Constitution 101 Curriculum
Module 2: Principles of the American Revolution
Overview
“The Revolution was in the minds of the people, and this was effected, from 1760 to 1775, in the course of fifteen years before a drop of blood was drawn at Lexington.”
- John Adams to Thomas Jefferson, August 24, 1815
In this module, you will examine the form of government established by the American Revolution and the Constitution, and its key ideas—including natural rights, popular sovereignty, and the rule of law. By examining the Declaration of Independence and the Constitution, you will learn how these two documents set the foundation for American democracy.
Learning Objectives
- Define natural rights, rule of law, and popular sovereignty—the key principles at the core of the American Revolution.
- Describe how ancient and Enlightenment thinkers influenced the development of many of the key ideas on which the nation was founded.
- Identify the factors that gave rise to the American Revolution.
- Identify key principles of the American Revolution in significant sources from the era.
2.1 Activity: Quote Analysis
Purpose
In this activity, you will explore the ideas that shaped the American Revolution and read several prompts to engage in a conversation with your classmates. Together, you will discuss how ideas are shared, modified, and reused over time to build arguments.
Process
Read the following quote by key Founder, Thomas Jefferson:
"This was the object of the Declaration of Independence. Not to find out new principles, or new arguments, never before thought of, not merely to say things which had never been said before, but to place before mankind the common sense of the subject, in terms so plain and firm as to command their assent, and to justify ourselves in the independent stand we are compelled to take. Neither aiming at originality of principle or sentiment, not yet copied from any particular and previous writing, it was intended to be an expression of the American mind, and to give to that expression the proper tone and spirit called for by the occasion. All it's [sic] authority rests on the harmonizing sentiments of the day, whether expressed in conversation, letters, printed essays, or in the elementary books of public right, as Aristotle, Cicero, Locke, Sidney, & c."
—Thomas Jefferson to Henry Lee, May 8, 1825
Then, complete the Activity Guide: Quote Analysis worksheet.
Launch Information
Give students time to read the selected texts in advance. Encourage active reading and highlighting.
Activity Synthesis
Invite students to share their 3-2-1 and react to others. Questions to ask can be:
- Who else highlighted these words?
- Does anyone see similarities or differences?
- What do you think Jefferson meant by “harmonizing sentiments of the day?”
Activity Extension (optional)
Now that students have a better understanding of Thomas Jefferson’s message, ask the following questions:
- What is your immediate reaction to the quotation?
- What words stand out to you?
- Do you have any desire to respond to Jefferson, and, if so, what might you say to him?
2.2 Activity: Classical and Enlightenment Thinkers
Purpose
In this activity, you will identify the intellectual sources of the Declaration of Independence—the very thinkers that Jefferson mentioned in his letter. You will also explore the root of the principles—such as natural rights, popular sovereignty, rule of law, and the social contract—that influenced the American Revolution and led to the Declaration of Independence, the U.S. Constitution, and the Bill of Rights.
Process
Work in groups to review the information sheets on the following Ancient and Enlightenment Thinkers, who are from the classical world and the European Enlightenment, and whose ideas helped shape the American Revolution.
- Aristotle
- Cicero
- Algernon Sidney
- John Locke
After you have reviewed each thinker, complete one of the following activity guides with your group.
After your group has prepared a profile sheet on your thinker, share with other groups without revealing the person. Give key ideas, but also let them ask questions about the person. This is a “Who Am I?” activity with other groups, so everyone gets to meet all of the thinkers listed.
Launch Information
Break students into four groups, assigning each group a thinker from the ancient world or the Enlightenment whose ideas shaped the American Revolution. Students will be given a short essay on their person. With the help of the info briefs, students will identify key details about the thinkers and the ideas they expressed that influenced the American Revolution. These profiles will allow students to jigsaw the information back together with other groups, so that each student gains insight into all four people listed. Students will then reveal to their classmates information about the thinker from their profile sheets that will allow other students to get to know their key figure and guess “Who am I?” The goal is to have other groups try and identify the person based on their profile and core idea(s).
Activity Synthesis
After the “Who Am I?” activity, students will reconvene in their original groups, compare the notes that they learned about the other thinkers, and finalize their activity guide. The teacher should use Q&A to review information about each thinker for the class, emphasizing what is most important. Final activity guides will be shared with all students for a full group study guide. Students should process the important information about all four thinkers. Then have students write a summary of the major contributions of each one.
Activity Extension
Create an Instagram account, a Facebook page, or a bio for their person.
