Constitutional Convention Reflective Report

I helped my students develop skills regarding critically evaluation different accounts of the historical debates of the constitutional convention by providing them with two sources on the matter, one primary source and one secondary source. The reason I did one primary and one secondary source is because now my students have knowledge on the subject from someone who experienced these events first hand and they can see how similar or different that is from an historian’s perspective. On the board I had a model of what I wanted them to do with their bucketing worksheet so they understood what I wanted them to do and what I expected from them. I first engaged them in this activity when I went over the primary source with them. This way, again,
This was a very important reason people wanted a new Constitution which is why I wanted them to answer that question for the class. My instruction linked students’ prior knowledge of using sources to take notes and added on how to support their arguments by using their sources. In this class, and I’m sure in other classes before this, these students would use sources to take notes. These sources could be their textbook or things they find on the internet. Before they were just taking notes to learn the material. However, with this activity these students now know how to use the notes they take from these sources and use them to support their ideas or arguments. This will greatly benefit them in many ways. For example; when they have to start writing argumentative papers. They should have also taken from this lesson the material from the sources such as the outcomes to all the debates during the Constitutional Convention. Students should now better understand the affect this had in the past and how it still affects us