In 1777, the Second Continental Congress adopted the Articles of Confederation, the first government of the independent United States. The Articles created a “confederacy,” an association of sovereign states. Every state was its own country, except with respect to those powers expressly delegated to the U.S. Congress, and it agreed to do certain things for and with the other states in the confederacy. But by the mid-1780s, more and more people were becoming concerned about problems with the Articles.

During the “critical period” after the American Revolution, many were concerned that the Articles of Confederation were inadequate for the states to grow commercially and economically. The Confederation Congress announced a meeting to revise the Articles of Confederation, but not everyone was convinced that the Articles needed revision—or even that the goals of the Convention were admirable. Divisions emerged among the delegates regarding centralized power, executive power, representation, and slavery. This lesson plan includes six activities. The activities may be taught in sequence as a comprehensive overview of the Constitutional Convention or individual activities may be taught as stand-alone lessons.

The Founders believed that the government’s authority needed to come from the people. Under the reign of King George III, the colonists believed that they were deprived of their opportunity to consent to be governed by Parliament through representatives, and, therefore, the British could not force their laws upon the colonies. The Founders made sure to uphold this right in the American Constitution. The people, through their representatives at state ratification conventions, had to ratify the document in order for it to become law.

The Constitution was written in the summer of 1787 in Philadelphia, Pennsylvania, by delegates from 12 states, in order to replace the Articles of Confederation with a new form of government. It created a federal system with a national government composed of 3 separated powers, and included both reserved and concurrent powers of states.

The Framers of the Constitution had a rich intellectual foundation and long practical experience with representative legislatures from which to draw as they framed the new Constitution and founded a new nation. The Framers at the Constitutional Convention debated the principles of republican government, federalism, separation of powers, and checks and balances throughout the summer of 1787. They unanimously agreed that the government would be republican, or representative of the sovereign people, who gave their consent to form a government to protect their natural rights.

The constitutional principles of the American Founding that guided American politics before the Civil War were increasingly altered as a new approach to governance become predominant in the early twentieth century. The rise of an administrative state centralized more power in the hands of federal agencies in the executive branch and blurred the relationship of the branches of government and their respective constitutional powers. Even though the Constitution specifically granted authority to Congress to regulate interstate commerce in its enumerated powers in Article I, Section 8, Congress increasingly delegated that authority to the executive branch.

After the Constitution was completed and signed by 39 delegates on September 17, 1787, many of the debates from Independence Hall continued in the debates over ratification in the states. For the Constitution to go into effect, at least nine states would have to ratify (or agree to adopt) it. A party division arose: Federalists argued in favor of ratification, Anti-Federalists against. Leading Federalists James Madison and Alexander Hamilton made a case for ratification in the Federalist Papers. Leading Anti-Federalists were Patrick Henry and George Mason. Mason had attended the Convention but refused to sign the final document, arguing that the central government created by the Constitution would be a threat to liberty and would take away power from the individual states.

After the Constitution was completed and signed by 39 delegates on September 17, 1787, many of the debates from Independence Hall continued in the debates over ratification in the states. For the Constitution to go into effect, at least nine states would have to ratify (or agree to adopt) it. A party division arose: Federalists argued in favor of ratification, Anti-Federalists against. Leading Federalists James Madison and Alexander Hamilton made a case for ratification in the Federalist Papers. Leading Anti-Federalists were Patrick Henry and George Mason. Mason had attended the Convention but refused to sign the final document, arguing that the central government created by the Constitution would be a threat to liberty and would take away power from the individual states.

In this lesson, students will analyze James Madison’s contributions through diligence to the establishment of the United States Constitution and early republic, exploring events that earned him the title, “Father of the Constitution.”

Provides an introduction and overview of the Bill of Rights, including the Founders’ understanding of the “rights of Englishmen,” British law, and natural rights philosophy. This unit also examines the Federalist and Anti-Federalist debate about a bill of rights.

The debate over the Bill of Rights at the Founding was not an argument over whether rights exist, but about how best to protect those rights. The Founders disagreed about whether a bill of rights was necessary, and whether it would be effective. Later generations continue to face the challenge of finding the best way to safeguard individual rights. This lesson explores these debates and discussions.

The original thirteen states that formed the United States included individuals from a variety of religious traditions. To ensure that the national government respected freedom of belief, freedom of conscience, and freedom of religious practice, the First Amendment prohibited the federal government from either establishing a national church or interfering with existing state religions. Since then the Supreme Court has created various "tests" to determine if government practices violate the Establishment Clause of the First Amendment. This lesson explores the history and principles behind this clause.

