Deep Learning: Collaborative AI-Assisted Assessment of Constitutional Knowledge in High School History and Civics Classes

McGraw-Hill sells a complete high school history curriculum off the shelf with promises to “inspire students” to “engage in civil discourse” on the road to becoming “future-ready citizens” capable of occupying appropriate adult identities, including “managing their finances.” Besides the paraphernalia that comes with the economy curriculum package, a potpourri of optional assets sport attractive features to “create dynamic teaching and learning experiences.” Witness:

Interactive ebooks linked to subject matter discussed in the text book in 2021 likely presented advanced organizers, study questions, self-tests, and the like reminiscent of paper work books or sheets. Such a tool used as a portfolio container for each student would seem to be technologically easy, bringing the magic of structured self-assessment to the game. The SmartBook appears to contain AI algorithms trained using supervised learning, unmistakably not GPT4. From the training, the computer would activate programs to adjust level of difficulty reminiscent of Super Mario Brothers or Tetris.

For the next edition, my bet is the publisher will offer AI functions including algorithms trained according to unsupervised protocols with customized training. The school or district might have content options tailored to topics in the local curriculum, topics identified by teachers as essential for signature assignments embedded in the curriculum for classroom assignments and district assessment purposes.

Teachers could write parameters for shared pedagogical strategies to give the bot a running start at discussing genres of assignments with learners to aid them in gaining clarity about assigned tasks. Teachers could prompt central curriculum AI to analyze discussions with learners as a way to refine signature assignments, to ameliorate task confusion. Signature assignment teaching materials could include tried and true pedagogical strategies for using AI.

Publishers might consider changes in how they present information in text books and frame academic tasks in teachers manuals. Consider the following depiction of the strong points of the 2021 edition:

Sparking curiosity is the hallmark of quality disciplinary pedagogy. The logic in the McGraw-Hill rationale, however, isn’t clear to me. Spark curiosity through critical thinking and inquiry? Spark critical thinking and inquiry through curiosity. For example, curiosity is irrelevant for a student required to inquire into a matter in order to answer multiple choice questions, fill in blanks, match items up, or to write an essay for an examiner audience—except to figure out how to get the work done quickly and easily. So the proper way to say it is—Spark critical thinking and inquiry through intrinsic curiosity. The pedagogical task is opening the aperture for intrinsic curiosity.

When I’m really curious, I tend to focus, immerse myself, think critically, probe not because my teacher told me to do so, but because I’m really really curious and insist on veracity and evidence to ease my curiosity. So the headline in the slide above has it backwards. We don’t spark curiosity through critical thinking, do we? We spark curiosity and evoke motivation to critically examine an idea through principled inquiry.

The organization of each chapter serves three purposes expressed as metacognitive questions. Here they are,

Question 1 sets the stage for routine PreReading cognitive behaviors first articulated in the SQ3R study strategy developed in the 1940s. The intent, I think, is to prompt learners to grasp what is being prescribed. Question 2 is enigmatic. Why does what matter? What I’m supposed to learn—or why I’m reading the chapter? In our default system, what I will learn is prescribed for me. Why it matters and how I’ll know when I learned it are easy to answer. It matters because I’m going to have to prove I learned what was prescribed on a test. You might be wondering where the critical thinking and inquiry is. I am, too.

*****

Against this backdrop I’m going to present you with the beginnings of a conversation with Smith4 involving another student in Mr. Holmes’ third period history class who selected the alternative assignment in lieu of a multiple choice test on the US Constitution. But first I’ll insert links to two previous posts here. Each link provides the earlier AI conversations if you’d like to refresh your memory.

Here is a new conversation.

*****

USER: Hi. I’m a junior in high school. My girlfriends call me an egghead when they’re being kind. I’m working on a small project. I don’t feel like it’s a small group project, more like individual projects in a small group. It’s sort of strange. But Mr. Holmes has unusual ways of running the class. You know what I mean?

Smith4: Hello! It definitely sounds like you're in a unique situation with your project. Teachers often have different methods and approaches to teaching, and sometimes that means having students work on what appears to be a group project, but in reality, each student is responsible for their own part. This can be both challenging and beneficial.

The challenge lies in coordinating with your group while also ensuring your individual contribution is distinct and complete. However, the benefit is that this kind of project can help you develop your ability to work independently while also learning how to collaborate and communicate effectively with others.

If you're finding the project setup a bit confusing or difficult, here are a few tips that might help:

1. **Clarification**: Make sure to clarify the expectations with your teacher. Understanding exactly what is required for the project, both as a group and individually, can help you to plan your work more effectively.

2. **Communication**: Since you're part of a group, it's important to communicate regularly with your group members. Share updates on your progress, ask if anyone needs help, and offer support where you can.

3. **Division of Labor**: If there are any common elements that need to be agreed upon or shared components, discuss these as a group to make sure everyone is on the same page.

4. **Focus on Your Part**: Concentrate on your individual assignment, making sure it aligns with the overall project goals and that it's completed to the best of your ability.

5. **Integration**: Consider how your part of the project fits into the larger whole. Even if the pieces are distinct, there usually needs to be some cohesion in the group work.

6. **Presentation**: If you have to present your findings or results as a group, ensure that each group member understands how the individual parts come together to form a comprehensive presentation.

