8. ACP merged_document

LO N E S TA R C O L L EG E

ACP SHOWCASE PORFOLIO

ROYLINE WILLIAMS
FONTENELLE

DISCIPLINE: HISTORY
DATE: NOVEMBER 18 TH 2015

ACP Portfolio

CONTENTS

 Syllabus Snapshot
 Student Preparation Strategy
 BOPPPS Lesson plan and supporting

materials
 Test Questions
 Rubric
 Showcase Presentation
 Reflective Essay

US History to 1877

1. My name: Professor Williams Fontenelle

2. Info. you need for the Enrollment Services:
Course Title: History 1301

Course Subject: Us History to 1877
Course Section: V001
Credit Hours: 3

3. Reading Material:

Tindall, George Brown, and David E. Shi. America: a Narrative History (Brief
Ninth Edition) (Vol. 2). Brief ed. New York: W. W. Norton & Company, 2012.

4. Where and When we’ll see each other:

MONDAYS 6- 8:50pm in VC 210A

5. GRADE DETERMINATION:

Grade determined Details Points
by following total

Quiz 9 multiple choice quizzes 90
Group Assignments 160
Essays w8 hgircohuapraesaslilgwnomrethnt1s0 100
Group presentation 2pwooeirnsthtssa2ey0sacpwhooinrtths 5e0acphoints 100
Exams e2agcrhoup presentations 225
Final 3woerxtham50s wpooirnthts7e5acphoints 100
e1afcinhal worth 100 points
Total: 775

630-700= A
560-629= B
490-559= C
420-489 =D
All grades below 419= F

ALL OTHER INFORMATION IS IN THE SYLLABUS
POSTED ONLINE!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!



Before the lesson, students are expected to possess a rudimentary understanding of the
constitution and the conditions under which it was created. Because reading is the main activity
in history, I prefer to give them a CATCH 22 situation. First I ask them to watch a comedic
thirteen minute video about the constitution https://www.youtube.com/watch?v=bO7FQsCcbD8.
My hope is that the students view the video multiple times. It is ultimate dream that, since the
video is housed on YouTube, they will just keep clicking on history videos and spend hours and
hours and hour learning interesting tidbits about history they can bring back to class).

Now, while this may seem diabolical on my part, having them gain some familiarity with the
topic will make it far easier to understand the chapter covering the more “romanticized” issues
associated with the creation of the constitution.

There will be a pre-class quiz on the chapter due one minute before class begins on D2L. Still,
the true test of their understanding comes in class when I ask them to appropriate the role of
Founding Fathers and draft their own constitutions or amend the current one. This thirty minute
pass/fail activity means that they WILL gain more than a cursory understanding of what is
communicated in the book about the constitution since it is impossible to complete the task
without actively interacting with the document. This activity permits them to (a) openly and
without recourse debate the value of constitution, (b) become tacitly aware that it is a “living
document”, (c) note that the constitution is only ever contextually and temporally significant, (d)
gain an appreciation for the fact that the words and meanings ascribed to this symbol are
embodied in each individual whether they are aware of this or not (hence, the reason it is better
to be in the know) and (e) the ideas enumerated in the constitution reflect the expectations of
those who write/ wrote it and omits the purview of those who are absent. The class discussion
which ensures will be directed by the instructor such that each of these points is not overlooked.

Procedure for Class Activity

A. At the beginning of class, the teacher with divide the class into two large groups to ensure
there are multiple perspectives

B. Students will be given thirty minutes to ‘act like founding fathers’ and create or amend the
constitution of the United States.

C. At the end of the 30 mins. The teacher will have each group present their ideas and have the
students debate from the other group pose questions about the validity of their ideas.

D. After the teach returns students to their original seats she/ he is expected to use these newly
drafted constitutions to make clear the points enumerated above.

The Pre- Class Quiz

1. By raising taxes in the early 1780s, the Confederation was able to reduce the national
debt. (T/F)

2. General Washington’s personal appeal to his officers ended the Newburgh Conspiracy.
(T/F)

3. The New Jersey Plan proposed keeping unicameral legislature with equal representation
for each state.

4. The Constitution mentioned the word “slave” (or “slavery”) eighteen times.
5. Under the Articles of Confederation western lands would be:

a. divided up among the existing states
b. free of slavery
c. recognized as belonging to the Indians
d. owned by the national government
e. extended to the Pacific

Complete BOPPPS Sample Lesson for History

COURSE: History 1301
Lesson Title: The Constitution of the United States of America.
Bridge In: Ask students to quickly come up with a list of five demands they could like to make to their parents who insist they are too young
to live on their own but are already 18 years old. Additionally, they must list five strategies to present to their parents, those they would be
willing to employ, if their demands are not met.

