Ratifying the Constitution in

High School Federalists and Antifederalists

Objective To identify the major issues that created controversy regarding the Constitution. To identify and analyze arguments made by Federalists and Antifederalists for and against these issues. To understand how arguments were disseminated through the press.

Materials • United States Constitution, New York Daily Advertiser • “Cato” [George Clinton], New York Journal, New York, September 27, 1787 [Antifederalist] • “Brutus”, New York Journal, New York, October 18, 1787 [Antifederalist] • “Publius” [James Madison], “The Federalist No. 10”, New York Journal • “Publius” [], “The Federalist No. 64”, New York Journal • “Publius” [], “The Federalist No.78” • “A Citizen of the State of New-York” [John Jay], An Address to the People of the State of New-York on the Subject of the Constitution [Federalist] • “Plebeian” [Melancton Smith?], An Address to the People of the State of New-York: Shewing the Necessity of Making Amendments to the Constitution [Antifederalist]

Activities Introduction to the Constitution Break the class into small groups of two to three students. Assign each group a section of the Constitution to read. Break Article I into three parts (the preamble through section three, sections four through six and sections seven through ten) and group Articles V-VII into one section. Have each group read through their assigned sections and redraft them into contemporary language. One person from each group should read their completed section aloud to the class. Have one student summarize the meaning of each article on chart paper at the front of the room so after all the groups have presented, the class will have a master outline of the Constitution.

The Constitution in Contemporary America With the “contemporary Constitution” on display at the front of the room, ask students what current issues or debates they can think of that have to do with the Constitution and its interpretations. Some examples include gun control, abortion, expansion of executive power, etc. Use this discussion to show students that the Constitution is a living document that Americans have debated since it was written. Some of the issues we debate about it today are the same as those debated by the Constitution’s drafters, whereas some are completely new and different—issues the drafters never could have anticipated.

Federalists and Antifederalists Brainstorm as a class what the students already know about Federalism and Antifederalism. Write their ideas on the board or chart paper. Then break students back into their small groups of two to three and give each group either a Federalist or an Antifederalist essay. In their groups, have students go through their document and answer the following questions for each: • Who is the author of this document? • When and by whom was it published? • What is the author’s argument? • What specific issues pertaining to the Constitution does he address? • Do you think this was a Federalist or an Antifederalist paper?

Come back together as a class to create a master table of Federalist and Antifederalist positions on the major issues on chart paper similar to this:

Federalists Antifederalists Central Government States’ Rights Taxation Courts Foreign Policy Amendments Etc.

The Press As a class, identify who published the Federalist and Antifederalist Papers. • Where were these papers published? Why did newspapers publish them? • Did/do newspapers have a political agenda? What role did they play in politics in early America and what role do they play today? How have they changed and how do they remain the same? • What are some other ways ideas were/are disseminated? • Who would have had access to and read newspapers in the 1780s? • Who wrote and published the newspapers?

Campaign Now that the different issues and arguments have been identified and attributed to either side, split the class into Federalists and Antifederalists based on which document they read. Each side should create and conduct a campaign for their party utilizing contemporary methods. Assign students to specific jobs such as campaign manager, deputy campaign manager, media strategist, communications chief, finance officer, pollster, media analyst, journalist, speech writer, publicist, etc. Have students create campaign posters, write editorials, give speeches, etc in support of their party. Alternatively or additionally, conduct a class debate between the two sides centered around the major issues listed on the chart above.

Write Have students write newspaper editorials about a classroom issue (i.e. less homework, student involvement in school governance, standardized testing, field trips, etc.), choosing a side, arguing for it, and identifying and disproving counterarguments.

Extension Have students bring in press clippings that show two sides of an argument. This could be one article that addresses both sides, or multiple articles that look at the same issue from different angles and reach different conclusions. Break students back into their small groups to share their articles, analyze the arguments presented and relate them to the Constitution. Have them identify which specific article, section or amendment the issue concerns.

Middle School The Ratification Process

Objective To understand each step of the ratification process. To analyze the major issues blocking ratification. To understand the Bill of Rights’s objectives and why Federalists opposed it and Antifederalists supported it.

Materials • Rufus King, Notes of the Constitutional Convention • The United States Constitution, Second Draft • [Albany Federal Committee List], To the Independent Electors, of the City and County of Albany http://memory.loc.gov/cgi- bin/query/h?ammem/rbpebib:@field(NUMBER+@band(rbpe+1110050b)) • [Albany Anti-Federal Committee Circular Letter], To the Independent Electors, of the City and County of Albany • New York Convention, The Debates and Proceedings of the Convention of the State of New York - http://www.constitution.org/rc/rat_ny.htm • John McKesson (1734-1798), Minutes, Convention of the State of New York on the adoption of the Federal Constitution • John McKesson (1734-1798), [Votes], Convention of the State of New York on the adoption of the Federal Constitution • Bill of Rights

Activities Primary Source Study In pairs or small groups, have students read through the following documents and answer the focus questions.

Notes of the Constitutional Convention and The United States Constitution, Second Draft • What major issues did the Constitutional Convention delegates debate? Why were these issues important to them? What were the two sides to the argument? • Based on these documents, do you think the process of drafting and passing a new constitution was easy or difficult? Why?

To the Independent Electors, of the City and County of Albany (Federalist and Antifederalist) • What are these broadsides advertising/campaigning for? What was the purpose of holding a New York Constitutional Convention after the Constitution was written and accepted by the Federal Convention? • Who are the Federalists and the Antifederalists? How are they different from one another? • What are the Federalists’s goals for the New York Constitutional Convention? What are their arguments to support their goals? • Why are the Antifederalists opposed to unconditional ratification of the Constitution? What amendments do they want to make?

