SUBJECT: AMERICAN HISTORY
GRADE LEVEL: HIGH SCHOOL (9-12)
Debating the Constitution: To Ratify or Not?
Author: Deanna Fischbach
Purpose/Objective
The decision to ratify the new Constitution was a heated issue in the late 18 th century in the new United
States. What were some of the issues debated? Why was this new Constitution so questionable? Should the
Articles of Confederation be thrown out? Many important and influential men took a stand either for or
against a change in government.
The class will be split into two groups: Federalists and AntiFederalists. Students will research specific issues
relating to the debate over ratifying the new Constitution. After researching their issue, small student
groups will conduct a mock debate. The rest of the class will vote on which side had the better argument on
whether or not to ratify.
1.
Students will be able to identify the differences between Federalists and AntiFederalists.
2.
Students will be able to research and analyze important issues surrounding the ratification of the US
Constitution.
3.
Students will implement research of ratification issues to take part in a debate.
Teacher Notes & Suggestions
• Before beginning this activity, students should have already discussed the Constitutional
Convention and the parts of the Constitution.
•
For the first day, students should have access to computers for research purposes.
•
The second day will be spent debating the issues and class discussion.
Procedures
1.
Class Discussion: Federalists & AntiFederalists
 On the board, create a T chart. Once side list “Federalists” and “AntiFederalists” on the other side.
Discuss the main characteristics of each side of the ratification issue. (Characteristics can be added
as teacher sees fit.)
Federalists
AntiFederalists
*favors ratification of new Constitution
*opposed to new Constitution
*Federalist Papers
--Alexander Hamilton, James
Madison, John Jay
*AntiFederalist Writings
--Melancton Smith (Federal Farmer), Patrick Henry,
George Clinton (Cato), Samuel Bryan (Centinel), Robert Yates
(Brutus), George Mason, Elbridge Gerry, James Winthrop
--others: “John DeWitt” & “Pennsylvania Minority” (We
don’t know who exactly they are…)

Most writings were either not signed (anonymous) or signed with a pen name. What conclusions can
make as to why these men chose not to reveal their identity?
PAGE 1 OF 5
DURATION: TWO-THREE (50 MINUTE) PERIODS
SUBJECT: AMERICAN HISTORY
GRADE LEVEL: 9-12
2. Group Work: Research
 Split class into two groups: Federalists & AntiFederalists.
o Explain to the class that each side will be given a set of issues. Each large group will divide
into smaller groups in order to specialize in a particular issue.
o After research, class debates will be conducted on each issue.
 Issues—to be researched. Keep in mind which side of the issue you should focus on. (Note:
depending on class size, the number of issues can be decreased)
o Bill of Rights
o Defense (Armies)
o Power of National Government
o Legislative Branch
o Executive Branch
o Judicial Review
 Websites with Federalist & AntiFederalist writings (to help prepare for debates)
o Federalist
 Whitten, Chris. “Federalist Papers.” Founding Fathers.info. N.p., n.d. Web. 15 May
2011. http://www.foundingfathers.info/federalistpapers.fedindex.htm
 “The Federalist Papers.” Library of Congress: Thomas. Library of Congress, n.d.
Web. 15 May 2011. http://thomas.loc.gov/home/histdox/fedpapers.html
o AntiFederalist
 Rice, William. “AntiFederalist Papers.” William G. Rice, Associate Professor of Law.
University of Tulsa, 25 Aug 2008. Web. 15 May 2011.
http://www.utulsa.edu/law/classes/rice/Constitututional/AntiFederalist/antifed.htm
.
 Mott, Jonathon. “The Antifederalist Papers.” ThisNation.com. N.p., n.d. Web. 15
May 2011. http://thisnation.com/library/antifederalist/.
o Other Websites
 Roland, Jon. “Chronology.” Constitution Society. N.p., n.d. Web. 15 May 2011.
http://www.constitution.org/afp/afpchron.htm.
 Lloyd, Gordon. “Introduction to the Antifederalists.” Teaching American History.
Ashbrook Center, n.d. Web. 15 May 2011. http://teachingamericanhistory.org/fedantifed/antifederalist.html.
 “Federalists Versus Anti-federalists.” Constitution of the United States. Net
Industries, n.d. Web. 18 May 2011. http://law.jrank.org/pages/5603/ConstitutionUnited-States-FEDERALISTS-VERSUS-ANTI-FEDERALISTS.html.
 “The Constitution of the United States of America.” Almanac of Policy Issues. US
State Department, June 2004. Web. 18 May 2011.
http://www.policyalmanac.org/government/archive/constitution.shtml.
PAGE 2 OF 5
DURATION: TWO-THREE (50 MINUTE) PERIODS
SUBJECT: AMERICAN HISTORY
GRADE LEVEL: HIGH SCHOOL (9-12)
3. Class Debate
 Federalist and AntiFederalist groups will debate each issue concerning the ratification of the
Constitution.
o Each issue will be given 5-6 minutes of debate time (2-3 minutes per side). The small groups
assigned to the particular issue will present to each other and the rest of their class their
particular arguments.
 The class members not involved in that particular issue will listen carefully and be given the chance
to ask questions for clarification.
o After each issue is debated, non-debating class members will complete the Decision Sheet
and hand it to the instructor.
4. Class Discussion
 Instructor hands back the Decision Sheets to each student. Using their sheets, have students
determine whether or not they would vote for ratification. Vote as a class.
 Lead a class discussion using the following questions:
o Was the change in government necessary?
o Why did most of the Federalists and AntiFederalists remain anonymous?
o Would it have made a difference if there were publicized debates?
o Would today’s technology have had a major impact? Why or why not?
Assessments

