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We the People Guide
Page by page guide to sharing your read aloud for better understanding.
Attachment: 4751/We_the_People_Study_Guide.pdf
 READING GUIDE We the People: The Story of the Constitution by Lynne Cheney Questions for understanding and application are marked in italics. Times to pause and reflect are marked with page numbers. Older students may know some of the vocabulary, so instead of explaining, you might ask the students to define the word. • What are some of your classroom rules? • What are some rules in the community? (If students have di ffi culty, prompt with tra ffi c laws). • What would happen if our country did not have rules to guide how it operates? Show a picture of the original 13 states. Page 5: Can you identify George Washington in this picture? Page 5: What do you think “conspicuous” means? Page 5: Explain that “Providence” means God, and “felicity” means happiness Page 6: Why would it be a problem if each state printed its own money? Page 6: Note that the states were primarily acting independently. A foreign country could easily take over one state as opposed to thirteen. Page 6: Explain that “mortified” means deeply shamed or disappointed Page 9: How many years had passed between the end of the war in 1781 and the Constitutional Convention? Later discussion could focus on how slow changes in government may occur and why. Page 9: Explain that the word “delegate” means a representative or someone appointed to represent the views of that state Page 9: How many states (former colonies) were there? Tell that Rhode Island did not send delegates to the convention which is why only twelve states were represented. Page 9: Explain that the “fabric” conveys something that is interwoven, holds together, and provides protection. For older students, Why did Madison choose the word “fabric” to represent a constitution?  Page 10: Why do you think Washington refused to become a king of our new country? Page 12: Why didn’t the delegates arrive on time? Discuss travel conditions at that time. Page 12: (for older students) Why were the delegates sworn to secrecy? Tell how the windows were closed so that the press could not listen in, and it was very hot inside the room. The delegates were dressed in shirts, vests, and coats and made of heavy fabrics thus they were extra hot. Page 12: Explain that the word “executive” means the chief director or leader of an organization. Page 15: Note how the delegates had varied opinions, and sometimes with great decisions, there are many perspectives and thus many arguments. Page 15: Explain that “su ff rage” means right to vote or voice Page 16: Explain that “sweltering” means steamy and muggy Page 16: Explain that “Father of lights” refers to God Page 16: How would having a chaplain or minister help the delegates? Tell that they did not request a chaplain because they did not want the outsiders to know that they were arguing so much and needed a minister. Page 18: How did Franklin’s two-headed snake lead the delegates to make a compromise or come to agreement? Page 21: (older students) What do you think Morris meant when he said the sword would unite if persuasion fails? Page 21: Explain that “despair” means hopelessness Page 22: Tell that slaves did not yet have citizenship—that would not be granted until after the Civil War. To even count slaves as 3/5 of a person for a population count was bold even though it sounds callous or insensitive to us today. Older students could divide the class into citizens and slaves (about 18% of the general population in 1787). They may then calculate what their “state’s” population count would be in consideration for the number of representatives they would have.  Page 22: Tell that many wanted to ban slavery and free slaves at this time, but there was so much disagreement that the delegates decided to wait and not add this to the Constitution at this time so that the southern states would approve the Constitution. Page 22: (older students) What does Mason mean by slaves bringing God’s judgment on a country? Page 24: Tell that the second house was named the Senate. Page 24: Tell that some wanted the executive o ffi ce to be held by 3 or up to 7 people; but they decided that we needed just one chief executive— that of president. Page 27: Those selected to write the first draft of the Constitution worked from July 26 to August 6; how many days was that? Page 27: Remind students that while everyone votes in November on the president, our decision provides the answer of who we choose to the state electors. Those electors then meet in December to count votes and declare a winner. Page 27: Explain that the word “ratify” means authorize or agree to Page 27: Tell that any changes to the Constitution, which are called amendments, must also be voted on by the people of each state to approve. Page 28: Relate how, just as they rework their writings through several drafts, it took the writers nearly two months to finalize the Constitution. They had to consider every word and phrase to make sure it included all that they wanted and exactly as they wanted it presented without confusion. Page 28: Tell that the date the Constitution was signed (September 17) is the date we now celebrate as Constitution Day. Page 28: Tell that the rights that Gerry, Mason, and others were later included in the first ten amendments called “The Bill of Rights” which were ratified in 1791. Page 28: Tell that Franklin had been undecided whether the sun on Washington’s chair was rising or setting, but once the Constitution was signed, he felt it and the country were rising. Page 30: Tell that the Constitution was ratified in June 1788 when New Hampshire became the ninth state to vote in favor of the Constitution. Why do you think it took nine months to ratify?  |
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| Created: | 2025-07-29 11:34 GMT |
| Updated: | 2025-07-31 19:16 GMT |
| Published: | 2025-07-31 19:16 GMT |
| Converted: | 2025-11-11 12:36 GMT |
| Change Author: | Suzanne Mcpherson |
| Credit Author: | |
public/cb_mirror/we_the_people_guide_pdf_files_30608.txt · Last modified: 2025/11/11 12:36 by 127.0.0.1