Tables of Contents
1.
A New Nation: America Under The Article of Confederation
(Lesson 1)
2.
A New Constitution: Debates on Representation and Power in American Politics, Part 1
(Lesson Two)
3.
A New Constitution: Debates on Representation and Power in American Politics, Part 2
(Lesson Three)
4.
Federalists vs. Anti-Federalists: Debates within the Ratification of the United States Constitution
(Lesson Four)
5.
Post Federalists/ Anti- Federalists Debates: The Bill of Rights
(Lesson Five)
A New Nation: America Under The Article of
Confederation (Lesson 1)
1. Concept & Academic Vocabulary:
1. Articles of Confederation
2. Confederation
3. Limited Government
4. Decentralized Government
2. Target Learning Objectives/Outcomes:
1. Students will understand the inherent problems with the Confederation
government.
2. Students will be able to explain the division of governmental powers under the
Articles of Confederation.
3. Students will be able to explain the justifications and rationales for the structures of
the government as listed under the Articles.
4. Student Learning Logs
3. Essential Questions:
1. What were the underlying weaknesses expressed in the Articles of Confederation?
2. How were the powers divided under the Articles of Confederation between state
and national governments?
3. What was the structure of government as listed under the Articles? Why did
drafters choose to form this style of governance?
4. Standards addressed:
1. WTS.B.12.2 Analyze primary and secondary sources related to a historical question
to evaluate their relevance, make comparisons, integrate new information with
prior knowledge, and come to a reasoned conclusion.
2. WTS.B.12.3 Recall, select, and analyze significant historical periods and the
relationships among them.
3. WTS.B.12.6 Select and analyze various documents that have influenced the legal,
political, and constitutional heritage of the United States.
5. Materials/Resources:
1. Copies of the Articles of Confederation
i. http://avalon.law.yale.edu/18th_century/artconf.asp
2. Copies of “Governmental Powers under the Articles of Confederation” Graphic
Organizer
3. “Weaknesses of the Articles of Confederation” Graphic Organizer
4. Computer w/ PowerPoint and Projector
6. Anticipatory Set (Hook):
1. Begin class with the following hook: Write the word “confederation” on the board.
Ask students if they know what the vocabulary word means. After eliciting
responses, distribute copies of The Articles of Confederation. Have students read
the first three articles of the document and have them briefly share their thought
and ideas with a partner. Have students share their definition of a confederation
with the class.
7. Activities (Step by Step Procedures):
1. Begin class by discussing in detail the transition from revolution to a structured
government. Follow this by distributing copies of the “Governmental Powers under
the Articles of Confederation” graphic organizer. Have students explore in groups of
2-3 to examine the powers of the state and national government under the Articles
of Confederation. Encourage students to use their textbook and/or other online
resources to complete the graphic organizer.
2. As a class, review the responses students discovered in regards to the
“Governmental Powers under the Articles of Confederation” graphic organizer. Have
students share their responses with the class. Some possible responses may include:
i. State Governmental Powers
1. Taxation
2. Authority Over State Judiciary System
3. Power to Collect Taxes
4. Power to Enforce Laws Passed by Congress
ii. National Government Powers
1. Power to Declare War
2. Power to Conduct Foreign Affairs
3. Power to Make Treaties with Foreign Governments
4. Authority to Settle Border Disputes between States
3. Discuss with the class why the historical reasons the Articles were structured the
way they were. Discuss the following questions with the class:
i. What was the mindset of the states when the Articles of Confederation was
created?
ii. Why would the majority of states fear a large centralized government?
4. Guide the discussion to focus on the power to tax (the national government did not
have the power to tax the people).
i. Encourage students to respond to the discussion by answering why the
Articles were structures in this way. Articles not designed to create a strong
national government. The framers of the Articles, adhering to the
revolutionary spirit of ’76, believed that local liberty- not national powerwas the true source of republican strength and virtue.
ii. Allude to how the government under the Articles of Confederation was a
limited government. Ask students, “What are some examples of how the
government under the Articles was limited?”
5. Distribute copies of the “Weaknesses of the Articles of Confederation” graphic
organizer to each student. Using their textbooks, have students work in groups of 23 to discover what inherent weaknesses the Articles of Confederation contained.
6. Once students have identified several weaknesses, have them discuss their findings
with the class as a whole.
7. Have students finish class by completing a journal entry in their Journal Logs.
Encourage students to write about the topic by generate ideas and making
predictions related to the objectives of the lesson. Have students write to
consolidate their thoughts, express concerns, or raise issues and problems that need
to be clarified or explored further.
8. Inform students their Learning Logs will be collected at the end of the lesson.
8. Closure (at the least must include a formative assessment):
1. I plan to assess my students thinking and the application of concepts informally
through their Learning Log. Students will respond in their journals by generating
further thinking and making predictions related to the objectives of the lesson.
Encourage students to consolidate their thoughts, express concerns, or raise issues
and problems that need to be clarified or explored further.
9.
Extensions/Adaptations:
1. As an extension, if the lesson finishes early have them discuss with the class their
response to the Learning Log activity. Have students express concerns, or raise
issues and problems that need to be clarified or explored further.
