Parallel Model Overview

Parallel Model Overview Unit Name: Constitutional Convention Simulation

Subject Area(s): Social Studies

Grade Level(s) Sixth Grade

Context: (What type of classroom is the lesson designed for? Heterogeneous? Homogeneous? Whole class? Small group? Independent study?)  Heterogeneous and whole class

Length: (Approximately how long will the lesson take?)  Ten-Thirteen days

Unit Summary: This unit is a simulation that recreates part of the Constitutional Convention highlighting the important SOL components. The students will become delegates from the Constitutional Convention and debate three major issues of the convention (federal system of government, representation and population, and slavery) The prospect of a Bill of Rights will also be addressed. Before students start the simulation, they will learn about the three issues and the Bill of Rights. In this simulation, all but two students will present speeches during the convention about an issue. In order to write their speeches, the students will research their assigned delegates using a variety of resources, including primary sources. Students will receive instruction on persuasive writing.

Parallel(s) Targeted: Please explain briefly how your lesson fits the parallel(s) you have chosen  The Core Curriculum- Students are learning the essential knowledge about the Constitutional Convention and issues related to the development of the Constitution.  Curriculum of Connections- By becoming a delegate, students will be making connections across time and perspectives.  Parallel of Practice- By assuming the role of a delegate at the Content Constitutional Convention, students will perform functions of the delegates, and hold debates.  Parallel of Identity- Students will reflect on this experience during a round rally in the last lesson. Standards: Identify the POS/SOL objectives/benchmarks USI. 7  English 6.2, 6.5, and 6.6  USI .1 and USI. 1

Knowledge: (facts and content knowledge from the Program of Studies) Students will learn the following Social Studies information:  The structure of the new national government was based on James Madison and Edmond Randolph’s “Virginia Plan,” which called for three separate branches of government.  The definition of a federal system of government: A system that divides governmental powers between national government and the governments of the states  George Mason was the author of the Bill of Rights.

Skills: a proficiency, ability, or technique; a strategy, method, or tool (e.g., observation, writing, map reading, computation, use of technology, research skills, critical thinking skills)  Students will learn how to write a persuasive speech.  Students will learn how to debate and critically express opinions in their oral speech.  Students will research their delegates’ opinions and the facts about the topic for the Constitutional Convention speech.  Students will synthesize the historical information to create their speeches.  Students will learn how to analyze and incorporate primary sources into their speech. Concepts and Generalizations: (Big Ideas that you want your students to understand by the end of the unit) Concepts:  Change  Conflict  Compromise

Generalizations:  Conflict can lead to change.  Change is not always a fluid process.  Debate and disagreements lead to change and compromise.  Compromise is a necessary element in the process of achieving change.

Essential Questions: These are guiding questions that will help your students uncover the concepts and generalizations or the “big ideas”.  Why did the delegates feel the need to change the Articles of Confederation?  What major issues did the delegates debate?  Why were these issues important and how did they cause strife within the convention?  What did your delegate feel about the issue of slavery, states’ rights, and the structure of government?  Why did some people feel the need for a Bill of Rights?  How did compromise become an essential element of the Constitutional Convention?

How will you assess student learning?

Pre-assessments  Informal observations of students oral speaking abilities.  Background worksheet on slavery, population, and structure of government worksheets  Event in a Box: Constitutional Convention Assessment Formative assessments  Participation in simulation  Written speech or presentation (see appendix for rubrics)  Oral communication skills (see appendix for rubric) Summative assessments  Research matrix

How will you hook or engage your students?  Zoom in using Scene at the Signing of Constitutional Convention.  Event in a Box activity

Introductory Activities

What are the primary teaching methods you will employ in this unit?  Direct instruction for background knowledge on federal system of government, separation of powers and slavery  Direct teaching on how to write a persuasive speech  Direct instruction on how to analyze primary sources if necessary Teaching  Direct instruction on how to conduct research if necessary Methods

What learning activities will be used to engage the students?  Event in a Box: Constitutional Convention  Delegate in a Box activity Learning  Zoom in on Scene at Signing of Constitutional Convention Activities  The opportunity to brainstorm the list of delegates at the Constitutional Convention  All aspects of the simulation, including researching the delegates, “becoming” their delegates, writing their speech, analyzing an issue specific to their delegate, and the interactive convention itself  The Round Rally Flexible Groupings How will you use flexible instructional groupings to address differences in readiness, interest, and learning preference?  Students will be assigned roles as delegates that have varying responsibilities and degrees of difficulty.  The different roles can highlight students’ strengths, either in informational writing, persuasive writing, or oral communication. Products What are the major products that students will produce?  Written speech for the simulation

What resources will enhance this unit?  Library of Congress resources (www.loc.gov or www.pslearning.org)  Helpful website page (see appendix)  Textbooks: Horizons: United States History Beginnings and Resources Creating America

How will you extend student learning?  By challenging students to find additional primary sources and quotes from their delegate to incorporate in their speech.  Students can research additional issues presented at the Convention. Extensions

Give examples of how your unit will specifically address the needs of advanced learners.  Students are challenged to play the role of a delegate, assume Ascending his convictions and beliefs and make arguments that reflect that. Levels  Students might have to take on the role of a delegate who supports an issue they personally don’t agree with, such as slavery, and make a convincing argument in support of it. This will require advanced critical thinking skills.  The research is conducted independently. Within this framework, student can extend their knowledge of their delegate and the issues surrounding him.  Students are challenged to find actual quotes from their delegates.

Author(s)

Name(s): Willia Hennigan, Amy Moeller, and Laura Swetra Schools: Churchill Road ES and Canterbury Woods ES Grade Level(s) that you teach: Sixth grade GT and general education Subjects or specialty areas: All STEPS IN THE UNIT TEACHER NOTES Day 1-3: Background knowledge about the  Students have already learned about the issues surrounding the Constitutional American Revolution, the causes, and the Convention. first attempt at government, and The Articles of Confederation.  To engage the students and introduce the  This is an inquiry activity, so refrain from Constitutional Convention, begin with the telling the students that they will be Event in a Box. This is based on Life in a studying the Constitutional Convention Box from the Library of Congress website and that the Event in the Box is about www.pslearning.org. the Constitutional Convention.  The Event in a Box is a great way to engage students using primary sources.  The Event in a Box steps: Step 1: Assemble the contents of the box making enough boxes so that groups of 4-5 can analyze the box. Print each pre numbered image (see the attached word document for images). Place all images in a box. Step 2: Teacher creates the cooperative learning groups of 4-5 students, giving each group a box. Pass out the “Box Investigation Sheet”. Step 3: Ask participants to examine the entire contents of the box in order. After each image is taken out of the box, have students hypothesize about what event they are investigating. Step 4: Ask the students in their small groups to title their box and highlight the important topics and concepts that will be covered in this unit based on what they found in the box. Step 5: In small groups, write on a piece of paper or small whiteboard what event they think their box represents and why they came to this decision. Have each group hold up their board and compare. Step 6: If groups did not guess the Constitutional Convention, the teacher can either clarify that the event the box represents the Constitutional Convention, or have the students independently investigate other resources (such as textbook or www.loc.gov) to uncover the event of the box. Step 7: Put the items from one box on a bulletin board or the wall to refer to throughout the unit on the Constitutional Convention.  To obtain the images, refer to the Event in a Box: Constitutional Convention resources.  It is a good idea to make color copies of the documents backed on colored paper for each group and laminate them.

