise, and little-known
tidbitst hat help to make the U.S. Constitution an accessible document.
-Monk, Linda R.:The Bill of Rights: A User’s Guide; Close Up Foundation; 2000
Presents the story of the first ten amendments to our Constitution and profiles citizens who help
to maintain the Constitution as a living document.
-Bruun, Erik and Getzen, Robin, ed., The Book of American Values and Virtues; Black Dog and
Leventhal Publisher; 1996
A compilation of quotations, excerpts, and essays that correspond to phrases in the Preamble and
illuminate ideals behind our government such as “All Men are Created Equal.”
-Fritz, Jean: Shhh! We’re Writing the Constitution; G.P. Putnam’s Sons; 1987
A picture book that profiles the men that wrote our Constitution as well as their views on
issues that shaped our nation.
-Ken Mochizuki: Baseball Saved Us; Lee & Low Books; 1995.
Picture book that describes the way Japanese-Americans were removed from their homes after
the attack on Pearl Harbor and sent to internment camp. The main character tells how baseball was
used to keep the camp’s residents from giving in to their circumstances.
We the People: Promise and Practice in American Government
POINT VALUE: 50 points
Complete one of the following RAFT assignments:
ROLE
You are a
newspaper reporter
You are the Bill of
Rights
AUDIENCE
Minorities gathered
outside the
Philadelphia State
House after the
signing of the U.S.
Constitution
Minority citizens
within the U.S.
(women, AfricanAmericans,
Hispanics, etc.)
FORMAT
Interview/dialogue
TOPIC
Strengths/weaknesses
of the Constitution
Owner’s manual
How to use me to
ensure that your
rights are protected
Guidelines:
 Your project should be creative and accurate.
 Your project should be in a format consistent with your choice of roles (i.e., an interview or a
user’s manual.)
 Your project must include at least one reference to each of the following documents:
1. Preamble
2. Constitution
3. Bill of Rights
4. one of the primary sources you analyzed in class
We the People: Promise and Practice in American Government
POINT VALUE: 50 points
RUBRIC:
Presentation is neat, organized, and in an acceptable format.
/5
Accurately references historic documents.
/15
Analyzes the original weaknesses of the U.S. Constitution in protecting minority rights.
/15
Viewpoint of chosen minority group is accurately represented.
/10
Final product is appropriate for the topic, audience, and author.
/5
Written Document Analysis Worksheet
1.
TYPE OF DOCUMENT (Check one):
___ Newspaper
___ Letter
___ Patent
___ Memorandum
2.
___ Map
___ Telegram
___ Press release
___ Report
___ Advertisement
___ Congressional record
___ Census report
___ Other
UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more):
___ Interesting letterhead ___ Notations
___ Handwritten
___ "RECEIVED" stamp
___ Typed
___ Other
___ Seals
3.
DATE(S) OF DOCUMENT:
___________________________________________________________________________
4.
AUTHOR (OR CREATOR) OF THE DOCUMENT:
___________________________________________________________________________
5.
6.
POSITION (TITLE):
___________________________________________________________________________
FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?
_______________________________________________________________________
DOCUMENT INFORMATION (There are many possible ways to answer A-E.)
A. List three things the author said that you think are important:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
B. Why do you think this document was written?
_______________________________________________________________________
_______________________________________________________________________
C. What evidence in the document helps you know why it was written? Quote from the
document.
_______________________________________________________________________
_______________________________________________________________________
D. List two things the document tells you about life in the United States at the time it was
written:
_______________________________________________________________________
_______________________________________________________________________
E. Write a question to the author that is left unanswered by the document:
Designed and developed by the
Education Staff, National Archives and Records Administration, Washington, DC 20408.
Photo Analysis Worksheet
Step 1. Observation
A.
Study the photograph for 2 minutes. Form an overall impression of the photograph and then
examine individual items. Next, divide the photo into quadrants and study each section to see
what new details become visible.
___________________________________________________________________________
B.
Use the chart below to list people, objects, and activities in the photograph.
People
Objects
Activities
Step 2. Inference
Based on what you have observed above, list three things you might infer from this
photograph.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Step 3. Questions
A. What questions does this photograph raise in your mind?
___________________________________________________________________________
___________________________________________________________________________
B.
Where could you find answers to them?
________________________________________________________________________
________________________________________________________________________
Cooperative Group Project Participation Rubric
/+
Points
9-10
/
7-8
/-
5-6
Criteria
Superior
participation
demonstrates
responsibility,
active
contribution,
and initiative.
Satisfactorily
participates,
contributes and
works
productively.
Barely
participates;
contributes
little to the
group or draws
the group off
task. Lets
group members
complete tasks
for him/her
Photographs for Group Analysis
Framing Options
We The People: Primary Source Analysis Visual Presentation Rubric
Thoughtful review of primary source document/photographs
/10
Quality and thoroughness of research
/15
Visual aid/representation of findings
-complete
-accurate
-neat, easy to read
/10
Quality of presentation
-reasoning, details
-persuasiveness
-ability to answer questions about product
-meets time requirements
/15
SENSORY FIGURE
1.
Create or find an image of Rev. Martin Luther King Jr.
2.
Write two of the following things that explain his experiences
What did he see?
What did he hear?
What did he think?
What did he say?
What did he do?
What did he feel?
Where has he been?