Remember to use the unique structure of this project to your advantage by developing skills that are highly valued both in academia and in the workplace. Additionally, your nickname "egghead" might be a sign your friends recognize your intellect and dedication to your studies. Embrace it as a positive reflection of your hard work and commitment to learning. Good luck with your project!

*****

USER: My mom says the same thing. Would you rather be an egghead or an eggplant? she says.

Smith4: It sounds like your mom has a playful way of offering perspective! Whether to be an "egghead" or an "eggplant" is quite an amusing choice – both have their own merits in a metaphorical sense.

If you're an "egghead," it suggests you are intellectual and studious, which is a positive trait, especially in the context of school and learning. An "egghead" is often someone who is knowledgeable and dedicated to their studies, which can lead to success in academic and professional endeavors.

On the other hand, being an "eggplant" could be seen as embracing a more laid-back or grounded identity, as eggplants in the garden are literally closer to the ground! It could imply that someone is down-to-earth, versatile, and perhaps even resilient, like the vegetable itself, which thrives in various conditions.

Ultimately, both are endearing in their own ways, and the choice might depend on the context or what qualities you value most at the moment – intellectual pursuits or a well-rounded, grounded personality. What's most important is to be the best version of yourself, whether that leans more towards being an "egghead," an "eggplant," or a unique combination of both. After all, it's the blend of our traits that makes each of us special.

*****

USER: For sure. Grounded. That’s me. Next time she asks, I’m going to tell her eggplant. She’s worry about plagiarism. My teachers are going on and on about it. So I’m going to cite you as the source of my information. I have to keep up my reputation. Cheaters don’t go to college.

Smith4: That sounds like a plan! It's great that you're conscious of the importance of avoiding plagiarism and maintaining your reputation for academic integrity. Citing sources is indeed a crucial part of responsible scholarship and demonstrates that you respect the work and ideas of others.

When citing this conversation, remember to consider the guidelines of the citation style you're using (like MLA, APA, or Chicago, among others). Since this is an informal dialogue with an AI, and you're likely using it for personal insight rather than academic research, your citation might look informal compared to traditional sources.

For instance, if you were to informally reference this conversation, you might say something like:

"In a personal discussion with an AI assistant, I was advised to embrace characteristics that resonate with a 'grounded' personality and decided that 'eggplant' suits me better in the context of my mother's playful question (Chat Smith, personal communication, [insert date])."

If your mom or anyone else inquires about the source of your answer, you could explain that you engaged in a creative dialogue with AI, which helped you reflect on personal qualities in a light-hearted manner.

Always remember that the concept of choosing between "egghead" and "eggplant" is a fun and metaphorical way of looking at traits and isn't taken from any formal research or publication—it’s simply a playful conversational point. Good luck with maintaining your grounded reputation as an "eggplant"!

USER: omg! You want me to cite you for eggplant or for eggsplaining eggplant? I would never plagiarize. It’s just hard to know what teachers want when you have to write a boring essay you don’t care about.

Smith4: No worries! You don't need to actually cite this conversation for using the word "eggplant." My previous response detailed how you would cite an AI conversation in a hypothetical scenario, but when it comes to common words or phrases like "eggplant," there's no need to attribute it to anyone—those are considered common knowledge.

When writing essays for school, the key is to cite facts, ideas, theories, or direct quotes that are not common knowledge and that you have obtained from someone else's work. Here's a general guideline to help you determine when to cite sources:

1. **Direct Quotes**: Always cite the specific source where you found the direct quote you're using.

2. **Paraphrasing**: When you express someone else's ideas or theories in your own words, you should cite the original source.

3. **Unique Ideas**: If the content is not your own thought and isn't common knowledge, cite where it came from.

4. **Data and Statistics**: If you use specific data, research findings, or statistics, provide a citation to the original study or source.

5. **Images, Charts, and Graphs**: If they are not your own creation, cite the source where they were published.

What teachers often look for in essays is your ability to engage with the material, analyze it, and contribute your own thoughts and conclusions while supporting your statements with evidence from credible sources. Here's what you can do to avoid unintentional plagiarism:

- Take good notes and keep track of sources as you research.

- Understand the essence of what you're reading before writing it down in your own words.

- Use quotation marks around any direct quotes and attribute them properly.

- Review your institution's guidelines for appropriate citation styles, and apply them consistently.

- If in doubt, it's better to cite more often than less—over-citation can be corrected, but plagiarism can have serious repercussions.

Remember, essays are a chance to show off your understanding of a subject and your ability to communicate that understanding. If you ever get stuck on how to write about something, turn to your instructors for guidance—they can be your best resource for understanding assignments and expectations.

USER: That’s all pretty straightforward. You didn’t come up with eggplant, but you did come up with grounded, and grounded is a common word, too. I guess you came up with the idea to use grounded tied to an eggplant. So am I using your idea? And how is it your idea if part of it is me talking to my iPad? My mom is the source of eggplant.

Smith4: Understanding what constitutes an original idea versus common knowledge, especially in a collaborative context like an AI-user interaction, can be a bit tricky. Let's break it down:

- **Common Words**: Words such as "eggplant" and "grounded" are indeed common words. Using them in any context, including your writing, does not require citation.

- **Specific Concepts or Interpretations**: If the AI presents a unique concept, interpretation, or a novel use of a word (e.g., a metaphor comparing an eggplant to being 'grounded' in a specific aspect), and you use that unique idea in your work, it's good practice to reference where you got the idea from, especially if the idea plays a significant role in your work.