For further directions on how to create a Life in a Box, go to the following Library of Congress website: http://www.primarysourcelearning.org/tps/ste p1/workshop/3/m_a/lifeinabox/index.shtml  See appendix for The Event in a Box Investigation sheet

 The Event in a Box is a great  After you complete Event in a Box, pose springboard for a discussion on primary this question to the students, “Why did sources. If you have not introduced your people need to change the Articles of students to them already, teach a lesson Confederation?” Use this question as a on primary sources now. There are springboard for a discussion on the sample lessons on weaknesses of the Articles of www.primarysourcelearning.com or Confederation. http://www.primarysourcelearning.org/han  There are four major topics that need to dbook/part1/ch2/exploration4.shtml be covered during these three days: o Slavery o Federal system of government  If you have already taught this (power divided between the background knowledge, start on day 4. national and state governments) Make sure that the delegates complete o Population and representation the background knowledge sheets : o Bill of Rights o Slavery  Follow this suggested timeline: o Representation and Population o Day 1: Event in a Box and teach o Federal system of government about the federal system of  You can teach this information directly government from the textbook (see below), with o Day 2: Teach the debates over resources found on Gateways, or slavery (including the 3/5 whatever style. Compromise and ending the  Textbook correlations: African slave trade. o Creating America: Chapter 8, o Day 3: Teach the debates over sections 2 and 3; pages 212- 221. representation and population that Information on the federal system resulted in the Virginia Plan, the of government is on p. 246. New Jersey Plan, and the Great o Horizons: United States History Compromise. Also, teach about Beginnings: Chapter 10, lessons the Bill of Rights. 2, 3, and 4; pages 351-372.  In order to direct the students to think as delegates, they need to complete three “Where Do You Stand” worksheets: Representation and Population, Slavery, and Federal system of government.

Day 4- Introduce the simulation  To engage the students, create a Zoom In, this time use the picture of the delegates of the Constitutional  These sheets should be distributed after Convention, entitled Scene at Signing the students know their delegates. of Constitution of the United States.  Connect this picture to the fact that they are going to become delegates at the Convention.  Brainstorm a list of delegates that the  The Zoom-in is a great activity to do on a students have learned about. After SMARTBoard, but if you do not have one, they thought of all the ones they know, you can project it on a classroom tell them the rest of the 52 delegates. computer which is hooked up to a T.V.  Tell the students that they will not be  For information on a Zoom-In and using all the delegates in our directions on how to create one, go to this simulation. website: http://www.primarysourcelearning.org/tps/ step1/workshop/4/m_a/zooms/index.shtml

 It is a good idea to write down their  Now, have the students brainstorm suggestions on the board, a piece of chart issues that were debated at the paper, or the SMARTBoard. Constitutional Convention.  Refer to the following website from the  Tell the students that our simulation National Archives for a list of all the 52 will focus on three important issues: delegates: o Federal system of government http://www.archives.gov/national- o Representation and population archives- o Slavery experience/charters/constitution_founding _fathers.html  Please note that not all delegates will be  Assign roles to the students and used in the simulation. We included 25, introduce what they will be doing. plus three extras. If you have more than Refer to “The Important Delegate 28 students, find the necessary Chart” for description of each delegates, so each child has a role and delegate’s role and suggested find a place to insert them into the script. characteristics for the student who is  You need to consider your students’ playing him. strengths and weaknesses. See appendix for the “Important Delegate  Pass out the script, so students can Chart” for job responsibilities and familiarize themselves with their role characteristics the student needs to have during the convention. to play this delegate. You know your students and what they are capable of, so assign parts accordingly.  You can write each child’s name on his/her script with the role they will be playing.  All but 3 delegates will make a speech  When the students read their scripts, on a specific topic. Franklin will have them make note of what topic they follow the script and create a timeline need to prepare a speech on. of the events of the convention to share with the class. Morris will take notes, but he is very opinionated and  George Washington should present a chimes in on topics he has opinions lesson on persuasion and debating. on. The student who plays him will He/she will be leading the convention. prepare a written speech on Morris’ opinion on one of the four issues. The student playing Washington will lead the convention and present a lesson on persuasion and debating.  The three extra delegates will not make speeches, but will participate in the convention. They will also research a topic relating to the  Have a variety of resources available for simulation as stated on the “Important the students to use, including laptops with Delegate Chart” and will turn in a access to the Internet and trade books written piece. (see your school librarian). In the appendix, there is a list of helpful Day 5 and 6- Delegate research websites to use.  Students will spend these days  See appendix for “Research Matrix”. researching their delegates and his  If you need help teaching your students stand on the issue for the simulation. how to do research and take notes, ask  Pass out “Research Matrix”. As the your librarian or reading teacher for help. students research their delegates,  If you want your students to write a they need to fill out the matrix. On bibliography, teach them how to do so, Day 13, students will fill it out for all and have a large copy posted somewhere the delegates. in the room.  If you need to, teach your students how to do research and how to take notes. Use the method you are most comfortable with.  Remind the student who has George Washington that he/she needs to present a lesson on persuasion or  Make sure you pass out George debate. Have the person work on a list Washington’s rubric ahead of time. of words that persuade.  See appendix for George Washington’s rubric Day 7- Persuasive Writing Focus Lesson  Have all resources that the student needs  Have the student playing George for his/her presentation handy (i.e. Washington present a persuasion or computer if he/she created a Power debate lesson to the class including Point). the hamburger model.  He/she has a separate rubric that  See appendix for the handout that outline outlines how he will be graded. the hamburger model, “Language of Persuasion” and “Preparing for the Debate: Powerful and Persuasive Words” sheets.  Steps for the focus lesson: Step 1- Ask students what it means be persuasive. Brainstorm times when people need to be persuasive Step 2- Tell students that people can be persuasive through their words as well as their actions. Step 3- Go over the sheet called “Language or Persuasion”. Discuss each specific example. Answer and clarify student questions and concerns. Step 4- Go over the sheet outlining the hamburger model of persuasive writing and discuss. It would be helpful to do an example together as a class. Step 5- Clarify and answer any student questions or concerns Step 6- Lastly, look at the sheet called “Preparing for the Debate: Powerful and Persuasive Words.” Brainstorm words that can be persuasive and write them down in the first five blanks on the worksheet. Step 7- Then have the students think about the speech they are going to make and write down 10 persuasive words that they can use in their speech. Remind students that even if they are creating an informational speech, they can still use persuasive language.

