Discussing Equality: Who is Included within the Phrase “We the People”

Summary

Students analyze primary sources to identify groups of Americans granted or denied equal rights and equal status in society at various points in history.

Rationale

The Constitution’s opening phrase establishes a government based on popular sovereignty and implies that the United States is a society whose citizens enjoy equal rights and equal status. In 1787, however, only a small fraction of America’s population enjoyed equal rights and social equality.  Expanding the number of people included within the phrase “We the People” has been a long process slowed by racial, gender, and ethnic resistance to rights and equality. In this lesson, students study primary sources to assess the equal status and equal rights of groups of Americans, by asking, metaphorically, about their inclusion or exclusion from “We the People.”

Guiding Question

How has the number of Americans included in the constitutional phrase “We the People” changed over time?

Materials

2 worksheets
17 primary source documents

Grade Levels

7 – 12

Time Required

Two 45 minute class periods

Courses

U.S. History, Civics, Government

Learning Activities

Classroom Instructions for the Lesson

1. Set up 6 learning stations. Copy and distribute one set of documents for each station. Make one copy of the Station Worksheet for each group of students to complete at each station (36 copies are needed). Make six copies of the Review Worksheet, one for each group.
2. Divide the class into 6 groups.
3. Assign one group to begin work at each of the six stations. Instruct the students to work collaboratively to complete a copy of the Station Worksheet at each of the six stations.
4. When the students have completed their work at all six stations, distribute one copy of the Review Worksheet to each group. Instruct the students in each group to complete the review worksheet collaboratively and record their findings.
5. When the groups of students have completed the Review Worksheet, convene a whole class discussion of the review questions.

Distance Learning Instructions for the Lesson

1. Make the Worksheets and documents available to the students in digital form. Separate the documents into six station-specific groups to insure that the students know which documents go together. Clarify for the students that the learning activities and documents are organized as Stations on the lesson materials and that work in the lesson will be completed one station at a time.
2. Divide the class into 6 groups.
3. Assign one group to begin work at each of the six stations. Instruct the students to work collaboratively to complete a copy of the Station Worksheet at each of the six stations.
4. When the students have completed their work at all six stations, distribute one copy of the Review Worksheet to each group. Instruct the students in each group to complete the review worksheet collaboratively and record their findings.
5. When the groups of students have completed the Review Worksheet, convene a whole class discussion of the review questions.

Note: the lesson includes documents that refer to the status of more than one group.

Return to Lesson Plans

If you have problems viewing this page, please contact legislative.archives@nara.gov.