Should we ratify the Constitution?

Should Connecticut ratify the proposed Constitution? It is early 1788. We will meet to decide if Connecticut should ratify (approve) the new Constitution, replacing the Articles of Confederation.

Objectives - Students will:

Use the primary document of the Constitution to explore and analyze critical issues that shaped the government and culture of our country.

Relate issues from the Constitutional Convention period to issues and events today. Practice oral and written persuasive and argumentative skills.

Key vocabulary: ratify, constitution, suffrage, separation of powers, checks and balances, commerce.

Resources:

Constitution in textbook (note: only use the original Constitution, no amendments). Textbook, handouts, and class notes Edline links to resources, including links to Federalist and Anti-federalist papers.

Process

Each student will have a role to play, as part of a team representing a key group of citizens interested in how the country should be run. Each student will be graded individually on positive participation in his/her team, on positive participation during convention, and on several writing pieces.

Class divided into teams by role (see below). Teams meet to 1) discuss how their role influences their attitude about the key issues facing the

convention, 2) search through the Constitution (in textbook) to find how it addresses these issues.

Teams draft resolutions and arguments supporting their resolution for each key issue. Teams designate 1-2 members to be Alliance Builders to visit other teams. Only Alliance

Builders may leave their group. Teams will use these discussions to sharpen their arguments and counter-arguments.

Teams re-write resolutions and arguments; each student should write the resolutions and arguments for at least two (2) issues.

Whole-class debate – focusing on one issue at a time, each group will present its resolutions and arguments. Writer of resolution will present it (see rubric). The class will discuss the issue, then each student will vote by paper ballot. When debate on each of the issues is finished, the class will vote whether to ratify the proposed Constitution.

Afterwards, each student will write a reflection essay

Roles

Farmers Southern plantation owners Northern merchants

Craft workers Indentured servants Free and enslaved African-Americans

Key issues: Page 2

1. Power between States and Federal Government: How much power should the states have? How much power should the national government have? How should the states and the national government work together?

2. Religion: Should there be a state religion included in the Constitution or religious requirements for office-holders?

3. Slavery: Should slavery be abolished?4. Liberty: How do we protect our individual rights? 5. Defense: How do we defend ourselves, for example, against foreign countries like Britain?6. Money/Economy: How should we handle money/ imports/ foreign trade so commerce is effective?7. Power balance within government: How do we keep different parts of the government from being

too powerful, especially the president?8. Big vs. small states: How do we keep the big states from having too much power?

Timeline

Activity Deliverable/Assessment Due Date (Duration)Introduce project, roles, issues None Jan 7Divide into teams. Teams meet, relate role to issues, research in Constitution

Graphic organizer (each student)Positive team participation

Jan 9 – EJan 10 – B

Teams draft resolutions/arguments for each issue (there are 8 issues)

Draft resolutionsPositive team participation

Jan 15

Alliance building NotesPositive team participation

Jan 16

Final resolutions/arguments Typed resolution (at least 1/student)Positive team participation

Jan 17

Whole class debate, by issue, and vote

Oral presentationPositive class participation

Jan 18 – EJan 22 – B

Whole class ratification discussion and vote

Positive class participation Around Jan 25

Whole class debrief Positive class participation Around Jan 25Individual student reflection Essay (each student) Jan 30

Written work

Graphic organizer – notes about what draft constitution says about issues. By each student. Resolution and arguments for each issue – Typed, double-spaced. Each student writes about at least two

(2) issues for your team/role. Each team will hand in resolutions for all the issues. Reflection essay – Typed, double-spaced, 200-300 words. By each student. . Explain, from your role’s

perspective, what you thought about the Ratification Convention. Did you feel the Convention was realistic? Also, did you learn anything new?

