SST 309 UNIT PLAN Melissa Turner

Table of Contents

Unit Overview, Rationale, and Considering the LearnersPage 3

Enduring Understanding, Compelling Question, and ObjectivesPage 4Key concepts, important information, and important skills

Assessments Page 8

Informal assessment, performance assessment, and formal assessment

Unit Calendar Page 14Unit Overview Page 14Reflection Page 16Attached Lesson Plans:Hooking Lesson Page 17

Introduce Compelling Question & Articles of Confederation Comparing Texts Lesson Plan Page 25 Declaration of Independence Vocabulary Activity Articles of Confederation & other important words

Page 32Performance Assessment Page 36

Problems with Articles of Confederation

Concept Formation Lesson Plan Page 37

Rights

Reflection Page 42

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Unit OverviewThis Unit will allow students to explore what life was like after gaining independence from Britain. This unit starts off with students learning about the Articles of Confederation. This unit contributes to the development of responsible citizens. Students will learn about the importance of government branches and rights. Students will learn about how their rights are protected by the government. The students will then learn about the reasons the Declaration of Independence was written and the students will learn about who wrote/signed the document and how that declared them independent. Students will also analyze documents about the reasons for writing the Declaration of Independence. As a class, we will learn what problems came from the Articles. Students will learn vocabulary that is important to this unit plan and to their daily lives. After discussing the problems with the Articles, we will begin to discuss the Constitution. Students will learn about Federalists and Anti-Federalists, rights, and the Bill of Rights. This unit will really help students to develop an understanding of how the government came to be the way it is today and how documents written hundreds of years ago still applies to their lives today.

Unit RationaleStudents will learn about an iconic time period in which the new United States was created. This unit should teach students about what happened when America became independent. The colonies became independent after the Declaration of Independence. Soon after, delegates created the Articles of Confederation. The Articles of Confederation was written to make sure that no one person had too much power, but the Articles soon failed. The students will learn more about the problems related to the articles throughout this unit. The Declaration of Independence was soon written and included the Bill of Rights. Students will learn about the Bill of Rights and specific amendments within it. Students will be able to see how the document written hundreds of years ago still applies to their lives today.Students will analyze different Historians interpretations about the reasons for writing the Declaration of Independence. They should learn this because it shows that the reasons for writing documents in history is not always clear. This question of selfish reasons vs ideological reasons can be used outside the Declaration of Independence with many other topics in history. Students will also be learning about the concept of rights along with the Bill of Rights,

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by identifying their rights that are protected within the Bill of Rights. It’s important that students learn this because the document that was written many years ago still applies today. This unit connects directly to the curriculum with both common core standards and Michigan history standards for fifth grade. Those standards can be found on the pages below.Considering the Learners Before this unit, students should have learned about the American Revolutionary War. The knowledge mentioned in this paragraph, should be help the students understand this unit. As a class, we are moving forward, but we continue to think about how these previous events impacted what happens next. Students should know that the French and British fought over land in the French and Indian war which led to the British taxing the Colonists. The Stamp Act made colonists pay taxes on all printed documents and goods. Students should know that prior to this unit the colonies were under British rule and currently fighting over land. Students should know that colonists dressed up as Indians and threw tea into the Harbor in protests of the Tea Tax which led to the British creating the Intolerable Acts. The Intolerable Acts consisted of the bill that closed the harbor until they paid for the tea that was dumped and forced to provide accommodations for British soldiers. The Intolerable Acts led to the First Continental Congress where delegates met to come up with a plan to become free from the British.During this unit students might have misconceptions about topics. Students might come into this unit thinking that the Constitution, Articles of Confederation, and Declaration of Independence are all the same document. We will address this misconception by discussing and comparing the Declaration of Independence to the Articles of Confederation. Students might not understand what the Declaration of Independence is when we start discussing it. The students will then learn that the Declaration of Independence is a document that set the colonists free from the British when they declared themselves thirteen newly independence states. Many of the vocabulary words students would have misconceptions about are addressed in the vocabulary unit and in the beginning of each lesson. Examples of common misconceptions might be: selfish vs ideological reasons and rights.It is important that students think critically, and are not just given answers. By discussing the selfish vs ideological reasons within the Declaration of Independence students are to think critically by using the evidence in front of them and using the background knowledge they have about the people who wrote the documents. Facts are important, but it is also important that students can make connections. Students will make connections by learning about their rights. Students will first learn about what a right is, they will

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learn examples/non-examples, create their own examples/non-examples, and then apply the concept to the Bill of Rights. Students that are English language learners, have ADHD, or disabilities, might struggle with lessons that involve silent reading or long text. Throughout this unit plan, the teacher will avoid long readings as much as possible, although there may be one or two pieces that are longer than others. There are many opportunities for discussions and hands-on activities for students especially students with ADHD throughout this unit plan. Students that struggle with their fine motor skills will be given activities already cut out or mostly cut out to eliminate stress that would take away from their learning. If students are working on their fine motor skills they will be given larger paper to cut from. Adaptions can be made to all of these lessons without much stress to ensure that all students will be successful with this unit.

Enduring Understanding/Big Idea:

After gaining independence, the Articles of Confederation was the first attempt at a democratic government by the New United States. This was an important first step for the country, but the need for more governmental involvement became clear.

Compelling Question:How did the government change after Independence?

Supporting Questions: What was life like after gaining

independence? What is the Declaration of Independence? What were the reasons for writing the

Declaration of Independence? What is the Articles of Confederation? What problems arose because of the

Articles of Confederation? What is the Constitution? Who are the Federalists and Anti-

Federalists? What is the Bill of rights? What is an amendment? What is a right? What rights did the Bill of Rights support?

