constitutional convention simulation. what does this image tell us about history and how does it...
TRANSCRIPT
Constitutional Convention Simulation
What does this image tell us about history and how does it connect to
your background knowledge?
• Examine the painting carefully. Determine what you see and what questions you might ask to get the “big picture”.
• What do you see?
• Describe who you see in this image.
• Where do you think this image was taken?
• What new people or things do you see?
• Can you tell what time period this painting represent?
Make a hypothesis about what is happening in this picture.
• What new things do you see?
• What do you think happened before the event in the painting?
• What new evidence supports or shifts your hypothesis? • Why do you think this painting was created?
• How did your perception of the image change as you saw more of the image?
• What questions did the image leave you with?
• How did this help you connect with our topic?• What do you know about Constitutional
Convention?
Simulation Unitincluding the
Parallel Curriculum Model• Knowledge
– Building Background Knowledge through Primary Sources
• Skills– Research Skills
• Delegates• Issues
– Persuasive or Informational Writing
• Concepts and Generalizations– Conflict and Compromise through debate
Knowledge
Building background knowledge through primary sources
Event in a Box
• Develop 5 boxes for a class• Always have bibliographic information available
to students after activity• Some sources might be secondary sources. It is
important to explain the difference.• Place images face down in numerical order• Analyze in sequence• Make inference after each image or artifact• Use “Event in a Box Investigation Sheet”• Hint-1st artifact is often more difficult to provide a
greater challenge to the student
Letters of Delegates to Congress: Volume 24 November 6, 1786-February 29, 1788James Madison to Thomas Jefferson
Philada. May 15th. 1787. "Monday last was the day for the meeting of the Convention. The number as yet assembled is but small. Among the few is Genl. Washington who arrived on Sunday evening amidst the acclamations of the people, as well as more sober marks of the affection and veneration which continues to be felt for his character. The Governor, Messrs. Wythe & Blair, and Docr. McClurg are also here. Col. Mason is to be here in a day or two. There is a prospect of a pretty full meeting on the whole, though there is less punctuality in the onset than was to be wished. Of this the late bad weather has been the principal cause."
Page 281
May 19, 1787
Delegates in a Box
• Used to determine delegates and provide background for students’ research
• Primary sources used can help students extend their knowledge during research and debate
• Images found at PrimarySourceLearning.org or on the Internet Resources Page in the unit
Here is a sample.Can YOU guess the delegate?
Who is the delegate?
• What kind of images did you see?
• How could you use this with your students?
Research
Delegate and their political position during the convention
Issues
• Representation and Population
• Federal System
• Slavery
These issues are covered through “Where Do You Stand” sheets.
Delegates’ Jobs
• Research specific issue from the Constitutional Convention
• Writing– Informational– Persuasive
• Sequencing of Events• Convention Leadership and Procedures
• See the Parallel Curriculum Model for more specific details
• Varied tasks allow for differentiation
Concepts and Generalizations
This simulation shows how conflict, through debate, led to
compromise and change.
Concepts and Generalizations
• Debate with differentiation– Script
• Presentation and Oral Language– Informational speech– Persuasive speech
• Listening Skills– Debate Matrix
• Rubrics used to evaluate
3-2-1 Reflection
• 33 things you learned
• 22 things you can take back to your classroom
• 11 lingering question you have