Name: ____________________________
Date: _________________
Governmental Powers under the Articles of Confederation
Use copies of the Articles of Confederation to complete the graphic organizer below.
National Government
Powers
State Government Powers
1.
Hr. 1 2 3 4 5 6 7 8
1.
2.
2.
3.
3.
4.
4.
5.
5.
Name: _Teacher Key_________________
Date: ____________________
Hr. 1 2 3 4 5 6 7 8
Governmental Powers under the Articles of Confederation
Use copies of the Articles of Confederation to complete the graphic organizer below.
National Government
Powers
State Government Powers
1. Taxation
1.
Power to Declare War
2. Authority Over State Judiciary System
2.
Power to Conduct Foreign Affairs
3. Power to Collect Taxes
3.
Power to Make Treaties with Foreign
Governments
4.
Authority to Settle Border Disputes between
States
4. Power to Enforce Laws Passed by Congress
Name: __________________________________
Hr. 1 2 3 4 5 6 7 8
Date: ______________________
Weaknesses of the Articles of Confederation Graphic Organizer
Use your Give Me Liberty text book (pgs. 237-246) to complete the following graphic organizer.
(Taxation)
(National Authority)
(Trade)
Weakness
(Coining Money)
(Law and Enforcement)
(National Power)
Name: __________Teacher
Key_________
Hr. 1 2 3 4 5 6 7 8
Date: _______________________
Weaknesses of the Articles of Confederation Graphic Organizer
Use your Give Me Liberty text book (pgs. 237-246) to complete the following graphic organizer.
Congress did not have any
money
Government had no power over state
governments or their citizens
Congress had no power to
regulate trade
Did not have the power to raise
money- tax
States ignored laws passed by
congress
States did not follow government
trade agreements
Couldn’t support the
government without finances
Government did not have the power
to enforce laws
Foreign countries refused to trade
with the United States
No-trade- No money
(Taxation)
(Government Authority)
(Trade)
Weakness
Each state could issue its own
paper money- difficult to trade
goods if currency was not the
same
States refused to accept each
others' currency
(Coining Money)
No national army or nave- states with
their own armies saw no need for
federal militia
No system of national courts- Each
state could interpret national laws as it
chose
(Law and Enforcement)
Weak national government- No
power, No executive power
Needed a supermajority to pass
laws- 9/13 of states required to
pass major laws
Strong state governments- All
the power
(National Power)
A New Constitution: Debates on Representation and
Power in American Politics, Part 1 (Lesson Two)
1. Concept & Academic Vocabulary:
a. Federalism
b. Representation
c. Virginia Plan
d. New Jersey Plan
e. Great Compromise
2. Target Learning Objectives/Outcomes:
a. Students will be able to explain the debates, arguments, and compromises that
shaped the United States Constitution.
b. Students will be able to understand the main tasks of the framers of the
Constitution was to decide on representation and powers of Congress.
c. Students will be able to explain why representation was a key issue being
deliberated by the Framers at the Constitutional Convention of 1787?
3. Essential Questions:
a. What debates, arguments, and compromises did the framers of the Constitution
put forth in regards to the United States Constitution that we know today?
b. What was the argumentative divide between the representatives of small states
and large states regarding the structure of representation and the Constitution?
c. What were the similarities and differences of the Virginia Plan and the New
Jersey Plan? What compromises were accepted and rejected?
4. Standards addressed:
a. WTS.B.12.2 Analyze primary and secondary sources related to a historical
question to evaluate their relevance, make comparisons, integrate new
information with prior knowledge, and come to a reasoned conclusion.
b. WTS.B.12.6 Select and analyze various documents that have influenced the
legal, political, and constitutional heritage of the United States.
5. Materials/Resources:
a. Copies of The Virginia Plan
i. http://oll.libertyfund.org/index.php?Itemid=264&id=1073&option=com_content
&task=view
b. Copies of The New Jersey Plan
i. http://oll.libertyfund.org/index.php?Itemid=264&id=1073&option=com_content
&task=view
c. Copies of the Virginia/New Jersey Plan Comparison Graphic Organizer
(Homework)
d. Computer w/ PowerPoint and Projector
6. Anticipatory Set (Hook):
a. Begin with the following hook: Arrange students into small groups. Have
students examine on the overhead The Scene at the Signing of the Constitution,
by Howard Chandler Christy and Barry Faulkner’s 1936 rendition of the
Constitutional Convention. Have students answer the questions below.
Encourage students to discuss any differences of opinion.
i. What is the subject of this paintings?
ii. What sentiments/ passions are portrayed in this painting?
iii. What story do you think this painting tells the viewer?
b. After a few minutes, allow partners time to share their answers with the class.
Have students write down varying opinions on the board and encourage
students to explain their ideas using details from the image.
7. Activities (Step by Step Procedures):
a. Begin class by setting purpose.
i. In considering the Constitutional Convention, we will focus on the
debates, arguments, and compromises that shaped the emergence of
the document we know as the United States Constitution.
b. Explain necessary background information.
i. February 21, 1787
1. The Constitutional Convention of 1787 was a lengthy affair,
lasting from May 25 to September 17.
