Process

To complete the WebQuest, students are to be divided into four groups. Each group member will play a different role. The four roles are:

• Delegate from a small free state
• Delegate from a large free state
• Delegate from a small slave state
• Delegate from a large slave state

Task 1: Creating a Legislative Branch

Overview: As you complete this task, consider the following questions:

• How many chambers (or houses) should the new legislative branch have?
• How will states be represented in the new legislative branch?
• Are there any additional requirements (such as term limits, age, etc.)?

Directions: Read and complete each step of this task. Some tasks will require you to use the included worksheet. If you have not done so already, download the worksheet here. Some steps will require you to visit other websites for information.

Step 1: For the first part of this task, each member needs to work independently.

• Step 1a: Visit this website and read through the New Jersey Plan: New Jersey Plan Article
• As you read through the New Jersey Plan, answer the following questions on the worksheet.
1. How many chambers (or houses) does this plan propose?
2. How is representation for each state determined?
3. Identify one or two pros of this type of legislative branch.
4. Identify one or two cons of this type of legislative branch.
• Step 1b: After reading about the New Jersey Plan, read through the Virginia Plan. You can find the Virginia Plan by visiting this site: Virginia Plan Article
• As you read through the Virginia Plan, answer the following questions on the worksheet.
1. How many chambers (or houses) does this plan propose?
2. How is representation for each state determined?
3. Identify one or two pros of this type of legislative branch.
4. Identify one or two cons of this type of legislative branch.
• Step 1c: Now read excerpts from the British Plan (also known as the Hamilton Plan). You can access the excerpts by following this link: British Plan Article
• As you read through the excerpts from the British Plan, answer the following questions on the worksheet.
1. How many chambers (or houses) does this plan propose?
2. How is representation for each state determined?
3. Identify one or two pros of this type of legislative branch.
4. Identify one or two cons of this type of legislative branch.

Step 2: After completing the research portion of this task, discuss the three plans. As a group, discuss the pros and cons of each plan. Remember to play your part as you discuss the pros and cons. Here are some questions to ask yourself as you discuss the pros and cons with your group:

If I am from a small state, what type of legislature will I prefer? A unicameral legislature? A bicameral legislature? How do I want representation to be determined? Do I want each state to have equal representation in the government? Do I want representation to be based on state population?

Note for Teacher: During this time, circulate around the room, listening to the discussions. Make note of students who are participating and those who are not. Participation is part of the final grade for this project.

Step 3: After discussing the pros and cons of each proposed plan, design a legislative branch as a group. This will require compromise as each delegate will have different interests. Write down the layout for the new legislative branch. Remember to use complete sentences. This does not have to be written in an essay format; bulleted lists are fine. Spelling and grammar count! A space has been provided on the worksheet for you to outline your legislative branch.

Note for Teacher: During this time, listen and observe student activities. Make note of those students who are participating, and those who are not. Participation and assisting in writing the document are part of the final grade for this project.

Task 2: Creating an Executive Branch

Overview: As you complete this task, consider the following questions: Be sure to answer the questions on the worksheet for this section.

• How will the executive branch be structured? (will there be a single leader or many leaders?)
• How long will the leader(s) serve?
• How will leaders be elected?
• What name will be given to the leader?
• Are there any additional requirements (such as term limits, age, etc.)?

Step 1: This step will require each member to work independently. First, visit the following link (Executive Branch Debates Article) to read an excerpt on the executive branch debates. Then answer the following questions answer the following on the worksheet:

1. What were the arguments against an executive branch?
2. What were the arguments for an executive branch?
3. In creating the executive branch, what were the three questions the delegates had to answer?
4. In determining how to elect a president, what were the two options the delegates debated?
5. According to the excerpt, ideas regarding presidential term-limits did the delegates debate?
6. What is the role of the electoral college, and why did the delegates create it?

Step 2: After reading the excerpt and answering the questions, discuss in your groups the different executive branch structures. Then, playing your roles, debate which structure will work best in the new government.

Note for Teacher: During this time, circulate around the room, listening to the discussions. Make note of students who are participating and those who are not. Participation is part of the final grade for this project.

Step 3: After debating the executive branch structures, work as a group on a compromise to create an executive branch. Be sure to write down the executive branch layout. As with the legislative branch, this section can use bullet lists, but each bullet must be written in complete sentences. Remember, spelling and grammar count! A space has been provided on the worksheet for you to outline your executive branch.

Note for Teacher: During this time, listen and observe student activities. Make note of those students who are participating, and those who are not. Participation and assisting in writing the document are part of the final grade for this project.

Task 3: Other Debates and Finalizing the Constitution

Overview: This task will require you as a group to finish writing a Constitution. Continue playing your roles throughout the process.

(Possible) Topics to Debate: You must include at least TWO of these topics in the final Constitution

• Slavery: Should the slavery be allowed?
• If slavery is allowed, should slaves be counted in the state's population?
• Should the new government include a judicial branch (court systems)
• If the new government includes a judicial branch, how will it be structured?
• Should there be a bill of rights?

You are not limited to these topics and you do not need to include all of these topics in your final Constitution. But be aware of why are choosing to ignore certain issues, and be prepared to justify why you ignored the topics. The organization of the final Constitution is up to each group. You may organize each section into articles, or you may choose to bullet list the entire constitution, as was common place with many state constitutions at the time. Be sure to proofread your final Constitution. Spelling and grammar count!

In addition, be sure to include a Preamble, or Introduction to the Constitution outlining the document's purpose and why it was written.

Be sure to include the legislative and executive branches that your group wrote earlier on in the final Constitution.

Here are two additional articles you may read to help in discussing the issues and finalizing your Constitution:

1. The Problem of Slavery
2. The Fight for a Bill of Rights

A space has been provided on the worksheet for you to write the draft of your constitution.

Note for Teacher: During this time, circulate around the room, listening to the discussions. Make note of students who are participating and those who are not. Participation is part of the final grade for this project.

Task 4: Persuading Anti-Federalists and Ratifying the New Constitution

Overview: This task requires your group to examine arguments the Anti-Federalists made against the US Constitution, and it requires to presentations. The first presentation are to members of the other groups. Afterward, each group will have time to make any revisions and amendments before writing the final draft. Once the final draft is complete, each group will present their constitution to the whole class, at which time the class will vote for ratification.

Step 1: With your group, read the following articles on the Anti-Federalist arguments and answer the following questions:

• Articles:
• The Fight for a Bill of Rights
• Federalists and Anti-Federalists
• Questions:
  • What were the Anti-Federalists arguments against the Constitution?
  • How did the Federalists respond to the Anti-Federalists?

Step 2: At this point, one member from each group will meet with each other to present their Constitutions. Each group will provide feedback on the Constitution and state whether they would ratify the Constitution as is.

Step 3: At this point, you may make any amendments to the Constitution. Write the final draft of your constitution on the provided worksheet.

Step 4: Present the Constitution to the entire class. The class will vote on ratification of the Constitution. At least 3/4th or 75% of the class need to vote in favor of the Constitution in order for it to be ratified.

Notes:
Be sure to answer the questions on the worksheet for this section.
This activity can be conducted in a computer lab or in the classroom, IF each student has access to a computer with Internet access.

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