1. Constitutional Convention Simulation

2. 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”.

3. What do you see?

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

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

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

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

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

9. How did your perception of the image change as you saw more of the image? What questions did the image leave you with?

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

11. Simulation Unit including 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

12. Knowledge Building background knowledge through primary sources

13. 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-1 st artifact is often more difficult to provide a greater challenge to the student

20. Letters of Delegates to Congress: Volume 24 November 6, 1786-February 29, 1788 James Madison to Thomas Jefferson Philada. May 15th. 1787. "Monday last was the day for the meeting of the Convention. The number as yet assembled is but small. Among the few is Genl. Washington who arrived on Sunday evening amidst the acclamations of the people, as well as more sober marks of the affection and veneration which continues to be felt for his character. The Governor, Messrs. Wythe & Blair, and Docr. McClurg are also here. Col. Mason is to be here in a day or two. There is a prospect of a pretty full meeting on the whole, though there is less punctuality in the onset than was to be wished. Of this the late bad weather has been the principal cause." Page 281 May 19, 1787

22. 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

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

29. Who is the delegate? What kind of images did you see? How could you use this with your students?

30. Research Delegate and their political position during the convention

31. Issues Representation and Population Federal System Slavery These issues are covered through “Where Do You Stand” sheets.

32. 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

33. Concepts and Generalizations This simulation shows how conflict, through debate, led to compromise and change.

34. Concepts and Generalizations Debate with differentiation –Script Presentation and Oral Language –Informational speech –Persuasive speech Listening Skills –Debate Matrix Rubrics used to evaluate

35. 3-2-1 Reflection 33 things you learned 22 things you can take back to your classroom 11 lingering question you have