American Resistance to a Standing Army

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Print, Life Magazine, 1951, James Madison, New York Public Library
Question

Quote from Madison: "The means of defence against foreign danger, have been always the instruments of tyranny at home. Among the Romans it was a standing maxim to excite a war, whenever a revolt was apprehended. Throughout all Europe, the armies kept up under the pretext of defending, have enslaved the people."

I understand what he means, but can you give some specific examples of which events Madison was talking about. Can you give other ancient examples where foreign wars are used as a type of diversion?

Answer

In June of 1787, James Madison addressed the Constitutional Convention in Philadelphia on the dangers of a permanent army. “A standing military force, with an overgrown Executive will not long be safe companions to liberty,” he argued. “The means of defense against foreign danger, have been always the instruments of tyranny at home. Among the Romans it was a standing maxim to excite a war, whenever a revolt was apprehended. Throughout all Europe, the armies kept up under the pretext of defending, have enslaved the people.” That Madison, one of the most vocal proponents of a strong centralized government—an author of the Federalist papers and the architect of the Constitution—could evince such strongly negative feelings against a standing army highlights the substantial differences in thinking about national security in America between the 18th century and the 21st.

While polls today generally indicate that Americans think of the military in glowing terms (rightly associating terms like “sacrifice,” “honor,” “valor,” and “bravery” with military service), Americans of the 18th century took a much dimmer view of the institution of a professional army. A near-universal assumption of the founding generation was the danger posed by a standing military force. Far from being composed of honorable citizens dutifully serving the interests of the nation, armies were held to be “nurseries of vice,” “dangerous,” and “the grand engine of despotism.” Samuel Adams wrote in 1776, such a professional army was, “always dangerous to the Liberties of the People.” Soldiers were likely to consider themselves separate from the populace, to become more attached to their officers than their government, and to be conditioned to obey commands unthinkingly. The power of a standing army, Adams counseled, “should be watched with a jealous Eye.”

Experiences in the decades before the Constitutional Convention in 1787 reinforced colonists’ negative ideas about standing armies. Colonials who fought victoriously alongside British redcoats in the Seven Years’ War concluded that the ranks of British redcoats were generally filled with coarse, profane drunkards; even the successful conclusion of that conflict served to confirm colonists’ starkly negative attitudes towards the institution of a standing army. The British Crown borrowed massively to finance the conflict (the war doubled British debt, and by the late 1760s, fully half of British tax pokiesaustralian.com revenue went solely to pay the interest on those liabilities); in an effort to boost its revenues, Parliament began to pursue other sources of income in the colonies more aggressively. In the decade before the Declaration of Independence, Parliament passed a series of acts intended to raise money within the colonies.

The power of a standing army, Adams counseled, “should be watched with a jealous Eye.”

That legislation further aggravated colonists’ hostility towards the British Army. As tensions between the colonies and the crown escalated, many colonists came to view the British army as both a symbol and a cause of Parliament’s unpopular policies. Colonists viewed the various revenue-generating acts as necessitated by the staggering costs associated with maintaining a standing army. The Quartering Act, which required colonists to provide housing and provisions for troops in their own buildings, was another obnoxious symbol of the corrupting power represented by the army. Many colonists held the sentiment that the redcoats stationed in the colonies existed not to protect them but to enforce the king’s detestable policies at bayonet-point.

No event crystallized colonists’ antagonism towards the British army more clearly than what became known as the Boston Massacre. In March 1770, British regulars fired into a crowd of civilians, killing five. That event provided all the proof the colonists needed of the true nature of the redcoats’ mission in the colonies. Six years later, the final draft of the Declaration of Independence contained numerous references to King George’s militarism (particularly his attempts to render the army independent of civilian authority, his insistence on quartering the troops among the people, and his importation of mercenaries to “compleat the works of death, desolation, and tyranny”); by the end of the War of Independence, hatred of a standing army had become a powerful and near-universal tradition among the American people; the professional British army was nothing less than a “conspiracy against liberty.”

Colonists’ experiences with British troops, and the convictions that sprang from them, help explain Madison’s reference to armies having traditionally “enslaved” the people they were commissioned to defend. After winning their political independence, the victorious colonies faced the difficult task of providing for their own security in the context of a deep-seated distrust of a standing military.

Madison’s language reflected a common concern that the maintenance of a standing army in the new United States would place [financial] burdens on the young government [of the United States].

