L3+Flanagan+Andrew

 **UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**  **LESSON PLAN FORMAT** **__Teacher’s Name__: Mr. Flanagan __Date of Lesson__: 3** **__Grade Level__: 11 __Topic__:** **Empathizing with Federalism** **__Objectives__** Students will understand that each form of government (local, state, and national) effects their daily lives. Students will do a research report learning individually about the pros and cons of the United States Constitution to get a better understanding on why American politics have become what they are today. Students will understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. **__Maine Learning Results Alignment__** Maine Learning Results: Social Studies. B: Civic and Government B1: Knowledge, Concepts, Themes, and Patterns of Civics/Government Grade: 9-Diploma Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. C. Explain how and why democratic institutions and interpretations of democratic ideals and constitutional principles change over times. **Rationale:** Students will be given the opportunity to see how opinions about the United States government have changed over the past 200 years, and how peoples difference in opinion helped effect compromise. **__Assessment__** **Formative (Assessment for Learning)** Students will be given the opportunity to create a rough draft stating their opinion (siding with either the federalists or the anti-federalists) in order to just organize their main ideas into a draft form. They then will be given a chance to do some peer edits on their drafts and then will be given a rubric in order to lay down some guidelines for their final drafts. **Summative (Assessment of Learning)** The students will create a position paper in which they will take on the role of either a federalist or an anti-federalist, and use the evidence that they have gathered through researching the topic in order to create a compelling essay. **__Integration__** **Technology:** Putting the rough draft up on the blog to make peer revisions in the form of feedback. That way changes can be made to their paper instantly and drafts can be worked on with other students outside of the classroom. **Student:** Students will work independently with creating their drafts then will submit it for revisions on their blogs, any feedback they receive they will make the changes to their papers as suggested by their peers. **Teacher:** Helping students find alternative resources for their presentations, as well as providing feedback throughout the process through the blogs. **English:** The use of writing drafts, peer revisions, and making final drafts, are all common occurrences within an English classroom. Preparing students with their writing skills will also help them continue to practice and improve as they reach higher levels of education. **__Groupings__** The strategy of Team Pair Solo will be used to motivate the students to take the Report and to answer any problems the students have with the material at first. The next steps allow them to individually create the report and put a personal spin on the project after they have discussed it with partners. **__Differentiated Instruction__** **Strategies** **Verbal:** Discussing their opinion on why they feel the constitution is effective or not **Logical:** Thinking about the "What Ifs" and seeing what our country would look like without the constitution **Kinesthetic:** Moving around and looking for books in the library for sources **Visual:** Use of graphic organizers to help formulate their ideas in the report, as well as using photographs to illustrate their writing **Naturalist:** Take an ecological stand-point as a federalist or anti-federalist saying how the government can help/hurt the environment **Intrapersonal:** A Formal essay allows these students to do a lot of personal reflection in their writing **Interpersonal:** Asking other students why they are supporting their particular side **Musical:** Including a personal CD with the report to make a radio "jingle" to help gain support for their opinion **Modifications/Accommodations** I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. **Absences:** When a student can not complete the lesson because of an absence from the class, it is the student's responsibility to meet with me as soon as possible to discuss the materials that they missed. Class notes will also be available on the Class Wiki as well as important links used within class discussions that the student has missed. **Extensions-** Students will be asked to put their work up onto their blog pages so that other students can provide them feed back and in the end have a paper of higher quality. **__Materials, Resources and Technology__** Laptop American History Text Book Online Information about Federalist and Anti-Federalists T-Chart **__Source for Lesson Plan and Research__** [] - For content notes about the difference between the two parties, as well as additional information such as the members of both political affiliations. [] - Simplified version of what the basic differences between the two parties were and gives explaination to why the federalist's arguement won out in the end. **__Maine Standards for Initial Teacher Certification and Rationale__** **//Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//** **Rationale**: This particular lesson provides a variety of resources and choices for learners who need to those things to be engaged. It also provides very strict rubric and structure within the project, as well as very clear expectations about the process. For those who learn best through discussion, the peer feedback that students will receive on their blogs will do a lot to engage these learners by having conversations about the material and getting a better understanding about the topic as a whole. Finally the encouraging atmosphere and sensitive peers come from the other members of the class on the "same side" who can also look to each other for support and ideas in this process. **//• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** **Rationale**: The facet relating to this lesson is "empathize", students will do this by taking the perspective of either a federalist or an anti-federalist and try to be understanding to the thoughts and ideas of that particular group. By completing this activity students will be able to place themselves within a different time period in history and will make this lesson more applicable to life in the modern world. For more information about the difference between these two political ideologies there is more information