FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: November 2-3
M T W TH F
Ideas That Influenced the Constitution
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
15A: identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact,
the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government
15C: identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S.
Constitution and the Bill of Rights
20A: explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and
William Penn in the development of self-government in colonial America
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Identify what American leaders learned about government from studying
ancient Rome.
Summarize the traditions of freedom that Americans inherited from
England and from their colonial past.
Describe how the Enlightenment ideas shaped the development of the
Constitution
Introduce Vocabulary Activity (p. 174)
Republic
Magna Carta
Habeas corpus
Founding Fathers
Separation of powers
English Bill of Rights
Rigor & Relevance: (Real World Connection)
Informal Assessment Questions 1-5 (p. 220)
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Interactive Timeline:
Influences on the
Confederation (p. 217)
Interactive Gallery:
Two Treatises of
Government (p. 217)
20B: evaluate the contributions of the Founding Fathers as models of civic virtue
Objective/Key Understanding:
U.S. History Textbook
Colonization through
Reconstruction pp.
(215-220)
The text says that he founders admired the Romans because they had successfully built a republic.
What are some examples of the Roman ideas that the founders admired?
What do you think the American’s attitude toward the English Bill of Rights would lead to?
Why is the right of habeas corpus so important in the U.S. criminal justice system?
Summarize the influences of Enlightenment thinkers on the United States Constitution.
dictatorship
Digital Activity: Ideas
That Influenced the
Constitution (p. 220)
Digital Lesson Quiz:
(p. 220)
Stop & Check for Understanding—High Level Questions
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What qualities of citizens in the Roman Republic did many colonists admire?
What are some of the essential ideas found in the Magna Carta?
What idea from Baron de Montesquieu influenced the American government?
Small Group Purposeful Talk Question Stems
Principles from the Roman Republic (p. 216-217)
Critical Writing Prompt:
 Define republic as a government in which citizens rule themselves through elected representatives.
 How did the formation of a republic stand to address colonial grievances?
English Influences (217-218)
 How might the Magna Carta have influenced the ideas of the writers of the United States Constitution?
America Draws on Its Own Traditions (p. 218-220)
 How did Locke’s views on private property contribute to the development of a free-enterprise system in the new nation?
 Have students use the Wallpaper Strategy to review the passages on Lock and Montesquieu. Have students design a piece of wallpaper that encapsulates an
idea from those thinkers who influenced the development of self-government in America. Have students post their wallpaper around the room and walk
through the gallery, jotting down ideas.
 List the influence of ideas from the Magna Carta on the U.S. system of government.
 Define the term habeas corpus.
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Timeline: Influences on the Confederation (p. 217)
Project the Interactive Timeline: Influences on the Confederation (p. 217) and click through the events.
 This illustration shows King John of England signing the Magna Carta in 1215. How might the Magna Carta have influenced the ideas of the
writers of the United States Constitution?
Analyzing Charts (p. 218)
Review the chart, Some Grievances Against the King, on page 218. Using information from the chart, pose the following:
 How did Native Americans figure into the colonists’ grievances against King George?
Interactive Gallery: Two Treatises of Government (p. 219)
Project the Interactive Gallery: Two Treatises of Government (p. 217) and click through the images.
Digital Activity: Ideas That Influenced the Constitution (p. 220)
Project the Digital Activity: Ideas That Influenced the Constitution (p. 220). Have students generate a list of influential Enlightenment ideas and then pick
the one they think was the most important in influencing the Constitution. Poll the class to see whether students agree.
 Why did the Framers of the United States Constitution look to models from the past when creating a new government? Have students give
examples for support.
Digital Lesson Quiz: (p. 220)
Assign the Digital Lesson Quiz. Pose these questions to the class.
 What colonial grievances do you think the Framers most wanted to address in the Constitution?
 What ideas did they draw on to find a solution?
Engage
~Have students preview the lesson objectives and the list of key terms (p.215). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 215).
Complete the Start Up Activity on p 215. Tell students that James Madison wrote to Thomas Jefferson, who was serving in Paris as ambassador to France, and asked
him to send any books he could that might shed light on different types of government.
Ask students if they were James Madison, what topics they would want to read about before they formed a new government.
Tell students that in this lesson they will be learning about the influence of ideas from historic documents and significant individuals on the U.S. system of government.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
Explore
Principles from the Roman Republic (p. 216-217)
English Influences (217-218)
America Draws on Its Own Traditions (p. 218-220)
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Tell students that in this lesson they will be learning about the influence of ideas from historic documents and significant individuals on the U.S. system of government.
