Introduction
The ragged US army defeated the imperial British in 1783 with the help of strong American Patriots and some help abroad. The Articles of Confederation are failing. You are at the Philadelphia Constitutional Convention in 1787, where the great American minds are deciding how the US government should be set up. There are two major factions here and in the country. The Federalists led by Alexander Hamilton and James Madison who want a strong central US government and the Anti-Federalists led by George Mason and Patrick Henry, who want strong state governments. Our fragile country is on the edge of chaos. You must find out the reasons that each side feels so strongly about and have a healthy debate to decide how we can unify and become a strong nation.
Task
There will be two teams for this debate. There will be the Federalist Team and Anti-Federalist Team
Federalist Team
1. Alexander Hamilton
He was a Federalist. You must look for at least two reasons that he was specifically for the passing of the US Constitution and three supporting arguments for each reason.
2. James Madison
He often called the “Father of the Constitution.” He was a Federalist as well. You must look for at least two reasons that he was for the passing of the constitution and three supporting arguments for each reason.
Anti-Federalist Team
3. George Mason
He was an Anti-Federalist. He was against the Constitution for specific reasons, you must find at least two reasons why he was for a strong State Governments or against the Constitution and three supporting arguments for each reason.
4. Patrick Henry
He was also an Anti-Federalist. You must find the specific reasons he was against the passing of the Constitution or why he was for strong State Governments. You must find at least two reasons and three supporting arguments for each reason.
The Tasks are for each team to identify the appropriate arguments used by the Federalists and Anti-Federalists. The Federalists will be looking for four arguments made by the Federalists and the Anti-Federalists will be looking for at least three arguments made by the Anti-Federalists. They will analyze excerpts from the Federalist Papers and Anti-Federalist Papers. The teams will then debate each in the following format. Each team gets a 1 minute opening argument. Each team will then get two minutes to discuss each point. The other team will get one minute to refute the point that is made. Each team gets a 1 minute closing argument.
The teams will have to include the Bill of Rights in the argument.
Process
Step 1. The first thing to decide is who will be a Federalist (Strong Central government) and who will be an Anti-Federalist (Strong State Government).
Step 2. Next decide which character you will be (Alexander Hamilton and James Madison from the Federalists and George Mason and Patrick Henry from the Anti-Federalists).
Step 3. Once this is completed, go to the individual role pages to get more information about your role and find helpful links to find more information.
Step 4. You will research your individual person and will look for two reasons that your person is either a Federalist or Anti-Federalist. Write down your two reasons and three specific things for each reason.
Step 5. After you have completed your research you must talk with your group mate.
Step 6. You must write your opening statement as a pair.
Step 7. You must decide the order that each person will give for each reason.
Step 8. You must write your conclusion as a pair.
Step 9. There will be a debate between the Federalists and Anti-Federalists.
Evaluation
DEBATE GRADING RUBRIC
On the right side of the rubric, please write the number representing what you think was the performance level of the debate team in question for each criterion below. Then calculate the average for each team.
Levels of Performance for Federalist Team
|
Criteria |
4 |
3 |
2 |
1 |
Grade: |
|
1. Organization & Clarity: Main arguments and responses are outlined in a clear and orderly way. |
Completely clear and orderly presentation |
Mostly clear and orderly in all parts |
Clear in some parts but not overall |
Unclear and disorganized throughout |
|
|
2. Use of Argument: Reasons are given to support your side |
Very strong and persuasive arguments given throughout |
Many good arguments given, with only minor problems |
Some decent arguments, but some significant problems |
Few or no real arguments given, or all arguments given had significant problems |
|
|
3. Use of cross-examination and rebuttal: Identification of weakness in Negative team’s arguments and ability to defend itself against attack. |
Excellent cross-exam and defense against Negative team’s objections |
Good cross-exam and rebuttals, with only minor slip-ups |
Decent cross-exam and/or rebuttals, but with some significant problems |
Poor cross-exam or rebuttals, failure to point out problems in Negative team’s position or failure to defend itself against attack. |
|
|
4. Presentation Style: Tone of voice, clarity of expression, precision of arguments all contribute to keeping audience’s attention and persuading them of the team’s case. |
All style features were used convincingly |
Most style features were used convincingly |
Few style features were used convincingly |
Very few style features were used, none of them convincingly |
|
|
|
|
|
|
|
TOTAL SCORE: _____ |
TEAM: _______
Levels of Performance for Anti-Federalist Team
|
Criteria |
4 |
3 |
2 |
1 |
Grade: |
|
1. Organization & Clarity: Main arguments and responses are outlined in a clear and orderly way. |
Completely clear and orderly presentation |
Mostly clear and orderly in all parts |
Clear in some parts but not overall |
Unclear and disorganized throughout |
|
|
2. Use of Argument: Reasons are given against the resolution |
Very strong and persuasive arguments given throughout |
Many good arguments given, with only minor problems |
Some decent arguments, but some significant problems |
Few or no real arguments given, or all arguments given had significant problems |
|
|
3. Use of cross-examination and rebuttal: Identification of weakness in Affirmative team’s arguments and ability to defend itself against attack. |
Excellent cross-exam and defense against Affirmative team’s objections |
Good cross-exam and rebuttal, with only minor slip-ups |
Decent cross-exam and/or rebuttal, but with some significant problems |
Poor cross-exam or rebuttal, failure to point out problems in Affirmative team’s position or failure to defend itself against attack. |
|
|
4. Presentation Style: Tone of voice, clarity of expression, precision of arguments all contribute to keeping audience’s attention and persuading them of the team’s case. |
All style features were used convincingly |
Most style features were used convincingly |
Few style features were used convincingly |
Very few style features were used, none of them convincingly |
|
|
|
|
|
|
|
TOTAL SCORE: _______ |
TEAM: _______
Conclusion
Congratulations!!! You have found important and interesting information that has helped you determine what kind of government this young nation shall have. Some lingering questions have been answered and a healthy debate is about to be completed.
