US History

Teacher Script: Constitutional Convention Activity HW Assignment: Pass out the writing assignment for the biography of a delegate at the Constitutional Convention. Briefly review the assignment and the expectations for the next two days. Have students randomly select a delegate to research. Day 1 (in Classroom or Computer lab for research purposes): Begin with a brief 1-10 question and analysis of Howard Chandler Christy?s 1940 painting of the Constitutional Convention of 1787. Touch upon key point like: Major roles of Delegates James Madison, Alexander Hamilton, George Washington, Roger Sherman, Ben Franklin, etc. Note how Thomas Jefferson was not present.

Taft task: Jennifer Frazier - Saint Bernard School Name of activity Facebook Activity - Sectional Leaders Historical period(s) Period 4: 1800 - 1848 Historical Thinking Skill(s) The Activity: Patterns of Continuity and Change over Time, Historical Argumentation, Interpretation The Assessment: Comparison, Contextualization Explain the activity For this activity, students must create a Facebook page using the template provided for one of the sectional leaders of the early 19th century. Because there are so many important figures who stick around for a great deal of time, I feel it is important to know a little bit about each of them and the role they play leading into the Civil War. Students may work in pairs and must provide the following information:

DO NOW: Take out you biography of your delegate at the Constitutional Convention Reenacting the Key Moments at the Constitutional Convention The Virginia Plan Introduced in on May 29th by Virginian Edmund Randolph Did James Madison and the Virginia Delegates introduce this plan as a suggestion to completely do away with the Articles of Confederation or to advocate for the self-interest of Virginians being the largest state? BREAK UP INTO TEAMS BASED ON THE SIZE OF YOU STATE AND EVALUATE WHAT YOU AGREE AND DISAGREE ABOUT THE VIRGINIA PLAN IN TEAMS? Go through the Virginia Plan?s eight point. Circle or cross out which of the ten point your team agrees or disagrees with. Why? What modification might you consider? Big States vs. Small States? Madison and Sherman argue this point.

Develop an activity or re-purpose an activity you already teach Identify the historical period(s) Identify the historical thinking skill(s) it addresses Create an assessment for this activity OR an assessment that this activity will help prepare students to take Choose ONE of the following: Write 2-4 short answer questions Write 1 set of multiple choice questions (1 stimulus, 2-4 questions) Write 2 long-essay questions Re-write a DBQ question and extend the analysis (all 4 tactics) for 2 of the documents Use the following template to fill in your activity: Name of activity The Impact of the Industrial Revolution in the United States Historical period(s) Periods 6 and 7 Key concepts Industrialization, Gilded Age, Effects on working classes Historical Thinking Skill(s)