Explain
Elaborate
Evaluate
Principles from the Roman Republic (p. 216-217)
 The delegates wanted to create a republic, a government in which citizens rule themselves through elected representatives. Few republics in the history of the
world survived very long. In order to create one that would last, American leaders looked first ot the ancient examples of Greece and, especially Rome.
English Influences (217-218)
 Greece and Rome were not the only examples of democratic government. Despite their quarrel with Britain, leaders of the Revolution valued British traditions
of freedom.
America Draws on Its Own Traditions (p. 218-220)
 Americans enjoyed a long tradition of representative government. The Virginia colonists set up the House of Burgesses. Eventually, each colony elected its
own legislature.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity (p. 217 & 220)
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 220). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 The text says that he founders admired the Romans because they had successfully built a republic. What are some examples of the Roman ideas that the
founders admired?
 What do you think the American’s attitude toward the English Bill of Rights would lead to?
 Why is the right of habeas corpus so important in the U.S. criminal justice system?
 Summarize the influences of Enlightenment thinkers on the United States Constitution.
TEACHER:
CLASS: 8th Grade
DATE: November 4-6
M T W TH F
FRAME THE LESSON
Federalists, Anti federalists, and the Bill of Rights
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation
and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform
movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects
4E: analyze the arguments for and against ratification
15A: identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist
Papers, and selected Anti-Federalist writings, on the U.S. system of government
15C: identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and
the Bill of Rights
15D: analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers,
popular sovereignty, and individual rights
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Identify the key issues in the constitutional debate.
Explain how the Constitution was finally ratified.
Describe how the Bill of Rights was added to the Constitution
Interactive Chart:
Federalists Versus
Antifederalists (p. 222)
Interactive Map:
Ratification of the
Constitution (p. 225)
Digital Activity: List
Your Rights (p. 226)
Digital Lesson Quiz:
(p. 226)
17A: analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George
Mason
Objective/Key Understanding:
U.S. History Textbook
Colonization through
Reconstruction pp. (221-226)
Introduce Vocabulary Activity (p. 215)
Federalist
amend
Antifederalist
Bill of Rights
Federalist Papers
ratify
Rigor & Relevance: (Real World Connection)
Informal Assessment Questions 1-5 (p. 226)
 Summarize the ratification procedure for the Constitution.
 Hypothesize the reasons that the Anti-Federalists feared too much power resting with the central government.
 What examples can you think of that support the idea that a bill of rights is a good idea?
 What do you think is the most likely reason that Rhode Island was the last to ratify the Constitution?
 Why do you suppose James Madison, a Federalist, was the person responsible for writing amendments to the Constitution, which became the Bill of Rights?
Stop & Check for Understanding—High Level Questions
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What was the Antifederalists’ primary objection to the Constitution?
What was the purpose of George Mason’s pamphlet?
What factor encouraged many states to vote for ratification?
What amendments make up the Bill of rights in the Constitution?
Small Group Purposeful Talk Question Stems
Critical Writing Prompt:
The Federalists and the Antifederalists (p. 222-223)
Tell students that Alexander Hamilton was a successful student at Kings College, which later became Columbia University, but he interrupted his studies to serve in the army
during the American Revolution.
 Ask students to hypothesize the reason Hamilton thought it necessary to make speeches as well as write essays.
A Bill of Rights (p. 223-224)
 Analyze the argument of the Federalists and Antifederalists for and against ratification.
 How did Antifederalist writings influence the U.S> system of government?
 Have students Take a Stand on the balance of power between the federal government and the states.
o Ask: Who was right, the Federalists or the Antifederalists?
 Have students move to opposite sides of the room according to their views.
o Each group writes a justification of their opinion and presents it statement to the other side.
o Groups may then craft rebuttals.
The Ratification Process (p. 224-225)
 Why did Patrick Henry and George Mason oppose ratification?
 What did Federalists mean by saying “gather fruit when it is ripe”?
 What does the phrase suggest about their view of the Constitution?
 How was it an argument for ratification?
 Explain how the Bill of Rights addressed the grievances the colonists had fought for in the American Revolution.
New Amendments (p. 225-226)
 Look at the map and compare the sizes of different states. Why do you think Rhode Island ratified the Constitution by such a narrow margin?
 What arguments do you think Rhode Island Antifederalists may have had against ratification?
 Have groups of two or three students write three newspaper headlines that track the ratification process for the nation’s new Constitution. Each headline should
summarize a key e vent in the ratification process. Have students share their headlines and ask for feedback.
