Great Teaching Ideas
lesson & unit viewer
1787 - Writing The Constitution
published on: 2/28/2003
Contributing Teacher(s): Margo Dill
Subject Area: Social Studies/U.S. History
Grade Range: Upper Elementary (4-5), High School (9-12)
Materials Needed:
- Books: Shh! We''re Writing the Constitution and 1787
- Drawing paper
- Notebook paper
- Pencil
- Pen
- Markers
- Crayons
- Colored pencils
Objective: The students will describe the conditions under which the delegates wrote the Constitution. The students will discuss the delegates'' opposing viewpoints on signing the Constitution. The students will present monologues as if they were one of the delegates at the Constitutional Convention.
Process Standards:
- Goal 2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
Content Standards:
- Social Studies 2. Continuity and change in the history of Missouri, the United States and the world
Time Allowance: 2-3 one-hour periods depending on the size of the class and the length of the monologues, and whether the monologues are written in class or for homework.
Description: This is Lesson 5 of an eight-lesson unit. This lesson shows students the difficulties faced by the delegates of the Constitutional Convention in Philadelphia in 1787.
Classroom Component:
Related Lessons:
Lesson 1--“Problems with the Articles of Confederation”
Lesson 2--“How to Solve the Problem of the Articles of Confederation”
Lesson 4--“Slavery and the Constitution”
Lesson 6--“Anti-Federalists and Federalists”
Lesson 7--“The First Cabinet and First Political Parties”
Lesson 8--“A Peaceful Transition Between Leaders”
Step-by-Step Implementation:
*Note: The book 1787 by Joan Anderson is included in the textbook I use in my classroom. When looking for the publication material, I discovered the book is now out of print. However, I am sure many libraries have copies of this book.
- The teacher reads from Shh! We''re Writing the Constitution by Jean Fritz. The teacher reads pages 24-26 (about the hot summer in Philadelphia, the flies, the secrecy, and the prison.) While the teacher is reading, students draw a picture of what they hear. This helps set the setting for the story 1787 by Joan Anderson and gives them a purpose for listening.
- The teacher and students read 1787 by Joan Anderson. Depending on the amount of time or number of books available, the teacher and students can read part of the story or the entire story. The part to focus on is towards the end, when the delegates think they are finished. Some delegates want to add a Bill of Rights, and change the population amount on which to base representation. Also, the teacher focuses on Benjamin Franklin''s speech and the signing of the Constitution.
- The students choose a delegate such as Benjamin Franklin, George Washington, or George Mason. (The teacher may want students do pick a delegate before reading so the students can take notes or listen closely for special things their delegate did at the convention).
- The students each write a small speech like they are the delegates at the Constitutional Convention. (See examples of students'' work below).
- The students present their monologues to the class.
Listening Skills:
This lesson practices listening skills when the teacher reads Shh! We''re Writing the Constitution. Students are drawing the scene based on what they hear the teacher reading. In order to draw an accurate picture, students have to listen carefully to what the teacher reads.
Enrichment:
One enrichment activity is writing a play based on the information found in Shh! We''re Writing the Constitution and 1787. Students and teachers can write about what happened during the Constitutional Convention in a play form, and perform a play or readers'' theatre for other classes or parents.
IEP/At-risk students:
Instead of each individual student writing a monologue, the students can write one monologue in a pair or even a dialogue between two characters. Also, with an IEP student, who needs the work to be modified, the teacher could require her to write half of the amount the other students need to write. The IEP student could write as much as the other students also, but not have to present it out loud in front of the class, or the IEP student could read what another student has written.
Example of Students'' Work:
BENJAMIN FRANKLIN
I believe the Constitution needs to be signed. I''m 81 years old. Prisoners carried me to this Convention in a Chinese chair. I have been sitting in this hot, stuffy room all summer. This Constitution is as perfect as it is going to be. So many of us have our own ideas, so it will be hard for all of us to ever agree. But people will be impressed with this document. We should be proud! Let''s sign this Constitution and show the country what we''ve done all summer in Philadelphia!
GEORGE WASHINGTON
All summer I have sat here with these other men as president of this Constitutional Convention. It has been hot and uncomfortable. We have argued and debated every issue time and time again. I do agree we should change the number of people we are basing representation on. I believe one representative for every 30,000 people is a great idea. I agree fully with Benjamin Franklin that we need to sign the Constitution today! I will put my name to this Constitution. I will be the first to sign it.
Constructed Response Question:
Your parents watched a documentary on writing the Constitution. They discussed how hot it was in Philadelphia during the summer the delegates attended the Constitutional Convention. You told them you knew some other uncomfortable things the delegates had to deal with. Your parents asked you to tell them 3 other difficulties for the delegates. What would you tell them?
- The teacher reads from Shh! We''re Writing the Constitution by Jean Fritz. The teacher reads pages 24-26 (about the hot summer in Philadelphia, the flies, the secrecy, and the prison.) While the teacher is reading, students draw a picture of what they hear. This helps set the setting for the story 1787 by Joan Anderson and gives them a purpose for listening.
- The need for secrecy caused the delegates to keep the windows shut which made the room more hot and stuffy.
- Many New England delegates wore woolen suits because they were not used to the warm Philadelphia weather.
- Huge bluebottle flies attacked the delegates when they stepped outside for fresh air.
- A prison located across the street, full of prisoners who begged
- The delegates often argued.
Scoring Guide
| MONOLOGUE: Total points __________ out of 20 points Grade: ________ | ||||||||||
5 |
4 |
3 |
2 |
1 |
Monologue is written in first person with true facts. It has at least 8 sentences, makes sense, and the ideas flow in an organized sequence. COMMENTS: | |||||
5 |
4 |
3 |
2 |
1 |
Speaker had good volume and was easy to understand and hear. COMMENTS: | |||||
5 |
4 |
3 |
2 |
1 |
Speaker used a nice, slow pace and gave the monologue seriously. COMMENTS: | |||||
5 |
4 |
3 |
2 |
1 |
Speaker stood straight, without leaning on anything. The speaker made eye contact with the audience whenever possible. COMMENTS: | |||||
Scoring Guide for the Constructed Response Question
| 1 point for each correct answer: |
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Margo Dill
Fairmount Elem.
Francis Howell R-III
(636) 851-4500
EMAIL: margo_dill@fhsd.k12.mo.us
