Using Essex History Lesson Plan

Transcription

1 Using Essex History Lesson Plan UEH Seminar Topic The Fighting Founders: Political Conflict in the Early Republic (November 3, 2006) Title Why the Second Amendment? A close look at three sources Grade Level Grade 11 Time Frame Two 55-minute lessons Links to MA History and Social Studies Frameworks USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shays s rebellion) leading to the Constitutional Convention. USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the Great Compromise that was reached. US1.8 Describe the debate over the ratification of the Constitution between Federalists and Anti- Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. US1.9 Explain the reasons for the passage of the Bill of Rights. Essential Objectives Examine primary documents in order to uncover the fears, priorities, and motivations of leaders on the question of a militia. Identify Daniel Shays and the grievances of him and his followers. Delineate the difference between a standing army and a militia. Explain why people feared a standing army in the years of the early Republic. Describe attitudes toward maintaining a militia what would this accomplish that a standing army would not? Essential Questions What fears relating to a standing army occupied the minds of leaders in the early Republic? What was the purpose of the militia? Why was the training and readiness of the militia such a priority? Why was the Second Amendment included? Primary Sources US Constitution

2 John Hancock s Proclamation to the rebels of Massachusetts 1 Debate in Virginia Ratifying Convention, 14 June Joseph Story, Commentaries on the Constitution, Procedure This is ultimately a Learning Stations lesson, so there is a little bit of set-up required. The room should be set up with three distinct stations. At each station, there will be a document with accompanying questions (enough copies for everyone in the class). The stations can simply be labeled Hancock, Mason, and Story for the three authors of the documents. 1.) On the screen at the front, at the start of the lesson put up the 2 nd amendment on PowerPoint. The students should work out that this lesson(s) are about the 2 nd Amendment. 2.) (5-10 minutes) Warm Up The pupils ask the questions. Pupils will pair up and brainstorm questions of the amendment. If they are slow to start the list, ask them to complete the sentences after the words, Who, What, Where, When, Why, and How. 3.) (10 minutes) Introduction Teacher-led discussion / announcements a. Accept responses from groups, asking them for what their questions are. b. Make sure the essential questions above are voiced. c. Introduce the three primary sources they will visit. 4.) (10 minutes) Review Shays and the weaknesses of the Articles of the Confederation. (This should be a quick review of readings they have already done or material they ve already covered.) a. Students will hear a brief lecture about Daniel Shays and his followers, noting their grievances and what happened. b. Students will be able to answer the question how did Shays Rebellion expose the weaknesses of the Articles of Confederation. c. Students will think about and discuss the relationship between Shays and the need for a reliable force or a ready militia. 5.) (10 minutes) Learning Stations - Instructions on activity a. Briefly introduce the three documents. b. Explain the concept and instruct the pupils: In groups of three, you will go to a particular station, pick up the document and the questions. See Appendix (A) for the questions. See list of primary documents above for the documents. c. Explain the timing and movements of the lesson. There will be 10 minutes of silent reading and writing first. Then there will be 10 minutes of discussing answers with your group and /or the other groups that are at that station. When I say switch, you will go to the next station. 6.) (3 minutes) Make groups and set up first station. 7.) 10 minutes silent reading/ writing 8.) 12 minutes discussing answers and completing questions. 9.) Close class and we will pick up from there tomorrow. 10.) Start of 2 nd lesson a. Re-cap the essential questions. b. Ask for a volunteer to re-cap the intro to the three documents. 1 Hancock, John, A Proclamation, Boston, Adams and Nourse, [Broadside] Phillips Library, Peabody Essex Museum, Transcription by Abaigeal Duda. 2 See The Founders Constitution, Volume 3, Article 1, Section 8, Clause 12, Document 27, UChicago Press, online website, 3 See The Founders Constitution, Volume 5, Amendment II, Document 10, UChicago Press, online website,

3 c. Ask for a volunteer to re-cap the instructions about the timing of the learning station movements. 11.) Make groups and set up 2 nd station settings. 12.) Repeat steps 7 and 8 above. 13.) Send students to third station. 14.) Repeat steps 7 and 8 above. 15.) Whole class discussion and assign Assessment DBQ. Assessment DBQ due in one week: The Second Amendment grew out of distinct fears and values of the early Republic. Thus it can be seen to be entirely irrelevant today. Discuss.

4 Primary Source Questions for Hancock APPENDIX (A) Hancock s Proclamation 1. Identify date, author, audience and purpose in this source. 2. Why does Hancock assure his audience that force has been assembled to protect against danger? What is the danger against which this force will protect? 3. What evidence does Hancock cite that this is a danger? 4. What does Hancock mean in the statement near the end that includes the phrase are hereby strictly enjoined Use a dictionary if necessary. 5. Re-cap / Summary: Write a thoughtful sentence or two that summarizes the main ideas of the source.

5 Primary Source Questions for Mason Mason s statements at the Virginia Ratification Debates 1. Identify date, author, audience and purpose in this source. 2. According to Mr. Mason in the Virginia Ratifying Convention, what will happen if the country has a standing army? Why is this such a great danger? 3. What evidence does he refer to when making this claim? How did Great Britain enslave its people 40 years ago? 4. Why does Mr. Mason argue that we must not give them power to abolish our militia? 5. What is Mr. Mason most concerned about when it comes to the militia being neglected? 6. What provision does he want to see in case the general government neglects to arm and discipline the militia? 7. Re-cap / Summary: Write a thoughtful sentence or two that summarizes the main ideas of the source.

6 Primary Source Questions for Story Joseph Story 1. Identify date, author, audience and purpose in this source. 2. According to Joseph Story, why is a standing army bad policy? 3. How does Story see the purpose of the militia? 4. Why, according to Story, is the right to keep and bear arms considered the palladium of the liberties of a republic? Use a dictionary to first work out what he means by this phrase. 5. What growing indifference concerns him? Why is this such a concern what will be the ultimate consequence of such indifference? 6. Re-cap / Summary: Write a thoughtful sentence or two that summarizes the main ideas of the source.