Goals & Objectives
Goals: Students will participate in discussion and research in order to decide the benefits of ratifying the constitution.
Students will examine the compromises made during the constitutional convention
Objective: Students will simulate the events of the Constitutional Convention in order to determine the important compromises that were made during the convention.
Students will examine the compromises made during the constitutional convention
Objective: Students will simulate the events of the Constitutional Convention in order to determine the important compromises that were made during the convention.
California State Content Standards
8.2.3 Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states, and the status of American Indian nations under the commerce clause
82.4 Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers and the role of such leaders as Madison, George Washington, Roger Sherman, Gouveneur Morris, and James Wilson in the writing and ratification of the Constitution
82.4 Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers and the role of such leaders as Madison, George Washington, Roger Sherman, Gouveneur Morris, and James Wilson in the writing and ratification of the Constitution
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose.
Driving Historical Question
How do historical figures reach compromises?
Why are those compromises important?
Why are those compromises important?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 minutes
Review Compromise from the lesson on federalists and antifederalists. Remind them in compromise everyone is successful in attaining something they want. Ask the question: Why is compromise sometimes better than winning? In what cases is compromising better than winning?
Vocabulary (Content Language Development) ‖ Time: 2 minutes
Compromise
Federalist
Antifederalist
Constitutional Convention
Ratify
Federalist
Antifederalist
Constitutional Convention
Ratify
Content Delivery (Method of Instruction) ‖ Time: 35-40 minutes
Orientation: Students will be divided into groups. Some will be federalists some will be antifederalists and the rest will be in small groups representing the 13 colonies. I will explain that their job is to research their role and then listen to arguments and make decisions based on those arguments. Students will use the primary sources from last lesson and internet resources.
Organizing: Students will be divided into groups the federalists and anti federalists will be in charge of arguing for and against parts of the constitution based on their views of big and small government. States will research the demographics of their state after the Revolutionary War and decide what things their state would want to see in the constitution. (Example: A state with slaves would be apt to want to count those slaves as part of their population). Students will be given a time limit and sent with Chromebooks to do their research.
Operational: Students will do their research and teacher will circulate making sure they are picking out the best information. Students will then run the simulation. Students will take noes on a worksheet and then group and decide whether the vote for or against the constitution based on the compromises made in the simulation.
Organizing: Students will be divided into groups the federalists and anti federalists will be in charge of arguing for and against parts of the constitution based on their views of big and small government. States will research the demographics of their state after the Revolutionary War and decide what things their state would want to see in the constitution. (Example: A state with slaves would be apt to want to count those slaves as part of their population). Students will be given a time limit and sent with Chromebooks to do their research.
Operational: Students will do their research and teacher will circulate making sure they are picking out the best information. Students will then run the simulation. Students will take noes on a worksheet and then group and decide whether the vote for or against the constitution based on the compromises made in the simulation.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 10-15 minutes
Students will have a T-Chart with space for Anti-Federalist arguments and Federalist arguments. They will take notes as the students playing Federalist and Anti-Federalists take their turns. On the back of the T-Chart the state (as a group) will write which side they agree with and why based on their state research.
Lesson Closure ‖ Time: 5 minutes
Prepare students for a debrief of the event the following day by providing them with the following questions:
1. What compromises were made that were helpful in ratification?
2. Did anything happen in the simulation that probably did happen? Probably didn’t?
3. How did the Federalists and Anti-Federalists make compromises?
1. What compromises were made that were helpful in ratification?
2. Did anything happen in the simulation that probably did happen? Probably didn’t?
3. How did the Federalists and Anti-Federalists make compromises?
Assessments (Formative & Summative)
Formative: As teacher walks around during group time questions will be asked to group members to make sure roles are being understood.
Students will participate in debrief.
Summative: Teacher will collect student T-Chart with Arguments
Students will participate in debrief.
Summative: Teacher will collect student T-Chart with Arguments
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners and Special Needs students will be placed with positive peer role models that will allow them to participate to their ability in groups. They will also have vocabulary available to them at all times in their notes.
Resources
Congress.gov
Docsteach.org
McDougall Littell Creating America: A History of the United States
Chromebooks - Class set
Docsteach.org
McDougall Littell Creating America: A History of the United States
Chromebooks - Class set