PAGEPLAN
Wanted—A “Just Right” Government
Time: One or two class periods
 ANTICIPATE
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. 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.
 DISTRIBUTE
one ―Wanted—A ‗Just Right‘ Government‖ notetaking packet to each student.
 WORK THROUGH PowerPoint presentation or overhead transparencies while following the Presentation
Guide. If you are using overhead transparencies, keep them covered with a sheet of
paper and uncover the parts you need as you go. Students will get the information for
the notetaking worksheet in different ways throughout the presentation:




 CLOSE
A few parts use the cloze method
In some sections, you will read/explain while students fill in blanks
Sometimes a quote will appear and students will fill in blanks from the quote
Mini Quizzes throughout the presentation let you check for understanding and get
the whole class participating.
by having students complete the crossword puzzle on page 4 of the packet (or this
makes good homework).
WANTED—A “JUST RIGHT” GOVERNMENT Name: __________________________
When the colonists declared independence from Britain,
they had a pretty good idea of what they wanted in a new
government. In fact, they said it loud and clear right in
their Declaration of Independence:
2
―We hold these ____truths__ to be self-evident,
that all men are created ___equal___, that they
are endowed by their Creator with certain
unalienable ___rights___, that among these are
1
WANTE
D— A
govern
· has
ment t
enough
hat:
______
_
____ to
· does
n‘t give
do its j
ob
anyone
too ___
· cons
_____
iders th
power
e need
s of all
· lets
______
people
______
have a
______
· prot
____
ects ind
ividual
______
______
__
___life_____, ____liberty__, and the pursuit of
Sounds great!
Where do I sign up?
____happiness______.‖
The Declaration goes on to say that:
3
 The purpose of government is to ―___secure_____ these ___rights___‖
 Government gets its __power_____ from the ―___consent_____ of the ___governed________‖
 People have a right to create a __new__ government if the old one isn‘t meeting these goals.
All right, then! We‘re ready to create a new government! But wait—maybe it‘s not so easy.
4
is a
tion
a
r
uals
e
divid
nfed
n
i
o
f
c
A
_o
a
p___
r for
u
e
o
h
r
t
g
e
tog
___
____
d
e
t
i
___.
__un
__
rpose
u
p
_
__
The First Attempt: These Articles Ain’t Workin’!
The Americans wrote their first plan for _government_ in a document
called the _Articles____ of Confederation. The year was __1777__.
 Each state was _independent__ and had its own __government__
 Each state sent __representatives_____ to the ―Congress of the
Confederation‖
 The Congress was the only ___central__ government. There was
no __President_______.
 In Congress, each state got __one___ vote

Hey, This is Great!
States get to keep their __power____ and
__independence_________

No _government___ telling the states what to

__do___
Congress had the power to create a
___military_____ to protect all the
____states___
5

But Wait…
Congress has no way to __enforce______ its
_laws___

That meant states could ___ignore____ laws

Congress did not have the power to collect
___taxes____ to pay for the military

The Articles could only be ___changed_____ if
___all__ states agreed
…
the
d
ir
an
t he
cks
d
o
n
l
ike
a
ldi
ns little l rs‘
a
Go
c
i
a
er
ea
Am were ree b out
w
h
e
n
nd
et
try
ons
The stituti in th ad to y fou
e
s
con dilock hey h ntil th ht!‖
l
Go se: T nts u ust rig
e
j
hou ernm was ―
v
t
go tha
one
7
6
Trouble in Paradise
Without a strong central government, there were
____conflicts____ between the ___states_____ that the
powerless Congress could not ___control____. For example, states made their citizens pay __taxes___ on
goods that came from other __states______.
It was hard for new Americans to agree on what kind
of government they needed. 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 and some states had

