James Madison

WebQuest THE NOBLE EXPERIMENT

BIRTH OF A NATION

Gorton, HS

Ken Trank

Tom Driscoll

Introduction:

Picture yourself driving to New Jersey from New York and you stop to buy gas and your money isn’t accepted. You’re told to pay in gold or silver and you must pay a tax since you are from another state. Sounds crazy doesn’t it!!? Now let’s go back in time between July 4 1776 and February1789. And this was the norm in Revolutionary America and the Republics formative years. This was a period of conflicting opinions about the future of the country. Some people thought changes were badly needed, while others believed that the nation was doing well and that things should remain as they were. .Your job will be to investigate this era of our history and discover what major problems were that faced the nation and what policies were developed to deal with them.

Task

If the USA was a patient, it was in danger of flat lining! Who would provide the CPR, Federalists or Anti Federalists?! You will be a delegate at the Constitutional Convention and will be charged with finding a cure for the nation’s ills. Are you up to the task? The future of America will be dependent upon the form of government you choose. Now join Hamilton, Madison, Henry, Washington, Franklin et al in the Pantheon of demigods who created the blue print for democracy. You will create a compare and contrast worksheet presenting the different view points. This will prepare you for your Constitutional Convention in your classroom and the ensuing verbal sparring. Good luck on your noble journey!

Process:

You will each be assigned to a study group. Each person and group will gather data from the resources listed below. You will gather the facts, opinions, events, and anything from primary and secondary sources. Research the view points of the major players, both Federalist and Anti-Federalist and create a chart that compares and contrasts their positions on remedies to” fix” government. Charts should be clearly labeled, legible, and aesthetically pleasing, These charts will be displayed and evaluated on historical accuracy. Each individual will complete an American History Public Policy Analyst Worksheet daily. Students will be divided into two groups mirroring the composition of the Constitutional Convention. The two groups will then face off an attempt through lively thirty minute (30) debate to create a positive prognosis for the floundering republic. Included in the debate will be opening statements, Q&A and summations.

Refer to the rubrics for specific details.

Complete the four step American Public Policy Analyst Worksheets as a basis of the research for your chart and debate. Below are the hyperlinks:

• Identify Problem
• Gather the Evidence
• Determine Causes
• Evaluate the Policy

Resources:

Use internet and handouts to complete your information

The Constitution Society

The Report of the Annapolis Conference

Arguments for and against the Constitution

Ratifications Positions

Federalist vs. Anti-Federalist-A Video

Kid Info: Historical documents

Documents from the Constitutional Convention

Famous Quotes from the Founding Fathers

Copy of US Constitution

Copy of Articles of Confederation

Copy of Declaration of Independence

.

Hand out: The Ratification Debates”, by James Carroll, assisted by Douglas Challenger

Evaluation: See rubrics below for the chart and debate

Compare and Contrast Chart

CATEGORY	4	3	2	1
Points of Comparison	All points of comparison are relevant, compelling, and significant; these points of comparison are likely to lead to an excellent essay.	Almost all points of comparison are relevant and significant; these points of comparison are likely to lead to a very good essay.	Points of comparison may be superficial, simple, and/or obvious; these points of comparison are not likely to lead to a good essay.	Points of comparison are obvious and/or missing; these points of comparison are likely to lead to an inadequate essay.
Accuracy: Work #1	Each block contains at least six or more accurate and relevant details; the relevance of each detail to the point of comparison is clearly explained.	Each block contains four to five accurate and relevant details; the relevance of each detail to the point of comparison is reasonably clear.	Each block contains two to three accurate and relevant details; the relevance of each detail to the point of comparison may be unclear or unexplained.	Each block contains one accurate detail or may be left blank; the relevance of this detail to the point of comparison is unclear or unstated.
Accuracy: Work #2	Each block contains at least six or more accurate and relevant details; the relevance of each detail to the point of comparison is clearly explained.	Each block contains four to five accurate and relevant details; the relevance of each detail to the point of comparison is reasonably clear.	Each block contains two to three accurate and relevant details; the relevance of each detail to the point of comparison may be unclear or unexplained.	Each block contains one accurate detail or may be left blank; the relevance of this detail to the point of comparison is unclear or unstated.
Conclusions	The conclusions drawn from the comparison of the two works are insightful and are likely to lead to an excellent thesis statement.	The conclusions drawn from the comparison of the two works are somewhat insightful and are likely to lead to an adequate and interesting thesis.	The conclusions drawn from the comparison of the two works are superficial and obvious, and are not likely to lead to an effective thesis.	The conclusions drawn from the comparison of the two works are obvious or missing; thesis is likely to be unclear or unstated.

Class Debate: Federalists vs. Anti-Federalists

CATEGORY	4	3	2	1
Respect for Other Team	All statements, body language, and responses were respectful and were in appropriate language.	Statements and responses were respectful and used appropriate language, but once or twice body language was not.	Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark.	Statements, responses and/or body language were consistently not respectful.
Organization	All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.	Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.	All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.	Arguments were not clearly tied to an idea (premise).
Use of Facts/Statistics	Every major point was well supported with several relevant facts, statistics and/or examples.	Every major point was adequately supported with relevant facts, statistics and/or examples.	Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.	Every point was not supported.
Presentation Style	Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.	Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.	Team sometimes used gestures, eye contact, and tone of voice and a level of enthusiasm in a way that kept the attention of the audience.	One or more members of the team had a presentation style that did not keep the attention of the audience.
Understanding of Topic	The team clearly understood the topic in-depth and presented their information forcefully and convincingly.	The team clearly understood the topic in-depth and presented their information with ease.	The team seemed to understand the main points of the topic and presented those with ease.	The team did not show an adequate understanding of the topic.

Grading Policy

4= Excellent (90-100)

3=Good (80-89)

2= Satisfactory (70-79)

1= Needs improvement below 70(see teacher)

Conclusion: Congratulations you have walked in the “footsteps of giants”!! You have faced the same problems which perplexed Franklin, Adams, et al. and hopefully have created the same great nation that we are today. You have gained an appreciation of the complexities of the governmental process and the creation of a revolutionary form of government called Democracy. Thank you for becoming a problem solver, because that is what government is essentially!!! You can make a difference!!!

Standards Addressed

• Standard Area - Social Studies

§Standard - 1 - History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

§Standard - 4 - Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

§.

§Standard - 5 - Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

§how democratic principles have been used in resolving an issue or problem.

English Language Arts

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.