COALITION OF FREEDOM
Short Story Contest
INTRODUCTION
Dear Educator,
The National Constitution Center is pleased to announce the Coalition
of Freedom Short Story Contest. Thanks to the generous support of
the John Templeton Foundation, the Coalition of Freedom Short Story
Contest challenges public and independent school teachers throughout
the Philadelphia region to increase constitutional literacy and awareness
of individual rights in their classrooms. The short story contest asks
11th grade students to compose short stories exploring the civic virtues
embodied and demonstrated by the Founders during the drafting and
ratification of the U.S. Constitution.
We are very excited to launch the contest and want to encourage
educators to engage their students with the supporting materials
provided. If you have any questions, please do not hesitate to e-mail
us at [email protected].
Sincerely,
Kerry Sautner
Vice President of Education
National Constitution Center
Whether planning a field trip, looking for innovative ways to enhance
classroom instruction, or seeking a deeper understanding of U.S. history
and active citizenship, the National Constitution Center is an educator’s
ultimate civic learning resource.
Learn more at ConstitutionCenter.org/Learn.
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CONTENTS
Contest Information
Rules and Regulations
Page 4
Submission Requirements
Page 4–5
Playwriting Contest Prizes
Page 5
Background and Prompt
Page 6–8
Cover Sheet for Short Story Submission
Page 9
Scoring Rubric for Short Story Assessment
Page 10–11
References
Page 12
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RULES AND REGULATIONS
Contest Timeline
December 15, 2015
Short Story Contest opens and submission will be accepted
through the Center’s online submission platform.
April 1, 2016
Last day for submissions for Short Story Contest. No submissions
will be accepted after 11:59 P.M.
May 25, 2016
July, 2016
Short Story Contest winners will be announced.
Award ceremony for winning short story author and her/his teacher.
First- and second-place stories will be published on the Center’s
website and incorporated into the Center’s We the People Exhibition.
First place story will also be presented as a dramatic reading at the
Center’s annual Templeton Lecture for Economic Liberty and
the Constitution.
Submission Requirements
Enrollment
Students must be enrolled in 11th grade in a school located in
the Philadelphia region.
Length of Story
The story should be no more than five (5) double-spaced pages in
12-point, Times New Roman font and take no more than ten (10)
minutes to read aloud.
Story Format
The submission must be written with the essential elements of powerful
storytelling—vibrant characters, well defined setting (physical and
historical), conflict, rising actions, climax, resolution, and dialogue.
Stories not satisfying this requirement will not be considered.
Scoring
Short Story Planning
See the scoring rubric on page 10.
Short Stories should follow the conventions for narrative writing.
Story concepts must be well supported by the U.S. Constitution and
the Bill of Rights.
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RULES AND REGULATIONS
Submission Requirements
Citations
Short stories should have clear, consistent citations for historical context.
Please use APA format for all citations. Primary sources are encouraged.
Submission Date
Short Stories are due no later than February 19, 2016, at 11:59PM.
Entries received after that date and time will not be considered.
Submission Process
Submissions must be made electronically thought the NCC
website using the online form. Hard copies will not be accepted.
Cover Sheet
File Name
A signed cover sheet (see page 9) must accompany each short story.
Please name the short story file with the student’s name
(example: KerrySautnerShortStory.pdf).
Playwriting Contest Prizes
11th Grade Short Story Contest Winner
The first place winner of the Short Story Contest will receive $10,000.
The winning short story will be highlighted in the next Templeton
Lecture and published as part of the We the People Exhibition at the
National Constitution Center through story time at the Center and via
the Center’s online educator webpage and publications.
The second place winner of the Short Story Contest will receive $5,000.
The short story will be published as part of the We the People Exhibition
at the National Constitution Center through story time at the Center and
via the Center’s online educator webpage and publications.
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BACKGROUND AND PROMPT
Background
In November 1787, nearly two months after the Constitutional
Convention in Philadelphia, George Washington wrote a letter to this
nephew in support of the new Constitution. In it, Washington wrote,
“I do not conceive that we are more inspired—have more wisdom—or
possess more virtue than those who will come after us.” As humble
as George Washington was in writing that sentence, Americans have
admired many of the virtues embodied in the actions and words of the
Framers during the time of the Constitutional Convention, the process
for ratification, and the early years of the new nation. In different
historical moments, in very different circumstances, Americans have
referenced the Framers to connect the virtue of their missions or
causes with the civic virtues on which the nation was founded.
Just before the Civil War, Frederick Douglass, in a speech given in
Scotland, in 1860, promoting the abolition of slavery, noted that
certain provisions of the Constitution “showed that the intentions
of the framers of the Constitution were good, not bad.” In the next
decade, Susan B. Anthony, in speeches made after she was arrested
for voting in 1872, referred to “the spirit and letter of the declarations
of the framers of this government, every one of which was based on
the immutable principle of equal rights to all.” Generations later, Dr.
