ESSENTIAL QUESTION(S): What Was an Important Result of Conflict During the Process Of

LESSON 5: Ratification

ESSENTIAL QUESTION(S): What was an important result of conflict during the process of ratification?

Standards: SS 1.2, SS 1.3, ELA 1.1, ELA 1.2

Materials:

-Federalist v Antifederalist Chart

- Federalism & checks organizer

- Transparencies: Fv.A chart, fc organizer

- Pillars picture to project on board (intro)

Objectives: TSWBAT…

- describefederalism by filling in and labeling a Venn diagram representing National and State government powers and responsibilities

- distinguish the different roles of branches of government by individually completing the Checks and Balances organizer

- identify the Federalist or Antifederalist perspective by reading the textbook and using the information to fill in their Federalist v. Antifederalist chart

Introduction:

Project this picture on the board: (The pillars, representing the 13 states, appear in the order in which the states ratified the U.S. Constitution; North Carolina and Rhode Island did not ratify the Constitution until 1790)

- What do you see?

- Why do you think the cartoonist shows the states being pillars in a foundation?

- Why is one pillar (Rhode Island) broken and crumbling?

- What is the main message of the cartoon?

[United, We Stand-Divide, We Fall]

Teaching Strategies and Accommodation:

- What kind of government was created at the convention after all of these compromises?

- A Federalist government with three branches, whose power was ordered through checks and balances

- What is federalism?

- Venn Diagram the sharing of power between a central government and the states that make up a country. National –specifically assigned and stated (i.e., coin money, regulate interstate commerce, declare war, make treaties). State – all functions that are not specifically assigned to national government (i.e., establish local government, establish schools, regulate marriages, conduct elections)

- Ask: What is the overlap? Powers shared by state and national (i.e., taxation, borrow money, build roads, establish courts)

- What are Checks and Balances?

-Three branches: Legislative (makes laws) Executive (enforces laws) and Judicial (interprets laws)

- Each branch can check the other two, thus maintaining a balance of power between the three branches

- Having reconciled regional differences through compromises to maintain unity, the thirteen states now had to ratify (officially approve) the new constitution.

-Read Building Background as a class (p. 171) – make sure rights are protected before ratifying

- Ratification debate: Federalists (for constitution) v Anti-federalists (against constitution)

- Have one side of the class read for views of Federalists (p. 170-171) and the other half read for views of the Antifederalists

-Who composed each side?

-What opinions did each side hold?

- What were the Federalist Papers and why were they important?

-Agreement reached: promise to amend a Bill of Rights after the Constitution is ratified

- What precedent did the Bill of Rights set? (Amendment process)

- What did they protect? (Individual rights)

Conclusion:

- Tomorrow we will review for the test, which is on Thursday!

- Exit Slip: What is one thing you learned today? What is one thing we talked about today that you don’t understand?

Assessment:

- I will assess student understanding of the content by checking that they have completed, filled in, or labeled their notes and graphic organizers and through in-class questions and answers

- I will assess student abilities to identify the perspectives by observing them work on completing their Federalist v. Antifederalist Charts and listening to their explanations of the perspectives

- I will check student understanding and misunderstanding through an exit slip

Self-Reflection: