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What did the Federalists and anti-federalists want?
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What did Federalists and Anti-Federalists debate?
Lesson Plan. It’s easy to forget how much drama surrounded the Constitution before it became the law of the land. The ratification debate between the Federalists and Anti-Federalists gives us insight into the ideas behind both sides and a better understanding of how our government developed in its early years.
Anti-Federalist vs Federalist: Lesson Plan. Topic. Federalists supported ratification of the new Constitution, and believed a more robust national government with greater powers was necessary to unite the individual states and create a stronger country.
• Describe the main clash between the Federalists and the Antifederalists. (Central Ideas) The main clash was about how strong the federal government should be. Federalists thought the federal government should have more power than the states. They supported the Constitution. Antifederalists thought most power should remain with the states.
Feb 19, 2024 · The Antifederalists > Lesson Plan: The Federalists vs. LESSON PLAN. The Federalists vs. The Antifederalists. Skill. Pairing a Primary & Secondary Source. Read the Article. A high-stakes constitutional clash shaped our nation and continues to divide Americans today. Before Reading. 1. Set Focus.
This lesson plan looks at Federalism versus Anti-Federalism and how these ideas are still relevant today in debates over the size of government. The Origins article discusses the idea behind the role and size of the government in our country’s history.
In this lesson plan, students will learn about the viewpoints of the Federalists and Anti-Federalists regarding ratification of the U.S. Constitution while completing guided notes that accompany a teacher-presented slideshow.
90 minutes. Summary. In collaborative groups, students will work to understand and create point-of-view statements, such as tweets for a mock Twitter debate, for both Federalists' and Anti-Federalists' viewpoints on ratifying the U.S. Constitution.