within the content notes attached with this lesson plan **//• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** **Rationale**: This lesson will use the following strategies to engage all the learners within the classroom, making students feel a personal connection to the material being discussed. The position paper can also be in the form of a wiki page designed by the student if the writing is above their skill level or if the student is seeking an alternative assignment. Through presenting the option students can get the same information and use their creativity to express the ideals in another way. **Strategies** **Verbal:** Discussing their opinion on why they feel the constitution is effective or not **Logical:** Thinking about the "What Ifs" and seeing what our country would look like without the constitution **Kinesthetic:** Moving around and looking for books in the library for sources **Visual:** Use of graphic organizers to help formulate their ideas in the report, as well as using photographs to illustrate their writing **Naturalist:** Take an ecological standpoint as a federalist or anti-federalist saying how the government can help/hurt the environment **Intrapersonal:** A Formal essay allows these students to do a lot of personal reflection in their writing **Interpersonal:** Asking other students why they are supporting their particular side **Musical:** Including a personal CD with the report to make a radio "jingle" to help gain support for their opinion **//• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** **Rationale**: **Formative (Assessment for Learning)** Students will be given the opportunity to create a rough draft stating their opinion (siding with either the federalists or the anti-federalists) in order to just organize their main ideas into a draft form. They then will be given a chance to do some peer edits on their drafts and then will be given a rubric in order to lay down some guidelines for their final drafts. **Summative (Assessment of Learning)** The students will create a position paper in which they will take on the role of either a federalist or an anti-federalist, and use the evidence that they have gathered through researching the topic in order to create a compelling essay. **__Teaching and Learning Sequence__:** Students will walk into the room and have the desks broken up into groups of fours (having each of the desks face each other) so that each student can see each other while deciding which group they would like to be a part of. * Students will be asked first thing to come up with one classroom rule for the "class constitution" that will become the official laws which govern the classroom. (15 minutes) * Transferring each of the rules onto a larger document which will be hung in the classroom leading to a classroom discussion about how the process made the students feel. Also if there is any overlap or differences between opinions talk about federalists and anti-federalists disagreeing on the way the United States government should be run. (15 minutes) * Then have the students move back to their original positions and count off by 4, all the people that have 1's and 3's will now take on the roles of the anti-federalists, where as the 2's and 4's now will represent the federalists. (10 minutes) * All the like numbers will then gather together, and will be given a T-chart to weigh out the pros and cons of both sides. (20 minutes) * Finally the students will be given a chance to create their own rough drafts, drawing from the brainstorming activity and from their reading. If they do not complete their rough drafts in class they will be assigned for homework. (20 minutes) * **(Day Two)** The students will complete additional research they need to finish their drafts, and those completed will begin peer revisions to begin work towards a final draft. This process will show students how the United States government was first developed and that initially there were disagreements in how it was being run, from this students will see parallels with the problems with our modern system of government. Once they realize this they can begin to see the effects that the government had over citizens under both the articles of confederation and the constitution, and how our interpretation of this document affects the way we live in society today. Most importantly is the biggest power added to the constitution is the ability to change things over time (amendments) to make students see that they can make a difference if they stand up for what they believe in. Also the beginning of the activity allowing the students to have a role within the way the class is "run" will make the students more comfortable and enhance the students sense of belonging and being respected by the education and their peers. **Where, Why, What, Hook, Tailors: Intrapersonal, Interpersonal, Kinesthetic, Verbal** Important vocabulary terms will be handed out with the assigned reading about the articles of confederation and first attempts towards a constitution. In addition to this the important terms will be discussed during class time during the debriefing period of day one of this lesson plan. These understandings will be demonstrated in a number of ways, in order to reach all the different learners within the classroom. The lesson will be adapted to fit each learning style and understanding will be checked through a quick thumbs up or thumbs down scale to get an idea about how each student is doing with the materials. **Equip, Tailors: Verbal, Visual, Musical, and Logical** **Day One:** This lesson begins with the students completing an "constitutional congress" to decide what the classroom rules will be throughout the semester. This gets the students to feel comfortable, have a sense of responsibility, and feel equal in the classroom. After this task is completed the results will be transcribed as a poster in a section of the classroom for all students in that class to abide to. This will be a great segue into a classroom discussion on how there were some differences in opinion in what should be included within the document that would come to govern all of the states. After a brief discussion students will be split up into groups to brainstorm ideas to add to their rough drafts and begin to start the process of writing their first draft. To help with the brainstorming process students will also be given a T-chart to compare and contrast both sides of the coin. **Day Two:** This lesson begins where the last one left off, students are placed back with the partners from the previous lesson