Behavioral Objectives: The student will describe the powers of the national government and

state governments under the Articles of Confederation. (5 – U3.3.1) The student will give examples of problems the country faced under

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the Articles of Confederation (e.g., lack of national army, competing currencies, reliance on state governments for money). (National Geography Standard 13, p. 169, C) (5 – U3.3.2)

The student will describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation).(5 – U3.1.4)

The student will explain why the Constitutional Convention was convened and why the Constitution was written. (C) (5 – U3.3.3)

The student will use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so. (C) (5 – U3.1.5)

The student will describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification. (C)( 5 – U3.3.7)

The student will describe the rights found in the First, Second, Third, and Fourth Amendments to the United States Constitution. (C) 5 – U3.3.8)

The student will examine the origins and purposes of rules, laws, and key U.S. constitutional provisions. (D2.Civ.3.3-5.)

The student will quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS.ELA-LITERACY.RL.5.1)

The student will analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (CCSS.ELA-LITERACY.RI.5.6)

The student will read with sufficient accuracy and fluency to support comprehension. (CCSS.ELA-LITERACY.RF.5.4 )

Key Concepts:

Declaration of Independence: is the formal statement that declared the thirteen colonies free from Great Britain.

Articles of Confederation: This was the original constitution of the United States. It was ratified in 1781 and replaced by the US Constitution in 1789. The document established the functions of the national government after

Important Knowledge:

The Declaration of Independence was the first document to set the thirteen colonies free from Great Britain.

The Articles of Confederation is a written agreement and the first constitution of the United States of America that gave power to the states.

Important Skills:

Students will be able to compare and contrast the governmental involvement during ruling of Great Britain, Articles of Confederation, and the Constitution

Students will be able to read and understand government documents (Bill of

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reaching independence from Great Britain.

First Continental Congress: Meeting of 12 delegates to go plan against the Intolerable Acts.

Constitution : A document that states principles, values, and rules pertaining to a group of people or a nation.  

Constitutional Convention: A meeting held in 1787 to discuss the problems of the central government that was under the Articles of Confederation.

Framers of the Constitution were delegates to the Constitutional Convention and helped draft the Constitution of the United States.

Bill of Rights: the first ten amendments of the United States Constitution

Amendment : a minor change in a document

Federalist: in favor of adapting the Constitution

Anti-Federalist: against adapting the Constitution

The Articles of Confederation did not establish federal, executive, or judicial branches of government

Congress was made up of one delegate from each state regardless of state size.

Congress could not collect taxes, enforce laws, or regulate interstate commerce. They could make treaties, maintain an army, declare way, and establish post offices.

All 13 states had to agree on any amendment

The Constitution was written to guarantee certain basic rights to citizens.

Federalists supported the Constitution and Antifederalist’s did not support the Constitution.

Anti-Federalists believed the Constitution would not protect their rights.

A right is a privilege that someone cannot

Rights, Articles of Confederation)

Students will be able to read text accurately and understand the meaning.

Students will be able to read fluently

Students will be able to cite sources when discussing them

Students will be able to draw inferences from text to support their side

Students will be able to analyze different texts on the same concept

Students will be able to work effectively with partners and small groups

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take away

The Bill of Rights was a document added to the Declaration of Independence to guarantee specific rights. It served as a compromise between the Federalist and Anti-Federalists

Description of Informal Assessments: Overview: Informal assessments will be used throughout the unit plan. These informal assessments are quick and easy for the students and for the teacher. The teacher will be able to quickly see what the students are understanding, and what they need additional help with. Rationale: Students do not like the pressure of testing and paper and pencil tests are not always needed to show what students know. I will use multiple informal assessments throughout this unit plan, including exit tickets, thumbs up thumbs, down, journal prompts, and 3-minute essays. There are a few reasons for including these in the unit. The first reason, is because students will complete the activities without even realizing it’s an informal test. The second reason, is because I will be able to tell what the students need further explanation on now rather than waiting for them to take their written exam.I will use journals to assess the students understanding. Although journals take longer to grade, this will be an effective way to understand what students know. I will have students write in their journal answering questions that relate to the major standards. This will show me what students understand and what they need me to review.Example journal prompts:

1. Briefly explain the powers of the national and state government under the Articles of Confederation.

2. List examples of problems faced under the Articles of Confederation. Why do you think these problems occurred?

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3. Why didn’t the Anti-Federalists want the Constitution written? How did they fix this problem?

Another informal assessment I will use will be using thumbs up/down throughout my lessons when teaching key terms and concepts such as: Articles of confederation, First Continental Congress, Constitution, Framers and Constitutional Convention. After discussing a term I will ask students thumbs up, thumbs down to see if students need further explanation or not.I will also use 3-minute essays weekly. Sample 3-minute essays will be:

1. Explain why was the Constitutional Convention convened and why was the Constitution written?

2. Define the Bill of Rights, state the first four amendments in your own words, and gives at least one example of how that amendment projects your rights.

Performance Assessment: Problems with Articles of Confederation Overviewthe students will complete a 20-minute performance assessment during this unit plan. The students will read a scenario about a classroom and they will then identify problems in the classroom and relate it to problems the country faced under the Articles of Confederation.RationaleStudents will complete this Performance assessment because it is a way for students to understand the problems faced under the Articles of Confederation in a way that they will understand. By relating it to the classroom, students can connect with the problems. This is a fun way to have students engaged in the activity, while also watching them make connections to the material and the scenario. ObjectivesThe students will give examples of problems the country faced under the Articles of Confederation (e.g., lack of national army, competing currencies, reliance on state governments for money). (National Geography Standard 13, p. 169, C) (5 – U3.3.2)Instruction: The teacher will provide the students with a scenario that can relate to the government from Articles of Confederation. This will help students identify problems the country faced under the Articles of Confederation. This will show students that change needed to happen.Teacher directions: Plan for students to spend 20 minutes on this assessment. Students will work in pairs. The prompt will be passed out to each student on a separate sheet or paper. If students finish early spend the time sharing ideas to the whole class.