2. Fifty-five delegates from twelve states (Rhode Island did not
attend) orated, debated, and negotiated the creation of a new
American political system. In attendance were George
Washington, Benjamin Franklin, George Mason, James Madison
–Founding Fathers.
3. Sole purpose was to revise the Articles of Confederation.
a. Question: Why do you think a new Constitution was
needed? What type of government did the United
States have prior to the Constitution? What were the
inherent weaknesses of this government?
ii. May 25, 1787
1. The debates inside the meeting room were heated and
contentious. The delegates examined every phrase of the
constitution through the prism of the conflicting interests they
represented: large states and small states. In this sense, one of
the main tasks of the Framers was to decide on representation
and powers of Congress.
a. Question: Why do you think there was conflict between
large states and small states regarding the question of
representation in congress?
i. Have students use the Think, Pair, Share
strategy, in which students will 1) individually
thinking and writing out their thoughts 2)
discussing with a partner their thoughts and 3)
sharing their paired response with the class.
Explain to students this will set the tone for the
upcoming Socratic circle.
2. Two arguments dominated the initial debates of the
Convention:
a. Virginia Plan: from James Madison and Edmund
Randolph
i. Called for a national based system based on
European Nation-state where the government
derives its powers from people.
ii. Includes: powerful central government: three
branches: the legislative, executive and judicial.
iii. Two house legislature: Representation for each
state in both houses of the bicameral legislature
was to be based on population, or the number
of free inhabitants in a state- provisions that
would favor the larger states.
iv. Legislature with power to select the executive
and judiciary.
1. Question: What issues do you see with
this proposal? Why would smaller
states be alarmed by this structure of
government? Have students respond to
the question using the Think, Pair,
Share strategy.
b.
The proposal of the Virginia Plan its favor in the
direction of the larger states alarmed the small states.
These states countered with an alternative framework,
introduced by William Patterson of New Jersey and thus
known as the New Jersey Plan. New Jersey Plan
proposed:
i. Strengthen the Articles of Confederation.
ii. Create one-house legislature with one vote for
each state.
iii. Giving Congress the power to raise revenue
from duties and postal service.
iv. Create Supreme Court with members appointed
for life by executive officers.
1. Question: What legacy/influence do you
think this proposal had on the
government we have today? How
successful do you think this proposal
was?
c. Next, introduce students to the Role Play Activity: Simulated Congressional Hearing on
Representation at the Constitutional Convention of 1787.
i. Handout copies of Edmund Randolph’s proposed Virginia Plan and William Patterson’s
proposed New Jersey Plan. Next, have students read the original proposal of the
Virginia and New Jersey Plans. Divide the class into three groups: those in favor of the
Virginia Plan, those in favor of the New Jersey Plan, and members of the Constitutional
Convention. Have students read their assigned documents and inform them to mark
the text and make notes regarding specific arguments being made to better
understand their assigned role. Inform students the goal of the exercise if for them to
create a compressive proposal regarding the structures of the U.S. government.
ii. After students have read their assigned documents, go over the meaning of the dialogue
with the students. Make sure they understand the gist of what is being said. Then
review any grammar or language structures that may be newer to them. Allow
students ample time to practice pronunciation of any tricky words with them as a
whole class. After they understand the dialogue – it’s structure, content, and
pronunciation let the students get into small groups to practice.
iii. Next, have the students assigned the Virginia Plan and New Jersey Plan to debate the
points being made in their respective documents while the Constitutional Convention
listens attentively and takes notes. Allow each participant in the debate 1-2 minutes to
make their point. After the first group has presented their planned proposal/
arguments, allow ample time for the Convention members and opposing side to ask
questions. Allow each group ample time for any rebuttals. Repeat the process for both
groups as needed.
iv. Direct students focus to arguments regarding conflicting interests of large states and
small states.
v. Finish the Role Play Activity by having the Convention direct the need for comprise
between the two plans. Have students assigned the Convention to synthesize and
summarize what they believe would be a substantial compromise between the two
proposals. Guide this group to mainly consider the arguments regarding the debates
over representation- populous states wanted proportional representation, and emptier
states wanted equal representation.
vi. Regardless of the outcome of the activity, explain to students: One of the biggest
debates at the Constitutional Convention was over representation—populous states
wanted proportional representation, and emptier states wanted equal representation.
The Great Compromise solved the problem. Congress would have two legislative
houses—a Congress (with 2 Senators from each state) and a House of Representatives
(with 1 Representative for every 30,000 people). Through this compromise, the large
states had the dominate position in House and a more favorable position towards
taxation, yet the small states were well protected by their equal representation in the
Senate.
4. Next, handout copies of the “Student ThinkSheet Assignment Packets” and explain to
students the assignment must be completed for the next lesson. Explain to students the
assignment is for tomorrow’s lesson in which students will complete a Socratic circle
activity. Tell students the following directions:
a. Have students reread copies of Edmund Randolph’s proposed Virginia Plan and
William Patterson’s proposed New Jersey Plan. Have students complete a
comparison graphic organizer outlining the differences of the two plans.