Bloom’s Class question (Application) How similar do you think your motivations are to those of the Founding Fathers?

Show students how their frustrations or demands may be quite similar to those felt by American colonists when dealing with Great Britain.

End with: “Today we will explore how strict paternalism on the part of the British (and much like that of parents) can sometimes force wards
to seek their independence?”

Time (5 minutes)
Course Learning Outcome: Students will be able to analyze the effects of historical, social, political, economic, cultural, and global
forces on this period of United States history. This class is meant to be an introduction to the major events which shaped North America
after its discovery by European explorers. Therefore, by the end of this course, the student will:
1. Gain an understanding of the events which led to the colonization of the Americas in the 16th and 17th centuries (Comprehension)
2. Juxtapose the narratives of culturally diverse historical actors as it pertains to the United States after the colonial Era (Analysis)

1. Specific Lesson Objective. Explain why the delegates to the Constitutional Convention drafted a completely new constitution.

(Comprehension)

Pre-Assessment

Before the lesson, students are expected to possess a rudimentary understanding of the constitution and the conditions under which it was
created. Because reading is the main activity in history. They are watch a comedic thirteen minute video about the constitution
https://www.youtube.com/watch?v=bO7FQsCcbD8. (Students may view the video multiple times). Online they will complete these five
ungraded quiz questions. We will review these in class:

The Pre- Class Quiz (Bloom’s taxonomy (Knowledge))
1. By raising taxes in the early 1780s, the Confederation was able to reduce the national debt. (T/F)
2. General Washington’s personal appeal to his officers ended the Newburgh Conspiracy. (T/F)

3. The New Jersey Plan proposed keeping unicameral legislature with equal representation for each state.
4. The Constitution mentioned the word “slave” (or “slavery”) eighteen times. (T/F)
5. Under the Articles of Confederation, western lands would be:

a. divided up among the existing states
b. free of slavery
c. recognized as belonging to the Indians
d. owned by the national government

Time ( 3 minutes for review) Learner Activities Lesson Materials
Participatory Learning:
Time Instructor Activities

35 mins. Instructor/ Learner PowerPoint (slides 10-16
Interaction: Presenting deal specifically with the
students with information Lecture explaining and evaluating the conditions which catalyzed Constitution) Slides 1-9
about the accepting historical the creation of the Constitution such that the value placed on the deal with providing the
facts surrounding the document is understood and appreciated even in our times. Also a social context of the
Constitutional Era presentation on the conflicting ideologist of the Federalist and Anti- times.
Federalists.

20 mins Learner/ Learner Interaction: Group Activity: In group discussion, the students must determine Printed copy of the
Understanding the elements which aspects of the Constitution need to be revised and propose Constitution or link to
of the Constitution legislation befitting their ideas such that it remains within the spirit constitution
of what the Fore Fathers desired. (http://constitutionus.com/)

Blooms Taxonomy (Comprehension and Synthesis) “By

pretending to be a forefather, work with your classmates to amend
the constitution to meet today’s values. You may address things

like, texting while driving, the cost of technology and even school

attendance. Make sure to maintain the same tone the forefathers
utilized when writing the constitution”

Bloom’s taxonomy (Analysis and Evaluation) Each group (4
groups preferably) Presents your ideas to the class and assesses
their validity of claims as a whole.

They should: (a) openly and without recourse debate the value of
constitution, (b) become tacitly aware that it is a “living document”,

(c) note that the constitution is only ever contextually and
temporally significant, (d) gain an appreciation for the fact that the
words and meanings ascribed to this symbol are embodied in each
individual whether they are aware of this or not (hence, the reason
it is better to be in the know) and (e) note that the ideas
enumerated in the constitution reflect the expectations of those
who write/ wrote it and omits the purview of those who are absent.
.

5 mins Producing a timeline of the Class Question. Bloom’s taxonomy (Knowledge) Now that we notebooks
late 18th century know so much about the events leading up to the creation of the
Constitution, create a short timeline in your notebooks that cover
the events of 1770-1790.

