Kid-friendly US Constitution Primary Sources
When looking for historical documents for the classroom, many are text-heavy and difficult for students to understand. Because of this, finding great US Constitution primary sources is time-consuming.
After many hours of searching, I’ve found what I think are the 5 best US constitution primary sources to use with middle schoolers.
Bowles’s Map of North America and the West Indies (1783)
Description of Primary Source:
Carrington Bowles’s map shows North America and the West Indies in 1783. This map provides context for what the United States looked like during the Constitutional era, including the thirteen original states which can be clearly seen. In addition, the surrounding British, French, and Spanish territories are also visibile. Bowles’s map is important because it is one of the earliest maps to name the United States as a country and depict an American flag (see the top right oval).
Class Discussion Questions:
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What is the map’s title?
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What places are on the map?
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Does the map have a compass rose, legend, and scale?
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When was the map drawn?
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Why do you think this map was made? Give evidence.
- How does it compare to a current map of the same place?
Resources for this Primary Source:
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Download the Map from the Library of Congress (I recommend viewing the map on a computer so you can zoom in and out)
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Student worksheet for analyzing maps (National Archives)
Memorandum Regarding Population Estimates for Purposes of Apportioning Delegates (1785)
Description of Primary Source:
This note lists population and delegate estimates for each of the thirteen states. The memorandum was part of a collection of notes from the Confederation Congress. The author was trying to figure out how many delegates each state would receive if representation was based on population. Later this issue became an important debate at the Continental Congress in 1787, and was resolved by the Great Compromise. The Great Compromise created a bicameral legislature with equal representation in the Senate and proportional representation in the House of Representatives.
Class Discussion Questions:
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What is the date of the document?
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Which state had the largest population in 1785?
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Which state had the smallest population in 1785?
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What was the estimated population of the United States in 1785?
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Which states would benefit the most from proportional representation and which states would benefit the least?
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Who do you think wrote this document?
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Why do you think this document was written?
Resources for this Primary Source:
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View the memorandum online (includes a transcript) (National Archives)
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Student worksheet for analyzing a written document (National Archives)
George Washington’s Annotated Copy of a Draft of the US Constitution (1787)
Description of Primary Source:
George Washington was elected as the president of the Constitutional Convention in 1787. Therefore, he set rules for debate, managed the discussion, and selected the order of the speakers. After months of debating various issues, the Convention printed a rough draft of what had been agreed upon so far.
This annotated copy of the draft belonged to George Washington. As the Convention worked its way through the document, Washington added notes and revisions. For example, in the rough draft, the Preamble listed all thirteen states. Later, this was changed to “We the People of the United States.” After going back and forth on several issues, the final version of the US Constitution was presented and signed on September 17, 1787.
Class Discussion Questions:
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Who wrote this document?
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What is the date of the document?
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Is it handwritten, typed, or both? What does this mean?
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Find an example of a phrase that was added to the US Constitution
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Find an example of a phrase that was removed from the US Constitution
- What does this document tell you about the process of writing the US Constitution?
- What does this document tell you about George Washington?
Resources for this Primary Source:
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Student worksheet for analyzing a written document (National Archives)
The Looking Glass for 1787 (Pro-Federalist Political Cartoon)
Description of Primary Source:
This US Constitution primary source is an engraving entitled The Looking Glass for 1787. The engraving satirized the debate about ratification of the US Constitution in Connecticut. The wagon represents the state, which is sinking into the mud because it is heavy with money (representing debt). Senetors on both sides pull the wagon. To the left, under a sunny sky, are the Federalists. On the right, under storm clouds, are the Antifederalists.
In essence, the main idea of the cartoon is that Connecticut is saddled by debts, and only the Federalists will be able to solve the problem. The artist of this cartoon may have been Amos Doolittle.
Read a more complete explanation of the political cartoon here and here.
Class Discussion Questions:
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What does the caption tell you?
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Notice the people in the cartoon, what are they doing?
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What are the objects in the cartoon?
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Look for symbols. What do the they stand for in the cartoon?
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What is the main idea of the cartoon?
Resources for this Primary Source:
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Student worksheet for analyzing a cartoon (National Archives)
Signing of the Constitution by Howard Chandler Christy (1940)
Description of Secondary Source:
In 1939, Congress commissioned this painting from Howard Chandler Christy to celebrate the Constitution’s 150-year annviersary. Christy’s painting depicts Independence Hall on September 17, 1787, during the signing of the US Constitution. Christy did his best to accurately portray the delegates by searching out portraits of each one. He carefully researched the clothing, furniture, and books that were in the room during the event. Additionally, Christy traveled to Independence Hall in September at the same time of day as the signing. He did this so he could study the sunlight in the room. Christy’s 20 feet by 30 feet painting hangs in the United States Capitol.
Read more about the painting here.
Class Discussion Questions:
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After observing the painting, what are the people doing?
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What objects are in the painting?
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What activities are taking place in the painting?
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Why do you think the purpose of this painting was?
- What time period does the painting show, and how do you know?
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Using clues from the painting, what do you think is the main message?
- What is the mood of the painting?
Resources for this Primary Source:
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Interactive, Clickable Version of the Painting (TeachingAmericanHistory.org)
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Key showing the names of each delegate (Architect of the Capitol)
- Student worksheet for analyzing artwork (National Archives)
More Resources for Teaching about the US Constitution
In conclusion, I hope you will be able to use these US Constitution primary and secondary sources with your students. However, If I missed your favorite historical document, please leave a link to it in the comments.
Of course, primary sources are just one part of instruction. In addition, I’ve listed some more resources for teaching about the US Constitution.
Need a FREE Bill of Rights Lesson?
In this lesson, students match picture cards to descriptions of each amendment in the Bill of Rights. After matching, students read task cards around the room and evaluate Bill of Rights scenarios. Finally, they write a classroom Bill of Rights.
This lesson includes picture cards, task cards, a writing prompt, and student worksheets and answer keys.
Although I’ve created this lesson for Constitution Day, it would be great for any time of the year.
Enter your email below to grab your free Bill of Rights Lesson.
US Constitution Blog Posts
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Do you want to save yourself even more time? Check out my US Constitution 3 Week Unit. Your students will love the Constitutional Convention simulation where they act as delegates and make decisions about the Constitution.
