u.s. constitution assignment answer key

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United States Constitution

Use this printable reading comprehension passages and worksheets to learn about the United States Constitution and the Bill of Rights.

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The Preamble to the Constitution: A Close Reading Lesson

The first page of the United States Constitution, opening with the Preamble.

National Archives

"[T]he preamble of a statute is a key to open the mind of the makers, as to the mischiefs, which are to be remedied, and the objects, which are to be accomplished by the provisions of the statute." — Justice Joseph Story, Commentaries on the Constitution

The Preamble is the introduction to the United States Constitution, and it serves two central purposes. First, it states the source from which the Constitution derives its authority: the sovereign people of the United States. Second, it sets forth the ends that the Constitution and the government that it establishes are meant to serve.

Gouverneur Morris, the man the Constitutional Convention entrusted with drafting the final version of the document, put into memorable language the principles of government negotiated and formulated at the Convention.

As Supreme Court Justice Joseph Story points out in the passage quoted above, the Preamble captures some of the hopes and fears of the framers for the American republic. By reading their words closely and comparing them with those of the Articles of Confederation, students can in turn access “the mind of the makers” as to “mischiefs” to be “remedied” and “objects” to be accomplished.

In this lesson, students will practice close reading of the Preamble and of related historic documents, illuminating the ideas that the framers of the Constitution set forth about the foundation and the aims of government.

Guiding Questions

How does the language of the Preamble to the U.S. Constitution reflect historical circumstances and ideas about government?

To what extent is the U.S. Constitution a finished document?

Learning Objectives

Compare the Preamble to the U.S. Constitution with the statement of purposes included in the Articles of Confederation.

Explain the source of authority and the goals of the U.S. Constitution as identified in the Preamble.

Evaluate the fundamental values and principles expressed in the Preamble to the U.S. Constitution.

Lesson Plan Details

The Articles of Confederation was established in 1781 as the nation’s “first constitution.” Each state governed itself through elected representatives, and the state representatives in turn elected a central government. But the national government was so feeble and its powers so limited that this system proved unworkable. Congress could not impose taxes to cover national expenses, which meant the Confederation was ineffectual. And because all 13 colonies had to ratify amendments, one state’s refusal prevented any reform. By 1786 many far-sighted American leaders saw the need for a more powerful central authority; a convention was called to meet in Philadelphia in May 1787.

The Constitutional Convention met for four months. Among the chief points at issue were how much power to allow the central government and then, how to balance and check that power to prevent government abuse.

As debate at the Philadelphia Convention drew to a close, Gouverneur Morris was assigned to the Committee of Style and given the task of wording the Constitution by the committee’s members. Through thoughtful word choice, Morris attempted to put the fundamental principles agreed on by the framers into memorable language.

By looking carefully at the words of the Preamble, comparing it with the similar passages in the opening of the Articles of Confederation, and relating them to historical circumstances as well as widely shared political principles such as those found in the Declaration of Independence, students can see how the Preamble reflects the hope and fears of the Framers.

For background information about the history and interpretation of the Constitution, see the following resources:

• A basic and conveniently organized introduction to the historical context is “ To Form a More Perfect Union ,” available in Documents from the Continental Congress and the Constitutional Convention, 1774–1789 from the Library of Congress .
• Another historical summary is " Constitution of the United States—A History ," available in America's Founding Documents from the National Archives .
• The Interactive Constitution , a digital resource that incorporates commentary from constitutional scholars, is available from the National Constitution Center .
• The American Constitution: A Documentary Record , available via  The Avalon Project at the Yale Law School , offers an extensive archive of documents critical to the development of the Constitution.

This lesson is one of a series of complementary EDSITEment lesson plans for intermediate-level students about the foundations of our government. Consider adapting them for your class in the following order:

• The Argument of the Declaration of Independence
• (Present lesson plan)
• Balancing Three Branches at Once: Our System of Checks and Balances:
• The First Amendment: What's Fair in a Free Country

NCSS. D2.Civ.3.9-12. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.

NCSS.D2.Civ.4.9-12. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.

NCSS. D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.

NCSS. D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.

NCSS. D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.

NCSS. D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced.

NCSS. D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.

CCSS.ELA-Literacy.CCRA.R.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-LITERACY.RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

CCSS.ELA-LITERACY.RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

The following resources are included with this lesson plan to be used in conjunction with the student activities and for teacher preparation.

• Activity 1. Student Worksheet
• Activity 2. Teachers Guide to the Preamble
• Activity 2. Graphic Organizer

Review the Graphic Organizer for Activity 2, which contains the Preamble to the Constitution along with the opening passages of the Articles of Confederation and the second paragraph of the Declaration of Independence (both from OurDocuments.gov ), and make copies for the class.

Activity 1. Why Government?

To help students understand the enormous task facing the Americans, pose a hypothetical situation to the class:

Imagine that on a field trip to a wilderness area or sailing trip to a small, remote island, you all became stranded without any communication with parents, the school, or other adults and had little hope of being rescued in the foreseeable future. The area where you’re marooned can provide the basic necessities of food, shelter, and water, but you will have to work together to survive.

Encourage students to think about the next steps they need to take with a general discussion about such matters as:

• Are you better working together or alone? (Be open to their ideas, but point out reasons why they have a better chance at survival if they work together.)
• How will you work together?
• How will you create rules?
• Who will be responsible for leading the group to help all survive?
• How will they be chosen?
• How will you deal with people in the group who may not be following the rules?

Distribute the Student Worksheet handout , which contains the seven questions below. [ Note: These questions are related to the seven phrases from the Preamble but this relationship in not given on the handout. ]

Divide students into small groups and have each group brainstorm a list of things they would have to consider in developing its own government. [ Note: You can have all groups answer all seven questions or assign one question for each group.] Ask students to be detailed in their answers and be able to support their recommendations.

• How will you make sure everyone sticks together and works towards the common goal of getting rescued? (form a more perfect union)
• How will you make sure that anyone who feels unfairly treated will have a place to air complaints? (establishing justice) 
• How will you make sure that people can have peace and quiet? (ensuring domestic tranquility) 
• How will you make sure that group members will help if outsiders arrive who threaten your group? (providing for the common defense)
• How will you make sure that the improvements you make on the island (such as shelters, fireplaces and the like) will be used fairly? (promoting the general welfare) 
• How will you make sure that group members will be free to do what they want as long as it doesn't hurt anyone else? (securing the blessing of liberty to ourselves) 
• How will you make sure that the rules and organizations you develop protect future generations? (securing the blessing of liberty to our posterity) 

While students are working in their groups, write or project the following seven headers on the front board in this order:

• Secure the Blessings of Liberty for our Posterity,
• Promote the General Welfare,
• Establish Justice,
• Form a more perfect Union,
• Insure Domestic Tranquility,
• Secure the Blessings of Liberty to Ourselves, and
• Provide for the Common Defense

After the groups have finished discussing their questions, have them meet as a class. First ask them to identify which question (by number) from their handout goes with which section of the Preamble of the U.S. Constitution you’ve listed on the front board. Next, have students share their recommendations to the questions and allow other groups to comment, add, or disagree with the recommendations made.

Exit Ticket:

Encourage class discussion of the following questions:

• Having just released themselves from Britain's monarchy, what would the colonists fear most?
• Judging from some of the complaints the colonists had against Britain, what might be some of their concerns for any future government?

As in the hypothetical situation described above, what decisions would the colonists have to make about forming a new government out of 13 colonies which, until 1776, had basically been running themselves independently?

Activity 2. What the Preamble Says

Review the Teachers' Guide to the Preamble , which parses each of the phrases of the Preamble and contrasts them with the equivalent passages in the Articles and the Declaration. Teachers can use this guide as a source for a short lecture before the activity and as a kind of answer sheet for the activity.

In this activity, students investigate the Preamble to the Constitution by comparing and contrasting it with the opening language of the Articles of Confederation. They will:

• understand how the Preamble of the Constitution (in outlining the goals of the new government under the Constitution) was written with the deficiencies of the Articles of Confederation in mind, aiming to create “a more perfect union,” and
• understand how the Preamble drew its justification from the principles outlined in the Declaration of Independence.

The aim of this activity is to show students, through a close reading of the Preamble, how its style and content reflect some of the aspirations of the framers for the future of republican government in America. 