Madison’s use of the imagery of slavery points to the multiple meanings of that term in the 18th century. In Madison’s statement to the Convention, it referred not to the literal notion of armies marching the citizenry through the streets in shackles but to a kind of metaphorical slavery. The immense costs necessary to raise and maintain a standing army (moneys required for pay, uniforms, rations, weapons, pensions, and so forth) would burden the populace with an immense and crippling tax burden that would require the government to confiscate more and more of the citizenry’s wealth in order to meet those massive expenses. Madison’s language reflected a common concern that the maintenance of a standing army in the new United States would place similar burdens on the young government; their experiences with the British army under Parliament in the 1760s and 1770s likewise led to concerns that the executive would use a standing army to force unpopular legislation on an unwilling public in similar fashion.

Other members of the founding generation worried that an armed, professional force represented an untenable threat to the liberty of the people generally. Throughout history, the threat of military coup—governments deposed from within by the very forces raised to protect them—has been a frequent concern. In 1783, Continental Army officers encamped at Newburgh circulated documents that leveled a vague threat against Congress if the government continued its refusal to pay the soldiers. Historians generally conclude that a full-blown coup d’etat was never a realistic possibility, but the incident did little to assuage contemporary concerns about the dangers posed by a standing army.

The experience with professional armies during the 40 years before the Constitutional Convention, and the values that sprang from those experiences, helps explain why the founders never seriously considered maintaining the Continental Army past the end of the War of Independence. The beliefs that grew organically from their experiences with the British also help explain Madison’s passionate anti-military rhetoric (he would later refer to the establishment of a standing army under the new Constitution as a “calamity,” albeit an inevitable one); together, they cast a long shadow over the debates surrounding the kind of military the new nation would provide for itself.

For more information

Watch Professor Whitman Ridgway analyze the Bill of Rights in an Example of Historical Thinking

Kohn, Richard H. Eagle and Sword: The Federalists and the Creation of the Military Establishment in America, 1783-1802. New York: Free Press, 1975.

The Library of Congress. The Federalist Papers. Last accessed 6 May, 2011.

The National Archives. The Constitution. Last accessed 6 May, 2011.

Charles Pinckney National Historic Site [SC] Anonymous (not verified) Tue, 01/08/2008 - 13:34
Description

The 28-acre Charles Pinckney National Historic Site preserves a portion of Snee Farm, the plantation owned by Charles Pinckney (1757-1824), a man who was deeply involved in the writing of the U.S. Constitution, as well as a signer of the finished document. The site also addresses the life of African Americans in South Carolina's Lowcountry plantations. The visitor's center is housed in a circa 1838 residence. Note that it is not typical of architecture with which Pinckney would have been familiar.

The site offers a half-mile trail with wayside exhibits, a 20-minute orientation video, exhibits, educational programs, Junior Ranger activities, and a picnic site. Advance notice is required for educational programs. The website offers a teacher's guide, which includes content relevant to the Pinckney site, as well as Fort Sumter and Fort Moultrie.

National Constitution Center (PA)

Description

The National Constitution Center is an independent, non-partisan, and non-profit organization dedicated to increasing public understanding of, and appreciation for, the Constitution, its history, and its contemporary relevance, through an interactive, interpretive facility within Independence National Historic Park and a program of national outreach, so that "We the People" may better secure the Blessings of Liberty to ourselves and our Posterity.

The Center has exhibits, programs for teachers and students, and outreach events.

You Must Be This Old to Govern

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Painting, Close up of "Scene at the Signing of the Constitution of the United St
Question

When writing the Constitution, how were the age requirements chosen for the specific posts? For example, one had to be 25 to become a representative.

Answer

Although at times the 1787 Constitutional Convention became bogged down in details, the delegates generally debated the “big picture” of crafting a new fundamental document for the United States. Given that bias for the larger topics, it is not surprising the delegates did not discuss at any length the age requirement for serving as a member of the House of Representatives, in the Senate, or as the President. What concerned them was not the age of the individual, but the quality of the representation provided to the people by those individual federal representatives.

Randolph and Madison left the specifics of elections and the ages of the members of the legislatures open for the convention to debate.