Martin Luther King, Jr. noted that, “When the architects of our republic
wrote the magnificent words of the Constitution and the Declaration
of Independence, they were signing a promissory note to which every
American was to fall heir.” In creating the Constitution, the Framers
laid the foundation for the United States. In the virtues they displayed
they suggested the ways we could move forward.
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BACKGROUND AND PROMPT
Prompt
The challenge to you is to write a short story—based on an actual,
historical event of your choosing—with a protagonist or protagonists
whose words and actions demonstrated one of the civic virtues
displayed by the Framers during the time of the Constitutional
Convention, the process for ratification, and the early years of the
new nation.
In your short story you will need to accomplish three main tasks:
1. Identify and define the civic virtue demonstrated by your
protagonist(s). The following are suggested civic virtues:
Courage, Humility, Responsibility, Justice, Perseverance,
Contribution, Respect, Integrity, and Self-Governance.
2. Tell a story about an historical event during which your
protagonists(s) acted in a way that embodied the civic virtue
you selected.
3. Relate the virtue of your story’s protagonist(s) to the way(s)
the same virtue was demonstrated by one or more of the Framers
during the creation, ratification, and implementation of the
U.S. Constitution.
You can write a story about the Constitutional Convention or one
of its delegates; you can write a story about the political battles
over whether or not to ratify the Constitution; you could also write
about the process of proposing, debating, revising, and ratifying
the Bill of Rights; or, you can write about a different event from U.S.
History altogether. But you must relate the virtue demonstrated by
your protagonist(s) to a virtue demonstrated by one or more of the
Framers of the Constitution.
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BACKGROUND AND PROMPT
Specifics
The story should be no more than five (5) double-spaced pages in
12-point, Times New Roman font and take no more than ten (10)
minutes to read aloud.
The short story must be written with the essential elements of
narrative writing and storytelling: vibrant characters, well defined
setting (physical and historical), conflict, rising actions, climax,
resolution, and dialogue. Stories not satisfying this requirement
will not be considered.
While the story must be based on actual, historical events and
supported with historical documentation, some artistic license
may be taken regarding dialogue and specific actions. But these
elements must still reflect historical reality.
For detailed information on the scoring of individual items please
see the rubric on page 10.
Additional Supporting Materials
The Heroes and Villains: The Quest for Civic Virtue program, created
by the Bill of Right Institute, provides a sample framework for how
to address historic storytelling through understanding virtue. A free,
sample lesson can be downloaded at their website: billofrightsinstitute.
org/heroes-and-villains.
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COVER SHEET FOR
SHORT STORY SUBMISSION
Student name:
Short Story Title:
School Name:
School Address:
School Phone Number:
Teacher’s Name:
Teacher’s E-mail:
Student’s Home Address (Street, City, State, and Zip Code):
Parent/Guardian Name:
Parent/Guardian E-mail:
Parent/Guardian Phone Number:
I certify that this is an original research project constituting only my work and that I am
the sole author. I also grant the National Constitution Center all intellectual property
rights associated with this story, therefore permitting its reproduction by the National
Constitution Center for any purpose.
