Procedures

• Step 1.

  Ask the students to write a brief response to the following question either for homework to be prepared for class or as a bell ringer activity when they enter the classroom:

  “Would a large national republic or a confederation of small republics be more likely to preserve and protect personal liberties? Please explain why you believe that?”

  Discuss students’ perspectives on the issue to lay a foundation for this lesson to be sure to identify student views that tend to be Federalist and Anti-federalist.

  As a class, view the video clips below and ask the students to consider the accompanying questions as they view the videos and review Brutus No. 1 in this lesson.

• Step 2.

  Ask students to view the following videos, this can be completed as a class or individually. After viewing the videos ask students to turn and talk with a neighbor. The students should clarify why the pen name Brutus was chosen and if Brutus was a Federalist or Anti-federalist.

  Video Clip 1: Brutus an Anti-federalist Writer (00:35)

  Jack Rakove, an American historian, author, and professor at Standford University describes the writings of Brutus and his affiliation as an anti-federalist.

  Video Clip 2: Publius vs Brutus Brief Synopsis (01:56)

  Gordon Lloyd, Emeritus Professor of Public Policy at Pepperdine University, author, and editor speaks about the origin of the names Publius and Brutus and why those pen names were chosen.

• Step 3.

  Students can work individually or with a partner to read Brutus No. 1. As they read the historical document the students should select words, phrases, and lines they believe are significant to the meaning of the document. As the students synthesize the information from the document they should make personal connections and think about how the document relates to today.

• Step 4.

  After reading Brutus No. 1 the students should have compiled a list of terms, phrases, and lines they believe reflect the meaning of the documents. The students will write those items on strips of computer paper so they will be visible once placed on the ground. The students will then work in a group of five people to review the items selected by their peers. The group will then utilize the words, phrases, and lines to create a poem to illustrate the meaning of Brutus No. 1. Students should place their work on the floor or large table to allow each of the group members to view and interact with the poem.

• Step 5.

  Each group should have an opportunity to share their work. Differences and similarities should be noted and expanded upon by a classroom discussion. As the students analyze and synthesize the information in Brutus No. 1 the teachers should conclude the lesson by asking the students explain the following questions:

  1. Why would people be specious of the formation of a large republic?
  2. Is a confederation the only method of securing the rights and liberties of states and people?
  3. Should the federal legislature be able to repeal state laws in order to impose federal laws for the purpose of promoting the general welfare? Why?
  4. Brutus argues that in a republic, “the manners, sentiments, and interests of the people should be similar…if not, there will be a constant clashing of opinions and the representatives of one part will be constantly striving against the other.” How can a diversity of opinion be beneficial to the success of a federal government?