1
LIBRARY OF CONGRESS- PATHWAYS
CONSTITUTION UNIT
BY
Rob Nelson, Nicole Wilson, Taylor Bruns,
Jessica Rice and Lauren Joyner
College of Education
University of Northern Iowa
Cedar Falls, IA
Title:
The Living Constitution: From the Beginning Struggles to the Thriving United States of America
Theme: Politics and Citizenship
Historical Period: The New Nation—1783-1851
Lesson Module Overview: Students will learn and understand the importance of the
Constitution. Using primary sources from the Library of Congress, students will utilize images
and documents to better understand the Constitution, how it was formed, and how it affects us
today. Through participation in inquiry based learning, students will be given the opportunity to
investigate and critique our nation's past. Students will observe how these historic events have
affected our government and the communities in which we live.
Grade Range: Intermediate/Middle Level (4-6)
TABLE OF CONTENTS
Lesson Module Day 1
Title: The Constitutional Convention: The Constitution is Born
3
Lesson Module Day 2
Title: Exploration of Articles 1-3 of the U.S. Constitution
7
Lesson module Day 3
Title: Investigation of the Bill of Rights
10
Lesson Module Day 4
Title: The Living Constitution: The Here and Now
13
2
Appendix I: Images and Graphic Material
16
Appendix II: Documents
27
Appendix II: Bibliography and Webliography
28
3
LESSON MODULE
Day 1
Title: The Constitutional Convention: The Constitution is Born
Learning Goals:
Knowledge
− Students will understand how differing ideas were compromised to form the Constitution.
− Students will understand how key issues of slavery, representation, and the strength of
the national government affected the writing of the Constitution.
− Students will understand why states’ differing attributes caused conflict while writing the
Constitution.
Skills
− Students will participate in a role-play debate activity centered around key Constitutional
issues.
− Students will explore components of the Constitution and identify its 3 main parts.
− Students will begin exploring various types of primary sources such as images and
documents.
Dispositions
− Students will begin to develop an ability to evaluate multiple perspectives, think
critically about the past, and grapple with the complexity of historical issues.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences that provide
for the study of the past and its legacy.
People, Places, & Environments: Social studies programs should include experiences that
provide for the study of people, places, and environments.
Individuals, Groups, and Institutions: Social studies programs should include experiences that
provide for the study of interactions among individuals, groups, and institutions.
Power, Authority, and Governance: Social studies programs should include experiences that
provide for the study of how people create, interact with, and change structures of power,
authority, and governance.
4
Materials Needed:
White Board/Smart Board
Markers
Image of Constitutional Convention
“Articles of Confederation” Full text (digital copy)
Deck of cards with Colonies and information attached (No Rhode Island)
Image of Great Compromise (digital)
Plans and Compromises hand out
Image of the Constitution (digital copy)
"A Summary of the US Constitution" handout
Student journals or Constitutional blog
Lesson Procedures:
Introduction
1. Hook the students’ interest by leading a short simulation related to ratification. Pose a
fictitious issue that students will not all agree on to the class for them to vote on. One
such issue may sound like this: “Our school is thinking about changing the time that it
starts. Some people think that school should be from 7 AM-2 PM so that we can get out
earlier, but other people think that school should be from 10 AM-5 PM so that we can
sleep in.”
2. Tell the class that they are going to vote on the issue. Have students raise their hands for
their choice of start time. Tally student votes on the board.
3. Once voting is complete, appear worried and say, “Oh dear, I forgot. In order for school
to change its start time, everyone in our class has to agree.”
4. Have one or two students from each side of the issue try to persuade the class to vote for
their start time. After this mini-debate, hold a re-vote. It is likely that the vote will still
not be unanimous.
5. Lead a discussion based upon the following topics:
− Why did you vote the way you did the first time? How about the second time?
− Was it easy for everyone to agree on what time was best for school to start? Why
or why not?
6. Show the image of the Constitutional Convention on the smart board or via projector.
Students should discover that it is not easy to reach a unanimous decision. Use this
discovery to Segway into why the Articles of Confederation, the United States’ first
governing document, didn’t work.
Development
1. Using a projector or smart board, display the “Articles of Confederation” for the class to
see. You do not need to read through the whole document, just summarize the main
points:
5
2.
3.
4.
5.
6.
7.
8.
− Each state gets one vote
− No judicial or executive branch
− Weak national government
− Can only be changed with unanimous consent
Ask students to brainstorm why the Articles of Confederation didn’t work. Possible
answers could include that the government was too weak, representation was unfair, and
it was difficult to amend.