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Student directions: Please read the scenario below. After you finish reading the scenario use full sentences to answer the questions below. Use what you know, do not look at class notes. Ms. Emily’s second grade classroom did not have any rules on the first day of school. The students were allowed to do what they wanted, when they wanted. Ms. Emily said that they could create rules for their classroom, but only if 9/13 students in her class agreed on the rule. As she found out, it was hard for 9 students to agree on rules when they were individually allowed to do what they wanted. This class was out of control since the teacher had equal power as the students. Answer the following questions using complete sentences. Each answer should include at least three sentences or three examples. What problems would there be in Ms. Emily’s classroom without rules, why?

What could Ms. Emily do to solve these problems?

How is Ms. Emily’s classroom similar to problems with the Articles of Confederation? Think about the national power and state power and compare it to the classroom.

Paper and Pencil Quiz/Test (see attached test/quiz): Overview: I will give students the attached multiple choice test at the end of the unit. This test has questions about the Articles of Confederation, the Constitution, and the Bill of Rights. These questions are based on the main points of this unit and are well written questions that address standards. Students will answer 9 multiple choice questions and 4 short answer questions.Rationale: I will give the students a short informal test, because I want to see what the students have learned before they take their benchmark assessment. I wrote four short answer questions because I want the students to be able to write what they have learned. Each short answer question covers a major topic we have discussed. This will allow the students to show off what they know in a deeper way. I believe that students should be able to explain themselves and show off what they know, rather than how well they can pick the best answer. I also included nine multiple choice questions because I believe they are straightforward and also cover major points we have discussed throughout the unit. The questions are written in order that we have learned the topics.

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Covers these standards: The students will describe the powers of the national government and

state governments under the Articles of Confederation.(5 – U3.3.1) The students will give examples of problems the country faced under

the Articles of Confederation (e.g., lack of national army, competing currencies, reliance on state governments for money). (National Geography Standard 13, p. 169, C) (5 – U3.3.2)

The students will examine the origins and purposes of rules, laws, and key U.S. constitutional provisions. (D2.Civ.3.3-5.)

Unit AssessmentDirections: Read the entire question carefully and pick the best answer. Each question only has one correct answer.

1. The articles of confederation gave the statesa. No powerb. The same power as national governmentc. Less power than the national governmentd. More power than the national government

2. Under the Articles of Confederation congress coulda. Print and borrow moneyb. Control tradec. Raise money with taxesd. Start an army

3. Which Americans were represented at the Constitutional Convention?a. Menb. Womenc. African Americansd. White men who owned land

4. The Articles of Confederation did not establish:a. Courtsb. Congressc. Lawsd. Authority to make treaties

5. Why were the Articles of Confederation replaced by the Constitution?a. So the states could end the war with Britainb. So the states could raise taxes

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c. So the U.S could form a stronger governmentd. So the U.S could form a congress

6. Which was an important strength of the Articles of Confederation?a. It gave the government power to settle between statesb. It established a government whose power came directly from the

peoplec. It gave congress the power to taxd. It gave congress the power to declare peace and war

7. Under the Articles of Confederation ________ of the 13 states had to vote in favor of new laws.

a. 7b. 9c. 10d. 13

8. The _____ amendment says, "you don't have to let soldiers live in your house, except if there is a war, and even then only if Congress has passed a law about it.

a. Firstb. Secondc. Thirdd. Fourth

Short answer: 9. Complete the chart below- do not write one word such as “tax” you

need to explain so I know exactly what you mean.

List 3 Pros and Cons about the Articles of Confederation

Directions: For the following questions use complete sentences to answer the questions.

10. Explain what the Federalists and Anti-Federalists wanted/believed

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Pros Cons

11. What are the rights/freedoms mentioned in the First amendment? Give 3 examples of this right.

12. Pick one amendment (cannot pick the first amendment) and explain the rights/freedoms mentioned in the amendment. Give 3 examples of this right.

ANSWER KEY

1. D2. A3. D4. A 5. B 6. C7. D8. B9. C

10.

11.11.11.11.11.11.

Federalists supported the constitution. Anti-Federalists believed that the constitution did not support/guarantee rights therefore they were against the Constitution.

12. Answers will vary - The first amendment gives the right to freedom of speech, religion, press, petition, and assembly. I am able to practice my own religion. I am able to hold a peaceful protest outside the library. I am able to start a petition to support something I believe in.

13. Answers will vary

Sources:

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Pros ConsIt was the first constitution of the United States of America

It was a weak document because the national government could not impose laws over the states

The states remained independent The government could not collect taxes to help with their debt

The states became a union They had a national military, but did not have anyone to fight in it since they could not force people.

Quizstarr. Articles of Confederation Quiz. Retrieved December 10, 2016, from ProProfs, http://www.proprofs.com/quiz-school/quizshow.php?title=articles-confederation-quiz&q=11&next=n&sid=115232846Retrieved December 10, 2016, from Northeast Georgia RESA, http://www.negaresa.org/ccgps/History/consttest.pdf

Unit Calendar

Day 1Hooking Lesson: Introduce

Compelling Question

Day 2Comparing

Texts Lesson Plan:

Declaration of Independence

Day 3Vocabulary

Activity: Articles of

Confederation and other important

words

Day 4Performance Assessment:Worksheet on

Articles of Confederation

Problems

Day 5Introduce

Constitution

Day 6Federalist and Anti-Federalist

Lesson

Day 7Concept

Formation Lesson Plan:

Rights

Day 8Bill of Rights

Lesson

Day 9Review of unit

Day 10Formal

Assessment Paper and

Pencil 9 MC/ 5 Written

Unit OverviewDay 1: Hooking Lesson: Enduring understanding and Compelling Question

After discussing the American Revolution, students will now start the new unit about life after independence. Students are expected to learn about the Articles of Confederation and why it was created. Students will learn about the powers the states and congress hold under the Articles of Confederation. The teacher will lead the discussion and the students will help answer questions, followed by an in-class matching activity.The full lesson plan is attached belowDay 2: Comparing Texts Lesson Plan: Declaration of Independence

Since we have started talking about the Articles of Confederation, we will begin to discuss the reasons it was needed, after looking at the reasons the Declaration of Independence was written. Individually, the students have completed the worksheet about the effects of British rule and problems with the Articles of Confederation. The teacher will lead the discussion about the real reasons the Declaration of Independence was written and why that resulted in the need for the Articles of Confederation. Students will look at four sources in pairs and as a class, to determine whether they supported selfish or ideological reasons.

