Not United

As the Revolutionary War drew to a close and concluded with the Treaty of Paris in 1783, the new nation—the United States—faced an array of new challenges. The principles of the revolution and desire for representative government ran strong, bringing mistrust of efforts for greater unification at the expense of power. However, the lack of unity, a floundering economy and strained foreign relations revealed many of the bedrock difficulties in the new country. The Articles of Confederation, determined state governments, stalling interstate commerce, financial difficulties at home and abroad and disgruntled veterans of the late war were all factors, shaking the bonds of the not-yet-united United States.

This Lesson Plan can be used as a prepared resource by following this curriculum plan which aligns to NCSS and Common Core Standards.

This Lesson Plan's assets can also be used on their own as supplemental resources. The display format is prepared for easy access, exploring, and learning.

Curriculum Modules

Module | 5 Lesson Plans

1783-1812 Module

This set of lesson plans focuses on historic events between the end of the Revolutionary War in 1783 and the beginning of the War of 1812, with a...

Upon completion of this lesson, the students will be able to:

1. Knowledge

Name and explain some of the challenges the United States faced immediately after the Revolutionary War ended (1783-1787)

2. Comprehension/Application/Analysis

Examine a secondary and primary source from these tumultuous years and analyze findings.

3. Evaluation

Evaluate and discuss what solutions American could consider or try to overcome the difficulties and challenges in these post-war years.

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Not United Lesson Plan Teaching Guide.pdf

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Not United PowerPoint.pptx

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Not United Lesson Plan Worksheet.pdf

Check out the Lesson Plan Teaching Guide for more instructions on using the prepared Lesson Plan.

Lesson Plan Primary & Secondary Sources Activity

Use the Lesson’s PowerPoint to explore the context and history; the PowerPoint introduce an Essential Question and lays foundational knowledge about the years in the United States immediately following the Revolutionary War.
Distribute the primary and secondary sources worksheet.
Let students choose a primary source/document to study from this list (included on their worksheets). The primary sources are all available on the Lesson Plan Page, under the category “Primary Sources.” This can be done in groups or individually.
Students will read their selected primary source and fill out or discuss the questions in Part 1 of the worksheet.
After students have identified the challenge or problem mentioned in their selected primary source, have the students read the corresponding secondary source. The secondary sources are all available on the Lesson Plan Page, under the category “Articles”.
Students will fill out the questions in Part 2 of their worksheet, relating to the secondary source.
Part 3 of the worksheet will help the students draw conclusions about the challenges in the United States after the Revolutionary War and before the Constitution was drafted.

OPTIONAL HOMEWORK/ASSESSMENT/ADDITIONAL ACTIVITIES:

Option 1: Articles of Confederation

As a class, in groups, or individually, read the Articles of Confederation. Encourage the students to note three things that are still used in the United States government today and then identify three things that are different/changed by the later U.S. Constitution.

As a group, discuss the challenges that the United States faced because they did not want a king or a strong government, but ended up without enough government power for cooperation and facing foreign policy dangers. Ask the students if they think the Articles could be revised or if they would recommend starting a new governing document.

Option 2: Revolutionary War Veterans

As a group or individually, read this article about Revolutionary War veterans.

Then, using the Library of Congress website, search for images of Revolutionary War veterans; some veterans lived into the mid-19^th Century and were photographed.

Discuss and note the many different events these surviving veterans witnessed. Invite the students to write reflections or a letter to these veterans, considering the independence of the country, the challenges in the early years of the nation, events that have happened since and how we remember Revolutionary War veterans now.

Common Core State Standards- ELA & History/Social Studies

Grades 6-8

Key Ideas and Details:
- CCSS.ELA-LITERACY.RH.6-8.1
  - Cite specific textual evidence to support analysis of primary and secondary sources.
- CCSS.ELA-LITERACY.RH.6-8.2
  - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Integration of Knowledge and Ideas:
- CCSS.ELA-LITERACY.RH.6-8.9
  - Analyze the relationship between a primary and secondary source on the same topic.

Grades 9-10

Key Ideas and Details:
- CCSS.ELA-LITERACY.RH.9-10.1
  - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Craft and Structure:
- CCSS.ELA-LITERACY.RH.9-10.6
  - Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas:
- CCSS.ELA-LITERACY.RH.9-10.9
  - Compare and contrast treatments of the same topic in several primary and secondary sources.

Grades 11-12

Key Ideas and Details:
- CSS.ELA-LITERACY.RH.11-12.1
  - Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- CSS.ELA-LITERACY.RH.11-12.2
  - Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Integration of Knowledge and Ideas:
- CCSS.ELA-LITERACY.RH.11-12.9
  - Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Social Studies - National Council for the Social Studies