Benjamin Caisse Mansfield High School

Should the Constitution be Ratified? Talk Show Simulation

Viewpoints

1. _____ New England Farmers 2. _____ New England Merchants 3. _____ Virginia Gentry 4. _____ Slaves 5. _____ Thomas Jefferson 6. _____ Alexander Hamilton

Talk show Format 1. ___________The host introduces the show and each group (viewpoint.) Allows each

group to make their introductory speech as they are introduced. 2. ___________ Host asks each group a question and allows them to respond. 3. ___________ Host then asks each group to ask a questions of two other groups. Host

allows the group beings asked a question to respond. 4. ___________ Host will then ask if any group would like to ask any additional questions,

make statements, or comment on issues raised during the debate. 5. ___________ Host makes closing statements. DIRECTIONS: You will be divided into small groups and assigned roles. Each group will complete the following to prepare for their participation in a talk show that will debate whether the Philippines should be annexed. Viewpoints:

1. ______ Create a nameplate to identify your group during the talk show.

2. ______ Prepare a 1-2 minute speech that explains your viewpoint on annexation. Clearly express your view on the Constitution.

a. Specifically describe why it should or should not be ratified.

3. ______ Your speech must include attacks/criticisms on at least two other viewpoints participating in the talk show.

4. ______ You must ask one question to two specific groups (see chart on back.) Prepare your questions in the space provided.

Your Viewpoint: ________________________________________________________ Introductory Speech Explain your viewpoint on ratification. Clearly express why the Constitution should or should not be ratified. You must include attacks on at least two other groups in your introductory speech. Write your attacks/criticisms in the space provided. Prepare at least one question for TWO different groups Your Group Groups you must ask questions New England Farmers New England Merchants

Alexander Hamilton New England Merchants Virginia Gentry

Thomas Jefferson Virginia Gentry New England Farmers

Slaves Slaves Virginia Gentry

Alexander Hamilton Thomas Jefferson New England Merchants

Slaves Alexander Hamilton New England Farmers

Thomas Jefferson

Should the Constitution be Ratified? TALK SHOW HOST

The talk show host plays a critical role in ensuring the success of this show. You must complete the following tasks to prepare for the talk show.

1. _____ Create a name for this talk show.

2. _____ Write an introduction that introduced the purpose of the show and your guests (each viewpoint.)

3. _____ Prepared at least one question to ask each group.

4. _____ Write a closing for the show summarizes the purpose of the show and

evaluates its success.

5. _____ The host must also maintain the schedule and momentum. Review the schedule and be prepared to go.

Name of your show Introduction Closing

Prepare one question for each Viewpoints

Viewpoint Question New England Farmers

New England Merchants

Virginia Gentry

Slaves

Thomas Jefferson

Alexander Hamilton

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Benjamin Caisse Mansfield High School

Should the Constitution be Ratified? Background The Articles of Confederation were written shortly after the thirteen American colonies declared their

independence from Great Britain. They were adopted establishing America’s first national government. This new government created a weak central government that loosely connected thirteen independent and sovereign states. The Articles of Confederation saw this country through the Revolutionary War and the first years as an independent government but by 1787, it weaknesses became apparent. The national government had little authority could not raise funds, could not regulate the economy, had difficulty exercising foreign policy, and could not compel the states to act. It became clear by 1787 that there were serious issues in the United States that needed to be resolved. Delegates at the Annapolis Convention called for a meeting of the states to be held in Philadelphia in April, 1787 to fix the Articles of Confederation. Delegates from every state but Rhode Island trickled into the city where they quickly decided to abandon the Articles of Confederation and create a new constitution. The delegates presented the completed Constitution to the American public in September, 1787 for ratification. The proposed Constitution deviated sharply from the Articles of Confederation. Under the Constitution, the states would be united under a strong central government instead of loosely associated under a weak central government.

The new government as presented in the Constitution created a deep divide in the United States between the Federalists who believed that this country should adopt the Constitution and the Anti-federalist who believed that the Constitutional Convention overstepped its authority by creating a new government.

The activities presented in the unit plan will allow students to examine the views held by Federalists and Anti-federalist during the ratification debate.

