Focus (or Guiding) Questions:   

What were the viewpoints of the Federalists/Anti-Federalists?

What topics did the Federalists/Anti-federalists agree and disagree upon and why?

What compromise did Anti-federalists require for ratification of the Constitution?

What is the purpose of a bill or declaration of rights?

What is the content of the Virginia Declaration of Rights?

What is the content of the U.S. Bill of Rights?

How is the U.S. Bill of Rights relevant today?

Know:

Federalist viewpoints

Anti-federalist viewpoints

Foundations of each viewpoint

Primary and secondary information for both viewpoints

Rationale for a bill of rights

Content of the U.S. Bill of Rights and Virginia Declaration of Rights

Reasons for the Bill of Rights relevance today

Do:

Analyze a Federalist or Anti-federalist Paper

Share a Federalist or Anti-federalist Paper summary

Participate in a Federalist/Anti-federalist debate

Compare/contrast the Virginia Declaration of Rights and the U.S. Bill of Rights

Construct an essay on the Bill of Rights’ relevance today

To introduce this module to the class, the teacher will ask the students to consider the role of the federal and the state government. 

Students will divide their class notebook into three vertical sections:  Label the left section, federal government, the middle section, both and the right section, state government. 

Divide the students into pairs and ask them to brainstorm what powers each level of government holds, and what powers they share.  Students should brainstorm for 5-10 minutes. 

After brainstorming, reconvene the class and have a class discussion over the roles of each level of government. 

To begin the discussion of Federalists/Anti-Federalists, ask the class the following questions:

Why are the levels of government given these roles?

What documents set up the government?

How did the people and government decide where the power dwells on each topic?

Before starting this Module: 

Module 9 addresses the Federalist/Anti-federalist debates after the end of the Constitutional Convention in 1787.  The previous module addresses the Constitution and the document means in a modern day context for American citizens.  In the next module, Module 10, we will address the new American Nation and its formative years under the presidencies of George Washington and John Adams.  This module should take between 12-14 contact hours. 

Strategies for Differentiated Instruction: Students will work within different ability levels to complete their assignments.  The group should produce a single, cohesive product which reflects the knowledge and learning of the entire group.  For students of lower level ability, the teacher should utilize the school resource room or resource teacher for re-teaching and review.

Strategies for Grouping:  Teachers’ knowledge of students’ abilities and strengths will allow them to pre-select groups ahead of time.    Teacher may group students by placing one student of higher ability with a student of lower ability and adding two students of middle abilities.   Good strategies to consider is pre-selecting the groups and post the list in the room for the students to see when they enter the class.  Please consider pairing together students who will work well together, but will not go off task.  Also, consider pairing students together based on varying levels of ability as well as mix genders

Technology:  Computer lab, overhead digital projector, speakers/sound system for online videos

Materials:  paper, pens, copies of attached handouts.

Vocabulary:  The teacher will have the students place vocabulary words and their meanings in their class notebooks.  The Vocabulary words are found in the vocabulary section of this module. The teacher can create a word wall in their classroom for all academic vocabulary for this class.  

Notes to teacher on electronic resources:  The teacher may need to download a Flash player or another type of download to access all the electronic resources. 

Phase One:

To introduce this module to the class, the teacher will ask the students to consider the role of the federal and the state government. 

Students will divide their class notebook into three vertical sections:  Label the left section, federal government, the middle section, both and the right section, state government. 

Divide the students into pairs and ask them to brainstorm what powers each level of government holds, and what powers they share.  Students should brainstorm for 5-10 minutes. 

After brainstorming, reconvene the class and have a class discussion over the roles of each level of government. 

To begin the discussion of Federalists/Anti-Federalists, ask the class the following questions:

1. Why are the levels of government given these roles?
2. What documents set up the government?
3. How did the people and government decide where the power dwells on each topic?

Phase Two: 

The teacher will introduce the Federalist/Anti-federalist debates to the class.  The teacher will show a Hippocampus video on this topic. 

http://www.hippocampus.org/US%20History%20I

To use this link, choose the link and then under, “The Constitution and the New Republic, 1787-1800” section, choose the “Ratification of the Constitution” video.

Next, the class will visit this website.  This website contains two graphic organizers on the Federalist/Anti-federalist debates. 

http://staff.gps.edu/mines/APUSH%20-antifederalists_vs_federalists.htm.  Students will copy this information into their notebooks. 

