SS A. 4.4.4: Understands the political events that defined the Constitutional period
11 th grade A.P. U.S. History Class
How were the Articles of Confederation an outgrowth of the American Revolution?
Why did the Articles of Confederation fail to create an effective, long term government in America?
How did developments at home and abroad create a call to strengthen the Articles of Confederation?
Explain the arguments of the Federalists and the Anti-Federalists.
1. Alexander Hamilton 22. Virginia Plan
2. Alien and Sedition Acts 23. Whiskey Rebellion
3. Annapolis Convention 24. XYZ Affair
4. Anti-Federalists 25. Treaty of Paris (1783)
5. Democratic Republican Party 26. Land Ordinance of 1785
6. Washington’s Farewell Address 27. Bill of Rights
7. Federalist Papers
8. Federalist Party
9. Federalist
10. Great Compromise
11. James Madison
12. Jay’s Treaty (1794)
13. Loose/Strict Constructionism
14. New Jersey Plan
15. Northwest Ordinance (1787)
16. Pinckney’s Treaty (1795)
17. Shay’s Rebellion
18. Strict Constructionist
19. Thomas Jefferson
20. Three-Fifths Compromise
21. Virginia and Kentucky Resolutions

1. students will need to purchase a pack of index cards (3x5 size) for press conference preparation
2. copies of “federalist and anti-federalist issues” list and character list (see attached)
3. a hat or cup for students to draw names from (optional)
4. American Pageant textbook
5. Internet access
6. copies of http://www.historyteacher.net/AHAP/Charts/WS-Questions_on_the_Constitution.pdf
7. http://www.historyteacher.net/AHAP/The_Virtuous_Republic.ppt
8. copies of the American Spirit , primary sources that accompany the American Pageant
Kennedy, Cohen, & Bailey. American Pageant , 12 th edition http://www.historyteacher.net
Students can complete lesson in three to four days (50 minute periods)
The founding fathers spent a long hot summer together debating, writing, compromising, and finally finishing the U.S. constitution. The Federalists led by James Madison, Alexander
Hamilton, and John Jay argued in favor of ratification, while Antifederalists, George Mason,
Patrick Henry, Luther Martin and Richard Henry Lee argued against ratification. What was the big deal? Let's find out!
**Tell students you will begin by showing them a brief powerpoint presentation.
Step by Step Directions
Day 1-Power Point Presentation, general lecture
1. Give a brief introduction of the American Revolution using the PowerPoints listed above on www.historyteacher.net
In addition, in beginning the unit I will give the students a copy of the terms and self test questions. They are responsible for these items on the unit test.
2. Give students the “the list of issues and characters they will research (see attached)
3. Go around with a hat or cup with the names of the Federalists and the Anti-Federalists. (see attached characters) Tell students that the name they draw is the viewpoint they will take on when researching the ratification of the constitution. Tell them their assignment requires them to research their character’s position on the listed issues.
4. Have students complete reading/constitution worksheet for remainder of the class and for homework. In addition to the preparation for the debates, I have students complete the constitution worksheet from www.historyteacher.net
Essential Reading for the debate is page 182-187 in the American Pageant textbook. Tell students to pay special attention to the graphics located in the reading.

Day 2 and 3 Begin “Federalist and AntiFederalist Debate Project” –preparation and planning
DescriptionThis project is designed to give students a new innovative approach to learn about the ratification of the Constitution. Students will be assigned a Constitutional character and issues to research in depth. Each person must have a different person. The idea behind this simulation is to hold a debate of all the different personalities involved in the ratification of the constitution and center the debates around important issues that determined the ratification of the constitution. In addition, students will understand the opposing viewpoints during the ratification of the constitution.
1. Instruct students that they will participate in a “Federalist and AntiFederalist Debate and they will role play their character they drew from the hat.
2. Tell students that the most important element of a debate is preparation and research. All the
Federalists should be working together to prepare index cards as well as the Anti-Federalists. Tell the students that they need to build their arguments with strong supporting evidence. They will need to look at primary sources from the American Spirit .
3. Allow students time to plan and prepare for the debates in their groups, they may use internet, text, and primary sources.
Day 4: DEBATE DAY
1. Have classroom desks facing each other. Federalists on one side and the Anti-Federalists on the other side. Each side needs to face the other, and the teacher is in the middle. Provide everyone with name tags that display their character name. Before debates start, instruct students that each side will have 5 minutes each to give their argument of the issue. After each group has stated their argument, they can debate back and forth. As the instructor, you will be the mediator. You decide when you want the next argument to be presented by the groups.
Students will write a free response essay.
Compare and contrast the arguments of the Federalists and the Anti-Federalists regarding the ratification of the constitution.