Objectives Students will: 1. Recall basic facts about the creation of the Constitution and the development of the Federalist

and Anti-federalists 2. Analyze seminal documents produced by Federalists and Anti-federalists during the

ratification debate. 3. Extract core beliefs and positions held by Federalist and Anti-federalists. 4. Apply their knowledge of Constitutional issues presented during the ratification debate by

assuming the role of a group of Americans engaged in the debate. 5. Utilize the information from core documents to take and defend a position in the ratification

debate.

State Frameworks

USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shays Rebellion) leading to the Constitutional Convention. USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the “Great Compromise” that was reached. USI.8 Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. Seminal Primary Documents to Read: Federalist Paper number 10 Seminal Primary Documents to Consider: Federalist Papers numbers 1, 9, 39, 51, and 78

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Time Frame 4 67 minute classes

Instructional Materials

- “Ratification of the Constitution” powerpoint - “Liberty: The American Revolution” documentary produced by PBS- 1997 - “Liberty: Constitutional Convention and Ratification” documentary questions - “Should the United States Constitution be Ratified?” instructions sheet - “Ratifying the Constitution” packet of document excerpts - “Ratifying the Constitution” document excerpts powerpoint - “Should the Constitution be Ratified?” talk show simulation - “Should the Constitution be Ratified? Letter to the People of Massachusetts” culminating

activity - 3 pages of blank 8 ½ X 11 paper - Class set of scissors - Glue or tape

Optional

- Smart board and or powerpoint project capability

Instructional Activities and

Tasks

Set Induction: Put two dates on the board: September 17, 1787 and May 29th, 1789. Explain that the first date signifies when the Constitution was approved and signed at the Constitutional Convention and the second date represents when the last state (Rhode Island) ratified the Constitution.

Brainstorm with the class why it might have taken so long for the Constitution to be approved by all thirteen states. Day 1

1. Share and discuss “Ratification of the Constitution” powerpoint 2. Distibute “Liberty: Constitutional Convention and Ratification” documentary questions - Fast-forward tape 80 minutes from the beginning. - Play for 20 minutes - Students should answer questions as they watch - Discuss their responses once the segment has concluded.

3. Informally describe how students will be analyzing a variety of document experts on day 2 - Have students create flip books that will be used on day 2

Day 2 1. Distribute “Should the United States Constitution be Ratified?” instructions sheet - Explain activity 2. Assign groups - Students are to divide required documents among the group. - They are then to pair share their information. 3. Students analyze documents - Secure the documents to their flipcharts 4. Students pair share

Day 3

1. Review documents using “Ratifying the Constitution” document excerpts powerpoint - Randomly select students to present their analysis of one document at a time - Student should utilize their flip book - Students are to use smartboard markers to highlight key passages 2. Use chart located on the final slide of the powerpont to identify key issues, beliefs, and

concerns held by the Federalists and Anti-Federalists 3. Informally introduced the Talk show activity

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Day 4 1. Distribute “Should the Constitution be Ratified?” talk show simulation - Explain the acivity 2. Assign groups and roles 3. Students use their flip charts to prepare for talk show. (Approximately 20 minutes) 4. Students move desks into horseshoe shape in preparation of the talk show. 5. Instructor acts as host - Commence talk show 6. Debrief issues discussed during talk show 7. Distribute “Should the Constitution be Ratified? Letter to the People of Massachusetts”

culminating activity and explain.

Assessment Informal: - Students will be evaluated based on ability to analyze document excerpts - Students will be evaluated based on their participation in the talk show.

Formal:

- Student will demonstrate their understanding of the ratification debate by completing the “Should the Constitution be Ratified? Letter to the People of Massachusetts” culminating activity.

SPED Modifications

- Copies of the powerpoints will be photocopied and delivered to liaisons so students will be able to complete any incomplete class notes.