Tell students that today, they will be helping to create the new Constitution of the United
States. Pass out one card to each student at random. Each card will have the name of one
colony and some information about it. This information could include whether the state
was large or small, if it had slaves or not, the name(s) of its delegate(s) at the convention,
etc. There will be doubles of some (or all) of the colonies.
Divide the room in half. Have the students with large state cards be on one side of the
room and small states on the other. Instruct each side to pick one classmate to be the
scribe. Based upon the information on their cards, each group of states must come up
with their own plan for the Constitution. All states in the group must agree to their plan.
After each side has completed their plan, have them choose one representative from their
side to present their proposal for the Constitution to the class. As the two plans are
shared, the teacher should write a list for each highlighting key points.
Have the class compare the two plans. Encourage students to debate their ideas. Why do
they disagree with that particular aspect of the other group’s plan? Does it favor one side
over the other?
After debate dies down, ask students to brainstorm ways in which they can compromise
so that this Constitution is as fair as possible.
Once students have come to reasonable compromise, congratulate them. You have just
created a Constitution! At this point, share with students that they just recreated
something that actually happened at the real Constitutional Convention. Put the image of
the Great Compromise up for students to see with the smart board or projector. Give
students the Plans and Compromises hand out. Prompt discussion with the following
questions:
− Which plan is that of the large states? What about the small states?
− What similarities do you see between your ideas and those of the real plans? What
is different?
− Compare your ideas for compromise with those of the Great Compromise. What
similarities and differences can you find?
− Do you think the Great Compromise was fair? Why or why not?
Culmination
1. Once discussion has wrapped up, show an image of the Constitution using the smart
board or projector while passing out "A Summary of the US Constitution."
2. Have students read through this hand out. They should identify that the Constitution has 3
parts: the Preamble, the Articles, and the Amendments.
6
Assessment
1. Utilizing documents they have been given, have students draw connections between ideas
seen in the Virginia Plan, New Jersey Plan, and Great Compromise to corresponding
pieces of the Constitution. Where are these ideas mentioned? What other ideas seen in the
Constitution are drawn to issues at the Constitutional Convention? Have students record
their findings in a journal or blog post.
7
LESSON MODULE
Day 2
Title: Exploration of Articles 1-3 of the U.S. Constitution
Learning Goals:
Knowledge
− Students will understand the three branches of government and the different powers each
branch holds.
− Students will develop an understanding of the checks and balance system
− Students will begin to understand the main ideas of the first three articles in the
Constitution.
Skills
− Students will create a project (skit, poster, chart) demonstrating the checks and balance
system.
− Students will explore various types of primary sources such as images, documents, and
political cartoons.
− Students will be able to extract important information from the Constitution.
Dispositions
− Students will begin to develop an ability to understand the multiple areas of government
− Students will be able to understand why the branches of government and separation of
powers were invented
− Students will begin to understand why the first three articles are important to the way our
society functions today.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences that provide
for the study of the past and different events that occurred and the development of how we got to
how we are today.
8
Power, Authority, & Governance: Social studies programs should provide students the
understandings of political thought and development of power, authority, and government.
Civic Ideals & Practices: Social studies programs should allow individuals to have the
opportunity to examine civic ideals and practices in time and become aware of basic rights and
freedoms.
Materials Needed:
Flow Chart
Chart Paper
Markers
Primary Resources (See Appendix I images 4, 5, 6 ,7,8)
Bucket
Pieces of paper with different groups on them
Lesson Procedures:
Introduction
1. Begin the lesson by having the students discuss in with their table partners what they
know about the government. How many branches are in the government? Who has the
most power in our government?
2. Then introduce the activity: “Today we are going to explore the first three articles of the
Constitution to figure out more about our government and balances of power”
3. Students will then come and draw a piece of paper from the bucket:
− Article 1 (Legislative)
− Article 2 (Executive)
− Article 3 (Judicial)
− Checks and Balances
− Separation of powers
4. Once student have received their topic they will find the other students in the classroom
who have that topic. Explain to students that they will be exploring the Constitution and
trying to become an expert on their topic. They will need to get key points and write
notes as they go along. After they have gathered their information they will get in groups
that have a student from each one of the above groups. Then they will teach the students
in their group about their topic and need to create a flow chart, poster, skit, etc.
containing information from all five of the categories.
Development:
1. Share the primary source documents entitled “The Constitution” with the students.
9
2. Ask the students if they have they have ever seen the document before. Ask them to tell
what it is about? (Checking for understanding from the day before lesson)
3. Go over the definition of checks and balances and separation of powers and give some
examples.