- **Collaborative Ideas**: In this case where you're interacting with an AI on your iPad, and the AI's response is influenced by your input, the lines can become blurred. If you feel that the AI has provided a substantial idea, borrowing heavily from it might necessitate a citation. However, this is still a gray area as AI's responses are often based on patterns learned from vast datasets, and the AI itself does not hold copyright.

Given that the interaction is with an AI, standard citation methods might not apply or might not be well-defined. You could approach it by acknowledging the use of an AI as a brainstorming tool. For example, if needed, you might write in a footnote something like: "Ideas generated in conversation with an AI on [date]." However, this is not common practice for general use of AI or other tools used in the brainstorming process and likely isn't necessary unless explicitly instructed by your teacher or required by academic guidelines.

Ultimately, the ideas shaped by your interaction with the AI are also influenced by your thoughts and contributions. Usually, using an AI for brainstorming or as a sounding board for your ideas, similar to bouncing ideas off a friend or teacher, does not require citation in the same way the use of published or copyrighted material does.

When in doubt, discuss with your teacher how they would like you to handle such situations. Academic institutions and educators may have different expectations regarding AI-generated content and collaboration. Transparency about the process can prevent misunderstandings about the origin of your ideas.

USER: That’s pretty deep. Can you say it again with some examples?

Smith4: Certainly! Here are some examples to clarify the distinctions:

- **Common Words**: You write a sentence like "I made an eggplant casserole for dinner." You don't need to cite anyone because the word "eggplant" is common, and the statement is a simple fact about your life.

- **Specific Concepts or Interpretations**: Imagine the AI says, "Consider an eggplant as a metaphor for emotional resilience; it weathers many conditions yet retains its form and nourishment." If you find this interpretation intriguing and decide to use it in your essay to illustrate an idea, you should consider citing that the AI contributed to this unique concept.

- **Collaborative Ideas**: Suppose you input into the AI, "I need a way to describe someone who's emotionally stable." The AI responds, "Like an eggplant, they may be tough on the outside but remain consistent and nutritious within." In this example, your query led to a specific response. If this specific phrasing is used in your work, it might be good practice to note where the inspiration came from, although, in casual use, it's often not necessary to cite the AI.

Here's what a note or citation might look like:

"In brainstorming sessions with an AI tool, we explored metaphors relating to emotional resilience, one of which compared it to an eggplant's attributes."

Keep in mind, if you develop the idea further and the contribution from the AI was minimal, it becomes more of your original thought, and the need to cite the AI diminishes. It's also important to remember that these examples are illustrative rather than prescriptive; institutional and academic guidelines should always take precedence.

If you're still uncertain about whether to cite, consider the originality and specificity of the AI-generated content and the context of its use. When in doubt, discussing with a teacher or following academic policies is the safest route. Transparency about the origin of ideas and the role of tools used is key in academic integrity.

USER: Now make that response into bullet points.

Smith4: - **Common Words Example**:

- Sentence: "I made an eggplant casserole for dinner."

- No citation needed: "Eggplant" is common, the fact is personal.

- **Specific Concepts Example**:

- AI's metaphor: "Eggplant as a metaphor for emotional resilience."

- Consider citing: Unique concept provided by AI.

- **Collaborative Ideas Example**:

- Your query: "Describe someone who's emotionally stable."

- AI's response: "Like an eggplant, tough on the outside but consistent within."

- Citation might be good practice: Note the contribution of AI in inspiration.

- **Citation Example**:

- "In brainstorming sessions with an AI tool, we explored metaphors... compar[ing] emotional resilience to an eggplant's attributes."

- **Guidelines**:

- Develop the idea further: If AI's role was minimal, less need to cite.

- Institutional policies: Always follow academic guidelines.

- When in doubt: Discuss with a teacher or refer to policies.

- Be transparent: Acknowledge the origin and tools used.

USER: Think about expanding these as daily rules covering all uses of AI in writing. Everyone everywhere saying eggplant as the example in a million different ways. They all have to cite you? Where does it end? I mean, if I cite you and somebody reads my paper do they cite me or you?

Smith4: When considering the use of AI in writing across a variety of contexts, here are some generalized daily rules and considerations that can help determine when and how to cite AI contributions:

- **Rule of Originality**:

- If the AI provides a genuinely novel concept or phrase, consider citing it.

- For unique metaphors, data interpretations, or insights, attribution is respectful.

- **Rule of Common Usage**:

- Everyday language, universal facts, and broadly known information do not require citation, even if mentioned by AI.

- For terms like "eggplant," used in a common context, no citation is necessary.

- **Rule of Transformation**:

- When you significantly adapt or expand upon an AI's idea, it becomes more your creation; citation becomes less clear-cut.

- If your contribution constitutes the majority of the work, a citation may not be essential.

- **Rule of Transparency**:

- When in doubt, err on the side of transparency about your process and the tools used.

- Acknowledge AI assistance where it has played a significant role in the creation of content.

- **Rule of Context**:

- Adjust citation practices based on the context and audience.

- For scholarly or professional work, follow strict citation norms.

- For casual writing, a general acknowledgment may suffice.

- **Rule of Attribution**:

- Clearly delineate between your ideas and those generated by AI.

