DBQ
Document Based Question
Federalists vs. Anti-federalists
Form A
Updated August 2013
Student Name
School
Grade Level 11th Grade US History Period
Date / Prerequisites must be present to be graded
Teacher Name / Score
Scored using the holistic rubric ______(1-6)
1=FFB 2=FFB 3=APP
4=Meets 5=Exceeds 6=Exceeds
Overview
DBQ Time Line:
■Day 1: Introduction of prompt and grading procedures/Document analysis/Notes/Trigger questions
■Day 2: Research/Share and discuss/Complete research charts
■Day 3: Research/Share and discuss/Complete research charts
■Day 4: Thesis formation/Graphic organizer
■Day 5: Rough draft including all citations/Peer review
■Day 6: Write final draft
DBQ Essay Prerequisite:
Task / PointsAnalyzing Documents / /30
Research Charts / /50
Graphic Organizer/Rough Draft / /10
Bibliography / /25
Speaking and Listening / /10
Total / /125
Speaking and Listening Rubric 9-12
4 Exceeds / 3 Meets / 2 Approaches / 1 FFBQuestioning / · Has prepared several high level questions based on the text
· Asks several higher level questions during discussion / · Has prepared a variety of questions
· Asks thoughtful questions during discussion
· Is open to questioning / · Has very few questions
· Asks very few questions / · Has not prepared questions
· Does not ask questions
Speaking / · Moves conversation forward
· Speaks to all participants
· Thinks before answering
· Refers directly to the text
· Makes connections to other speakers
· Considers all options
· Offers insightful contributions
· Uses appropriate and academic language all of the time / · Comments often and encourages others
· Addresses the issue, stays on topic
· Reflects on the text often
· Responds to questions
· Respectfully considers all opinions
· Offers interesting ideas and makes preliminary connections
· Uses appropriate and academic language / · Emphasizes only own ideas
· Addresses only teacher
· Tends toward debate not dialogue
· Ideas do not always connect
· Comments neglect details of text
· Only uses academic language a small portion of time / · Disruptive argumentative
· Mumbles or is silent
· No connection to previous comment
· Does not use appropriate academic language
Listening / · Demonstrates effective listening skills (eye contact, nods, takes notes)
· Writes down thoughts and questions
· Builds on other’s comments
· Questions for clarification when needed
· Asks for clarification when needed / · Demonstrates effective listening skills (eye contact, nods, takes notes)
· Takes notes
· Asks questions for clarification when needed
· Prompts others to make comments
· Builds on other’s comments / · Rarely demonstrates effective listening skills (eye contact, nods, takes notes)
· Loses track of conversation
· Judges other’s Ideas / · No effective listening skills demonstrated
· Attempts to dominate
· Interrupts speakers in middle of sentence
· Repeats same ideas
Preparation / · Seeks outside sources to gain insight
· Readily shares resources with others
· When appropriate makes strategic use of digital media to enhance understanding of findings / Preparation is evident, but not limited to:
· Identifies/highlights key words and phrases
· Has notes of main ideas
· Includes outside sources
· When appropriate makes strategic use of digital media to enhance understanding of findings / · No Highlighting
· Skims text
· Very few notes / · Unprepared to participate
· Unprepared with text
Document A: Federalist v. Anti-Federalist
Notes: / History is written by the winners. Opponents of the Constitution have long been dismissed as being motivated by fear of outsiders, narrow self-interest, and localized concerns. It used to be thought that most of the critics fought against the Constitution because its superior court system and prohibitions on paper money would force them to pay their lawful debts. And of course there was some of that. The overriding concern of the Constitution's opponents was with the defense of liberty against federal overreach and the lack of proper representation of the people.Still more interesting: Federalists shared these concerns. The vast majority on both sides of the issue wanted a decentralized federal system of limited government, responsive to the people and protective of their rights. The difference was over how to achieve this. The Constitution's critics sought more to improve the plan through amendments than to scuttle it, and to a great extent they succeeded. Not only did they obtain amendments, which we call the Bill of Rights, but the critics also won a host of other assurances: states would retain their autonomy; the federal government would be allowed to impose few taxes other than tariffs; and the nation would rely mostly on state militias rather than a large standing army. All of these concessions addressed Anti-Federalist demands or concerns.
