Constitutional Convention Simulation

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Constitutional Convention Simulation
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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.

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• What do you see?

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• Describe who you see in this image.
• Where do you think this image was taken?

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• What new people or things do you see?
• Can you tell what time period this painting
  represent?

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• Make a hypothesis about what is happening in this
  picture.

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• What new things do you see?
• What do you think happened before the event in
  the painting?

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• What new evidence supports or shifts your
  hypothesis?
• Why do you think this painting was created?

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• How did your perception of the image change as
  you saw more of the image?

• What questions did the image leave you with?

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• How did this help you connect with our topic?
• What do you know about Constitutional Convention?

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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

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Knowledge

• Building background knowledge through primary
  sources

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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

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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

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Here is a sample.Can YOU guess the delegate?
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Who is the delegate?

• What kind of images did you see?
• How could you use this with your students?

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Research

• Delegate and their political position during the
  convention

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Issues

• Representation and Population
• Federal System
• Slavery
• These issues are covered through Where Do You
  Stand sheets.

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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

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Concepts and Generalizations

• This simulation shows how conflict, through
  debate, led to compromise and change.

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Concepts and Generalizations

• Debate with differentiation
• Script
• Presentation and Oral Language
• Informational speech
• Persuasive speech
• Listening Skills
• Debate Matrix
• Rubrics used to evaluate

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3-2-1 Reflection

• 3 things you learned
• 2 things you can take back to your classroom
• 1 lingering question you have