Introduction
The Constutional Convention was one of the most important times for the new, independent United States. The Articles of Confederation had resulted in a central government that was too weak to function. Any state could veto, or prevent from being passed, a new law, leaving Congress a dysfunctional mess.
Realizing that the central government had to be stronger, some states called for a convention to amend, or change, the Articles of Confederation. But it quickly became clear, at Independence Hall, Philadelphia, in May 1787, that most of the delegates wanted a totally new system. Eventually, after much work and compromise through the whole summer, the delegates at the convention agreed on the Constitution.
Task
In this WebQuest, you are a delegate from North Carolina to the Constitutional Convention. You will write a letter to the North Carolina General Assembly explaining why you did - or did not - vote for the Constitution.
Your letter should have an introduction, at least three reasons (with supporting statements) why you think the Constitution is or is not a good idea, and a conclusion.
Process
Use the following resources, along with your textbook, to research the pros and cons of the Constitution.
Then, choose a side (yes to the Constitution or no to the Constitution) and write your letter. Remember, it should have an introduction, three reasons with supporting statements, and a conclusion.
Also remember, you are writing as one of the delegates to the Convention. The five North Carolina delegates were William Blount, Richard Spaight, Hugh Williamson, William Davie, and Alexander Martin. (Although all five ended up supporting the Constitution, you don't have to! Just choose a character and stick with it.)
RESOURCES
The Ratification of the Constitution, National Archives
The Constitutional Convention, usconstitution.net
Major Themes at the Constitutional Convention, teachingamericanhistory.org - If you choose to write against the constitution, pay special attention to #10!
Elbridge Gerry's Reasons for Not Signing the Federal Constitution, Library of Congress
Address to the People of New York by John Jay, Library of Congress
Other pages on these sites might also be helpful to you! Feel free to browse around to get information.
Evaluation
| Evaluation/Criteria | 4 | 3 | 2 | 1 |
| Writing Style |
Student uses clear and concise language with minimal grammar and usage errors |
Student uses vague language or commits several grammar and usage errors |
Student uses vague language and/or commits many grammar and usage errors |
Student uses vague language and commits many grammar and usage errors |
| Character |
Student convicingly stays in character as a delegate to the Constitutional Convention |
Student stays in character as a delegate to the Constitutional Convention with a few slips |
Student goes in and out of character as a delegate to the Constitutional Convention |
Student does not stay in character as a delegate to the Constitutional Convention at all |
| Organization | Exceeded the requirements by providing detailed supporting statements for 3 reasons to support or oppose Constitution | Met the requirements by providing an introduction, conclusion, and 3 reasons with supporting statements | Did not meet the requirements: provided reasons but failed to adequately support reasons with supporting statements | Did not meet the requirements by failing to provide reasons to support or oppose the Constitution |
Conclusion
Deciding whether or not to ratify the Constitution was a big decision for North Carolina. Ultimately, North Carolina, along with the 12 other colonies, did decide that the Constitution was an improvement over the Articles of Confederation. While the Constitution wasn't perfect, it was a big step up from the powerless Articles of Confederation.
Teacher Page
This WebQuest was made by Samuel Gilleran to fulfill requirements of MDSK 6162 at UNC-Charlotte.
It's designed to dovetail with North Carolina Essential Standards for Grade 8 Social Studies, specifically standards:
8.H.1.3: Use primary and secondary sources to interpret various historical perspectives.
8.H.2.3: Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
8.C&G.1: Analyze how democratic ideals shaped government in North Carolina and the United States. (especially objectives 2 and 3)
It also dovetails with the Common Core Literacy Standards in History/Social Studies, specifically strands:
CCSS.ELA-LITERACY.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.ELA-LITERACY.RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.