 For further resources on persuasion, use the William and Mary Center for Gifted Education’s unit called Persuasion: A Language Arts Unit for High Ability Day 8-10- Work on speeches Learners. IBSN: 0-7872-5345-6  This time is for students to work on published by Kendall Hunt. composing their speeches.  Each speech can be no more than two minutes.  Have the laptops ready for students who  If students need more research, they would rather type and for those who need can use this time to do so. to do further research.  Pass out the speech planning sheet for students to use as pre-writing  Pass out the writing rubrics, so students will know what they will be graded on.  See appendix for planning sheets and  The following delegates will be making rubrics. informational speeches: Roger Sherman, John Dickinson, William Paterson, Alexander Hamilton, James Madison, Edmund Randolph, and Jacob Broom, so they will get a different rubric and planning sheet.  If you use the extra roles, give those students the informational writing rubric and the Informational speech planning sheet.  See appendix for these sheets.  The student playing George Washington will be finished with his/her written component; he/she can  As good idea is to create a sign to put in help other students write their front of George Washington saying, speeches. He/she would be a great “Research Assistant”, so the other buddy for an ESOL student, special students will know he/she can help them. education student, or student who needs help.  The student playing Benjamin Franklin will be creating a timeline and will  See appendix for Benjamin Franklin’s have his/her own rubric. rubric  When students are finished researching, they need to practice their speech and be familiar with the script.

 If you do not want to spend two days on the convention, you can try and do block Day 11-12- Simulation scheduling that day and allot two hours.  You will spend these two days  If the convention spans two days, find a simulating the Constitutional stopping place depending on the flow of Convention. the convention and how much time you have.  Students should come dressed up as  Make sure you tell parents about the their delegate if possible. simulation in advance, so they can have costumes ready.

 It is important to tell the students that the delegates met in secrecy; having the  Before the actual convention begins, windows shut and the doors locked (even do the following things: though it was summer in Philadelphia). o Remind students of their roles.  Create the atmosphere of the It is important to remind Morris Constitutional Convention. Here are that he will be taking notes some tips: throughout the convention. o Lock the door, if there is a window o Have students review their on the door, put something over it. speeches and scripts. o Close the windows and keep them o Have students review their closed. “Research Matrix”. o Independence Hall had green o Remind the students that they tablecloths on the tables. Put one will be filling it out after the on the tables you are using. If you simulation. don’t have green tablecloths, you o Make sure they put away the can use green butcher paper. “Research Matrix”, so they o If you have a quill, bring it in. don’t get distracted during the o If you have a gavel, bring it in for simulation. George Washington. o There were white candles in gold candle holders on the tables, so if you have some of those, bring them in.  Set up your classroom to simulate the layout of Independence Hall. o Put a table in the front of the room with a chair for George Washington and one for Gouverneur Morris. On the chair that George Washington sat in, there was a picture of a sun. Benjamin Franklin later commented on it (which we included in the script). It would be a great idea to make a chair like that for George Washington to sit on. If you want to see a picture the chair, look at Horizons: United States History Beginnings page 366. o All the delegates should sit with people from their state (i.e. all the Virginians should sit together). In the simulation, there is one delegate from Georgia. o Create mini tables for the delegations by pushing desks together. o On each mini table, create a sign that says where the delegation is from. o You can cover these mini tables with green tablecloths if you would like. If you don’t have green tablecloths, you can use green butcher paper.  Students will come and sign the Constitution as their delegate (three delegates don’t sign). In order to do this, have a big piece of chart paper with the preamble written on it. Students will sign under it. Also, have permanent markers handy for students to sign with. The signed chart paper is a good thing to hang up in the classroom after the unit is over.  During the simulation, Morris will be taking notes. Have a permanent marker and chart paper handy for him to use. He can write notes on the chart paper and it can be referred to during the simulation.

 See appendix for the script.  Start the simulation following the script.  During the simulation, sit in the back of the room and take notes about the discussion. The students should be familiar with the script, so the simulation should flow nicely.

 It is important to debrief so the students Day 13- Debrief can reflect on their experience.  Hold a debriefing session, so students can reflect on the experience.  You should choose what works best for  This lesson will be a class discussion your students. Your class might work about the project. better having a whole class discussion, or  Have the students reflect in small might need the structure of the round groups using the round rally rally. technique.  If you have a whole class discussion, you need to decide whether you want to have the structure of the questions listed or let them come up with topics themselves.  Chose questions you want the students to use in the round rally. Possible ones are: o How was conflict apparent in our simulation? o How did debate and disagreements lead to change and compromise? o How did you feel about the simulation? o What would you change about the simulation? o Do you think the issues discussed at the convention (federal system of government, population and representation, and slavery) will be continued to be discussed later on in history? Why or why not? o On the issues where a vote was taken, did you agree with the stand your delegate took? Explain. o Was a Bill of Rights needed?  Round rally tips: . Have the questions already written on the tops of the sheets of paper. . It is a good idea to have different questions on different colored pieces of paper. . Have the papers grouped (all different colors together) before you divide the class. . You might want to give 4 minutes later on because with each pass of the paper, there is more to read.

 Round rally steps for the teacher: Step 1- Pick 4-5 of the questions listed above (depending on the size of the class) you want the students to discuss in their groups. Please note that all groups will discuss the same questions. Step 2- Write each question on different sheets of paper ahead of time. Step 3- Divide the class up into groups of 4 or 5 (depending on class size). Each student takes 1 of the sheets of paper and answers the question. After 3 minutes, the students rotate the piece of paper clockwise. When they get the new sheet of paper, they can either answer the question or reflect on what the other students wrote. They have 3 minutes to do this. This continues until each student gets his/her original question back. Make sure to give the students time to read what other students wrote on the paper. Step 4- The students then share with the class their question and what people wrote on their paper.

