Effectiveness of the Articles of Confederation

Student Resources:

• American Revolution Timeline 

Teacher Resources:

• A set of 10 index cards (or sticky notes) for the optional engage activity 
• A worksheet with 5 simple math problems, vocabulary definitions, or historical matching questions for the optional engage activity 

Engage 

• Ask students to define the word “effective”  
  • If students struggle to begin, use the word in a sentence like “His speech was effective in persuading me to vote for him as class president.” 

Optional Activity: Two small groups of 3-4 students compete to complete a task “most effectively.” 

Efficiency Activity 

• Assemble two small groups of 3-4 student volunteers. 
• Give each group 5 index cards. Their task is to write the answers to the five questions (one per card) as quickly and accurately as possible. 
• Rules: 
  • Every team member must contribute. 
  • Teams must decide on the best way to distribute the work (e.g., assign roles, divide problems, double-check answers). 
  • The first group to complete all five answers correctly wins. 
• Debrief (1-2 min): 
  • Ask each the class:  
    • What strategies did you see?  
    • Did the groups prioritize speed, accuracy, or teamwork?  
    • Which group was most “effective”? 

Transition: Tell students “Today they will investigate the Articles of Confederation as it attempted to address the challenges facing the emerging nation. After we look at a few events you’ll be asked to rate if the Articles of Confederation was effective in governing the new nation based on what you view today.” 

Explore 

Timeline Exploration 

• Access the timeline. 
• Read the Treaty of Paris (1783) with students then ask, “How did this treaty benefit the U.S., and what challenges did it pose for a weak central government?” 
• Next, read Shays’ Rebellion (1786) and ask, “Why couldn’t the national government effectively respond?” 
• Finally, read the Northwest Ordinance (1787), and ask, “How did this show the Articles’ strengths in managing western lands?” 

Group Work 

Transition: Divide students into small groups. 

• Have each group fill out a T-chart listing strengths and weaknesses of the Articles based on the three events on the timeline: Treaty of Paris, Shays’ Rebellion, and the Northwest Ordinance.  
• Groups share their charts and create a class-wide T-chart on the board. 

 

Assess & Reflect

• Ask students to make a thesis statement agreeing or disagreeing with the prompt “The Articles of Confederation were effective.” 
  • For more thesis resources, consider using: 
    • Unit 1 DBQ mini-lesson on Thesis 
    • Unit 1 DBQ graphic organizer for Thesis 
    • Unit 1 Video 

Extend 

• Complete the Weaknesses of the Articles of Confederation lesson