Computer Based Lesson Plan

Created by: Laura Cirillo-Boilard

Introduction

This unit plan titled "The Constitution" is designed to be used with the software Decisions, Decisions: The Constitution published by Tom Snyder Productions. Decisions is an interactive role-playing software package designed to help generate informed discussion and decision making in the classroom. The program can be used with one computer and a whole class, or with many computers in the classroom. After viewing the software, I recommend that one computer be used, and that four member cooperative learning teams rotate to different stations. Each station should be set up with a stimulating activity related to the Constitution.

This unit was created for a eighth grade social studies classroom and is designed to bring students face to face with the dilemmas, compromises, and struggles of writing the American Constitution.

To supplement the software there are an enormous amount of activities that can be used to enhance the unit. Included with the software is a teacher's guide, which offers several suggestions. The particular lesson plan I have chosen to supplement the software was taken from the Internet and was modified to meet my learning objectives.

Learning Objectives

The learner will be able to:

1. Summarize the role of delegates at the Constitutional Convention.
2. Identify ways conflicting values were resolved using compromises.
3. Apply techniques of summarization, writing, research, and cognitive skill to process data.

Along with your students' textbook and perhaps access to the Internet, I would recommend the following resources:

Sofware: Decisions, Decisions - The Constitution by Tom Snyder productions.

Kelly, Alfred H., et. al., The American Constitution: Its Origins and Development, W.W. Norton & Co., 1982.

Keller, Claire W., "Teaching about the Constitution," NCSS Bulletin No. 80, 1987.

To be most effective, this lesson plan should immediately follow use of the software.

Day 1

Assign the role of a key delegate to each student. Allow the class period time for research in the following areas regarding information about the delegates:

1. Age at the time of the Convention
2. Occupation, education and marital status
3. Member of the Continental Army, Yes/No?
4. Representative to the Continental Congress, Yes/No?
5. Signer of the Declaration of Independence, Articles of Confederation, Constitution, Yes/No?
6. Supporter of the Constitution, Yes/No?
7. Attitudes represented & other interesting highlights

Briefly summarize the report to the class (this may follow to day 2)

Day 2

Divide the delegates according to small states (Delaware, New Jersey, Maryland and Connecticut), large states (Massachusetts, North Carolina, Pennsylvania, and Virginia), and middle states (Georgia, New York, South Carolina). Ask that the delegates in each student group (small, medium, & large states) to decide their position on the following issues.

Once positions are established, require delegates to debate their opinions as members of the Constitutional Convention in 1787. Issues to be debated are

1. The Great Compromise
2. Industrial vs. Agrarian interests
3. State rights vs. Federalism
4. 3/5 compromise & Slavery
5. Balance of Power

Evaluation

Students will be evaluated on how well they understand the key dilemmas, struggles and compromises faced by the founding fathers of the American Constitution, as demonstrated through role-play. They will also be assessed on their ability to work well cooperatively.