Name: ___________________________________________________________________

Founding Documents Choice Board

Directions
Choose one assignment from each column.
Each assignment is designed to address the following standards.
Each assignment must be complete before submission. If the assignment is not complete, it will be returned for completion.
You may complete additional assignments for extra credit.
This is a TEST GRADE!!
Standards
8.1 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is
expected to:
o (A) identify the major eras and events in U.S. history through 1877, including drafting of the Declaration of
Independence, creation and ratification of the Constitution
o (C) explain the significance of the following dates: 1620, signing of the Mayflower Compact; 1776, adoption of the
Declaration of Independence; and 1787, writing of the U.S. Constitution
8.4 History. The student understands significant political and economic issues of the revolutionary era. The student is
expected to:
o (D) analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the ThreeFifths Compromise
8.15 Government. The student understands the American beliefs and principles reflected in the Declaration of
Independence, the U.S. Constitution, and other important historic documents. The student is expected to:
o (A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the
Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government;
o (B) summarize the strengths and weaknesses of the Articles of Confederation;
o (C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were
addressed in the U.S. Constitution and the Bill of Rights; and
o (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and
balances, federalism, separation of powers, popular sovereignty, and individual rights.
8.16 Government. The student understands the process of changing the U.S. Constitution and the impact of amendments
on American society. The student is expected to:
o (A) summarize the purposes for and process of amending the U.S. Constitution; and
o (B) describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the
United States.

Magna Carta,
Mayflower Compact,
English Bill of Rights

Make a Crossword Puzzle

using ideas from each of
the documents.
(Must include at least 15
clues, may use computer
software)

WILD CARD
Create your own project.
Your project must
address one of the listed
standards. Present your
idea to your teacher
before you begin.
Create a mind map
showing how each of the
documents influenced
the Constitution. Include
the ideas from John
Locke, William
Blackstone, and
Montesquieu.
Write 12 multiple choice
questions about the
influence of ideas
presented in each of
these documents.
(4 questions per document,
formatted similarly to those
on our class tests)

Declaration of
Independence

Articles of
Confederation

WILD CARD
Create your own
project. Your project
must address one of
the listed standards.
Present your idea to
your teacher before
you begin.

Design a Venn
diagram to compare
and contrast the
information presented
in the Articles of
Confederation and the
US Constitution.
(include at least 3 ideas in
each section)

Create a chart
showing how the
grievances in the
Declaration of
Independence are
addressed in the
Constitution.

Design a set of
trading cards for each
article and its
importance in the
Articles of
Confederation.

Write and conduct a

Class Builder or a
Team Builder using
the grievances listed
in the Declaration of
Independence.

WILD CARD
Create your own
project. Your project
must address one of
the listed standards.
Present your idea to
your teacher before
you begin.

Create a PowerPoint
(or other
presentation)
describing the
grievances listed in
the Declaration of
Independence. (10
slide minimum)

Present (live or on
video) a news report
that documents the
issues debated at the
Philadelphia
Convention. (3 min.
minimum)

Constitution

Bill of Rights,
Amendments

Create a poster
outlining the Anatomy
of the Constitution.

Create a picture collage

demonstrating the ideas in
the Bill of Rights.

(similar to the anchor

charts in the classroom,
describe the information
in each article)

Prepare a Picture
Summary of the
Constitution.
(Use excerpts from each
Article, must include at
least 10 pictures)

Perform a song or rap

that will help students
remember information
in the Constitution.
(Must include physical
movements)

WILD CARD
Create your own
project. Your project
must address one of
the listed standards.
Present your idea to
your teacher before
you begin.

(Include a brief written

description of each amendment
with at least two images that
support each amendment).

Restructure the Bill of

Rights using all of the
current amendments.
(Rewrite the list using the 10
amendments you feel are most
important. Write a statement of
justification for the placement of
each amendment)

WILD CARD
Create your own project.
Your project must address
one of the listed standards.
Present your idea to your
teacher before you begin.
Imagine how the country
would be different if the
amendment process had
not been included in the
Constitution. Present a 3-5
min. play that shows what
life might be like if the
Constitution could not be
changed.

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