and will be asked to complete some peer revisions on their partner's rough draft. To make this type II technology and to make sure that feedback and changes can be made instantly to the paper, students are asked to post their drafts on their blog website. This makes sure that there is a good sense of dialogue between the two people involved with this process and that effort throughout the lesson can be measured through the quality of conversation between the students. Also on this day students who need to learn more about the topic can receive help and do more research on the topic in order to create a higher quality paper. **Explore, Experience, Revise, Rethink, Refine, Tailors: Verbal, Visual, Logical, Kinesthetic, Intrapersonal, and Interpersonal** The assessment process will be based on the drafts the students turn in for credit and there will be multiple drafts required for full credit to show that the student has made edits and changes in order to have a higher quality product at the end of the lesson. Also another thing being measured is the communication between group members about the drafts through use of the blogs comment system, this way a number of edits can be made quickly and instantly via the internet regardless of the location of the students. **Revise, Refine, Tailors: Intrapersonal, Interpersonal** **Content Notes** After the Constitution was signed and approved by delegates of the Constitutional Convention of 1787, it had to be ratified by the states. As determined by Article VII of the Constitution, ratification required the approval of nine special state conventions. States that did not ratify the Constitution would not be considered a part of the Union and would be separate countries. Passage of the Constitution by the states was by no means certain in 1787. Indeed, many people at that time opposed the creation of a federal, or national, government that would have power over the states. These people were called Anti-Federalists. They included primarily farmers and tradesmen and were less likely to be a part of the wealthy elite than were members of their opposition, who called themselves Federalists. The Anti-Federalists believed that each state should have a sovereign, independent government. Their leaders included some of the most influential figures in the nation, including PATRICK HENRY and GEORGE MASON, leading national figures during the Revolutionary War period. Many Anti-Federalists were local politicians who feared losing power should the Constitution be ratified. As one member of their opposition, EDMUND RANDOLPH, said, these politicians "will not cherish the great oak which is to reduce them to paltry shrubs." The Federalists favored the creation of a strong federal government that would more closely unite the states as one large, continental nation. They tended to come from the wealthier class of merchants and plantation owners. Federalists had been instrumental in the creation of the Constitution, arguing that it was a necessary improvement on the ARTICLES OF CONFEDERATION, the country's first attempt at unifying the states in a national political arrangement. Leaders among the Federalists included two men who helped develop the Constitution, JAMES MADISON and ALEXANDER HAMILTON, and two national heroes whose support would greatly improve the Federalists' prospects for winning, GEORGE WASHINGTON and BENJAMIN FRANKLIN. Between September 17, 1787, the day the Constitution was signed by the Constitutional Convention, and May 29, 1790, the day Rhode Island became the thirteenth and last state to ratify the Constitution, the Federalists and Anti-Federalists engaged in a fierce national debate on the merits of the Constitution. This debate occurred in meeting halls, on streets, and on the printed page. Both sides in the argument had a considerable following. Many of the questions raised remain with us today: What is the best form of government? What rights must the government protect? Which government powers should be granted to the states, and which to the federal government? The Anti-Federalists The Anti-Federalists found many problems in the Constitution. They argued that the document would give the country an entirely new and untested form of government. They saw no sense in throwing out the existing government. Instead, they believed that the Federalists had over-stated the current problems of the country. They also maintained that the Framers of the Constitution had met as an elitist group under a veil of secrecy and had violated the provisions of the Articles of Confederation in the means selected for ratification of the Constitution. In making their arguments, the Anti-Federalists often relied on the rhetoric of the Revolutionary War era, which stressed the virtues of local rule and associated centralized power with a tyrannical monarch. Thus, the Anti-Federalists frequently claimed that the Constitution represented a step away from the democratic goals of the American Revolution and toward the twin evils of monarchy and aristocracy. The Anti-Federalists feared that the Constitution gave the president too much power and that the proposed Congress would be too aristocratic in nature, with too few representatives for too many people. They also criticized the Constitution for its lack of a BILL OF RIGHTS of the kind that had been passed in England in 1689 to establish and guarantee certain rights of Parliament and of the English people against the king. Moreover, the Anti-Federalists argued that the Constitution would spell an end to all forms of self-rule in the states. Many Anti-Federalists believed in a type of government that has been described as agrarian republicanism. Such a government is centered on a society of landowning farmers who participate in local politics. THOMAS JEFFERSON agreed with this view. He felt that the virtues of democratic freedom were best nurtured in an agrarian, or agricultural, society, and that with increasing urbanization, commercialization, and centralization of power would come a decline in political society and eventual tyranny. Unlike the Anti-Federalists, however, Jefferson supported the Constitution, although rather reluctantly. He was not strongly identified with the Federalist position and would eventually oppose the Federalists as a member of the DEMOCRATIC-REPUBLICAN PARTY. The Anti-Federalists also shared the feeling that so large a country as the United States could not possibly be controlled by one national government. One Pennsylvania Anti-Federalist, who signed his articles "Centinel," declared, It is the opinion