The Debates and Proceedings of the Convention of the State of New York; Minutes, Convention of the State of New York on the adoption of the Federal Constitution; [Votes], Convention of the State of New York on the adoption of the Federal Constitution Give each group the above documents to study in-depth. Have each group outline the important points and issues in the documents. Have one student from each of the groups present their findings to the class. As a class, discuss the following questions: • How long did it take New York to ratify the Constitution? • How many Federalists and Antifederalists served as delegates to the convention? • Which issues did the New York delegates debate the most? Why? • What amendments did they propose and recommend? Would New York have a greater interest in these issues than other states? Ultimately, did New York take a Federalist or Antifederalist stand? • How many people voted for and against ratification? Why did so many remain opposed to ratifying the Constitution? Why did so many Antifederalists switch and vote for ratification?

The Bill of Rights Discuss the ratification of the Constitution, noticing that while it passed without any amendments, Federalists had to compromise by promising amendments would be added. The Bill of Rights, the first ten amendments to the Constitution, was the manifestation of that compromise. Have students read the Bill of Rights aloud in pairs or small groups. On chart paper, have them translate each amendment into contemporary language. Discuss the importance of the Bill of Rights as a class. • When was the Bill of Rights ratified? How much time passed between ratification of the Constitution and ratification of the Bill of Rights? • What issues/debates from the Constitutional Conventions does it address? • Whom does the Bill of Rights aim to protect? How does it do so? • What are some of the specific rights it gives Americans? How do you exercise these rights today? • Which of these rights might have been controversial in the 1780s and 1790s? Which are controversial today?

Break students back into their small groups and have each come up with a right to propose for the classroom. Each group should brainstorm rights they would like to have in school, choose one, draft it into official language, and propose it to the class. On chart paper at the front of the room, create a master list of all the rights proposed. Have the class discuss and debate the proposed rights and vote for those which they think should be ratified, creating a Classroom Bill of Rights.

Write As a class, brainstorm questions students still have about the ratification of the U.S. Constitution and the Bill of Rights. Then have each student choose one question and conduct research to find the answer. Students should write a brief essay identifying their question and findings.

Elementary School Ratification Celebration

Objective To understand the importance of the Constitution and its ratification. To understand who celebrated the ratification as well as how and why they celebrated.

Materials • Pewterer’s Banner • The Federal Ship Hamilton Engraving • David Grim (1737-1826) Federal Banquet Pavilion in 1788, New York City, after 1788 • Route of the Federal Procession, July 23, 1788, John McComb, Jr., engraved by Cornelius Tiebout, Plan of the City of New York • Inauguration of Gen. George Washington

Activities Introduction to the Constitution To introduce the idea of the Constitution as the law, begin by discussing rules. • What are some of the rules we have here in our classroom? • Why is it important to have rules in the classroom and elsewhere? What might school be like without rules? Would it be easier or more difficult to learn? Why? • How do rules come about? Who makes the rules? Who enforces the rules? Is it important for people to agree on the rules? Why or why not? • What other parts of life are governed by rules? Discuss the Constitution as the supreme law or “rules” of the United States. It was written by the founding fathers to create a new American government and protect Americans. The founding fathers did not all agree on each part of the Constitution, but they compromised and created a document that worked for everyone. It outlines many of the rules the government and everyone in the country must follow.

Introduce Ratification Introduce students to the Constitutional ratification process. Explain that the delegates wrote the Constitution but first needed nine of the 13 states to approve it before it became law. The Federalists and Antifederalists ran campaigns for and against ratification of the constitution much like today’s election campaigns, with speeches, advertisements, editorials, etc., but instead of voting for one person, they were voting for the entire government. Using a blank map of the 13 states (similar to this: http://mal.sbo.hampton.k12.va.us/fourth/socstudies/imagesss/13colonies.jpg) and a list of the states and the dates they ratified the Constitution (or simply in order of ratification for younger grades), have students label and number the states in chronological order of ratification then answer the following questions: • What was the first state to ratify the Constitution? The last? • Which state ratified it ninth, making the Constitution the law of the United States? • When did New York ratify the Constitution? • How long did it take for all 13 states to ratify the Constitution?

Primary Source Study Explain that New York City was the capital of the United States in 1788. The United States government had not been functioning very well under the old Articles of Confederation because the federal government had little power and had only the legislative branch. The new Constitution created the American governmental structure as we know it today and ensured that the United States would be a strong, powerful nation. Ask students how they think New Yorkers reacted to the Constitution’s ratification. Would people have been happy? Sad? Relieved? Excited? Why?

Project images of the ratification celebration onto the wall. Guide student observations of the images with the following questions: • What do you see? • Based on these images, how do you think people felt about ratification? • How would this have been used to celebrate ratification of the Constitution? • What groups celebrated the ratification? How did they celebrate? • What and/or who does this represent? Why would these people be particularly excited about the ratification?

Create a Ratification Celebration Break students into small groups, hand out copies of the images and documents, and have them think about and discuss the ways people celebrated in 1788. Then have them brainstorm ways people celebrate big events or accomplishments. Think about personal milestones (i.e. a graduation or birthday party) as well as political events today (i.e. Barack Obama’s victory celebration). Create a master list of all the class’s ideas for a celebration. Assign groups or students a part of the celebration to plan and execute. One group can create banners, another plan a parade, another plan a banquet’s meals and seating chart, etc. What would be served at a celebratory banquet? What workers would be represented in the parade today? What symbols represent our country today? What are other ways we could celebrate that they did not use in the 1780s?