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The full lesson plan is attached belowDay 3: Vocabulary Activity: Articles of Confederation

This activity addresses words that are important to the unit plan overall, but will come up as students read the textbook about the Articles of Confederation. The teacher will lead the lesson. The teacher will point out words either before, during, or after reading depending on the importance of the term. The students will then do the word association’s sheet after reading. The full activity is attached belowDay 4: Performance Assessment: Problems with Articles of Confederation

This performance assessment will prepare students to discuss specific problems the country faced under the Articles of Confederation. The teacher will provide the class with a scenario unrelated to the Articles of Confederation, but the students will discuss how the scenario is similar to problems faced under the Articles. This assessment will be done individually.The full performance assessment is attached belowDay 5: Introduce Constitution

This lesson would be designed around introducing the Constitution to the students. After learning about the problems with the Articles of Confederation the students will now understand that something else needed to be done. The students will learn that the Constitution states how the government works, how it creates Presidency, and congress. Day 6: Federalist vs. Anti-Federalist

This lesson would be designed around Federalist and Anti-Federalist’s. This lesson is important to the unit plan because it would help students develop reasoning for why the Bill of Rights was added to the Constitution. Students will understand that the Federalists supported the Constitution, while the Anti-Federalists did not support the Constitution. The Anti-Federalists believed that the Constitution would not protect their rights. Students will explore the two sides in this lesson. Day 7: Concept Formation Lesson Plan: Rights

After discussing the concerns the Anti-Federalists have about the Constitution it is important that students learn and understand rights. Students will be taught about the concept rights, first by definition, then by examples and non-examples. Students will then create their own examples/non-examples and then begin to look at the first four amendments of the Bill of Rights. They will then begin to understand which rights are supported within each of the four amendments. The teacher will be facilitating the discussion, but the student’s role is also important. They will complete an exit ticket to show understanding. The full lesson plan is attached below

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Day 8: Continue Bill of RightsStudents will continue expanding their knowledge about the Bill of Rights. They will explore deeper into the Bill of Rights by reading the actual amendments. Today, the students will review the first four amendments and then begin to learn about amendments 5-10. Day 9: Review of UnitThis day is dedicated to reviewing the material that has been discussed during this lesson. Students will review material by completing activities, asking questions, and doing a review game as a whole class. Day 10: Formal Assessment: 9 multiple choice questions and 4 written response questions

Students will be assessed on their knowledge of the unit by answering 9 multiple choice questions followed by 4 written response questions. The questions support the state standards and will show the students understanding of the material. Students will be able to earn partial and full credit on the written response questions.The full assessment is attached below

Reflection:

As I created this unit plan I thought about the students and how I could engage them in social studies. By now, fifth graders would have an opinion on whether they enjoy social studies or not. I want my students to feel like social studies is engaging and interesting, and not just about reading. Throughout this unit plan, students are thinking critically by expanding their vocabulary, examining documents, and making connections and comparisons. There is not much textbook reading involved throughout this unit plan, so it should be appealing to students.

When I think about students, I think about all students and how they are all different. While most of these lessons do not have adaptions for students with special needs or learning disabilities, I think these changes can be made easily when it is time to be taught. I did not add these into my lessons because every student is different and those changes can be made to meet the students individual needs when the lesson is actually taught. Adaptions to lessons and activities could be: read out loud as a class to ensure understanding, use dark big font on PowerPoints/the board, have activities pre-cut for students, and to give directions slowly and in multiple ways.

As I created this unit plan, I first found specific standards I needed to cover and then I found an activity/lesson to go with it. I found this to be an effective planning strategy because I wanted my lessons to accurately cover standards and have meaning to them. I found some great activities, but I did not include them because they were not meaningful. I also thought of activities that would engage my students and encourage critical thinking. I did not want

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students to simply read a chapter to find the answer. Students must think critically when completing the very first activity in this document. They must think about a cause and then the effect. Students will also think critically when they complete the performance assessment, by comparing a situation in the classroom to problems with the Articles of Confederation.

I believe that social studies is a great subject because while students are learning about history and geography, they can also improve their reading and writing skills. I think that my students will be challenged because they are required to do partner work and individual work that engages them to find an answer that might not be directly given to them. Students will develop their writing skills when they complete the working with texts lesson plan, because they will have to pick a side (selfish or ideological) and then use the texts to support their side.

Hooking Lesson: Enduring understanding and Compelling QuestionLength of lesson: 44 minutes Compelling Question: How did the government change after Independence?Overview: This lesson is the first part of this unit plan. Students will begin to learn about what the Articles of Confederation are and why it was created. Students will also learn about the powers the states and congress hold under the Articles of Confederation. Throughout this unit, students will learn about the problems that occurred under the Articles of Confederation and why the Constitutional Convention led up to the Constitution being created. This lesson will focus on how the Articles of Confederation came into action. Students will read an article about the Articles of Confederation. Students will do an in class matching activity to think about what they have just learned. The students will complete an exit ticket to show me what they understand. Objectives:

Students will be able to define Articles of Confederation. Students will be able to describe the powers of the national government and

state governments under the Articles of Confederation. (5 – U3.3.1)

Anticipated student conceptions or challenges to understanding: I anticipate that students will not know what a confederation is (a confederation is an organization that consists of a number of parties or groups united in an alliance or league). Students most likely will not know what the Articles of Confederation are and they also will not know what the purpose of the Articles of Confederation is (the original constitution of the US, ratified in 1781, which was replaced by the US Constitution in 1789). To address this I will do a KLW chart to see what students think they know. Throughout the lesson I will be sure to tell my students what a Confederation is, as well as, defining the Articles of Confederation.Materials/Evidence/Sources: Computer/Projector Exit ticket

