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Ratifying the Constitution in New York

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Ratifying the Constitution in New York Ratifying the Constitution in New York 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” [John Jay], “The Federalist No. 64”, New York Journal • “Publius” [Alexander Hamilton], “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.
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