In this lesson, students will reinforce the importance of giving clear instructions to a partner for a desired outcome or result, similar to what is needed in a real world work environment, when instructions or notes need to be communicated in person to or left in written form for a co-worker who may be on a different shift and need to complete a project. In the real world, if instructions are not clear, machines or entire assembly lines may be down for a period of time which causes the company to lose money.
This lesson will be used in conjunction with Code.org's Course D (2019) curriculum (https://studio.code.org/s/coursed-2019) after the initial lesson called Graph Paper Programming - https://curriculum.code.org/csf-19/coursed/1/. In this lesson, students will use what they just learned about programming, sequencing, and algorithms (set of instructions) and take it a step further by communicating instructions for navigating through a series of steps to a partner who either has their eyes closed (or is wearing a blindfold) from a starting to finishing point, while picking up small blocks (or something similar) along the way.

This lesson describes some conflicting points of view of leading Framers about the Constitution. Most of the delegates argued for the adoption of the Constitution, although many had reservations about all or parts of it. The reservations of three were so serious that they refused to sign the document. The position of one of these Framers, George Mason, is explored in detail. You also will examine Benjamin Franklin's statement in defense of the Constitution.

When you have completed this lesson, you should be able to explain the positions of Franklin and Mason, and give arguments in support of and in opposition to these positions.