Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and slides and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resources for students to use with this lesson.

  Graphic Organizer: "The Federalist" (Google Doc)

  Bingo Board Questions: "The Federalist" (Google Doc)

  Bingo Board Answers: "The Federalist" (Google Doc)

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP

  Pose the following brainstorming questions to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  • Describe the structure of the U.S. federal government.
  • What disagreements occurred and what compromises were struck in the formation of the U.S. federal government?

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage.

  We recommend having your students complete the activity in a jigsaw format to save time. Or, depending on time and resources, you may consider having your students engage in a Frayer's Model activity, where each student is responsible for completing one or two items. Students can then post their models around the room for reference throughout the lesson.

  Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• INTRODUCTION

  Play the following two introductory video clips for your students. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #1: Introduction to "The Federalist" (1:04). This video highlights the purpose of "The Federalist" as the colonies were discussing the ratification of the U.S. Constitution.

  • Describe the difference between federalists and anti-federalists.
  • Why are "The Federalist Papers" still considered as vital to understanding the original intent of the Constitution?

• Clip #2: Publishing "The Federalist Papers" (3:12). Context Travel guide Ben Rubin takes us to sites in New York City related to "The Federalist Papers," where Alexander Hamilton worked, where they were published, and a tavern where they might have been read and discussed.

  • Why did Alexander Hamilton, James Madison, and John Jay write "The Federalist Papers?"
  • Explain the significance of publishing the papers in New York City and the areas that were featured by Ben Rubin.

• BINGO BOARD EXPLORATION

  This lesson guides your students through a comprehensive review of "The Federalist" papers using a Bingo activity.

  Have your students access the Bingo Board Questions document (Google Doc). This document includes 24 questions that are answerable by viewing clips #3 through #11 (see below) of this lesson. Direct your students to review the questions listed on the Bingo Board and then access this digital lesson so that they may view the video clips on their own devices.

  Remind your students that they will be using clips #3 through #11 to find the answers to the questions listed on the Bingo Board. When students are ready to begin watching the video clips and finding the answers, provide them with a copy of the blank Bingo Board Answers document, where they will record their responses and the clip number in which they found the answer.

  Once your students achieve a "BINGO" (consisting of five in a row horizontally, vertically, or diagonally, check their answers for accuracy and provide the first winner(s) a prize of your choosing. Have your students complete all of the questions at your own discretion, possibly as a Jigsaw activity.

• BINGO BOARD ACTIVITY VIDEO CLIPS

  • Clip #3: Purpose of "The Federalist Papers" (1:14). Arizona State University Politics Professor Colleen Sheehan talks about Alexander Hamilton, James Madison, and John Jay and why they wrote this collection of papers.
  • Clip #4: Federalist #1 (2:41). Arizona State University Politics Professor Colleen Sheehan explained the concept of free government. Gregory E. Maggs, Judge, U.S. Court of Appeals for the Armed Forces, talked about the Articles of Confederation.
  • Clip #5: Why Publius? (1:14). Arizona State University Politics Professor Colleen Sheehan explained why the name Publius was chosen as a pseudonym for "The Federalist."
  • Clip #6: Role of the Bill of Rights (3:44). Arizona State University Politics Professor Colleen Sheehan and Gregory E. Maggs, Judge, U.S. Court of Appeals for the Armed Forces, talked about the Bill of Rights and The Federalist Papers.
  • Clip #7: Federalist #10 (1:29). Arizona State University Politics Professor Colleen Sheehan talked about James Madison's view on factions.
  • Clip #8: Federalist #51 (1:45). Gregory E. Maggs, Judge, U.S. Court of Appeals for the Armed Forces, talked about the separation of powers among branches of government.
  • Clip #9: Federalist #78 (2:01). Gregory E. Maggs, Judge, U.S. Court of Appeals for the Armed Forces, talked about the significance of this essay as it relates to the judiciary.
  • Clip #10: Federalist #78: The Judiciary (3:24). Arizona State University Politics Professor Colleen Sheehan and Gregory E. Maggs, Judge, U.S. Court of Appeals for the Armed Forces, talked about the power of the judiciary as highlighted by Alexander Hamilton in Federalist #78.
  • Clip #11: Writing and Publishing "The Federalist" (3:09). Arizona State University Politics Professor Colleen Sheehan and Gregory E. Maggs, Judge, U.S. Court of Appeals for the Armed Forces talked about the collaboration among the writers of "The Federalist."

• CONCLUSION

  After your students finish sharing their findings from the Bingo Board, direct them to the conclusion section of their graphic organizers. Instruct your students to view the following final video clip and respond to the question below. Direct your students to answer the related questions and share their findings with a partner, small group, or the class when finished.

  Clip #12: Impact of The Federalist Papers on the U.S. (3:10). Arizona State University Politics Professor Colleen Sheehan and Gregory E. Maggs, Judge, U.S. Court of Appeals for the Armed Forces talked about how this collection of writings impacted the country.

  • Explain the impact of "The Federalist Papers" as Prof. Sheehan and Judge Maggs highlighted.

• REFLECTION

  Ask students to consider the information they learned from viewing the videos as well as class discussion and write a response to the following prompt:

  Do you think "The Federalist" shaped America? Explain your position citing evidence from the videos and class discussion.

• TEACHER TIP

  El Dorado High School (Placentia, California) AP US Government & Politics, Legal Discovery, and Legal Capstone teacher Sunshine Cavalluzzi talked about teaching "The Federalist Papers" to students.

  Clip #13: Teaching "The Federalist" (3:22)