4. Point out that the first three articles discuss the three branches of government and
different powers each branch holds.
5. Read the preamble together and try to figure out what message the writers are conveying
so students can get used to the language used in the Constitution.
6. Next show the students the primary source documents entitled “White House”,
“Congress”, and “Department of Justice”. Explain that these three documents represent
the three types of government. Ask the students if they can name the three branches that
go with their corresponding pictures.
7. Discuss/brainstorm basic powers that each branch of government has before having the
students dig into the Constitution. Make a list on the board or a piece of chart paper.
8. Give students time to dig into the Constitution and research the topics they picked from
the bucket. Teacher will walk around and answer questions.
9. Then have students get in a group that has members from all five topic areas. Have them
discuss and share what they have learned showing evidence from the Constitution.
Groups will then show what they have learned about the branches of government by
developing a poster, chart, skit, or etc. They must use the three sources about the
branches of government in their project.
Culmination:
1. After students have created their projects revisit the list of powers the class brainstormed
about the branches of government. Check to see if they were correct and add on to the
list.
2. Have students give some examples of checks and balances they found embedded in the
Constitution as well as separation of powers.
3. Have a class discussion about why the separation of powers and the branches of
government are important to have in place. What would it be like if we did not have
them in place?
Assessment:
1. Have students present or perform their project in front of the class. This project gives
them an opportunity to show what they learned through the exploration. After the
presentations hang up posters or charts around the classroom.
2. If able, have your student present to another classroom who is studying the same topics.
10
LESSON MODULE
Day 3
Title: The Bill of Rights
Learning Goals:
Knowledge
− Students will develop an understanding of the importance of the Bill of Rights.
− Students will develop an understanding of the importance of the Bill of Rights to them as
citizens.
− Students will learn the key creators of the Bill of Rights.
Skills
− Students will translate the Bill of Rights into vocabulary that is easier for them to
understand.
− Students will use writing skills to journal about what amendments mean the most to
them.
Dispositions
− Students will develop an understanding of their rights as citizens, and find a connection
between historical documents and their relevance today.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences that
provide for the study of the past and its legacy.
Power, Authority, & Governance: Social studies programs should include experiences
that provide for the study of how people create, interact with, and change structures of
power, authority, and governance.
Civic Ideals & Practices: Social studies programs should include experiences that
provide for the study of the ideals, principles, and practices of citizenship in a democratic
Republic.
Materials Needed:
Copy of the original Bill of Rights (Image 8)
Legible copy of the Bill of Rights for each student (Image 9)
Picture of Thomas Jefferson (Image 10)
Thesaurus
IPads as needed
Journals
Pencils
11
Lesson Procedures:
Introduction
1. Begin my simply standing in front of the class and stating that you are going to read a
quote and that you want them to listen carefully and tell you what it was about.
2. Read aloud the Prologue from Shakespeare’s Romeo and Juliet.
3. Ask the students “Who can tell me what that passage was about?”
4. As you observe the blank stares from students, explain that the vocabulary and styles of
writing has changed quite a bit, and now it is difficult to read old English writing.
5. Also explain how life was very different during the era when the Constitution was
written, but we have learned that it affects our lives every day.
6. Show a picture of Thomas Jefferson. Say “I know this man looks a lot different than you
from the way he dresses himself, but his ideas are still something that you all care about
today.
Development
1. Explain to students that after the Constitution was signed and released to the public,
many people still thought that there were issues that needed to be addressed, so
amendments were added to the Constitution.
2. Give the definition of the word Amendment: a change in the words or meaning of a law
or document (such as a Constitution)
3. Tell the students that the first ten amendments to the Constitution are very important and
are known as the Bill of Rights. Show a copy of the original Bill of Rights on the ELMO.
4. Give each child a copy of the Bill of Rights that is easy to read.
5. Ask the students “What does the Bill of Rights have in common with the passage from
Romeo and Juliet that I read you?
6. After students recognize that this document is written in old English, explain to the
students that they will be translating the Bill of Rights into language that is easier for
them to understand.
7. Students will rewrite the Bill of Rights in their journals.
8. Allow students to use a thesaurus and internet sources if needed to find synonyms for the
language used.
9. When students are finished, they are to bring the journals to the teacher for him/her to
read over, to check for understanding.
10. When the students are finished rewriting the amendments, have them write one paragraph
explaining which amendment is the most important to them and why.