 After the round rally, have the students take out their research matrix. As a class fill it out for each delegate.  As a final review, for homework, give each student a copy of the Constitution. Have them take 3 different colored highlighters. They will read the Constitution and find references to the federal system of government, representation and population, and slavery. They will highlight each issue in a different color. Appendix The Delegate Life in the Box resources Primary sources from the LOC

Delegate Life in the Box Investigation Sheet How to analyze a primary source

Script for simulation

Where Do You Stand Handouts Representation and Population Slavery Federal System of Government

Important Delegates from the Constitutional Convention A list of the delegates “participating” in the simulation accompanied by: home state, issue during the convention, characteristic of the student, project the student will turn in.

Selections from the The Great Debate Handbook Language of Persuasion Hamburger Model of Persuasive Model Preparing for the Debate: Powerful and Persuasive Words

Speech Planning Sheet/Pre-writing sheets Persuasive Writing Information Writing

Research Matrix

Internet Resources

Rubrics Oral Communication Rubric Persuasive Writing Rubric Informational Writing Rubric Timeline Rubric #1

http://hdl.loc.gov/loc.pnp/cph.3g09904 #2

http://hdl.loc.gov/loc.pnp/cph.3g09904 #3

http://www.loc.gov/exhibits/treasures/images/vc6b.1.jpg #4

http://memory.loc.gov/cgi-bin/ampage? collId=rbpe&fileName=rbpe17/rbpe178/17802600/rbpe17802600.db&recNum=0 #5

George Read’s House http://lcweb2.loc.gov/cgi-bin/query/h? pp/gottscho:@field(NUMBER+@band(gsc+5a09887)) #6

http://memory.loc.gov/cgi-bin/query/r? ammem/fawbib:@field(DOCID+@lit(apc0016)) #7

http://lcweb2.loc.gov/cgi-bin/query/h? pp/PPALL:@field(NUMBER+@1(cph+3b43527)) #8

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."

May 19, 1787

Exerpt http://memory.loc.gov/cgi-bin/query/r? ammem/aaodyssey,rbpebib,lhbcbbib,bdsbib,musdibib,mtj,mjm,mcc,gmd,molden,m morse,fawbib,pin,presp,relpet,llstbib,uncall,lhbtnbib,hlaw,mgw,awh:@field(DOCID +@lit(dg024222)) #9

http://memory.loc.gov/cgi-bin/ampage? collId=bdsdcc&fileName=c0101/bdsdccc0101.db&recNum=0 #10 #11

http://lcweb2.loc.gov/cgi-bin/query/h?pp/PPALL:@field(NUMBER+@1(cph+3b25111) Name ______

What’s Happening in the Box Investigation Sheet

Item # Based on this item, what event does the box How did your opinion refer to? change after seeing this item? Constitutional Convention Simulation Script Review……….(The question is-how can we word the debate?

Ben Franklin: Introduction. Presents an Introduction giving information about the Convention

Washington: Based on our previous discussion of the Articles of Confederation, it is clear that we agree that we need a completely new plan for our government. We have several delegates who would like to be heard on the issue that require compromise. Today we will hear two types of speeches: an informational speech on the issues and persuasive speeches. Are you ready for the question?

George Read of Delaware stands to be recognized.

Washington: Mr. Read of Delaware, you are the first delegate to speak today. You are recognized. (RR words)

Read: Mr. Chairman, we need to establish a supreme national government. Present persuasive speech advocating a strong national government

Nathaniel Gorham stands to be recognized.

Washington: You are recognized, Mr. Gorham of Massachusetts.

Gorham: Mr. Chairman… Present persuasive speech supporting a strong national government

Daniel Carroll stands to be recognized.

Washington: You are recognized, Mr. Carroll of Maryland.

Carroll: Mr. Chairman… Present persuasive speech supporting a strong national government

Luther Martin stands to be recognized

Washington: You are recognized, Mr. Martin of Maryland.

Martin: Mr. Chairman… Presents persuasive speech against a strong national government

Washington: After long debate, I motion for a vote on creating a federal system of government. (Encapsulate the federal system of government). I call for a vote regarding this. All in favor of a strong national government say “yay”, all opposed say “nay”.

Gouverneur Morris tallies the vote and shares the results Washington: We are going to open the floor for discussion on how each state will be represented in our new Congress.

Edmund Randolph stands to be recognized

Randolph: Mr. Chairman…

Washington: You are recognized, Mr. Randolph of Virginia.

Randolph: Mr. Chairman, fellow delegates, I believe Mr. Madison has the best ideas for such a government. I will use many of his ideas as I present the Virginia Plan. Present informational speech on the Virginia Plan

Washington: The motion before us calls for (encapsulate the main ideas of the Virginia Plan).

Abraham Baldwin stands to be recognized

Baldwin: Mr. Chairman…

Washington: You are recognized, Mr. Baldwin of Georgia

Baldwin: Mr. Chairman Presents persuasive speech in favor of the Virginia Plan

George Mason stands to be recognized.

Mason: Mr. Chairman…

Washington: You are recognized, Mr. Mason of Virginia

Mason: Mr. Chairman… Present persuasive speech in favor of the Virginia Plan (Who is this????

William Patterson stands to be recognized.

Patterson: Mr. Chairman…

Washington: You are recognized, Mr. Patterson of New Jersey.

Patterson: This plan is not fair to small states, so we have devised another plan! Present the NJ plan

William Livingston stands to be recognized.

Livingston: Mr. Chairman…

Washington: You are recognized, Mr. Livingston of New Jersey. Livingston: Mr. Chairman… Present persuasive speech in favor of the New Jersey plan

John Langdon stands to be recognized.

Langdon: Mr. Chairman…

Washington: You are recognized, Mr. Langdon of New Hampshire.

Langdon: Mr. Chairman… Present persuasive speech in favor of the New Jersey plan

Roger Sherman stands to be recognized.

Sherman: Mr. Chairman…

Washington: You are recognized, Mr. Sherman of Connecticut.

Sherman: Mr. Chairman, we are at a standstill, so may I present a new plan? Present the Connecticut Plan (aka The Great Compromise).

Washington: I call for a vote regarding Mr. Sherman’s compromise. All in favor of say yay, all opposed say nay. Gouverneur Morris tallies the vote and shares the results.