- Powerpoint presentations incorporate visuals. - Use of powerpoint to review documents allows for a visual breakdown of material - Flipbook acts as graphic organizer

Endnotes

Hilton, Kenneth, Document based Assessment Activities for U.S. History Classes. J. Weston Walch Publishers, Portland, Maine, 1999. Teaching With Documents Lesson Plan: The Ratification of the Constitution, National Archives, http://www.archives.gov/education/lessons/constitution-day/activities.html The Origins of the American Constitution: A Documentary History, edited by Kammen, Michael. Penguin Books, New York, 1986.

Pedagogy The purpose of this lesson is to engage the average student and to make the debate between federalists and anti-federalists over the ratification of the United States Constitution come alive. These activities seek to engage students with instructional exercises that more effectively frame the ratification debate. This lesson seeks to avoid simply stating the major positions held by the Federalists and Anti-Federalist. It also seek to avoid providing students primary sources that are large, cumbersome, and difficult to analyze. This lesson’s goal is to provide students a variety of primary sources excerpts that allow that student to identify core issues in the debate while developing their analytical skills. The flipbook will act as a graphic organizer that can be utilized during class and to complete the culminating activity. The talk show will allow students to apply their understand of issues by responding to impromptu questions. The culminating activity will allow the students to apply their understanding of the documents and to synthesis when engaging in a “talk show” discussion.

Should the United States Constitution be Ratified?Federalists vs. Anti-Federalists

Benjamin Caisse

Mansfield High School

Document 1• Let us look and behold the distresses which

prevail in every part of our country . . . the complaints of our farmers... the complaints of every class of public creditors . .. the melancholy faces of our working people .. . our ships rotting in our harbors . . . the insults that are offered to the American name and character in every court of Europe. . . . View these things, fellow citizens, and then say that we do not require a new, a protecting, and efficient federal government if you can.

Document 2: Federalist Paper 51--James Madison

• If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary. In framing a government which is to be administered by men over men, the great difficulty lies in this: You must first enable the government to control the governed; and in the next place, oblige it to control itself.

Document 3: Federalist Paper 78--Alexander Hamilton

• "If then the courts of justice are to be considered as the bulwarks of a limited constitution against legislative encroachments, this consideration will afford a strong argument for the permanent tenure of judicial offices, since nothing will contribute so much as this to that independent spirit in the judges, which must be essential to the faithful performance of so arduous a duty.

• This independence of the judges is equally requisite to guard the constitution and the rights of individuals from the effects of ... designing men."

Document 4: Federalist Paper 23--Alexander Hamilton

• The principle purposes to be answered by Union are these — The common defense of the members — the preservation of the public peace as well as against internal convulsions as external attacks — the regulation of commerce with other nations and between the States — the superintendence of our intercourse, political and commercial, with foreign countries.

Document 5: Federalist Paper 47--James Madison

• The accumulation of all powers legislative, executive and judiciary in the same hands, whether of one, a few or many, and whether hereditary, self appointed, or elective, may justly be pronounced the very definition of tyranny.

Document 6: Alexander Hamilton, Federalist Papers “Number 1

• ” “Yes, my countrymen, . . . I am clearly of the opinion it is in your best interest to adopt it [the Constitution]. I am convinced that this is the safest course for your liberty, your dignity, and your happiness.”

Document 7: Alexander Hamilton,Federalist Papers “Number 45”

• “The prosperity of America depend[s] on the Union. To preserve and perpetuate [maintain] it was the great object of the. . . . plan which the convention has advised [the people] to adopt. . . . The powers delegated by the proposed Constitution to the federal government are few and defined. Those which are to remain in the state governments are numerous and indefinite.

Document 8: Alexander Hamilton, Federalist No. 65,1788

• If mankind were to resolve to agree in no institution of government, until every part of it had been adjusted to the most exact standard of perfection, society would soon become a general scene of anarchy, and the world a desert.

Document 9

• This excerpt is from a speech by Patrick Henry, a delegate to the Virginia State Constitutional Ratification Convention, given in June 1788.

•• . . . Here is a resolution as radical as that which

separated us from Great Britain. It is radical in this transition; our rights and privileges are endangered, and the sovereignty of the states will be relinquished. . . . The rights of conscience, trial by jury, liberty of the press . . . are rendered insecure.

