When I think about teaching the Constitutional Convention, there is a lot we could cover. The weaknesses of the Articles of Confederation, the different plans for representation, the debates between the delegates, the compromises they reached, and eventually the Constitution itself all fit into this part of our government unit.
But this is also a topic that gives students plenty to think about. The people who gathered in Philadelphia were trying to figure out how to create a government that could actually work, and they didn’t always agree on what that should look like. Giving students a chance to think through some of those same questions can make the history much more meaningful.
These Constitutional Convention activities for middle school are ways to get students working with the ideas and decisions of the Convention while building their understanding of why those decisions mattered.
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Start With Why the Articles of Confederation Weren’t Working
Before we get to the Constitutional Convention, I like to make sure students understand why the delegates were gathering in Philadelphia in the first place. A reading or review of the Articles of Confederation gives them the background they need, but I also want them to see what those weaknesses looked like when the new nation faced problems.
One way I’ve approached this is to give students different situations and have them determine whether the national government had the power to respond. Students use what they know about the Articles to decide what Congress could do, where its power was limited, and when it had to depend on the states. It turns the weaknesses of the Articles into something students have to apply rather than simply identify.
I like starting here because it gives the Constitutional Convention some context. By the time we get to Philadelphia, students already understand that there were questions about whether the existing government was strong enough to handle the problems facing the country. Now they get to see what the delegates decided to do about it.
Bring Different Perspectives Into the Constitutional Convention
One of the things I want students to understand about the Constitutional Convention is that the delegates didn’t all walk into the room with the same ideas about what the new government should look like. They brought their own experiences, priorities, and ideas about what needed to change. Looking at the Convention through different perspectives helps students see how those differences shaped the discussions and decisions that followed.
One way to bring those perspectives into the classroom is through historical first-person podcasts. Students can hear historically grounded interviews with people such as George Washington, Alexander Hamilton, Benjamin Franklin, and James Madison, with each person providing a different way into the events and ideas of the Convention.
That’s the approach I use in my Voices Through Time Constitutional Convention Podcast resource. Each interview gives students a chance to take a deeper look at one perspective while listening with guided notes and then responding through writing and historical thinking activities. Across the four interviews, students begin to see how different people and ideas contributed to the work of the Convention.
Four Perspectives From the Constitutional Convention
George Washington
Explore Washingtonโs role at the Constitutional Convention and the leadership needed as delegates worked through disagreements about the new government.
Alexander Hamilton
Examine Hamiltonโs ideas about a stronger national government and his perspective on the plans and debates shaping the Convention.
Benjamin Franklin
Consider Franklinโs perspective on compromise and why finding common ground became important as delegates worked through their differences.
James Madison
Explore Madisonโs role in shaping the Constitution and his ideas about how the new government should be structured.
Give Students a Chance to Debate the Issues
Once students have some background on the Constitutional Convention, debates are a natural way to let them work with the issues the delegates were facing. Instead of only learning what each side wanted, students have to consider the arguments and decide which position they can support.
Representation is an easy place to do this. Give students the basic positions represented by delegates from large and small states and let them consider the question before introducing how the delegates ultimately resolved it. Students can use evidence to support their position, respond to opposing arguments, and then compare their thinking with what happened at the Convention.
I’ve found that debate doesn’t have to mean putting students in front of the class for a formal debate. A silent debate can give every student a chance to participate and respond to someone else’s thinking in writing. It works especially well when I want students focused on developing and responding to an argument rather than arguing with one another.
Add Historical Thinking to the Lesson
The Constitutional Convention also gives us plenty of opportunities to build in historical thinking. Once students understand what happened, we can change the questions we’re asking and give them a chance to do more with what they’ve learned.
For example, students might consider how the weaknesses of the Articles of Confederation influenced the decisions delegates made at the Convention or evaluate which decisions made during the Convention were most significant to the new government.
I like using historical thinking this way because it doesn’t require me to change what I’m already teaching. Historical thinking in the classroom can be as simple as changing the questions we ask so students have opportunities to consider context, perspective, cause and effect, or significance. My Historical Thinking Task Cards give me ready-to-use prompts when I don’t want to create a new question for every lesson.
Helping Students Think About the Constitutional Convention
The Constitutional Convention is one of those topics where we don’t have to work very hard to find opportunities for students to think. The disagreements and decisions are already there. Our job is to give students enough background to understand what’s happening and then make room for them to work with the ideas.
And I think that’s where this topic can become much more interesting for students. When they have a chance to consider a perspective, wrestle with a question, or explain why a decision mattered, they’re doing more than learning how the Constitution was created. They’re beginning to understand the thinking that went into creating a new government.
Frequently Asked Questions
What should middle school students know about the Constitutional Convention?
Middle school students should understand why the Constitutional Convention was called and how concerns about the Articles of Confederation led delegates to consider changes to the national government. They should also understand that delegates had different ideas about how the new government should work and that debate and compromise played an important role in creating the Constitution.
How can I make the Constitutional Convention engaging for middle school students?
Give students opportunities to work with the issues and decisions of the Convention rather than only learning the outcomes. Debates, historical perspectives, problem-solving activities, and historical thinking questions can help students consider why delegates disagreed and how they worked through some of the challenges of creating a new government.
What are some good historical thinking questions for the Constitutional Convention?
Historical thinking questions should encourage students to use what they know to consider context, perspective, cause and effect, and significance. Questions such as โHow did problems under the Articles of Confederation influence decisions at the Convention?โ โWhat might have influenced a delegate’s position?โ and โWhich decisions made at the Convention were most significant to the new government, and why?โ move students beyond recalling what happened and ask them to explain their thinking.
