Grade 8: If Men Were Angels - Teaching the Constitution with the Federalist Papers

Grade 8: If Men Were Angels - Teaching the Constitution with the Federalist Papers

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http://www.crf-usa.org/images/pdf/gates/The-Federalist-Papers-2015.pdf

Common Core Standards

Literacy in History/Social Studies

RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

Speaking & Listening

SL.8.1(a) Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.8.1(b) Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

SL.8.1(c) Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

SL.8.1(d) Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

COMMON CORE STANDARDS for Optional Writing Activities #1 and #2

Writing Standards for Literacy in History/Social Studies

WHST. 6-8.1(a) Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

WHST.6-8.1(b) Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

WHST.6-8.1(c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

WHST.6-8.1(d) Establish and maintain a formal style.

WHST.6-8.1(e) Provide a concluding statement or section that follows from and supports the argument presented.

WHST.6-8.2(a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

WHST.6-8.2(b) Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

WHST.6-8.2(c) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

WHST.6-8.2(d) Use precise language and domain-specific vocabulary to inform about or explain the topic.

WHST.6-8.2(e) Establish and maintain a formal style and objective tone.

WHST.6-8.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

COMMON CORE STANDARDS ADDRESSED for Extended Writing Activity

WHST.6-8.3 Incorporate narrative accounts into analyses of individuals or events of historical import.

WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

Description of Lesson

This Grade 8 lesson titled “If Men Were Angels: Teaching the Constitution with the Federalist Papers” from The Constitutional Rights Foundation provides teachers with materials and activities they can use to complement a larger unit on the Constitution. Throughout the lesson, students work in a variety of large and small group settings to practice their understanding of the arguments of Federalists and anti-Federalists and the role these differing beliefs had in shaping the Constitution. The use of current events, a close reading of the Federalist Papers and responses to text-dependent questions presented by group members lays the groundwork for a class debate.

Cautions

Connecticut teachers should be aware that many of the Common Core Standards listed in the lesson plan are not fully targeted. In order to facilitate rich and rigorous evidence-based discussions and writing about a common text, instruction would be enhanced with more scaffolding, teacher modeling, and graphic organizers to help students build the skills necessary for independence and deeper comprehension, as well as for the teacher to better evaluate student understanding. Students do engage in writing in some of the lesson activities, yet no writing standards are listed and could be. To meet the varied needs of students, supports and modifications may be needed. Since the activities described are completed in groups, the optional writing activities and/or the extended writing activity provided should not be optional. The plan as written does not include an aligned rubric or assessment guidelines to provide sufficient guidance for interpreting student performance of the targeted Common Core State Standards.

Rationale for Selection

This lesson plan is a useful example of how to integrate literacy with history content. It provides students with an authentic learning task that cultivates interest and engagement in reading and speaking. All materials needed for the lesson as described are included. Optional writing activities to allow students to use their understanding of the history and significance of the Federalist Papers are included.