A More Perfect Union
At the conclusion of the Revolutionary War, the United States faced a number of challenges:
Letter to the States~A More Perfect Union (75 points)
· Background information will be gathered while viewing A More Perfect Union during class
and by searching web sites and locating information from other sources.
· Each student will work individually, taking into account the different aspects of his delegate's life and the world he lived in.
· You will meet with other delegates from your state or region to discuss the issues before you complete your Letter to the People. Use these questions to guide that discussion:
o What issues raised in the debate over the Constitution will have an impact on his state or region?
o What are the most important and least important issues to your state/region?
o Is your viewpoint shared by the other delegates from your state/region?
· To help guide your thinking, use the following questions to explore your
delegate's mind and what he might have been thinking after this historic event:
o What is the purpose of the Constitutional Convention?
o How has your delegate contributed to the Convention?
o What can you use from A More Perfect Union and seeing the portrayal of your delegate to make your letter more authentic?
Character Sketches(written by Georgia Delegate William Pierce)
Reading and Understanding Primary Sources, NARA version (adapted version on our Webpage).
You will also have the opportunity to do research in the Media Center and the Computer Labs.
Students: If you discover additional sites that have quality information, please share those sites with your teacher.
Content (60 points)
Explanation and discussion of the Constitution
reflects a clear understanding of the essential
ideas and concepts of the Constitution 20 points
Arguments for or against ratification are clear,
relevant, and well-developed, and fully represent
the views of the delegate 20 points
Historical information is accurate and includes
thorough explanations of the events surrounding
the Convention 20 points
Rough draft and bibliography clearly
demonstrate thorough research, and are attached 10 points
Appropriate use of Microsoft Word, spelling, grammar,
and length requirement met 5 points
We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere. Please retain the original author's name along with a link back to the original URL of this WebQuest: http://www.valpo.k12.in.us/site/Default.aspx?PageID=648 ~
If you do modify it, please contact me providing the new URL.
This lesson was developed to reflect eighth grade social studies curriculum requirements. Please see Indiana Standards listed below.
Indiana Social Studies Standards (2007):
8.1.4 Identify fundamental ideas in the Declaration of Independence (1776) and analyze the causes and effects of the Revolutionary War (1775–1783), including enactment of the Articles of Confederation and the Treaty of Paris.
8.1.5 Identify and explain key events leading to the creation of a strong union among the 13 original states and in the establishment of the United States as a federal republic. Example: The enactment of state constitutions, the Constitutional Convention, ratifying conventions of the American states, and debate by Federalists versus Anti-Federalists about approval or disapproval of the 1787 Constitution (1787–1788).
8.1.9 Describe the influence of individuals on social and political developments. Example: James Otis, Mercy Otis Warren, Samuel Adams, Thomas Paine, George Washington, John Adams, Abigail Adams, Patrick Henry,Thomas Jefferson, James Madison, Alexander Hamilton, and Benjamin Banneker.
8.1.27 Recognize historical perspective by identifying the historical context in which events unfolded and by avoiding evaluation of the
past solely in terms of present-day norms.
8.1.28 Identify, evaluate, and distinguish fact from opinion in a variety of information resources, differentiate between historical facts and interpretations, recognizing that the facts the historian reports reflect his or her judgment of what is most significant about the past.
8.1.29 Distinguish in historical narratives between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.
8.1.30 Form historical research questions and seek responses by analyzing primary resources — such as autobiographies, diaries, maps, photographs, letters, and government documents — and secondary resources, such as biographies and other nonfiction books and articles on the history of the United States.
8.1.31 Examine the causes of problems in the past and evaluate solutions chosen as well as possible alternative courses of actions. Consider the information available at the time, the interests of those affected by the decision, and the consequences of each course of action.
8.2.1 Identify and explain essential ideas of constitutional government, which are expressed in the founding documents of the United States,including the Virginia Declaration of Rights, the Declaration of Independence, the Virginia Statute for Religious Freedom, the Massachusetts Constitution of 1780, the Northwest Ordinance, the 1787 U.S. Constitution, the Bill of Rights, the Federalist and Anti-Federalist Papers… Example: The essential ideas include limited government, rule of law, due process of law, separated and shared powers, checks and balances, federalism, popular sovereignty, republicanism, representative government, and individual rights to life, liberty, property, freedom of conscience, and due process of law.