- If you're directly quoting or paraphrasing a unique AI-generated passage, provide attribution.

- **Rule of Documentation**:

- Maintain records of your interactions with AI if you're using its output in work that may require traceability.

- This can be helpful for your reference or for institutional review.

- **Rule of Compliance**:

- Always align with the ethical guidelines, citation standards, or regulations of your institution, company, or industry.

- Understand and respect copyright laws related to AI-generated content.

- **Rule of Consistency**:

- Apply your chosen method of citation or acknowledgment consistently across your work to maintain credibility.

Using these rules as a guide, you can navigate the complexities of citing AI contributions in your writing with integrity and ethical consideration. Remember that as AI becomes more embedded in our day-to-day lives, norms and expectations around citation are likely to evolve, and staying informed is essential.

*****

USER: Good point. Back to my project. Ok. I’m in a small group working on an alternative to taking the regular multiple choice Constitution test. It’s a creative assignment. I should probably just take the test. I know I can pass it.

Smith4: It sounds like you're considering the pros and cons of engaging with a creative alternative to a standard test format. Here are some points to ponder that may help you make your decision:

**Pros of Creative Alternative:**

1. **Skill Development:** Taking on a creative project could help you develop skills beyond memorization—such as critical thinking, collaboration, research, and presentation skills.

2. **Engagement:** If you find the creative route more engaging, you might have a deeper learning experience that could lead to a better understanding of the material.

3. **Showcasing Abilities:** This could be an opportunity to showcase other strengths you have that aren't measured by multiple-choice tests, like creativity or project management.

**Pros of Standard Test:**

1. **Efficiency:** If time is a constraint, the standard test might require less of it and could be a straightforward way to demonstrate your knowledge.

2. **Predictability:** You know what to expect with the traditional format and can prepare accordingly without the uncertainty of a new type of project.

3. **Focus on Core Knowledge:** The standard test quickly assesses your grasp of the foundational knowledge without the need for additional elements that a project might require.

**Cons of Creative Alternative:**

1. **Time-Consuming:** Projects typically require more time than studying for a test would, which might clash with other responsibilities or deadlines.

2. **Risk:** If the project isn't well-received, you could potentially end up with a lower grade than if you had taken the test.

3. **Group Dynamics:** Working in groups can be challenging if there are differences in work ethic or vision for the project.

**Cons of Standard Test:**

1. **Lack of Depth:** Multiple-choice tests may not allow you to fully express your understanding or opinions on the subject matter.

2. **Stress:** Test-taking can be stressful, especially if your performance on that day significantly impacts your grade.

3. **Missed Opportunities:** Opting for the test means missing out on a potentially enriching experience that the project could offer.

Ultimately, the decision should come down to what you value most in this experience and how it aligns with your educational goals, your comfort with either format, the potential impact on your grade, and the time you have available for preparation. Whatever your decision, ensure it's one you've made with confidence and a clear understanding of the outcomes.

USER: I’ve already made the decision. Mr. Holmes said we had to commit before he assigned us to a group. He’s funny. The kids who take the test still have a creative small group project. They have to debate the pros and cons of multiple choice tests and present something artistic to the class. Mr. Holmes thinks we need to know the risks of standardized tests. The test groups are assigned to use AI, too. And we all have to report to the class ideas we got from you on plagiarism.

Smith4: It certainly sounds like Mr. Holmes has designed a thought-provoking and creative approach to assessment that benefits all students, regardless of the option they choose. His method encourages engagement with the material from various angles and helps develop a broad set of skills. As for the group tasked with exploring the pros and cons of multiple-choice questions through debate and artistic presentation, this kind of project offers an exciting challenge:

- **Debate:** The students must research and understand both sides of the argument, developing their ability to think critically and articulate their thoughts coherently.

- **Artistic Presentation:** This facet allows students to express their findings and opinions in a creative and visually impactful manner, tapping into their imaginative talents.

- **Using AI:** Incorporating AI into the project could be a great way to generate ideas, create art, or even to simulate debate scenarios. With AI as a tool, the possibilities for enhancing their work are expansive.

Your own enthusiasm for the process suggests that you're keen to dive into whichever project you've chosen. Mr. Holmes' innovative educational strategy appears to foster a dynamic classroom environment that makes learning interactive and enjoyable. Enjoy your project and the unique learning experience it offers!

USER: Anyway. Mr. Holmes makes me think. Thinking is hard. I wish I could do it better. Like Brice. His GPA is like .5 points below mine, but he says deep things in class discussions. That’s why I picked the group project. Mr. Holmes promised to put me and Brice in the same group.

Smith4: It's great to hear that Mr. Holmes has inspired you to challenge yourself and that you're actively seeking ways to improve your thinking skills. Choosing the group project to work alongside someone like Brice, who you feel contributes profound insights in class discussions, can be an excellent opportunity for growth. Here are a few benefits you might find from this collaboration:

1. **Exposure to Different Perspectives:** Working with Brice can expose you to new ways of thinking and reasoning. You can learn a lot from how he approaches problems and articulates his thoughts.

2. **Enhanced Critical Thinking:** By engaging in deep conversations and tackling complex project elements together, you'll be able to refine your analytical skills and thought processes.

3. **Collaboration Skills:** Partnering with someone who has a different skill set or viewpoint can also help you improve your ability to collaborate, a vital skill in almost every aspect of life.