2.3 Activity: Key Terms
Purpose
Why did the American colonists believe that they had the right to overthrow their government? By examining the principles of the American Revolution, you will engage with key concepts from the period and the meaning of these key principles that continue to drive our democracy today.
Process
Complete the Activity Guide: Key Terms - Principles of the American Revolution document to identify module key terms:
- Natural Rights
- Popular Sovereignty
- Rule of Law
- Social Contract Theory
Every revolution (or push for change) needs a sturdy foundation rooted in key principles that answer a simple (but essential) question: Why?
Think about the American Revolution. The American colonists were small in number, were mostly farmers, and against the odds still chose to pick a fight with the most powerful country in the world. That took courage, but it also took powerful ideas. What principles made them believe that they could win—and that the American Revolution itself was a fight worth winning?
Read over the definitions of the four key principles. These principles helped to support the colonists’ claim for independence. Begin to complete the other attributes of the principles. As you do so, re-read the questions stated above and discuss them with peers. Remember that principles are defined as “fundamental truths that serve as the foundation of a system of belief or behavior or for a chain of reasoning.” How do these principles serve as the foundation for the American Revolution and continue to define the American idea?
Launch Information
Review with all students the four key principles and the definitions. Give examples of each of the criteria in the graphic organizer before asking students to start their group work:
- Definition (student friendly description of the item; usually teacher written)
- Characteristic (features that help students recognize, identify or distinguish the idea)
- Example (synonyms, concrete examples, term in action in their lives)
- Non-example (antonym, inappropriate application of idea or examples going against the idea).
Break students into four groups and allow them time to explore, discuss, and begin to complete the graphic organizer.
Activity Synthesis
At the end of the activity, remind students that they will be exploring this tool throughout the entire module and will use it as a worksheet for the video lesson. Have students share a few ideas and questions from each group.
Notes
This activity will be built on the definition worksheet using the following big four terms.
- Natural Rights
- Definition: Natural rights are rights that are given by God or by nature. They come not from a law passed by the government but rather are inherent in all individual human beings from birth.
- Characteristics: not dependent on laws or customs, fundamental and inalienable, universal (everyone has these inherent rights as a part of being human).
- Examples: freedom of conscience, life, liberty, pursuit of happiness
- Non-examples: right to punish crime (that’s alienable—you can give it away to the government)
- Popular Sovereignty
- Definition: The Constitution establishes a government based on the consent of the governed. The sovereign power is held not by a king or an aristocracy but by the American people.
- Characteristics: consent of the governed, popular sovereignty, rule by we, the people
- Examples: democracy, voting, Preamble (“We, the People”), ratification of the Constitution, Article V amendment process, declaring independence, republican form of government
- Non-examples: monarchy, dictatorship, oligarchy, aristocracy
- Rule of Law
- Definition: The rule of law is the basic idea that we have a neutral government of laws, not an arbitrary government of one person. In other words, no one is above the law.
- Characteristics: predictable laws, transparent laws, accountability, and equal enforcement and impartiality
- Examples: impeachment proceedings, judicial review, a written constitution, written (and published) laws, a stop sign
- Non-examples: arbitrary rule, dictatorship, aristocracy/oligarchy (with different rules governing elites than everyone else)
- Social Contract Theory
- Definition: People form a government with limited powers and temporary control over some rights. The government has an obligation to provide greater security and safety in return.
- Characteristics: combination of natural rights and popular sovereignty, duties imposed on both the government and the people
- Examples: the Declaration of Independence, the Constitution, John Locke’s Two Treatises
- Non-examples: dictatorship, divine right of kings
Interaction will give minimal characteristics, examples, and non-examples BEFORE the video.
2.4 Video Activity: Declaration of Independence
Purpose
Your guide, Professor Jeffrey Rosen, will explore the Declaration of Independence to see how it set the foundation for American democracy and discuss the three fundamental principles at the heart of the American Revolution: natural rights, popular sovereignty, and rule of law. These principles also serve as the foundation for the U.S. Constitution.
Process
Read the Info Brief: Declaration of Independence and the Preamble before watching the following video, and be on the lookout for the key terms as you watch.
Then, complete the Video Reflection - Declaration of Independence worksheet.
Identify any areas that are unclear to you or where you would like further explanation. Be prepared to discuss your answers in a group and to ask your teacher any remaining questions.