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Class handouts provided GlueScissorsPaper for activity Assessment: One informal assessment I would do would be a KWL chart. This will show me what students know or think they know. I will also give the students an informal assessment. The assessment will be a true and false exit ticket. Each student will write the answers to these questions: States were still independent under the Articles (T), The Articles of Confederation created a President to lead the country (F), The Congress created by the Articles did not have the power to collect taxes (T), Under the Articles, states had to obey the laws Congress passed (F). Instructional Sequence: Introduction: With a quick poll of the class. Ask students, “Imagine we were going to have a class ice cream party and we could only have one kind of ice cream. How many people would want chocolate? Strawberry? Rocky Road?” After the poll, ask students whether they think it would be possible to get everyone to agree on one flavor. What about if the class could have two flavors? Three? Would it be possible to at least satisfy everyone, even if they don’t get their very favorite flavor? Tell students they are going to learn how the U.S. government was created, and that a lot of the process had to do with getting people to agree on things. (5 minutes) (icivics) Distribute the article packet to all students. Read aloud the entire first page front and back with the class. (7 minutes). On the smart board/white board write ‘What is the Articles of Confederation?’ Now write bullet points such as, “first written constitution of the United States. States remained independent. No king. Congress” (or whatever else the students come up with that came from the reading). Now on the next slide or other side of the white board write state powers: Ask students what powers the state held, they might need help because the article did not mention many on the first page (ability to make laws, tax, and trade.) Next to that write: Write national powers: ask students what powers the congress holds, once again they might need help because the article doesn’t mention many (declare war, make treaties with other countries, establish postal service, borrow money, and maintain an army or navy). Make sure to point out that the government could not collect taxes, therefore it would be hard to pay debt from the war. Make sure to point out that states could create their own laws. Now say, “The Articles of Confederation wanted a weak national government and wanted the states to have power.” Now ask the class questions such as, “What do you think would happen if the states had more power than the national government?” Now state that without a strong national government it is almost impossible to pass laws because 9 out of 13 states must agree and there is only one representative from each state no matter the size. Say, “Imagine this class only had 1 vote and you had to decide between one ice cream flavors, imagine how hard that would be to get 9 out of 13 classes to agree on one flavor.” (10 minutes)

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In class engaging activity: have students do the cause and effect worksheet provided individually. This will help students think critically about what they learned previously about the British government and what they know about the United States. Show the students an example so they understand. (15 minutes).Conclusion: “Raise your hand if you think the Articles of Confederation was a successful first try at creating a strong government. Raise your hand if you think the Articles of Confederation had many problems.” “We learned that the states wanted the Congress to protect them, but the states wanted to have most of the power. States did not agree on the same needs as other states. We have 5 minutes left please fill out the true and false exit ticket. When you are done turn it in the bin. We will continue to look at the Articles of Confederation and will begin to look at problems that occurred because of it.” (7 minutes)Sources:Wanted: A Just Right Government. (n.d.). Retrieved October 28, 2016, from https://www.icivics.org/teachers/lesson-plans/wanted-just-right-government

Exit TicketDirections: For each statement write whether it is true or false. If it is false explain why.States were still independent under the Articles (T/F)

The Articles of Confederation created a President to lead the country (T/F)

The Congress created by the Articles did not have the power to collect taxes (T/F)

Under the Articles, states had to obey the laws Congress passed (T/F)

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Teacher’s Guide Wanted: A Just Right Government

©2011 iCivics, Inc. You may copy, distribute, or transmit this work for noncommercial purposes if you credit iCivics. All other rights reserved.

Independent Citizens Seek Awesome Government When the American colonists gained their independence from the British after the Revolutionary War, the Americans were faced with a problem: What kind of government should they have? They’d lived for years under British rule, and they had lots of complaints.

Now they would create a government from scratch, and they had a few requirements.

Independent Citizens Seek Awesome Government Their experience under heavy-handed British rule left the newly independent Americans a little bit skittish. Basically, they wanted a government that couldn’t do much. They started by drafting a document called the Articles of

Confederation. A confederation is a group of individuals united together for a purpose—in this case, the 13 states that had been British colonies before the war. The Articles of Confederation explained how the 13 states would be governed as one nation. Here are the basics:

• Each state was independent and had its own government. • Each state would send representatives to the “Congress of the Confederation,” a

lawmaking body. 20

Benjamin Franklin worked on the articles of Confederation before he helped write the Constitution.

Congress was the only branch of government. (No president or courts.) In Congress, each state got one vote.

A Rocky Start On one hand, the Articles of Confederation had qualities that citizens appreciated. Because the Articles did not set up a very strong government, states got to keep their power and independence. There was no powerful government telling them what to do. Citizens also wanted protection, and the Articles gave Congress the power to create a military to protect all the states. However, there were problems. For one thing, the Articles did not give Congress the power to enforce its laws. Congress also had no power to collect taxes to pay for the military. And in order to change the Articles, every single state had to agree to the changes. These and other problems meant that, in general, citizens felt like the relationship… er, the government, wasn't working.

Lots of Differences With thirteen different states, there was no easy solution. Here’s why: • States had different needs. For example, some states

depended on fishing, while others mostly grew crops. • States had different sizes. Some states had many people;

others had few. • People had different opinions. Some people feared a

central government, while others thought a central government was necessary.

That last one was especially troublesome. Many people feared they would lose their freedom if a central government had too much power. Others were tired of the weak government created under the Articles of Confederation and felt like nothing would ever get done if nobody was in charge.

Reading p.1Let’s Fix This Thing In 1787, representatives from every state except Rhode Island met in Philadelphia to fix the Articles. We call this meeting the Constitutional Convention because they ended up doing more than just fixing the articles—they wrote the Constitution! But agreeing on a new way to structure the government wasn’t easy. Some states floated a new idea: Why not create a government with three branches? The new government could have a legislative branch with a congress to make laws, an executive branch led by a president to carry out laws, and a judicial branch

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with courts to interpret laws. It sounded good, but there was one major problem: How many votes would each state get in the Congress?

