Nicole Denny SST309 11/23/16

Who Wants To Keep It?

Strengths and Weaknesses of the Articles of Confederation Lesson Plan
Nicole Denny
Length of lesson: 1 hour and 23 minutes
Overview: Students will be asked the question of, did everyone in the confederation think the Articles
of Confederation were a failure? Students will be addressing this question throughout this lesson.
From when the Articles of Confederation were being ratified to when they were being replaced, who
has been for and against it? Students will begin by doing a free write on these questions. Then a
discussion about these questions will be held. Then students will be given a map and the dates of when
states ratified the Articles of Confederation. Students must then write on the map the order in which the
states ratified the document and students must analyze what they see. Which states were last to ratify
the document and why? Do they have anything in common? The class will have a discussion (guided
by a PowerPoint) on analyzing maps and what credible information is and how to find it. Also the
difference between fact and opinion. Students will then be given a copy of the actual letter written by
Rufus King to Nathan Dane about letting the central government have more power for just a couple
years and then reinstating the Articles of Confederation. Students will be also be given a simplified
version of part of the letter and will be asked to try to decipher what it is saying and if the writer liked
the Articles or not. Again credibility will be discussed and evaluated. A summary of what the letter
actually says will be provided by the teacher after the students have time to discuss what they think it
is. Finally students will be given a chart that shows the weaknesses and the outcomes of the Articles of
Confederation, students will analyze whether it is stating facts or opinions and try to think of other
resources we have used in class that say similar things to that of the chart. Students will then use all of
the information they were given during the lesson to create a chart of strengths and weaknesses of the
Articles of Confederation.
Objectives:
I can identify issues that arose because of the Articles of Confederation in
the new nation. 5 U3.3.2
I can describe the powers held by the central and state governments in the
new nation. 5 U3.3.1
I can analyze problems that citizens faced in the new nation and explain
alternative courses of action. 5 U3.1.8
I can use information from the text as evidence to support claims in my
writing. CCRA.R.1 & CCRA.W.9
Anticipated student conceptions or challenges to understanding:
I believe at this point in our unit plan students will think that everyone in the confederation was against
the Articles of Confederation and wanted to get rid of it. In this lesson I will show them a firsthand
account of someone who wanted the Articles of Confederation to stay enacted.
Materials/Evidence/Sources:
Copy of written letter for each table
Copy of transcribed letter for each student
Computer
Projector

Nicole Denny SST309 11/23/16

PowerPoint
Ratification Map handout
Weaknesses of the Articles of Confederation handout

Assessment:
Students will be assessed during the lesson by their answers to the understanding questions. Students
will be evaluated after the lesson by the strengths vs. weaknesses chart by the rubric provided.
Instructional Sequence:
1. Have the PowerPoint open when students come in.
2. Students will pull out a scrap piece of paper and do a free write on if everyone wanted to get rid
of the Articles of Confederation. There are extra questions on the PowerPoint for points
students should consider while writing. Let students have more than five minutes if they need
it, they have learned lots of information about this topic and they should be able to have a well
thought out answer to discuss. (5 minutes)
3. Have a few students share their ideas with the class and discuss why they think that. See if
other students in the class agree before providing additional information. Discuss the right
answer to the warm up and encourage discussion on question and sub questions. Try to get
students to refer to previous assignments we have done in this unit as evidence. (5 minutes)
4. Handout Who Ratified Last worksheet (see attachment). Students will work individually to
figure out when each state ratified and then they will try to figure out what the states that
ratified last have in common. This will take longer for some students than others so students
can work together if they would like to/need to. (15 minutes)
5. Hold a discussion about what students found out about the states who ratified last. The states
that ratified last are all smaller states who were worried about representation. They tried to
bargain to get more land in exchange for ratifying the Articles of Confederation. Make sure that
the students realize that not all the states supported the Articles from the very beginning for
reasons like this. Do not collect their worksheets. (8 minutes)
6. Give each table a copy of the letter from Rufus King for the students to study. Ask them to try
to read what it says. Explain that the letter f used to take the place of the letter s. (3
minutes)
7. Give students the typed translated version of the letter and have them answer the questions on
the slide of the PowerPoint . (10 minutes)
8. Discuss what the students thought about the letter. Point out that the letter reinforced their
findings in the map that the small states were worried about representation. The letter also talks
about how they like the current Articles of Confederation and are willing to let Congress have
some more power for just a few years and then go back to the Articles of Confederation. Show
the PowerPoint slide with the positive things about the Articles and explain that these are some
of the reasons why people wanted to keep them instated. (10 minutes)
9. Pass out the Weakness of the Articles of Confederation worksheet (see attachment) students
will evaluate the chart validity based on the questions on the PowerPoint. (8 minutes)
10. Pass out the Strengths VS. Weaknesses handout (see attachment). Students will use their
background knowledge and the resources used in this lesson to create their own strengths vs.
weaknesses chart for the Articles of Confederation and will be evaluated based on the rubric
provided. Students will synthesize all the information they learned in one or two sentences
below their chart. (15 minutes)