Document 10

• This excerpt is from a speech by Amos Singletree, member of the Massachusetts Constitutional Ratification Convention, given in January 1788.

•• These lawyers and men of learning, and monied

men, that talk so finely and gloss over matters so smoothly, to make us poor illiterate people swallow down the pill, expect to get into Congress themselves . . . and get all the power and all the money into their own hands, and then they will swallow all us little folks . .

Document 11

• This excerpt is from a resolution from the Massachusetts Constitutional Ratification Convention, February 1788. This Convention approved the Constitution with a vote of 187 to 168.

•• ... it is the opinion of this Convention that certain

amendments and alterations in the said Constitution would remove the fears and quiet the apprehensions of many of the good people of the commonwealth [the resolution goes on to recommend such amendments as] . . . that all powers not expressly delegated by the . . . Constitution are reserved to the several states . . . that no person be tried for any crime . . . until he be first indicted by a grand jury . . .

Document 12: Thomas Jefferson, December 20, 1787

• “I will now tell you what I do no not like. First, [there is no] bill of rights. . . A bill of rights is what the people are entitled to against every government on earth. . . .and that no just government should refuse.”

Document 13: Cato no. 3, most likely George Clinton

• Whoever seriously considers the immense extent of territory comprehended within the limits of the United States, together with the variety of its climates, productions, and commerce, the difference of extent, and number of inhabitants in all; the dissimilitude of interest, morals, and policies, in almost every one, will receive it as an intuitive truth, that a consolidated republican form of government therein, can never form a perfect union, establish justice, insure domestic tranquility, promote the general welfare, and secure the blessings of liberty to you and your posterity, for to these objects it must be directed: this unkindred legislature therefore, composed of interests opposite and dissimilar in their nature, will in its exercise, emphatically be, like a house divided against itself.

Document 14This excerpt is from "Observations on the New Federal Constitution and on the Federal and State Conventions," by Mercy Otis Warren. It originally appeared as a newspaper article in the spring of 1788.

There is no security in the system [under the proposed new U.S. Constitution] either for the rights of conscience or the liberty of the press.... The executive and the legislature] are so dangerously blended that they give just cause for alarm. . . . There is no provision for a rotation nor anything else to prevent a political office from remaining in the same hands for life.

Document 15: George Burn October 24, 1787

After such a declaration, what security does the Constitution of the several States afford the liberty of the press and other invaluable personal rights, not provided for b the new plan? –Does not his sweeping clause subject ever thing to control of Congress?

In the plan of Confederation of 1778, now existing, it was thought proper by Article the 2d, to declare that each State retains its sovereignty, freedom and independence, and every power, jurisdiction and right, which is not by this Confederation expressly delegated to the United States in Congress assembled.

Document 16: -Patrick Henry, Ratifying convention speech, “Need

for a Bill of Rights”• Without a Bill of Rights, you will exhibit the most

absurd thing to mankind that ever the world saw a government [i.e. state governments] that has abandoned all its powers, the powers of taxation, the sword, and the purse. You have disposed of them to Congress, without a Bill of Rights, without check, limitation, or control. . . You have the Bill of Rights to defend against a state government, which is bereaved [stripped] of all its power, and yet you have none against Congress, thought in full and exclusive possession of all power!”

Document 17: Melancton Smith, "Representation in Government"

“When we speak of representatives... they resemble those they represent. They should be a true picture of the people, posses a knowledge of their circumstances and their wants….

... The number of representatives should be so large, while it embraces the men of the first class, it should admit those of the middling class of life. I am convinced that this government is so constituted [formed] thatthe representatives will generally be composed of the first class in the community, which I shall distinguish by the name of the natural aristocracy [upper class] of the country... From these remarks, it appears that the government will fall into the hands of the few and the great. This will be a government of oppression [abuse].”

Document 18: Patrick Henry, Virginia Ratifying Convention

“If you make the citizens of this country agree to become the subjects of one great consolidated [united] empire of America, your government will not have sufficient energy to keep them together. . . . There will be no checks, no real balances, in this government.”