After you answer the questions, you will have a chance to reflect on the information you learned in the video. Review the previous activity and develop your responses if your understanding of the term, characteristics, examples, and non-examples has changed. Then, complete the Activity Guide: Key Terms - Version 2 document
When you are finished, review the Declaration of Independence and identify where the principles are referenced. For fun, you can do this with the Preamble as well.
Launch Information
Before watching the video, read aloud with students the excerpts from the Declaration of Independence and the Constitution’s Preamble. If possible, provide students with a copy to review while watching the video.
Students will watch the video and use their shared worksheets to continue to explore the meaning and characteristics of the principles of the American Revolution. Use the questions and prompts to check in with the students and ensure that they are understanding the key ideas covered in the video.
Activity Synthesis
Ask students to share how their understanding of the terms changed from the beginning of the module to after they watched the video. Try to identify common themes in student responses and identify natural rights, popular sovereignty, or the rule of law in everyday life.
Notes
Use the Info Sheet: Preamble Breakdown to show the principles.
2.5 Activity: Reasons for Rebellion
Purpose
In this activity, you will use primary sources to identify how three key principles—natural rights, popular sovereignty, and the rule of law—contributed to the American Revolution and form the core of the Declaration of Independence itself. You will also evaluate the connections among these key ideas and reflect on how they have remained relevant throughout American history.
Process
Read each of the excerpts below:
- Primary Source: Declaration of Independence (Short list of grievances)
- Primary Source: Thomas Paine, Common Sense (1776)
- Primary Source: John Dickinson, Letters from a Farmer in Pennsylvania to the Inhabitants of the British Colonies (1768)
After you complete the readings, identify information that helps explain the factors that caused the American Revolution by answering the following questions:
- What are some of the sources for the language and ideas found in the Declaration of Independence?
- Can you match a grievance to one or more of the key principles?
Share your answers with your peers and discuss as a group how these principles are in your lives today (or are lacking).
Launch Information
Students will review the excerpts of grievances from the Declaration of Independence and explore the reason associated with each grievance. As a class, answer the following questions and have a brief discussion:
- What are some of the sources for the language and ideas found in the Declaration of Independence?
- Can you match a grievance to one or more of the key principles?
Next, break the class into two groups and assign half of the class Thomas Paine’s Common Sense and half of the class John Dickinson’s Letters from a Farmer.
Note: Modification suggestions are noted below. Once students have completed their review, have each group share 3–5 key findings from their document and associated key principles.
As a final activity, have a full group discussion, using the worksheet as a support tool to discuss where each of the key principles are in their lives today. Are there any that are missing? This activity would be highly effective as a Harkness discussion. For more information, refer to the Classroom Learning Materials: Civil Dialogue and Constitutional Conversations webpage.
Activity Synthesis
List all three principles on the board:
- Natural rights
- Rule of law
- Popular sovereignty
Have students from each group share their quote, their answer to the question, and then, as a group, place the quote in the appropriate principle bucket. Hint: There could be more than one.
- Are there any that fit more than one?
- Are there any that fit all three?
- Are there any that don’t fit in any bucket?
2.6 Test Your Knowledge
Purpose
Congratulations for completing the activities in this module! Now it’s time to apply what you have learned about the basic ideas and concepts covered.
Process
Complete the questions in the following quiz to test your knowledge.
Launch
This activity will help students determine their overall understanding of module concepts. It is recommended that questions are completed electronically so immediate feedback is provided, but a downloadable copy of the questions (with answer key) is also available.
2.7 Extended Activity: Social Contracts
Purpose
In this activity, you will apply social contract theory to your home, classroom, or club.
This lesson teaches you about self-government by using the social contract theory to analyze a class, family, or club membership contract. You should review your membership agreements with a lens on the danger of the tyranny of the majority, the meaning of consent, and the issue of how to enforce the students' contract with their teacher, their family, or their club. At the end of the exercise, you will have learned the basics of social contract theory and the need to understand the agreements, rights, and responsibilities of each community the students engage with and how these are different, depending on the type of ruling structure.
Process
Complete the Extended Activity: Social Contracts worksheet
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Module 3: Road to the Convention
The founders were children of the Enlightenment, a European intellectual movement beginning in the late 1600s. The ideas that fueled this period were a celebration of reason, the power through which human beings might understand the universe and improve their condition. Overall, the movement strived for knowledge, freedom, and happiness. These ideas sparked transformational changes in art, philosophy, and politics. When crafting a new constitution, the founders followed this Enlightenment model and drew lessons from history and from their own experiences. Between th...
