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Delegates at the Constitutional Convention 1787
Randi Dorman
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The students will identify delegates of the Constitutional Convention in Philadelphia, 1787, through original character sketches written by William Leigh Pierce, a Georgia delegate at the Convention, that were published in the Savannah GeorgianNewspaper in 1828. Biographical reviews by Carol Berkin, author of A Brilliant Solution: Inventing the American Constitution, that were published in 2002 will also be examined. The students will share data of the major characteristics of the delegates in order to understand the similarities among the framers of the Constitution.
Internet access/computer printer
http://usconstitution.net/constframe.html
http://www.constitutioncenter.org/explore/FoundingsFathers/index.shtml
http://usconstitution.net/constframedata.html
http://www.enchantedlearning.com/books/us/constitution/
Paper bags
Art supplies/old magazines/various "junk" items
Shh! We're Writing the Constitution by Jean Fritz 1987 (Book)
Video: Shh! We're Writing the Constitution Weston Woods 1987
Dictionaries
Two 50 minute periods
2
How were delegates of the Constitution Convention similar to each other?
How did the similarities of the delegates influence the writing of the U. S. Constitution?
As students enter the room, provide different colored paper invitations from the State of Georgia to serve as a delegate to a convention in the State House in Philadelphia on May 14, 1787, for the purpose of revising the Articles of Confederation. The invitations should be colored coded so brainstorming groups are established within the classroom.
Areas in the classroom should denote the color of the invitation. Perhaps colored copies of the Constitution (We the people...) could be used to designate an area. Needs of the students should determine the members of the group. An example of a mini-poster can be found on the website: http://www.enchantedlearning.com/books/us/constitution/ .
1. Explain to the students that they are going back in history to 1787 as a delegate to
a convention that met in Philadelphia to revise the Articles of Confederation that
joined the colonies together loosely after the Revolutionary War.
2. Troup County School System has access to unitedstreaming videos. Contact the
school media specialist for group number and password. Using the website,
http://www.unitedstreaming.com/, select Shh! We're Writing the Constitution to view.
Recommended portions of the video to view are "The Sovereign States Need a
Government" (3:36), Delegates Gather at the Convention in Philadelphia (4:40) and
The Delegates Are Kept Busy that summer (2:48). The book can be purchased
from Penguin Putnam Books. After the viewing the video, create a discussion of
the time period and some of the delegates within the established brainstorming groups.
1. Using the primary source, character sketches by William Leigh Pierce, review
his character sketch of himself [http://usconstitution.net/constframe.html]. Explain
that Pierce was a Georgia delegate but had to leave the Convention due to business
and did not sign the Constitution. Next, compare Carol Berkin's biographical review
of Pierce [ http://www.constitutioncenter.org/explore/FoundingsFathers/index.shtml].
Allow time for the groups to discuss the information on Pierce. Ask the class to
identify important events or traits of his life such as a soldier in the Revolutionary War
and government service to the state of Georgia. Pierce is best known for the fifty-three
character sketches that he wrote about the delegates that were published after his
death.
2. Discussion of vocabulary should be addressed. Terms such as "educated for the Bar",
orator, classical education, integrity and others need to be clarified. Dictionaries
should be provided for the groups. A vocabulary chart could be set up for the class.
3. Assign or divide the delegates among the groups. State that each group member is
to select one delegate to research and retell the life of that person by using "artifacts"
or items placed in a history tote (paper bag) Provide art supplies, magazines,
computer graphics and other items that students may make an item that represents that
part of the life of the delegate. For example, Pierce's history tote (paper bag) could
show his writing ability as represented by a feather or quill pen, a cut-out outline of
Georgia as a government official of that state, paper money for his business ventures, a
portrait and a picture of the American flag for soldiery. There should be five or more
items in the history tote. Students can draw the item, find a picture, or supply an actual
object. As a group, the members can help each other with ideas as well as learning
similarities among the delegates.
The students should prepare for retelling the information on their delegates. Individual
student reports and/or partnerships will present information to the class on the next
class day. Groups should notice similarities among the delegates. Similar traits should
be listed in the classroom. Ask the students to think about how these traits might
influence the creation of the Constitution. Allow time for the class to discuss
possibilities.
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Constitution SUGGESTIONS FOR ARTIFACTS_LP2 Dorman
Constitution Invitation Delegates_LP2 Dorman
Constitution CHECKLIST ABOUT THE DELEGATE_LP2 Dorm