The Constitution
Goals & Objectives
Students will learn about the deficiency of the Articles of Confederation and how these issue
lead to the creation of the U.S. Constitution. Students will analyze and evaluate primary source
documents (Articles of Confederation, Federalist No 10, Constitution) to explain how our
American system of democracy is one of limited government. Students will analyze these
primary source documents by using the SCCC (Source, Close Reading, Contextualize,
Corroborate) approach and demonstrate their understanding by answering 18 out of 25 answers
on a formal lesson exam.
California State Content Standard and Common Core
12.1 Students explain the fundamental principles and moral values of American democracy as
expressed in the U.S. Constitution and other essential documents of American democracy.
12.1.4 Explain how the Founding Fathers' realistic view of human nature led directly to the
establishment of a constitutional system that limited the power of the governors and the governed
as articulated in the Federalist Papers.
12.1.5 Describe the system of separated and shared powers, the role of organized interests
(Federalist Papers Number 10), checks and balances (Federalist Paper Number 51), the
importance of an Independent judiciary (Federalist Paper Number 78), enumerated powers, rule
of law, federalism, and civilian control of the military.
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support
analysis, reflection, and research.
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used
in a text, including analyzing how an author uses and refines the meaning of a key term over the
course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
Lesson Introduction (Anticipatory Set)
The teacher will draw three columns on the whiteboard that are labeled 1-3. The teacher
will ask the students (whole group) to shout out specific clauses in the Constitution they
most appreciate-the ones that make them feel safe and free. The teacher will place each
clause that the students mention in one of the tree categories (ex. “Freedom of speech”).
The three columns represent the Articles of Confederation, The Constitution, and Bill of
Rights. The teacher will demonstrate the differences between each of these documents.
Vocabulary (Content Language Development)
Articles of Confederation
Constitution
James Madison
Federalist
Anti-Federalist
Federalist Papers
Factions
Separation of Powers
Checks and Balances
Federalist
Content Delivery (Lecture, Inquiry, Reading, Discussion and Debate, Concept Formation,
Simulation, Problem-Based Learning)
The lesson will focus on the use of primary sources to answer a pertinent historical
question “Why was there a need to draft a Constitution and what were the arguments in
support of one?” The teacher will explain and demonstrate how to analyze primary source
documents using the SCCC approach.
The teacher will provide background information on Articles of Confederation in the 1780s
and its deficiencies through a short reading taken from Unruly Americans by Woody Holton.
The teacher will inform the class that they will be compare and contrast the Articles and
Constitution by creating a vein diagram. The teacher will then direct the students to
Federalist No 10 and have each student write a 5-sentence paragraph that evaluates James
Madison’s claims of factions and limited government.
Student Engagement & Critical Thinking (Student Activities)
The students will be given three documents to analyze:
1. The Articles of Confederation
2. Federalist No 10
3. The Constitution
As students read the first two documents, they will create a vein diagram and compare and
contrast both the Articles of Confederation and Constitution. Students will then read
Federalist No 10 and using their knowledge of the SCCC approach write a 5-sentence
paragraph that evaluate James Madison’s claims of factions and limited government.
Students will come together (Think-Pair-Share) to engage in a class discussion where they
will share their beliefs as to why The Constitution was needed and how the Federalist
supported their arguments against factions in Federalist No 10.
Demonstrated Learning (Formative & Summative Assessments)
Progress Monitoring – As students are reading their primary source documents and
creating their vein diagram/paragraphs, the teacher will roam the room looking at and
listening to students response to ascertain if students are understanding how to close read
a primary source.
Summative – The teacher will read the students paragraphs on Federalist No 10 and
evaluate whether or not the material needs to be retaught. The teacher will also administer
a 25-question lesson exam and provide feedback in the form of correct answers and review
session going over all the answers.
Lesson Closure
Once students have completed their paragraph on Federalist No 10 they will come
together for a Think-Pair-Share. During closing students will share their thoughts about
the Articles of Confederation and how the Constitution was created to solve the problems
with the Articles. They will consider how James Madison justified his support for the
Constitution by evaluating his arguments against factions.
Accommodations for English Learners, Struggling Readers and Students with
Special Needs
The teacher will provide a word bank, which will include vocabulary from each of the three
documents to support English learners, striving readers and students with special needs.
The teacher will also provide an extra degree of scaffolding focusing on sentence structure
and paragraph formation.