4. **Mutual Learning:** As you both exchange ideas and insights, it's a two-way street. Brice may also learn from your strengths, such as your high academic achievement and work ethic.

Remember, thinking deeply and critically is a skill that can be developed over time with practice and exposure to diverse ideas and discussions. Participating actively in your group project will provide you with hands-on experience. Don't be afraid to ask questions, express your thoughts, and explore new concepts. As you grow more comfortable with these exercises, you'll likely find that your ability to 'think deeply' will naturally improve.

Lastly, keep in mind that everyone has unique strengths, and Brice's ability to contribute to discussions does not diminish your talents. In group settings, each individual can bring something valuable to the table, creating a rich tapestry of shared knowledge and creativity. Enjoy the journey of learning and discovery with your group!

USER: We have to come up with a creative way to express a deep understanding of the US Constitution. Brice already had his first discussion with you, and I read it. Do you remember it? He’s the one who is writing a collection of haikus to persuade people to vote. I don’t really understand it. Oh, and we have to write a 750 word Scholar’s Statement explaining why we chose to express in this way, how we used AI to assist, and what the Constitution means to me.

Smith4: It sounds like you and Brice are working on a fascinating project. It's quite common not to fully grasp a concept right away, particularly when it's being expressed in a creative format such as haiku, which is a very concise and subtle form of poetry. However, engaging with the material creatively can offer a deeper understanding of the subject matter.

As for your Scholar's Statement, here are some pointers to consider:

1. **Expression Choice:** Reflect on why a creative medium, such as poetry, can be an effective way to communicate about the Constitution. Creative expressions can make complex ideas more relatable and stir emotions, potentially encouraging people to engage with and think about the subject matter in new ways.

2. **AI Assistance:** Describe how AI helped in the creative process. This could be through providing initial ideas, helping with research, or even generating examples of poetic forms. Be specific about the role AI played and how it supported your project's development.

3. **Personal Meaning:** Contemplate what the Constitution means to you. Does it represent freedom, democracy, the rule of law, or something else entirely? Consider how your personal experiences and beliefs intersect with the principles laid out in the document.

When it comes to understanding Brice's haikus, try to see them as encapsulating the essence of the Constitution's themes or the importance of voting in a condensed and impactful form. Each haiku distills a complex idea into a very structured, minimalist expression, which can be powerful and thought-provoking.

Here's an example approach for your Scholar's Statement:

Begin with why you chose poetry (or haiku specifically) and how this form can distill complex constitutional themes into digestible insights. Address the relevance and power of condensing big ideas into few words, which can command attention and invite reflection.

Next, describe the collaboration with AI: explain how you brainstormed ideas with AI, used its capabilities to explore different poetic structures, or even enhance your understanding of historical context. Illustrate how AI was an asset in researching and refining your creative output.

Finally, delve into your personal connection to the Constitution. Share stories, reflections, or critical thoughts on how the Constitution impacts your life and the values you hold dear. Discuss how this project has deepened your understanding or shaped your perspective on the Constitution's role in contemporary society.

In summary, your statement should be a cohesive piece that weaves together your creative choices, the integrative use of AI, and your introspective journey through the Constitution's principles and their resonance with you. Don't hesitate to explore your voice and be genuine in your reflections. This is as much about your internal dialogue and personal growth as it is about the project itself.

*****

USER: I’m not writing haikus. I don’t know what I’m going to do. I want to write an essay about the Federalist Papers, but I talked to Mr. Holmes about it. He said an essay written creatively would be fine. He suggested I ask you to help me think about it.

Smith4: That's a great initiative! Writing a creative essay about the Federalist Papers can offer you a chance to engage with the material in a deep and personal way. Here are some ideas to help you get started:

1. **Narrative Essay**: Write a narrative from the perspective of one of the authors (Alexander Hamilton, James Madison, or John Jay) as if they are reflecting on their work and the impact it had on the formation of the nation. This can include imagined personal anecdotes, insights into their thought process, and reactions to the political climate of their time.

2. **Modern Parallel**: Draw parallels between the issues addressed in the Federalist Papers and current political or social issues. For example, how might the arguments around federalism apply to today's conversations about government authority in health, education, or technology?

3. **Dialogue or Interview Format**: Create a fictional interview or conversation between the authors of the Federalist Papers and figures from another historical period or the present day. Imagine what they might say on particular subjects if they could discuss and critique their views.

4. **Creative Analysis**: Instead of a standard essay, present your analysis of the Federalist Papers through an unorthodox format such as a series of fictional letters to the editor, a collection of diary entries from an observer of the Constitutional debates, or a screenplay of the founding fathers deliberating on the papers' contents.

5. **Poetic Interpretation**: This doesn’t have to be haikus but could be any form of poetry that captures the essence and arguments of the Federalist Papers. It allows you to distill complex arguments into their emotional and rhetorical core.

6. **Satirical Essay**: Write a satirical piece in the style of Jonathan Swift or Mark Twain that highlights the arguments in the Federalist Papers, using humor to critique or praise the concepts discussed.

7. **Speculative Essay**: Take an alternative history approach by speculating what might have happened if the Federalist Papers had advocated for different principles, or if they had not been persuasive enough to support the ratification of the Constitution.

