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Source set · 8 sources ✓ Lesson ready

Should the Constitution have been ratified?

Federalists and Anti-Federalists go head to head over the new Constitution, with the Articles of Confederation as the starting point.

Timeline of key events →Gallery Walk: cartoon stations →

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✓ Lesson ready

A ready-to-run lesson for this set: Role-Play: The Ratifying Convention. Slides include a hook, one slide per source, directions, a take-a-stand vote, an exit ticket, and a teacher script in the speaker notes.

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1. Hook: a striking quote 3-5 min

If men were angels, no government would be necessary.
James Madison, Federalist No. 51 (1788)

Ask: If people are not angels, what should a government be allowed to do, and what should stop it from doing too much?

2. Main activity: Role-Play: The Ratifying Convention

Grouping: Six delegate groups of 4 to 5 students; the teacher chairs the convention

Setup: It is 1788. Your state convention must vote to ratify or reject the new Constitution. Each delegate group represents a real point of view from the debate. Groups speak, question each other, and then every student votes as an individual.

Materials (printables are in the Lesson Plan Doc)
  • Delegate role cards (printable pages in the Lesson Plan Doc)
  • Evidence cards for all 8 sources
  • Ballot slips
  1. Assign delegations 5 min
    Hand out role cards. Each group reads its card and its source excerpt.
  2. Prepare 8 min
    Groups write a 60-second speech that uses at least one direct quote, and one question to ask an opposing group.
  3. Convention floor 15 min
    Each delegation gives its speech (about 1 minute each). After each, one other group may ask its question.
  4. Bargaining 7 min
    Open floor: can the undecided delegates win a promise (such as amendments) in exchange for their votes?
  5. Ratification vote 7 min
    Every student votes as an individual by ballot. Tally on the board and compare with the real outcome: ratified, with a Bill of Rights added in 1791.
  6. Exit ticket 5 min
    Students answer on a slip before leaving.

Take a stand: Should the Constitution have been ratified?

  • Ratify: The Articles were too weak; the Constitution creates a stronger union with separated powers and checks, and Federalists argued a large republic would control factions.
  • Reject or wait: Anti-Federalists argued the new national government was too powerful and too distant, and that it lacked a bill of rights to protect individuals and states.

3. Pacing options

15-minute bell-ringer

  • 3 min Hook: “If men were angels”
  • 8 min Read Brutus No. 1 and Federalist No. 10 quotes side by side; pairs decide which argument is stronger
  • 4 min Exit ticket question 1

Full 50-minute lesson

  • 5 min Hook: Madison’s angels
  • 5 min Assign delegations
  • 8 min Prepare speeches
  • 15 min Convention floor
  • 7 min Bargaining and vote
  • 5 min Exit ticket
  • 5 min Buffer

4. Exit ticket

  1. Which argument from today, Federalist or Anti-Federalist, was most convincing? Quote it and explain why.
  2. How did the Bill of Rights respond to the Anti-Federalists’ concerns?

5. Differentiation

Support

Extension

  • Find one prediction Brutus made in 1787 and judge whether it came true.
  • Write a short speech from the “undecided” delegation explaining the price of its vote.

Suggested sequence

  1. Articles of Confederation
    Document · National Archives · Revolution & New Nation (1754-1820) · Grades 6-8, 9-12 · ⏱ 15 min
    The first U.S. constitution, with background and transcript.
    Ask: Why did the Articles fail?
    Open with this source to frame the question.
    Original ↗Copy DocCopy AdaptedSOAPSToneHIPP / HAPP▶ Watch
  2. U.S. Constitution
    Document · National Archives · Revolution & New Nation (1754-1820) · Grades 6-8, 9-12 · ⏱ 30+ min
    Transcript of the Constitution of the United States.
    Ask: How does the Constitution limit government power?
    Original ↗Copy DocCopy AdaptedSOAPSToneHIPP / HAPP▶ Watch
  3. Federalist No. 10
    Essay · Yale Avalon Project · Revolution & New Nation (1754-1820) · Grades 9-12 · ⏱ 20 min
    Madison on factions and the extended republic.
    Ask: How does a large republic control factions?
    Original ↗Copy DocCopy AdaptedSOAPSToneClaim-Evidence-Reasoning (CER)▶ Watch
  4. Brutus No. 1
    Essay · Teaching American History · Revolution & New Nation (1754-1820) · Grades 9-12 · ⏱ 20 min
    The Anti-Federalist essay warning that a large republic would threaten liberty.
    Ask: Why did Anti-Federalists fear the Constitution?
    Original ↗Copy DocSOAPSToneClaim-Evidence-Reasoning (CER)
  5. Federalist No. 51
    Essay · Yale Avalon Project · Revolution & New Nation (1754-1820) · Grades 9-12 · ⏱ 15 min
    Madison on separation of powers.
    Ask: Why does government need checks on itself?
    Original ↗Copy DocCopy AdaptedSOAPSToneClaim-Evidence-Reasoning (CER)▶ Watch
  6. Federalist No. 78 (Hamilton)
    Essay · Teaching American History · Revolution & New Nation (1754-1820) · Grades 9-12 · ⏱ 15 min
    Hamilton's essay on the courts as the 'least dangerous' branch.
    Ask: Why did Hamilton call the judiciary the least dangerous branch?
    Original ↗Copy DocSOAPSToneClaim-Evidence-Reasoning (CER)▶ Watch
  7. Patrick Henry, Against the Constitution (1788)
    Speech · Teaching American History · Revolution & New Nation (1754-1820) · Grades 9-12 · ⏱ 20 min
    Patrick Henry's speeches at the Virginia ratifying convention.
    Ask: Why did Patrick Henry oppose the Constitution?
    Original ↗Copy DocSOAPSToneHIPP / HAPP
  8. Bill of Rights
    Document · National Archives · Revolution & New Nation (1754-1820) · Grades K-5, 6-8, 9-12 · ⏱ 10 min
    Transcript of the first ten amendments.
    Ask: Which rights did the founders think needed explicit protection, and why?
    Close with this source before writing.
    Original ↗Copy DocCopy AdaptedSOAPSToneHIPP / HAPP▶ Watch

Watch

Free videos to pair with this set. Preview before showing in class.

Teach with (more from Hillsdale): Unit 2: The American Founding (1763-1789) · Civics Unit 2: A Constitution of Principles (free K-12 curriculum unit)

Culminating writing prompt

Using evidence from at least three sources in this set, write an argument that answers the question: “Should the Constitution have been ratified?” Cite each source by title, explain how its author, audience, and purpose affect its reliability, and respond to at least one counterargument.

Printable writing sheet (make a copy)

Students can plan with the Claim-Evidence-Reasoning organizer.