Minimally, students should record three ways each plan was similar and
different using the comparison the graphic organizer as a guide. The key criteria
that should be recorded on the comparison graphic organizer for each plan
includes:
i. how each plan addressed the structure and powers of Congress
ii. how each plan addressed if states should send an equal or proportional
number of representative to Congress and
iii. how each plan addressed if the people or the state legislatures should
elect representatives
iv. how the judiciary was to structured.
8. Closure (at the least must include a formative assessment):
a. As a closure to the lesson, have students write in their Learning Logs to help
consolidate their thoughts, express concerns, or raise issues and problems that
need to be clarified or explored further. Specifically, encourage students to
express their thought on the lesson, have them express their further
thinking/wonderings, and have express their issues with clarity regarding the
day’s lesson.
b. Inform students their logs will be collected at the end of class. This will guide
tomorrow’s lesson.
9. Extensions/Adaptations:
2. As an extension, if the lesson finishes early have students volunteer to discuss
with the class their response to their Learning Logs to the class. Specifically,
encourage students to discuss their further thinking/wonderings. If applicable,
answer and discuss as a class these inquiries or have students use online
resources to find answers/solutions.
Name: ______ _____________
Date:_____________________
Hr. 1 2 3 4 5 6 7 8
Student ThinkSheet
Assignment Packets
Unit:___________________
Due Date(s): _____________
Name: __________________________
Hr. 1 2 3 4 5 6 7 8
Date: _________________
Constitutional Convention 1787 Plans on Representation
Complete the graphic organizer below by identifying the similarities and differences of the proposed plans of representation during the Constitutional
Convention. Complete the assignment by referring to the Virginia Plan and New Jersey Plan handouts.
Differences
Virginia Plan
New Jersey Plan
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Name: _Teacher Key_______________
Hr. 1 2 3 4 5 6 7 8
Date: _________________
Constitutional Convention 1787 Plans on Representation
Complete the graphic organizer below by identifying the similarities and differences of the proposed plans of representation during the Constitutional
Convention. Complete the assignment by referring to the Virginia Plan and New Jersey Plan handouts.
Differences
Virginia Plan
New Jersey Plan
1. Legislative Structure: Bicameral
1. Legislative Structure: Unicameral
2. Executive: Size undetermined; elected and
removable by Congress
2. Executive: More than one person; removable by
majority
3. Judiciary: Life tenure; able to veto legislation in
council of revision
3. Judiciary: No power over states
4. State Laws: Legislature can override
4. State Laws: Government can compel obedience to
national laws
5. Ratification: By the people
5. Ratification: By the states
Name: ____________________________
Date: ____________________
Hr. 1 2 3 4 5 6 7 8
Problem-Solution Chart: Main Conflicts and Resolutions of the Drafting of the Constitution
Complete the chart below by identifying how contentions in the Constitution were resolved regarding the makeup/
powers of the US branches of government.
Main Conflicts over Congress
Issue
Contention
Representation
Powers
Legal Supremacy
Review of Laws
Resolved
Main Conflicts over the Presidency
Issue
Contention
Number
Election Method
Relation to Congress
Powers
Resolved
Main Conflict over the Judiciary
Issue
Extensiveness of the Judiciary
Contention
Resolved
Name: ____________________________
Date: ____________________
Hr. 1 2 3 4 5 6 7 8
Problem-Solution Chart: Main Conflicts and Resolutions of the Drafting of the Constitution
Complete the chart below by identifying how contentions in the Constitution were resolved regarding the makeup/
powers of the US branches of government.
Main Conflicts over Congress
Issue
Contention
Resolved
Representation
1.By state or by population?
1.The Great Compromise
2. Should slaves be counted?
2.3/5th Compromise
Powers
What powers should Congress
possess?
Delegated Powers
(Have students define)
Legal Supremacy
When law conflicts, shall state
or national laws prevail?
National Supremacy Clause
(Have students define)
Review of Laws
Shall there be any checks on
the laws of the Congress?
Presidential veto; Judicial review;
Congressional Override
(Have students define)
Main Conflicts over the Presidency
Issue
Contention
Resolved
Number
Should the executive
Single executive
branch be headed by a
single person, or
should there be a
plural executive?
Election Method
Should the president
be chosen by the
legislature or by the
people?
Electoral college
Eligible for reelection-terms 4
years
Relation to Congress
Should the president
be an independent
branch of the
government or an
element of Congress?
Independent executive
No cabinet-parliamentary
system
No council of legislators to
review actions
Powers
Restricted or
extensive?
Extensive
(Have students define)
Main Conflict over the Judiciary
Issue
Extensiveness of the Judiciary
Contention
Resolved
Should there be a system of
One supreme court;
federal courts operating in each Congressional power to
state, or should the federal
create lower courts.
judicial power be limited to a
single court?
A New Constitution: Debates on Representation and
Power in American Politics, Part 2 (Lesson Three)
1. Concept & Academic Vocabulary:
1. Federalism
2. Representation
3. Virginia Plan
4. New Jersey Plan
5. Great Compromise
2. Target Learning Objectives/Outcomes:
1. Students will be able to explain the debates, arguments, and compromises that
shaped the United States Constitution.