Far more than the Constitutional Convention, the ratification debates touched on fundamental questions of liberty and order, and their relation to centralization and practical democracy. The immediate concerns of the young nation were resolved—the Constitution was ratified, with amendments. But those fundamental questions would recur, as fundamental questions always do, at key junctures of history when citizens feel the need for guidance about how to carry forward what Washington called "the experiment entrusted to the hands of the American people." We seem to live in such a time.
Source:
McConnell, Michael W. "We The People." Wall Street Journal. N.p., 23 Oct. 2010. Web. <http://online.wsj.com/article/SB10001424052702304410504575560882312246 198.html>.
According to the document, on which issues did the Federalists and Anti-Federalists agree?
According to the document, summarize the major difference between the Federalists and the Anti-Federalists?
Document B: Letter from George Washington to Marquis de LaFayette
Notes: /We now stand an Independent People, and have yet to learn political Tactics. We are placed among the Nations of the Earth, and have a character to establish; but how we shall acquit ourselves time must discover; the probability, at least I fear it is, that local, or state Politics will interfere too much with that more liberal and extensive plan of government which wisdom and foresight, freed from the mist of prejudice, would dictate; and that we shall be guilty of many blunders in treading this boundless theatre before we shall have arrived at any perfection in this Art. In a word that the experience which is purchased at the price of difficulties and distress, will alone convince us that the honor, power, and true Interest of this Country must be measured by a Continental scale; and that every departure therefrom weakens the Union, and may ultimately break the band, which holds us together. To avert these evils, to form a Constitution that will give consistency, stability and dignity to the Union; and sufficient powers to the great Council of the Nation for general purposes is a duty which is incumbent upon every Man who wishes well to his Country, and will meet with my aid as far as it can be rendered in the private walks of life; for hence forward my Mind shall be unbent; and I will endeavor to glide down the stream of life ’till I come to that abyss, from whence no traveller is permitted to return.
George Washington
April 5, 1783
1. According to the textual evidence in George Washington’s letter, why did the United States need the Constitution?
2. Does the textual evidence in this document better support the Federalist or Anti-Federalist position? Explain your thinking
Document C: Speech by Patrick Henry 1788
Make the best of this new government—say it is composed by any thing but inspiration—you ought to be extremely cautious, watchful, jealous of your liberty; for, instead of securing your rights, you may lose them forever. If a wrong step be now made, the republic may be lost forever. If this new government will not come up to the expectation of the people, and they shall be disappointed, their liberty will be lost, and tyranny must and will arise. I repeat it again, and I beg gentlemen to consider, that a wrong step, made now, will plunge us into misery, and our republic will be lost. It will be necessary for this Convention to have a faithful historical detail of the facts that preceded the session of the federal Convention, and the reasons that actuated its members in proposing an entire alteration of government, and to demonstrate the dangers that awaited us. If they were of such awful magnitude as to warrant a proposal so extremely perilous as this, I must assert, that this Convention has an absolute right to a thorough discovery of every circumstance relative to this great event. And here I would make this inquiry of those worthy characters who composed a part of the late federal Convention. I am sure they were fully impressed with the necessity of forming a great consolidated government, instead of a confederation. That this is a consolidated government is demonstrably clear; and the danger of such a government is, to my mind, very striking I have the highest veneration for those gentlemen; but, sir, give me leave to demand, What right had they to say, We, the people? My political curiosity, exclusive of my anxious solicitude for the public welfare, leads me to ask, Who authorized them to speak the language of, We, the people, instead of, We, the states? States are the characteristics and the soul of a confederation. If the states be not the agents of this compact, it must be one great, consolidated, national government, of the people of all the states....It is not mere curiosity that actuates me: I wish to hear the real, actual, existing danger, which should lead us to take those steps, so dangerous in my conception.With respect to that part of the proposal which says that every power not granted remains with the people, it must be previous to adoption, or it will involve this country in inevitable destruction. To talk of it as a thing subsequent, not as one of your unalienable rights, is leaving it to the casual opinion of the Congress who shall take up the consideration of that matter. They will not reason with you about the effect of this Constitution. They will not take the opinion of this committee concerning its operation. They will construe it as they please. If you place it subsequently, let me ask the consequences. Among ten thousand implied powers which they may assume, they may, if we be engaged in war, liberate every one of your slaves if they please. And this must and will be done by men, a majority of whom have not a common interest with you. They will, therefore, have no feeling of your interests. It has been repeatedly said here, that the great object of a national government was national defence. That power which is said to be intended for security and safety may be rendered detestable and oppressive. If they give power to the general government to provide for the general defence, the means must be commensurate to the end. All the means in the possession of the people must be given to the government which is intrusted with the public defence.