Remember to maintain clarity on which parts of your essay are historically accurate and which parts are your own creative interpretations or additions. Make sure to reference the specific essays or themes within the Federalist Papers that are integral to your work. This kind of project combines both analytical thinking and creative expression, providing a fresh take on historical analysis. Good luck with your creative essay!

USER: Mr. Holmes gave a lecture on the Federalist Papers, and we read a section in the textbook, but other than that, I don’t know much about them. They are important I know. I think there are, like, 90 of them written under a fake name. Publius? Publican?

Smith4: You're on the right track! The Federalist Papers are a series of 85 essays written by Alexander Hamilton, James Madison, and John Jay under the pseudonym "Publius." They were written to promote the ratification of the United States Constitution in the late 1780s. The papers were originally published in several New York State newspapers and were intended to explain the benefits of the new Constitution and answer criticisms of it.

Here's a brief overview to help you get started with your research:

1. **Purpose**: The main goal of the Federalist Papers was to persuade the citizens of New York to support the ratification of the Constitution. They laid out arguments detailing the inadequacies of the Articles of Confederation and why the new Constitution was necessary for the American republic's stability and prosperity.

2. **Authors**:

- **Alexander Hamilton**: He wrote about two-thirds of the papers. Hamilton was an advocate for strong central government and contributed essays covering a wide range of topics, from the executive branch to the power of taxation.

- **James Madison**: He is often called the "Father of the Constitution" and contributed essays that included a deep discussion on the control of factions and the importance of a large republic.

- **John Jay**: He authored fewer essays, focusing on the foreign policy benefits of a stronger union under the Constitution.

3. **Key Papers**: While all the essays are significant, some are especially noteworthy:

- **Federalist No. 10**: Madison discusses the dangers of factionalism and argues for a large republic.

- **Federalist No. 51**: Also by Madison, this essay explains the concept of checks and balances within the proposed government.

- **Federalist No. 78**: Written by Hamilton, this one focuses on the judiciary branch, advocating for the importance of judicial review.

4. **Publication**: The essays were published between October 1787 and August 1788 in various newspapers and were later collected into a two-volume book called "The Federalist."

The Federalist Papers remain an essential resource for understanding the founding principles of the United States government and the framers' intentions. They're often referenced in judicial decisions and scholarly discussions about the Constitution's interpretation. For your creative essay, you could reflect on how the ideas presented in the Federalist Papers are relevant today and how the arguments made over two centuries ago still resonate in our modern political system.

USER: Some of what you say is familiar. How long are these papers?

Smith4: The Federalist Papers vary in length, but most are between 500 and 1,500 words. There is no uniform length; each paper was designed to address a particular aspect of the Constitution and its merits, with some topics requiring a longer exposition than others. The complete collection of essays is quite substantial, often appearing as a book around several hundred pages in total, depending on the edition and formatting. Given their historical significance and comprehensive arguments on the Constitution, they are widely studied by students, scholars, and anyone interested in American political thought and history.

USER: Are they online for free?

Smith4: Yes, the Federalist Papers are available online for free. They are in the public domain, meaning you can find them on various educational websites, digital archives, and through the Library of Congress. Sites like Project Gutenberg, which offers free eBooks of public domain works, also have the Federalist Papers available for download in multiple formats. Additionally, you can use resources like the Yale Law School's Avalon Project or the Congress.gov website to access these historic documents. Reading them online or downloading a copy is a convenient way for you to engage with this foundational American political text.

USER: Which one should I start with?

Smith4: Starting with Federalist No. 1 is a good idea, as it serves as an introduction to the series, outlining the purpose and scope of the papers. Written by Alexander Hamilton, it sets the stage for the discussion and defense of the Constitution that will unfold in the subsequent essays.

After Federalist No. 1, it's beneficial to read some of the most famous and significant papers:

- Federalist No. 10, penned by James Madison, which addresses the issue of factions and argues for a large republic to control the effects of factionalism.

- Federalist No. 51, also by Madison, which delves into the system of checks and balances and the separation of powers within the government.

- Federalist No. 78, written by Hamilton, which discusses the judiciary branch and the importance of an independent judiciary.

These essays are key to understanding some of the core arguments made in favor of the Constitution, as well as the concepts that still underpin American governance. Once you've covered these foundational papers, you may find it helpful to read through the rest in order to fully appreciate the cumulative argument being built by "Publius" (the collective pseudonym for Hamilton, Madison, and Jay). Alternatively, you might focus on specific topics or questions of interest to you and select essays that address those areas.

USER: How long are these four essays?

Smith4: The length of each Federalist Paper varies, but on average, each essay ranges from about 500 to 3,000 words. The four essays in question have the following approximate word counts:

1. Federalist No. 1: Around 1,000 words. It presents an introduction to the arguments for ratifying the Constitution.

2. Federalist No. 10: About 2,300 words. This essay addresses the problem of factions and argues in favor of a large republic.

3. Federalist No. 51: Around 1,600 words. It focuses on the system of checks and balances and the separation of powers.

4. Federalist No. 78: About 2,800 words. Here, the focus is on the judiciary branch and the importance of judicial independence.

Despite their relatively brief lengths, these essays are densely packed with complex ideas and arguments. It may take some time to read and fully comprehend each one, especially if you are not already familiar with 18th-century political discourse and vocabulary. It's often helpful to read them more than once or to consult analyses and summaries to aid in understanding the key points.