___few____.
People had different ____opinions______. Some people ___feared____ a central government while
others thought a central government was ____necessary_____.
Something needed to change! Even so, people were ___afraid____ of a ___central___ government that
might have too much _____power_______ over the states.
Good luck with that...
Despite these differences, leaders from the different states got together to
fix the problems with the Articles of Confederation.
8
Instead, they came out with a whole new idea. Here‘s how it compares:
Articles of Confederation
Government has ___one___ branch:

__legislative______—makes __laws___
New Idea
Government has ___three_____ branches:

_____legislative______—makes ___laws_____
 _____executive______—carries out __laws_____
ld each
u
o
h
s
s
ote
 _____judicial________—interprets ___laws_____
many v
ture?
But how in the legisla
et
state g
an
‖
inia Pl
9
g
r
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ambers
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h
c
―
The N
_
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_
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ew Jer
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sey Pl
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p
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an
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ranch h
gets
 Ea
e
islative
t
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
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ate get
f vot
―chamb
pulation
s ___o
 __
mber o
e
r
‘s __po
ers‖
n
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S
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m
m
_
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 Nu
e
a
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v
ll
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r
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v
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of
uld
o
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w
iz
s
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e
t
p
a
h
ower
tes wo
t
__ sta
uld hav
r_____
e
e more
g
r
a
L
_
_

power
People were afraid some states would have more than
their fair share of __power______!
10
Ta-Da! Presenting . . . The Constitution!
Preamble
Explains the __reasons____ why the Constitution is being written:


Remember
Virginia and
New Jersey?

Create a better __union__ of __states___ than what they had under the
Articles of Confederation

__Protect__________ the country

Make sure the states have a __peaceful______ relationship

Secure __freedom_____ for future generations
Where did these
ideas come from?
11
Article I
Creates a __legislative____ branch that __makes______ laws.
Gives law-making power to a __Congress____ that has _2__ chambers:
House of Representatives—the more __people____ a state has, the more
__representatives____ it gets
Senate—each state gets _2__ representatives (that means two _votes_)
 Gives Congress a list of specific __powers_____. Any powers not listed,
___states____ get to keep.

Article II
Creates an ___executive____ branch to ___carry out_______ the laws.
A ___President_______ will be the __head___ of the executive branch.

Article III
Creates a __judicial_____ branch to ___interpret____ the laws.

A _Supreme Court______ will be the __highest___ court in the country.

