Constitutional Convention Lesson Plan
Grade Levels: 3-5, 6-8, 9-12
In this lesson plan which is adaptable for grades 5-12, students use BrainPOP resources (including an online social studies game) to explore the Constitutional Convention.
Lesson Plan Common Core State Standards Alignments
Grade: 11-12
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Grade: 06, 07, 08
CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic.
Grade: 09, 10
CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
Grade: 11-12
CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Grade: 04
CCSS.ELA-Literacy.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Grade: 04
CCSS.ELA-Literacy.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Grade: 05
CCSS.ELA-Literacy.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Grade: 05
CCSS.ELA-Literacy.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Grade: 06
CCSS.ELA-Literacy.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Grade: 06
CCSS.ELA-Literacy.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Grade: 07
CCSS.ELA-Literacy.RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Grade: 07
CCSS.ELA-Literacy.RI.7.7
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
Grade: 08
CCSS.ELA-Literacy.RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Grade: 09, 10
CCSS.ELA-Literacy.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Grade: 11-12
CCSS.ELA-Literacy.WHST.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Grade: 11-12
CCSS.ELA-Literacy.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
Grade: 06, 07, 08
CCSS.ELA-Literacy.WHST.6-8.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Grade: 06, 07, 08
CCSS.ELA-Literacy.WHST.6-8.9
Draw evidence from informational texts to support analysis reflection, and research.
Grade: 09, 10
CCSS.ELA-Literacy.WHST.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Grade: 09, 10
CCSS.ELA-Literacy.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
Students will:
- Explain how the United States founders determined what should and should not be included in the Constitution.
- Identify the key compromises that the founders agreed upon.
- Compare and contrast primary sources from the Constitutional Convention.
- Explain how the Constitution continues to change even in modern times.
Materials:
- Internet access for BrainPOP
- Interactive whiteboard
Preparation:
You can use this lesson to introduce students to the Constitutional Convention, or use it to reinforce concepts they have already learned.Lesson Procedure:
- Have students open the Vocabulary to familiarize themselves with the terms they will need to know as they explore this topic. Invite students to discuss with a partner what they already know about the vocabulary words and type in their own definitions .
- Show the Constitutional Convention Movie to the whole class. Allow students to revise their vocabulary definitions based on what they learned through the movie.
- Challenge students to play Time Zone X Game: Constitutional Convention and place the events in correct chronological order.
- Have students open the Primary Source activity and compare and contrast Alexander Hamilton's version of the Constitution and the version that was passed at the convention. (Click on the images to see Hamilton's document and the transcription of it.) How might our country be different if Hamilton's version had passed?
- You may want students to use the Make-a-Map Tool to create a visual representation of what they've learned about this topic.
Related:
Filed as:
3-5, 6-8, 9-12, Alexander Hamilton, Benjamin Franklin, CCSS.ELA-Literacy.RH.11-12.9, CCSS.ELA-Literacy.RH.6-8.9, CCSS.ELA-Literacy.RH.9-10.9, CCSS.ELA-Literacy.RI.11-12.7, CCSS.ELA-Literacy.RI.4.3
CCSS.ELA-Literacy.RI.4.7, CCSS.ELA-Literacy.RI.5.3, CCSS.ELA-Literacy.RI.5.7, CCSS.ELA-Literacy.RI.6.3, CCSS.ELA-Literacy.RI.6.7, CCSS.ELA-Literacy.RI.7.3, CCSS.ELA-Literacy.RI.7.7, CCSS.ELA-Literacy.RI.8.7, CCSS.ELA-Literacy.RI.9-10.7, CCSS.ELA-Literacy.WHST.11-12.8, CCSS.ELA-Literacy.WHST.11-12.9, CCSS.ELA-Literacy.WHST.6-8.8, CCSS.ELA-Literacy.WHST.6-8.9, CCSS.ELA-Literacy.WHST.9-10.8, CCSS.ELA-Literacy.WHST.9-10.9, Constitutional Convention, Social Studies, Social Studies Classes, Social Studies Lesson Plan, Teachers' Resources, Thirteen Colonies