Washington: Our next order of business is the issue of slavery. The issue on the table is whether or not to count slaves for representation in the House. Are you ready for the question?

Hugh Williamson stands to be recognized.

Washington: You are recognized, Mr. Williamson of North Carolina.

Williamson: Mr. Chairman… Presents a persuasive speech in favor of counting slaves for determining representation in the House

John Dickinson stands to be recognized. Washington: You are recognized, Mr. Dickinson of Delaware

Dickinson: Mr. Chairman… Presents 3/5 Compromise

James Wilson stands to be recognized.

Washington: You are recognized, Mr. Wilson of Pennsylvania.

Wilson: Mr. Chairman… Presents persuasive speech in favor of the 3/5 compromise Washington: I call for a vote regarding Mr. Dickinson’s plan. All in favor of say yay, all opposed say nay. Gouverneur Morris tallies the vote and shares the results.

Oliver Ellsworth stands to be recognized.

Washington: You are recognized, Mr. Ellsworth of Connecticut.

Ellsworth: I have another issue to discuss concerning slavery. Present persuasive speech advocating ending the slave trade

Charles Pickney stands to be recognized.

Washington: You are recognized, Mr. Pickney of South Carolina.

Pickney: Mr. Chairman… Present persuasive speech opposing ending the slave trade

Elbridge Gerry stands to be recognized.

Washington: You are recognized, Mr. Gerry of Massachusetts.

Gerry: Mr. Chairman… Present persuasive speech supporting end of slave trade

John Rutledge stands to be recognized.

Washington: You are recognized, Mr. Rutledge of South Carolina.

Rutledge: Mr. Chairman… Present persuasive speech opposing ending the slave trade. Nicholas Gilman stands to be recognized.

Washington: You are recognized Mr. Gilman of New Hampshire.

Gilman: Mr. Chairman… Presents a speech in favor of ending the slave trade

Jacob Broom stands to be recognized.

Washington: You are recognized, Mr. Broom of Delaware.

Broom: Mr. Chairman, this is a very heated and difficult topic. Present compromise on slave trade

Washington: I call for a vote regarding Mr. Broom’s compromise. All in favor of say yay, all opposed say nay. Gouverneur Morris tallies the vote and shares the results.

Washington: Our new Constitution is complete. Are there any concerns before we sign it and have the states ratify it? James Madison stands to be recognized.

Washington: You are recognized, Mr. Madison of Virginia.

Madison: I know it will be a difficult fight for ratification. I believe adding a written guarantee of individual rights based on Mr. Mason’s Virginia Declaration of Rights. Present a persuasive speech in support of a Bill of Rights

Alexander Hamilton stands to be recognized.

Washington: You are recognized, Mr. Hamilton of New York.

Hamilton: Mr. Chairman… Present a persuasive speech opposing a Bill of Rights

Washington: I motion we vote to sign this Constitution and table the issue raised by Mr. Madison. All in favor of say yay, all opposed say nay. Gouverneur Morris tallies the vote and shares the results.

Delegates come up to sign the new Constitution, except Elbridge Gerry, George Mason, and Edmund Randolph.

Benjamin Franklin: As he signs the document: “I have the happiness to know that it is a rising sun and not a setting sun.” Where did this come from???? Name:______Date:______

Where Do You Stand? Representation and Population

Create a bar graph from the “POPULATION ESTIMATES USED AT THE PHILADELPHIA CONVENTION OF 1787”. Then answer the questions that follow. Thinking from the point of view of your delegate, these questions will help you think about the conflict over representation.

1. In the blank below please create a bar graph that reflects the population of each state.

2. Which state had the fewest people?______

3. Which state had the most people?______

4. Define: a. New Jersey Plan ______

b. Virginia Plan

______

5. Which states do you think would have supported the New Jersey Plan?

______

6. Which states do you think would have supported the Virginia Plan?

______

7. How do you think the problem of representation could be resolved?

______Where does your delegate stand?

______

Where does your delegate stand?

______

POPULATION ESTIMATES USED AT THE PHILADELPHIA CONVENTION OF 1787 http://www.ipa.udel.edu/democracy/mockconvention/population.html

NUMBER OF STATE TOTAL SLAVES OWNED IN (ranked order) POPULATION THAT STATE 1. VIRGINIA 700,000 280,000

2. PENNSYLVANIA 360,000 ~~~~~

3. MASSACHUSETTS 360,000 ~~~~~

4. MARYLAND 298,000 80,000

5. NORTH CAROLINA 260,000 60,000

6. NEW YORK 238,000 ~~~~~

7. SOUTH CAROLINA 230,000 80,000

8. CONNECTICUT 202,000 ~~~~~

9. NEW JERSEY 138,000 ~~~~~

10. GEORGIA 110,000 20,000 11.NEW HAMPSHIRE 102,000 ~~~~~

12.RHODE ISLAND 58,000 ~~~~~

13.DELAWARE 37,000 4,000 Cite ??????????????Name:______Date:______

Where Do You Stand? Slavery

1. Define Slavery.

______

2. Define the 3/5 Compromise. ______

3. How does the image below relate to slavery?

Unknown. (1788?). Stowage of the British slave ship Brookes under the regulated slave trade act of 1788. Library of Congress: Prints & Photographs 4. Why might a state government support slavery? ______

5. Why might a state want to abolish slavery? ______

6. How might the problem of slavery be resolved? ______

Where does your delegate stand?

______(Cite????) Name:______Date:______

Where Do You Stand? Federal System of Government

1. Define: a. Federal System

______

b. National Government

______

c. State Government

______d. Shared Powers ______

2. Why might a delegate want more power given to a state government? ______

3. Why might a delegate want more power given to the federal government?

______

4. Using your textbook, complete the Venn diagram in bullet form.

5. How could the problem of states’ rights vs. strong national government be resolved? ______Where does your delegate stand?