Voting in Congress: Yes, It’s a Big Deal Why? Because some states have a large population and some have a small population. Under the Articles of Confederation, each state got one vote no matter how many people it had. That meant people in large states had less influence in Congress. Naturally, large states thought this wasn’t fair. They thought they should get more

Articles of ConfederationWhat problems did the Articles of Confederation lead to?

CAUSES EFFECTS

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British RuleWhat were the effects of British rule?

CAUSES EFFECTS

Effect: The new Americans made sure their government did not have the power to collect taxes

Cause: Many former colonists feared losing their freedom to a new government

Effect: Many American colonists feared a powerful government.

Effect: The new Americans made sure their new government could not take away states’ freedom and independence

Cause: The British government taxed the American colonists unfairly

Cause: The British government treated the American colonists harshly

Cause: The government under the Articles of Confederation could not collect taxes to raise money

Effect: Large states were unhappy because, bigger populations, they thought they should have more power.

Effect: The government could not pay its debts from the Revolutionary War, and America lost standing with other nations

Cause: The Articles of Confederation did not create any courts

Effect: The legislature created by the Articles of Confederation gave equal

Effect: When a problem arose between states, there was nowhere to settle the dispute.

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rights to large and small states.

ANSWER KEY:

Cause: The British government treated the American colonists harshly

Effect: Many American colonists feared a powerful government.

Cause: Many former colonists feared losing their freedom to a new government

Effect: The new Americans made sure their new government could not take away states’ freedom and independence

Cause: The British government taxed the American colonists unfairly

Effect: The new Americans made sure their government did not have the power to collect taxes

Cause: The government under the Articles of Confederation could not collect taxes to raise money

Effect: The government could not pay its debts from the Revolutionary War, and America lost standing with other nations

Cause: The legislature created by the Articles of Confederation gave equal rights to large and small states.

Effect: Large states were unhappy because, bigger populations, they thought they should have more power.

Cause: The Articles of Confederation did not create any courts

Effect: When a problem arose between states, there was nowhere to settle the dispute.

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Comparing Texts Lesson Plan: Declaration of IndependenceIdeological vs. Selfish Reasons: The Declaration of IndependenceLength of lesson: 55 minutes

Title of lesson: Declaration of Independence Interpretations Overview: Students will analyze two historians’ interpretations about the reasons for declaring independence from England, a poem, and a song. The students will consider whether the different texts used ideological reasons or selfish reasons for writing the Declaration of Independence. Students will then make a claim and evidence about each of the four texts. Objectives: Students will use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so. (C) (5 – U3.1.5)Students will explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (CCSS.ELA-LITERACY.RI.5.8)

Anticipated student conceptions or challenges to understanding: Students might not understand what selfish or ideological reasons are. The teacher will give an example of both. The teacher will say, “Ideological reasons are reasons that support the greater whole. Example: They want freedom and

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equality for everybody. Selfish reasons are reasons that support only those who wrote it such as rich people.” The teacher will also provide reasons that the students are familiar with.Students might not know what the Declaration of Independence is. The teacher will say that the Declaration of Independence is when the thirteen colonies declared themselves as independent states no longer under the British Empire. Students might not understand the difference between primary and secondary sources. The teacher will tell students that primary sources come from that time period. They are usually a diary, recording, picture, or autobiography. Secondary sources are created later by someone who did not actually participate or experience the events. Materials/Evidence/Sources: Copies of Two Historians’ Interpretations (taken from http://sheg.stanford.edu/declaration-independence)Speaker for the songCopies of the Poem

Assessment: Students will complete the attached chart worksheet as an informal assessment to show understanding of authors reasoning to support reasoning in text. Instructional Sequence:

1. Introduction: “We have begun discussing the Articles of Confederation and begun to talk about the problems that came from it, I want us to think back about the Declaration of Independence. The Declaration of Independence was written by Thomas Jefferson and signed by representatives from all 13 colonies on August 2, 1776. The document was written to list the complaints about what the colonists hated about the British rule. Before we start thinking negatively about the Articles of Confederation I want us to analyze what the Declaration of Independence is and why it was written.” “For many years, historians have disagreed on whether colonial leaders were motivated by selfish or ideological reasons.” Ask students what examples of selfish reasons are? Make sure to write these on the board so that students can look back if needed. Now, ask students examples of ideological reasons. Also write these on the board. Give the students an example they can personally relate to. Tell the students that 100% in participation in homework can lead to a pizza party. Now say, “a selfish reason for doing something would be…I didn’t want to do my homework because I was tired so I didn’t do it, so now nobody gets the pizza party “Now say, “an ideological reason for doing homework would be...I did my homework because I want everyone to enjoy a pizza party.”

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Now, tell he class that today they will be examining different texts to determine why the Declaration was written. (10 minutes).2. Whole class instruction: As a class, we will play the song “Too Late to Apologize – A Declaration” Before playing the song, the teacher will pass out a copy of the lyrics and tell the students to look, listen, and read for evidence that supports one of the claims. After they listen to the song, have students work with an assigned partner to complete the chart they have. Discuss the song, what did they think about the song? When do they think it was written? What claim did students make? What evidence did they have? Did everyone agree? (10 minutes)2. Partner Work: students will work with a partner to read the historians interpretations, and poem. Either as they are reading, or after they are reading, the students will fill out the claim and evidence chart on all the documents. (15 minutes)3. Whole Class: As a class, discuss the documents. Students should understand that Bailyn argues that the Founders were motivated by ideological reasons and Zinn argues that founders were motivated by selfish reasons. Students should understand both the poem and song support ideological reasons. As a class focus on the sources individually. What evidence came from the text? What conclusions/opinion do students have about why it was written? Keep a Tchart on the board so that the class can compare them all side by side. (15 minutes) 4. Conclusions: Make sure the class knows that the Declaration of Independence was signed to declare the thirteen colonies free from Britain and to create a list of the specific complaints the American colonists had against the British government. Tell the class that the Declaration of Independence did not make rules and laws and that the Articles of Confederation was needed because of that, although there were problems with the Articles it was still an important document because it included laws and rules that the Declaration did not include.

