Teacher: Katie Chandler Date(s): November 10, 2011 Course/Grade: Social Science, 12th Grade Title/Subject of Lesson: Federalism

Period #: 2, 3 OVERVIEW/RATIONALE: This lesson covers the Federalist Papers, a series of essays published from October 1787 to August 1788, at the height of the Constitutional Convention. This lesson, following a short series of lessons on the system and principles of Federalism, is important, because it demonstrates to students the arguments that were the basis for American government and the argument of the Federalists at the Convention. This lesson is also important, because it helps students to understand how they can use and analyze primary documents to gain a better understanding of a topic. GOALS: Goal: The purpose of this lesson is to further students understanding of the principles of Federalism, which is the basis of the government in the United States. Through this lesson, students should understand the purpose of the Federalists papers, the arguments made within those essays, and the impact those points of view had on the American government. The purpose of this lesson is also to introduce students to the importance of analyzing primary sources or documents. Fit: This lesson continues from the activities from earlier lessons on the system of Federalism and the manner in which that system was created in the United States. The previous lessons covered the details of Federalism, how it was created from the Articles of Confederation, and the arguments that were ignited over the proposal of that form of government. This lesson is the last in the unit on Federalism before a short test and should reinforce the information from the previous lessons. OBJECTIVES: 1. Students will be able to summarize their previous knowledge on the system of Federalism and how it is implemented in the United States. 2. Students will be able to identify at least two arguments or beliefs of the Federalists at the Constitutional Convention. 3. Students will be able to identify at least two arguments or beliefs of the Anti-Federalists at the Constitutional Convention. 4. Students will be able to analyze a primary document related to Federalism. 5. Students will be able to summarize an argument found in a

primary document and analyze its relation to the information taught about Federalism. 6. Students will be able to explain how an idea found in a primary document relates to the current system of government in the United States. VOCABULARY: Students will be able to define and use each of the following in a manner congruent with its use in the current unit. - Federalism: a system of government in which the people rule either directly or through elected representatives. - Federalist Papers: a series of essays published from October 1787 to August 1788, during the Constitutional Convention. The essays were in favor of ratifying the Constitution and were published by Federalists such as John Jay, Alexander Hamilton, and James Madison. - Primary Source: an artifact, document, or other source of information that was created at the time of study; an original source of information about the topic in question. STANDARDS: Standard 8.1.C.B: Analyze the major arguments advanced for different systems of government. Standard 5.1.C.B: Employ historical examples and political philosophy to evaluate the major arguments advanced for the necessity of government. Standard 8.3.12.B: Evaluate the impact of historical documents, artifcats, and places, which are critical to U.S. history. MATERIALS: - Teacher Materials: o Federalist Papers Power Point presentation o Copy of the primary documents - Student Materials: o Class notebook o Primary Documents (6 copies per group) o Poster paper (if necessary) PROCEDURES: - OPENER (10 MIN.) o Announcement: the teacher will remind students about the upcoming schedule for the course and about the end of the marking period. The teacher will also collect the Candidate

Endorsement assignment from the students. o Warm-Up: following the announcements, the teacher will ask the students to reflect on the previous lessons on Federalism, primarily the lesson on the Constitutional Convention, Federalists, and Anti-Federalists. The students will be given 5 minutes to write down at least two arguments made by the Federalists and at least two arguments made by the Anti-Federalists. The teacher will then bring the students back together and ask a few students to share what they wrote down. As the students share their answers, the teacher will create a list on the Promethean board and the students should add answers that they did not have before. At the end of the discussion, the teacher will make the connection between the beliefs of those two groups and the Federalist Papers. BODY OF THE LESSON (40 MIN.) o Introduction: the teacher will briefly tell the students about the Federalist Papers and provide pertinent background information for the following activity. o Federalist Papers (20 Minutes): in this activity, the students will be divided into 5 separate groups and each group will be provided with a different essay from the Federalist Papers. Each group will be given approximately 20 minutes to read the essay and analyze the document, focusing on the following: Who is the author of this essay? What is the main point or idea in this essay? What is the purpose of this essay? Why did the author write it? What is the significance of the essay? What impact did this essay have at the Constitutional Convention and on our government today? During the period of group work, the teacher will circulate between the groups, providing support and answering questions when necessary. During the time allotted for group work, the students will also have to create a presentation for the class, during which they will present all of the pertinent information about their essay. o Group Presentations (20 Minutes): after analyzing the essays, each group must present the important information

and answers to the guiding questions to the entire class. Each group will have approximately 3-4 minutes to present. During the presentations, the presenting groups should write the important information about their essay on the Promethean board, where the entire class can see it. At the end of the presentation, the students may ask clarifying questions, which the presenting group is responsible for answering. However, the teacher will respond if necessary. CLOSURE (5 MIN.) o Class Wrap-Up: End the activity and presentations approximately five minutes before class is over and bring the class back together to discuss what they learned from the game. As the students reflect on the different essays that they learned about, ask the students to look at a cartoon projected on the Promethean board. The cartoon shows President Obama laughing while reading the Federalist Papers What is the purpose of this cartoon? What is the President reading? Why is he laughing? How does this cartoon represent what you have learned about Federalism and from your analysis of the Federalist Papers? ACCOMODATIONS o Ensure that all students have enough time to read through their essay and analyze the information before moving on. The teacher will evaluate individual progress and ask the students if they are ready before moving on. o Ensure that every student can see the Promethean board. o Check that each team has a clear understanding of the instructions and expectations for the activity. The teacher will go around to each group of students to clarify the instructions and ask if they have any lingering questions.

ASSESSMENT/EVALUATION: Due: Candidate Endorsement Assignment o The students must submit the assignment, which asked them to select two candidates (one Republican and one Democrat) for City Council and write a formal endorsement for each of them. o The students will be evaluated on the support provided for their endorsements and the thoroughness of their

assignments. PERSONAL REFLECTIONS/NOTES: