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Georgia delegates at the Constitutional Convention - LP4
Matthew Graham
Constitutional Ratification _Graham
Students will work in small groups to research one of the six delegates from Georgia who was elected by the Assembly to attend the Constitutional Convention. After researching their assigned delegate, the group will create a presentation to introduce their delegates to the class. Presentations may be made through power point, a poster, a skit, or any other idea pre-approved by the teacher. Although all six delegates are included in the project, the primary focus of the lesson will center around Abraham Baldwin and William Few, who were noted as being the most significant in the Georgia Performance Standards.
- Access to a computer lab or the teacher can provide information on each delegate in folders
- http://teachingamericanhistory.org/convention/delegates/
- http://www.cviog.uga.edu/Projects/gainfo/1787.htm
- http://www.army.mil/cmh-pg/books/RevWar/ss/baldwin.htm).
- Presentation Rubric
One or two 60 minute class periods
4
Why were Abraham Baldwin and William Few considered to be so important for Georgia at the Constitutional Convention of 1787?
- Get out all necessary materials (notebook, pencil/pen)
- Answer the following questions:
- Name current elected representatives (delegates) from Georgia.
- In what ways are we affected by the decisions they make?
- Write this statement about Abraham Baldwin on the board. It is taken from the U.S. Army website (http://www.army.mil/cmh-pg/books/RevWar/ss/baldwin.htm).
"His later political career was animated by the conviction that only a strong central government dedicated to promoting the welfare of the citizens of all the states could guarantee the fulfillment of the ideals and promises of the Revolution."
- How did this "conviction" of Abraham Baldwin affect the decisions he made while representing Georgia at the Constitutional Convention?
- How does his "conviction" affect you today?
- Anticipation Guide - Complete the "Before Lesson" column of the anticipation guide. (See linked file, Anticipation Guide.) When everyone has completed the activity, discuss the opinions of the students concerning the statements, but don't give the students the answers.
Students will access the following websites to research their assigned delegates (or checkout a folder for their delegate containing the information):
and
Next, students will make their presentations through a power point, a poster, a skit, or any other idea pre-approved by the teacher. (See linked file, Presentation Rubric.) This will most likely take place on the second day of the lesson.
- For homework (after all group presentations have been made), students will complete the "After Lesson" column of the anticipation guide and turn it in the following day.
"Ticket Out the Door!"
- In pairs, have the students come up with 3 major points from the lesson. Each pair should turn in one "ticket" with each of their names on it as they leave the classroom.
- Remind the students that they must have answered the essential question for the lesson within their 3 major points.
- If either partner in the pair have questions or are unsure about something from the lesson, they should note that topic or question on their "ticket."
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Presentation Rubric_LP4 Graham
Anticipation Guide LP4 YR2_Graham