2. Students will be able to understand the main tasks of the framers of the
Constitution was to decide on representation and powers of Congress.
3. Students will be able to explain why representation was a key issue being
deliberated by the Framers at the Constitutional Convention of 1787?
3. Essential Questions:
1. What debates, arguments, and compromises did the framers of the Constitution put
forth in regards to the United States Constitution that we know today?
2. What was the argumentative divide between the representatives of small states and
large states regarding the structure of representation and the Constitution?
3. What were the similarities and differences of the Virginia Plan and the New Jersey
Plan? What compromises were accepted and rejected?
4. Standards addressed:
1. WTS.B.12.2 Analyze primary and secondary sources related to a historical question
to evaluate their relevance, make comparisons, integrate new information with
prior knowledge, and come to a reasoned conclusion.
2. WTS.B.12.6 Select and analyze various documents that have influenced the legal,
political, and constitutional heritage of the United States.
5. Materials/Resources:
1. Copies of The Virginia Plan
2. Copies of The New Jersey Plan
3. Completed copies of the Homework Assignment: Constitutional Convention 1787
Plans on Representation Graphic Organizer
4. Computer w/ PowerPoint and Projector
6. Anticipatory Set (Hook):
1. Begin with the following hook: Have students watch the following YouTube clip, We
the People: Honoring Constitution Day
(http://www.youtube.com/watch?v=ejH1Xvw12sA). Ask students what personal
feelings/emotions the clip conveys. Ask, “What does the phrase “We the people”
means to them?”
7. Activities (Step by Step Procedures):
1. Begin class by issuing students with a KWL graphic organizer to the class. Explain to
the class to fill out the first two columns of the chart by, first, listing “What They
Already Know” about Constitutional debates (should include information learned
from the prior lesson), and, second, “What They Would Like to Know Further.” Have
students leave the “What They Learned” portion blank to be completed at the end
of the lesson.
2.
Next, have students review their completed copies of their ThinkSheet Assignment
Packets. Ask students to consider “Why would some Framers of the constitution
would support one plan over the other in relation to the debated powers of
government and how representatives of Congress would be selected?” Use the
Think, Pair, Share Strategy, in which students will respond to the question by 1)
individually thinking and writing out their thoughts 2) discussing with a partner their
thoughts and 3) sharing their paired response with the class. Explain to students this
will set the tone for the upcoming Socratic Circle.
3.
In preparation for the Socratic Circle Seminar on why some Framers would support
one plan over the other two plan, have students, using their graphic organizer, their
Think, Pair, Share response, and their homework notes, prepare oral responses for
larger group discussion. Explain students will eventually give approximately four
minute oral presentation each while participating in the Seminar.
 Teachers Notes: The basic procedure for a Socratic Circle:
i. Have students use the text received (and subsequent thoughts, analysis,
and notes completed) from the prior lesson to use in the Socratic circle.
ii. During class, randomly divide the class into two concentric circles: an inner
circle and outer circle.
iii. The students in the inner circle are posed with a question and then engage
in a discussion of the text in the context of the question for approximately
ten minutes, while students in the outer circle silently observe the behavior
and performance of the inner circle.
iv. After the discussion of the text, the outer circle assesses the inner circle’s
performance and gives ten minutes of feedback for the inner circle.
v. Have students in the inner and outer circles now exchange roles and
positions.
vi. Then have the new inner circle hold a ten-minute discussion using the same
questions and then receives ten minutes of feedback from the new outer
circle.
4.
Explain to students their responsibilities regarding the Socratic circle. Assure
students understand do the following:
i. Speak loudly and clearly
ii. Cite reasons and evidence for their statements
iii. Use the text to find support
iv. Listen to others respectfully
v. Stick with the subject
vi. Talk to each other, not just to the leader
vii. Paraphrase accurately
viii. Ask for help to clear up confusion
ix. Support each other
x. Avoid hostile exchanges
xi. Question others in a civil manner
xii. Be prepared
5.
As part of the Socratic circle, have students respond to the following questions:
i. How was representation and powers of Congress described by Randolph in
the Virginia Plan? What are some of the possible conflicts/alarms associated
with this proposal?
ii. How was representation described by Paterson in the New Jersey Plan?
iii.
iv.
v.
vi.
vii.
How does this proposal respond to the Virginia Plan?
How did the New Jersey Plan described by Paterson differ from the Virginia
Plan described by Randolph?
How each plan addressed the structure and powers of Congress?
How each plan addressed if states should send an equal or proportional?
number of representative to Congress?
How each plan addressed if the people or the state legislatures should elect
representatives?
How the judiciary was to structured?
6.
Review with the class what was discusses during the exercise. Encourage students to
express their thought on the lesson, have them express their further
thinking/wonderings, and have express their issues with clarity regarding the day’s
lesson.
7.
After the completion of the Socratic circle activity and discussion, have students
take out their KWL graphic organizers from the beginning of class. Tell students to
complete the “What they Learned” column. Students should write everything they
learned about why Framers of the Constitution supported one plan over the other
plan in relation to the proposed structures of government and how representatives
of Congress would be selected.
