Constitutional Convention

The Articles of Confederation were the United State’s first constitution that was drafted in 1776 and set in motion a year later. The Articles of Confederation also known as “The Aoc”, ran the US government successful through the time of the American Revolution. However, the Aoc didn’t permit the national government with the power to levy taxes or regulate commerce, as a result of that all efforts at national cohesion was disheartened. So during the summer of 1787 they decided to create the “Supreme law of the land”, The Constitution. The constitution did everything the Aoc couldn’t do, it established more laws and provided increased federal authority while protecting the basic rights of it’s citizens.

Raised at the Constitutional Convention and in the ratification debates, there were major questions about the organization of the executive branch. The delegates needed to resolve many questions to help achieve balance between a limited and an executive government. Some Framers imagined that it would be best if there were only one chief executive which would ultimately abolish there being any chance of conflict between two or more leaders whom had equal power. There were arguments that a single executive would be easier on Congress. Having a plural executive was also argued, saying that there would be a lesser chance for tyranny. An executive branch with one chief executive was agreed on for the United States. There were recommendations for

One of the first debates after the war was held at the Constitutional Convention. The Constitutional Convention was held in Philadelphia, May of 1787. The meetings discussed about the government under the Articles of Confederation. The convention started with Governor Edmund Randolph, also drafted by James Madison, suggested the Virginia Plan. The Virginia Plan was made to suggest a new form of government. The Virginia Plan discussed fifteen ideas. The bicameral legislature, which meant two houses of representatives would support both house by each states’ population. The branches would have all the power that Congress had. The branches would not do trading or tax, but rather collect tax and make and enforce laws. The big states were the ones

There are a great deal of different reasons behind the Founding Generations motivations to at the constitutional convention of 1787. All of the delegates came to talk with their own agenda for their state. Other historians say that they all was greedy (Roche 1967). John Roche believed that the delegates were mainly democrats (Roche 1967). He talks about how they built the framework for what democracy is today (Roche 1967). 12 states sent representatives to the constitutional convention and I choose three out of those. New Hampshire, New York, and Southern Carolina is the three I choose and they all played their part in the ratification of the constitution.

Most of the framers of the constitution either attended or graduated college, were involved in the American Revolution, and had already been involved in the government. The Constitutional Convention was a meeting held in Philadelphia between May and September of 1787. There, delegates discussed revisions to the United States Government. The Constitutional Convention was held in order to address the problems of the weak central government that existed under the Articles of Confederation. Many of the ideas that were written into the United States Constitution were influenced and based on many important factors. The Enlightenment, colonial grievances listed in the Declaration of Independence, and failures of the Articles of Confederation were major factors and influences of the United States Constitution.

During my first two days of my placement I got to observe a class role play of the constitutional convention. This allowed the students to think from the perspective of the individuals from the time period and thus led to students better understanding the constitutional convention. It was a real eye opener for me to see how my cooperating teacher created a lesson where students get to place themselves in the time period and serve an active role. The teacher observed and assisted the students, but the lesson was very student centered. Students were placed in groups, each group represented a different group such as farmers, white workers, enslaved African Americans, white women, and Native Americans. Each group had a figure that represented their

The last half of the 18th century was very important for the United States. During this era, the nation was founded following the Declaration of Independence and drafting and ratification of the Constitution a decade later. The 1787 constitutional convention and ratification debate was very important in the making of the US Constitution. The dynamics, antagonism, considerations, process and the eventual consensus regarding the Constitution can be explained by discrete theories in political discourses. However, there are theories that fit best within this historical context and help better explain the process of the constitutional convention and ratification. This paper will talk about pluralist theory as a theoretical perspective that best explains the workings of the 1787 constitutional convention and ratification debate, as opposed to power elite theory. This will be achieved by looking at the premises of pluralist theoretical perspective, and the workings of the 1787 constitutional convention and ratification and then show how pluralist theory best captures the workings.

I will also share with them some I have taken if some of the major points have not already been stated. I will then let them use the rest of class to research the other debate topics. Great work class. Now for the rest of class I want you to research the other topics that we will be debate. So research how states wanted to be represented in the new Constitution and how states wanted slaves to be represented. Each debate has two sides so make sure to get both sides of the argument.

