Lesson Plan: November 2nd-6th
LEARNING EXPERIENCE: Articles of Confederation (1777) (2 days)
Identify and explain the impact of the Articles of Confederation (1777) on the United States.
Students will analyze a student-friendly version of the Articles of Confederation.
In groups, students will then compare the rights and limitations afforded to both state and
national governments under the Articles of Confederation.
After, the class will discuss how these rights and limitations might lead to problems in
governing the new nation. (Strengths and weaknesses of the Articles can also be found using
the Land of the Brave link on the Growth of a New Nation Smore)
Students will use this information to complete the Articles of Confederation graphic organizer.
LEARNING EXPERIENCE: Northwest Ordinance and Land Ordinance of 1785 (1 day)
Analyze the significance of Northwest Ordinance and Land Ordinance of 1785.
(This preview activity reviews information previously taught in unit 2.)
Students will examine and compare a map of colonial America (1763) to a map after the
Northwest Ordinance (1783). The maps can be found on the Growth of a New Nation Smore.
Teacher Note: Use the slide filed under Articles of Confederation on the computer.
Have students identify the differences between the 2 maps.
Discussions should include: time span (20 years), ownership of land, division of land, and
moving from 13 colonies to the United States of America.
Writing reflection: With the acquisition of new territory from winning the American Revolution,
what problems can arise as the U.S. government begins to divide the land?
Part 1
Give each student a copy of the township map (Land Ordinance of 1785). Ask students to write
down 5 observations about the map. Share and discuss their observations.
Talking points should include:
Why did every township have sections reserved for schools and churches? (to promote
education as the United States moved westward; to provide places of worships for the public)
What do the 480 chains (listed on map) represent? (Chains links were used by the surveyors to
measure land.)
What is the square mileage of a township? (6 miles x 6 miles = 36 square miles)
What was the price per acre? ($1 dollar per acre)
Why would it be important to establish a land system such as townships? (As settlers move
west, they are already familiar with the land ownership process.)
As a class, read about the "Land Ordinance of 1785" on page 155 in the text.
Writing reflection: As the creation and settlement of townships expands, what rules and
procedures should the U.S. government put in place for the formation of states?
Part 2
Students will complete the Northwest Ordinance (1787) worksheet and answer the following
questions:
How was this territory obtained by the United States? (This land was part of the Treaty of Paris
1783, which ended the American Revolution.)
Why would it be necessary for the United States government to establish rules for statehood?
(This would prevent future problems for admitting states as the nation continued grow.)
What were the provisions of the Northwest Ordinance? (It provided a government for the NW
territory, guaranteed basic rights to settlers, and outlawed slavery.)
What would be the main requirement for becoming a state? (A territory’s population had to
research 60,000 before it could ask Congress for statehood.)
Share and discuss answers.
Land Ordinance of 1785 v. Northwest Ordinance (1787) Matching Game
To help students understand the differences between the two ordinances, use the above game.
Copy the terms and descriptions on to card stock paper. Cut the terms and descriptions apart
and place into an envelope. Give each pair of students an envelope. Students will work
together to place the right descriptions with the correct ordinance. Have groups share their
answers. This will give the teacher an opportunity to check for understanding.
Writing reflection: What was the purpose of the Land Ordinance of 1785? What was the
purpose of the Northwest Territory (1787)?
LEARNING EXPERIENCE: Shays’ Rebellion (1 day)
Give each student the introductory reading, “Shay’s Rebellion: A Massachusetts Farmer’s
Account.” The purpose of this account of real events made from the perspective of a fictional
character is to introduce students to the causes of conflict between debtor farmers and their
creditors and possible courses of action open to the farmers. Students will read the account
and answer the questions that follow. After, the class will participate in the debate activity at
the end of the packet.
Students will complete the Cause and Effect Relationship worksheet to make connections
between Shay’s Rebellion and the Constitution of the United States.
Unit Questions:
What were the weaknesses of the Article of Confederation (1777)?
What was the significance of Land Ordinance of 1785 and Northwest Ordinance (1787)?
How is the Articles of Confederation (1777) related to Shays’ Rebellion?
What is the relationship between Shays’ Rebellion and the U.S. Constitution?