Bill of Rights for Real Life: The Founders The curriculum, The Bill of Rights for Real Life,

was made possible by a generous grant from the Cortopassi Institute.

The Bill of Rights for Real Life

Designed for less academicallyinclined high school students

21 core lesson plans 8th Grade Reading Level

Strong literacy/media literacy component Research-based best teaching practices

Unit Introduction Essay Lesson 8th grade level Overview Standards Objectives Materials Lesson Plan Handouts DVD Introduction Reinforcement Review Extension Options Homework Extensions Real Life Portal Back of the Book Resources Answer Key (pgs. 205-218) Reading Quizzes (pgs. 221-241) Landmark Sup. Court Cases (pgs. 245-257) DVD Guides (pgs. 261-266) Glossary (pgs. 269-273) Educational Resources (pgs. 277-280) Legal Experts & Scholars (pgs 283-289) Parent Letter (p. 290)

Common Core State Standards for English Language Arts & Literacy in History/Social Studies 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). 9. Analyze seventeenth-, eighteenth-, and nineteenthcentury foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns Second Inaugural Address) for their themes, purposes, and rhetorical features.

Which of these groups believed the Constitution as it was originally written in 1787 provided for a strong national government and sufficiently protected individual rights at the same time?

1. Federalists
2. Anti-Federalists 3. Democratic-Republicans

4. Know-Nothings
5. Not sure

Which of these statements would have been made by an Anti-Federalist?

1. The vigor of government is essential to the security of liberty.

2.
3.

State legislatures have no security for the powers now presumed to remain to them
I do not conceive we can exist long as a nation without havinga power which will pervade the whole Union Repeated violations of these parchment barriers have been committed by overbearing majorities in every State. Not sure

4.

5.

DVD Viewing Guide Founders Lesson 2 (Pg. 261)

1. Why did the original writers of the Constitution leave out a bill of rights? 5. Why did James Madison fear that bill of rights might not work? 6. How many Amendments were originally proposed to Congress? 7. Why was the Bill of Rights added at the end of the Constitution?

2. What political group demanded a bill of rights?

3. Who wrote the Bill of Rights? Why did he write it? 4. What did Thomas Jefferson say about a bill of rights?

Discussion: Madison feared that a bill of rights would not protect individuals from the abuse of their rights by popular majorities. Can you think of examples of a majority taking away rights from individuals? In the country? In your town? At school? How do you think those rights might be made more secure?

Founders Unit Lesson Plans

Lesson 2, p. 13: Why a Bill of Rights? What Impact Does it Have? This lesson explores the debate between the Federalists and Anti-Federalists. Federalists believed the Constitution as it was originally written in 1787 provided for a strong national government and protected individual rights at the same time. The Anti-Federalists feared a strong central government and insisted that a Bill of Rights be added to the Constitution to protect individual rights.

Founders Unit Lesson Plans Activities for Lesson 2

DVD Background Essay, pp. 15-16read and reflect. Table, p. 17 Venn Diagram, p. 18 Quote classification, p. 19-23.

Securing LibertyDebate over the Bill of Rights

The Federalists and Anti-Federalists

On what issues did the Federalists and Anti-Federalists agree?

James Madison, John Vanderlyn, 1816 Patrick Henry, George B. Matthews, 1883

Federalists
Bill of rights not needed Constitution creates a LIMITED government Specific listing could be dangerous

BOTH
Purpose of government is to protect rights Give some authority to states, some to national government

Anti-Federalists
Did not trust a strong central government Some states demanded a bill of rights

Foundational (First) Principles: Strong central government needed popular sovereignty, government by to protect rights consent, limited States have their government, own declarations of property rights, rights civic virtue...

Popular opinion favored a list of rights

Learning Stations: Quote Classification

Working with a partner or two

Washington

Prepare an answer sheet by numbering 1-8 Read the quotes on signs and classify each quote: Federalist or Anti-Federalist

Mason

Sherman

Madison

Hamilton

Identify the author of each quote.

Jefferson

Who said it???? (See p. 19 & jot down your answers)

Federalist
Federalist
Washington

2
3 Anti-Federalist
Mason

Sherman

Federalist

4
5
Anti-Federalist
Mason

Hamilton

6
Federalist 7

Anti-Federalist
Mason

8 Anti-Federalist
Madison Jefferson

Which of these groups believed the Constitution as it was originally written in 1787 provided for a strong national government and sufficiently protected individual rights at the same time?

1. Federalists
2. Anti-Federalists 3. Democratic-Republicans

4. Know-Nothings
5. Not sure

Which of these statements would have been made by an Anti-Federalist?

1. The vigor of government is essential to the security of liberty.

2.
3.

State legislatures have no security for the powers now presumed to remain to them
I do not conceive we can exist long as a nation without havinga power which will pervade the whole Union Repeated violations of these parchment barriers have been committed by overbearing majorities in every State. Not sure

4.

5.

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