______ReviewImportant Delegates Constitutional Convention Name State Job during Characteristic of What the student turns in Convention Student Simulation Roger Sherman CT Presents the  Good researcher Informational speech on Great  Able to discern the the Great Compromise Compromise main points Oliver Ellsworth CT Presents a speech  Smaller role Persuasive speech on why on why the slave  Good researcher the slave trade should be trade should be since the delegate stopped stopped is more obscure John Dickinson DE Proposing the 3/5  Good researcher Informational report on Compromise  Able to discern the the 3/5 Compromise main points George Read DE Presents a speech  Smaller role Persuasive speech on the in favor of a  Good researcher need for a strong national strong national since the delegate government government is more obscure Abraham GA Presents a speech  Smaller role Persuasive speech in favor Baldwin in favor of the  Good researcher of the Virginia Plan Virginia Plan since the delegate is more obscure Nathaniel MA Presents a speech  Smaller role Persuasive speech on the Gorham in favor of a  Good researcher need for a strong national strong national since the delegate government government is more obscure Elbridge Gerry MA Presents a speech  Smaller role Persuasive speech on why in favor of ending  Good researcher the slave trade should be the African slave since the delegate stopped trade is more obscure Luther Martin MD Presents a speech  Passionate delegate Persuasive speech in favor in favor of more with a strong voice a state’s rights states’ rights  Smaller role  Good researcher since the delegate is more obscure Daniel Carroll MD Presents a speech  Smaller role Persuasive speech on the in favor of a  Good researcher need for a strong national strong national since the delegate government government is more obscure

Hugh NC Presents a speech  Smaller role Persuasive speech in favor Williamson in favor of  Good researcher of counting slaves in terms counting slaves in since the delegate of representation terms of is more obscure representation  Able to see all sides of an issue in historical context John Langdon NH Presents a speech  Smaller role Persuasive speech on the in favor of the  Good researcher merits of the New Jersey New Jersey Plan since the delegate Plan is more obscure William NJ Presents the New  Good researcher Informational speech on Patterson Jersey Plan  Able to discern the the New Jersey Plan main points William NJ Presents a speech  Smaller role Persuasive speech on the Livingston in favor of the  Good researcher merits of the New Jersey New Jersey Plan since the delegate Plan is more obscure Alexander NY Presents a speech  Passionate delegate Informational and Hamilton against the need who is a strong persuasive speech that Review for a separate Bill speaker outlines why he believed a of Rights to be  Articulate student Bill of Rights was not added to the  Goes by the letter necessary Constitution of the law

Benjamin PA  Presents a  Good role for a  The brief introduction Franklin brief student who is as to the purpose of introduction to independent and the convention the works well alone  Creates a timeline of convention  May be good for daily events at the  Concludes the ESOL or special convention, so he can convention education students keep himself up-to- with a quote date (see script) Gouverneur PA  Sits with  Organized Persuasive speech on an Morris George  Good at adlibbing issue being discussed Washington  Opinionated  Takes notes  Well versed on all  Chimes in of the issues at the when he has convention an opinion about any issue

James Wilson PA Speaks in favor of  Smaller role Persuasive speech on why the 3/5  Good researcher they should use the 3/5 Compromise since the delegate compromise is more obscure  Able to see all sides of an issue in historical context John Rutledege SC Speaks in favor of  Passionate speaker Persuasive speech in favor keeping the  Strongly opposes of keeping the African African slave shutting down the slave trade trade slave trade  Able to see all sides of an issue in historical context Charles SC Speaks in favor of  Passionate speaker Persuasive speech in favor Pinckney keeping the  Opposes shutting of keeping the African African slave down the slave slave trade trade trade  Able to see all sides of an issue in historical context James VA Speaks for a  Passionate delegate Informational and Madison separate Bill of who is a strong persuasive speech that Check???? Rights to be speaker outlines why he believed a added to the  Articulate student Bill of Rights was Constitution  Very influential necessary

George VA  Presides over  A good leader Presentation for the Washington the  A student who keep delegates of the convention things moving and convention about  Encapsulates be serious about “Robert’s Rules of Order”. some of the keeping things on This is the protocol for the arguments track running of the convention. before the  Strong student who vote can help others while they are preparing their speeches Edmund VA Presents the VA  Good researcher Informational speech on Randolph Plan  Able to discern the the Virginia Plan main points George Mason VA Presents a  Smaller role Persuasive speech in favor Check persuasive  Easy person to of the Virginia Plan speech in favor of research the Virginia Plan Jacob Broom DE Presents the  Smaller role Informational speech compromise on  Good researcher outlining the compromise slave trade since the delegate on slave trade is more obscure  Able to discern the main points Nicholas Gilman NH Presents a Smaller role Persuasive speech in favor persuasive Good researcher since of ending the slave trade speech in favor of the delegate is more ending the slave obscure. trade

Extras

Name State What His Role Could Be What They What they turn Research In Robert Yates NY Left the convention early due to States rights’ An informational disagreements. He believed that vs. strong essay on states’ the states are sovereign and did national rights vs. strong not want their power to be government national overrun by the national government government. Could make a statement in disgust and storm out of the convention during the debate on the power of the federal government vs. the states’. John NY Left the convention early due to States rights’ An informational Lansing, Jr disagreements. He believed that vs. strong essay on states’ the states are sovereign and did national rights vs. strong not want their power to be government national overrun by the national government government. Could make a statement in disgust and storm out of the convention during the debate on the power of the federal government vs. the states’.

Pierce Butler SC Contradicts himself because he States rights’ An short had a strong sense of vs. strong informational nationalism, but believed that the national piece on states’ states were independent and government rights and one sovereign. Identify places in on strong script where he can interject national these contradictory statements government with clarification from the teacher. Language of Persuasion

Language is the basis of argument and persuasion. It shapes our thoughts and influences our beliefs and actions. Some of the ways language can be used to persuade and manipulate are listed below.

Word Choice A. Words have both literal and emotional meanings. The emotional meaning of a word is its “connotation.” For instance, while clever and cunning both describe a person as skillful and talented, most people would prefer to be called clever, because cunning also implies a crafty slyness. Words used in this way are said to be “loaded”; they are loaded with extra meaning.

B. Euphemisms, words that make things seem better than they are, use connotation. Youthful offender is a euphemism. Other examples include air support instead of checked on a regular basis.

C. Powerful words make an impact. For instance, rigidly maintained instead of checked on a regular basis.

Figurative Language Metaphors, similes, and analogies compare one thing to another often in startling or unusual ways to gain the attention of sympathy of the audience. “That salesman sounds like a TV evangelist: you have to have a lot of faith to believe anything he says!”

Sentence Patterns Certain sentence patterns – for example, repetition of a key word or phrase – can fire the emotions in either a positive or a negative way.

Imitative Language Patterns A writer or speaker may use language patterns familiar form other respected sources, such as the Constitution, Declaration of Independence, or the Bible, to evoke similar emotional responses.

