Marsha Lamb
Perry Central High School
New Augusta, Mississippi

UNIT IN WHICH THE LESSON WILL/COULD BE INCLUDED:
"Securing the Republic"

MISSISSIPPI CURRICULUM FRAMEWORK COMPETENCY, Eighth Grade:
6. Analyze the development of the foundations of American democracy.

ESSENTIAL QUESTIONS
How does historical evidence explain: how the various complaints against English colonial policy were addressed in the Constitution?

HISTORICAL CONTENT OF LESSON

People: George Washington, James Madison, Alexander Hamilton, Benjamin Franklin, Federalists, Anti-Federalists

Events: Constitutional Convention

Places: Philadelphia

Key terms, dates, etc.: Articles of Confederation, 1787, Bicameral, Checks and Balances, Delegated Powers, Reserved Powers, Separation of Powers, Veto, Impeach, Judicial Review, Electoral College, Ratify, Bill of Rights, Virginia Plan, Jersey Plan, Great Compromise, 1788

Values, beliefs, political ideas, and institutions

HISTORICAL SKILLS/PROCESS

Finding and analyzing primary sources

TEACHER RESOURCES
Web sites

US National Archives and Records Administration
http://www.archives.gov/

INSTRUCTIONAL ACTIVITIES

First the students will review the weaknesses of the Articles of Confederation to understand why the Constitutional Convention was called in Philadelphia in the summer of 1787. The students will be given an outline of events that took place at the convention. The students will be given a copy of the Declaration of Independence. They will review what grievances the colonists had against the English using the list in the Declaration. The students will be given a copy of the Constitution with out the Bill of Rights to see if the document addresses any of the grievances. Then the students will be given a copy of the Bill of Rights to see how it addresses the grievances. The students will then discuss why the Bill of Rights was necessary for ratification.