Hooking Lesson

Emma Kowal
Length of lesson: 75 minutes
Compelling Question: Why did the first government of the United States fail?
Overview: This lesson will begin to address the compelling question by running a
simulation of the Articles of Confederation in the classroom. Students will be grouped
into each of the 13 states and they will be told the different powers that are reserved
to the congress and the powers that are given to the states. They will then have to
address three different problems that will test the strengths and most importantly
weaknesses of the Articles of Confederation, so that the students can understand
first hand why they failed in America.
Objectives:
Students will be able to explain the different powers that were divided between
national and state governments under the Articles of Confederation (5-U3.3.1).
Students will explain the origins, functions, and structure of different
governments, including those created in the United States (D2.Civ.5.3-5).
Students will prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others ideas and expressing
their own clearly and persuasively (CCSS.ELA-LITERACY.CCRA.SL.1).
Anticipated student conceptions or challenges to understanding: Some
students may have preconceptions about the Articles of Confederation, while others
may not have any idea that there was a previous government of the Constitution.
Materials/Evidence/Sources:
Packet of simulation materials for each student
o Powers of Government Chart (state and national)
o Information on each State: available money, number of troops available
o Problem sheet (3 problems)
Assessment: During the lesson, students will be assessed on their participation in
the simulation. After the simulation is complete, they will be formally assessed by
writing a paragraph about their experiences in that lesson and why they believe that
this form of government did not work in the united states.
Instructional Sequence:
1. At the beginning of the lesson, tap into the prior knowledge of the students and
ask them if they remember the previous units on the colonies, the revolutionary war,
and the establishment of the colonies as a separate free nation. As an entrance ticket
warm-up, the students will respond to the following question: What are three
qualities that you think make up a good government? (10 minutes)

2. After they write for five minutes, have a few of the students share what they came
up with. (5 minutes)
3. At the beginning of the activity, the teacher will discuss that today they will be
going through a government simulation. Then begin preparation for the simulation.
Hand out the simulation packet to each student and explain the overview of the
activity. (See step 4)
4. The students will be put into groups that signify each of the 13 states, 2-3 students
per group depending on the class size. (3 minutes)
5. Each group will be assigned a state and they will be given five minutes to look at
the different state and national government powers, as well as the amount of money
and troops available from their state and for the other states. (5 minutes)
6. The simulation will then begin with the introduction to the problem. The students
will review the problem with their group members and they will decide the amount of
resources they are willing to give to congress to solve the problem. (5 minutes)
7. The states will all then contribute to a discussion to decide how many resources
will be given from each state. This debate will prove to be difficult which will show the
weaknesses of the Articles of Confederation. (20 minutes)
8. At the closing of the problem debate, explain that the simulation that was done
today in class was actually a simulation of the Articles of Confederation, the first
government of the United States, and that the 13 states that were represented, were
the first 13 states of America under the Articles of Confederation. (2 minutes)
10. Have students volunteer opinions on why they thought this activity was difficult.
Write on the board each of the weaknesses that the students present. (10 minutes)
11. Use their ideas and explain why the Articles of Confederation failed in the United
States. (10 minutes)
12. As an exit ticket, have the students write a paragraph for the last five minutes of
the lesson and explain their experiences in the simulation and why they believe the
Articles of Confederation failed. (5 minutes)

Government Simulation Materials

Includes:
-Chart explaining the powers reserved to the state and national governments
-Number of troops and money available for each of the 13 states
-Potential problem for the government to solve

Overview:
In this activity, we will be separating into groups representing the first thirteen
states of the United States. Each group will have 2-3 people and you will discuss
the number of troops and the available money for your state, as well as the other
states. You will be presented with a problem and all of the states will have to work
together, based on the rules and powers of the government, to solve the problem.

State Government
Powers
States get one vote in
Congress
States can tax their
citizens
States can create
taxes on trade with
other states
States do not have to
follow the orders of
Congress
States can give money
and troops to
Congress if they
choose
States cannot wage
war without the
agreement of
Congress

National Government
Powers
To pass a law or make
a decision 9/13 votes
are required
To change the Articles
of Confederation 13/13
votes are required
Congress can declare
war
Congress can raise an
army
Congress cannot tax
citizens
Can allow creation of
new states with 9/13
votes

North
Carolina
Available Troops:
200
Available Money:
$2,000

South Carolina
NewJersey
York
New
Delaware
AvailablePennsylvania
Troops:
350
Available
Troops:
Available
Troops:
Available Money:
250
Massachusett
150
New
Available
Available
Troops:
Troops:50
$1,500
Available
Money:
Available
Money:
Rhode
Virginia
Island
Available
175
s
Money:
Hampshire
$3,500
$3,000
Connecticut
Maryland
Available
$750
Money:
Available
Available
Troops:
Troops:
$3,500
Available
Troops:
Available
Georgia
400
50Troops:
Available
Troops:
75
50 Money:
Available
Available
Money:
100
75Money:
Available
Available
Money:
Available
Troops:
$3,000
$750
Available
Available
Money:
Money:
350 $1,000
$750
Available Money:
$1,750

Problem
#1
Massachusetts is in extreme debt. In order to keep their
government operating, they have imposed very high taxes
on farmland. Farmers have rebelled against the government
and fighting has taken place. Massachusetts has a small
state militia, but they are losing control of the situation.
Congress is asking for:
-The ability to send troops to help control the situation
(Necessary 9/13 vote)
-To raise a force of 1000 troops and $2000 (each state
decides what to send)