Use this lesson as the foundation for the Stamp Act Resistance Narrative, The Boston Massacre Narrative, and The Boston Tea Party Narrative.

Use this lesson with the Mercy Otis Warren Narrative and the Judith Sargent Murray Primary Source "On the Equality of the Sexes" to allow students to discuss gender roles and expectations in the founding period.

Use this lesson after students have read the Stamp Act Resistance Narrative, The Boston Massacre Narrative, and The Boston Tea Party Narrative. This lesson should be followed by the Thomas Jefferson and the Declaration of Independence Narrative and the Thomas Paine, Common Sense, 1776 Primary Source analysis.

During the “critical period” after the American Revolution, many were concerned that the Articles of Confederation were inadequate for the states to grow commercially and economically. The Confederation Congress announced a meeting to revise the Articles of Confederation, but not everyone was convinced that the Articles needed revision—or even that the goals of the Convention were admirable. Divisions emerged among the delegates regarding centralized power, executive power, representation, and slavery.

Use this lesson after reading The Constitutional Convention Narrative and/or the Constitutional Convention Lesson.

Use this lesson with The Ratification Debate on the Constitution Narrative and the Were the Anti-Federalists Unduly Suspicious or Insightful Political Thinkers? Point-Counterpoint to have students analyze the debate between Federalists and Anti-Federalists.

Use this lesson following direct instruction in the constitutional principles that the British colonies derived from their experience and their legal and constitutional history. This instruction should include, but not necessarily be limited to, natural rights, rule of law, popular sovereignty, republicanism, separation of powers, and checks and balances.

Use this Lesson following The Ratification Debate on the Constitution Narrative.