Class debate (rubric included)

Can use class discussion questions as essay questions
Content Standards:
South Dakota State Standards (http://doe.sd.gov/contentstandards/index.asp)

8.US.1.1. Students are able to relate events and outcomes of the American Revolution to sources of
conflict, roles of key individuals and battles, and political documents.

9-12.US.1.2. Students are able to relate previously learned information of these time periods to the
context of succeeding time periods.

9-12.US.2.2. Students are able to describe the causes and effects of cultural, economic, religious,
political, and social reform movements on the development of the U.S.
National US History (http://www.nchs.ucla.edu/Standards/us-history-content-standards)

Era 3: Revolution & The New Nation (1754-1820s). Standard 2: The impact of the American
Revolution on politics, economy, and society.

Era 3: Revolution & The New Nation (1754-1820s). Standard 3: The institutions and practices of
government created during the Revolution and how they were revised between 1787 and 1815 to
create the foundation of the American political system based on the US Constitution and the Bill of
Rights.
PAGE 3 OF 5
DURATION: TWO-THREE (50 MINUTE) PERIODS
SUBJECT: AMERICAN HISTORY
GRADE LEVEL: 9-12
Name _____________________________________________________ Period ________
Debating the Constitution: To Ratify or Not?
Decision Sheet
Issue debated
Federalist Arguments
AntiFederalist Arguments
Would you ratify the Constitution
based on this issue? Yes or No &
explain your answer.
Name _____________________________________________________ Period ________
Debating the Constitution: To Ratify or Not?
Decision Sheet
Issue debated
Federalist Arguments
PAGE 4 OF 5
AntiFederalist Arguments
Would you ratify the Constitution
based on this issue? Yes or No &
explain your answer.
DURATION: TWO-THREE (50 MINUTE) PERIODS
SUBJECT: AMERICAN HISTORY
GRADE LEVEL: HIGH SCHOOL (9-12)
Name _________________________________________________ Period _____________
Debating the Constitution: To Ratify or Not?
Debate Rubric
Group Members:
Issue:
Category
1 point
2 points
3 points
4 points
Information
Information had
several
inaccuracies OR
was usually not
clear
Most information
presented in teh
debate was clear
and accurate, but
was not usually
thorough
Most information
in the debate was
clear, accurate,
and thorough
All information
presented in the
debate was clear,
accurate, and
thorough
Use of Facts
Every point was
not supported
Every major
point was
supported with
facts and/or
examples, but the
relevance of some
was questionable
Every major
point was
adequately
supported with
relevant facts
and/or examples
Every major
point was well
supported with
several relevant
facts and/or
examples
Organization
Arguments were
not clearly tied to
the issue
All arguments
were clearly tied
to the issue but
the organization
was sometimes
not clear or
logical
Most arguments
were clearly tied
to the issue and
organized in a
tight, logical
fashion
All argumetns
were clearly tied
to the issue and
organized in a
tight, logical
fashion
Understanding of
Topic
The team did not
show an adequate
understanding of
the topic
The team seemed
to understand the
main points of
the topic and
presented those
with ease
The team clearly
understood the
topic in-depth
and presented
their information
with ease
The team clearly
understood the
topic in-depth
and presented
their information
convincingly
Total Score
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DURATION: TWO-THREE (50 MINUTE) PERIODS
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