1. Introduction to the National Archives
2. Review problems caused by the Articles of Confederation
3. Document Analysis with the National Archives
4. Document Analysis to answer the questions: 1) How Does the Constitution create a strong central government? 2) How does the Constitution separate and share power?
5. Full class discussion of discoveries from small group work
By completing this program, students will be better able to:
-Cite examples of the system of checks and balances in the Constitution
-Explain how the Constitution established a strong central government
-Analyze primary sources
National Center for History in the Schools Standards
United States History Content Standards for Grades 5-12 United States Era 3 Standard 3A
The student understands the issues involved in the creation and ratification of the United States Constitution and the new government it established.
Therefore, the student is able to
(5-12) Analyze the factors involved in calling the Constitutional Convention.
(5-12) Analyze the features of the Constitution which have made this the most enduring and widely imitated written constitution in world history.
National Standards for Civics and Government
NSS-C.5-8.2.A.1: The American idea of constitutional government. Students should be able to explain the essential ideas of American constitutional government.
NSS-C.5-8.2.D.1: Fundamental values and principles. Students should be able to explain the meaning and importance of the fundamental values and principles of American constitutional democracy.
NSS-C.5-8.3.A.1: Distributing, sharing, and limiting powers of the national government. Students should be able to explain how the powers of the national government are distributed, shared, and limited.
Common Core State Standards
CCSS.ELA-LITERACY.RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
See also: CCSS-ELA-LITERACY.RI.7.1 and CSS-ELA-LITERACY.RI.7.1
CCSS.ELA-LITERACY.SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
See also: CCSS-ELA-LITERACY.SL.7.1 and CCSS-ELA-LITERACY.SL.8.1
CCSS.ELA-LITERACY.SL.6.1.A: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
See also: CCSS.ELA-LITERACY.SL.7.1.A and CCSS.ELA-LITERACY.SL.8.1.A
CCSS.ELA-LITERACY.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
See also: CCSS.ELA-LITERACY.SL.7.2 and CCSS.ELA-LITERACY.SL.8.2
CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.