Objective: 

Students will create flowcharts to represent the differences between the Articles of Confederation and the U.S. Constitution, using computational thinking to identify key shortcomings and improvements.

Materials Needed: 

• Index cards, 

• Chart paper

• Markers

Steps:

• Introduction: 

  • Begin with a discussion about the Articles of Confederation and the U.S. Constitution, highlighting the major criticisms of the Articles and how the Constitution addressed them. 

  • Explain how flowcharts can help visualize and organize these comparisons.

• Group Activity: 

  • In small groups, students will use index cards to write down major points, such as the weaknesses of the Articles (e.g., lack of centralized power, no ability to tax). 

  • Then, they will create a flowchart that shows how these weaknesses were addressed by the Constitution (e.g., stronger federal government, ability to levy taxes).

• Creating the Flowchart: 

  • Students will organize their flowcharts to show a clear comparison between the two systems of government, using if-then logic to highlight key differences (e.g., “If the government cannot tax, then it lacks revenue”).

• Presentation: 

  • Groups will present their flowcharts, explaining how they used computational thinking to compare and contrast the two documents.

Equity and Access: 

Provide pre-made flowchart templates for students who need extra guidance. Pair students with different skill levels to encourage peer support.

Real-World Connection: 

Understanding how the U.S. Constitution improved upon the Articles of Confederation helps students grasp how modern governments are structured to balance power and protect citizens' rights, similar to how international treaties and agreements evolve to address global issues like trade and climate change.

CS Practice(s): 

• Developing and Using Abstractions: Students develop abstractions by breaking down complex historical concepts, such as government structures and powers, into simplified flowcharts. They represent the shortcomings of the Articles of Confederation and the improvements made by the Constitution in a clear, visual way, allowing them to focus on the key differences without getting bogged down in excessive detail.

Standard(s): 

• HSS 5.7.1

• CA CS 3-5.AP.13

Objective: 

Students will use Scratch or another coding platform to create interactive scenes that explain key amendments in the Bill of Rights, using coding to animate and highlight the rights granted by the amendments.

Materials Needed: 

• Tablets or computers

• 
  

Steps:

• Introduction: 

  • Discuss the importance of the Bill of Rights and how it was added to the Constitution to protect individual liberties. 

  • Explain how students will create an interactive coding project that showcases one or more amendments in the Bill of Rights.

• Group Activity: 

  • In pairs, students will select an amendment and use a coding platform to create an interactive visual representation of that amendment. 

  • For example, students working on the First Amendment might animate a character practicing free speech or assembling a peaceful protest.

• Creating and Coding: 

  • Students will use coding blocks to animate scenes and include interactive elements, such as clickable objects that explain key concepts. 

  • Encourage them to use conditionals and loops to make their projects engaging and informative.

• Presentation and Testing: 

  • Groups will present their interactive Bill of Rights scenes, demonstrating how they used coding to represent the rights granted by the amendments. 

  • The class will discuss how computational thinking helped them organize and present the information.

Equity and Access: 

Preload coding templates with basic visuals for students who need extra support. Group students with varying coding abilities to ensure collaboration.

Real-World Connection: 

The Bill of Rights continues to impact daily life in areas such as free speech, religion, and the right to privacy. Modern tools like digital media and apps are used today to educate the public on their constitutional rights and help protect individual liberties through interactive online resources.

CS Practice(s): 

• Creating Computational Artifacts: Students use a coding platform to create interactive representations of the Bill of Rights.

Standard(s): 

• HSS 5.7.2

• CA CS 3-5.AP.13