Ratification of the Constitution

Federalists vs. Anti-Federalists

Name______Class______

The debate surrounding ratification was INTENSE. It split American leaders into two camps: Federalists and Anti-Federalists. Federalists supported a strong national government. They argued that the Constitution would provide the stability and unity missing under the Articles of Confederation, and would facilitate the economic, political, and diplomatic growth of the nation. Anti-Federalists argued that the strong government under the constitution did no protect basic rights and could lead to tyranny. Anti-Federalists wanted power to reside within the states, whose governments were closer to the people.

Federalists / Anti-Federalists
Leaders / Alexander Hamilton
John Adams
George Washington / Thomas Jefferson
James Madison
Types of People that Supported the Party / Large Landowners
Judges
Lawyers
Leading Clergymen
Merchants / Small Farmers
Small Landowners
Debtors
Main Beliefs / *The Constitution should have implied powers
*Strong Federal government
*Shay’s Rebellion showed need for strong federal government because of disputes between states.
*A large federal government will unify states.
*The Federal Judiciary will check the Congress.
*Congress can set taxes to pay down war debt.
*The Congress and Judiciary to prevent a tyrant will check President. Power is distributed between branches.
*House of Representatives are elected and the Senate will be appointed. They will check and balance one another.
*A Bill of Rights is not needed in a republic where the people rule. This Bill may be dangerous if the rights are limited to those only included in the list. / *Believe in limited federal powers, or only specifically stated powers
*Strong State government
*State governments should have dominant power
*The Congress will hold too much power and the country is to big for citizens to keep an eye on their representatives.
*Congress has too much economic and political power.
*The President is too strong, his veto and pardoning power feels monarchial. He could become a king.
*Senate not chosen directly by the people (until 1913), and they could become non responsive to the people.
*Constitution lacks a Bill of Rights protecting individuals from strong national government. We need freedoms of speech, religion, press, and the right to bear arms, jury trials, freedom against unwarranted search and seizure and the right to petition and assemble.

Political Cartoon Prompt Choices:

(2) You have been hired by the Boston Gazette of 1789 to create a political cartoon that supports EITHER the Federalist or the Anti-Federalists. This cartoon would pertain only to the late 1700s time period.

(3) You have been hired by the Boston Gazette of 1789 to show readers the difference between the Federalist and Anti-Federalist points of view, so readers can make a decision which side to support.

(3.5) You have been hired by the editor of the Colorado Springs Gazette of 2012 to create a political cartoon that COMPARES the Federalist/Anti-Federalists debate to the current two-party political environment. (Democrats and Republicans)

(4) You have been hired by the editor of the New York Times of 2012 to examine the idea that EITHER the Federalists or the Anti-Federalists would be in agreement with the current Tea Party Campaign.

Here are things to remember:

  • Drawing, design and layout should look like political cartoons used in class.
  • All aspects of the cartoon should contribute to the prompt and meaning you are trying to share.
  • Historical references-How can famous historical people be identified?
  • Captions, headings or words-Do the words help understanding or are they clutter?
  • Symbolism-What are you using to symbolize ideas, people, political parties?
  • Humor and Irony-Is the humor respectful? Have you correctly used irony?
  • Exaggeration or understatement is used to increase understanding.
  • Focus on the Main idea-Do you understand the issue??? Is your opinion clearly communicated?

Strand: Invention and Knowledge
Topic: U.S. History-Federalist vs. Anti-Federalist Political Cartoon
Grade: 8th Grade
Score 4.0 / In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.
  • Learner is able to lead historical problem solving sessions and is fully capable of using his or her strengths in solving historical problems on his or her own including the time period in question, later day and modern day.
  • Learner is now creating products using new methods and approaches, analysis far exceed expectations about the time period in question, later day and modern day.
/ Items to Check on your Cartoon
  • Historical references are analyzed and utilized.
  • Captions, headings or words enhance understanding
  • Symbolism cleverly expresses ideas.
  • Humor and Irony are used to appropriately and respectfully. Exaggeration or Understatement used appropriately and respectfully.
  • Main idea is communicated in a sophisticated fashion. Reader takes a minute to stop and think because the maid idea requires analysis.
  • Cartoon examines the Federalist and Antifederalist point of view and relates them to the present day Tea-Party ideals.

3.5 / In addition to score 3.0 performance, in-depth inferences and applications with partial success. /
  • COMPARES the Federalist/Anti-Federalists debate to the current two-party political environment. (Democrats and Republicans)

Score 3.0 / The Learner:
  • is able to analyze historical issues, construct arguments and assist in problem solving activities of time period in question.
The student exhibits no major errors or omissions. /
  • Historical references are used.
  • Captions, headings or words identify understanding of cartoonist.
  • Symbolism is used to express ideas.
  • Main idea is communicated clearly.
  • Cartoon shows readers the difference between the Federalist and Anti-Federalist points of view, so readers can make a decision which side to support.

2.5 / No major errors or omissions regarding 2.0 content and shows partial knowledge of the 3.0 content.
Score 2.0 / There are no major errors or omissions regarding the simpler details and processes as the learner:
  • is able to create products that compare historical issues, requiring some help.
  • is able to create products that meet requirements, but also begins to demonstrate an ability to understand the impact of events on people and culture.
However, the student exhibits major errors or omissions regarding the more complex ideas and processes. /
  • Historical references are used.
  • Captions, headings or words show understanding
  • Main idea is communicated.
  • The political cartoon supports EITHER the Federalist or the Anti-Federalists. This cartoon would pertain only to the late 1700s time period.

1.5 / Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.
Score 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 / With help, a partial understanding of the 2.0 content, but not the 3.0 content.
Score 0.0 / Even with help, no understanding or skill demonstrated.