Student’s Signature:
Date:
Parent/Guardian’s Signature:
Date:
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SCORING RUBRIC FOR
SHORT STORY SUBMISSION
This rubric was developed using the Pennsylvania Writing Assessment Domain Scoring Guide and Elk Grove Unified School District – Narrative Writing
Rubric (http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/)
4
•
EXPOSITION
CCSS -W:
• 3a
• 4A
•
•
•
ORGANIZATION/
PLOT
CCSS – W:
• 3a
• 3c
• 3e
•
•
•
NARRATIVE
TECHNIQUES
CCSS -W:
• 3b
• 3d
LANGUAGE
CCSS – L:
•1
•2
•3
•
•
•
•
The narrative insightfully
addresses all aspects of
the prompt
Purposefully engages and
orients the reader by setting
out a problem, situation, or
observation and its significance,
and establishing one or multiple
point(s) of view
Expertly introduces a
narrator and/or characters
Expertly creates a smooth
progression of experiences
or events
Adeptly uses a variety of
techniques to sequence events
that build on one another to
create a coherent whole and
build toward a particular tone and
outcome (e.g., a sense of mystery,
suspense, growth, or resolution)
Skillfully provides a conclusion
that follows from and reflects on
what is experienced, observed, or
resolved over the course of
the narrative
3
•
•
•
•
The narrative competently
addresses all aspects of
the prompt
Engages and orients the
reader by setting out a problem,
situation, and establishing one or
multiple point(s) of view
Introduces a narrator
and/or characters
2
•
•
•
1
The narrative partially addresses
aspects of
the prompt
Might engage or orient
the reader by setting out
a problem, situation, and
establishing one or multiple
point(s) of view
Attempts to introduce a narrator
and/or characters
•
•
•
The narrative minimally addresses
some aspect of
the prompt
Does not engage or orient the
reader by setting out a problem,
situation, and establishing one or
multiple point(s) of view
Does not introduce a narrator
and/or characters
Creates a smooth progression
•
of experiences or events
Uses a variety of techniques to
sequence events that build on
•
one another to create a coherent
whole and build toward a
particular tone and outcome (e.g.,
a sense of mystery, suspense,
•
growth, or resolution)
Provides a conclusion that clearly
follows from and reflects on
what is experienced, observed
or resolved over the course of
the narrative
Progression of experiences or
•
events may be confusing
•
or disjointed
Techniques do not build on one
another to create a coherent
whole or build toward a particular •
tone or outcome
Provides a weak conclusion that
may not connect to the narrated
experiences or event
Event sequence unfolds illogically
Does not use sequencing
techniques to create coherence
or build toward a particular tone
or outcome
Provides no conclusion or one
that is not connected to the
narrated experiences or events
Skillful use of narrative
•
techniques such as dialogue,
pacing, description, reflection,
and multiple plot lines to
develop experiences, events,
and/or characters
Sophisticated use of precise
•
words and phrases, telling details,
and sensory language to convey
a vivid picture of the experiences,
events, setting, and/or characters
Skillful use of narrative
•
techniques such as dialogue,
pacing, description, reflection,
and multiple plot lines to
develop experiences, events,
and/or characters
•
Sophisticated use of precise
words and phrases, telling details,
and sensory language to convey
a vivid picture of the experiences,
events, setting, and/or characters
Uses limited narrative techniques,
such as dialogue, pacing,
and description to develop
experiences, events,
and/or characters
Uses concrete words or phrases
with limited use of descriptive
details and sensory language
•
Uses few to no narrative
techniques
Does not use sensory language
or descriptive details
Uses purposeful and varied
sentence structure
Minimal to no errors in
conventions (grammar,
punctuation, spelling)
Utilizes precise, sophisticated
word choice
Uses correct and varied
sentence structure
Contains few, minor errors
in conventions
Utilizes strong and grade-level
appropriate word choice
Uses limited and/or repetitive
sentence structure
Contains numerous errors in
conventions causing confusion
Utilizes vague or basic
word choice
•
•
•
•
•
•
•
•
•
•
•
•
Lacks sentence mastery (e.g.,
fragments/ run-ons)
Contains serious and pervasive
errors in conventions
Utilizes incorrect and/or
simplistic word choice
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STRAND 11TH/12TH CCSS-ALIGNED STANDARDS
WRITING
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event
sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a
particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11th/12th Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth
century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
b. Apply grades 11th/12th Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts,
including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and
dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
LANGUAGE
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s
Modern American Usage) as needed.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Details of 2a and 2b
are not written on this document.)
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to
the study of complex texts when reading.
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REFERENCES
An Account of the Proceedings on the Trial of Susan B. Anthony on the Charge of Illegal Voting at the Presidential Election in Nov.,
1872, and on the Trial of Beverly W. Jones, Edwin T. Marsh and
William B. Hall, the Inspectors of Elections by Whom Her Vote
Was Received (Rochester, N.Y.: Daily Democrat and Chronicle
Book Print, 1874), 151–78. Federal Judicial Center.
http://www.fjc.gov/history/home.nsf/page/tu_anthony_
doc_13. html.
Bill of Rights Institute. Heroes and Villains: The Quest for Civic Virtue
http://billofrightsinstitute.org/heroes-and-villains/.
Douglass, Frederick. “The Constitution of the United States: Is It
Pro-Slavery or Anti-Slavery?” 1860. Harvard University
isites.harvard.edu/fs/docs/icb...files/douglassconst.rtf.
King,, Martin Luther, Jr; “I have a Dream.” August 28, 1963. The Avalon
Project. Yale Law School. http://avalon.law.yale.edu/20th_century/mlk01.asp.
Washington, George. “From George Washington to
Bushrod Washington, 9 November 1787,” Founders Online,
National Archives (http://founders.archives.gov/documents/
Washington/04-05-02-0388 [last update: 2015-09-29]).
Source: The Papers of George Washington, Confederation
Series, vol. 5, 1 February 1787 – 31 December 1787, ed. W. W.
Abbot. Charlottesville: University Press of Virginia, 1997,
pp. 420–425.
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