The following is your History project Assignment.
History Group Debate on the Ratification of the Constitution
DEBATE ON RATIFICATION:
Friday, 19th October 1787 (Really on 10/19/2007)
8.2 Students analyze the political principles underlying the U.S.
Constitution and compare the enumerated and implied powers of the federal
government, in terms of:
3.the major debates that occurred during the development of the Constitution
and their ultimate resolutions on areas such as shared power among
institutions, divided state-federal power, slavery, the rights of individuals
and states (later addressed by the addition of the Bill of Rights), and the
status of American Indian nations under the commerce clause
Should we ratify the new Constitution? After spending a hot summer in
Philadelphia arguing, compromising, writing, and finally finishing the new
Constitution, only 40 of the original 55 delegates (or deputies) actually
signed the Constitution on September 17, 1787. When it went to the states for
their ratification votes (remember it would take a vote 3/4s of the states to
ratify), the debates were intense. The Federalists led by James Madison,
Alexander Hamilton, and John Jay argued in favor of ratification, while
Antifederalists, George Mason, Patrick Henry, Luther Martin and Richard Henry
Lee argued against ratification. What was the big deal? Let's find out!
The Task--Your group will present and have one member of your group who
will "become" one of these famous men, research their arguments, and stage a
debate in front of your state's legislature (the class). The class will then
vote whether or not to ratify the new Constitution, based upon the success of
your debate.
The Process
• After your teacher reviews a little about the men involved, you will
each have one you are responsible for preparing for in your group. Your
group will decide who is the best person to carry out the persona of this
particular man.
• Begin your research by using the sites specifically designated for
your man, but be sure to also review the general information sites as well.
• As you research, use the following questions to guide you through the
information:
o Why would he be considered a Federalist or an Antifederalist?
o What in his background would lead you to believe he would take the
stand he did?
o What were his main arguments? (Choose one or two you can argue best
for the debate.)
o How did he rebut his opponent's arguments?
o Did he concede any arguments to his opponents?
o What made his speeches so persuasive? Technique or content or ?
o What was he like as a speaker? (e.g., bold & strong, or quiet & soft
spoken?)
• Write a four minute prepared speech giving your man's best arguments
in a most persuasive manner. Remember to start your speech with an attention
grabbing statement. Organize it so your conclusion restates the most
important points of your argument. These men all felt very strongly about
their positions, so a little emotion may be in order!
• Create a costume and any props you feel will make your presentation
more effective. (See suggestions under "Learning Advice".)
• Stage a debate - each of you will have time to do your four minute
prepared presentation alternating between Federalists and Antifederalists,
and then each of you will have one minute for your rebuttal of points and
restatement of your own position. A time keeper will be appointed, and you
will need to adhere to the time limitations.
CLASS PARTICIPATION--After listening to the debate and individually taking
notes, the students will:
In groups discuss the debate coming up with consensus as to the main
arguments given by both sides. Report their findings to the whole class.
Individually create a "one-pager" which is an analysis of the two positions
on a single sheet of paper following these directions:
1.Divide your paper in half.
2.Label one half "Federalist" and the other "Antifederalist".
3.Choose an over-arching theme or symbol for each side.
4.Write or sketch some of the main arguments for each side.
5.Cast your vote for or against ratification based on the debate.
6.On the back of your paper, justify your vote in one paragraph.
(This part will be done shortly after the debate.)
This is part is worth 100 points. Please note that steps 1-6 are each worth
24 points. And you receive 6 points extra for neatness and effort. The whole
class will receive individual grades on your one-pager. Your one page must
include the over-arching theme or symbol that becomes a metaphor for
Federalist and Antifederalist. The quality and quantity of arguments either
sketched or discussed will be important, and of course their concluding
justification of your vote. Your actual vote will not count; just your
justification.
Resources--View all of the sites listed under your own person, reading all
pertinent information carefully. Don't forget to look at the sites listed for
general information as they can provide valuable resources too.
Patrick Henry:
Portrait of Patrick Henry-
Portrait and Biography of Patrick Henry
http://www.history.org/almanack/people/bios/biohen.cfm
Anti-Federalist #4
http://www.conservativenews.org/Library/antifederalist/af04.htm
Collected by David Sampson
Anti-Federalist #34
http://www.conservativenews.org/Library/antifederalist/af34.htm
Given to the Virginia legislature.