Next, the students will read information, on their own, on the Federalist/Anti-federalist debates.  Students will use the following two websites for their reading:

http://teachingamericanhistory.org/fed-antifed/

http://www.usconstitution.net/consttop_faf.html

To extend this information, two online lessons are provided at the link below. 

http://edsitement.neh.gov/curriculum-unit/federalist-and-anti-federalist-debates-diversity-and-extended-republic#sect-thelessons   

Phase Three:

Students will be divided into pairs to analyze a Federalist or Anti-Federalist paper.  Fair warning: the students may be intimidated by the reading.  However, I have always found that telling my students that they are doing college level work and that they are able to work with a partner, tends to take away part of the fear factor. 

The teacher will choose the Federalist Papers/Anti-Federalist papers that the class will analyze.  Try and have an equal amount of papers from each school. 

The side of the debate the student’s paper is on will also be their side for the class face-to-face debate. 

Copies of all the Federalist and Anti-Federalist papers are found at the following site:

http://teachingamericanhistory.org/fed-antifed/

The website lists the essential Federalist and Anti-federalist papers.  Please use these, or others of your choosing, for the document analysis project.  The teacher needs to provide printed copies each pair or students need access to the internet and a computer. 

The pair needs to complete a Document Analysis Sheet on their “paper”.  The analysis sheet is following at the following site.  Choose the “written document” analysis sheet. http://www.archives.gov/education/lessons/worksheets/

After students complete reading their paper and complete the analysis, they will share their findings with the class. 

Phase Four:

Students will complete a class Federalist/Anti-federalist debate.  Students will divide into two groups based on their document analysis. 

Students will gather as a group to prepare for their debate.  Students should use their notes, research and their “paper” for help on their debate. 

The teacher should prepare the students for the debate by setting ground rules for participation and respect for fellow classmates. 

The teacher will initiate and control the debate using a series of questions.  Questions that could be asked include the following:

1. What is the role of the federal government?
2. What is the role of the state government?
3. What the purpose of the legislative branch?
4. What are the powers of the executive branch?
5. What are powers of the judicial branch?
6. What are individual rights?  What is the best way to adequately protect them?
7. Is there a need for a Bill of Rights to be added to the Constitution?  Why or why not?
8. What are states’ rights?
9. Should the Constitution be ratified in its current state?
10. Does the Constitution strip the states of their powers?
11. What should be the role of those elected to office?
12. What type of military should the new country have?
13. What are factions?  Should they be discouraged or encouraged?  Why or why not?
14.  What, do you believe, is the future of the country?
15. What are the problems you see facing the country?

The teacher will analyze the student’s participation and knowledge using a participation rubric or checklist for each student. 

Phase Five:

One of the biggest opponents to the Constitution was anti-federalist, George Mason.  As the author of Virginia’s Declaration of Rights, Mason knew the importance of a Bill of Rights in ensuring the rights of individual and the state. 

Students will learn about the Bill of Rights using a Hippocampus video:  http://www.hippocampus.org/US%20History%20I

The video is found under the “The Constitution and the New Republic, 1787-1800” section under the “Bill of Rights” tab. 

Students can research biographical information on George Mason at this link:  http://www.gunstonhall.org/georgemason/

Students will receive copies of both the United States Bill of Rights and Virginia’s Declaration of Rights. 

Virginia’s Declaration of Rights: http://avalon.law.yale.edu/18th_century/virginia.asp

U.S. Bill of Rights:  http://www.archives.gov/exhibits/charters/bill_of_rights.html

With their partner, students will read both documents and use a Venn Diagram; the link is found below, to complete their Bill of Rights/Virginia Declaration of Rights Graphic Organizer.  http://www.eduplace.com/graphicorganizer/pdf/venn.pdf

Students will complete the Federalist/Anti-Federalist Papers Document Analysis using http://www.archives.gov/education/lessons/worksheets/.  A student pair will read either a Federalist or Anti-federalist paper and analyze it using the worksheet listed above.  The students will share their findings with their classmates when finished with their analysis. 

Students will complete the Federalist/Anti-federalist debate.  The teacher will analyze the student’s participation and knowledge using a participation rubric or checklist for each student. 

Students will use two documents, the Virginia Declaration of Rights and the United States Bill of Rights to complete the Bill of Rights and Virginia Declaration of Rights Graphic Organizer.  Students will fill out a Venn Diagram or another graphic organizer chosen by the teacher to complete this project. 

Students will use their background knowledge on the United States Bill of Rights to answer to the Bill of Rights for Today Essay.  Question:  How is the Bill of Rights relevant today?  Give three modern day examples of how the Bill of Rights has been used to protect individual freedoms?  How would the American story differ if it was not for the Bill of Rights?  Please site specific instances and specific amendments in your essay question.