There are a lot of delegates attended in this meeting, they are from many different states have met in the Pennsylvania State House in Philadelphia. The delegates voted for George Washington to preside the convention. By saying that the Constitutional Convention was convened on May 25, 1787 took place in Philadelphia. The Constitution Convention has a lot of different names, it also known as the Federal Convention, Grand Convention or the Federal Convention. Also, this Constitutional Convention was one of the most significant events in the history of the United States.

In May 1787, the Constitutional Convention was held in Philadelphia, Pennsylvania. It was called in 1786 to amend the Articles of Confederation. There were problems with it such as tax, commerce and foreign policy. Rebellion showed that the constitution and central government was too weak.

After my first debate coaching session, I was completely compelled by the natural talent that our students had. Not only could they eloquently beat us in the ‘UM’ game by more than four minutes, but their ability to synthesize information from our fact sheet on refugees and then come to a conclusion on how an inflow of refugees in a country will impact it economically blew me away. We knew that beginning our research on the refugee crisis would be most effective by using a fact sheet made by us, as Quintilian says that beginners should be given predigested material, and led down a track which they can follow without help (2.6). By reading lots of articles and gathering facts we found critical to developing a pro and con list, we were able

Historians for centuries have analyzed, researched, and examined historical documents and then made new connections with the historical information. They have gained technical skills to validate sources based on their historical knowledge of the content. Teachers have wanted to assess history students like an historian using Document Based Questions (DBQ) to identify if students are grasping the historical material. DBQ’s are a series of primary or secondary sources that are used to support and argument in answering the questions or writing an essay. I selected this curriculum because DBQ’s are becoming more and more common in history classes across America. My students really lack critical thinking, writing, and document analysis skills necessary to be successful. DBQ’s assist students with these skills so that they can think, write, and to analyze like an historian. A few years ago we started slowly integrating DBQ’s into our curriculum a few times a year. We started off with the basics or what are primary and secondary sources. Then they used the sources to answer higher level thinking questions. Next they took a position and defended it an argumentative historical paper. The students really struggled at first because it was a different way of comprehending the historical material. DBQ’s can be implemented at any time of the school year and benefit all academic classes, not just honors. They were used to memorizing the content and answering low level questions. After a

After reading through the assigned material I felt like I had been educated to a higher level of understanding human learning concepts. The attributes presented focused on four key concepts: investigation, analytical thinking, effective communication, and collaboration (Bethel University, 2013). I am using investigative skills in my discussion post by drawing my thoughts together with the information provided and coming to my own conclusions based on what I have learned. I can analyze information provided by classmates in their discussion posts to form my own conclusions and provide feedback. This type of communication is effective for promoting concerns and feelings that we each may share. Once the discussion is subsided, it is important for me to collaborate other student’s ideas with my own. By following the Andragogic learning style, I am being shown how to find information that I need to know to complete each task provided. This type of learning allows me to explore independent research and conduct my own theories and conclusions as I learn. I believe that this type of learning is better suited for educating adults. It promotes the student to search and find the information that they need to know, but with a map of where to go. I plan on using each of the concepts I have learned about in every discussion post I reply to. Communication is the most effective tool for learning if applied properly.

My before strategy is that the students will be able to access and address their prior knowledge regarding the election process. The election process in today’s society tends to get over looked and not a lot of students or young people understanding what truly goes into the election process. Therefore, my rationale for choosing this particular strategy was it allowed students to have a hands-on activity that allowed them to utilize their prior knowledge of the election process as well as learning from their peers. I expect my students to learn two things from this strategy one team-work and the general knowledge of how the election process works. In regard to this strategy helping students read and negotiate difficult text this allow students to understand especially in regard to historical text that events have to go in order when it comes to understanding events in history for instance when it comes to understanding different battles in wars and so on.

Highly abstract concepts, such as jurisprudence and sovereignty, oftentimes cause high school students much struggle when trying to thoroughly understand such conceptual ideas. To teach these theoretical concepts, one must not only equivalently utilize David Ausubel's Expository teaching model, but also retain an overall knowledge of other valuable strategies related to Ausubels's model (Woolfolk, 2004, p. 281). To Ausubel, the most significant idea is that of the advance organizer, a statement of introduction that aids students in organizing the information about to be presented. Also to a teacher's benefit are the ideas needed to form a concept, such as exemplars, defining features, irrelevant features, non-examples, and prototypes.