During the convention, on May 29, 1787, Edmund Randolph of Virginia proposed what is now known as the Virginia Plan, originally drafted by James Madison. The fourth resolution stated: “that the members of the branch of the national Legislature ought to be elected by the people of the several States every           for the term of           ; to be the age of           years at least . . .” Randolph and Madison left the specifics of elections and the ages of the members of the legislatures open for the convention to debate. Several weeks later, on June 22, the conversation in the convention turned to the issue of the election, length of service, and age of eligibility for members of the House. George Mason of Virginia rose and proposed 25 years of age as a qualification for the members of the first branch (House of Representatives). Mason’s motion passed seven states in favor, three opposed, and New York divided. Three days later, the convention took up Randolph’s resolution again, this time addressing the second branch (the Senate), and unanimously agreed to the clause requiring the age of members to be at least 30 years of age.

Since what most concerned the members of the convention were what Mason called “the danger of the majority oppressing the minority, and the mischievous influence of demagogues,” details such as the specific ages required to become representatives and senators did not rise to the level of major debate. Other issues were deemed far more important, such as how to elect the executive and the specific powers of the president, because of the controversial and dangerous nature of the proposed executive. The age requirements for president were included in the final recommendations that were agreed to by the Committee of Eleven (one member from every state). These required that the president be a “natural born citizen” at the time of the Constitution’s adoption, must have lived in the United States at least 14 years, and be no less than 35 years old.

Further evidence that the supporters of the proposed 1787 Constitution considered the issue of ages a detail can be found in the Federalist Papers. What concerned Publius (the pseudonym used by Alexander Hamilton, James Madison, and John Jay) was not the age of the representatives (mentioned only in passing in Federalist 51-54), but the timing and frequency of elections to maintain accountability to the people in the states. Biennial elections allowed representatives to reflect the changing moods of the electorate at home while providing institutional stability in the House.

...it was not the age of the individual that mattered so much as the length of residency in the country and the individual’s level of maturity.

The Federalist Papers also address requirements for office. In Federalist 62, Publius examines the constitutional requirement for becoming a senator. Again, it was not the age of the individual that mattered so much as the length of residency in the country and the individual’s level of maturity. The differing requirements for Senate (vs. House of Representatives), Publius wrote, “is explained by the nature of their senatorial trust; which requiring greater extent of information and stability of character, requires at the same time that the senator should have reached a period of life most likely to supply these advantages.” So too with the proposed presidency; Publius argues in Federalist 67-71 that the older age was needed because of the burden, trust, and perspectives needed in an executive.

Thus, while it would be wrong to say that the members of the Federal Convention assigned the ages haphazardly, it would also be wrong to say that they spent much time debating the virtues of 25, 30, and 35 years old to hold federal elected office. Rather, they followed the patterns already established in the states, and they increased the ages as the importance and burdens of federal office increased.

For more information

Read an article by the United States Senate on the issue.

Bibliography

Berkin, Carol. A Brilliant Solution: Inventing the American Constitution. New York: Harcourt, 2002.

Farrand, Max. The Framing of the Constitution of the United States. New Haven: Yale UP, 1913.

Notes of Debates in the Federal Convention of 1787 Reported by James Madison. New York: W.W. Norton, 1966.

The Federalist. Edited by J. R. Pole. Indianapolis: Hackett Publishing, 2005.

Elizabeth Schaefer on the Interactive Declaration of Independence

Date Published
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Lithograph, The Declaration Committee, 1876, Currier and Ives, LoC
Lithograph, The Declaration Committee, 1876, Currier and Ives, LoC
Lithograph, The Declaration Committee, 1876, Currier and Ives, LoC
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The Library of Congress's Interactive Declaration of Independence

The Library of Congress has created a brilliant interactive tool for studying the Declaration of Independence in your classroom. It allows in-depth primary source research while lending itself naturally to reading skills and reinforcing good writing behavior. I explain some of the activities that I used, but there is a wide range of possibilities with this tool.

What is It?

The template for the computer interactive is a real rough draft of the Declaration of Independence, complete with edits made by Thomas Jefferson, John Adams, and Benjamin Franklin. On the "Overview" page, students can scroll their mouse over Thomas Jefferson's original script, transforming sections from the original handwriting to student-friendly printed font with word-processor-style edits.

The remaining tabs highlight specific concepts included in the Declaration (All Men Are Created Equal, Pursuit of Happiness, Consent of the Governed, Train of Abuses, and Slavery). For each section, four antecedent sources can be chosen which relate to the same concept and in some cases, use the same words.

Why Do I Love It?

