SECOND PAGES
CHAPTER 8 • SECTION 3
S
1
Plan & Prepare
Objectives
• Explain why the Federalists supported
ratification of the Constitution and why
the Antifederalists opposed it
• Summarize the battle for ratification of
the Constitution
• Analyze the Bill of Rights—the first ten
amendments to the Constitution
CTIO
3
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Reading for Understanding
Key Ideas
BEFORE, YOU LEARNED
NOW YOU WILL LEARN
The Constitution created a new,
stronger government that replaced the
Confederation.
American liberties are protected by the
U.S. Constitution and a Bill of Rights.
Vocabulary
TERMS & NAMES
BACKGROUND VOCABULARY
Antifederalists people who opposed
ratification of the Constitution
majority rule a system in which more than
one half of a group holds the power to make
decisions binding the entire group
federalism system of government in which
power is shared between the national (or
federal) government and the states
Read for the Essential Question
Help students read for a purpose by reminding
them of the Essential Question: “How did
Americans create a national government that
respected both the independence of states and
the rights of individuals?”
amendment addition to a document
Federalists people who supported ratification
of the Constitution
The Federalist papers ratification essays
published in New York newspapers
REVIEW
Parliament Britain’s chief lawmaking body
Enlightenment 18th-century movement
that emphasized the use of reason and the
scientific method to obtain knowledge
Bill of Rights first ten amendments to the
U.S. Constitution
Vocabulary
Best Practices Toolkit
Reading Strategy
Use the Best Practices Toolkit to model
strategies for vocabulary notetaking. Vary
strategies throughout the year. Choose
from: Knowledge Rating, Predicting ABC’s,
Definition Mapping, Word Sort, Word Wheel,
Frayer Model (Word Squares), Magnet
Words, and Student VOC.
Re-create the diagram shown at
right. As you read and respond
to the KEY QUESTIONS, use the
circles to compare the positions of
Federalists and Antifederalists.
COMPARE AND CONTRAST
Federalists
both
Antifederalists
See Skillbuilder Handbook, page R8.
Vocabulary Strategies, TT9–TT16
GRAPHIC ORGANIZERS
Go to Interactive Review @ ClassZone.com
Reading Strategy
Best Practices Toolkit
Display the Venn Diagram transparency.
• Suggest that students use a Venn diagram
like the one shown here to record the
positions of the two sides.
• Point out that the labels in the diagram
indicate where entries for each side
should be placed.
• Remind students to make their diagrams
large enough so that entries for positions
shared by both sides can be placed in the
area where the two ovals overlap.
Venn Diagram, TT22
248 • Chapter 8
248 Chapter 8
PRETEACHING VOCABULARY
English Learners
Inclusion
Pronounce and Preview
Identify the Prefix Anti-
Pronounce each term for students.
Review the meanings of words within
definitions, such as binding, alteration,
and emphasized. To modify vocabulary
learning, have students complete
worksheets as they read, instead of
afterward.
Point out that the word antifederalist
includes the prefix anti-, which means
“opposite, opposing, or against.”
Ask students for examples of other
words they may know that use this
prefix. (Possible Answers: antinuclear,
antibacterial, antidote, and antifreeze)
Have students use the dictionary to find
other examples of words with the prefix
anti- and use them in sentences as they
take notes on the section.
Unit 3 Resource Book
• Building Background Vocabulary,
p. 168
• Vocabulary Practice, p. 167
EC
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CHAPTER 8 • SECTION 3
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SECOND PAGES
Ratification and the
Bill of Rights
One American’s Story
Focus & Motivate
3-Minute Warm-Up
Write on the board or display the transparency:
• How might Americans be affected if the
rights of citizens were not protected in our
Constitution? (Possible Answer: Corrupt
officials could take advantage of omissions to
abuse rights.)
Unit 3 Transparency Book
• 3-Minute Warm-Ups, TT11
In February of 1788, Antifederalists
Antifederalists, people who opposed the Constitution, sent out a pamphlet voicing their concerns over the form of
the new government. The title of the essay was “Observations on
the New Constitution, and on the Federal and State Conventions.”
To the surprise of many people, a woman, Mercy Otis Warren, was
responsible for the pamphlet. The pamphlet stressed the importance
of a democratic nation ruled by the people.
“
2
One American’s Story
More About . . .
PRIMARY SOURCE
Mercy Otis Warren
Government is instituted for the protection, safety and happiness
of the people. . . . That the origin of all power is in the people,
and that they have an [incontestable] right to check the creatures
of their own creation, vested with certain powers to guard the life,
liberty and property of the community.
Before the Revolution, Warren had written
two plays satirizing British rule. During the
Revolution, she started a history of the war,
which was published in 1805.
”
—Mercy Otis Warren, quoted in Mercy Otis Warren
Warren’s essay became an important part of the debate between supporters
and opposers of the Constitution.
Mercy Otis Warren was
an Antifederalist and a
respected historian of the
American Revolution.
Federalists and Antifederalists
KEY QUESTION What key issues divided Federalists and Antifederalists?
3 Teach
Federalists and
Antifederalists
By the time Warren’s essay was published, Americans had already been
debating the new Constitution for months. The document had been widely
distributed in newspapers and pamphlets across the country. The framers of
the Constitution knew that the document would cause controversy. At once
they began to campaign for ratification, or approval, of the Constitution.
Think, Pair, Share
Concerns of the Federalists The framers suspected that people might be
• Compare and Contrast Why did urban
centers support ratification and rural areas
oppose it? (Urban workers saw the benefits of
government regulation of trade. People in rural
areas feared an increase in taxes.)
• Why did Federalists begin to campaign for
ratification right away? (They knew the
Constitution would cause controversy.)
afraid the Constitution would take too much power away from the states. To
address this fear, the framers explained that the Constitution was based on
Confederation to Constitution 249
SECTION 3 PROGRAM RESOURCES
ON LEVEL
Unit 3 Resource Book
• Reading Study Guide, p. 147
• Vocabulary Practice, p. 167
• Section Quiz, p. 187
STRUGGLING READERS
Unit 3 Resource Book
• RSG with Additional Support, p. 153
• Building Background Vocabulary,
p. 168
• Section Quiz, p. 187
• Reteaching Activity, p. 190
eEdition with Audio DVD-ROM
ENGLISH LEARNERS
Pupil Edition in Spanish
eEdition with Audio DVD-ROM
eEdition in Spanish DVD-ROM
Unit 3 Resource Book
• RSG (Spanish), p. 159
• RSG with Additional Support
(Spanish), p. 165
Multi-Language Glossary
Test Generator
• Section Quiz in Spanish
INCLUSION
Unit 3 Resource Book
• RSG with Additional Support, p. 153
• Section Quiz, p. 187
• Reteaching Activity, p. 190
GIFTED & TALENTED
Unit 3 Resource Book
• Interdisciplinary Projects, p. 173
• Connect Geo. & Hist., p. 175
PRE-AP
Unit 3 Resource Book
• Skillbuilder Practice, p. 169
• Connect to Today, p. 177
• Prim. & Sec. Sources, p. 180
TECHNOLOGY
Unit 3 Transparency Book
• 3-Minute Warm-Ups, TT11
• Fine Art, TT12
• Geography, TT13
• Cause-and-Effect Chapter Summary,
TT14
• Essential Question Graphic, TT15
Daily Test Practice Transparencies
• Chapter 8, Section 3, TT29
Power Presentations
ClassZone.com
American History Video Series
Teacher’s Edition • 249