6. Explain the challenges in writing and ratifying
the U.S. Constitution including the following:
a. Issues debated during the convention resulting
in compromises (i.e., the Great Compromise, the Three-Fifths
Compromise and the compromise over slave trade).
b. The Federalist/Anti-Federalist debate.
c. The debate over a Bill of Rights.
7. Describe the actions taken to build one country
from 13 states including:
a. The precedents established by George Washington,
including the cabinet and a two-term presidency.
b. Alexander Hamilton’s actions to create a financially
strong country, including the creation of a national bank.
c. The establishment of an independent federal court system.
-
For each student, create a note card that has the names of
five delegates who attended the Constitutional Convention in
Philadelphia in 1787.
- Give students the following prompt:
“The principal of your school has decided
to revise the Student Code of Conduct. You have been selected
to represent your grade level at this meeting. List a few items
that you would most want to change. Describe how you feel about
being given the responsibility to change the climate and culture
of your school community.”
-
Give the students time to write down their thoughts and then
have volunteers share them. Explain that the delegates sent
to the Constitutional Convention had a similar job.
-
Show the class several examples of trading cards (i.e. sports,
Yu-Gi-Oh or Garbage Pail Kids cards).
-
Explain that they will be responsible for creating
a set of trading cards that describes their five delegates.
-
Each card in the set must include these items:
• An illustration or copy of a photo of the delegate
• The name of delegate
• The state that the delegate represented
• The delegate’s political affiliation (Federalist
or Anti-Federalist)
• The delegate’s occupation
• The delegate’s key contributions at the convention
• Any famous quotes attributed to the delegate
-
All cards must be packaged in some creative manner.
-
Each set of cards must also have a marketing
poster on letter-size paper.
-
Give students time to research the assigned
delegates and write a rough draft.
-
Give students time in class to revise their
drafts and create the final trading cards and poster.
-
Have students set up trading cards around the
room for a gallery walk, where classmates can contribute comments
using adhesive notes.
| CATEGORY |
4 |
3 |
2 |
1 |
| Graphics and Clarity |
Graphics are all in focus and the content is easily viewed
and identified from six feet away. |
Most graphics are in focus and the content is easily viewed
and identified from six feet away. |
Most graphics are in focus and the content is easily viewed
and identified from four feet away. |
Many graphics are not clear or are too small. |
| Content and Accuracy |
At least seven accurate facts are displayed on the poster. |
Five to six accurate facts are displayed on the poster. |
Three to four accurate facts are displayed on the poster.
|
Less than three accurate facts are displayed on the poster.
|
| Mechanics |
Capitalization and punctuation are correct throughout the
poster. |
There is one error in capitalization or punctuation. |
There are two errors in capitalization or punctuation. |
There are more than two errors in capitalization or punctuation.
|
| Graphics and Relevance |
All graphics are related to the topic and make it easier to
understand. All borrowed graphics have a source citation. |
All graphics are related to the topic and most make it easier
to understand. All borrowed graphics have a source citation. |
All graphics relate to the topic. Most borrowed graphics have
a source citation. |
Graphics do not relate to the topic or several borrowed graphics
do not have a source citation. |