Two more
branches
to balance
government!
12
Article IV
Requires each state to treat ___citizens____ of other states the __same_ as it
treats its own citizens.
What
problems
get solved
here?
Article V
Lets the Constitution be __changed_________ if two-thirds of the members of
__Congress________ and three-fourths of ___states_____ agree.
Article VI
Says that the ___Constitution_____ and the laws passed by Congress are
___superior_______ to laws passed by ____states_______.
Article VII
Allows the Constitution to take effect after __9___ out of __13___ states
___vote________ to accept it.
13
Amendments
The Constitution did not say anything about peoples‘ individual __rights____,
so they added the __Bill of Rights__ and other changes later.
All right!
WANTED—A “JUST RIGHT” GOVERNMENT Name: __________________________
1
E
Q
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L
2
3
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24
G
Across
1. The Declaration of Independence said all ―men‖
(people) were created this way.
8. Fraction of Congress required to change the Constitution
9. One of two things people were afraid states might lose
11. The chamber of Congress where each state gets two
votes
12. Under the Virginia Plan, these states would have more
power
16. The highest court in the country
17. A group of individuals united together for a purpose
18. One of two things people were afraid states might lose
19. One of the ―unalienable‖ rights
20. One of the ―unalienable‖ rights is to pursue this
22. The Articles of Confederation was America‘s first plan
for ___
23. One problem was that states charged these on goods
from other states
24. Early Americans had something in common with this
fictional character!
O
L
D
I
L
O
C
K
S
Down
1. Under the Articles of Confederation, Congress could
not do this to its laws, so states could just ignore laws
2. One of the ―unalienable‖ rights
3. The Articles of Confederation created a government
that only had one of these
4. Under the Articles of Confederation, America did not
have one of these
5. These were the ―individuals‖ in the ―confederation‖
created by the Articles
6. In the House of Representatives, the number of votes
a state gets depends on this
7. Under the New Jersey plan, these states would have
more power
10. The branch that carries out laws.
13. The branch that makes laws.
14. The branch that interprets laws.
15. Fraction of states needed to change the Constitution.
21. One of the Constitution‘s goals was for states to have
this kind of relationship
25. The Constitution is divided into sections called ____
26. Changes added to the Constitution later, giving people
rights.
WANTED—A “JUST RIGHT” GOVERNMENT Name: __________________________
When the colonists declared independence from Britain,
they had a pretty good idea of what they wanted in a new
government. In fact, they said it loud and clear right in
their Declaration of Independence:
―We hold these ___________ to be self-evident,
that all men are created ___________, that they
are endowed by their Creator with certain
unalienable ___________, that among these are
WANTE
D—A
govern
ment t
· has
hat:
enough
______
_____
· does
to do it
n‘t give
s job
anyone
too ___
· cons
_____
iders th
power
e need
s
of all _
· lets
______
people
_____
have a
______
· prot
____
ects ind
ividual
______
______
__
____________, _____________, and the pursuit
Sounds great!
Where do I sign up?
of ___________________.‖
The Declaration goes on to say that:
 The purpose of government is to ―______________ these ____________‖
 Government gets its ____________ from the ―_______________ of the ___________________‖
 People have a right to create a _______ government if the old one isn‘t meeting these goals.
All right, then! We‘re ready to create a new government! But wait—maybe it‘s not so easy.
The First Attempt: These Articles Ain’t Workin’!
is a
tion
a
als
r
e
ividu
ed
f
d
n
n
i
o
a
Ac
_ of
r for
____
e
_
h
_
t
_
e
____
_ tog
__
____
_
_
_
_.
__
____
_
_
_
__
____

The Americans wrote their first plan for ____________ in a document
called the _____________ of Confederation. The year was ________.
 Each state was ______________ and had its own ______________
 Each state sent __________________ to the ―Congress of the
Confederation‖
 The Congress was the only ____________ government. There was
no _________________.
 In Congress, each state got ________ vote
Hey, This is Great!
States get to keep their ____________ and
___________________

No _________________ telling the states what

to _______
Congress had the power to create a
________________ to protect all the
_______________

But Wait…
Congress has no way to _____________ its
______

That meant states could ______________ laws

Congress did not have the power to collect
____________ to pay for the military

The Articles could only be _______________ if
________ states agreed
…
the
d
ir
an
t he
cks
d
o
n
l
ike
a
ldi
ns little l rs‘
a
Go
c
i
a
er
ea
Am were ree b out
w
h
e
n
nd
et
try
ons
The stituti in th ad to y fou
e
s
con dilock hey h ntil th ht!‖
l
Go se: T nts u ust rig
e
j
hou ernm was ―
v
t
go tha
one
Trouble in Paradise
Without a strong central government, there were
________________ between the ______________ that
the powerless Congress could not ______________. For
example, states made their citizens pay __________ on
goods that came from other ____________.
It was hard for new Americans to agree on what kind
of government they needed. Here‘s why:

States had different _____________. For example, some states depended on ________________,

while others mostly grew ______________.
States had different ______________. Some states had ____________ people and some states had

__________.
People had different _________________. Some people _____________ a central government while
others thought a central government was __________________.
Something needed to change! Even so, people were _____________ of a _____________ government that
might have too much _________________ over the states.
Good luck with that...
Despite these differences, leaders from the different states got together to
fix the problems with the Articles of Confederation.
Instead, they came out with a whole new idea. Here‘s how it compares:
Articles of Confederation
Government has _________ branch:

