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How to Solve the Problem of the Articles of Confederation

published on: 2/28/2003

Contributing Teacher(s): Margo Dill

Subject Area: Social Studies/U.S. History

Grade Range: Upper Elementary (4-5)

Materials Needed:

  • Social Studies textbook
  • Resource books or Internet access
  • Problem-analysis chart

Objective:

  1. The students will explain how the problem of the Articles of Confederation was solved.
  2. The students will complete a problem-analysis chart.

Process Standards:

  • Goal 3.1 identify problems and define their scope and elements

Content Standards:

  • Social Studies 2. Continuity and change in the history of Missouri, the United States and the world

    Time Allowance: 1 hour (if the resources are already available for the students)

    Description: This is Lesson 2 of an eight-lesson unit. Using a problem-analysis chart, students discover when, why, and where the Constitution was written.

    Classroom Component:

    NOTE:

    This is Lesson 2 of an eight-lesson unit titled “Writing the Constitution.” These eight lessons focus on how the Constitution became the law of the land, starting with the Articles of Confederation and ending with our first two presidents under the new government. (This unit does not focus on the Bill of Rights or the organization of our government. I taught that separately as a government unit around election time.)

    The other lessons are:

    Lesson 1--“Problems with the Articles of Confederation”

    Lesson 3--“Compromising”

    Lesson 4--“Slavery and the Constitution”

    Lesson 5--“ 1787 ”

    Lesson 6--“Anti-Federalists and Federalists”

    Lesson 7--“The First Cabinet and First Political Parties”

    Lesson 8--“A Peaceful Transition Between Leaders”

    Using a problem-analysis chart, students discover when, why, and where the Constitution was written.

    Step-by-Step Procedure:

    1. SET: The teacher asks students to name some problems that occurred with the government under the Articles of Confederation.
    2. The teacher passes out the problem-analysis chart (adapted from CRISS manual, 1996).
    3. The teacher gives students the problem for the ANNAPOLIS CONVENTION: The national government was too weak under the Articles of Confederation.
    4. The teacher leads the students in discussion to figure out the solution together: Some representatives met together at the Annapolis Convention and decided to change the Articles of Confederation.
    5. The teacher and students work together to complete the chart. The teacher explains and models what each column of the problem-analysis chart means and how to fill it out. (See answer key below).
    6. The teacher passes out the next problem-analysis chart CONSTITUTIONAL CONVENTION. The students pair up to fill it out together using resource books, the Internet, or their social studies textbook. The teacher emphasizes the name, CONSTITUTIONAL CONVENTION, and asks students to predict what they think happened there. They work together to fill out the chart, and then turn it in for the teacher to grade.

    Worksheets:

    PROBLEM-ANALYSIS CHART
    Annapolis Convention

    Who was there?
    Where?
    Who was not there?
    When?

    Constitutional Convention

    Who was there? Where?
    Who was not there? When?

    ANSWER KEY

    Annapolis Convention

    People Involved?
    What is the Problem?
    Setting?
    Who was there? Delegates from only 5 colonies—NY, NJ, PA, DE, and VA Alexander Hamilton and James Madison called the meeting.
    The national government was too weak under the Articles of Confederation.
    Where? Annapolis, MD
    Who was not there? Delegates from the other 8 colonies
     
    When? SEPT. 1786
    EVENTS THAT OCCURRED They talked for days and decided the country needed a stronger national government. The Articles of Confederation had to be changed. They wrote a letter to Congress asking them to call a 2nd convention.
    WHAT IS THE SOLUTION? Some representatives met together and decided the Articles of Confederation needed to be changed.
    CONSEQUENCES OF THE SOLUTION: A 2nd convention called by Congress to create a stronger national government

    ANSWER KEY

    Constitutional Convention

    People Involved?
    What is the Problem?
    Setting?
    Who was there? 55 delegates-lawyers, judges, farmers, businessmen. George Washington, Benjamin Franklin
    The Articles of Confederation were too weak, and the Annapolis Convention could not just fix it. They need to write a whole new plan.
    Where? Philadelphia
    Who was not there? Women, Native Americans, Slaves. Patrick Henry, Thomas Jefferson, John Adams, Samuel Adams, John Hancock, Daniel Shays
     
    When? May-Sept. 1787
    EVENTS THAT OCCURRED Windows were shut tight, delegates kept everything a secret, very hot weather, lots of debates and compromises, huge flies everywhere, some delegates went home or refused to sign the Constitution.
    WHAT IS THE SOLUTION? The delegates will write a new plan of government giving the national government more power. They will write the Constitution.
    CONSEQUENCES OF THE SOLUTION: The national government becomes stronger. The United States has a president and 3 branches of government.

    Scoring Guide for Constitutional Convention Worksheet

    Points
    Criteria
    Who Was There?
    3 Points
    		 for 3 groups of people included correctly: GROUP 1: Some specific names of delegates; GROUP 2: 55 delegates; GROUP 3: Professions of the delegates
    2 Points
    		 for 2 of those groups included
    1 Point
    		 for 1 of those groups included
    Who Was Not There?
    2 Points
    		 for 2 groups of people included correctly: GROUP 1: Some specific names of famous patriots; GROUP 2: Groups of minorities not included
    What Was the Problem?
    2 Points
    		 for correct problem, stated in sentence, with detail
    1 Point
    		 for a problem—either not in a sentence, partially incorrect, or part of the problem left out
    Setting?
    1 Point
    		 for place
    1 Point
    		 for time
    Events That Occurred
    3 Points
    		 if 3 or more events are listed
    2 Points
    		 if 2 events are listed
    1 Point
    		 if 1 event is listed
    What Was the Solution?
    2 Points
    		 for correct solution, stated in a sentence, with detail
    1 Point
    		 for solution—either not in a sentence, partially incorrect, or part of the solution left out
    Consequences of the Solution
    2 Points
    		 for 2 or more correct consequences
    1 Point
    		 for 1 correct consequence
    TOTAL POSSIBLE POINTS: 16 points  

    Modifications for IEP students or at-risk students:

    IEP or at-risk students can pair up with a high-ability student to complete their Constitutional Convention charts. Sometimes when paired with a high-ability student, the IEP student or at-risk student just copies information and does not search for it himself. This problem can be solved two different ways. The teacher can pair students up by the same ability level instead of one low and one high, or give each student in the pair a job, just like in a cooperative group. For example, one person is the reader and one person is the recorder. After 10 minutes, the students can switch jobs. The work can also be modified for the IEP student. The teacher can assign some of the columns to the IEP student instead of all of them.

    Technology:

    Students can use a search engine (www.excite.com, www.yahooligans.com, www.askjeeves.com) on the computer to find information on the CONSTITUTIONAL CONVENTION.

    Extended activity:

    Use the problem-analysis chart to solve a problem in the school, classroom, students'' homes, neighborhoods, or school.

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    For additional information contact :
    Margo Dill
    Fairmount Elem.
    Francis Howell R-III
    (636) 851-4500
    EMAIL:     margo_dill@fhsd.k12.mo.us

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