5 mins Role of Slavery ( introduction Class Brainstorming Activity. Bloom’s taxonomy (Application). We Scrap paper/notebooks

to next Chapter) have not spoken much about the role of slavery in drafting the

Constitution. How do you think the issue of slavery influenced the

construction of the ideas put forth in the constitution

Post-Assessment New Technology- Crossword Puzzle (Constitution) Students complete an online puzzle reviewing the main facts of

the Constitution at http://worksheets.theteacherscorner.net/make-your-own/crossword/crossword.php.

Time (10 minutes)
Summary Address any questions they may have pertaining to the lecture.

Bloom’s Taxonomy (Evaluation) CAT Question: It is sometimes assumed that, because the Articles of confederation were weak and even
unpopular, this led to the construction of the Constitution. Spend 10 minutes discussing the merits of this argument in a one page short
essay. (Write as if talking to a foreigner unaware of this argument)

End With: “While the causes of the frustrations and concerns dealt with by Americans have changed in the past 200 years, the Constitution
serves as the ultimate document which can amend the conditions which catalyze such concerns or else we run the risk of ourselves
becoming paternalistic.”

See AttachedPPT

Chapter 6

Lecture Outline

Shaping a Federal
Union

© 2013 W. W. Norton & Company, Inc.

© 2013 W. W. Norton & Company, Inc.

The Confederation Government

• The Critical Period- why was the decade
after the American Revolution labelled “the
critical period” p.181

– Fear of strong/powerful government
– They had just lost their British “overlords”
– Why was Congress considered “weak”?

(p.181)

• Finance
– paying off the War (superintendent of
finance)

© 2013 W. W. Norton & Company, Inc.

The Newburgh Conspiracy

-even Washington aware Congress needed more
power

- Soldiers disgruntled about their late pay and
promise of land wanted to overthrow the
newly formed government...Washington
stopped the affair
- HIS SPEECH follows

© 2013 W. W. Norton & Company, Inc.

© 2013 W. W. Norton & Company, Inc.

The Confederation Government

• Land Policy
– land west of the colonies
– The founders wanted to expand west, all
the way to the Pacific
– What did the Land Ordinance of 1785
specify? ( p. 183)
– 640 (acres/ dollars)– a means to pay
debt.

© 2013 W. W. Norton & Company, Inc.

The Northwest Ordinance (what were the
specifics?) p. 184-185

© 2013 W. W. Norton & Company, Inc.

The Confederation Government

• Trade and the Economy
– Great Britain closes West Indies to the
United States
– Eventual trade with America resumes in
1783
– Securing new trade partners ( what
were some of the countries America
opened trade with p.186)

© 2013 W. W. Norton & Company, Inc.

The Confederation Government

• Shays' Rebellion- money problems AGAIN! and a destitute
war veteran
– The problem ( too much money and too much taxation)
– The “rebellion”- what did Shays and his men want to use
as money? What do you think about that? ( p. 190)
– The result

© 2013 W. W. Norton & Company, Inc.

The Confederation Government

• Calls for a Stronger Government
– The call for a constitutional convention

• By 1785, it was apparent that the Articles of Confederation
needed to be strengthened, but a major stumbling point was
that to amend them, unanimous support was needed.

• In meetings at Washington’s home at Mount Vernon and the
Annapolis Convention, delegates met to discuss the future of
the nation. Although the Annapolis Convention was a failure,
Alexander Hamilton secured from the delegation a resolution
calling for a constitutional convention to strengthen the
federal government (but not the Articles) of the United States.

© 2013 W. W. Norton & Company, Inc.

Creating the Constitution

• The Constitutional Convention
– The emergence of James Madison

• The Virginia and New Jersey Plans (What did they
propose? What did they agree on? p.192-193

© 2013 W. W. Norton & Company, Inc.

© 2013 W. W. Norton & Company, Inc.

The Great Compromise

• Principles incorporated into the
Constitution
– Separation of powers
– Nature of the presidency
– Nature of the judicial branch
– Examples of countervailing forces in the
new government
– Ratification provisions

© 2013 W. W. Norton & Company, Inc.

The Fight for Ratification
• Federalists versus Anti-Federalists

Arguments for Ratification and Arguments against Ratification

© 2013 W. W. Norton & Company, Inc.