Culmination
1. Students will share their paragraphs in small groups.
12
2. Begin a class discussion on why the Bill of Rights is still relevant today, although it was
written so long ago. If students volunteer, they may share their paragraph with the class.
Assessment
1. Students will be assessed on their completion of the rewritten Bill of Rights and the
completion of their written paragraph.
13
Lesson Module
Day 4
Title: Our Living Constitution
Learning Goals:
Knowledge:
−
−
Students will understand what it means when we say the Constitution is a “living document.”
Students will understand the terms citizenship, ratify, and bill.
Skills:
−
−
Students will be able to explain the process of a bill becoming a law.
Students will participate in a role playing activity of turning a bill into a law.
Dispositions:
−
Students will develop an understanding towards those who were originally not included as
citizens in the United States Constitution.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity and Change: Studying the past makes it possible for us to understand the
human story across time.
People, Places, and Environments: During their studies, learners develop an understanding of
spatial perspectives, and examine changes in the relationship between peoples, places and
environments.
Individual Development and Identity: Personal identity is shaped by an individual’s culture,
by groups, by institutional influences, and by lived experiences shared with people inside and
outside the individual’s own culture throughout her or his development.
Power, Authority and Governance: The development of civic competence requires an
understanding of the foundations of political thought, and the historical development of various
structures of power, authority, and governance. It also requires knowledge of the evolving
functions of these structures in contemporary U.S. society, as well as in other parts of the world
14
Materials:
Chart Paper
Writing Utensils
Copies of the Constitution
Markers
Paper
Lesson Procedure:
Introduction:
1. Tell students they are going to be creating a set of classroom rules. They can work in small
groups to come up with approximately six classroom rules. Allow students about 20 minutes to
create these rules.
2. After each group creates their rules come together as a class and discuss how they came up
with each rule. Discuss: Was there a leader in the group? How did they make decisions? Did they
vote on which rules made the list and which rules didn’t?
3. Explain to the students how building the set of classroom rules was similar to building the
Constitution. Just like the class rules, the Constitution is a living document meaning it is a work
in progress and can be added to at anytime.
Development:
1. After students have created rules within their small groups, have students work as a class to
create one list of rules. Split the class into two groups; one group acts as the Senate, one group
acts as the House of Representatives, the Teacher acts as the President. Students will role play
the act of turning a bill into a law.
− Discuss with students how a bill is a draft of a proposed law. Each rule idea they have
come up with is a bill. Before a bill can be turned into an amendment or law, it has to be
reviewed and agreed upon by each party. Give students an example of a bill (Image 11).
− Have students write up each rule as a bill.
− Students will vote on each bill within their party.
− The bills that have passed within their group will be passed onto the other party to be
voted upon.
− All Bills that are passed by both parties are then signed or vetoed by the President (The
Teacher)
− Just like in the Constitution the class will have to review and agree upon whether or not
the rule or bill should be added to their official list (classroom Constitution.) The bill
must pass through the “House” the “Senate” and the “President” before being ratified.
15
− Ratify is defined as signing or giving formal consent, or making something official.
2. Have students read the Constitution (Image 7)
− Discuss the changes that have been made to the Constitution since it was first written.
− Ask whether or not Amendments have been removed from the Constitution
− Ask students what it means to be a citizen according to the Constitution. Create a before
and after chart showing who was originally given rights as a citizen when they first
created the Constitution (first Ten Amendments: Before) and who has rights now as a
citizen (All Amendments added after the first ten: After.)
− Ask students “who would be considered citizens under our classroom Constitution? ”
“What do you think it would feel like to not be included in making the rules?” Talk
about whether students in younger and older grades would apply to these rules, or
students who are in the same grade but other classrooms. Have students define citizen
based on the Constitution and create a definition of a citizen for their classroom.
Culmination:
1. After students finish voting, the class puts together the classroom Constitution.
2. Students will reflect and journal about: What they think of the process of turning a bill into a
law, whether or not they think there is a better way, what they think it would have felt like to not
be included as a citizen.
3. Each week the classroom Constitution is readdressed and students have the opportunity to
create new bills.
Assessment:
1. Students will create a map or explain in words the process of a bill becoming a law.
2. Students will explain what it means to be a “Living Document.”
Images:
16
APPENDIX I:
IMAGES AND GRAPHIC MATERIALS
FROM THE LIBRARY OF CONGRESS
Image 1:
Constitutional Convention of 1787, created by Henry Hintermeister in 1925.
