Ap Government Unit 2: Creating a Government Lessons 13 & 14: Fight!

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

C. C3.3.1: Describe limits the U.S. Constitution places on powers of the states (e.g., prohibitions against coining money, impairing interstate commerce, making treaties with foreign governments) and on the federal governments power over the states (e.g., federal government cannot abolish a state,Tenth Amendment reserves powers to the states). II. Behavioral Objective: A. I can explain the viewpoint of the federalists B. I can explain the viewpoint of the anti-federalists C. I can create an argument from the federalist and anti-federalist perspectives D. I can compare and contrast the federalist and anti-federalist perspectives E. I can debate the need for a bill of rights

III. Anticipatory Set: Warm up: Which branch of government do you think is the most powerful? Why? a) Students will write for 2-3 minutes, then discuss as a class/share their opinions. IV. Objective/Purpose: A. Yesterday in class you worked through a note packet and a worksheet on the constitution. You compared the branches of government set up by the framers and explored the checks and balances for each branch B. Today we are going to explore the ratification of the constitution. We will study both those in favor and those against ratifying it the way that it was. C. This will be useful when later this week we begin preparation for a debate, V. Input A. Task Analysis:

Ap Government Unit 2: Creating a Government Lessons 13 & 14: Fight! Federalists v Anti-Federalists

1. Hand out lesson 13 & 14 note packets a) Note packets are differentiated according to readiness (1) Three students are above average and tend to get bored during lecture. I have prepared a note packet for them that has only key words. They will have to fill in the majority of the material themselves. I have added tricky bonus questions for them to work on also. They will still participate in class discussion, but the mostly-blank notes provides an extra challenge so they do not get bored. (2) Several students have shown to learn well with partially filled-out note packets containing blanks that match the slide. The majority of the class will receive these note packets. They will fill in the blanks as the class moves through the power point. They will participate in class discussion. (3) One student has dyslexia and another student has vision complications. The visually impaired student is near sighted, so he can see the objects on his desk, but has trouble seeing the board regardless of how close to the front he sits. For these students a completely filled-out note packet was created. These two students follow along with the class by highlighting the major concepts/information that is important. They still participate in class discussion. The student with nearsightedness uses his textbook to follow along with the lesson. This provides a visual aid since he has a hard time seeing the board. b) The class remains connected through participation in discussion and talking about the main ideas. Students are not required to speak, but everyone listens and follows along. 2. Get the slideshow and projector ready a) This provides extra visual stimulus for students beyond the note packets. 3. Move through the slide show lecturing and pausing for class discussion periodically a) It is a class norm for students to ask questions and answer each others questions. I will guide discussion. 4. Note Switch: have students exchange note packets with their partners. Have the students go through each others note packet to make sure everything is filled in. If a student has something missing their partner can help them fill it in or ask me for help. This allows me to assess their comprehension of lessons. a) note switches are a class norm. Students are helpful to one another and help each other fill in what was missing. 5. Exit tickets: Why was the bill of rights important? (2-3 sentences)

Ap Government Unit 2: Creating a Government Lessons 13 & 14: Fight! Federalists v Anti-Federalists

B. Thinking Level: a) Knowledge: Define federalists and anti-federalists b) Comprehension: Interpret the changes that the bill of rights had on the ratification process c) Analysis: Compare federalists and anti-federalists C. Learning Styles: 1. Visual: Slideshow, note packets, textbook 2. Auditory: Hearing me speak, hearing fellow students speak during class discussion 3. Intrapersonal: Working alone filling out note packet 4. Interpersonal: Exchanging note packets at end of lesson, talking as a group during discussion D. Methods and Materials: 1. Lecture, note packets, student discussion, student note switch, exit ticket 2. Slideshow, note packets VI. Modeling: Lecture, explaining, using applicable examples to guide student understanding VII. Checking for Understanding: A. Warm up B. Note switch C. Exit tickets D. Guided discussion throughout note taking VIII. Closure A. Exit ticket B. Pass out homework packets C. What we will be doing tomorrow