of the greatest writers, that a very extensive country cannot be governed on democratical principles, on any other plan than a confederation of a number of small republics, possessing all the powers of internal government, but united in the management of their foreign and general concerns. … anything short of despotism could not bind so great a country under one government. Although the Anti-Federalists were united in their opposition to the Constitution, they did not agree on what form of government made the best alternative to it. Some still believed that the Articles of Confederation could be amended in such a way that they would provide a workable confederation. Some wanted the Union to break up and re-form into three or four different confederacies. Others were even ready to accept the Constitution if it were amended in such a way that the rights of citizens and states would be more fully protected. The Federalists The Federalists focused their arguments on the inadequacies of national government under the Articles of Confederation and on the benefits of national government as formed by the Constitution. They were also much more favorably disposed toward commerce than were the Anti-Federalists, and they argued that a strong central government would foster the commercial growth of the new country. Moreover, the Federalist vision of society was more pluralistic than the Anti-Federalist vision. That is, the Federalists did not see society as made up principally of farmers, as did the Anti-Federalists, but instead viewed it as comprising many different and competing interests and groups, none of which would be completely dominant in a federalist system of government. For this reason, many later scholars have argued that the Federalists were more aware of the economic and social changes then transforming American society. The most famous example of Federalist doctrine is The Federalist Papers, a collection of 85 essays by Alexander Hamilton, James Madison, and JOHN JAY. Published in New York newspapers and in two bound volumes distributed during the ratification debate, these essays were signed with the pseudonym Publius, taken from Publius Valerius Poplicola, a man who reputedly saved the ancient Roman republic. The Federalist Papers is an important American contribution to political philosophy and remains a classic today. It is also a great and authoritative commentary on the Constitution. The Federalist Papers communicates the central ideas of the Federalists: the benefits of a Union between the states; the problems with the confederation as it stood at the time; the importance of an energetic, effective federal government; and a defense of the republicanism of the proposed Constitution. The Federalist Papers makes a persuasive case for the necessity of federal government in preserving order and securing the liberty of a large republic. In doing so, it asserts that a weak union of the states will make the country more vulnerable to internal and external dissension, including civil war and invasion from foreign powers. One of the most famous of its essays is The Federalist, number 10, by James Madison. In it, Madison addressed the issue of whether or not the republican government created by the Constitution can protect the liberties of its citizens. The problem that Madison saw as most destructive of popular government is what he called faction. A faction, according to Madison, is "a number of citizens, whether amounting to a majority or minority of the whole, who are united and actuated by some common impulse of passion, or of interest, adverse to the rights of other citizens, or to the permanent and aggregate interests of the community." Factions, Madison added, become especially dangerous when they form a majority of the population. Madison divided popular government into two types, democratic and republican, and preferred the latter. In a democracy, all citizens participate directly in the decisions of government. In a republic, representatives elected by the people make the decisions of government. In his intricate argument in The Federalist, number 10, Madison contended that a republican government of the kind envisioned by the U.S. Constitution can best solve the problem of faction not by "removing its causes"—which only tyranny can do—but by "controlling its effects." Madison proposed that elected representatives, as opposed to the people as a whole, will be more disposed to consider the national interest ahead of a particular factional interest. He also argued that the nature of an "extensive," or large, republic such as the United States will naturally frustrate the ability of a single faction to advance its own interests ahead of the interests of other citizens. With the huge variety of parties and interests in an extended republic, it becomes "less probable that a majority of the whole will have a common motive to invade the rights of other citizens." Thus, Madison, in contrast to the Anti-Federalists, saw the large size of the United States as a help rather than a hindrance to the cause of liberty. This is only one of the many points that The Federalist Papers makes in favor of the Constitution. However, as brilliant and carefully reasoned as The Federalist Papers may be, it probably did not greatly sway opinion toward ratification of the Constitution. The politics of ratification were instead influenced most by direct, face-to-face contact and negotiation. Nevertheless, The Federalist Papers aided the Constitution's cause by giving the Constitution's adherents ideas with which to counter their opposition. The outcome Ultimately, the ratification provisions of Article VII of the Constitution, created by the Federalists themselves, were one of the best allies the Federalists had in their attempt to ratify the Constitution. After the Constitution had been created at the Constitutional Convention, Federalist leaders quickly returned to their states to elect Federalist delegates to the state conventions. The Anti-Federalists were not able to muster enough votes in response, though in several states, they nearly defeated the Federalists. By 1790, all thirteen states had ratified the document, giving the Federalists and their Constitution a great victory. The Anti-Federalist outcry was not without its effects, however. By 1791, in response to Anti-Federalist sentiments, state legislatures voted to add the first ten amendments to the Constitution. Those ten amendments are also called the Bill of Rights, and they have become an important part of the Constitution and its heritage of liberty.