Calendar

Jan 7 A Intro & teams

Jan 8 B no B GO (graphic organizer)

Jan 9 C GO due E Jan 10 D GO due BQuiz section 1

Jan 11 E no E

14 F 15 G 1st draft due

16 HAlliancesQuiz section 2

17 A Final resolutions due

18 B No BDebates by issue

21 MLK No school

22 CDebates by issue

23 DDebates by issueQuiz section 3

24 E no EDebate by issue

25 F Chapter testRatification vote & debrief

Page 3

Graphic Organizer for Note-taking Name: _______________________________

1. Each student takes their own notes.2. Use Constitution before it was amended. Bill of Rights was not part of original Constitution.3. You may use your own paper if you prefer.

Our role: ________________________________

Issue What the Constitution says Where in Constitution (article…)

Impact on me (my role)

1. Power between States and Federal Government:

2. Religion:

3. Slavery: Should slavery be abolished?

4. Liberty: How do we protect our individual rights?

5. Defense: How do we defend ourselves, for example, against foreign countries like Britain?

6. Money/Economy:

7. Power balance within government:

8. Big vs. small states:

9. Another issue (describe)

Rubrics Page 4

Rubric for Individual Participating in Group Activities

Excellent (A) Acceptable (B) Needs Work (C) Not Acceptable (D/F)

Working with Others

o Assists classmates.o Attempts to make

others feel included in activities.

o Encourages others, saying things like “good idea” and “I like that.”

o Role model.

o Cooperates in working with partner or team to make group activities successful.

o Does what is asked of him/her.

o Inconsistent demonstration of respect towards others.

o Sometimes criticizes classmates.

o Doesn’t go out his/her way to get work accomplished.

o Encourages, participates in immature behavior.

o Interrupts others often

o Little or no respect for classmates.

o Frequent negative comments.o Tries to dominate.o Whines or gets angry if doesn’t

get way.o Ignores others.o Uses negative comments,

laughter, anger, sarcasm, body language to put down others’ ideas or attempt to gain control.

o Plays with items, sings, whispers or otherwise distracts others

Contributions o Regularly provides useful ideas to group.

o Shows leadership by help provided.

o Work done is accurate and adds meaningfully to the total work product.

o Stays on task.

o Usually provides useful ideas to group.

o Member who tries hard.

o Work done is accurate and adds to the total work product.

o Usually on-task

o Sometimes provides useful ideas.

o Does what is required, no more.

o Work sometimes incomplete or sloppy.

o Sometimes on-task.

o Rarely provides useful ideas.o May refuse to participate.o Work is of little use to group.o Usually off-task.o Lets others do the work.

Preparedness o Always ready to work.o Brings needed work to

class.o Brings needed

materials to class.o Uses time well.

o Usually ready to work.o Usually has done

work for class.o Usually has needed

materialso Sometimes

procrastinates

o Sometimes prepared with work for class.

o Needs to settle down and get to work.

o Tends to procrastinate.

o Often forgets materials.o Seldom/never does work due

for class.o Rarely ready to work.o Group has to adjust work

because of this person’s procrastination.

Rubric for oral presentation

Excellent Acceptable Needs Work Not acceptableEye-contact Direct eye contact with

entire audience. Seldom refers to notes.

Consistent eye contact, but returns to notes

Minimal eye contact, mostly reads

No eye contact. Just reads.

Body language Movements fluid, help audience visualize

Movements/gesture enhance presentation

Little movement or gestures.

No movement or gestures.

Poise Self-confident and relaxed, no mistakes

Recovers quickly from minor mistakes.

Tense, hard time recovering from mistakes.

Tension obvious.

Enthusiasm Strong + feeling about topic throughout

Shows some positive feelings about topic.

Some negativity toward topic.

No interest in topic.

Elocution Clear voice, precise pronunciation, audible by all

Voice clear, most words pronounced correctly, most audience can hear.

Voice low, terms pronounced incorrectly, can’t hear.

Mumbles, too low to hear.

Subject knowledge Full knowledge, can explain and elaborate

At ease with topic without elaboration

Only able to answer rudimentary questions.

No grasp of information; can’t answer questions.

Organization Logical, interesting sequence that audience can follow

Logical sequence Jumps around so hard to follow.

No sequence so can’t understand presentation

(Adapted from readwritethink.org)

Image from Dranger Collection, on cover of Pauline Maier’s book Ratification FBL 11/12