Sources:Keller, G. July 4th poem: “I am the declaration of independence,” by Genie Keller. Retrieved

December 10, 2016, from Riehl Life, http://www.riehlife.com/2008/07/04/july-4th-poem-i-

am-the-declaration-of-independence-by-genie-keller/

Soomo Publishing (2010, February 2). Too late to apologize: A declaration Retrieved from https://www.youtube.com/watch?v=uZfRaWAtBVg

Stanford. (2012, August 21). 5. Declaration of Independence. Retrieved December 10, 2016, from Stanford History Education Group, http://sheg.stanford.edu/declaration- independence

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Historian’s interpretation #1: Modified Excerpts from The Ideological Origin of the American Revolution by Bernard Bailyn (1967) The Declaration of Independence represents the colonists’ deepest fears and beliefs. The colonists believed they saw a clear pattern in the events that followed 1763. They believed they saw an evil and deliberate conspiracy to crush liberty in America. They see evidence of this conspiracy in the Stamp Act and in the Coercive Acts.They also believed that America was destined to play a special role in history. They believed that America would become “the foundation of a great and mighty empire, the largest the world ever saw to be founded on such principles of livery and freedom, both civil and religious.” The colonists believed that England was trying to enslave them, and that they should use “all the power which God has given them” to protect themselves.

Historian’s interpretation #2: Modified Excerpts from A People’s History of the United States by Howard Zinn (1980)It seemed clear to the educated, upper-class colonists that something needed to be done to persuade the lower class to join the revolutionary cause, to direct their anger against England. The solution was to find language inspiring to all classes, specific enough in its listing of grievances to

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fill people with anger against the British, vague enough to avoid class conflict, and stirring enough to build patriots feelings.

Everything the Declaration of Independence was about – popular control over governments, the right of rebellion and revolution, fury at political tyranny, economic burdens, and military attacks – was well suited to unite large numbers of colonists and persuade even those who had grievances against one another to turn against England. Some Americans were clearly omitted from those united by the Declaration of Independence: Indians, black slaves, and women.

I am the Declaration of Independence – Poem written July 4, 2003by Genie KellerI was born in 1776 on the 4th of JulyAmid strife and the burning question of, why?

My aim to succeed in every wayTo Bless my people with hope every day.My every word took a solemn beginningThe anticipation of futures and also of winning.

I was written with skill from far aboveWith meaningful words, blended with love.The pattern was struck into every mindTo explain what was there for all mankind.The Truth of the Right belongs to all menTo protect it and Guard it, secured to the end.

Now with hope in our hearts and the will of the stateWith life, liberty and pursuit of happiness,OR, our fateI pledged to each person, the promise of peaceFor Loyalty and Independence never to cease.

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I wrote to protect us in all of our RightsAnd grant us much strength throughout all of the nights.

Directions: With your assigned partner fill out the claim and evidence chart below. For each source, your claim should be that the source either supports selfish reasons or ideological reasons. Now find evidence from the source that supports that claim.Song

Claim: Evidence:

Historian #1:

Claim: Evidence:

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Historian #2:

Claim: Evidence:

Poem

Claim: Evidence:

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Vocabulary Activity: Articles of ConfederationDefinitions:A Revolution is a successful attempt to change the political system led by a large group of people.The American Revolution was when the thirteen American Colonies overthrew the authority of the British. The Continental Congress is a meeting there delegates from all Thirteen colonies come to be the governing body of the United States The Congress is a meeting of representatives from all thirteen colonies that are responsible for making the laws.The Constitution is the written rules and laws for the country. Liberty is a person’s right to be free within a society.Territory is an area of land that not yet owned by one group or state.A Union is a group of people that are joined together by similar beliefs

Word AssociationsPair each new vocabulary word with one of the presented words. After you have done that, explain why you paired those two words together.New Vocabulary Words ***ANSWER KEY*** Presented WordsRevolution turning point American Revolution independence

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Congress conference Continental Congress government Constitution document Union PartnerTerritory landLiberty right

Directions: Pair each new vocabulary word with one of the presented words. After you have done that, explain why you paired those two words together.

New Vocabulary Words Presented Words

Revolution DocumentAmerican Revolution PartnerCongress Turning PointContinental Congress IndependenceConstitution RightUnion ConferenceTerritory GovernmentLiberty Land

Revolution and ____________ Why?

American Revolution and ____________ Why?

Congress: and ____________ Why?

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Continental Congress and ____________ Why?

Constitution and ___________ Why?

Union and ____________ Why?

Context Used Student-Friendly Definition

Revolution p. 147 “Revolutions are difficult—over throwing Britain wasn’t easy at all for the American colonists”

A Revolution is a successful attempt to change the political system led by a large group of people.

American Revolution p. 147

“The American Revolution was unusual; it produced people who were good at nation building.”

The American Revolution was when the thirteen American Colonies overthrew the authority of the British.

Continental Congress p.147

“The continental Congress was trying to run a national government,”

The Continental Congress is a meeting there delegates from all Thirteen colonies come to be the governing body of the United States

Congress p.147 “The congress was also printing money

The Congress is a meeting of representatives from all thirteen colonies that are responsible for making the laws.

Constitution p. 148 “We didn’t begin with the constitution we have today.”

The Constitution is the written rules and laws for the country.

Nation p. 148 “New York newspapers reported a movement

A nation is a large group of people that

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to create three separate nations out of 13 former colonies”

live in the same country.

Liberty p 149 “The Americans, at the end of the 18th century, fought hard for liberty.”

Liberty is a person’s right to be free within a society.

Territories p.150 “People in territories felt the same way.”

Territory is an area of land that not yet owned by one group or state.

Union p. 150 “They called it a ‘union’ of states.”