Watching the Declaration warp time zones is equally thrilling for my students and me. It has a magical quality to it. Suddenly the students are excited about reading the Declaration of Independence! The interactive creates the best of both worlds—allowing students to see the original primary source but also helping them to understand it. Not only is the text teaching them history, but the visuals also prompt many critical questions:

They actually had to go back and rewrite this whole thing? What if Jefferson messed up writing at the very end—did he have to start all over? Did they have white-out? Did they use rulers? Where did they learn to write like that? Could everyone write like that?

Students see the handwriting of Jefferson, Adams, and Franklin and suddenly these old guys become real people.

Plus students see the handwriting of Jefferson, Adams, and Franklin and suddenly these old guys become real people. The students develop historic connections outside of the overt goals of the lesson, which I believe is the key to growing lifelong learners.

The interactive allows a range of lesson aims, a variety of historic analyses and skill levels, and a relevant and effective background for reading and writing support. The literacy skills and the focus are up to you but Jefferson is setting the example!

The interactive supports a range of lesson aims and a variety of historic analyses and skill levels, and makes a relevant and effective background for reading and writing extension activities. The literacy skills and the focus are up to you, but Jefferson is setting the example!

How Can I Use It in the Classroom?


My actual lesson included a three-page packet with very specific steps for the students. Below is a sampling of some activities that I used.

Primary Source Observations
The "Overview" page explains what the source is. Once students read this, you can ask a variety of questions about the document. You can use your typical observation format, but due to the large amount of information, I recommend that you select a more narrow focus.

For our initial observations, I asked the students to specifically pay attention to the edits made on page one. The students described what they thought the document was and then were asked about the type of edits.

Ex.: Which of the following did Thomas Jefferson do? (Check all that apply)

Changed words
Added words
Deleted words
Borrowed from other documents
Got peer edits. If so, from whom?

Identifying the Philosophy of Government
The next step was to discover the big ideas Thomas Jefferson communicates in the Declaration. This focused on the tabs labeled "Pursuit of Happiness," "Consent of the Governed," and "All Men are Created Equal," which highlight specific sentences from the document. The students filled in the sections with missing words or translated challenge vocabulary (CH). Note that the gray words are not included.

Ex.: "Consent of the Governed" section

Instituted = Made
Deriving = Getting
Consent = Permission

"that to secure these rights, ___________ [governments] are (CH) ___________ [instituted] among men, (CH) ___________ [deriving] their just powers from the (CH) ___________ [consent] of the governed."

Reading Support
These "Philosophy of Government" sections are ideal for supporting the reading area that your students are working on without confusing them by breaking the flow of your lesson. In my class, the students had to identify either the main idea of each section or Jefferson's purpose in including the sentence. They were therefore practicing testing skills in a way that was relevant and useful to our class. These sections can be applied to just about any reading skill "flavor-of-the-week."

Ex.: "Consent of the Governed" section

Who do you think "the governed" are?

What is Thomas Jefferson's purpose in using this sentence?

a. To inform the readers of how the king rules
b. To describe the Roman government
c. To explain how government should be
d. To support a monarchy government

Reviewing Content
In the next section, I instructed the students to view King George's offenses against the colonies by skimming pages two and three in the "Overview" section. The students' goal was to recognize the significant acts and events that we had discussed. They then recorded the section's specific passages mentioning taxation without representation, the Quartering Act, and the Boston Massacre Trials.

Advanced Source Comparisons
The Library of Congress selected specific reading and research material on Thomas Jefferson and paired it with the sections in the interactive Declaration of Independence. The reading was dense for the majority of my students, but I did ask, in the "All Men Are Created Equal" section, which of the documents they thought fit most closely with Jefferson's words.

The Other Side

On the top of page three, they were shocked to discover "merciless" and "savage."

Once the students are all settled on and happy that Jefferson believes "All Men Are Created Equal," we went backwards and looked a little closer. First, they were instructed to find the words Jefferson used about the American Indians in the text. On the top of page three, they were shocked to discover "merciless" and "savage."

Then we looked closer at the "Slavery" tab which describes the original words about slavery included in the draft of the Declaration of Independence, as well as the fact that they were all deleted. The students answered questions about which states were especially against including slavery and then they made connections. I closed with the questions, "Do you agree with the philosophy of government written in the Declaration of Independence?" and "Do you think the Continental Congress truly agreed with this philosophy of government?"

More Ideas?

