Middle School Social Studies The United States Constitution as a Living DocumentNineteenth Century American History

SCoPE Site Lesson Plan

Title: Lesson 11 - The Bill of Rights (SS080111)

AbstractIn this lesson students explore the controversy surrounding the adoption of the U.S. Constitution. They read excerpts of primary documents (Federalist papers and Anti-Federalist writings) and discuss the concerns raised by both sides. After engaging in a class debate on whether to adopt the Constitution, students write an essay explaining the importance of the Bill of Rights in the ratification of the Constitution.

Subject Area: Social Studies

Grade Level and Course Title: Eighth Grade/Nineteenth Century American History

Unit of Study: The United States Constitution as a Living Document

Benchmarks Explain the means for limiting the powers of government established by the United States

Constitution and how the Constitution is maintained as the supreme law of the land (III.2.MS.3, III.4.MS.2).

Describe philosophical beliefs that influenced the creation of the United States Constitution and explain how they set the foundation for civic life, politics, and government in the United States (I.1.MS.2, III.2.MS.1).

Engage each other in conversations, which attempt to clarify national issues faced by the Framers when they drafted the U.S. Constitution using primary and secondary sources (I.3.MS.1, VI.2.MS.1).

Key Conceptsamendmentlimited government

Instructional ResourcesStudent ResourceAddress to the People of the State of New York, by the Hon. Jon Jay. The Library of Congress.

26 September 2002. The Learning Page. 6 December 2006 <http://memory.loc.gov/ammem/ndlpedu/features/timeline/newnatn/usconst/johnjay.html>.

The Anti-Federalist Papers. Speeche of Patrick Henry, June 7, 1788. 4 June 2003. From Revolution to Reconstruction. 6 December 2006 <http://odur.let.rug.nl/~usa/D/1776-1800/federalist/anti38.htm>.

“Cato” Letter VII. The New York Journal, January 3, 1788. 6 December 2006 <http://www.constitution.org/afp/cato_07.htm>.

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Middle School Social Studies The United States Constitution as a Living DocumentNineteenth Century American History

Constitutional Topic: The Federalists and Anti-Federalists. The U.S. Constitution Online. 15 March 2006. 6 December 2006 <http://www.usconstitution.net/consttop_faf.html>.

Elbridge Gerry’s Reasons for Not Signing the Federal Constitution. The Library of Congress. The Learning Page. 26 September 2002. 6 December 2006 <http://memory.loc.gov/ammem/ndlpedu/features/timeline/newnatn/usconst/egerry.html>.

The Federalists Papers. THOMAS. The Library of Congress. 6 December 2006 <http://thomas.loc.gov/home/histdox/fedpapers.html>.

The Federalist Papers, Federalist No. 2. THOMAS. The Library of Congress. 6 December 2006 <http://thomas.loc.gov/home/histdox/fed_02.html>.

Speech of James Wilson. 6 December 2006 <http://www.constitution.org/afp/jwilson0.htm>.

Teacher ResourceAnti-Federalist Papers. The Constitution Society. 20 December 2003. 6 December 2006

<http://www.constitution.org/afp.htm>.

The Anti-Federalist Papers. From Revolution to Reconstruction. 4 June 2003. 6 December 2006 <http://odur.let.rug.nl/~usa/D/1776-1800/federalist/antixx.htm>.

Brenneman, Kerri. Supplemental Materials (SS08011101.doc). Teacher-made material. Waterford MI: Oakland Schools, 2007.

Federalists vs. Anti-Federalists. The Study Stack. 6 December 2006 <http://www.studystack.com/studytable-12046>.

“The Federalists and Anti-Federalists.” Constitution of the United States: A History. National Archives and Records Administration. 6 December 2006 <http://www.archives.gov/national-archives-experience/charters/constitution_history.html>.

Written Document Analysis Worksheet. National Archives and Records Administration. 6 Dec. 2006 <http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf>.

Sequence of Activities1. Begin the lesson by reviewing the reasons the colonists declared their independence from

Britain using the Declaration of Independence. As student suggests reasons, record them on the board or overhead transparency. Some of the reasons included: Lack of representation in the British government Standing armies Quartering troops Cutting off trade Imposing taxes without consent

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Middle School Social Studies The United States Constitution as a Living DocumentNineteenth Century American History

2. Divide students into groups of four or five students each. Have the groups review Articles I through VII of the U.S. Constitution to determine whether the concerns that faced the colonists under British rule were addressed in the new constitution. Ask the class the following questions: What concerns do you think colonists might have had with this document? How do you think American citizens reacted to this document? Why was Article VII important?

Discuss with the class that the charge given to participants of the constitutional convention was to revise the Articles of Confederation. Discuss the individual rights and liberties that were not specifically addressed in the Constitution. Also discuss the importance of the ratification process. Clarify that although most states were represented at the Constitutional Convention (Rhode Island was not represented), nine of the thirteen states had to ratify the Constitution for it to be effective.