• The Decision of the States
– Small states adopt it first

• Demand for a Bill of Rights
• Delaware Becomes Ninth State to Ratify

– Government is formed

© 2013 W. W. Norton & Company, Inc.

© 2013 W. W. Norton & Company, Inc.

© 2013 W. W. Norton & Company, Inc.

This concludes the lecture
PowerPoint Presentation for

Chapter 6
Shaping a Federal Union

Visit the StudySpace for more resources:
http://wwnorton.com/college/history/america9/brief/

© 2013 W. W. Norton & Company, Inc.

Name:

The Constitution

Complete the crossword below

1

2
3

7 45
10 6

8
9

11

Across Created on TheTeachersCorner.net Crossword Maker

3. The ______________________ is a group of laws. Down
4. The House of _______________________ is one of
the two houses in congress. 1. The ten amendments are called the
8. Freedom of the ________________ means the __________________________.
government cannot tell people what they can say in 2. The _____________ is one of the two houses in
congress.
newspapers and books. 5. The ______________________ has nine judges.
9. Americans vote for a ____________________ every 6. The ten _____________________ are new laws that
four years. He/She carries out the country's laws. were added to the Constitution.
10. Our country's laws are made by people in 7. Men and women who write laws are called
__________________. ________________.
11. _____________________ is the capital of our
country.

Lesson Objective:

Explain why the delegates to the Constitutional Convention drafted a completely new
constitution.

Formal Questions:

1. As per to the Constitution, the president lacks the authority to:
A. veto acts of Congress
B. resign and choose his successor
C. recommend legislation to Congress
D. act as commander-in-chief of the armed forces
Bloom's Taxonomy: Knowledge- the student is meant to recall this information

2. Who among the following was an anti-Federalist?
A. Alexander Hamilton
B. John Jay
C. Mercy Otis Warren
D. James Madison
Bloom's Taxonomy: Knowledge- the student is meant to recall this information

3. Fill in the blank and answer the short question.
a. Most of the state constitutions adopted during the Revolution contained
_____________________________________________to appease anti-federalist
sentiment that was rife at the time. (1 point)
b. Based on the answer given above, propose how the antifederalist victory continues to
resonate today? You may choose one social issue and explain how it relates to this
issue. (5 points)

Bloom's Taxonomy: Knowledge and Synthesis.

3. Essay Question: Imagine that individuals in certain sectors of the population were
considered two fifth of a person today. How might that affect their representation in
federal politics? How might this affect the distribution of social resources to their region/
schools/ hospitals or even police department? (Please answer in 500 words or less).

Bloom's Taxonomy: Application

Rubric

Constitutional Essay Rubric

100 % Assesses essay content about constitutional convention

Below Basic Meets Expectations Outstanding
74% and below 75-89% 90-100%

Content & Below Basic Meets Expectations Outstanding

Development (40 -Content is not comprehensive -Content is fairly complete. -Content is comprehensive,
points) -Major points are not clear or -Major points are addressed with accurate, and persuasive.
persuasive. detail -Major points are stated clearly
-Response does not address the -Content is mostly consistent with and are well supported
assignment regard to purpose and clarity of -Responses are excellent,
- student does not show thought timely and address the
knowledge of the topic - student shows adequate knowledge assignment including broader
concepts
of the topic -Content and purpose of the
writing are clear
- student demonstrates a good

knowledge of the topic

Format (10 points) Below Basic Meets Expectations Outstanding

-Essay lacks title, name, and -Paper follows designated guidelines -Paper follows all designated
period -Paper is the appropriate length guidelines
-Essay is inadequate or excessive -Paper is the appropriate length
in length -Format is good -Format enhances readability

of essay

Grammar, Below Basic Meets Expectations Outstanding
Punctuation &
-Essay contains numerous -Essay mostly follows rules of -Rules of grammar, usage, and
Spelling (15 points) grammatical, punctuation, and grammar, usage, and punctuation punctuation are followed:
spelling errors. -May have minor errors spelling is correct.
-Language uses jargon or -Most spelling is correct -Language is clear and precise;
sentences display consistently
conversational tone
strong, varied structure.