Concrete and Abstract Images Stereotypes and generalizations are sometimes used to influence listens. “He was a poor struggling graduate student”, is an example.

Quotes, Anecdotes To grab the attention of the audience, speakers often use an anecdote or quite linked to the topic. Quotes also provide closure and summation to a speech.

Compiled from: Hirschberg, S. (1990). “Strategies of Argument”. New York: Macmillan, pp 191-212 Sanford, J.A. (1993) “Connections: A Multicultural Reader for Writers”. Mountain View CA: Mayfield, p. 408.

Cite???????

Hamburger Model of Persuasive Writing

Introduction (State your opinion.)

Elaboration Elaboration Elaboration

Reasons Reasons Reasons

Elaboration Elaboration Elaboration

Conclusion Preparing for the Debate: Powerful and Persuasive Words

List powerful words to describe your topic- For example, a scientific study could be described as imperative to humankind, exploratory, experimental, frivolous, or wasteful. If your topic is a controversial one, you may describe it as necessary or repulsive, depending on the point of view. Find the words for your topic that will catch the audience’s attention.

1. ______

2. ______

3. ______

4. ______

5. ______

Once you have described your topic, you must convince the reader to agree with your point of view. Depending on the argument you choose to make, a certain action could save lives, threaten freedom, make somebody rich, or cause pain.

List ten words or phrases that will convince the audience you are right in your opinion about your topic.

1. ______6. ______

2. ______7. ______

3. ______8. ______

4. ______9. ______

5. ______10. ______

Adapted from Prewriting to Publishing, J. Weston Walch, Publisher. 1992 Name ______

Persuasive Writing Speech Planning Sheet/Pre-writing

Person ______Topic ______

Opening (state the topic you are debating and your position on it): ______

First point/opinion: ______

Second point/opinion: ______

Third point/opinion: ______

Conclusion (encapsulate your main point): ______

Persuasive techniques to use during your speech: ______

Primary sources you can use: ______

Quotes from your actual person: CITE?????? Name ______

Informational Writing Speech Planning Sheet/Pre-writing

Person ______Topic ______

Opening (state the issue you are discussing): ______

First point/opinion: ______

Second point/opinion: ______

Third point/opinion: ______

Conclusion (encapsulate your main point): ______

Primary sources you can use: ______

Quotes from your actual person: ______Name ______

Research Matrix

Person State Party What issues did he think were (Federalis important? t or Anti- Federalist)

Internet Resources Constitutional Convention http://teachingamericanhistory.org/convention/ The Teaching American History Website gives some background information about the Constitutional Convention. There are some helpful resources to complete some of the projects. http://memory.loc.gov/ammem/collections/continental/ The LOC has many helpful primary sources from the Constitutional Convention. http://www.archives.gov/national-archives-experience/charters/constitution.html This websites includes some information on the Constitution. There is a list of facts and delegates. http://bensguide.gpo.gov/6-8/documents/constitution/background.html This website provides background on some of the issues that were debated at the convention. http://www.constitutioncenter.org/ This website gives some background information about the Constitutional Convention. There are some helpful resources to complete some of the projects. http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/presidents/madison/father_1 Highlights of James Madison’s contribution to the Constitution Oral Communication Rubric Delegate from the Constitutional Convention

Student Name: ______

Student Teacher CATEGORY 4 3 2 1 Grade Grade Information All information Most Most Information had presented in the information information several speech was presented in presented in inaccuracies clear, accurate the speech the speech OR was usually and thorough. was clear, was clear and not clear. accurate and accurate, but thorough. was not usually thorough. Presentation Student Student Student Student had a Style consistently usually used sometimes presentation used gestures, gestures, eye used gestures, style that did eye contact, contact, tone eye contact, not keep the tone of voice of voice and a tone of voice attention of the and a level of level of and a level of audience. enthusiasm in a enthusiasm in enthusiasm in way that kept a way that a way that the attention of kept the kept the the audience. attention of attention of the audience. the audience. Delivery Student speaks Student Student Student does loudly, clearly, speaks loudly, speaks loudly, not speak and slowly clearly, and clearly, and loudly, clearly, during the slowly during slowly during and slowly entire speech. the most of the some during the the speech. speech. Or speech. Or one of the two of the above above elements is elements is missing. missing. Understanding The student The student The student The student did of Topic clearly clearly seemed to not show an understood the understood understand adequate topic in-depth the topic in- the main understanding and presented depth and points of the of the topic. their information presented topic and forcefully and their presented convincingly. information those with with ease. ease.

Persuasive Writing Delegate from the Constitutional Convention

Student Teacher CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards 1 - Below Standards Score Score Opening  Names the topic of the  Names the topic of the  Outlines some or all of the main  The opening does not Statement essay essay points to be discussed at the name the topic  Outlines all of the  Outlines some of Constitutional Convention  Does not preview delegate’s main opinion delegate’s main opinion  Does not name the topic what delegates main from the Constitutional from the Constitutional opinion will be Convention Convention discussed First  Includes 2 or more pieces  Includes 2 pieces of  Includes 2 pieces of elaboration  Includes 1 piece of Paragraph of elaboration that elaboration that supports that supports the delegate’s elaboration that supports the delegate’s the delegate’s reason reason supports the reason  Good elaboration  Sufficient elaboration delegate’s reason  Strong elaboration  Weak elaboration

Second  Includes 2 or more pieces  Includes 2 pieces of  Includes 2 pieces of elaboration  Includes 1 piece of Paragraph of elaboration that elaboration that supports that supports the delegate’s elaboration that supports the delegate’s the delegate’s reason reason supports the reason  Good elaboration  Sufficient elaboration delegate’s reason  Strong elaboration  Weak elaboration Third  Includes 2 or more pieces  Includes 2 pieces of  Includes 2 pieces of elaboration  Includes 1 piece of Paragraph of elaboration that elaboration that supports that supports the delegate’s elaboration that supports the delegate’s the delegate’s reason reason supports the reason  Good elaboration  Sufficient elaboration delegate’s reason  Strong elaboration  Weak elaboration

