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S. have tried to govern themselves. You can use the Internet, but don't use the Internet exclusively. Also, try to research different nations, not just the U.S. I've given a brief overview of the Bill of Rights, one of the most important and contested aspects of the Constitution, but look into the British system of government as well (which influenced the creation of our own) and France. And ask why have some constitutions and nations failed, while the U.S. system has remained intact. Bring your research to class with you.
Step 3: Come to an agreement about what rights to include
On Wednesday, we'll have our own Constitutional Congress. I will observe the unstructured debate, which will revolve around how Freedonia will govern itself and what rights will be included in the new constitution and government. Some things you may want to think about: what rights don't Americans have? What about the right to health care? What about equal rights for women (the Equal Rights Amendment was not ratified in the U.S.)? Do we want Freedonia to have a pure democracy? A republic? A dual-party system or proportional representation of different third parties in the legislature?
Step 4: Draft the document
Then, you will split into two groups and write a brief draft of the new constitution. Half of you will write the governing procedures, the other half a Bill of Rights for citizens. These documents will be presented on the final day of the activity. You will be graded on your in-class performance during the debate and presentation.
Grading Rubric
1. Quality...
Presentation of argumentation: Arguments are thoughtful and show analysis, not merely regurgitation of sources. a-F
3. Understanding of issues. a-F
4. Discussion: Ability to express one's self, listen to others and change and defend one's position. a-F
5. Presentation of material. a-F
Validity and reliability
Students will have the ability to conduct research and discuss their opinions and findings formally and informally. Students who have difficulty speaking in class will still be able to shine because of the quality of their research, and how they present prepared material during the final day of the activity. Students who are more comfortable speaking extemporaneously will have a chance to do so during the discussion and debate portion. The assignment requires students to do research, to think critically and creatively, to write and speak in an organized fashion, and also to challenge some of the dearly-held assumptions of their society. It is a writing, creative thinking, and civics lesson rolled up into one.
References
Linder, Douglas. (201). The right of privacy. Exploring constitutional conflicts. Retrieved July 8,
2010 at http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/rightofprivacy.html
Slater, Timothy. (2010). Performance assessment. Department of Physics. Montana State
University. Retrieved July 8, 2010 at http://www.flaguide.org/extra/download/cat/perfass/perfass.pdf
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