One of America's most cherished freedoms is the free exercise of religion. In a nation where people of many faiths live side-by-side, the First Amendment's Free Exercise Clause protects individuals from government interference in the practice of their faith. The government cannot target laws at specific religious practices or place undue burdens on its citizens' worship. This lesson explores the free exercise clause and the many questions that arise from its enforcement.

How did leading Founders and religious dissenters contribute to religious liberty in America? Analyze primary source documents concerning the relationship between church and state, assess arguments for and against an established religion and a public role for religion in civic life and gain an appreciation for the philosophical and political process of the American experiment in religious liberty.

What were the arguments made during the Supreme Court Case Burwell v. Hobby Lobby (2013)? Examine the facts of the case and analyze the arguments made on both sides through primary source documents and preceding cases. Assess the majority and minority decisions for the case.

America's Founders recognized the necessity of vigorous public debate and enshrined the right to speak freely in the Bill of Rights. This component of the Constitution protects a wide range of speech, including speech we might find disagreeable. While the First Amendment's primary purpose was to protect political speech, its protections do have limits. This lesson explores this essential principle of free speech.

The Founders meant for the First Amendment to protect a wide array of expressive activities. The Supreme Court, recognizing changes in society and technology, has applied the First Amendment's protections in some ways that are broader than ever. Student speech in public schools, however, poses unique questions. This lesson will help students to understand the operation of the First Amendment in both their school and in the wider context of society, and it will help foster students' appreciation of their rights, preparing them for responsible and effective participation in their school, community, and nation.

How does a free press make self-government possible? Examine the history and importance of press freedom and encourage students to seek out information on constitutional issues from multiple sources.

The Founders knew that an individual's voice is at its most powerful when he can freely come together with citizens of like mind and speak as one. People in the United States have organized, demonstrated, petitioned, and protested in a variety of ways and on a variety of topics, many controversial, since our very beginnings. These rights, however, are not unlimited and must find balance with the rights and safety of others. This lesson explores this balance.

The Founders wanted to be sure they preserved the right to keep and bear arms as they established their new sovereign government. Americans asserted a natural right to defend themselves and their property against all threats, including tyranny of any kind, foreign or domestic. The Second Amendment in the Bill of Rights was included to reflect the concerns of many citizens in a number of states. This lesson explores the origins of this amendment.

The Constitutional principle of due process, which holds that government must interact with citizens according to duly-enacted laws, balances the rights of suspects with public safety. This lesson explores the protections provided by the Fourth Amendment and how the Supreme Court has interpreted it over time.

The Founders were extremely concerned with protecting private property as a cornerstone of a free society. Property is not only physical possessions but also ideas, works, and even what someone has been promised in wages. This lesson explores the idea of property, its origins and the reasons it is protected.

The Founders believed that property is among the natural rights governments exist to protect. One of the ways the Founders protected property rights was in the Fifth Amendment. This amendment restricts the government's ability to take property and ensures that when it does take property, it must pay for it. This lesson explores the Fifth Amendment and its applications.

The Founders paid close attention to the rights of the accused because they realized that the government had the power both to prosecute and convict. Protections were needed to guard against the government's abuse of these powers. Understanding how the Fourth, Fifth, Sixth and Eighth Amendments operate to guarantee such protection and how they work to ensure both individual liberty and limit government is vital to maintaining free citizenship. This lesson explores these amendments and the protections they provide.

The Founders listed several rights guaranteed to the people in the first eight amendments of the Bill of Rights. They did not believe that this list was all encompassing, so they included the Ninth Amendment as a way to protect the rights of the people that were not listed in the first Eight. This lesson explores the nature of these unnamed rights and examines the arguments around who should interpret them, judges or the people.

Today there are few more controversial topics in the study of American history and government than the issue of slavery and the Constitution. On the surface, the Constitution seemed to protect slavery in the states, prohibited Congress from banning the slave trade for twenty years, and required that fugitive slaves, even in the North, be returned to their masters. Because of these apparent constitutional protections, a bloody Civil War was fought to free the slaves and win ratification of the Thirteenth Amendment to end slavery in the U.S. forever. The Constitution, therefore, in the eyes of some scholars, seems to be a contradiction to the universal ideals of liberty and equality in the American Founding and the Declaration of Independence which proclaimed “all men are created equal” and endowed with “Life, Liberty, and the pursuit of Happiness.”

Did the Framers of the Constitution draft protections for slavery in the document? Or did they provide mechanisms specifically to put the institution on the path of extinction? Gordon Lloyd and Stuart Leibiger debate this question.