Closing  The conclusion is strong  The conclusion is  The author's position is restated  There is no conclusion Paragraph and leaves the reader recognizable. The author's within the closing paragraph, - the paper just ends. solidly understanding the position is restated within but not near the beginning. writer's position. the first two sentences of  The author’s position is restated  Effective restatement of the closing paragraph. within the closing paragraph. the position statement begins the closing paragraph. Evidence  All of the evidence and  Most of the evidence and  At least one of the pieces of  Evidence and and examples are specific, examples are specific, evidence and examples is examples are NOT Examples relevant and explanations relevant and explanations relevant and has an explanation relevant AND/OR are are given that show how are given that show how that shows how that piece of not explained. each piece of evidence each piece of evidence evidence supports the author's supports the author's supports the author's position. position. position. Grammar  Author makes no errors in  Author makes 1-2 errors in  Author makes 3-4 errors in  Author makes more & Spelling grammar or spelling that grammar or spelling that grammar or spelling that than 4 errors in distract the reader from distract the reader from distract the reader from the grammar or spelling the content. the content. content. that distract the reader from the content. Persuasive  Uses strong multiple  Uses some strong  Uses examples of persuasive  Uses no examples of Language example of persuasive examples of persuasive language strong examples of language language  Found in some paragraphs persuasive language  Found in every paragraph  Found in most paragraphs

Teacher Comments Informational Writing Delegate from the Constitutional Convention

Teacher Student CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards 1 - Below Standards Score Score Opening  Names the topic  Names the topic  Outlines some of the  The opening Statement of the essay of the essay facts or main ideas does not  Outlines all of the  Outlines most of regarding the topic name the facts or main the facts or main  Does not name the topic ideas regarding ideas regarding topic  Does not the topic the topic preview the facts or main ideas regarding the topic First  Includes 2 or  Includes 2 pieces  Includes 2 pieces of  Includes 1 Paragraph more pieces of of elaboration elaboration that piece of elaboration that that supports somewhat supports elaboration supports the facts or main the facts or main that supports facts or main ideas of the ideas of the paragraph the facts or ideas of the paragraph  Sufficient elaboration main ideas of paragraph  Good elaboration the  Strong paragraph elaboration  Weak elaboration Second  Includes 2 or  Includes 2 pieces  Includes 2 pieces of  Includes 1 Paragraph more pieces of of elaboration elaboration that piece of elaboration that that supports supports the facts or elaboration supports the facts or main main ideas of the that supports facts or main ideas of the paragraph the facts or ideas of the paragraph  Sufficient elaboration main ideas of paragraph.  Good elaboration the  Strong paragraph elaboration  Weak elaboration Third  Includes 2 or  Includes 2 pieces  Includes 2 pieces of  Includes 1 Paragraph more pieces of of elaboration elaboration that piece of elaboration that that supports supports the facts or elaboration supports the facts or main main ideas of the that supports facts or main ideas of the paragraph the ideas of the paragraph  Sufficient elaboration delegate’s paragraph  Good elaboration reason  Strong  Weak elaboration elaboration Closing  The conclusion is  The conclusion is  The author's position is  There is no Paragraph strong and leaves recognizable. The restated within the conclusion - the the reader solidly author's position is closing paragraph, but paper just ends. understanding the restated within the not near the beginning. writer's position. first two sentences  The author’s position is  Effective of the closing restated within the restatement of the paragraph. closing paragraph. position statement begins the closing paragraph Evidence  All of the  Most of the  At least one of the  Evidence and and evidence and evidence and pieces of evidence examples are Examples examples are examples are and examples is NOT relevant specific, relevant specific, relevant relevant and has an AND/OR are and explanations and explanations explanation that not are given that are given that shows how that piece explained. show how each show how each of evidence supports piece of evidence piece of evidence the author's position. supports the supports the author's position. author's position. Grammar  Author makes no  Author makes 1-2  Author makes 3-4  Author makes & Spelling errors in errors in errors in grammar or more than 4 grammar or grammar or spelling that distracts errors in spelling that spelling that the reader from the grammar or distracts the distracts the content. spelling that reader from the reader from the distracts the content. content. reader from the content.

Teacher Comments Constitutional Convention Timeline Benjamin Franklin

Since Benjamin Franklin is so old during the Convention, he has decided to take detailed timeline. Here are some tips for how to make a good timeline:  Be consistent with organization  Include a title  Be neat and creative  Be sure to use the technology from the new millennium (i.e. internet, MS Word, MS Publisher etc.  Use Clipart sparingly Student Teacher CATEGORY 4 3 2 1 Score Score

Content/Facts  Facts were accurate for all  Facts were accurate for  Facts were accurate for most  Facts were often events reported on the almost all events reported on (~75%) of the events inaccurate for events timeline the timeline reported on the timeline reported on the timeline

Dates  An accurate, complete date  An accurate, complete date  An accurate date has been  Dates are inaccurate has been included for each has been included for almost included for almost every and/or missing for several event. every event. event. events

Time Use  Classroom time was used  Classroom time was used to  Classroom time was used to  Student did not use to work on the project work on the project the work on the project the classroom time to work on  Conversations were not majority of the time majority of the time the project and/or was disruptive and focused on  Conversations were not  Conversations often were highly disruptive. the work disruptive and focused on the disruptive or did not focus on work the work. Primary Sources  8-10 Primary Sources  6-7 events  5 events The timeline contained fewer  All related to the  All related to the Constitutional  All related to the than 5 events. Constitutional Convention Convention Constitutional Convention

Readability  The overall appearance of  The overall appearance of the  The timeline is relatively  The timeline is difficult to the timeline is pleasing and timeline is somewhat pleasing readable. read. Be sure that your easy to read. and easy to read. product is typed.

REDO…Review……….. Presentation George Washington

Student Teacher CATEGORY 4 3 2 1 Score Score Preparedness  Well Prepared  Prepared  Somewhat prepared  Student does not  Has obviously rehearsed  Needed a couple more  Clear that rehearsal was lacking seem at all prepared rehearsals to present

Content  Shows a full understanding  Shows a good understanding of  Shows a good understanding of  Does not seem to of debate debate debate understand the debate

Enthusiasm  Facial expressions and  Facial expressions and body  Facial expressions and body  Very little use of body language generate a language sometimes generate a language are used to try to facial expressions or strong interest strong interest generate enthusiasm, but seem body language  Enthusiasm about the  Enthusiasm about the topic in somewhat faked  Did not generate topic in others others much interest in topic being presented Posture and Eye  Stands up straight, looks  Stands up straight and  Sometimes stands up straight  Slouches Contact relaxed and confident establishes eye contact with  Establishes eye contact  Does not look at  Establishes eye contact everyone in the room during the people during the with everyone in the room presentation presentation during the presentation.

Creativity of  Ideas presented in  Ideas presented in organized,  Ideas presented in organized,  Ideas presented in Presentation organized, very creative creative way somewhat creative way very bland way way