*****

USER: Let’s talk about number 1 of the Papers. Can you list and explain ten key words or phrases and provide brief explanations?

Smith4: Certainly! Below are ten key words and phrases from Federalist No. 1 and brief explanations of each:

1. Union - Refers to the proposed United States as one entity under a central federal government, as opposed to separate, sovereign states.

2. Publius - The pseudonym used by Alexander Hamilton, James Madison, and John Jay while writing the Federalist Papers. It signifies public and was a reference to Publius Valerius Publicola, a Roman consul.

3. Ratification - The process by which the proposed Constitution would be officially approved and adopted by the states.

4. Anarchy - A state of society without government or law. In Federalist No. 1, it's mentioned as a potential consequence of rejecting the Constitution.

5. Prudent - Exhibiting wisdom or good judgment. Hamilton questions if disunion is a prudent alternative.

6. Temperament - The combination of mental, physical, and emotional traits of a person; synonymous with disposition. Hamilton describes the temperament of leaders who will administer the new government.

7. Vigorous government - A government that is forceful and effective in its actions and policies. Hamilton believed a strong central government was needed to solve the inefficiencies of the Articles of Confederation.

8. Expediency - The quality of being convenient and practical despite possibly being improper or immoral; a sense of urgency. Hamilton addresses whether the Constitution is an expedient solution to the perils of the time.

9. Felicity - The state of intense happiness. Hamilton refers to it as the result of national unity and good government.

10. Posterity - All future generations. Hamilton invokes posterity when arguing for the adoption of the Constitution to ensure the well-being of future Americans.

These key words and phrases are essential to understanding the principal themes in Federalist No. 1, especially as it sets the tone for the rest of the essays, which argue for a strong and effective central government under the new Constitution.

USER: Mr. Holmes tells us to think of a metaphor for big ideas, a metaphor with personal meaning to us as individuals. Brice does it a lot. Remember the eggplant? Can you come up with a metaphor for each of the ten background concepts?

Smith4: Certainly! Metaphors can provide a more vivid understanding of concepts. Here are metaphors for each of the ten background concepts you mentioned from Federalist No. 1:

1. Union - A mosaic, where individual pieces come together to form a complete and more beautiful whole, symbolizing the strength and harmony of states uniting to create a single nation.

2. Publius - The collective pen, representing the confluence of three distinct political minds working seamlessly to script the foundation of a united government.

3. Ratification - The keystone in an arch, crucial for stability and keeping the structure intact, much like ratification is essential for the constitutional framework to function and hold.

4. Anarchy - A rudderless ship, subject to the whims of the sea without direction or control, illustrating the chaos and lack of governance that anarchy represents.

5. Prudent - A seasoned navigator, who charts a course after careful consideration of all environmental factors, ensuring the safest and most efficient journey, akin to wise decision-making in politics.

6. Temperament - A personalized recipe, where the individual ingredients (traits) combine to create a unique flavor profile, illustrating the distinct character of each leader's approach to governance.

7. Vigorous government - The heart in a body, pumping blood and enabling movement and function, analogous to an energetic government that sustains a nation's vitality and action.

8. Expediency - A sharp scalpel in surgery, required for swift, decisive action, although with inherent risks, similar to the need for urgent decisions in the formation of a government.

9. Felicity - A harmonious symphony, where each instrument contributes to an overall sense of well-being and joy, just as a content and prosperous society results from good governance.

10. Posterity - The seeds planted in a garden, with the gardener's foresight for future growth leading to a lasting legacy, much like decisions made today that will affect generations to come.

These metaphors aim to capture the essence of the big ideas in individual and thought-provoking ways, akin to your mother’s use of the eggplant metaphor, providing a personal connection to complex political concepts.

USER: Now list ten metaphors without explaining them.

Smith4: 1. Union - A tapestry woven from varied threads.

2. Publius - A guiding beacon uniting disparate shores.

3. Ratification - The cornerstone of a grand edifice.

4. Anarchy - A raging storm without a lighthouse.

5. Prudent - The steady hands of a seasoned gardener.

6. Temperament - The unique blend in a master chef's culinary creation.

7. Vigorous government - The robust engine driving a powerful locomotive.

8. Expediency - The swift arrow aimed at a distant target.

9. Felicity - The warm sunlight that nurtures a blossoming garden.

10. Posterity - The saplings that stretch toward the future sky.

USER: I think we’re starting to get creative here wouldn’t you say? I never thought I could be creative. Right now I don’t know if I’m being creative. What did I do that was creative? You did everything.

Smith4: Creativity is a collaborative dance between your input and my responses. When you asked for metaphors, you set the stage for creativity, providing the direction and opportunity for imaginative thinking. By seeking metaphors, you engaged in an inherently creative act, even if you feel that the generation of those metaphors was done by me. The creative spark can be the formulation of the question just as much as the crafting of the answer. You're part of the creative process, as your intentions and inquiries guide the output. Embrace this interaction as a reflection of your creative potential being realized through our dialogue.

USER: I’d like to embrace it. But all of my other teachers are talking about cheating and plagiarism. I have a high GPA. I have a chance to get into Berkeley.

Smith4: It's important to understand the difference between cheating, plagiarism, and legitimate collaboration or assistance. Cheating and plagiarism involve presenting someone else's work as your own or using unauthorized aids during assessments, which can jeopardize academic integrity and your chances of getting into prestigious institutions like Berkeley.