___________________—makes __________
New Idea
Government has _____________ branches:
 ___________________—makes ____________
 ___________________—carries out ___________
ach
e
ld
u
o
 ___________________—interprets ___________
tes sh
any vo
?
e
m
r
u
t
w
o
la
But h
e legis
et in th
g
e
t
a
t
s
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ew Jer
 Le
n
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sey Pl
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as ___
____
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t
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nds o
nch h
 __
______
mbers‖
ts depe
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tive bra
e
_
g
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la
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is
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vote
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power
tates w
ber of
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ould ha
o
‘s
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m
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
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ve mor
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uld
of t
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iz
s
s
e
t
e
a
t
th
s
_
___
_
_
_
_
_
____
 __
People were afraid some states would have
power
more than their fair share of _____________!
Ta-Da! Presenting . . . The Constitution!
Preamble
Explains the ____________ why the Constitution is being written:

Create a better _________ of __________ than what they had under
the Articles of Confederation
________________ the country
Where did these
ideas come from?
Make sure the states have a _______________ relationship

Secure _____________ for future generations


Article I
Creates a _______________ branch that ____________ laws.
 Gives law-making power to a ______________ that has ____ chambers:

Remember
Virginia and
New Jersey?
House of Representatives—the more ___________ a state has, the more
__________________ it gets
Senate—each state gets ____ representatives (that means two _______)

Gives Congress a list of specific _____________. Any powers not listed,
_____________ get to keep.

Article II
Creates an _______________ branch to _________________ the laws.
A _________________ will be the _________ of the executive branch.

Article III
Creates a ______________ branch to ______________ the laws.

A ___________________ will be the ___________ court in the country.

