Grade 7: Historians Study Constitutional Amendments

To complement a lesson on how amendments have helped the US Constitution adapt and grow over time, seventh graders used the Graland Library’s many resources to complete in-depth research project on an amendment of their choice. Then, collaborating with their peers to gain insightful feedback, students imagined, drafted and designed artistic tiles to represent their area of study. Alternatively, students could draft, research and propose a new amendment to the Constitution. The end result of this project is a mosaic of student work celebrating the progress in our government or highlighting a further need for change. The tiles are currently on display in the Gates Middle School Building. 

 

Not so long ago, if a group was unhappy with their government, the people were likely powerless to change it peacefully and violence was almost always inevitable, according to history teacher, Emma Perkinson. 

 

“The Constitution of the United States was meant to bend and warp over time. The structure of our government was built for growth. In the very language of the preamble, the framers announced their desire to form ‘a more perfect union,’ a government that can maintain the delicate balance of structure and elasticity.”

 

Alex Geldzahler (7) reflected, “It was interesting to learn that the founding fathers made errors when they created the Constitution and now things are different so the constitution has to adapt. I had always assumed the framers got everything right.”

 

Students were engaged in not only the learning about how and why this foundational document has evolved, but also the creative component of expressing their understanding.

 

“My favorite part of this project was creating the tiles,” shared Jillian Kboudi (7). “We really got to use our imagination and channel it towards our learning.” 

 

Her classmate, Charlotte Smith, (7) agreed: “I liked the planning step because that is where all of the ‘magic’ happens. Without the plan of what the tile would look like, there would be no sense of direction. I also liked planning because you can always break or change the plan.”

 

Ms. Perkinson shared that the project more than exceeded her expectations. “I wanted to create a space where students could explore a part of this nation’s history and government and connect it to their everyday lives,” she said. “I love how when a project is driven by student choice, the end projects reflect each child’s passion, personality and creativity. I also felt it was important to get students into different learning spaces like the Library and Gates Design Lab.”