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September 2011
LESSON PLAN
To Form a More Perfect
Union: A Great Debate
CLASS DISCUSSION
The United States Constitution is
the foundation of our democratic
government, created from
compromise and idealism.
It took the Founding Fathers some
years to get it right – eleven, to be
exact! After declaring independence
from England, they created the
Articles of Confederation, a list of
13 Articles that allowed for individual
state sovereignty, and a central
government with little authority. In time Congress realized
they had vested far too much authority in the states, which
precluded the formation of a cohesive nation.
The Constitution found a middle ground between an absolute
monarchy and independent state governments, and it is
successful on several levels. First, it created three responsible
branches of government – executive, legislative, and judicial
– who, while powerful, have the ability to keep each other
in check. Secondly, under the definition of federalism, the
Constitution allows each state to dictate its own laws while
still falling in line with federal guidelines, like ensuring civil
rights, punishing criminal offenders, and taxing citizens.
Thirdly, and most importantly, the Constitution is ever
changing. Like this country’s population, the Constitution is
Lesson Plan Continued
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September 2011 Lesson Plan • To Form a More Perfect Union: A Great Debate
a living, breathing, evolving institution. Thanks to
amendments, and the Founding Fathers’ gracious
rule that their ideal creation is subject to debate,
the Constitution can right wrongs of the past and
ensure for our prosperity a happy future. Consider
groundbreaking alterations, such as the 13th, 14th,
15th, and 19th Amendments, which not only put an
end to slavery, but also paid all Americans – regardless
of race, sex, background or experience – the right of
citizenship and the vote they are entitled. Consider,
also, the Constitution’s ability to repeal its own laws;
the 21st Amendment, for example, officially repealed
the 18th Amendment (Prohibition). For more than two
centuries, the Constitution has truly lived up to the
objective the Framers outlined in its
Preamble, which, quite simply, was “to
form a more perfect Union.”
ACTIVITY
In the spirit of the Framers of the
Constitution, your students will conduct
honest and thoughtful debates
regarding the Bill of Rights. You may
adjust the rules and definitions of this
activity to your students’ skill level.
As homework and during your class’
library period, students will research the
Bill of Rights – the first ten amendments
to the Constitution. These laws have outlasted
generations upon generations of American citizenry.
Many educators like to call them “permanent.” But just
because they have survived does not mean they have
always been popular! Should the press have complete
freedom of speech? Should each citizen have the right
to bear arms? What are the implications?
Break the class up into small groups, or panels. Assign
each group one amendment from the Bill of Rights (or
several, depending on your class population), and ask the
group to come up with solid reasons for this amendment
to remain a lasting American law in perpetuity.
Furthermore, ask each group to connect the right and
protections their assigned amendment promises with the
meaning of citizenship. For example, how does being a
citizen align with the right to a trial by jury?
In the manner of the Continental Congress’ submission
of the Constitution to the states for ratification, student
panels will deliver their amendments to the class,
explaining the meaning of the bill, its need and its
impact upon American citizens. Students will take
questions from the class audience, defending their
positions, while entertaining valid contrary challenges
from the audience.
Encourage each panel to present at least one
argument per person so that each student has a
chance to speak. As a proctor, allow each panel 10
minutes of presentation time, with 10 to 15 minutes
for questions and answers. Finally, conduct a general
discussion on what the Constitution means, and why
it is important that the common man have a say in
its drafting. What, after all, do your students think
citizenship means?
DESIRED OUTCOME
It is the intent of this lesson plan for
your students to learn the meaning
of the adage “by the people, for the
people, of the people.” The success of
what the Framers created lay not just
in its efficiency and balance, but also
because they conceived a government
that was made of the common man.
The only difference between elected
officials and civilians is the trust that
the civilian vests in the official – a trust
that he will treat our government and
national resources with respect. Through this activity
your students will learn to think about the common
good rather than personal interest, and how to express
their opinions in an organized, polished, and articulate
fashion. They will find success not only in arguing their
own cases, but also listening openly to other claims
and opening their minds to other opinions. This sort
of critical thinking and broadminded attitude will help
them not only in their reading and writing skills, but it
will teach them the responsibility of citizenship, and
equip them with the tools they’ll need to participate in
a democratic society.
CURRICULUM STANDARDS
American History: American Revolution
Civics: Citizenship, constitutions, democracy, elections,
legislation
Language Arts: Persuasive argument, debate