17
Image 2:
The written text of the Great Compromise, created in 1787 at the Constitutional Convention.
This was also known as the Connecticut Compromise.
18
Image 3:
An image of the US Constitution, which was written in 1787.
19
Image 4:
Department of Justice Building located in Washington D. C.-1914
20
Image 5:
Session of the House of Representatives located at the U.S. Capitol Building-1925
21
Image 6:
The White House in the Winter-1945
22
Image 7:
Image of the Constitution: Preamble-Article III. Written in 1787
23
Image 8:
An image of the original Bill of Rights, finalized in 1789.
24
Image 9:
The Bill of Rights, put into force December 15, 1791.
25
Image 10:
An image of Thomas Jefferson, the third president of the United States, who served from 18011809.
26
Image 11:
This image is of the bill to abolish slavery. This became the 13th amendment, which was ratified
December 6, 1865.
27
APPENDIX II:
DOCUMENTS
Document 1:
Articles of Confederation handout- This is a typed copy of the Articles of Confederation for
students to use as a reference.
http://billofrightsinstitute.org/wp-content/uploads/2012/08/articles-of-conferedation.pdf
Document 2:
Plans and Compromises handout- This handout for students gives a summary of the Virginia and
New Jersey plans and the Connecticut Compromise.
http://www.lites.lth5.k12.il.us/finale_units/5th/revolution/articles.pdf
Document 3:
Summary of the US Constitution handout- This handout from PBS gives a student-friendly
summary of the Constitution.
http://newshour-tc.pbs.org/newshour/extra/wp-content/uploads/summary-of-the-US-Constitution.pdf
28
APPENDIX III:
WEBLIOGRAPY OF RESOURCES
FOR STUDENTS AND TEACHER
Webliography of Supporting Online Resources for Students
Congress for Kids: The Constitution
This student-friendly website is a great resource for students to learn more about the
Constitution. It includes interactive quizzes and plenty of Constitution trivia.
http://www.congressforkids.net/Constitution_index.htm
PBS: Constitution Games
This website is a fun student resource that has several Constitution related games for
students to play. These games address rights, becoming a citizen, and more.
http://www.pbs.org/tpt/constitution-usa-peter-sagal/constitution-games/
Webliography of Supporting Online Resources for Teachers
Bill of Rights Institute: Articles of Confederation Full Text
This provides a PDF of the text of theArticles of Confederation.
http://billofrightsinstitute.org/wp-content/uploads/2012/08/articles-of-conferedation.pdf
Library of Congress: Bill of Rights
An image of the Bill of Rights.
http://www.loc.gov/pictures/item/2012645734/
Library of Congress: Bill to Abolish Slavery
An image of the bill written to end slavery.
http://myloc.gov/exhibitions/lincoln/vignettes/earlycareer/exhibitobjects/billtoabolishslav
eryindc.aspx
Library of Congress: Constitution
An image of the actual US Constitution, which can be found at the National Archives in
Washington, D.C.
http://blogs.loc.gov/law/files/2013/09/U.S.-Constitution.jpg
Library of Congress: Constitutional Convention
An image of delegates gathered at the Constitutional Convention preparing to sign the
newborn Consitution.
http://blogs.loc.gov/loc/files/2007/09/constitution-signing.jpg
29
Library of Congress: Great Compromise
An image of the Great Compromise document.
http://myloc.gov/_assets/Exhibitions/creatingtheus/Constitution/Ratification/Assets/us00
59tt_1_enlarge_725.Jpeg
Library of Congress: Thomas Jefferson
An image of the third president of the United States, Thomas Jefferson.
http://www.loc.gov/pictures/item/det1994022389/PP/
Merriam Webster: Amendment
This site provides the definition for amendment.
http://www.merriam-webster.com/dictionary/amendment
PBS: Teaching the Constitution
PBS has provided four videos to aid in teaching the Constitution. These videos visit the
topics of rights, federalism, equality, and the longevity of the Constitution.
http://www.pbs.org/tpt/constitution-usa-peter-sagal/classroom/
Teaching American History: The Constitution
This site provides links to several Constitution related documents, such as the federalist
papers and several states’ Bill of Rights.
http://teachingamericanhistory.org/library/constitution/
William Shakespeare: Romeo and Juliet Act 1
This is an excerpt from Romeo and Juliet, which is mention in day 3 of the lesson
module.
http://www.william-shakespeare.info/act1-script-text-romeo-and-juliet.htm
White House: White House
An image of the White House at Christmas in 1945.
http://www.whitehouse.gov/our-government/the-Constitution