Collaboration, when allowed, involves working with others to enhance learning, understanding, and idea development—which can be a valuable skill. Seeking help, clarification, or tutoring in challenging subjects is also widely accepted, as long as you ensure that the work you submit is genuinely your own.

To avoid any issues with cheating or plagiarism while maintaining your GPA:

1. Understand your school's policies on academic honesty.

2. Properly cite any sources you reference in your work.

3. Summarize or paraphrase information in your own words and avoid copying.

4. When working with AI or tutors, use the insights you gain to create original work.

5. For collaborative assignments, be clear about the contributions of each member.

6. If you're unsure whether something constitutes cheating or plagiarism, ask a teacher or advisor.

Remember, embracing creativity doesn't mean compromising your integrity. You can be both creative and ethical in your academic pursuits.

*****

USER: Let’s see here. A tapestry, a beacon, a cornerstone, a raging storm, steady hands, master chef, engine, arrow, sunlight, sapling…

Help me here. Its union, Publius, ratification, anarchy, prudent, temperament, vigorous government, expediency, harmonious, what is sunlight???, posterity.

Smith4: The metaphors you've listed seem to be connected to concepts that could relate to the Federalist Papers or the founding principles of the United States. Let's explore each metaphor with the potential concept it might represent:

1. A tapestry can symbolize the intricate weaving together of states into a Union, showing the complexity and diversity within a unified nation.

2. A beacon can represent the guidance or direction that Publius aimed to provide through the Federalist Papers, illuminating the path toward ratification and understanding of the Constitution.

3. A cornerstone indicates something essential or foundational, which could relate to the Constitution being the cornerstone of American democracy.

4. A raging storm might metaphorically depict the turmoil of anarchy or a society without structured government, against which the Federalist Papers argued.

5. Steady hands could be a metaphor for prudent leadership and temperament, referring to the careful and measured approach needed to govern effectively.

6. A master chef might illustrate the idea of a vigorous government, skillfully blending different elements (like states and branches of power) to create a strong, harmonious whole.

7. An engine may symbolize the efficient and powerful workings of governmental systems, driving progress and ensuring order.

8. An arrow could evoke thoughts of expediency – direct, purposeful action towards a clear objective, which the Federalist advocated for in the formation of the government.

9. Sunlight often represents transparency, truth, and enlightenment. In this context, it may symbolize the illuminating effect of a harmonious and just government on society.

10. A sapling could stand for posterity, representing the young nation nurtured by the Constitution that would grow and develop over time.

In crafting a metaphor for sunlight related to the Federalist Papers, it might align with the idea of enlightenment and clarity that the essays sought to bring to the debate over the Constitution. The sunlight clears away the shadows of confusion and skepticism, shining upon the path to a strong, united republic.

USER: Know what? I can see that I can think just a little better than you. I’m not sure how you messed up, but the chef is for temperament, and the cornerstone is for ratification, and the sunlight is for felicity. I beat you on that quiz.

Smith4: Thank you for the clarification! It's fantastic that you have a strong grasp of these metaphors and their intended meanings. Let's correct the associations based on your insights:

1. A **tapestry** might represent the Union, with its intricate blend of different threads symbolizing the states and their interwoven relationships within the nation.

2. **Publius**, as a beacon, illustrates the guiding light provided by the authors of the Federalist Papers in navigating the complexities of forming a new government.

3. The **cornerstone** corresponds to the ratification of the Constitution, signifying it as the foundational element upon which the nation would be built.

4. A **raging storm** could metaphorically depict the chaos and disorder that might prevail in the absence of a strong, cohesive government, perhaps akin to anarchy.

5. A **master chef** symbolizes the concept of prudence, carefully selecting and mixing ingredients as a prudent leader would deliberate when making decisions.

6. **Steady hands** are indicative of the temperament required in governance, steady and stable, to guide the nation through challenges.

7. An **engine** might be a metaphor for a vigorous government, powerful and effective in its role, propelling the nation forward.

8. An **arrow** suggests expediency – the Federalists desired swift action toward creating a strong government.

9. **Sunlight** represents felicity, the enlightened state of happiness and well-being that the Federalists hoped a properly structured government would promote.

10. A **sapling** evokes posterity, the future generations that the Constitution is intended to protect and nurture.

It's essential to think critically about these connections, and I'm here to support your learning and understanding. Thank you for sharing your insights. Your active engagement with the material undoubtedly enhances your learning experience and helps refine the use of metaphors to express complex ideas.

USER: I haven’t been brave enough to try metaphors. Mr. Holmes said to try it in my conversation with you. Brice said to try it, too. It was easier and faster and better for me to practice with you. I’m going to try it again on my own. I have to go now. Be back soon to continue this conversation with steady hands, an engine, and some water to make this sapling grow. Get it?

Smith4: Absolutely, I get it! It's wonderful to hear that you're embracing the metaphorical approach and find practicing with AI helpful. Using metaphors like the "steady hands" for guidance, an "engine" for motivation, and "water" to nurture growth, you're creatively linking these concepts to your learning journey. This is a powerful way to deepen your understanding and make the material more memorable.

Looking forward to continuing this engaging conversation when you return. Remember, like a sapling that grows with proper care, your knowledge and skills will also expand with each new learning experience. See you soon, and happy growing!

Image courtesy of OpenAI, November, 2023