Federalists vs Anti-Federalists
Goals & Objectives
Students will be able to understand how the Federalists and Anti-Federalists influenced how the Constitution was written.
Students will be able to express the differing opinions of the Federalists and Anti-Federalists and apply those opinions when responding to particular questions.
Content Standards
12.1.4 - Explain how the Founding Fathers’ realistic view of human nature led directly to the
establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers.
Common Core Standards
CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Driving Historical Question
How did the opinions of the Federalist and Anti-Federalist influence what was in the Constitution?
Lesson Introduction
The night before, students would have read the section in the book that looks at the Federalists and Anti-Federalists and gone over that day's notes on the subject. At the start of the new day, students will view the political cartoon and identify which side the two people are on and write down what they think is going on in the cartoon. Students will share what they wrote with the class, and as a whole class, we will review what a Federalist and an Anti-Federalist are.
Goals & Objectives
Students will be able to understand how the Federalists and Anti-Federalists influenced how the Constitution was written.
Students will be able to express the differing opinions of the Federalists and Anti-Federalists and apply those opinions when responding to particular questions.
Content Standards
12.1.4 - Explain how the Founding Fathers’ realistic view of human nature led directly to the
establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers.
Common Core Standards
CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Driving Historical Question
How did the opinions of the Federalist and Anti-Federalist influence what was in the Constitution?
Lesson Introduction
The night before, students would have read the section in the book that looks at the Federalists and Anti-Federalists and gone over that day's notes on the subject. At the start of the new day, students will view the political cartoon and identify which side the two people are on and write down what they think is going on in the cartoon. Students will share what they wrote with the class, and as a whole class, we will review what a Federalist and an Anti-Federalist are.
Vocabulary
Vocabulary will be discussed in the lesson introduction.
Federalists
Anti-Federalists
Content Delivery
Students will watch the video below from the HBO Miniseries John Adams. In the video students will see Adams and Jefferson discussing the government’s role in the Constitution. After the video, the teacher will give students excerpts from three articles from the Federalist Papers and give a description about what each one is about. Students will then be divided up into four groups and we will conduct a TV chat show discussion. The students have the choice to use evidence from the Papers in the discussion if they want to.
Vocabulary will be discussed in the lesson introduction.
Federalists
Anti-Federalists
Content Delivery
Students will watch the video below from the HBO Miniseries John Adams. In the video students will see Adams and Jefferson discussing the government’s role in the Constitution. After the video, the teacher will give students excerpts from three articles from the Federalist Papers and give a description about what each one is about. Students will then be divided up into four groups and we will conduct a TV chat show discussion. The students have the choice to use evidence from the Papers in the discussion if they want to.
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Student Engagement
Students will be separated into four groups of eight or nine. Groups will be decided by random number placement. Each group will have a specific opinion they are to express during the TV chat show. The students will be given 10 minutes to formulate an outline of how they approach giving their opinion and what evidence they will give. The teacher will be in the front of the class acting as the talk show host. Desks will be brought up to the front and each group will take turns being interviewed. The teacher will ask questions and the students are to respond within their roles. When each group goes up, questions may be directed at the entire group or the teacher may direct a question at a specific student in the group. At the end of each group segment, the other groups can ask the group in the hot seat questions or can comment on any answers given. Group one will be the Federalists, group two will be the Anti-Federalists, group three will play average citizens, and group four will express their opinion on which side got it right or wrong. Every student is to participate by speaking at least once in the group panels.
Lesson Closure
The teacher will have the students write a reflection on which side they agree with: the Federalists or the Anti-Federalists and why. The reflection will be collected.
Assessment
Formative: The teacher will monitor the discussions and listen to what students have to say and steer them in the right direction with comments or questions.
Summative: The reflections at the end of the period will be collected. The teacher will read them to ensure the students understood the lesson. The teacher will also comment on them and give them back to the students the next day.
Accommodations
Hard copies of the Federalist paper articles will be passed out along with a description for each one. A simplified version will be given to the Els and striving readers who need it. Students will be working in groups which will help them understand the content better and build a base of how to form their own argument. The teacher will direct simplified questions during the panel at certain students so a special needs student can feel confident in answering the question or giving a comment.