George Mason:
George Mason and Bill of Rights
http://www.self-gov.org/freeman/920503.htm
This is from The Freeman article on George Mason & Bill of Rights.
Anti-Federalist #35
http://www.conservativenews.org/Library/antifederalist/af35.htm
Mason argues against the laying of taxes.
Biography of George Mason
http://odur.let.rug.nl/~usa/B/gmason/mason.htm
Luther Martin:
Biography of Luther Martin
http://odur.let.rug.nl/~usa/B/lmartin/lmartin.htm
Federalist #71
http://federalist.freeservers.com/number_71.html
Martin questions the executive branches terms, manner of election.
Federalist #83
http://federalist.freeservers.com/number_83.html
Martin argues that the Supreme Court will effectively do away with the right
to a trial by jury.
Richard Henry Lee:
Biography of Richard Henry Lee
http://odur.let.rug.nl/~usa/B/rhlee/rhlee.htm
Biography of Lee
http://www.history.org/Almanack/people/bios/biolee.cfm
Statue of Lee
http://xroads.virginia.edu/~CAP/PIX/leejproc.gif
Anti-Federalist #36
http://www.conservativenews.org/Library/antifederalist/af36.htm
Lee argues against the power to tax and how representation was to be
determined.
John Jay:
Biography with Portrait
http://www.columbia.edu/cee/record21/record2112.14.htm
Biography with Portrait
http://www.ushistory.org/declaration/related/jay.htm
John Jay
http://www.oyez.org/oyez/resource/legal_entity/1/
James Madison:
Portrait of Madison
http://xroads.virginia.edu/~HYPER/CREV/creve.gif
Biography and Portrait of James Madison
http://odur.let.rug.nl/~usa/P/jm4/about/madison.htm
Father of the Constitution
http://virtualology.com/virtualmuseumofhistory/declarationofindependence.info/
presidentjamesmadison.com/
Alexander Hamilton:
Biography and Portrait of Alexander Hamilton
http://odur.let.rug.nl/~usa/B/hamilton/hamilxx.htm
General Information:
To Form a More Perfect Union
http://memory.loc.gov/ammem/collections/continental/intro01.html
The Constitution
http://archives.gov/national-archives-experience/charters/constitution.html
This links to high resolution of each page of the Constitution and the letter
of
transmittal, and also links to the Founding Fathers and "A More Perfect
Union" article.
Anti-Federalist Paper
http://www.constitution.org/afp/afp.htm
This is a general overview of the Anti-federalist Papers with index and links
to all 85.
Federalist Papers
http://www.law.emory.edu/FEDERAL/federalist/federser.html
This site allows you to search the Federalist Papers using keywords.
Learning Advice--You must become very familiar with the important historical
figure you and your group will "become" in these debates. As you read his
biographical information, his speeches, and what he wrote of important,
highlight those areas you feel are most pertinent to use with your notes. Be
sure to stay aware of your opponents' points of view, trying to figure out
what arguments they use against you in the debate, so you can be prepared to
answer them in rebuttal.
Your arguments will take on an air of authenticity if you will dress in a
costume befitting the times and occasion. Look at the portraits (listed in
resources) for ideas. A blazer jacket (perhaps a velvet one) over a ruffled
tux shirt or blouse (especially with ruffled cuffs) coupled with a pair of
long knee socks and knickers (easily created with sweat pants pulled up and
bloused over a pair of baseball socks pulled up to the knees) are fairly easy
to obtain. Be creative!
Evaluation-Students and their group who take on the persona of the men and do
the role-playing will receive extra credit points based on their self, peer,
and teacher evaluations.
• Self - Students will use the self evaluation form which asks them to
reflect on their preparation, including research and costuming, and their
actual performance in the debate rating the areas of excellence and areas for
growth. Rubric on the last page.
Peer & Teacher - Each student participating will be evaluated based on the
Rubric. These scores are averaged and applied to extra credit grade.
Conclusion
Many of the ideas in the Federalist/Antifederalist Debates seem to some quite
relevant today. Some people distill the differences down to a question of the
benefits of a strong central government versus states' rights or the rights
of states to make their own decisions. Others would say it is a question of
more government controls versus an individual's personal right to make his or
her own decisions as to what is best for him or her. How do you feel? After
doing this study, would you classify yourself as a Federalist or an
Antifederalist and why? Is one "good" and one "bad"? Are they relevant
classifications for today? Why or why not?
