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?