The Process
Background:
-All students will research the current situation in Iraq and the problems that the nation is having with agreeing upon a new government.
-Current Conditions in Iraq:
http://www.larouchepub.com/other/2004/3125iraq_firsthand.html
-Information Regarding Iraq and potential futures: http://www.justinalexander.net/iraq/
-Students will study Iraqi cultures and traditions as well as their governmental history by visiting the following web sites.
-Iraqi women under Sadaam: http://www.state.gov/g/wi/rls/18877.htm
-Iraqi wants for government: http://www.jerusalemites.org/news/english/2003/apr2003/16.htm
-Religion in Iraq: http://atheism.about.com/library/FAQs/islam/countries/bl_IraqIndex.htm
-Religion in Politics in Iraq: http://www.usip.org/newsmedia/releases/2003/1223_NBiraq.html
-Students also study democracy and the responsibilities of citizens in a democratic country using the following sources:
-Democracy and the Roles of its Citizens: http://usinfo.state.gov/products/pubs/whatsdem/whatdm2.htm
-Students will follow the graphic organizer in PDF format providing the basic structure of the United States Government
Individual Research and Roles:
-Students will read the description of the roles and decide which student will do what role.
The Secretary/Reporter will visit web sites describing the role that James Madison played at the Constitutional Convention including his role in drafting the Bill of Rights. The secretary will model their role in the group after that of Madison.
-James Madison Godfather of the Constitution: http://earlyamerica.com/review/summer97/madison.html
-James Madison’s Career: http://www.army.mil/cmh-pg/books/RevWar/ss/madison.htm
-James Madison’s Notes at the Constitutional Convention: http://www.nhccs.org/Mnotes.html
The committee chair will be responsible for visiting researching the Second Constitutional Convention, who was present, how the citizens were represented, and specifically George Washington’s role residing over the convention. These web sites will be useful:
-The papers of George Washington: http://gwpapers.virginia.edu/articles/stazesky.html
-Constitutional Convention overview: http://www.jmu.edu/madison/gpos225-madison2/adopt.htm
-Day by Day Summary of the Constitutional Convention: http://teachingamericanhistory.org/convention/summary.html
The researcher will visit websites that describe successful and unsuccessful examples of constitutions. The will especially be responsible for knowing the failures of the Articles of Confederation and the successes of the USCA. These sources will help with their research:
-British Constitution: http://www.historylearningsite.co.uk/british_constitution1.htm
-French Constitution: http://www.thisnation.com/library/france.html
-Articles of Confederation: http://www.usconstitution.net/articles.html
-Constitutions and Treaties: http://www.psr.keele.ac.uk/const.htm’’
-U.S. Constitution: http://www.house.gov/Constitution/Constitution.html
The editor will be responsible for researching the preamble. He/she will begin working on a preamble for the Iraqi Constitution that he/she will complete with the assistance of other group members.
-The Preamble to the U.S. Constitution: http://www.usconstitution.net/consttop_pre.html
-Schoolhouse Rock- Preamble: http://www.school-house-rock.com/Prea.html
Brainstorming: Students will begin to brainstorm at the beginning of the second in class meeting.
-The committee chair will be the leader of the activity and will decide who speaks when and establish the rules for brainstorming.
The committee chair will implement and enforce the following rules:
Letting the leader have control.
Allowing everyone to contribute.
Ensuring that no one will insult, demean, or evaluate another participant or his/her response.
Stating that no answer is wrong.
Recording each answer unless it is a repeat.
Setting a time limit and stopping when that time is up.
The secretary should record all of the ideas that are mentioned during the brainstorming process.
Each group member should present the information that they researched (assigned primary source documents) for their individual roles during the brainstorming.
After the group has listed all potential ideas the group should begin to evaluate what they have first by grouping similar concepts.
Next the group should decide on the best idea that they wish to move forward with.
Any time that is left in class after the students decide on one general idea should be used for outlining and moving forward with their construction of the Iraqi Constitution.
Students should write a paragraph for homework reflecting on the positive and negative aspects of their group session.
Composing the Final Draft:
Next class period (3): Students will begin by discussing their reflective analyses before turning them in for a grade. They will then discuss the details of their proposed Iraqi Constitution; each group member will contribute to the discussion and will follow their roles. Groups will iron out details and finalize what they will draft and later present.
Students will develop and complete a rough draft proposal for their constitution. This will be done in class. The rough draft will then be given to the editor who is responsible for revising the document.
Next class period (4): Students will get together in groups to discuss the final draft the editor has created. The editor will be responsible for discussing changes he/she made and the explanations behind these. All group members will make decisions on the final draft; the committee chair will lead this discussion.
Students will deliberate and prepare to present their constitution to the Iraqi people (classmates). Each group member is responsible for contributing to the explanation of the constitution.