Overview
In this lesson, students go through the process of writing a classroom constitution and then compare their process to that followed by the framers of the U.S. Constitution.

Standards — Language Arts
Grade 8, Reading
Reading Applications: Informational, Technical and Persuasive Text, Benchmark D

6. Identify the author’s purpose and intended audience for the text.

Grade 8, Writing
Writing Process, Benchmark A

1. Generate writing ideas through discussions with others and from printed material.

Writing Applications, Benchmark D

4. Write informational essays or reports, including research, that:

b. provide a clear and accurate perspective on the subject.
c. create an organizing structure appropriate to the purpose, audience and context.

Materials

• Copy of the preamble of the U.S. Constitution

Procedure

1. Discuss with students the need for rules in everyday living. Have students cite examples where the lack of rules led to problems. (For example, everyone not knowing the rules of a board game.) Lead the discussion to the conclusion that having rules is better for the group than not having rules.

2. Explain to the students that they will be writing a classroom constitution using a process similar to the one followed by the delegates to the 1787 Constitutional Convention.

3. Read the preamble of the Constitution. Discuss its meaning by analyzing the following phrases:

• Form a more perfect union
• Establish justice
• Domestic tranquility
• Common defense
• Promote general welfare
• Secure blessings of liberty

4. Have the students, in small groups, complete a preamble for the classroom constitution.
   “We, the students of ___________________’s class, in order to ___________________, ___________________, and _____________________________ do hereby ordain and establish this constitution based on the principles of __________________(noun), _________________(noun) and ____________________________(noun).”

5. Share individual groups’ preambles. Decide as a class as to the content of the final version. Display the final version in the classroom.
   (This activity can end here, or it may be continued by using the following.)

6. Students will return to their groups to decide three to five important classroom rules based on the following questions:

a. What is respect? How can we create an atmosphere of respect?
b. What are our responsibilities as students?
c. What is our teacher’s responsibility to us?
d. What are our rights in the classroom? What are our teacher’s rights?

7. After proposed rules have been written, have groups discuss the following questions:

a. Do our proposed rules fit the school and district ones?
b. Will each rule be fair to all class members?
c. Is each rule stated simply?
d. Is each rule easy to follow?
e. Is each rule enforceable?
f. Is each one not in conflict with other rules?

8. Ask each group to share its rules with the rest of the class. Can all class members agree on one set? Is compromise needed? Lead a discussion to decide a compromise document. Once the three to five rules have been decided, vote on them as a class by calling for a “yea” or “nay” from each person. If there is a two-thirds majority, the rules have been accepted.

9. Discuss ways the constitution may be changed in the future, if the need should arise. Be sure to add this provision along with the importance of the teacher’s veto power.

Evaluation
Students may write a short paper about their experience in creating their classroom constitution, focusing on the process and fairness. In addition, have students compare their experience with that of the framers of the United States Constitution.

Writing Rubric