Two more
branches
to balance
government!
Article IV
Requires each state to treat _____________ of other states the _______ as it
treats its own citizens.
What
problems
get solved
here?
Article V
Lets the Constitution be ________________ if two-thirds of the members of
_________________ and three-fourths of _____________ agree.
Article VI
Says that the ________________ and the laws passed by Congress are
________________ to laws passed by _________________.
Article VII
Allows the Constitution to take effect after ______ out of _______ states
______________ to accept it.
Amendments
The Constitution did not say anything about peoples‘ individual __________,
so they added the ________________________ and other changes later.
All right!
WANTED—A “JUST RIGHT” GOVERNMENT Name: __________________________
1
2
4
3
5
6
7
9
8
10
11
12
13
15
14
16
24
25
17
19
18
20
21
22
23
24
Across
1. The Declaration of Independence said all ―men‖
(people) were created this way.
8. Fraction of Congress required to change the Constitution
9. One of two things people were afraid states might lose
11. The chamber of Congress where each state gets two
votes
12. Under the Virginia Plan, these states would have more
power
16. The highest court in the country
17. A group of individuals united together for a purpose
18. One of two things people were afraid states might lose
19. One of the ―unalienable‖ rights
20. One of the ―unalienable‖ rights is to pursue this
22. The Articles of Confederation was America‘s first plan
for ___
23. One problem was that states charged these on goods
from other states
24. Early Americans had something in common with this
fictional character!
Down
1. Under the Articles of Confederation, Congress could
not do this to its laws, so states could just ignore laws
2. One of the ―unalienable‖ rights
3. The Articles of Confederation created a government
that only had one of these
4. Under the Articles of Confederation, America did not
have one of these
5. These were the ―individuals‖ in the ―confederation‖
created by the Articles
6. In the House of Representatives, the number of votes
a state gets depends on this
7. Under the New Jersey plan, these states would have
more power
10. The branch that carries out laws.
13. The branch that makes laws.
14. The branch that interprets laws.
15. Fraction of states needed to change the Constitution.
21. One of the Constitution‘s goals was for states to have
this kind of relationship
25. The Constitution is divided into sections called ____
26. Changes added to the Constitution later, giving people
rights.
Wanted—A “Just Right” Government: Presentation Guide
Power Point
The nu
mb
the num ers here cor
resp
bers on
the tea ond with
cher gu
For bes
ide.
t result
s, prev
notetak
iew the
ing wo
rk
Power
Point p sheet and the
resenta
tion tog
ether.
Power Point Slide 2
1
Give students 2 minutes to determine where
the words should go.
Use choral response to ask for correct answers.
Power Point Slide 3
Read the quote together off the slide as a
chorus.
Have students fill in the missing words on their guided
notetakers.
2
Power Point Slides 4—7
Read the quote together off the slide as a
chorus.
Use the quote to help students figure out the missing
words on the notetaker.
Answers appear as you advance the slides.
3
Power Point Slides 8—9
4
Slide 8: Give students 2 minutes to figure
out where the words should go. Use choral
response to elicit correct answers.
Slide 9: Show this slide after you have read students
the definition of ―confederation‖ out loud.
Power Point Slides 10—28
Slides 10-18: Read students each bulleted
list as they fill in the blanks, starting with
―Hey, This Is Great!‖ After each bullet, advance the
slide to show the answers.
Slides 19-28: Quiz the class using choral response.
Advance the slides to reveal new questions/answers.
Power Point Slides 48—49
8
Discuss comparison charts on notetaker
worksheet out loud with students while they
fill in blanks. Use slides as visual representation of
ideas discussed.
Power Point Slides 50—51
Slide 50: Show as visual aid while you go
through Virginia and New Jersey comparison
with students out loud and students fill in blanks.
Slide 51: Poll the class. Call on random students to
explain their choices.
9
10
Power Point Slides 52—53
Read quote with students. Use quote to discuss Preamble while students fill in blanks.
5
Power Point Slides 29—35
6
Slide 29: Show slide and read the
Goldilocks box with students.
Slides 30–35: Read/discuss paragraph with students
while they fill in blanks. Advance slides to reveal answers.
Power Point Slides 36—47
7
Slides 36-41: Read the bullets to students
while they fill in blanks.
Slides 42-47: Quiz class using choral response. Advance slices to reveal answers.
Power Point Slides 54—66
Slides 54-62: Use slides as visual aid while
discussing the first three articles as students
fill in blanks.
Slides 63-66: Quiz class using choral response. Students choose between the two possible italicized
words. Advance slides to reveal answers.
11
Power Point Slides 67—78
Discuss Articles IV-VII with students as they
fill in blanks. After each article, advance slide
to reveal a comparison question about the Articles of
Confederation. Advance again for the answer.
12
Power Point Slides 79—104
Slides 79-84: Use teacher guide to read the
sentence about the amendments out loud to
students while they fill in the blanks, and click through
the slides for examples.
Slides 85-104: Quiz class using choral response.
13
