Middle School Social Studies The United States Constitution as a Living Document
Nineteenth Century American History
SCoPE Site Lesson Plan
Title: Lesson 2 - The Articles of Confederation (SS080102)
Abstract
In this lesson students explore the government established under the Articles of Confederation. After examining the Articles of Confederation as a class, students work in small groups to review how the various governmental powers were allocated under the Articles. They determine whether federal, state, or both governments shared these powers under the Articles. From these data, students analyze some of the problems inherent in the Articles as well as the positive aspects of the Articles. The lesson culminates with students evaluating the Articles of Confederation in groups and proposing ways to resolve the problems the new nation faced under the Articles of Confederation.
Subject Area: Social Studies
Grade Level and Course Title: Eighth Grade/Nineteenth Century American History
Unit of Study: The United States Constitution as a Living Document
Benchmark
· Describe philosophical beliefs that influenced the creation of the United States Constitution and explain how they set the foundation for civic life, politics, and government in the United States (I.1.MS.2, III.2.MS.1).
Key Concepts
Articles of Confederation
limited government
Instructional Resources
Equipment/Manipulative
Overhead projector and overhead sheets/markers
Student Resource
The Articles of Confederation. The University of Oklahoma College of Law. 15 Nov. 2006 <http://www.law.ou.edu/hist/artconf.html>.
Constitutional Topic: Articles of Confederation. The United States Constitution Online. 6 Oct. 2006. 15 Nov. 2006 <http://www.usconstitution.net/consttop_arti.html>.
Teacher Resource
Articles of Confederation. The Avalon Project at Yale Law School. 15 Nov. 2006 <http://www.yale.edu/lawweb/avalon/artconf.htm#art1>.
The Articles of Confederation. The United States Constitution Online. 22 Sept. 2006. 15 Nov. 2006 <http://www.usconstitution.net/articles.html>.
Caliguire, Augustine. U.S. History Book 1: America: Creating the Dream, Beginnings to 1865. Calabasas, CA: The Center for Learning, 2000. 71-76.
Heist, Melissa. Supplemental Materials (SS08010201.doc). Teacher-made material. Waterford, MI: Oakland Schools, 2007.
Sequence of Activities
1. Write the word “confederation” on the board or on an overhead transparency. Ask students what they think the term means. After eliciting responses, distribute copies of The Articles of Confederation, located at the University of Oklahoma College of Law website <http://www.law.ou.edu/hist/artconf.html> which are also located in the Supplemental Materials (SS08010201.doc). Read aloud with students the first three articles of the document. Ask students if they have a better idea of what a confederation is. Have students share their concept and definition of a confederation with the class.
2. Make and distribute copies of the “Powers under the Articles of Confederation” graphic organizer located in the Supplemental Materials (SS08010201.doc). Have students work in groups of two or three students each to investigate the powers of the state and national (federal) government under the Articles of Confederation. Students may use their textbooks or online resources to complete the graphic organizer. It may be helpful to refer students to the website Constitutional Topic: Articles of Confederation. The United States Constitution Online. <http://www.usconstitution.net/consttop_arti.html>, which gives a short description of each article contained in the Articles of Confederation.
3. As a class, review the powers of state, national or both governments by creating an overhead transparency of the graphic organizer “Powers under the Articles of Confederation.” Have students share the information they researched in Step 2 with the entire class. Some possible answers include:
· State Governmental Powers
Ø Taxation
Ø All powers not delegated to the national government
Ø Each state had its own judicial system
Ø Power to collect taxes
Ø Power to enforce laws passed by Congress
· National Governmental Powers
Ø Limited powers
Ø One branch of government – a legislature which carried out both legislative and executive functions
Ø Power to petition or ask the states for money
Ø To have embassies and receive ambassadors
Ø To make and wage war
Ø Appoint ambassadors
Ø To enter into treaties
Ø Establish maritime courts
Ø Authority to settle border disputes between states
Ø Regulate trade with Indian tribes
Ø Set up post offices and charge postage
Ø Appoint officers to the army and navy
4. Some consideration should be given to why the Articles were structured the way they were. Discuss the following questions with the class:
· What was the mindset of the states when they created the Articles of Confederation?
· What did small states fear?
· What did all states fear? Encourage students to reflect on the experiences under the English government.
5. Guide the discussion so the focus is on the power to tax and that this power was held by the states. Ask the class, “What problems might this cause?” Who has the power to tax today? Is it different than it was under the Articles? Why do you think this change was made? How was the government under the Articles of Confederation a limited government? What are some examples of how the government under the Articles of Confederation was limited?
6. Make copies and distribute to each student the chart, “Strengths and Weaknesses of the Articles of Confederation,” located in the Supplemental Materials (SS08010201.doc). Using their books and other resources, have students work in pairs to identify the strengths and weaknesses of the Articles of Confederation. Some of the weaknesses in the Articles of Confederation included:
· The national government did not have the power to tax. Congress could only ask the states for money, but had no enforcement power to insure compliance with the request.
· One vote per state regardless of population.
· The national government did not have a system to enforce the decisions of Congress.
· No national court system to help interpret laws. Each state maintained its own judicial system.
· Amendments allowed only with unanimous consent of the 13 states.
· Any decision by the national government that involved money required 9 of the 13 states to ratify it.
· The national government was powerless to regulate foreign and interstate commerce (trade between and among states) even though it had authority to do so. Discuss how the different court systems among the states made this so.
7. Once students have identified several strengths and weaknesses, have the pairs of students make teams of four students each. Have the teams of students work together to propose changes to the Articles based on what they determined were its weaknesses. Student teams should draft at least one revision to the Articles of Confederation that would solve one of the problems they identified. Remind students to keep in mind the considerations of the colonists when they crafted the Articles of Confederation. These considerations should be taken into account when the students revise the Articles. Make copies of “Revising the Articles of Confederation,” located in the Supplemental Materials (SS08010201.doc) and distribute one to each student. Have the students use the handout to organize and direct their discussion. Students should fill out the handout in preparation for Step 8.
8. Have the small groups share their revisions to the Articles with the entire class. As each group shares their revision, ask the class the following questions:
· What problem was the revision designed to resolve?
· Does this revision solve the problem? Explain.
· Does this revision create a new set of problems?
· How would a natural rights philosopher evaluate this provision? Why?
· How would this provision be evaluated under the social contract theory of government?
Assessment
Student knowledge and the application of the concepts may be assessed informally through their work in Steps 7 and 8. For a more formal assessment, have students write an essay describing at least three changes they would make to the Articles of Confederation and explain why. The essay should also explain the influence of either natural rights philosophy or the social contract theory of government in developing a rationale for the changes and how these changes might be received by the states.
Application Beyond School
Students could use the natural rights philosophy and social contract theory of government to evaluate public officials and public policy that affects their own lives. Examples of civically active citizens in the community may be described in terms the philosophical and theoretical underpinnings even though news releases about their civic activities may not be stated in those terms. Students should identify the philosophical and theoretical foundations of civic responsibility as exemplified by persons in their homes, schools, cities, and states.
Connections
English Language Arts
When students examine the Articles of Confederation, they read informational text.
When students share and discuss revisions to the Articles of Confederation, they use communications skills.
When students write revisions to the Articles of Confederation, they employ the writing process.
January 22, 2007 SCoPE SS080102 Page 1 of 4