Ratifying the
Constitution
Federalists
Favored the Constitution and strong
centralized government
Washington, Hamilton, Madison
Felt the Constitution should be
approved despite flaws
Wrote The Federalists papers to
make their case.
The Federalist
Defended the Constitution and
persuaded people of it’s need
Hamilton, Madison and John Jay
The Federalist #10
The US could not be ruled by one
powerful faction because of the
country’s size.
Anti-Federalists
Constitution posed a threat to
state’s and individual’s rights
Patrick Henry
Feared a strong centralized
government crushing local
governments
Why the Federalists
Won
Drew on the feelings that the AoC
had flaws
United around the Constitution
Well organized and in contact with
each other
George Washington’s support
Washington and the
Nation
People would accept Washington
as the national leader
Proven himself in times of adversity
Seemed a person that would act
within the bounds of the law
All 13 states approved the
Constitution by May 1790
Bill of Rights
People wanted a clear declaration
of rights for the people
Like in state constitutions
In September 1789 Congress
drafted 12 amendments to the
Constitution
The state governments ratified 10
Bill of Rights
Many federalists felt the
Constitution didn’t need clarification
Others felt if the rights were not clearly
defined they would be taken away
Jefferson liked the Constitution,
however the need for a Bill of
Rights
People listened to him and the
Federalists gave in.
Out of Twelve, One
The Creation of the Constitution
Rationale:
Examine and understand the struggle for the members of the Philadelphia Convention to create a
Constitution that was agreed upon by all the colonies
Big Ideas/Pivotal Questions:
How did the Founding Fathers agree upon the compromises made in the Constitution?
• What issues did the delegates need to compromise on?
• How was the document viewed by the delegates?
• How was the document viewed by the men not present at the convention?
Objectives:
Students will:
• Empathize with the delegates at the Convention and the need to compromise
• Analyze how delegates viewed the Constitution
• Understand why some delegates feared the powered given to the executive branch.
Methods:
• Students will participate in a role-play in which they take on the persona of a member of
the Constitutional Convention. The students will use information cards to debate the
issue of slavery, representation and taxes and try to come to a compromise. (90 minutes)
• Class will discuss the frustration felt while trying to come to a compromise and evaluate
the compromise in terms of the needs of the nation. (30 minutes)
• In groups, students will analyze the reaction of delegates regarding the document that was
created, primarily selections from James Madison’s letter to Thomas Jefferson. Each
groups will come together as a class to discuss the different thoughts and whether each
man thought the Constitution should be ratified (40 minutes)
• Students will read excepts from a correspondence between John Adams and Thomas
Jefferson, two men not present at the Convention then fill out a chart analyzing the
documents. (20 minutes)
Materials:
History Alive! Lesson on re-enacting the Constitutional Convention
Excerpts from “James Madison to Thomas Jefferson, December 9, 1787” from The Origins of
the American Constitution. Ed. Michael Kammen. Penguin Group (New York), 1986.
pp. 87-90.
Document analysis worksheet (see attached)
“Thomas Jefferson to John Adams, November 13, 1787.” The Origins of the American
Constitution. Ed. Michael Kammen. Penguin Group (New York), 1986. p. 84.
“John Adams to Thomas Jefferson, December 6, 1787.” The Origins of the American
Constitution. Ed. Michael Kammen. Penguin Group: New York (1986). pp. 86-87.
Compare and contrast document worksheet (see attached)
Duration:
3 classes
Name:_________________________________________ Period:___ Date__________________
Document Analysis
“James Madison to Thomas Jefferson” Letter
Directions: Read the excepts provided from Madison’s October 24, 1787 letter to Jefferson.
Using the information in the document answer the questions that follow in your own words!
1. Madison explained to Jefferson that there were four “great objectives” shared by the
delegates. Explain what each of them were.
2. In regards to the Executive Branch, explain two of the many debates written about by
Madison. What were the outcomes of these debates?
3. Why was the Executive branch such a controversial topic during this convention? (hint:
think about the history of the United States up to this point.)
4. While the delegates were debating the formation of the Senate, what were some ideas the
men had in regards to electing Senators?
5. What is the tone of the document? How does Madison feel about the finished document?
6. Reading about the different debates from the Convention, and how each of those debates
was resolved, how close was OUR convention at coming to these same conclusions? Do
you think our document would have been as successful as the United States Constitution
has been? Why or why not?
Name:______________________________________ Period:______ Date:______________
Compare and Contrast Document Worksheet
Letters between Thomas Jefferson and John Adams
Directions: Read the two letters between Thomas Jefferson and John Adams. Answer the
questions that follow in your own words. Be prepared to discuss your responses.
1. What is Jefferson’s primary concern about the proposed Constitution? Why?
2. How would other nations interfere with the United States government?
3. What does Jefferson propose to address his concern?
4. What does Adams most fear in the Constitution?
5. What is the concern that both Jefferson and Adams share?
6. How does Adams want to diminish this concern?
7. Looking at both letters, how do you think each man views the whole Constitution? Do
you think both men would have approved the ratification of the document?
Out of Twelve, One
The Creation of the Constitution
Rationale:
Analyze the debates both for and against the Constitution and understand why the Constitution
was ultimately ratified.
Big Ideas/Pivotal Questions:
What were the steps taken to ratify the Constitution?
• What were two groups for and against the ratification? Which founding fathers were in
each group?
• How did each group circulate their views?
• What compromises were created to allow for all thirteen states to ratify the constitution?
Objectives:
Students will:
• Understand the two arguments over ratification of the Constitution.
• Analyze the different methods men used to allow their message to be heard.
• Explain why the Constitution was ratified and why the Bill of Rights was created.
Methods:
• Class will discuss the different ways in which people today express their opinions and
messages to the nation (TV ads, books, news shows, ect.) Students will then discuss how
people during the 1780s spread their message (Pamphlets, newspapers, letters, speeches)
(20 minutes)
• Lecture and notes on the ratification of the Constitution (40 minutes)
• As a class, students will read The Federalist #10 then answer questions on the work sheet
provided that analyzes the document on their own. Class will go over the worksheet
together. (45 minutes)
• Discussion on cliques in schools to relate to the factions discussed in The Federalists #10
and how the Bill of Rights would settle the fears of the Antifederalists. (15 minutes)
Materials:
Power Point Presentation on Ratifying the Constitution
Selections from Madison, James. The Federalists No. 10. The Origins of the American
Constitution. Ed. Michael Kammen. Penguin Group: New York (1986). pp. 145-152
Document Analysis Worksheet (See attached)
Duration:
2 classes
Name:___________________________________ Period:_____ Date:_____________________
Document Analysis
The Federalists No. 10
Directions: Using complete sentences and evidence from the document, answer the following
questions.
1. Who is the author of the document? What is the historic timeframe of the document?
Are there any other historic people or events associated with this document?
2. What is the author’s thesis? Is the thesis valid? Give three examples.
3. Is the author biased? Give two examples.
4. What is the historic implication, or impact, of this document?
5. Explain how you would refute, or go against, this author’s thesis.