Activity Overview
This introductory activity will allow students the opportunity to understand the fundamental reasons for the Constutitional Convention of 1787 along with potential connections to the direction impact it has on our daily lives. Students will create a spider map that represents the essential background information about the Convention. Students are required to create five questions surrounding the Constitutional Convention using the 5Ws: "Who, What, When, Where, and Why".
Extended Activity
Students will create a T-Chart that reflects the formulation of another government in world history. Depending on the curriculum, students may compare the United States convention with another democracy. Teachers may ask students to create a T-Chart that compares the two governments or contrast the differences of both.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the Constitutional Convention: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
Lesson Plan Reference
- CCSS: RH.6-8.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
- CCSS: RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
This introductory activity will allow students the opportunity to understand the fundamental reasons for the Constutitional Convention of 1787 along with potential connections to the direction impact it has on our daily lives. Students will create a spider map that represents the essential background information about the Convention. Students are required to create five questions surrounding the Constitutional Convention using the 5Ws: "Who, What, When, Where, and Why".
Extended Activity
Students will create a T-Chart that reflects the formulation of another government in world history. Depending on the curriculum, students may compare the United States convention with another democracy. Teachers may ask students to create a T-Chart that compares the two governments or contrast the differences of both.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the Constitutional Convention: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
Lesson Plan Reference
- CCSS: RH.6-8.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
- CCSS: RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
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Constitutional Convention
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