A Union is a group of people that are joined together by similar beliefs

Chart idea taken by Alexandra VandeBunte

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Performance Assessment: Problems with Articles of Confederation ObjectivesThe students will give examples of problems the country faced under the Articles of Confederation (e.g., lack of national army, competing currencies, reliance on state governments for money). (National Geography Standard 13, p. 169, C) (5 – U3.3.2)Instruction: The teacher will provide the students with a scenario that can relate to the government from Articles of Confederation. This will help students identify problems the country faced under the Articles of Confederation. This will show students that change needed to happen.Teacher directions: Plan for students to spend 20 minutes on this assessment. Students will work in pairs. The prompt will be passed out to each student on a separate sheet or paper. If students finish early spend the time sharing ideas to the whole class.Student directions: Please read the scenario below. After you finish reading the scenario use full sentences to answer the questions below. Use what you know, do not look at class notes. Ms. Emily’s second grade classroom did not have any rules on the first day of school. The students were allowed to do what they wanted, when they wanted. Ms. Emily said that they could create rules for their classroom, but only if 9/13 students in her class agreed on the rule. As she found out, it was hard for 9 students to agree on rules when they were individually allowed to do what they wanted. This class was out of control since the teacher had equal power as the students. Answer the following questions using complete sentences. Each answer should include at least three sentences or three examples. What problems would there be in Ms. Emily’s classroom without rules, why?

What could Ms. Emily do to solve these problems?

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How is Ms. Emily’s classroom similar to problems with the Articles of Confederation? Think about the national power and state power and compare it to the classroom.

Concept Formation Lesson Plan: RightsLength of lesson: 30 minutes Title of lesson: Understanding our rights Overview: Students will begin to learn about the concept of rights. Students will first be given a definition of a right followed by examples/non-examples of rights. Students will then apply how rights relate to the British and the Bill of Rights. Objectives: Students will be able to define the word right Students will be able to identify examples and non-examples of a right. Students will be able to describe the concern that some people had about

individual rights and why the inclusion of a Bill of Rights was needed for ratification. (5 – U3.3.7)

Students will be able to describe the rights found in the First, Second, Third, and Fourth Amendments to the United States Constitution. (C) 5 – U3.3.8)

Anticipated student conceptions or challenges to understanding: Students might not know what a right is. The teacher will define the word and give examples of what a right is. Students might not understand what the bill of rights is. The teacher will briefly explain that the Bill of Rights are the first ten amendments added to the Constitution as an agreement between the Federalists and Anti-Federalist. These amendments were added to the Constitution because some people felt that their rights were not protected. Students might not know what a Federalist and Anti-Federalist are. The teacher will explain that a Federalist is someone that supports the writing of the Constitution and an Anti-Federalist is someone who does not want the Constitution written because they feel that their rights will not be protected.Materials/Evidence/Sources: White board/ Projector Copies of Exit TicketAssessment: Students will complete an informal assessment during the lesson by writing in their journals. The students will write down whether examples are rights

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or not rights. They students will also complete an informal assessment in the form of an exit ticket by applying the information they learned.Instructional Sequence: 1. Introduction: The teacher will say, “As we continue to learn about the constitution we will begin talking about the Bill of Rights. The Bill of Rights was added to the Constitution and protected citizens’ rights that would allow them to speak up against the government or anything they did not believe in. The Bill of Rights was added because Anti-Federalists believed that the government would not protect their basic rights and give too much power to the President. We will now review what a right is. (4 minutes)2. The teacher will provide students with definitions of rights: A right is a privilege that someone cannot take away. Example: You have the right to express your feelings to your teacher. You have freedom to practice whichever religion you want, freedom of speech, freedom of press, freedom to own a gun, freedom to have privacy. 3. The teacher will provide the students with examples/non-examples of a right (15 minutes): “I am going to write examples on the board and we will discuss why each is or is not an example of a basic right. First, I want each of you to get out your journal and write down whether each one is a right or not a right and explain why. You will have five minutes to complete this and then we will talk as a class.I can say what I want when I want (this is a right because freedom is speech is a privilege)I can create a riot (no, freedom of speech, but that is not peaceful)I can create a petition (yes, freedom of speech)I can’t own a gun (no, right to bear arms)I have the right to privacy (yes)I am forced to change my opinion because someone told me I am wrong (not a right because freedom of speech)I have to practice the religion my government tells me (NO! freedom of religion)3. The teacher will have the student’s think of examples/non-examples of rights: “Now I want you to quietly think to yourself for one minute about examples/non-examples of rights.” Now talk as a class about each example students give. Have one student write their example on the board and ask another student to explain why whether it is a right or not. (5 minutes)4. The teacher will have them apply concepts The teacher will begin to explain the amendments within the Bill of Rights. She will write on the board the first four amendments:The first amendment protects the freedom of religion, speech, and press, in a peaceful way. The second amendment guarantees Americans the right to bear arms (own guns).

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The third amendment prevents the government for forcing people to shelter solders in their homes. The fourth amendment guarantees privacy and prohibits government to search your property for no reason.The teacher will pass out the attached worksheet and students will independently write down their answers. (5 minutes)

Sources:

Constitution. (n.d.). Retrieved December 06, 2016, from http://constitution.laws.com/bill-of- rights/the-bill-of-rights

Explaining the Bill of Rights | Scholastic.com. (n.d.). Retrieved December 02, 2016, from http://www.scholastic.com/teachers/article/explaining-bill-rights

Exit TicketDo not use any notes to help you answer the following questions.

Answer the questions below. State whether each is an example of a right or a non-example. If it is an example of a right, list which Amendment protects that right and briefly explain why. If it is not an example, explain which Amendment it is in violation of:

Being able to own a gun

Being able to express my opinion to a classmate/teacher

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Forcing someone my friend to practice my religion

Being told you cannot give your opinion because it is wrong

Answer the questions below using full sentences.

Why do you think people were concerned about their rights?

What does the second amendment protect?

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