DOCUMENT 19: HON. Richard Henry Lee, Governor of Virginia, Letter to Congress

“Is there not a most formidable (awful) combination of power thus created in a few? . . . The President is for four years’ duration; and Virginia (for example) has one vote of thirteen in the choice of him, and this thirteenth [1/13]vote not of the people, but electors, two removes from the people. The Senate is a body of six years’ duration, and, as in the choice of President, the largest state [Virginia] has but a thirteenth [1/13] vote, so is it in the choice of senators…

You are well warranted in saying, either a monarchy or aristocracy [upper class] will be generated: perhaps the most grievous system of government may arise. It cannot be denied that this new Constitution is highly and dangerously oligarchic [government by a few]; and it is a point agreed, that a government of the few is, of all governments, the worst.”

Document 20: Patrick Henry, “Shall Liberty or Empire be sought”

• “This Constitution is said to have beautiful features; but when I come to examine these features, Sir, they appear to me horribly frightful: Among other deformities, it has an awful squinting; it squints towards monarchy: And does not this raise indignation in the breast of every American? Your President may easily become King: Your Senate is so imperfectly constructed that your dearest rights may be sacrificed by what may be a small minority;… Where are your checks in this Government?”

Document 21: George Clinton, New York’s Governor "In Opposition to Destruction of States' Rights"

“The premises [grounds] on which the new form of government is erected [formed], declares a consolidation or union of all thirteen parts, or states, into one great whole, under the firm of the United States... But whoever seriously considers the immense [huge] extent of territory comprehended within the limits of the United States, together with the variety of its climates, productions, and commerce, the difference of extent, and number of inhabitants in all; the dissimilitude [difference] of interests, morals, and politics in almost every one, will receive it as an intuitive truth, that a consolidated republican form of government therein, can never form a perfect union, establish justice, insure domestic tranquility, promote the general welfare, and secure the blessings of liberty to you and your posterity [future generations]…

State Date Order

Votes For

Votes Against

Delaware December 7, 1787 1 30 0

Pennsylvania December 12, 1787 2 46 23

New Jersey December 18, 1787 3 38 0Georgia January 2, 1788 4 26 0Connecticut January 9, 1788 5 128 40 Massachusetts February 6, 1788 6 187 168Maryland April 28, 1788 7 63 11 South Carolina May 23, 1788 8 149 73New Hampshire June 21, 1788 9 57 47

Virginia June 25, 1788 10 89 79New York July 26, 1788 11 30 27North Carolina November 21, 1789 12 194 77 Rhode Island May 29, 1790 13 34 32

QUESTION: What were the major arguments used by each side (the supporters and the opponents) in the debates over the ratification of the Constitution?

Federalists Anti-Federalists

Benjamin Caisse- Mansfield High School Should the United States Constitution be Ratified?

Federalists vs. Anti-Federalists Historical Context: The United States Constitution was written over 200 years. Many Americans assume that this document was approved unanimously by American as the only logical form of government. This could not be further from the truth. The Constitution sparked months of bitter debate when sent to the states for ratification. Many welcomed this new form of government believing it would be more effective at preserving the union than the Articles of Confederation. Other feared that the U.S. Constitution granted the federal government to much power at the expense of state governments. It reminded them of the powerful central government of King George III who they rebelled against. The debate took place in every corner of the country for many months. went on in towns and villages across the country for months. Some of the smaller states ratified the new Constitution quickly, but in most states the debate. The Massachusetts convention ratified the Constitution by a vote of 187 to 168. Virginia ratified, 89 to 79. New York followed almost immediately. A new government was formed once the Constitution was ratified by eleven states. George Washington was inaugurated in New York City in April of 1789 George even though two states had yet ratified the Constitution. . It took North Carolina until November 1789 and Rhode Island until May 1790 to join the new government.

TASK: Your job is to create an objective guide for the average American that breaks down and highlights the major arguments presented by the Federalist and Anti-federalists during ratification debate.