3. Explain the following to the class. The debates over ratification of the Constitution represent some of the most important and intellectually sophisticated public debates in American history. On one side were the Federalists who supported the Constitution. They argued that the nation urgently needed a stronger national government to bring stability, order, and unity to all citizens of the new country. On the other side were the Anti-Federalists, who opposed the adoption of the Constitution. They believed that the states were strong enough and that any national government that diminished the power of the states would diminish the states’ ability to meet the needs of their citizens. One of the biggest concerns of Anti-Federalists was that a new national government that was so far removed from the people would quickly compromise their rights and liberties.

Patriots were on both sides of this issue. The most widely known Federalists were James Madison, Alexander Hamilton, and John Jay. They wrote articles under the pseudonym Publius that supported the adoption of the Constitution. Their articles are known collectively as The Federalist Papers. On the other side, George Mason, Elbridge Gerry, and Patrick Henry wrote articles against the adoption of the Constitution. Their writings are known collectively as the Anti-Federalist Papers.

4. Make copies and distribute to all students “The Federalists and Anti-Federalists.” Constitution of the United States: A History. <http://www.archives.gov/national-archives-experience/charters/constitution_history.html>. Also make copies and distribute “Comparing Federalists and Anti-Federalist” chart located in the Supplemental Materials (SS08011101.doc) to all students. Have students read the article on the Federalists and Anti-Federalists. Working in pairs, have students record any information on the chart. Alternatively, this step may be assigned for homework. (Note to Teacher: The section on Federalists and Anti-Federalists is toward the bottom of the web page. Please scroll down to locate it.)

5. Divide the class in half. Distribute various Federalist articles to one half of the class and Anti-Federalist articles to the other half of the class. Have students work in small groups to read one of the articles. Also make copies and distribute the Document Analysis Worksheet

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located at the National Archives and Records Administration cite: listed in the resource section of this lesson. The following links contain articles that may be distributed:

Anti-Federalists

The Anti-Federalist Papers. “Centinel,” No. 1, Oct. 5, 1787. From Revolution to Reconstruction. 4 June 2003. 6 Dec. 2006 <http://odur.let.rug.nl/~usa/D/1776-1800/federalist/anti39.htm>.

The Anti-Federalist Papers. Speeche of Patrick Henry, June 7, 1788. From Revolution to Reconstruction. 4 June 2003. 6 Dec. 2006 <http://odur.let.rug.nl/~usa/D/1776-1800/federalist/anti38.htm>.

“Cato.” Letter VII. The New-York Journal. January 3, 1788. 6 Dec. 2006 <http://www.constitution.org/afp/cato_07.htm>.

Speech of James Wilson. Pennsylvania, October 6, 1787. 6 Dec. 2006 <http://www.constitution.org/afp/jwilson0.htm>.

Federalists

Address to the People of the State of New York, by the Hon. Jon Jay. The Library of Congress. The Learning Page. 26 Sept. 2002. 6 Dec. 2006 <http://memory.loc.gov/ammem/ndlpedu/features/timeline/newnatn/usconst/johnjay.html>.

The Federalists Papers. THOMAS. The Library of Congress. 6 Dec. 2006 <http://thomas.loc.gov/home/histdox/fedpapers.html>.

The Federalist Papers, Federalist No. 2. THOMAS. The Library of Congress. 6 Dec. 2006 <http://thomas.loc.gov/home/histdox/fed_02.html>.

6. Instruct students to complete the Document Analysis Worksheet as they read their assigned article.

7. Have each group from Step 5 (Federalists and Anti-Federalists) convene in a group discussion. Students should share any arguments they identified from the assigned readings in Step 5 with their group. Encourage students to add any new arguments on the “Comparing Federalists and Anti-Federalist” charts distributed in Step 4. As students discuss the arguments for their respective side, tell the class that they are to prepare to discuss the issues as a class.

8. Arrange the room with half the class facing the other half of the class. Engage the class in a semi-restricted debate. Tell students that each one will have to make an argument for their side (Federalist or Anti-Federalist). Encourage students to respond to one another’s comments in an appropriate manner.

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9. Have students read the short article at: Bill of Rights. <http://www.archives.gov/national-archives-experience/charters/bill_of_rights.html> that explains the adoption of the Bill of Rights.

10. After the debate and reading, debrief the arguments on either side with the class. Using a T-chart, construct a list of the overriding concerns were on each side. Students should create a list of concerns as the teacher records students’ responses on the board or overhead transparency.

AssessmentStudents may be assessed informally during the discussions in Step 7 and the debate in Step 8. For a more formal assessment, students may write a persuasive essay on whether or not to adopt the Constitution. Students should write from the perspective of a Federalist or Anti-Federalist and identify three concerns. Students’ essays should also refute at least one argument made by the opposing side.

Application Beyond SchoolStudents will recognize that while disagreement is common in a democracy, it is through disagreement and discussion that sound decisions are made. They can observe candidates for office or elected officials discussing and debating public issues and assess the value of debating the issues in a democracy.

ConnectionsEnglish Language ArtsWhen students write a persuasive essay, they use words to influence an audience.

When students read primary source documents, they use context clues to understand meaning.

When students share and discuss answers, they practice the speaker’s craft.

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