Nicole Denny SST309 11/23/16

Nicole Denny SST309 11/23/16

Rufus King Letter Translation

If the confederation is generally submitted to a coercion, I forsee many and important difficulties the
response will certainly be a confederation less republican than the present one ------- the larger states
when the present confederation was adopted, objected to the admission of the smaller ones when equal
rights with themselves the surrounding dangers at this period, induced these states to give up their
objections, and the small sates came in with rights equal to the large ones ---- But at this time, was the
question again open to decision, the same objectives would be made, the real inconvenience
experienced, and the measuring??? principles of aristocracy, would strengthen them; and I think we
should by the ????????????????????????????????????????????????????????
Measure ??? into local ??? ---There, and ?? my other objection, where ?? to the ????????, have been
stated in a ?? to ?. ??, with ??? that he would???? Than to the ???
I wish you to examine that letter, if the observations there made, are comfortable to you own
opinion, I am confident you will join in the ??? of the delegation; if not, be obliging enough to state the
??? which ??? them.
I have not yet heard who of the delegates appointed for the next congress have accepted will
you inform me? I hope and wish that you will not decline if the delegates are such, as I think I can
favor with in peace and friendship, I will continue another year other wise if men of different ???
from those which you and I would certainly agree in --- with great ??? and friendship.
Your ?????,
Rufus King

Nicole Denny SST309 11/23/16

Who ratified last? Why?

Look over the chart with all of the thirteen states in the Confederation and the dates of which each of
them ratified the Articles of Confederation. Use the information on that chart to fill in the blank chart
putting the states in order from the state that ratified the document first (#1), to the state that ratified it
last (#13).
Once the chart is filled out, put a sign in each state showing when it was ratified. Once each state has a
sign look for any patterns on your map and answer the questions below the map!

State

Date of Ratification

Georgia

February 26,1776

Massachusetts

March 10, 1778

Pennsylvania

March 5, 1778

Virginia

December 16, 1777

Maryland

February 2,1781

South Carolina

February 5, 1778

Connecticut

February 12, 1778

New Hampshire

March 4, 1778

Delaware

February 1, 1779

New York

February 6, 1778

10

New Jersey

November 19, 1778

11

North Carolina

April 5, 1778

12

Rhode Island

February 9, 1778

13

State

Date of Ratification

Important Dates
The Continental Congress adopted the Articles of Confederation, the first constitution of the
United States, on November 15, 1777.
Ratification of the Articles of Confederation by all thirteen states did not occur until March 1,
1781.
The present United States Constitution replaced the Articles of Confederation on March 4,
1789.

Nicole Denny SST309 11/23/16

1. What state ratified the Articles of Confederation first? ____________________

2. What state ratified the Articles of Confederation last? _____________________
3. Are the states that were the last to ratify the Articles last close together or far
apart? ___________________

Nicole Denny SST309 11/23/16

4. What do the last states to ratify have in common?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Why do you think they were the last to ratify the Articles?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Nicole Denny SST309 11/23/16

Who Ratified Last Key:

.
1. Virginia
2. Maryland
3. Students could argue either way
4. They are all small states
5. They wanted to bargain for things like more land before they signed
(Questions are just to spark discussion)

Nicole Denny SST309 11/23/16

Strengths VS. Weaknesses

Create a chart showing the strengths and weaknesses of the Articles of Confederation. Use the graph,
letter, and flow chart discussed in class today to find your main points. You can also use your
background knowledge and earlier work we have done on this topic, as long as you can support your
answer! Your chart must include at least three strengths and at least five weaknesses and the place
where you got that information from. (Make sure you do not contradict yourself). Write one or two
sentences underneath your chart summarizing what you have learned.
Strengths

Proof
(a credible source
where you found this
information)

Weaknesses

Proof
(a credible source
where you found this
information)

Nicole Denny SST309 11/23/16

Strengths VS. Weaknesses Rubric
Chart contains at least three strengths:
______/3
Chart contains at least five weaknesses:
______/5
Every strength/weakness has a credible source: ______/8
Strengths and weaknesses do not contradict:
______/2
Strengths and weaknesses are valid:
______/2
Total:
______/20

Nicole Denny SST309 11/23/16

Citations
http://mrkash.com/activities/slavery.html
https://www.pinterest.com/pin/196891814934545205/
http://teacherlingo.com/resources/items/weaknesses-in-the-articles-of-confederation-chart.aspx
file:///C:/Users/Nicole/Downloads/Schwarz%20JSH79%20Aug13.pdf
http://www.loc.gov/exhibits/creating-the-united-states/road-to-the-constitution.html#obj24
http://www2.powayusd.com/teachers/award/chart_of_strengths_and_weaknesse.htm
https://www.pinterest.com/pin/349521621052550408/