Articles of Confederation Lesson Plan



Articles of Confederation Lesson Plan

By Deven Black, MS 127 TAH Teacher/Historian

|PREPLANNING |

|Unit Goal: Like the framers of the US Constitution, the 7th grade students will use the processes of proposal, debate, negotiation, |

|compromise, decision making, and planning to establish a constitution specifying the framework, operating rules and responsibilities of a |

|student government for this school. |

|Lesson Objective: The students will brainstorm and record in writing ideas for solving some of the problems that resulted from the Articles of|

|Confederation. |

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|Inquiry Aims: |

|What can happen if there is too little government, if the government is too weak? |

|Do the ideas you generated connect to the goals of the revolution? Is so, how? If not, why not? |

|Who would be helped by the ideas you generated? Are there people or interests who would be hurt by them? |

|Why didn’t the Articles of Confederation work? |

|Which problem seems most important? Why? |

| |

|Standard: Standard 1: History of the United States and New York -- Students will use a variety of intellectual skills to demonstrate their |

|understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. |

| |

|Standard 5: Civics, Citizenship, and Government -- Students will use a variety of intellectual skills to demonstrate their understanding of |

|the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; |

|the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of |

|participation. |

| |

|Materials Needed: Copy of the Articles of Confederation; Chart: Powers Granted/Powers Denied in the Articles of Confederation |

|(); Chart: problems resulting from the Articles of Confederation (teacher created); t-chart worksheets for recording |

|results of brainstorming (teacher created); student journals. |

| |

|MINI LESSON |

|Motivation/Connection: A KWL chart generated last session identified the need to learn about how the former colonies governed themselves once |

|the Revolution was won. (5 minutes) |

|Show: KWL chart. |

| |

|Discuss: The British are gone, are the colonies still colonies? What are they? Who’s in charge? |

|Lesson: |

|Show: Chart: Powers Granted/Powers Denied; Chart: problems resulting |

| |

|Discuss: The former colonists feared strong government. Most states had constitutions. The A of C were created to make rules for the |

|government, but also to restrict its power. This led to problems settling disputes, dealing with foreign countries or even trade between |

|states, and the problem of states printing their own money. Not to mention how to pay for government. (10-15 minutes) |

| |

|PRACTICE/EXPERIENCE |

|Activity: The students will work in groups to brainstorm ideas for solving some of the problems caused by the C of A. Ideas will be recorded |

|on a t-chart worksheet. (15 minutes). Students will then write in their journal about the ease or difficulty of creating solutions to these |

|problems and the thought processes involved (5-10 minutes) |

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|Share: Students will share ideas generated and thoughts about the process (5-10 minutes) |

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|ASSESSMENT |

|Criteria for evaluation: 1) Group processes: students were on task, took turns, sought input from all group members; |

|2) Brainstorming: quantity of ideas generated, pertinence of the ideas to the problems; 3) Journal: quality of reflection. |

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