____ TASK #1: Utilize three blank pieces of paper to create your Federalist/Anti- Federalist guidebook.

Refer to the diagram to the right

____ TASK #2 Cover ___ Write the following title on your cover page: “Guide to the Ratification Debate:

Should you or should you not support the ratification of the Constitution?” ___ Cut out the included image and secure to the cover with tape/glue ___ Write your name on the cover

____ TASK #3 Federalists Documents ___ This packet includes eight Federalist documents. ___ Dedicate one panel on the top portion of your flipbook for each document.

Tape the cut out document to that panel. ___ Provided below is a set of questions for documents #1-8. Read the document and decide which questions are relevant.

Why does the author support the ratification of the Constitution? What does the author specifically like about the Constitution? What problems did the author think the Constitution would solve? Why did the author think the Constitution was necessary?

___ Answer the relevant questions in panel. Your answer must incorporate the question.

o Question: Where is the game being played? o Answer: The game is being played in Mansfield.

____ TASK #4 Anti-Federalist Documents ___ You have been provided 11 anti-federalist documents. Choose 8 documents and cut them out. ___ Dedicate one panel on the bottom portion of your flipbook for each document. Tape the document to that panel. ___. Provided below is a set of questions for the Anti-federalist documents. Read the document and decide which questions are relevant. Why does the author not support the ratification of the Constitution? What potential problems does the author believe will occur if the Constitution is ratified? What important component does the author believe is missing for the Constitution? Why does the author believe the Constitution will fail?

___ Answer the relevant questions in the box. Your answer must incorporate the question.

____ TASK #5 : Ratification of the Federal Constitution” Map ___ Cut out and tape the map to the last full page of the flipbook and the chart that illustrates the order states ratified the Constitution. ___ Use the map to answer the following questions below the map:

In which states were most of the Federalists located? In which states were most of the Anti-Federalists located? What were the first three states to ratify the Constitution? Were these states considered Federalists or Anti-Federalists?

*** The Federalist Papers The debates in the states over ratification lasted ten months. It was an intense and sometimes bitter political struggle. One of the most difficult fights for ratification was in New York. To help the Federalist cause, three men Alexander Hamilton, James Madison, and John Jay wrote a series of essays published in three New York newspapers. The articles were not intended to present all sides. Their purpose was to convince people to support the ratification of the Constitution. These essays are now called The Federalist (often referred to as The Federalist Papers) They are considered to be the most important work written in defense of the new Constitution.

Inside front cover Fold

Panel 1 Cut down the middle --------------------------- Panel 9

F E D E R A L I S T

A N T I - F E D E R A L I S T

Benjamin Caisse- Mansfield High School Ratifying the Constitution

QUESTION: What were the major arguments used by each side (the supporters and the opponents) in the debates over the ratification of the Constitution?

Federalist Documents

Document 2: Federalist Paper 51--James Madison If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary. In framing a government which is to be administered by men over men, the great difficulty lies in this: You must first enable the government to control the governed; and in the next place, oblige it to control itself. Document 3: Federalist Paper 78--Alexander Hamilton "If then the courts of justice are to be considered as the bulwarks of a limited constitution against legislative encroachments, this consideration will afford a strong argument for the permanent tenure of judicial offices, since nothing will contribute so much as this to that independent spirit in the judges, which must be essential to the faithful performance of so arduous a duty. This independence of the judges is equally requisite to guard the constitution and the rights of individuals from the effects of ... designing men." Document 4: Federalist Paper 23--Alexander Hamilton The principle purposes to be answered by Union are these — The common defense of the members — the preservation of the public peace as well as against internal convulsions as external attacks — the regulation of commerce with other nations and between the States — the superintendence of our intercourse, political and commercial, with foreign countries. Document 5: Federalist Paper 47--James Madison The accumulation of all powers legislative, executive and judiciary in the same hands, whether of one, a few or many, and whether hereditary, self appointed, or elective, may justly be pronounced the very definition of tyranny. Document 6: Alexander Hamilton, Federalist Papers “Number 1 ” “Yes, my countrymen, . . . I am clearly of the opinion it is in your best interest to adopt it [the Constitution]. I am convinced that this is the safest course for your liberty, your dignity, and your happiness.” Document 7: Alexander Hamilton, Federalist Papers “Number 45” “The prosperity of America depend[s] on the Union. To preserve and perpetuate [maintain] it was the great object of the. . . . plan which the convention has advised [the people] to adopt. . . . The powers delegated by the proposed Constitution to the federal government are few and defined. Those which are to remain in the state governments are numerous and indefinite.

