Grade Level: 5
Time: Two 45-minute sessions

Standards:5-4. The United States Constitution and Civic Participation (5.Civ.3.a • 5.Civ.4.b • 5.Civ.5.a • 5.Civ.10.a • 5.Civ.10.b • 5.Civ.14.a)

Learning Objective: 

Students will analyze arguments for and against ratification, take a role, share viewpoints, and vote, mirroring the historical process.

Teacher Background: 

After the American Revolution, the United States was organized under the Articles of Confederation, the country’s first national government. This system placed most power with the states and did not create a strong central authority, which made it difficult to unify the country and address national challenges. Over time, leaders recognized that this system was not effective enough, and a new plan for the government was proposed. In 1787, delegates created the United States Constitution, which would replace the Articles and create a stronger national government while still balancing power between the states and the federal system.

• In January 1788, 168 delegates met in Hartford for the Connecticut Ratification Convention. 
• Connecticut was the fifth state to consider ratification. 
• The vote was 128 in favor and 40 against. 
• Many delegates supported the Constitution because they wanted: 
  • A stronger national government (for trade, taxes, defense) 
  • A more unified country 
  • A system that balanced powers (federalism, 3 branches, checks and balances)
• Delegates who opposed it feared: 
  • Too much federal power 
  • Loss of state control 
  • Too few protections for individual rights (leading to the later Bill of Rights)

Click here for more about the Connecticut Ratification Convention.

Materials: 

• Argument strips (reasons drawn from background info) 
• Voting slips or thumbs-up/thumbs-down procedure 
• Chart paper or board for listing arguments 

Introduction (10 minutes)

1. Teacher Prompt:

“After the American Revolution, the new United States had to decide how it would be governed. The leaders wrote the Constitution in 1787, but it did not become law until the states agreed to ‘ratify’ it. Today we are going to learn what happened when Connecticut debated whether to ratify the Constitution in January 1788.”

2. Class Discussion: 

• Why do you think states had to vote on the Constitution? 
• What might make someone support a strong central government? 
• What might make someone worried about it? 
• Why is it important to hear different points of view before making a big decision? 

Main Activity: Mock Ratification Convention (20–25 minutes)

Day One: Delegate Roles

1. Assign Roles (2 minutes): Split students into two groups (Federalists/Pro-Ratification and Anti-Federalists/Against Ratification) and give each student a role card.
2. Group Argument Prep (5–7 minutes): Each group reads its argument strips and discusses their potential arguments. Each student chooses one argument they will share during the convention.
   
   • Federalists might argue: 
     • The Articles of Confederation were too weak. 
     • The nation needed a stronger government for defense and trade. 
     • Federalism and checks and balances prevent abuse of power.
     • The Constitution creates stability and unity.
   • Anti-Federalists might argue: 
     • The Constitution gives too much power to the national government. 
     • States will lose control over their own laws. 
     • Individual rights aren’t clearly protected (this leads to the Bill of Rights). 
     • A strong central government could become oppressive.
3. Homework: Prepare Your Delegate Argument. Each student will develop the argument for the position they were assigned in class (Federalist or Anti-Federalist). Students should use their notes from the activity to help build their argument and come prepared to share it during the mock convention in the next class.
   • Prompt: “You have been assigned a position for or against ratification of the Constitution. Write a short paragraph explaining your argument. Be sure to include why someone in 1788 might hold this belief, what events or concerns might have led them to think this way, and what they would hope will happen if their side wins.” 
     • Sentence Starters (optional):
       • I am a (Federalist / Anti-Federalist) because…
       • I believe this because…
       • People in 1788 might feel this way because…
       • If our side wins, I hope that…

Day Two: Mini-Convention (20–25 minutes)

1. Present Arguments: Students sit on opposite sides of the room. The teacher facilitates as the Federalists present their arguments, then as the Anti-Federalists present their arguments. Students take notes on opposing arguments.
2.  Vote: Students vote “yes” or “no” on ratification. Record the class tally and compare it to the historical vote (128–40 in favor.) Ask students: “What influenced your vote the most?”

Opportunities for Assessment

1. Whole-Class Debrief: (15-20 minutes)
   1. Invite students to discuss the following as a whole class. 
      • How it felt to argue from a point of view that may not be their own 
      • What arguments were most convincing 
      • Why Connecticut ultimately supported ratification 
      • How this process shows multiple viewpoints
      • How people in history influenced government decisions
   2. Closing Question: “What does this debate show us about how democracy works?” 
2. Homework/Assessment: Students write a short newspaper article (1–2 paragraphs) reporting on the day’s events at the Connecticut Ratification Convention. Students should use their notes from the discussion and activity to support their writing.
   • Prompt:  “Imagine you are a reporter in Hartford in January 1788. Write a newspaper article describing what happened at the convention. Explain what people were debating, include arguments from both sides, and report on the final vote. Be sure to include how this decision will impact Connecticut and its role in the new United States.”

Slides and Worksheets

Slides Presentation (Canva) (PDF)

Federalist Arguments (PDF)

Anti-Federalist Arguments (PDF)

Thumbs Up/Thumbs Down Graphics for Voting (PDF)