Mr. K.

Szczesniak Adapting Project History

Thomas R. Proctor High School Utica City School District





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 students 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 groups 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
2. Gather the
Evidencehttp://www.teachingamericanhist
ory.org/convention/christy/
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

www.usconstitution.net

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.


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 U.S. and other nations; the U.S. Constitution; the basic civic values of
American constitutional democracy; and the roles, rights, and responsibilities of citizenship,
including avenues of participation.


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.