Mr. K. Szczesniak Adapting
Project History
Introduction: With
the establishment of the new government under the United States Constitution, a
major issue arose as to the lack of guaranteed individual/states’ rights under
the original Constitution. The Founding
Fathers became split on the issue forming two rival groups, the Federalists and
the Anti-Federalists. The Federalists
believed in a strong central government arguing that the Constitution only
permits the federal government to have certain specific powers, and therefore,
cannot infringe on individual and state rights.
The Anti-Federalists argue that the Constitution needs to add a bill of
rights to guarantee fundamental rights to states and individuals.
Task: Assuming
that your group supports the beliefs and goals of the Anti-Federalists, and
using the American History Public Policy Analyst, your group will analyze the
problem as viewed by the Anti-Federalists regarding the omission of a bill of
rights, provide evidence of such a problem through citing some excerpts from
their writings, identify the causes of their position, and evaluate their
solution to add the Bill of Rights to the Constitution. In so doing, your group will produce a 5-7
page research paper written in the position of an Anti-Federalist. Complete the AHPPA worksheets using the links
below in the AHPPA Process and submit with your research paper. The research paper assignment will conclude
with a short 5-10 minute oral response to discuss in class on the position you
have chosen and the research that you completed.
Process: Your
teacher will arrange the class into groups of 3 or 4 students. Each student will complete the AHPPA process. The AHPPA process is listed below and several
resource links are provided for the student’s use. After the AHPPA is complete, the group will
discuss their findings and determine what information will be used for the
formation of the group essay. Your
teacher will assign parts of the essay to group members. The essay must follow standard formats and be
typed in 12 point sized Times New Roman font.
The group will also discuss the formation of their group presentation
and will among themselves determine what evidence/facts to present to the
class/teacher. The format of the
presentation will be left for the group’s discretion.
American History Public Policy Analyst Process
(AHPPA):
Click on the link http://www2.maxwell.syr.edu/plegal/ppa/usppaip1.html
and follow the following steps completing the worksheets:
1.
Identify the
Problem 3.
Determine the
Causes 4.
Evaluate the
Policy |
Resources:
http://www.archives.gov/national-archives-experience/charters/constitution_history.html
http://www.ourdocuments.gov/doc.php?flash=true&doc=10
www.teachingamericanhistory.org
http://www.constitution.org/afp/afp.htm
http://www.pinzler.com/ushistory/argantfedsupp.html
http://www.archives.gov/national-archives-experience/charters/bill_of_rights.html
http://www.constitution.org/dfc/dfc_0000.htm
http://memory.loc.gov/ammem/mgwquery.html
Evaluation: A = 16-18, B = 14-15, C = 12-13, D = 11, F = less than
11
Category |
4: Excellent |
3: Good |
2: Satisfactory |
1: Unacceptable |
Research: |
Researched the subject and integrated 4
or more primary sources (in addition to the Federalists papers & the Constitution)
from their research into the paper. Resources are cited with no mistakes. |
Researched the subject and integrated 3
primary sources (in addition to the Federalists papers & the Constitution)
from their research into the paper. Resources are cited with 1-2 mistakes. |
Researched the subject and integrated
only 2 primary sources (in addition to the Federalists papers & the
Constitution) from their research into the paper. Resources are cited with
2-3 mistakes. |
Either no research was done or it was
not clear that the student used it in the paper. Also, no resources are cited
or more than 3 mistakes are given in the citations. |
Facts: |
All supportive facts are reported accurately.
Argument for or against the Bill of Rights addresses real historical concerns
of the time period. |
Almost all facts are reported
accurately. Argument for or against
the Bill of Rights addresses real historical concerns of the time period. |
Only a few facts are reported
inaccurately. Argument for or against
the Bill of Rights addresses many of the real historical concerns of the time
period. |
Almost no facts are reported accurately.
Argument does not address concerns of the time period. |
Clarity: |
Speaks clearly and distinctly all of the
time and mispronounces no words. |
Speaks clearly and distinctly all of the
time but mispronounces 1 or more words. |
Speaks clearly and distinctly most of
the time and mispronounces 2 words. |
Does NOT speak clearly and distinctly
most of the time AND/OR mispronounces more than 3 words. |
Group Work: |
Members worked extremely well together
in a timely fashion and supported one another. |
Members worked well together with few
interruptions and completed the work in a timely fashion. |
Members worked together but had many
interruptions causing the work to be insufficient. |
Members did not work together at all and
finished work is evidence of such. |
AHPPA: |
Uses AHPPA extensively in oral
presentation. |
Uses AHPPA in many parts of the presentation. |
Uses AHPPA but inaccurately and
sporadically. |
Shows no use of the AHPPA model. |
Conclusion:
At the beginning of the new
government in the United States, Anti-Federalists leaders tried
unsuccessfully oppose a strong central government. Through their constant fight, however, the
addition of a Bill of Rights was added in 1789. They feared that the authority of the central
government could become abusive to the rights offered to the states and to
the citizens of those states. Through
their efforts the Anti-Federalist held the fate of the new Constitution in
their hands. The representatives of
the early convention understood their influence and compromised once again,
thus creating a very long lasting government. |
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Standards:
Social Studies Standards:
Standard #1: History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard #5: Civics, Citizenship, and Government: Students will use a variety of intellectual
skills to demonstrate their understanding of the necessity for establishing
governments; the governmental system of the
English Language Arts:
Standard #1: Students will read, write, listen, and speak for
information and understanding: As
listeners and readers, students will collect data, facts, ideas,
discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As speakers and
writers, they will use oral and written language to acquire, interpret, apply,
and transmit information.
Standard #3 Students will read, write, listen, and
speak for critical analysis and evaluation: As listeners and
readers, students will analyze experiences,
ideas, information, and issues presented by others using a variety of
established criteria. As speakers and writers, they will present, in oral and
written language and from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.