I found and modified this rubric which could be used to evaluate an essay evaluating the events
of the Constitutional Convention. Because the piece is meant to focus on Knowledge and

Analysis, the majority of the points is allocated to this aspect of the assignment. In essence, a
student can pass the paper without adhering closely to format and grammar. I want them to feel

more comfortable in conveying their ideas on paper at this point than adhering to strict
grammarian conventions. This grade distribution is meant to convey to the student that an in
depth analysis which involves ample critical thinking skills is the key aspect of the exercise. A lot
of effort was put into clearly stating the objectives, especially content objectives, to convey this
as well. I choose only three grading scales because more would make it difficult to truly grade

the paper. This gives me room to determine how best to deal with borderline Bs and Cs.

ACP SHOWCASE
PORTFOLIO

Name: Royline Williams-Fontenelle
Discipline: History
Date: November 11th 2015



Content

Step Student Step
1 Preparation 2
Strategy
B
(i

-C
-T
-

BOPPPS Step
including) 3

CAT Reflection
Technology
Questions

Student Preparation Strategy

 Before class, students must watch a come
constitution

 The they will answer 5 short quiz question

edic 13 minute video about the
ns on D2L to be completed before class

BOPPPS – BRIDGE

Students must:

1. List of five demands they could like to m
too young to live on their own

2. Additionally, list five strategies to prese
not met.

Begin with: Class question (Application) Ho
are to those of the Founding Fathers?

make to their parents who insist they are
ent to their parents if their demands are
ow similar do you think your motivations

Objectives

Course Objectives:
Gain an understanding of the events wh
led to the colonization of the Americas
the 16th and 17th centuries (Comprehen
Juxtapose the narratives of culturally di
historical actors as it pertains to the Un
States after the colonial Era (Analysis)

Specific Lesson Objective.
Explain why the delegates to the
Constitutional Convention drafted a
completely new
constitution.(Comprehension)

hich
in
nsion)

iverse
nited

Pre-assessment

 Review of the 5 quiz questions o

 By raising taxes in the early 1780s, the Conf
debt. (T/F)

 General Washington’s personal appeal to hi
(T/F)

 The New Jersey Plan proposed keeping unic
for each state. (T/F)

 The Constitution mentioned the word “slave
 Under the Articles of Confederation, wester

 divided up among the existing states
 free of slavery
 recognized as belonging to the Indians
 owned by the national government

on D2L

federation was able to reduce the national

is officers ended the Newburgh Conspiracy.

cameral legislature with equal representation

e” (or “slavery”) eighteen times. (T/F)
rn lands would be:

Participatory Lesson

 Twofold
 1. 16 PowerPoint slide lecture on the even
 2. Group discussion: Students must deter
be revised and propose legislation to achi
 Supporting questions tackle the role of sla

 Also:
 New Technology (Online Crossword Puzzle
http://worksheets.theteacherscorner.net/
 It also serves as my Post Assessment
Formal Assssment
 CAT: It is sometimes assumed that, becau
even unpopular, this led to the constructio
discussing the merits of this argument in a

nts leading up to and drafting the Constitution
rmine which aspects of the Constitution need to
ieve this.
avery and how all this looks on a timeline.

e)
/make-your-own/crossword/crossword.php
t and a tool students can use to study for the

use the Articles of confederation were weak and
on of the Constitution. Spend 10 minutes
a one page short essay.

Summary

 Address Class Questions
 CAT Question: It is sometimes assumed th

were weak and even unpopular, this led to
Spend 10 minutes discussing the merits o
(Write as if talking to a foreigner unaware

hat, because the Articles of confederation
o the construction of the Constitution.
of this argument in a one page short essay.
of this argument)

REFLEC

I gained an understanding of was the value of va
immediately implemented many of these tools a
was a hit. Consequently, I am more confident ab
form the internet. What I am looking for, and wo
to allot more time to in class instruction that wo
creating video lectures that may well reduce the
student equally.

CTION

aried technological tools in the classroom. I
and found the students very receptive. PLICKRS
bout using technology and sourcing such tools
ould suggest for classes like this in the future, is
ould permit us to become more proficient in

need for face to face time but would profit the

The thing I gained an understanding of was the value of varied technological tools in the classroom. I
immediately implemented many of these tools and found the students very receptive. PLICKRS was a
hit. Consequently, I am more confident about using technology and sourcing such tools form the
internet. What I am looking for, and would suggest for classes like this in the future, is to allot more time
to in class instruction that would permit us to become more proficient in creating video lectures that
may well reduce the need for face to face time but would profit the student equally.