Student Teaching Lesson Plan Outline

Introduction
• Ratification and The Federalist
• Length of Lesson (estimated) – 90 minutes
• VA Standards of Learning – GOVT.4 A

Learning Objectives
The student will demonstrate knowledge of the Constitution of the United States by examining
the ratification debates and The Federalist. Students will evaluate how the debates over
ratification of the Constitution of the United States of America focused on power given to the
national government and how the amount of power given to the national government polarized
the ratification debates. Students will identify that nine of thirteen states needed to ratify the
constitution. Students will state the positions and views held by The Federalist and Anti-
Federalist.

Teaching and Learning Sequence

Introduction/Anticipatory Set – Upon entering class students will be asked to consider the
following question and be prepared to discuss it as a class: “What governing document existed
prior to the United States Constitution and why did it fail?” This opening question requires
students to exhibit previously learned material by recalling facts and basic concepts gained in a
previous lesson concerning the Articles of Confederation. After students identify reasons for the
Article’s failure the instructor will begin to discuss the need for a stronger central government in
America leading up to the ratification of the Constitution. This discussion will last 10 to 15
minutes.

Lesson Development – Students will be divided into groups based on the different delegations
that attended the Philadelphia Convention in 1787. Students will be instructed to gather
biographical sketches for their state delegation from the Colonial Hall Web site:
http://www.colonialhall.com/biography.psp.
A class chart displayed on the main board will be filled out by each group showing information
about each of the Framers: his profession, age, marital status, education, whether or not he was a
Federalist or Anti-Federalist and other factors that they would like to explore. The chart will
serve as a graphic organizer of information for the students to copy and use as notes. Students
will then be able to compare and contrast the differences between delegates and why they
supported or opposed federalism. Each group will present their findings to the class. This
activity will take approximately 35 to 45 minutes.

Closure – Following group work and presentations the instructor will explain the differing views
held by Framers of the Constitution based on the individual characteristics of the delegates
researched and discussed by the students. The teacher will clearly state the position of the Anti-
Federalist as suspicious towards a strong central government and how these individuals
demanded a bill of rights to protect personal liberties. The teacher will also clearly state the
position of the Federalist and why they believed a strong central government was the best way to
protect freedom as explained in a series of essays, called The Federalist, supporting adoption of
the Constitution of the United States of America. This lecture will last 20 to 30 minutes.
Students will then be given a writing assignment and grading rubric to take home with them.
The last five minutes of class will be used to explain the homework assignment and answer any
questions or concerns the students may have.

Homework
Each student will be responsible for constructing a one page argumentative paper, in the form of
a letter, defending the position of a Federalist or Anti-Federalist delegate. Students must defend
the viewpoint held by the delegate they researched in class no matter what their own personal
view is. Students will distinguish themselves as their delegate and address the letter to a delegate
of the opposing view, in an attempt to persuade them to change their opinion concerning the
ratification of the U.S. Constitution. Students must support their argument with facts and
information from class discussion or the textbook. This assignment will be collected the
following class period to assess the student’s understanding of the topic and key concepts.

Assessment
Formative – Throughout the lesson the instructor will circulate among the groups asking
questions about the student’s research to gauge understanding, interest and progress. The teacher
will monitor participation within the groups and mediate discussions making sure students are on
task.

Summative – Students will be evaluated based on group participation, written work and oral
presentations. Individual assessment will be based on the written homework assignment to
determine whether or not students have acquired information essential to understanding the
topic. The group activity requires students to research, label, list and tell the class about
delegates so they can compare and contrast the differences between Federalist and Anti-
Federalist. The homework requires students to demonstrate understanding by utilizing facts and
ideas as evidence to support an argument. A grading rubric will be issued and explained to
students letting them know what is expected from the homework.

References
"Curriculum Framework." Virginia Department of Education. 2001. Web. Oct. 2009.
<www.doe.virginia.gov>.

"Enhanced Scope and Sequence.” Virginia Department of Education. 2001. Web. Oct. 2009.
<www.doe.virginia.gov>.

"Virginia Standards of Learning." Virginia Department of Education. 2001. Web. Oct. 2009.
<www.doe.virginia.gov>.

Appended Materials
Fraga, Louis R. United States Government: Principles In Practice. Austin: Holt McDougal,
2010. Print.

“America’s Founding Fathers.” U.S. National Archives & Records Administration. 2001. Web.
Oct. 2009.
<http://www.archives.gov/exhibit_hall/charters_of_freedom/constitution/founding_fathers.html>
This government site features a brief biography of each of the Founding Fathers who served as
delegates to the Constitutional Convention.
“Biographies of the Founding Fathers.” Colonial Hall. 2001. Web. Oct. 2009.
<http://www.colonialhall.com/biography.asp>.
This Web site features 103 biographical sketches of America's Founding Fathers divided into
three groups: Signers of the Declaration, Signers of the Articles of Confederation, and Signers of
the U.S. Constitution.

“The Founders’ Almanac.” 2001. Web. Oct. 2009.

<http://www.heritage.org/research/features/almanac>.
This Web site provides quotes from the Founders, detailed biographies of selected Founders, and
primary documents of the era. A section of the site allows users to search the database for
important historical events or quotes of the Founders.