If you develop new ways to use this interactive or have success with the Constitution version, please share your experience! I would love to hear some new ideas for this resource.

[Note: If you would like to respond to Liz Schaefer, comment to this entry, or email info@teachinghistory.org. We'll make sure she receives your feedback!]

For more information

HBO's miniseries John Adams includes a scene where Benjamin Franklin and John Adams edit Thomas Jefferson's rough draft of the Declaration, making some of the changes evident in the original draft. Remember to remind students that this scene was created based on the draft. We have no way of knowing exactly when or how the Founding Fathers discussed these changes.

Explore the Declaration on other websites with the National Archives and Records Administration's Our Documents or Charters of Freedom exhibits.

Founding Documents jbuescher Mon, 09/21/2009 - 11:37
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Signature of George Mason
Question

In trying to set up a lesson describing the Four Major Founding Documents of the United States of America, there was debate as to the fourth. The U.S. Constitution, the Declaration of Independence, and the Articles of Confederation are typically considered the founding documents, but what is widely believed to be the fourth document?

Answer

I have not found a commonly agreed upon list of precisely four documents. History lessons that focus on the founding documents, however, invariably include the Declaration of Independence and the Constitution. They also include the Bill of Rights, but because these are amendments to the Constitution, sometimes they are folded into the Constitution, along with the other amendments.

The Meanings of "Founding"

From there, filling out a short list of four—or a few more—documents largely depends on how we construe the meaning of the word "founding."

Filling out a list depends on how we construe the meaning of the word "founding."

If it means foundational for the initial establishment of the U.S., that is, what got the country up and running, we could consider adding the Federalist (and perhaps the Anti-Federalist) Papers or the Articles of Confederation. Other documents strongly affecting the founding itself included John Locke's Two Treatises of Government, and even, at long range, the Magna Carta. Also, as precedent to the Bill of Rights, we might include George Mason's Virginia Declaration of Rights. Along these lines, therefore, a list of "the Four Major Founding Documents" that could be studied in class might be: 1) the Declaration of Independence, 2) the Constitution, 3) the Bill of Rights, and 4) the Federalist/Anti-Federalist Papers.

If "founding," however, means foundational for clarifying how we have come to understand our country today, the list of documents grows in a different direction and becomes difficult to limit.

If "founding," however, means foundational for clarifying how we have come to understand our country today, the list of documents grows in a different direction and becomes difficult to limit. Some candidates for inclusion might be the Mayflower Compact, the Northwest Ordinances, the Emancipation Proclamation, the Gettysburg Address, the Seneca Falls Declaration of Sentiments, and the "I Have a Dream" speech by Martin Luther King, Jr.

Several years ago, the National Archives and Records Administration collected a list of 100 milestone documents in American history called Our Documents. The list begins, chronologically, with the Richard Henry Lee Resolution of June 7, 1776, proposing independence for the American colonies, and runs through the Voting Rights Act of 1965.

For more information

National Archives, "Teaching With Documents: U.S. Constitution Workshop":
http://www.archives.gov/education/lessons/constitution-workshop/

John J. Patrick, "Teaching America's Founding Documents," ERIC Digest, November 2002:
http://findarticles.com/p/articles/mi_pric/is_200211/ai_3178660388/

Bibliography

Images:
1876 facsimile of the text of the Declaration of Independence as it appeared in the Pennsylvania Packet, July 8, 1776.

Signature of George Mason, 1785, from the George Mason Manuscript Collection, Gunston Hall, Virginia.

Detail of copy of the Constitution of the United States, National Archives and Records Administration, Washington, DC.

Constitution Day 2010

Date Published
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Photo, recommended reading, March 18, 2008, neon.mamacita, Flickr
Article Body

Every September 17, Constitution Day calls on teachers to memorialize—and critically engage with—Constitutional history in the classroom. But what approach to the Constitution should you take? What quality teaching resources are available? How can you interest your students in a document that is more than 200 years old?

In 2008, Teachinghistory.org published a roundup of Constitution Day resources. Many of those resources remain available, but online Constitution Day content continues to grow. Check out the sites below for materials that recount the Constitutional Convention of 1787, compare the Articles of Confederation with the Constitution, explore U.S. Supreme Court cases that have interpreted the Constitution, and apply the Constitution to contemporary debates.