Wanted—A “Just Right” Government: Presentation Guide
Overhead Transparencies
1
Word list #1
Show the word list and give students 2
minutes to determine where the words should
The nu
mb
the num ers here cor
resp
bers on
the tea ond with
cher gu
For bes
ide.
t result
s, prev
notetak
iew the
ing wo
rkshee
Power
t
a
Point p
resenta nd the
tion tog
ether.
go.
Use choral response to ask for correct answers.
Declaration quote #1
Read the quote together off the transparency
as a chorus.
Have students fill in the missing words on their guided
notetakers.
2
8
Declaration quote #2
Read the quote together as a chorus looking
at the transparency.
Use the quote to help students figure out the missing
words on the notetaker.
3
Word list #2
Give students 2 minutes to figure out where
the words should go. Use choral response to
elicit correct answers.
fill
5
Discuss Virginia and New Jersey plans out
loud while students fill in blanks.
9
4
Read the definition of ―confederation‖ out loud while
students fill in blanks.
Discuss comparison charts on notetaker
worksheet out loud with students while they
in blanks.
10
Preamble quote
Read quote with students. Use quote to discuss Preamble while students fill in blanks.
11
Read students each bulleted list as they fill in
the blanks, starting with ―Hey, This Is Great!‖ blanks.
Mini Quiz #1: Quiz the class using choral response.
Mini Quiz #3: Quiz class using choral response. Students choose between the two possible italicized
words.
6
Read the Goldilocks box with students.
Read/discuss paragraph with students while
they fill in blanks.
12
7
Read the bullets to students while they fill in
blanks. Read/discuss paragraph with students while they fill in blanks.
13
Mini Quiz #2: Quiz class using choral response.
Three Branches diagram
Use diagram as visual aid while discussing
the first three articles as students fill in
Discuss Articles IV-VII with students as they
fill in blanks.
Read the sentence about the amendments
out loud to students while they fill in the
blanks
Mini Quiz #4: Quiz class using choral response.
Wanted—A “Just Right” Government: Mini Quiz Key
For Use With Overhead Transparencies
Mini Quiz #1
Articles of Confederation
Mini Quiz #1
Problems Among States
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
F
T
F
F
T
F
T
F
T
T
F
F
Mini Quiz #3
The Three Branches
1. 1. Congress can make laws but cannot carry out laws.
2. The President can carry out laws but cannot make laws.
3. The courts cannot make/carry out or make/carry out laws, but they can interpret what
laws mean. (either order is OK)
Mini Quiz #4
The Constitution
1. B
2. A
3. B
4. B
5. A
6. B
7. B
8. B
9. B
10. A
WANTED—A “JUST RIGHT” GOVERNMENT
Overhead Transparencies
WANTED—A government that:
much
say
states
power
rights
OOO
“We hold these truths to be self-evident, that
all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty,
and the pursuit of happiness.”
OOO
“That to secure these rights, governments are
instituted among men, deriving their just
powers from the consent of the governed,
that whenever any form of government becomes destructive of these ends, it is the right
of the people to alter or to abolish it, and to
institute new government…”
central
President
independent
1777
one
representatives
Articles
government (x 2)
OOO
Mini-Quiz #1: Articles of Confederation
True or False?
1. There would be a President to lead the country.
2. States would still be independent.
3. The Articles were easy to change.
4. The more people a state had, the more votes it got in Congress.
5. Congress did not have the power to collect taxes.
6. Congress could pass laws that the states had to obey.
7. The Articles of Confederation created the first American
government.
OOO
Mini-Quiz #2: Problems Among States
True or False?
1. Everybody thought the central government should have more
power.
2. Some people were afraid states might lose their independence.
3. Different states had different needs for government to meet.
4. The states all got along with each other.
5. The government created by the Articles of Confederation had
everything under control between the states.
“We the People of the United States, in Order to
form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and
secure the Blessings of Liberty to ourselves and
our Posterity, do ordain and establish this Constitution for the United States of America.”
Legislative Branch
Makes Laws
The Three Branches
Executive Branch
Carries Out Laws
Judicial Branch
Interprets Laws
OOO
Mini-Quiz #3: The Three Branches
Choose the correct words:
1. Congress can make/carry out laws but cannot make/carry
out laws.
2. The President can make/carry out laws but cannot
make/carry out laws.
3. The courts cannot make/carry out or make/carry out laws,
but they can interpret what laws mean.
Under the Constitution…
A
B
1. Laws are made by the _____
branch.
executive
legislative
2. States must treat people from
other states _____.
the same
differently
3. Laws passed by Congress are
_____ to state laws.
inferior
superior
one chamber
two chambers
5. Each state gets two votes/
representatives in the _____.
Senate
House
6. Each state gets a number of reps
based on population in the ___.
Senate
House
7. The President is the head of
the____ branch.
legislative
executive
8. The executive branch _____.
makes laws
carries out
laws
9. One goal of the Constitution is to
establish _____.
anarchy
justice
10. The articles of the Constitution
don‘t say anything about _____.
rights
laws
4. Congress has ____.