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• W198175568 abstract "The fifth graders were ready for my grand entrance. Dressed in a borrowed colonial outfit, I was playing George Washington and welcoming my granddaughter's class to their Convention. Thanks to the work of a very competent fifth grade teacher, the class was well prepared to deliberate whether each state should retain one vote as it had under the Articles of Confederation, or whether states with more people should have more votes. I did not need to explain the issue to the class. They were eager to give their speeches and engage in heated discussions. As I listened to the reasons why it was not fair for Virginia, Pennsylvania, and New York to have as many votes as the rest of the country combined, my mind traveled back some thirty years to my daughter's and my son's fifth grade classes, where similar discussions took place. I remember when, at his convention, my son argued that states should not be allowed to quit the country, for it would be the same as if his friend, David, quit their clubhouse and took the building with him. (1) Although the founding fathers would not have made this exact statement, it was a great indicator to me as a teacher. It showed that my son was imagining himself in the role of an advocate for federalism, and this emotional involvement meant that he was more likely to remember the historical material. It also suggested that he was imagining that he might, with his peers, engage thoughtfully in the civic challenges that would face his own generation. I do not recommend that every middle school teacher try to replicate the debates that resulted in the creation of our current Constitution. My unit of study on the Constitution was designed for high school students, (2) but I would like to use the example of middle school students helping to create the fundamental law of the land to make a few points about planning this and other units of study. I want to do this because my success with this unit and those based on similar principles of curriculum development helped me survive 47 years in the classroom and live to enjoy all of them. Four Steps Let me begin by explaining the pedagogical core of my Constitution unit of study. It incorporates a sequence of activities that give essential structure to the units. The first informs students about the background and context of the event to be studied; the second challenges students to decide what action should be taken; the third teaches them what actually happened; and the fourth directs them to assess the actual results. This assessment may require students to determine the underlying cause of an event (such as the Civil War), analyze the motives of the actual decision-makers (the Constitutional Convention), or evaluate the wisdom of the decision (dropping the bomb on Hiroshima.) While my granddaughter's class was taught a few things about the Articles of Confederation and the problems the United States experienced during the that critical era, high school students were introduced to a far more sophisticated version of the Constitutional Convention unit. In addition to the question of fair representation, the older students must decide how power should be divided between the national and state governments; whether a system of checks and balances is needed; what should be done about slavery and the slave trade; and what personal rights, if any, need to be protected. Students assigned to take on the roles of the 23 most important founding fathers are provided with brief biographies and excerpts from the debates at the Convention so they can faithfully argue their founder's position on each of these five issues. Invariably, passion and intensity fills the classroom as students give speeches, debate, caucus, compromise, and finally vote to resolve the issues set before them. After the Convention simulation, students are ready to learn what actually happened in Philadelphia in 1787. …" @default.
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• W198175568 title "What Having Students Write the Constitution Taught Me" @default.
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