Constitution+2010

Students will go through the process of writing a classroom constitution and then compare their process to that followed by the framers of the U.S. Constitution. ** Enduring Understanding: ** · Students will understand the need for law and the difficulties encountered in writing constitutions. ** Essential Questions: ** · Why do we need laws? · How is the idea of compromise important in the writing of constitutions? · What are the purposes and roles of government? = **Days 1-3** = Scenario You are on a field trip and the spaceship ends up ... You are surrounded by hostile forces...but have a buffer...
 * Summary: **

What are the first 5 things you must decide for the short term... And 5 for the long term...  What decisions are the most important...star the most important

In group narrow to three for each of the categories in the Preamble In new group work on preso for two for each of the categories in the Preamble 1. Justice //**(establishing justice)**// 2. Peace //**(insuring domestic tranquility)**// 3. Defense //**(providing for the common defense)**// 4. Welfare **//(promoting the general welfare)//** 5. Freedom //(//**//securing the blessing of liberty to ourselves//**//)// 6. Future //**(securing the blessing of liberty to our posterity)**// (Hints) How will you make sure that anyone who feels unfairly treated will have a place to air complaints? //**(establishing justice)**// How will you make sure that people can have peace and quiet? //**(insuring domestic tranquility)**// How will you make sure that group members will help if outsiders arrive who threaten your group? //**(providing for the common defense)**// How will you make sure that the improvements you make on the island //(such as shelters, fireplaces and the like) will be used fairly?// **//(promoting the general welfare)//** How will you make sure that group members will be free to do what they want as long as it doesn't hurt anyone else? //(//**//securing the blessing of liberty to ourselves//**//)// How will you make sure that the rules and organizations you develop protect future generations? //**(securing the blessing of liberty to our posterity)**//

=**DAY 4**= Discussion of the EQ’s based on experiences…connect to FF’s experiences
 * In-Class**

What was the most difficult part about making the rules? Do we need rules? Why do we need rules? How is the idea of compromise important in the writing of your rules? What are the purposes and roles of government?

Is there an area in your life that needs a law? What would it be? Based on your experience, what difficulties do you think the founding fathers had when they go together to write the Constitution? Based on your decisions, what do you think are the six core areas of life that the founding fathers decided to make rules about in the Constitution?

Write a story describing how your experience creating and writing the rules for your new civilization was similar or different to the writers of the United States Constitution. For the first part of your story focus on #2-8. The second part of your story should focus on how the rules you made were similar or different to United States Constitution. For the second part of the story you should focus on #8-13. To receive credit for the story you must hand in the pre-write chart below, include historical data for each point that you make, and include a thesis statement in your introduction. Each story must be unique to you!

Your story will be posted on your blog as a **new page**. Your post should have a paragraph introducing the scenario and process you went through, body paragraphs with the similarities and differences, and a conclusion that makes a connection to today and the future. ***No spell check=no post***

1-Introduction 2-Delegates to the Constitutional Convention 3-The Work Begins 4-**Writing the Constitution** 5-The Great Compromise 6-Signing the Constitution 7-Ratifying the Constitution 8-Bill of Rights 9-Powers of the Federal Government 10-The Three Branches of Government 11-Checks and Balances 12-Amendments 13-Women - The Right to Vote

//**__ Your Experience Writing the Rules __**// //__[] __// Similar- 1 2  3  Different 1 2  3

//**__ Similarities and differences of the Rules __**// //**__ [] __**// Similar 1 2  3  Different 1 2  3

Topic sentence--the similarity or difference Historical fact Historical fact explained Your personal fact Your personal fact explained Conclusion-and prediction-what difference did the similarity or difference make? or why did it happen?
 * You need four body paragraphs. Two on the experience writing the rules, and two on the rules**

While researching how the United States Constitution was written I noticed one of the similarities between the process the writers went through to write the Constitution, and the process my group went through to create our set of rules was the use of representatives to write the rules. The Constitution was written by delegates from 12 of the 13 states. Each delegate was chosen by the members of the states to make the rules for them. Our group represented just four delegates from our class. We were making rules for the rest of the group that survived the crash. Just like when they wrote the original constitution, it would have been too difficult to have all the members present to create the rules and would have taken too long.

1-Each group(RBS6) will be given one Article from the Constitutionand pre-selected Sections from the Article.
 * DAY 5-8**
 * Does the Constitution really make a difference in your life?**(RBS6)

2-Read the actual words from the Constitution for the Article and sections that you were given. Do you understand it? Can you tell the class what the rule in your section are? As a group, discuss the section. As a group, come to a consensus as to what the section means. Everyone in the group should be able to tell the class what the law in in their section. When each person can do that...then move on. Seriously...don't move on until EVERY group member can describe the laws in your section.

3-Which part of the Preamble does your article fit?
 * 1. Justice //**(establishing justice)**//
 * 2. Peace //**(insuring domestic tranquility)**//
 * 3. Defense //**(providing for the common defense)**//
 * 4. Welfare **//(promoting the general welfare)//**
 * 5. Freedom //(//**//securing the blessing of liberty to ourselves//**//)//
 * 6. Future //**(securing the blessing of liberty to our posterity)**//

4-Create an analogy for your Article and each Section (RBS1) (blank) is to (blank) as (blank) is to (blank) OR for movie purposes...state the law and then "That's just like when..."

5-Summarize each Section by answering the following questions(RBS2):
 * What is the problem in society that the Section tries to remedy? and what weakness from the Articles of Confederation does it address?
 * What is the solution?
 * What could happen to the States or the Country without this solution?
 * How does this solution directly impact your life?

6-Now it's time to start writing your lines. Write a script that tells the story of your Article and Sections. If will include sections in which your group members are talking back and forth to one another, and sections in which you are narrating over images. Complete a storyboard to help keep you organized. Make sure that you have the information from above in your script:
 * the actual words
 * your explaination
 * what section of the Preamble
 * analogy(last)
 * summarization(4 questions)

7-Select at least five images per section and include where they will be located in your script(RBS5)

8-Give a quiz to 10 people asking them if they know the law that is stated in your Section(RBS4)

9-Pizza party for all who finish by due date(RBS3)

Watch Movies
 * Day 9**-

[|One] Two