Document 8: Alexander Hamilton, Federalist No. 65,1788 If mankind were to resolve to agree in no institution of government, until every part of it had been adjusted to the most exact standard of perfection, society would soon become a general scene of anarchy, and the world a desert.

Anti-Federalists Documents Document 9 This excerpt is from a speech by Patrick Henry, a delegate to the Virginia State Constitutional Ratification Convention, given in June 1788. . . . Here is a resolution as radical as that which separated us from Great Britain. It is radical in this transition; our rights and privileges are endangered, and the sovereignty of the states will be relinquished. . . . The rights of conscience, trial by jury, liberty of the press . . . are rendered insecure. Document 10 This excerpt is from a speech by Amos Singletree, member of the Massachusetts Constitutional Ratification Convention, given in January 1788. These lawyers and men of learning, and monied men, that talk so finely and gloss over matters so smoothly, to make us poor illiterate people swallow down the pill, expect to get into Congress themselves . . . and get all the power and all the money into their own hands, and then they will swallow all us little folks . . Document 11 This excerpt is from a resolution from the Massachusetts Constitutional Ratification Convention, February 1788. This Convention approved the Constitution with a vote of 187 to 168. ... it is the opinion of this Convention that certain amendments and alterations in the said Constitution would remove the fears and quiet the apprehensions of many of the good people of the commonwealth [the resolution goes on to recommend such amendments as] . . . that all powers not expressly delegated by the . . . Constitution are reserved to the several states . . . that no person be tried for any crime . . . until he be first indicted by a grand jury . . .

Document 13: Cato no. 3, most likely George Clinton Whoever seriously considers the immense extent of territory comprehended within the limits of the United States, together with the variety of its climates, productions, and commerce, the difference of extent, and number of inhabitants in all; the dissimilitude of interest, morals, and policies, in almost every one, will receive it as an intuitive truth, that a consolidated republican form of government therein, can never form a perfect union, establish justice, insure domestic tranquility, promote the general welfare, and secure the blessings of liberty to you and your posterity, for to these objects it must be directed: this unkindred legislature therefore, composed of interests opposite and dissimilar in their nature, will in its exercise, emphatically be, like a house divided against itself.

Document 1 This excerpt is from a newspaper, The Massachusetts Sentinel, October 20,1787. (From Voices of America: Readings in American History, Thomas R. Frazier, ed. Boston: Houghton Mifflin, 1985, p. 61.) Let us look and behold the distresses which prevail in every part of our country . . . the complaints of our farmers... the complaints of every class of public creditors . .. the melancholy faces of our working people .. . our ships rotting in our harbors . . . the insults that are offered to the American name and character in every court of Europe. . . . View these things, fellow citizens, and then say that we do not require a new, a protecting, and efficient federal government if you can.

Document 12: Thomas Jefferson, December 20, 1787 “I will now tell you what I do no not like. First, [there is no] bill of rights. . . A bill of rights is what the people are entitled to against every government on earth. . . .and that no just government should refuse.” -

