Teacher Resources: Lesson Plan

Federalists vs. Anti-Federalists

Overview

How much power should the federal government have? This was a weighty question in the newly established United States of America. In this lesson, students will explore the views and proponents of both the Federalists and Anti-Federalists in order to understand this great political debate, as well as how the Supreme Court established Federalist precedents during the time of the Marshall Court.

National Curriculum Standards met by this lesson

For a list of standards that this unit addresses, click here.

Ties To Your Curriculum

This lesson ties into United States History when studying:

This lesson ties into United States Government/Civics when studying:

Time Required

1 50-minute class period plus research time.

Materials Needed

The Lesson

Anticipatory Set

  1. Write the U.S. Constitution Article 1, Section 8, Clause 18 on the board:
    Powers of Congress: "To make all laws which shall be necessary and proper for carrying into execution the foregoing powers."
  2. Ask students to decide whether this statement means:
    1. Congress can only make laws about specifically stated powers in the Constitution.
    2. Congress can make laws about its stated powers as well as laws on things necessary to carry out its stated powers.
  3. Ask students to divide into three groups: As, Bs, and Undecideds.
  4. Ask the As and Bs to explain their opinions.
  5. After hearing the both sides, ask if any of the Undecideds would like to join another group. If yes, then ask them what argument helped to persuade them.

Procedures

  1. Inform students that this clause caused fierce debate in the late Eighteenth and early Nineteenth centuries. They will explore the debate over the meaning of clause 18, known as the "elastic clause" or "necessary and proper clause."
  2. Pass out copies of the Constitution. Read Article 1 (Powers of Congress--Legislative Branch) together. Explain that clauses 1--17 are the specific (enumerated) powers of Congress. Clause 18 has different interpretations.
  3. On a piece of paper, have students make a chart or make copies of a blank chart for the students.

    4. Procedures

    1. Inform students that this clause caused fierce debate in the late Eighteenth and early Nineteenth centuries. They will explore the debate over the meaning of clause 18, known as the "elastic clause" or "necessary and proper clause."
    2. Pass out copies of the Constitution. Read Article 1 (Powers of Congress--Legislative Branch) together. Explain that clauses 1--17 are the specific (enumerated) powers of Congress. Clause 18 has different interpretations.
    3. On a piece of paper, have students make a chart or make copies of a blank chart for the students.

      4.  

       

      Federalists

      Anti-Federalists

      Leaders

       

       

      		  

      Types of People that Supported the Party

       

       

       

       

      		  

      Main Beliefs

       

       

       

       

       

       

       

      		  

       

      Chart Answers

       

      Federalists

      Anti-Federalists

      Leaders

      Alexander Hamilton

      John Adams

      George Washington

      Thomas Jefferson

      James Madison

      Types of People that Supported the Party

      Large landowners

      Judges

      Lawyers

      Leading clergymen

      Merchants

      Small farmers

      Small landowners

      Debtors

      Main Beliefs

      Belief the Constitution has implied powers.

      Want a strong federal government.

      Believe in limited federal powers--only enumerated powers.

      Want strong state governments.

       

    4. During this activity, students will complete the comparison chart. The teacher can assign this as individual work, partner work, or the class could complete it together.

* If desired, this assignment could be collected and graded.

Assessment

  1. As a culminating activity, students will research important court decisions from the Marshall Court (1801--1835). Inform students that under Chief Justice John M. Marshall the Supreme Court made important precedents involving federalism. For their research project, students will examine a specific case and whether the decision was Federalist or Anti-Federalist. They should also read the Court Defines Itself essay before beginning their research in order to insure a base of knowledge of the time period.

Marshall Court Research Project

Choose one of the following cases--find them on this site on the timeline:

For your case, write a 2-3 page typed report. The report should include the following information:

  1. Summary of the case background
  2. Summary of the Supreme Court's decision
  3. Explanation of whether the decision was Federalist or Anti-Federalist

Rubric for Marshall Court Research Project

 

Poor

Fair

Okay

Good

Excellent

Summary of Case Background

5

10

15

20

25

Summary of the Supreme Court's Decision

5

10

15

20

25

Explanation of Decision

5

10

15

20

25

Bibliography

3

6

9

12

15

Grammar & Spelling

2

4

6

8

10

Related Works

http://www.landmarkcases.org/gibbons/background1.html

Landmark Cases--This website provides a well-written summary of the case, as well as many other historic cases. Many of the cases have student activities. The link provided is to a page of activities that correspond to Gibbons v. Ogden.

http://www.oyez.org/oyez/frontpage

Oyez Project--this website is a very complete reference for the Supreme Court, including the latest cases and information.

Interdisciplinary Works

Technology: Student could make a PowerPoint presentation of their case.

Language Arts: Students could debate federalism and anti-federalism.