[ Note: teachers should define “diction,” “connotation,” and “denotation” to the students before beginning to ask students to differentiate between language in the two documents. ]

Distribute copies of the Graphic Organizer and questions to all students and have them complete it in their small groups (or individually as a homework assignment).

Have one or two students or groups of students summarize their conclusions concerning the critical differences between the Articles and the Preamble, citing the sources of these documents as referents.

Have students answer the following in a brief, well-constructed essay:

Using the ideas and information presented in this lesson, explain how the wording and structure of the Preamble demonstrate that the Constitution is different from the Articles of Confederation.

Note: For an excellent example of what can be inferred from the language and structure of the Preamble, teachers should review and model this passage by Professor Garret Epps from “ The Poetry of the Preamble ” on the Oxford University Press blog (2013):

“Form, establish, insure, provide, promote, secure”: these are strong verbs that signify governmental power, not restraint. “We the people” are to be bound—into a stronger union. We will be protected against internal disorder—that is, against ourselves—and against foreign enemies. The “defence” to be provided is “common,” general, spread across the country. The Constitution will establish justice; it will promote the “general” welfare; it will secure our liberties. The new government, it would appear, is not the enemy of liberty but its chief agent and protector.

Students could be asked whether they agree or disagree with the above interpretation. They should be expected to provide evidence-based arguments for their position.

The aspirational rhetoric of the Preamble has inspired various social movements throughout our nation’s history. In particular, two 19th-century developments come to mind: the struggles for abolitionism and women's suffrage. Examples of oratory from each movement are provided below. In response to one of these excerpts, students can write a short essay about how the words of the Preamble affected the relevant movement.

• Students should ascertain what the Preamble meant to the movement and how it was used to make an appeal to the nation. The essay might address the question of how and why those such as Frederick Douglass and Susan B. Anthony, who at their time were excluded from the full range of rights and liberties ensured by the Constitution and the Bill of Rights, responded to the principles expressed in the Preamble.
• Students should then argue either for or against the interpretation of the Preamble advanced in the excerpt, drawing from the knowledge gained in this lesson.

Be sure that the essay has a strong thesis (a non-obvious, debatable proposition about the Preamble) that students support with evidence from the texts used in this lesson.

Example 1. Frederick Douglass, “ What to the Slave is the Fourth of July ?” (1852)

Fellow-citizens! there is no matter in respect to which, the people of the North have allowed themselves to be so ruinously imposed upon, as that of the pro-slavery character of the Constitution. In that instrument I hold there is neither warrant, license, nor sanction of the hateful thing; but, interpreted as it ought to be interpreted, the Constitution is a GLORIOUS LIBERTY DOCUMENT. Read its preamble, consider its purposes. Is slavery among them? Is it at the gateway? or is it in the temple? It is neither.

Example 2. Susan B. Anthony, “ Is It a Crime for a U.S. Citizen to Vote? ” ( 1873)

It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half of ourselves and the half of our posterity, but to the whole people—women as well as men. And it is a downright mockery to talk to women of their enjoyment of the blessings of liberty while they are denied the use of the only means of securing them provided by this democratic-republican government—the ballot.

Materials & Media

Preamble close reading: activity 1 student worksheet, preamble close reading: activity 2 graphic organizer, preamble close reading: activity 2 teachers guide, related on edsitement, a day for the constitution, commemorating constitution day, the constitutional convention of 1787.

Amendment Mini-Lesson

Learning objectives.

• Predict what might happen if key rights were missing from the Constitution
• Identify key rights granted by the Bill of Rights and the 13th, 14th, 15th, 19th, and 26th Amendments
• Recall the specific amendment that guarantees a particular right
• Determine if client complaints are covered by a constitutional right
• Related Resources

Looking for an easy and fun way to review individual rights protected in the U.S. Constitution? You have come to the right place! This mini-lesson highlights the Constitution’s amendments and new artwork from one of our fondest games, Do I Have a Right?   It includes anticipation and closing activities and your choice of one or more engaging activity options! Teach your students about some of the most critical additions to our Constitution and how those additions guarantee their rights. 

iCivics en español! Student and class materials for this lesson are available in Spanish.

Enjoyed this lesson?  Explore more Constitution Day activities .

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The United States Constitution: The Preamble

Help young historians gain insight into the 1787 Constitutional Convention and the founding ideals of the newly formed government with this engaging social studies worksheet! Designed for middle grades, this worksheet gives students the opportunity to practice primary-source analysis on the introduction to the Constitution—the Preamble—which summarized the vision for the new government. Learners will read the Preamble and then seek to identify the meaning of individual phrases in order to better understand the goals of the U.S. Constitution.

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Legislative Branch

Studying the Constitution with Primary Sources

This lesson presents three activities to introduce students to the Constitution of the United States: mapping its text, studying the Preamble, and matching primary sources to clauses in the Constitution. 

This lesson enables students to understand the plan for the structure and powers of government embodied in the Constitution. The lesson’s three activities reveal the meaning and importance of the Constitution in a student-friendly way.

Guiding Question:

What design for government is embodied in the Constitution of the United States?

U.S. Constitution 3 Worksheets   Answer Key 8 Primary Source Documents:

• Election of House Speaker Tip O’Neill, January 15, 1979; NAID 1150939
• Resolution of Impeachment of President Andrew Johnson, February 21, 1868; NAID 2127356
• President Ronald Reagan's First State of the Union Address, January 26, 1982; NAID 595071
• Attempted Override of Senate Act 518, 1973; NAID 2127368
• Drawing of the Incandescent Lightbulb by Thomas Edison, January 27, 1880; NAID 17370155
• Nomination of Sandra Day O'Connor, August 19, 1981; NAID 595429
• Judgment in the Supreme Court Decision for Brown et al. v. Board of Education of Topeka et al., May 31, 1955; NAID 596300
• President Franklin D. Roosevelt's Day of Infamy Address, December 8, 1941; NAID 595426

Recommended Grade Levels:

Civics, US Government, US History

Topics Included in this Lesson:

limited government, republicanism, checks and balances, separation of powers, popular sovereignty, veto power, impeachment, nomination

Time Required:

One 45 minute class period per Activity

Vocabulary:

limited government, republicanism, checks and balances, separation of powers, popular sovereignty, veto

Learning Activities

Activity 1: Mapping the Text of the Constitution

Make eight 8 ½ x 11” copies of Worksheet 1.  Make one large copy of Worksheet 1 to display the class results. Organize the students in eight small groups — a group for the Preamble and each of the seven Articles. Instruct each group to complete Worksheet 1, Mapping the Constitution, to determine the number of words contained in their assigned part of the Constitution; the percentage of the whole document that their assigned part represents; and the main subject, structure, and power featured in their assigned part. Use this digital copy of the text and the word count feature available in most word processing programs to find the total of words in each assigned part.  Use a calculator to determine the percentage of the whole each part represents. Refer to the text for the main topic of each part.

As a class, map the Constitution by instructing each group to contribute the percentage they calculated for their assigned part from their copy of Worksheet 1 to the enlarged class copy of the worksheet. Instruct each group to map its finding in sequence working from the Preamble to Article 7. Use a different color for the Preamble and each of the Articles, and fill in the appropriate number of squares to represent the percentage of the whole Constitution that each assigned part represents. Each square represents 1% of the Constitution. (Round up or down as necessary.) 

Hold a class discussion to analyze the map and address the following questions: Which topics received the most attention in the Constitution? Does the map suggest hypotheses about the relative importance to the Founders of the branches and powers of the new government? To what extent do the order of the branches and their comparative size on the map match how the students understand the federal government today?

Activity 2: Studying the Preamble

Instruct the students to work in the small groups set up in Activity 1 to study the goals expressed in the Preamble to the Constitution using Worksheet 2. Assign each group to address one phrase and prepare to share their findings with the whole class. After all the groups have shared, hold a class discussion in which the students consider how the federal government acts today to achieve these goals, and how those actions impact citizens.

Activity 3: Exploring the Constitution through Primary Sources

Instruct the students to work in the small groups set up in Activity 1 to analyze one of the primary source documents by completing Worksheet 3. Have each of the groups share its findings with the class and enter them on a class copy of Worksheet 4. When the class finishes sharing their results and compiling Worksheet 4, have the students check their work against the Answer Key. Note: A document can be associated with more than one clause of the Constitution. The determination of the best match should be based on the strength of the evidence a group of students cites to support the match they make.

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