Submission Date:Sept 08
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LESSON LEVEL:
Authors:Adam Miller
LANGUAGE:
GenEd
PreAP
AP
TYPE OF
LESSON:
CONTENT
AREA
GRADECore
LEVEL / COURSE
GRADING
Intervention PERIOD
Enrichment
English
Spanish
THE FEDERALIST PAPERS
Pacing: 60 Minutes
LEARNING OBJECTIVES
Intended Learning: 8.4 History. The student understands significant political and economic
issues of the revolutionary era. (D) Analyze major arguments for and against ratification.
8.5 History. The student understands the challenges confronted by the government and its leaders in the
early years of the Republic. (C) explain the origin and development of American political parties;
8.16 Government. The student understands the American beliefs and principles reflected in important
historic documents. (A) identify the influence of ideas from the Federalist Papers, and selected antifederalist writings
8.18 Government. The student understands the dynamic nature of the powers of the
national government and state governments in a federal system. (A) analyze the
arguments of the Federalists and Anti-Federalists, including those of Alexander
Hamilton, Patrick Henry, James Madison, and George Mason; and
(B) describe historical conflicts arising over the issue of states' rights
8.22 Citizenship. The student understands the importance of the expression of different
points of view in a democratic society. (A) identify different points of view of
political parties and interest groups on important historical issues;
(B) describe the importance of a free press in a democratic society.
Essential Questions:
Who supported the ratification of the new Constitution? Who was
opposed to ratification? What were their arguments? What impact did
their debate have on American politics?
Assessment:
6 / 9 Week Test
Benchmark
TAKS
End Of Course
TEKS #
Knowledge and Skill
Student Expectation
8.4 D
Analyze arguments for and against
ratification of the Constitution.
8.5 C
Explain the origin of American political
parties
Students will be able to identify major personalities
in the ratification debates of 1787-88, analyze select
examples of their writings, and evaluate their impact
on the New Republic.
understand the birth of the two party system as
Federalists and Republicans grow from this early
split in political views
8.16 A
Identify the influence of ideas from the
Federalist Papers and selected antifederalist writings
8.18 A
analyze the arguments of the
Federalists and Anti-Federalists,
including those of Alexander Hamilton,
Patrick Henry,
James District,
Madison, and
Independent
School
2008
George Mason
explore the roles played by leaders of the New
Republic and their impact on the creation of the Bill
of Rights
understand different points of view,
importance of free press
explore two sides of an argument, evaluate the power
of independent newpapers in national debate
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8.22 A B
discuss ideas included in Madison's Federalist #39
and #51. Contrast the Federalist Papers with the
writings of George Mason and Patrick Henry.
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CONTENT AREA
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GRADING PERIOD
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LESSON VOCABULARY
Content
Description: federalism, ratify, James Madison, Alexander
Hamilton, George Mason, Patrick Henry, Federalist Papers,
Constitution, states'rights, anti-federalist, republic, Bill of Rights,
France, Britain, free press, John Jay, president, Framers, Founding
Fathers, parties
LESSON ASSESSMENT
Notebook/Journal
Description: Students use the APPARTS process to unpack meaning from
excerpts of Madison's writings in Federalist numbers 39 and 51, and selected
excerpts by George Mason and Patrick Henry. They will also complete a
"T" chart contrasting political views of their followers.
STUDENT WORK PRODUCTS
2 journal entries using APPARTS, "T" chart contrasting Feds & Anti-Feds
HOMEWORK / EXTENDED LEARNING
Describe
PRINCIPLES OF LEARNING
Academic Rigor Students use the APPARTS process to analyze primary sources
Choose one Explanation
Choose one Explanation
Choose one Explanation
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INTEGRATION
Health (Mandatory):
Technology: video clips by Ignite Learning
LEARNER STRATEGIES
Gifted and Talented:
English Language Learner:
Special Education:
Modifications:
Accomodations:
Significant Cognitive Disabilities:
Other Strategies:
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LESSON STAGES
Setting the stage
Description: following activities on the
Philadelphia Convention of 1787, the teacher opens
the lesson with the idea of the Constitution as a
tentative plan, awaiting ratification by the 13 states.
Of note: 1 state, Rhode Island, was not involved in
the drafting of the document. It was created in
secret, and would, if approved, replace the federal
system under the Articles of Confedration. Many
people supported the new Constitution, while
others saw it as a outright takeover by an elite few.
It had to be approved by 9 of the 13 states (twothirds) to become the law of the land. In order to
influence the process in the various statehouses, an
open debate took place in the newspapers of the
day, with many openly challenging the powers
given to the new federal government and
questioning the need for a new system. Madison,
Jay, and Hamilton wrote as one voice in the NY
papers, while Mason and Henry fired salvos in
Virginia papers and pamphlets. These men saw the
new federal system as a power grab from the states,
and feared a new tyranny over the gains of the
Revolution. 1788 saw the most intense debate as
the last few states decided to join the union. Their
efforts led to the inclusion of Bill of Rights.
video clip
Description: screen the "Federalist Papers" video
by Ignite learning to introduce the Federalist Papers
analyze primary sources form both sides
Description: Distribute handout 1. Teacher guides
the students through a careful reading of excerpts
by leaders of the ratification debates. Preteach
difficult vocabulary (ex: derives, inconsiderable,
treason, instigated, oppressive). Students use the
handout to respond to the APPARTS process for
each side.
Assessment:
Assessment:
Assessment: student written
responses
video clip and notetaking
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Description: Screen the video "Federalists vs AntiFederalists" by Ignite Learning, students should
watch once for understanding, and then debrief the
contrasting views on the "T" chart handout 2. (this
can be on the backside of the first page). Screen
the video again and fill in any topic they may have
missed. Use the textbook to discover other key
people or groups that supported each side. (ex:
George Washington, bankers, etc)
CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
Assessment: written
response, class discussion,
T-chart
Outcomes
Description: This is a great set up for introducing
Assessment: play the "Feds
the Bill of Rights in an upcoming lesson on the
vs. Anti-Feds" game, using
living Constitution. Students complete handout 2,
the attached powerpoint
by filling in the section labeled OUTCOMES. This
debate leads to the factionalism that would bring
about the Republican Party and the Federalist Party,
while the concerns of the anti-federalists makes
amending the Constitution to include a Bill of
Rights a first priorty. This is also a great example
of an early compromise that allowed the union to
be born. If the anti-federalists had been successful,
the Articles would have remained the framework
for the US Government, with a questionable fate.
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