8. Closure (at the least must include a formative assessment):
1. The final part of the KWL will serve as a formative assessment. Have students take
out their KWL graphic organizers from the beginning of class. Tell students to
complete the “What they Learned” column. Students should write everything they
learned about why Framers of the Constitution supported one plan over the other
plan in relation to how representatives of Congress would be selected.
2. Inform students their KWL responses will be collected as it will assess the quality of
teaching/ instruction the students are receiving.
9. Extensions/Adaptations:
1. As an extension, if the lesson finishes early have students volunteer to discuss with
the class their responses to their KWL to the class. Also, encourage students to
discuss their further thinking/wonderings. If applicable, answer and discuss as a
class these inquiries or have students use online resources to find
answers/solutions.
Know
Government
Before
you read, write what you
think you know about the topic.
Powers
Wonder
Government
Before
or as you read, write what
you think you winder or want to
Powers
know about
the topic.
Learned
Government
After
you finish reading, write
what you learned about the topic.
Powers
Federalists vs. Anti-Federalists: Debates within the
Ratification of the United States Constitution (Lesson
Four)
1. Concept & Academic Vocabulary:
1. Federalist
2. Anti-Federalist
3. Representation
4. Elite Democracy
5. Popular Democracy
2. Target Learning Objectives/Outcomes:
1. Students will be able to explain the fundamental disagreements of the founding of the
Constitution concerns who is best suited for democratic decision making: the masses or
political elites.
2. Students will be able to understand the varying points of view between Federalist and
Anti-Federalist arguments in the democratic debate by analyzing primary and secondary
sources.
3. Students will be able to understand the differing interpretation of democracy and
representation, and the importance of becoming an active citizen.
3. Essential Questions:
1. What recurring themes about government and the rights of the people existed during the
state ratification debates?
2. What were the areas of disagreement between Federalist and Anti-Federalist in regards to
who is best suited for democratic decision making in American politics?
3. What are the historical and political structures of the Constitution in regards to
representation and democracy?
4. Standards addressed:
1. WTS.B.12.2 Analyze primary and secondary sources related to a historical question to
evaluate their relevance, make comparisons, integrate new information with prior
knowledge, and come to a reasoned conclusion.
2. WTS.B.12.6 Select and analyze various documents that have influenced the legal, political,
and constitutional heritage of the United States.
5. Materials/Resources:
1. Copies of Federalist Document: Alexander Hamilton
2. Copies of Anti-Federalist Document: Melancton Smith
3. Discussion Web Handout
4. Computer w/ PowerPoint and Projector
6. Anticipatory Set (Hook):
1. Begin with the following hook: Have students read the quote by Thomas Jefferson, “Men
by their constitutions are naturally divided into two parties: 1. Those who fear and distrust
the people, and wish to draw all powers from them into the hands of the higher classes. 2.
Those who identify themselves with the people, have confidence in them, cherish and
consider them as the most honest and safe, although not the most wise depositary of the
public interests.”
1. Ask students to analyze the quote. Have them answer the following questions as
part of larger classroom discussion:
a. What do you think Thomas Jefferson is stating in the first part of the quote?
Whom do you think he is speaking of?
b. What is Thomas Jefferson stating in the second part of the quote? Whom do
you think he is speaking of?
c. What prediction can you make about the ratification process based on
Jefferson’s quote?
7. Activities (Step by Step Procedures):
1. Begin class by reviewing the Constitutional Convention and the drafting of the new
Constitution.
i. One of the biggest debates at the Constitutional Convention was over representation—
populous states wanted proportional representation, and smaller states wanted equal
representation. As already discussed in a prior lesson, the Great Compromise solved
the problem. Congress would have two legislative houses—a Congress (with 2 Senators
from each state) and a House of Representatives (based on population).
ii. Next, discuss with the class one of the fundamental disagreements of the founding of
the Constitution concerns who is best suited for democratic decision making: the
masses or political elites.
1. Anti-Federalists believed in Popular Democracy: defined as a political system in
which the people are directly involved, as much as possible, in making the
decisions that affect their lives. Popular democrats recognize that
representatives are necessary, but believe that these elected officials should
remain as close as possible to the people, accurately reflecting the people's
beliefs and interests.
a. Anti-Federalist favored strong state governments and weak national
governments; opposed the ratification of the U.S. Constitution.
2. Federalists believed in Elite Democracy: defined as a political system in which
elites acquire the power to decide via a free and fair competition for the
people's votes. Once elected, elites should be given a great deal of leeway to
rule as they see fit.
a. Federalist: those who favored a stronger national government and
supported the proposed U.S. Constitution.
3. After the Constitution was written, it had to be ratified by 9 states. There were
very extensive debates between Federalists (who supported the Constitution)
and Anti-Federalists (who opposed a strong central government).
4. Today, we are going to read some documents from the New York Constitution
Ratification Convention in June 1787, which was the most heatedly debated of
all the states.
2. Next, transition to the activity using Discussion Webs.
i. Begin by first handing out the Federalist Papers document by Alexander Hamilton
and the Anti-Federalist document by Melancton Smith to the class.
1. Students will read sections from the text by Hamilton and Melancton to
begin to identify the points of views expressed by Federalist and AntiFederalists at various states in the ratifying conventions.
ii. After students read the selection, introduce procures on how to use a Discussion
Web/ model the learning activity to the class.
1. Handout blank copies of the Discussion Web. Have students work in groups
of 2-3 to complete the activity.
2. Using this strategy, students will read the Federalist and Anti-Federalist
documents.
3. Introduce the focus question “What type of government did Federalists and
Anti-Federalists prefer?”
4. Students will analyze the arguments, as outlined in the Federalist/AntiFederalist documents and attempt to answer the focus question by
fleshing out arguments identifying major differences between Federalists
and Anti-Federalists during the ratification process by going back and
rereading the text to identify supportive evidence.
5. Emphasize to students the goal is for them to identify the strongest
possible arguments on both side of the web. These why or why not
statements provide the reasons for supporting or rejecting the central
question. Remind students to set aside their personal beliefs to ensure that
both positions are represented fully and fairly.
6. After students complete their Discussion Webs, assign each set of partners
to collaborate with another pair, forming a new group of four. Ask them to
deliberate toward a consensus on the question. Additional arguments on
both sides of the question are added to the discussion web, and when the
group reaches a conclusion, have them write it at the bottom of the web.
7. Groups will then form a consensus, present their position to the class, and
engage in class discussion.
8. Allow students time to complete the activity as needed.
9. After students complete their Discussion Webs, have each group present
their conclusions to the entire class. Allow three minutes for a
spokesperson from each group to discuss one reason for their conclusion.
Have the spokesperson mention any dissenting viewpoints from their
group’s discussions. Specifically, attempt to have students discuss: What
was Hamilton’s position on representation? What was Smith’s position?
What arguments did they make in support of their claims?
8. Closure (at the least must include a formative assessment):
1. The final part of the Discussion Web activity will serve as a formative assessment. After
students complete their Discussion Webs, have each group present their conclusions to
the entire class. Allow three minutes for a spokesperson from each group to discuss one
reason for their conclusion. Have the spokesperson mention any dissenting viewpoints
from their group’s discussions. Evaluation will be assessed through the direct
observation of students argument, preparation, and, use of supportive evidence
regarding their final conclusions.
9. Extensions/Adaptations:
1. As an extension, if the lesson finishes early have students prepare a written response
outlining their position/conclusions to the focus question. Have students answer which
political/ historical argument represents individual liberty and democracy in American
political system.
Discussion Web Activity
Document A: Anti-federalist Position (ORIGINAL)
Melancton Smith, June 21, 1788
[Representatives] should be a true picture of the people, possess a knowledge of their
circumstances and their wants, sympathize in all their distresses, and be disposed to seek their
true interests….[T]he number of representatives should be so large, as that, while it embraces
the men of the first class, it should admit those of the middling class of life. I am convinced that
this government is so constituted that the representatives will generally be composed of the
first class in the community, which I shall distinguish by the name of the natural aristocracy of
the country.
In every society, men of this [aristocratic] class will command a superior degree of respect; and
if the government is so constituted as to admit but few to exercise the powers of it, it will,
according to the natural course of things, be in their hands. Men in the middling class, who are
qualified as representatives, will not be so anxious to be chosen as those of the first. When the
number is so small, the office will be highly elevated and distinguished; the style in which the
members live will probably be high; circumstances of this kind will render the place of a
representative not a desirable one to sensible, substantial men, who have been used to walk in
the plain and frugal paths of life….
A substantial yeoman, of sense and discernment, will hardly ever be chosen. From these
remarks, it appears that the government will fall into the hands of the few and the great. This
will be a government of oppression….The great consider themselves above the common people,
entitled to more respect, do not associate with them; they fancy themselves to have a right of
preeminence in every thing.
Document B: Federalist Position (ORIGINAL)
Alexander Hamilton, June 21, 1788
It has been farther, by the gentlemen in opposition [Antifederalists], observed, that a large
representation is necessary to understand the interests of the people. This principle is by no
means true in the extent to which the gentleman seems to carry it. I would ask, why may not a
man understand the interests of thirty [thousand] as well as of twenty?
It is a harsh doctrine,that men grow wicked in proportion as they improve and enlighten their
minds. Experience has by no means justified us in the supposition, that there is more virtue in
one class of men than in another. Look through the rich and the poor of the community; the
learned and the ignorant. Where does virtue predominate? The difference indeed consists, not
in the quantity but kind of vices, which are incident to the various classes; and here the
advantage of character belongs to the wealthy. Their vices are probably more favorable to the
prosperity of the state, than those of the indigent; and partake less of moral depravity.
Document A: Anti-Federalist Position (Modified)
Melancton Smith, June 21, 1788
Representatives should be a true picture of the people. They should understand their
circumstances and their troubles. Therefore, the number of representatives should be so large
that both rich and poor people will choose to be representatives.
If the number of representatives is small, the position will be too competitive.
Ordinary people will not attempt to run for office. A middle-class yeoman (farmer) will never be
chosen. So, the government will fall into the hands of the few and the rich. This will be a
government of oppression.
The rich consider themselves above the common people, entitled to more respect. They believe
they have the right to get anything they want.
Document B: Federalist Position (Modified)
Alexander Hamilton, June 21, 1788
The Anti-Federalists seem to think that a pure democracy would be the perfect government.
Experience has shown that this idea is false. The ancient democracies of Greece were
characterized by tyranny and run by mobs.
The Anti-Federalists also argue that a large representation is necessary to understand the
interests of the people. This is not true. Why can’t someone understand fifty people as well as
he understands twenty people?
The new constitution does not make a rich man more eligible for an elected office than a poor
person. I also think it’s dangerous to assume that men become more wicked as they gain wealth
and education. Look at all the people in a community, the rich and the poor, the educated and
the ignorant. Which group has higher moral standards? Both groups engage in immoral or
wicked behavior. But it would seem to me that the behavior of the wealthy is less wicked and
sinful.
Post Federalists/ Anti- Federalists Debates: The Bill
of Rights (Lesson Five)
1. Concept & Academic Vocabulary:
1. Bill of Rights
2. Amendments
3. First Amendment
4. Second Amendment
2. Target Learning Objectives/Outcomes:
1. Students will understand the history of the Bill of Rights and how they came to exist as
a fundamental element to American liberties.
2. Students will be able to explain how the first 10 Amendments of the U.S. constitution
protect American’s liberties and freedoms.
3. Students can analyze and interpret the meaning of the first 10 Amendments of the U.S.
Constitution.
3. Essential Questions:
1. Why did the Framers of the Constitution not originally have a Bill of Rights? What
influences did the Anti-Federalists have in producing the document?
2. What is list under the Bill of Rights in the U.S. Constitution and how do they serve to
protect American liberties?
3. What are the meanings of the first 10 Amendments of the U.S. constitution?
4. Standards addressed:
1. WTS.B.12.2 Analyze primary and secondary sources related to a historical question to
evaluate their relevance, make comparisons, integrate new information with prior
knowledge, and come to a reasoned conclusion.
2. WTS.B.12.3 Recall, select, and analyze significant historical periods and the
relationships among them.
3. WTS. B.12.6 Select and analyze various documents that have influenced the legal,
political, and constitutional heritage of the United States.
5. Materials/Resources:
1. Copies of the Bill of Rights
2. Copies of Double Entry Diaries
6. Anticipatory Set (Hook):
1. Open with the following hook: Present the First Amendment of the Bill of Rights to the
class.
a. Amendment I: Congress shall make no law respecting an establishment of
religion, or prohibiting the free exercise thereof; or abridging the freedom of
speech, or of the press; or the right of the people peaceably to assemble, and to
petition the Government for a redress of grievances.
i. Ask students what they feel the U.S. would be like if this right did not
exist. Have student try and explore different examples regarding the
question posed. Ask: would the government safeguard these liberties
even if not explicitly stated in the Constitution.
7. Activities (Step by Step Procedures):
1. Following the anticipatory set, summarize the prior day’s lesson regarding the
Federalist/ Anti- Federalist arguments. Have students summarize some of the
arguments they made from their completed Discussion Webs. While students are
discussing, pass out copies of the first 10 Amendments of the Constitution, known as
the Bill of Rights and copies of the Double Entry Diary.
2. Have students discuss with the partner next to them what happened following the
Federalist/ Anti-Federalist debates: The Constitution was ratified, in New York narrow
margins by a vote of 30-27 (a Federalist victory). Emphasize to students, the AntiFederalists lost the battle, but won the war. The first 10 amendments to the
Constitution—the Bill of Rights—were ratified in 1791. These addressed many of the
issues that the Anti-Federalists raised in the conventions.
3. Have students break into small groups of two-three to read the Bill of Rights. Have
students follow this by completing a Double Entry Diary, in which they will be required
to write in the left column about an Amendment they want to question. In the right
column, students relate to or analyze the information that is written in the left column.
4. Have students complete the activity.
5. Once finished completing the Double Entry Diary, conduct a class discussion in which
students share a few of their responses. Encourage students to express Amendments
they had concerns, or raised issues about. Also encourage students to discuss any
problems that need to be clarified or explored further.
8. Closure (at the least must include a formative assessment):
1. The Double Entry Diary will serve as an informal assessment regarding students
understanding/ comprehension of the material. Students will be assessed on their level
and quality of response as elicited from the activity. This will allow me to see where
confusion lay regarding the Bill of Rights, in which I can make necessary adjustments
for future lessons.
2. Inform students their Double Diary responses will be collected as it will assess the
quality of teaching/ instruction the students are receiving.
9. Extensions/Adaptations:
1. As an extension, if the lesson finishes early have students express concerns, or raise
issues and problems that need to be clarified or explored further. Students can also be
encouraged to ask further thinking questions that may elicit a class discussion on the
topic asked.
Name: __________________________
Hr. 1 2 3 4 5 6 7 8
Bill of Rights Double Entry Diary
Complete the Double Entry Diary below by writing an Amendment from the Bill of Rights you would like to question. In the right
column, students relate to or analyze the information that is written in the left column.
My Reaction/ Questions/Predictions
Amendment
Historical Context
What is the Theme
Whom is the Audience