Constitution Role Play Whose ‘More Perfect Union’?

Constitution Role Play Whose ‘More Perfect Union’? By Bill Bigelow Most U.s. history and government text- task is to enlist students in memorizing Consti- books present the Constitution as a kind of secular tutional wisdom: What’s meant by “checks and Ten Commandments: James Madison brought the balances”? What’s a writ of habeus corpus? I’m sure document from the mountain and it was Good. I wasn’t the only student forced to learn by heart The books may point out that not everyone agreed and repeat on command: “We the people, in order on the best plan for government, but through to form a more perfect union ...” This is indoctri- debate and compromise “Right” triumphed. nation not education. What makes this treatment of the Constitution The Constitution Role Play asks students to so pernicious is its effect on students. Removed think critically about a number of issues that con- from a social context, cast as an inevitability, the fronted the original framers of the Constitution. document is elevated to an almost holy status, But the role play adds a twist: instead of including above analysis and critique. This Constitution-as- only the bankers, lawyers, merchants, and planta- religious-icon scenario doesn’t allow much wiggle tion owners who attended the actual Constitu- room for student reflection. Instead, the teacher’s tional Convention, the activity also invites poor Getty Images Getty Soldiers fire on protesters during Shays’ Rebellion. Led by Daniel Shays, a group of poor farmers and Revolutionary War veterans attempted to shut down Massachusetts courts in protest against debt collections against veterans and the heavy tax burden borne by the colony’s farmers. Constitution Role Play—Zinn Education Project 1 farmers, workers, and enslaved African Americans. on pp. 11-15: Plantation Owners, Enslaved This more representative assembly gives students a African Americans, Bankers, Farmers, and chance to see the partisan nature of the actual Workers. Tell students that each of them will document produced in 1787. My experience is represent one of the five groups. Even though that after students have themselves struggled with not all these groups were represented at the a number of the questions that confronted the actual convention where a new Constitution “Founding Fathers,” they are primed to dig in to was to be drafted, our class convention will the document and see what it really said. They are be more representative. [At some point you better equipped to recognize many of the nuances might tell students that while we refer to the they might otherwise have missed. “Constitutional Convention” because it was indeed a convention that drew up a new con- Suggested Procedure: stitution, the participants’ original mission was merely to amend the Articles of Confed- 1. Discover what students already know about eration, the nation’s first constitution.] the Constitution. Naturally, some of this Divide students into five groups of roughly information might be mis-information, equal size. Assign each of the groups a role. which makes it all the more important for Each group should circle up and read their you to learn what students role together. (Distribute the bring to class. You might placards and markers and have begin simply by asking some Removed from a students write their group name questions: What is the Consti- social context, cast as so that others can identify them.) tution? Why is it important? In any role play it’s important that What’s the difference between an inevitability, the students have an opportunity to the Declaration of Indepen- Constitution is work themselves into their respec- dence and the Constitution elevated to an almost tive personas. The follow-up (a common confusion)? Who questions included on the roles wrote the Constitution? What holy status, above are optional. They’re just a mech- rights does it give us? What analysis and anism to ensure that students rights doesn’t it give us? You critique. comprehend what they read. You may even want to put students might ask students to write short in small groups for a few min- interior monologues indicating utes and have them pool their their hopes or fears about the knowledge before sharing their thoughts with Constitutional Convention, or about their the class. lives more broadly. Group members can At a minimum, it’s important that before read these aloud so they can hear how each students begin the role play they know that member is interpreting their role. At times, the Constitution is the highest law of the I will interview members of different groups land. That, at least in theory, no law—local, so everyone can hear: “How do you farm- state, or federal—may contradict the Con- ers feel about those bankers?” I might try to stitution. For example, if the Constitution stir the pot a bit: “Do you plantation owners required citizens of northern states to turn even want to be in the same meeting with that over enslaved African Americans who ran rabble from Massachusetts that closed down away, then no state law could allow anyone the courts?” to harbor an individual who had run away. 3. Ask students to turn to “Constitutional 2. Tell students that they will participate in a role Convention: Burning Issues,” p. 10. It’s vital play on the writing of the Constitution. Draw that everyone is clear on each of the issues their attention to the five roles described confronting them in the Convention. I’d Constitution Role Play—Zinn Education Project 2 suggest reading these aloud with the class. their groups. (This is to prevent the travel- Remind students that for each question they ers from just huddling up together, leaving must propose at least one resolution (later those left behind with nothing to do.) After on, these may change as a result of negotia- all groups have selected their travelers, let tions with other groups.) I use this role play them go. The length of the negotiating ses- as a way to teach an abbreviated version of sion varies depending on the class. I try to parliamentary procedure (see guidelines, cut it off before they’ve talked themselves pp. 16). This isn’t mandatory, but I think it out, so that they still have energy for the livens things up as it gives students a mea- Constitutional Convention itself. sure of control over the proceedings. Stu- 6. After the travelers return to their groups, dents should preface their proposals with encourage them to review their resolutions, “Be it resolved that ...” For example, “Be it and, if necessary, to rewrite them based on resolved that slavery should be abolished in their agreements with other groups. the United States.” Remind them to place an [If you decide to do it this way:] Explain asterisk next to the resolutions they care most that you will chair the Constitutional strongly about. Convention and conduct the 4. Give students adequate time meeting according to parlia- to formulate their resolutions mentary procedure. Review in the small groups. Circulate The role play’s the “Parliamentary Procedure: among the groups to answer more representative Meeting Guidelines” (p.16). questions and to ensure that assembly gives In my experience, once they people’s proposals are con- catch on, students enjoy using sistent with their roles. For students a chance parliamentary procedure example, the plantation own- to see the because it allows them to ers shouldn’t propose free- partisan nature of help control the pace of the ing their slaves. But don’t be deliberations. They control too prescriptive here; allow the actual document resolutions and amendments students to be creative within produced in 1787. and they can cut off debate broad parameters. when it becomes tiresome, 5. When all the groups have or call for a caucus to negoti- developed a tentative set of ate new resolution language. resolutions, tell them that they now will They also learn some valuable skills useful have an opportunity to meet with other in everything from student council to union groups to try to build alliances. They should meetings. (Most important, it allows me to try to meet with those groups most likely to pound the gavel a student gave me as a gift support them on the resolutions they have several years ago; I used to use a stapler.) marked with an asterisk. For example, the Note that this is a very abbreviated Roberts farmers might support allowing everyone Rules of Order. For example, in the class to vote in elections, including workers, Convention, amending amendments is in exchange for the workers supporting off-limits. payment in kind. Remind them that each 7. The length of the Convention itself will individual will have one vote in the Con- vary depending on what students do with stitutional Convention, so all groups are it. You may shorten it by cutting the num- important. Tell them to choose half their ber of issues to debate or allowing only group as “traveling negotiators.” The travel- one amendment per issue, or setting time ers may not meet with travelers from other limits for debate. Within the boundaries of groups, only with individuals still seated in the Meeting Guidelines and the “Burning Constitution Role Play—Zinn Education Project 3 Issues” under discussion, I prefer to let the • Why might it have been easier for the students determine the pacing of the Con- wealthy social groups to unite and harder vention. As they make decisions, ask them for the poorer social groups to unite? to write down the results, as they will need • Which social groups had absolutely con- to have the “class Constitution” for follow- flicting interests—where no compromise up discussion and writing.

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