Online Resources

The Library of Congress's Constitution Day page collects the full text of the Constitution, Bill of Rights, and Amendments, as well as the Federalist Papers and the Articles of Confederation. Lesson plans for grades 6–12 accompany the documents. The page also includes short suggested reading lists for elementary, middle, and high school, and links to relevant Library of Congress American Memory collections, such as Documents from the Continental Congress and the Constitutional Convention and the papers of James Madison, George Washington, and Thomas Jefferson. Also check out the Library's collection of primary sources "Creating the United States."

You can find an elegant, simple presentation of the Constitution on the National Archives' Constitution Day page. Check out their high-resolution PDF of the original document, part of NARA's 100 Milestone Documents exhibit.

If the Constitution is proving a difficult read for your students, try the National Constitution Center's Interactive Constitution. Search the text by keyword or topic, and click on passages that are unclear to find explanatory notes from Linda R. Monk's The Words We Live By: Your Annotated Guide to the Constitution. The Constitution Center also offers its own Constitution Day page, with a short video on the creation of the Constitution, interactive activities, and quizzes.

If you're not already familiar with EDSITEment, created by the National Endowment for the Humanities, take a look through their extensive collection of lesson plans. A quick search reveals more than 90 lessons related to the Constitution.

Interested in bringing home to students the Constitution's importance today? The New York Times' Constitution Day page links current events to the Constitution in more than 40 lesson plans. The Times also invites students to submit answers to questions such as "Should School Newspapers Be Subject to Prior Review?" and "What Cause Would You Rally Others to Support?"

Can't find anything here that sparks your interest or suits your classroom? Many more organizations and websites offer Constitution Day resources, including the Bill of Rights Institute, the American Historical Association, Annenberg Media, and Consource. (Check out our Lesson Plan Reviews for a review of a lesson plan from Consource on the Preamble to the Constitution.)

The Three Constitutions

Description

In this lecture from the Gilder Lehrman Institute of American History, Professor Cornell examines the three distinct phases of the Constitution. "The first is the Constitution in the 18th century as imagined by the Founding Fathers. The Constitution went through another incarnation after the Civil War. Professor Cornell will then look at the Constitution in the decades after the New Deal to the present."

The Preamble to the U.S. Constitution: A Dissection

Teaser

Explore the meaning behind "We the People" and other nuances of the U.S. Constitution in this lesson for grades 4–9.

lesson_image
Glass negative, James Madison, President of the United States, 1913, LOC
Description

NOTE: Unpublished because ConSource website moved and does not appear to feature this link. Contacted ConSource about this and did not hear back.

In this classroom-tested lesson, students use primary sources and a close reading of the Preamble to the Constitution to better understand its meaning and significance.

Article Body

In this lesson, students use primary sources related to the U.S. Constitution (specifically, Madison’s notes on the convention) to better understand the Preamble to the Constitution. This provides a great opportunity to teach an important element of historical thinking—the use of multiple sources to better understand the significance and meaning of one source. This is also an important part of contextualizing documents, or understanding how they relate to events and conditions at the time they were written.

The lesson guides students through the process of closely reading an important historical text. The steps in the lesson are clear and easy to follow, and breaking the Preamble down one clause at a time gives students a great opportunity to understand the purpose of one of the most important documents in the history of the United States, in addition to helping them learn how to read a text closely and carefully. Additionally, the "check for understanding" questions after each clause give teachers multiple opportunities for evaluating students' comprehension and modifying instruction. Depending on students' levels of understanding, teachers may want to supplement the provided questions with more probing questions of their own.

Topic
U.S. Constitution, Preamble, primary sources
Time Estimate
One classroom session
flexibility_scale
5
digital image, We the People, 2010, NARA, The Charter of Freedom online exhibit
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
The lesson contains a link to one source that provides context, but elsewhere on the site there exists a wealth of documents providing context for the Preamble to the Constitution.

Rubric_Content_Read_Write

Yes
The lesson is centered on a close reading of the Preamble to the Constitution. In addition, teachers may use the "check for understanding" questions provided throughout the lesson as writing prompts.

Rubric_Analytical_Construct_Interpretations

Yes

Rubric_Analytical_Close_Reading_Sourcing

Yes

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
While the explanations of each clause will facilitate understanding of the Preamble, teachers will want to develop ways to scaffold the other documents to make them more accessible to students.

Rubric_Structure_Assessment

Yes
While no assessment is included in the lesson, teachers could easily develop an assessment using the "check for understanding" questions.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes