Students learn about the state constitutions that established the individual state governments in existence at the end of the Revolutionary War. They'll learn why these constitutions were written, common aspects among the constitutions, and important differences among them.
Students read background text about the end of the Revolutionary War, the existence of state constitutions, and the Articles of Confederation. They view a map showing states that had ratified the U.S. Constitution by the end of 1789, then respond to two poll questions comparing which level of government (state or federal) they think held more power at the end of the Revolutionary War and which holds more power today.
Teacher MovesIntroduce the lesson purpose and objectives. After students respond to the polls, explain that states had significantly more power than the federal government after the war, and contrast this with the greater power of the federal government today.
Students read contextual information about how the Continental Congress encouraged colonies to form their own governments and then examine an excerpt from the preamble to Georgia’s 1777 Constitution. Using a collaborative wall, they describe the colonists’ attitude toward British rule and infer what kind of government Georgia’s delegates wanted, citing specific words or phrases from the text.
Teacher MovesClarify that the preamble expresses anger at British tyranny, highlighting phrases such as “oppressive,” “repugnant to the common rights of mankind,” and taxation “without their consent.” Emphasize that the delegates sought a government based on rights and privileges, originating from and serving the people.
Students read State Constitutions, Article 1, State Constitutions, Article 2, and State Constitutions, Article 3 to learn why state constitutions were written and what they had in common. They then complete a concept map graphic organizer, identifying key shared features of most state constitutions, such as popular sovereignty, a bill of rights, three branches of government, and the relative power of the legislative and executive branches.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students use an article on state constitutions to compare voting rights in Pennsylvania and South Carolina. They complete a Venn diagram showing where different individuals (such as taxpaying white men with or without land, taxpaying Black men, white women with property, and enslaved people) could vote. Then, on a class wall, they explain at least one additional way Pennsylvania’s constitution was more democratic beyond its broader voting rights.
Teacher MovesReview the completed Venn diagrams with students and ask them to identify which individuals could not vote in either state (white women with property and enslaved people). Note that New Jersey briefly allowed property-owning women to vote before repealing that right in 1807. When students post about Pennsylvania’s “radical” features, highlight examples such as broader eligibility to run for office, a single legislative body representing the people, and the replacement of a traditional governor with a presiding officer serving at the legislature’s direction.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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