Ally Notario Lesson Plan Best Lesson Time Warp Debate: Federalists v Anti-Federalists

I.

Benchmark/Standard: A. C2.1.2: Explain the significance of the major debates and compromises underlying the formation and ratification of American constitutional government including the Virginia and New Jersey plans, the Great Compromise, debates between Federalists and Anti-Federalists, debates over slavery, and the promise for a bill of rights after ratification B. C3.2.1: Explain how the principles of enumerated powers, federalism, separation of powers, bicameralism, checks and balances, republicanism, rule of law, individual rights, inalienable rights, separation of church and state, and popular sovereignty serve to limit the power of government Behavioral Objective: A. I can explain the role of the anti-federalists in proposing the bill of rights B. I can identify contributions that the anti-federalist views made in interpreting the constitution C. I can evaluate and defend a position on the validity and relevance of the antifederalist argument D. I can explain key arguments of the federalists E. I can explain the process of the final ratification of the constitution F. I can evaluate and defend a position on the validity and relevance of the federalist argument

II.

III. Anticipatory Set: Warm Up! A. Which of the following statements do you agree with more? (federalist v antifederalist) 1. display questions on the board & allow students to answer. B. How many said A? How many said B? C. Discuss the differences D. Show video: http://youtu.be/bO7FQsCcbD8 1. This is a great refresher of the previous 4 lessons (The Articles of Confederation, the Constitutional Convention, the first draft of the American Constitution, and now the Federalist v Anti-Federalist debate), it will prepare students to begin engaging in the debate. IV. Objective/Purpose: A. The past five class periods have been spent exploring the Articles of Confederation, the Constitutional Convention, the U.S. Constitution, and the Federalist and Anti-Federalist debate. B. Today, you will begin preparation to engage in the Federalist and Anti-Federalist debate yourselves. You will split into Federalists and Anti-Federalists and defend the position and validity of your side.

Ally Notario Lesson Plan Best Lesson Time Warp Debate: Federalists v Anti-Federalists

C. This will help you gain a better perspective, as well as evaluative skills, pertaining to the ratification process of the constitution.

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Input A. Task Analysis 1. Warm Up: Question, Discussion, Video 2. Explain objectives/purpose 3. Pass out assignment sheets a) Time Warp Debate: Constitutional Style which explains the assignment for the debate overall as well as the assignment for each group (Federalists, Anti-Federalists, NY Delegates) b) Debate Format : Explain to students how the debate will be organized, explain the components of the debate, give suggestions for organizing group members and assigning individuals to certain tasks. 4. Explain to the class that with the debate is also a one page paper a) Federalists and Anti-Federalists : one page where you state your position on the issue (Should the Constitution be ratified in its exact form as of September 17, 1787) and defend your argument using evidence from your primary source, as well as other sources like lessons 13 & 14 in the book and your own internet research. b) NY Delegates: one page where you state your decision based after the debate and a rationale of why you believe that side won. Students will also turn in a ballot sheet, and a copy of three questions they developed for the debaters. 5. Divide students into groups (Federalists, Anti-Federalists, NY Delegates). 6. Give students some time to begin organizing their group for the debate a) i.e. assigning members to certain roles, deciding how research should go, who will record and organize the findings, who will do research, who will keep time, who will speak and at which parts of the debate they will be responsible for. 7. Walk between the groups to make sure students are on task, working efficiently, and taking the necessary steps to adequately prepare for the debate. 8. Answer questions, make suggestions to improve their arguments and performance over the course of the two preparation days. 9. Students will prepare for the debate over the course of two class periods (Wednesday Thursday), the debate will be held on Friday. 10. Debate Day: a) Arrange the room in a way that Federalists and Anti-Federalists are facing one another, and the NY Delegates are at the back of the room.

Ally Notario Lesson Plan Best Lesson Time Warp Debate: Federalists v Anti-Federalists

b) Put a timer on the board, the timer allows students to see how much longer they have for each portion of the debate (a new timer will be started for each section so that students know exactly how much time they have used and exactly how much time they have left). c) Put the outline of the debate format on the board to remind students of the flow of the events in the debate and exactly how much time each one gets. d) Discuss the rules of the debate as outlined in the Debate Format sheet. e) Begin the debate. f) Conclude the debate within the hour. g) Closure discussion of how the debate went. B. Thinking Level: (1) Analysis: Analyze primary and secondary sources (Federalist #78 and Brutus #15) and outline an appropriate argument for your side of the debate (2) Synthesis: Construct and argument defending the Federalist or AntiFederalist view. (3) Evaluation: Debate your side of the argument and justify your beliefs with evidence from primary and secondary sources. C. Learning Styles: 1. Interpersonal: Students will be working in cooperative groups where members will be assigned roles/tasks 2. Intrapersonal: Students will have the opportunity to work independently doing research. 3. Visual: Students can use videos, documents, articles or other visual primary and secondary sources that they find on their own 4. Kinesthetic: Students can move around the media center as they evaluate sources and prepare their arguments. Students can move around their side of the room freely during the debate 5. Auditory: Students will listen to their peers while preparing for the debate, then once engaging in the debate. D. Methods and Materials: 1. Methods: Group work, cooperative groups, independent research. 2. Materials: Media Center (so students can move around and sit in groups away from one another), The Federalist #78, Brutus #9, lap top cart with multiple laptops, computer, internet, text books. VI. Checking for Understanding:

Ally Notario Lesson Plan Best Lesson Time Warp Debate: Federalists v Anti-Federalists

A. I will move about the room during the two days of preparation for the debate and assess students participation and analytic and evaluative skills regarding the Federalist and Anti-Federalist debate over the ratification of the constitution. B. I will assess students evaluative skills during the debate based on their participation, the relativity of their arguments, the validity of their arguments, and their ability to defend their assigned view on the topic. C. Students in all three categories (Federalists, Anti-Federalist, NY Delegates) will submit a one page paper outlining their defense of their assigned argument for the debate. This will allow me to evaluate the students analytic, synthetic, and evaluative skills. It will allow me to see if students were proficient at analyzing and evaluating primary sources, constructing an argument in defense of the federalist or anti-federalist view, and their ability to debate with an opposing view. VII. Closure: At the end of the debate, possibly the following monday, we will finish discussing how the federalist and anti-federalist debate ended and how the bill two sides compromised with the bill of rights. We will also have a class discussion on how the students felt the debate went, they will rate their own participation, and give ideas for how the debate could have gone better and how they could have participated better.