Remember to hand in the reasons and supporting arguments for each reason to the teacher.
Once you are finished you can go to this website and complete the Student Challenge for the Ratification Debate.
This website may also provide useful information about each side.
You can also come here to play an online game.
Credits
Roles 1, 2, 3, 4
Description:
Federalist Team
1. Alexander Hamilton
He was one of the first Secretary of the Treasury and was from Saint Kitts and Nevis. He believed in a strong central government. He was a New York delegate to the Philadelphia Constitutional Convention. He was one of the authors of the Federalist Papers.
2. James Madison
He was the fourth President and is often called the “Father of the Constitution.” He was from Virginia and represented Virginia to the Philadelphia Convention. He wrote some of the Federalists Papers.
Anti-Federalist Team
3. George Mason
He was a delegate to the Philadelphia Convention from Virginia. He was a planter and objected to the US Constitution. He refused to sign the Constitution in 1787. He wrote Objections to the Constitution in 1787.
4. Patrick Henry
He declined the offer to be a delegate to the Philadelphia Convention from Virginia. He was a planter, lawyer, and orator. He was also opposed to the Constitution. He was an author of some of the Anti-Federalist papers.
Internet Links:
Here you will provide at least 3 useful Internet resources for each role.
Role 1
http://www.foundingfathers.info/federalistpapers/hamilton.htm
http://www.history.com/topics/federalist-papers
https://www.congress.gov/resources/display/content/The+Federalist+Papers
Role 2
https://www.congress.gov/resources/display/content/The+Federalist+Papers
https://www.usconstitution.net/consttop_faf.html
http://foundingfathers.info/federalistpapers/madison.htm
Role 3
http://www.ushistory.org/us/16b.asp
http://teachingamericanhistory.org/library/document/objections-to-the-constitution/
http://www.constitution.org/gmason/objections.html
Role 4
http://thefederalistpapers.org/anti-federalist-papers
http://www.constitution.org/afp/borden04.htm
http://www.ushistory.org/us/16b.asp
Resources
https://www.diffen.com/difference/Anti-Federalist_vs_Federalist
http://chnm.gmu.edu/mcpstah/wordpress/wpcontent/themes/tah/files/yokoyama_federalism_worksheet.pdf
https://sheg.stanford.edu/federalists-antifederalists
https://www.youtube.com/watch?v=DnDh9-X12Gc A Short Video
BOOKS
The Federalist Papers
The Anti-Federalist Papers
The Federalist
The Federalist: A Classic on Federalism and Free Government
Teacher Page
Content Area Social Studies Standard 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
Era Revolution and the New Nation (1754-1820s)
Grade Level By the end of grade 12
. Revolution and the New Nation The war for independence was the result of growing ideological, political, geographic, economic, and religious tensions resulting from Britain’s centralization policies and practices. The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights. Debates about individual rights, states’ rights, and federal power shaped the development of the political institutions and practices of the new Republic.
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
. D. History, Culture, and Perspectives
6.1.12.A.2.a Assess the importance of the intellectual origins of the Foundational Documents (i.e., Declaration of Independence, the Constitution, and Bill of Rights) and assess their importance on the spread of democracy around the world.
6.1.12.A.2.b Compare and contrast state constitutions, including New Jersey’s 1776 constitution, with the United States Constitution, and determine their impact on the development of American constitutional government.
6.1.12.A.2.c Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification debates, and assess their continuing relevance.
6.1.12.B.2.a Analyze how the United States has attempted to account for regional differences while also striving to create an American identity.
6.1.12.C.2.a Assess the effectiveness of the new state and national governments attempts to respond to economic challenges including domestic (e.g., inflation, debt) and foreign trade policy issues
6.1.12.D.2.a Analyze contributions and perspectives of African Americans, Native Americans, and women during the American Revolution.
6.1.12.D.2.b Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different groups of people throughout time