Patrick Henry (1788)
Jonathan Elliot, ed., The Debates in the Several State Conventions on the Adoption of the Federal Constitution 2nd ed., 5 vols. (Philadelphia: J. B. Lippincott Company, 1907).
1. What contextual evidence shows at least two reasons Patrick Henry was against ratification of the Constitution?
2. Does this document better support the Federalist or Anti-Federalist position? Explain your thinking.
Document Based Question: Research Chart
Research /General topici.e., arguments of the Federalists/Anti-Federalists / Site found or bibliographic info
i.e., URL, author, title of book and date of publication, … / How did you use this site:
Resource gave no new information that I could use.
As a guide for former research.
As a direct source of information
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Suggested Sites:
Site / Address/LInk / DescriptionFederalists vs. Anti-Federalists / http://www.schooltube.com/video/bfa32f9630d04652b607/Federalist-vs-AntiFederalists / Brief video background on the differences between Federalists and Anti-Federalists
Oracle Think Quest Education Foundation / http://library.thinkquest.org/11572/creation/framing/feds.html / Gives a brief overview of Federalist/Anti-Federalist arguments
Alexander Hamilton: The New York Historical Society / http://www.alexanderhamiltonexhibition.org/ / Gives background of Alexander Hamilton’s life as well as political career/influence on the creation of America’s government.
Thomas Jefferson: Monticello / http://www.monticello.org/site/jefferson / In-depth background on Thomas Jefferson’s life as well as political career/influence on the creation of America’s government.
George Washington’s Mount Vernon: Estate, Museum and Gardens / http://www.mountvernon.org/ / In-depth background on George Washington’s life as well as political career/influence on the creation of America’s government.
Library of Congress Primary Documents: The Federalist Papers / http://www.loc.gov/rr/program/bib/ourdocs/federalist.html / Gives background, timeline and links to Federalists and Federalists papers. Also offers links to other beneficial websites.
Major Resources Used Chart
Resource used / Information Gained : Show the quote, facts, ideas, or paraphrase that you will you in your responseInclude the number of the resource or the URL from above / quote, facts, or paraphrased ideas.
On the lines provided below, list vocabulary words that you will use to answer the above prompt. Look back on the documents to trigger your thoughts. These are words that you will potentially use in your essay.
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Graphic Organizer/Pre Writing
Teachers will provide students with the Argumentative Paper Format 6-12 for pre-writing guidelines.
Holistic Rubric – Grades 3-12
Response is sophisticated and skillful in written communication, demonstrated by
· exceptional clarity, focus, and control in development and organization that often shows insight.
· in-depth and/or creative exploration of the topic using rich, relevant, and credible details.
· a strong, perhaps creative, beginning, and a satisfying conclusion.
· specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.
· intentional and committed interaction between the writer and the reader.
· effective and/or creative use of a wide range of conventions with few errors.