 Ask students to find the key term amend in the text. Explain that amend means to change the words or meaning of a document or a law. Have students write a
sentence using amend in relation to something other than the Constitution.
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Chart: Federalists Versus Antifederalists (p. 222)
Project the Interactive Chart: Federalists Versus Antifederalists (p. 222) and read through the columns.
Analyze Images (p. 222)
Tell students that Alexander Hamilton was a successful student at Kings College, which later became Columbia University, but he interrupted his studies to serve in the
army during the American Revolution.
 Ask students to hypothesize the reason Hamilton thought it necessary to make speeches as well as write essays.
Interactive Map: Ratification of the Constitution (p. 225)
Project the Interactive Map: Ratification of the Constitution (p. 225) and click through the layers. Remind students that Virginia and New York, two large and influential
states, did not ratify the Constitution until the Federalists promised to include a bill of rights.
Analyze Maps (p. 225)
Look at the map and compare the sizes of different states.
 Why do you think Rhode Island ratified the Constitution by such a narrow margin?
 What arguments do you think Rhode Island Antifederalists may have made against ratification?
Digital Activity: List Your Rights (p. 226)
Project the Digital Activity: Digital Activity: List Your Rights (p. 226). Have students review the lists they made at the beginning of the lesson and their thoughts about the
possibility of listing all their natural rights.
 Ask of they would like to revise their answers based on what they have learned.
 Discuss whether they agree with the Federalists of Antifederalists regarding the necessity of a bill of rights.
 How have both Federalists and Antifederalist ideas continued to influence the U.S. system of government today?
 Whose arguments do you agree with more, those of the Federalists or Antifederalists. Provide examples for support.
Digital Lesson Quiz: (p. 226)
Assign the Digital Lesson Quiz. Pose these questions to the class: In Federalists, Antifederalists, and the Bill of Rights you read about the arguments of Federalists and
Antifederalists surrounding ratification and the ways the Bill of Rights addressed colonial grievances.
 Do you agree with the Federalists that the United States Constitution reflects the principle of limited government, or do you side with the Antifederalist arguments
that the Constitution gives federal government dangerous power? Explain your reasoning.
Engage
~Have students preview the lesson objectives and the list of key terms (p.221). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 221).
Complete the Start Up Activity on p 221. The Declaration of Independence refers to “unalienable” rights-rights that no one can take away, including “life, liberty, and
the pursuit of happiness.”
Make a list of the rights you have, or that you feel you should have.
Tell students that in this lesson they will be learning about the arguments of the Federalists and Antifederalists for an against ratification of the United States
Constitution.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
Explore
The Federalists and the Antifederalists (p. 222-223)
A Bill of Rights (p. 223-224)
The Ratification Process (p. 224-225)
New Amendments (p. 225-226)
Explain
Elaborate
Evaluate
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
~ Tell students that in this lesson they will be learning about the arguments of the Federalists and Antifederalists for an against ratification of the United States
Constitution.
The Federalists and the Antifederalists (p. 222-223)
 The framers had set up a process for the states to approve, or ratify, the new government. The Constitution would go into effect when at least 9 of the 13 states
had ratified it. In 1787 and 1788, voters in each state elected delegates to special state conventions. These delegates would decide whether or not to ratify the
Constitution.
A Bill of Rights (p. 223-224)
 The chief objection of Antifederalists was that the Constitution had no bill, or list, of rights. Federalists held that it was impossible to list all of the natural rights
of people. Besides, they said, the Constitution protected citizens will enough as it was.
The Ratification Process (p. 224-225)
 One by one, the states voted. Delaware led the way, ratifying on December 7, 1787. Pennsylvania and New Jersey soon followed. In these states, as in the states
that ratified later, the main cause behind ratification was that Federalists were able to convince a majority of delegates that the Constitution would bring an
improved system of government.
New Amendments (p. 225-226)
 American voted in the first election under the Constitution in January 1789. As expected, George Washington was elected President, while John Adams was
chosen as Vice President.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity (p. 222, 225 & 226)
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 226). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 Summarize the ratification procedure for the Constitution.
 Hypothesize the reasons that the Anti-Federalists feared too much power resting with the central government.
 What examples can you think of that support the idea that a bill of rights is a good idea?
 What do you think is the most likely reason that Rhode Island was the last to ratify the Constitution?
 Why do you suppose James Madison, a Federalist, was the person responsible for writing amendments to the Constitution, which became the Bill of Rights?