Benjamin Caisse- Mansfield High School

Document 15: George Burn October 24, 1787 After such a declaration, what security does the Constitution of the several States afford the liberty of the press and other invaluable personal rights, not provided for b the new plan? –Does not his sweeping clause subject ever thing to control of Congress? In the plan of Confederation of 1778, now existing, it was thought proper by Article the 2d, to declare that each State retains its sovereignty, freedom and independence, and every power, jurisdiction and right, which is not by this Confederation expressly delegated to the United States in Congress assembled. Document 16: -Patrick Henry, Ratifying convention speech, “Need for a Bill of Rights” Without a Bill of Rights, you will exhibit the most absurd thing to mankind that ever the world saw a government [i.e. state governments] that has abandoned all its powers, the powers of taxation, the sword, and the purse. You have disposed of them to Congress, without a Bill of Rights, without check, limitation, or control. . . You have the Bill of Rights to defend against a state government, which is bereaved [stripped] of all its power, and yet you have none against Congress, thought in full and exclusive possession of all power!” Document 17: Melancton Smith, "Representation in Government" “When we speak of representatives... they resemble those they represent. They should be a true picture of the people, posses a knowledge of their circumstances and their wants…. ... The number of representatives should be so large, while it embraces the men of the first class, it should admit those of the middling class of life. I am convinced that this government is so constituted [formed] thatthe representatives will generally be composed of the first class in the community, which I shall distinguish by the name of the natural aristocracy [upper class] of the country... From these remarks, it appears that the government will fall into the hands of the few and the great. This will be a government of oppression [abuse].”

DOCUMENT 19: HON. Richard Henry Lee, Governor of Virginia, Letter to Congress “Is there not a most formidable (awful) combination of power thus created in a few? . . . The President is for four years’ duration; and Virginia (for example) has one vote of thirteen in the choice of him, and this thirteenth [1/13]vote not of the people, but electors, two removes from the people. The Senate is a body of six years’ duration, and, as in the choice of President, the largest state [Virginia] has but a thirteenth [1/13] vote, so is it in the choice of senators… You are well warranted in saying, either a monarchy or aristocracy [upper class] will be generated: perhaps the most grievous system of government may arise. It cannot be denied that this new Constitution is highly and dangerously oligarchic [government by a few]; and it is a point agreed, that a government of the few is, of all governments, the worst.” Document 20: Patrick Henry, “Shall Liberty or Empire be sought” “This Constitution is said to have beautiful features; but when I come to examine these features, Sir, they appear to me horribly frightful: Among other deformities, it has an awful squinting; it squints towards monarchy: And does not this raise indignation in the breast of every American? Your President may easily become King: Your Senate is so imperfectly constructed that your dearest rights may be sacrificed by what may be a small minority;… Where are your checks in this Government?” Document 21: George Clinton, New York’s Governor "In Opposition to Destruction of States' Rights" “The premises [grounds] on which the new form of government is erected [formed], declares a consolidation or union of all thirteen parts, or states, into one great whole, under the firm of the United States... But whoever seriously considers the immense [huge] extent of territory comprehended within the limits of the United States, together with the variety of its climates, productions, and commerce, the difference of extent, and number of inhabitants in all; the dissimilitude [difference] of interests, morals, and politics in almost every one, will receive it as an intuitive truth, that a consolidated republican form of government therein, can never form a perfect union, establish justice, insure domestic tranquility, promote the general welfare, and secure the blessings of liberty to you and your posterity [future generations]…

Order of Ratification

State Date Order Votes For Votes Against

Delaware December 7, 1787 1 30 0

Pennsylvania December 12, 1787 2 46 23

New Jersey December 18, 1787 3 38 0

Georgia January 2, 1788 4 26 0

Connecticut January 9, 1788 5 128 40

Massachusetts February 6, 1788 6 187 168

Maryland April 28, 1788 7 63 11

South Carolina May 23, 1788 8 149 73

New Hampshire June 21, 1788 9 57 47

Virginia June 25, 1788 10 89 79

New York July 26, 1788 11 30 27

North Carolina November 21, 1789 12 194 77

Rhode Island May 29, 1790 13 34 32

Document 14 This excerpt is from "Observations on the New Federal Constitution and on the Federal and State Conventions," by Mercy Otis Warren. It originally appeared as a newspaper article in the spring of 1788. There is no security in the system [under the proposed new U.S. Constitution] either for the rights of conscience or the liberty of the press.... The executive and the legislature] are so dangerously blended that they give just cause for alarm. . . . There is no provision for a rotation nor anything else to prevent a political office from remaining in the same hands for life.

Document 18: Patrick Henry, Virginia Ratifying Convention “If you make the citizens of this country agree to become the subjects of one great consolidated [united] empire of America, your government will not have sufficient energy to keep them together. . . . There will be no checks, no real balances, in this government.”

Benjamin Caisse- Mansfield High School

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