THE CONSTITUTIONAL CONVENTION OCTOBER 7, 2014. DO NOW! After you have quietly taken your seat, take out your homework from over the weekend to be checked,

THE C

ONSTITU

TIONAL

CONVENTION

OC

TO

BE

R 7

, 2

01

4

DO NOW!

• After you have quietly taken your seat, take out your homework from over the weekend to be checked, and turn to the Bellringer! Section in your binder

BELLRINGER!!

• In your own words (and complete sentences), explain what a compromise is.

• Recall a time in your life where you had to make a compromise. What was the outcome of that situation?

LETT

ER TO A

NEW

SPAPE

R

EDITOR…

TIME C

APSULE

…

NEW VOCABULARY FOR FORMING A NEW NATION• Constitutional Convention• Popular Sovereignty• Three Fifths Compromise• Federalism• Legislative Branch• Judicial Branch• Executive Branch• Checks and Balances

HOMEWORK…

• Complete any vocabulary that you did not finish in class.

THURSDAY

, OCTO

BER 9

DO NOW!

• After taking your seats quietly, take out your Worksheet/Letters from the Time Capsule Activity.

• Pass your work down to the end of each row, making one neat stack to be collected.

• Turn to the Bellringer! section of your binder

BELLRINGER!

• “Making of the American Constitution” Video

• During the video, listen for interesting facts about the U.S. Constitution. Next, record the most interesting fact you heard from the video.

WHICH PLAN IS BETTER?• Split into groups of 4

• Each group will be assigned one plan: The Virginia Plan or The New Jersey Plan

• Each person will record answers on their worksheet

• Each group will create a poster describing plan with an illustration

• Each person has a job in the group:• Researcher• Artist • Presenter• Timekeeper

• Names with job titles on the back of each poster

MAYBE A COMPROMISE… A GREAT COMPROMISE!

• The Great Compromise•Bicameral Legislature•Number of Reps. based on state populations in the lower house (House of Representatives)•Number of Reps. equal from each state in the upper house (The Senate)

THE THREE BRANCHES OF GOVERNMENT

• Each group will be assigned to one of the branches of the U.S. government: Executive, Legislative, or Judicial

• Your group will have the task of writing at least three facts describing your branch of government

• The more facts you can find and record in your chart, the better!

• A system created by the framers of the Constitution that keeps any branch of government from becoming too powerful

CHECKS AND BALANCES

CLOSURE…

• Copy Homework: •Create your own Graphic Organizer illustrating the Strengths of the U.S. Constitution and the Weaknesses on the Articles of Confederation

• Exit Ticket: • Two things I learned this week are…•One thing I still have a question about is…

MONDAY, O

CTOBER 1

3

DO NOW!

Take out your homework, pass it down to the end of your row to be turned in.

Take out your binder and turn to the bellringer section of your binder

PRIMARY SOURCES VS. SECONDARY SOURCES *Primary sources were either created during the time period being studied or were created at a later date by a participant in the events being studied. They reflect the individual viewpoint of a participant or observer.

*A secondary source is a work that interprets or analyzes an historical event. It is generally at least one step removed from the event and is often based on primary sources.

Finding Clues in Primary Documents

Step 1: Read the document and identify any words you may not know.Step 2: Establish background knowledge. Use this to think about the author’s position, tone, or audience. Step 3: Critique the document by thinking about biases of the author or other positions that he or she is not considering.

New Vocabulary

Tyranny: oppressive or unjustly severe governing on the part of any ruler.

Conscience: moral principles that control the actions or thoughts of an individual.

Immunity: Special privileges.

Franchise: a privilege of a public nature given to an individual by a government.

“If a wrong step be now made, the republic may be lost forever. If this new government will not come up to the expectations of the people… their liberty will be lost and tyranny must and will rise…

The rights of conscience, trial by jury, liberty of the press, all your immunities and franchises… are rendered insecure, in not lost, by this change…

But we are told that we need not fear because those in power being our representatives will not abuse the powers we put in their hands.”

-- Patrick Henry Speaking against ratification of the Constitution, June

1788




-- Patrick Henry Speaking against ratification of the

Constitution, June 1788

Let’s gather some facts: 1) When was this written? 2) Who wrote it?3) What is the tone? How can you tell? Are there key phrases or strong words that jump out at you?




-- Patrick Henry Speaking against ratification of the Constitution,

June 1788

1)What is going on during the time this piece was written? What had just happened? Talk about the historical events that might have influenced the author's position. Provide examples!2)What is the author’s purpose? How can you tell?3)What dangers does the author see in ratifying the Constitution?4)What rights does he fear will be lost?




-- Patrick Henry Speaking against ratification of the Constitution,

June 1788Let’s do some critical thinking: 1)Critique Patrick Henry’s passage. Are there

any positions he is not considering? Is his point clear? What if Patrick Henry had gotten his way? Is it persuasive?

2)If you had read this document, how would it have affected your view on the Constitution?

FEDERALISM

The sharing of power between a central government and the states that make up a country

FEDERALIST VS. ANTIFEDERALIST

• Cornell Notes!

FEDERALIST VS. ANTIFEDERALIST

• Pamphlet

OCTOBER 1

5, 2014

DO NOW!!

Quietly take your seat, take out your binder and something to write with, turn to the Bellringer! Section of your binder…

BELLRINGER!!

What do you think it would be like to have been one of the delegates at the Constitutional Convention in Philadelphia?

What do you think the hardest and easiest parts of coming up with a new constitution were? Why?

THE CONSTITUTIONAL CONVENTION!

REFLECTION QUESTIONS!

• How did it feel to be a delegate to the Constitutional Convention?

• What part of the convention did you enjoy the most? The least?

• What was the most challenging part of acting as a delegate?

• Why was it important for the delegates to compromise on certain issues?

• How do you think your experience was different from that of the actual delegates? How do you think it was similar?

• What are three things you learned from today/the Constitutional Convention experience?

FRID

AY, O

CTOBER 1

6

DO NOW!

After quietly taking your seat, take out your text analysis questions from last night to be checked for homework.

The Bellringer! will be handed our shortly.

BELLRINGER: THE ELECTORAL COLLEGE

FEDERALIST VS. ANTIFEDERALIST PROPAGANDA

• Complete the propaganda assignment from Monday with your partner.

• 30 minutes

• Students that were absent on Monday, wait for your assignment from Mr. Glueck

CHAPTER TEST ON TUESDAY

What to study…

• Vocabulary words

• Text analysis questions

• Big topics: Articles of Confederation, Shays’s Rebellion, Virginia Plan v. New Jersey Plan, Branches of Government, Federalist v. Antifederalist, Electoral College Bellringer

• Articles of Confederation and Shays’s Rebellion Quiz

REVIEW BINGO!

HOMEWORK…

Stuuuuuuuuuuuuuuuuudy!!