The Federalist and Anti-federalist Debates on Diversity and the Extended Republic

—Curriculum Unit Overview—

Introduction

The proposed Constitution, and the change it wrought in the nature of the American Union, spawned one of the greatest political debates of all time. In addition to the state ratifying conventions, the debates also took the form of a public conversation, mostly through newspaper editorials, with Anti-federalists on one side objecting to the Constitution, and Federalists on the other supporting it. Writers from both sides tried to persuade the public that precious liberty and self-government, hard-earned during the late Revolution, were at stake in the question.

Anti-federalists such as the Federal Farmer, Centinel, and Brutus argued that the new Constitution would eventually lead to the dissolution of the state governments, the consolidation of the Union into “one great republic” under an unchecked national government, and as a result the loss of free, self-government. Brutus especially believed that in such an extensive and diverse nation, nothing short of despotism “could bind so great a country under one government.” Federalists such as James Madison (writing as Publius) countered that it was precisely a large nation, in conjunction with a well-constructed system of government, which would help to counter the “mortal disease” of popular governments: the “dangerous vice” of majority faction. In an extended republic, interests would be multiplied, Madison argued, making it difficult for a majority animated by one interest to unite and oppress the minority. If such a faction did form, a frame of government that included “auxiliary precautions” such as separation of powers and legislative checks and balances would help to prevent the “factious spirit” from introducing “instability, injustice, and confusion … into the public councils.”

In this unit, students will examine the arguments of Anti-federalists against and Federalists for the extended republic that would result from the new Constitution. They will become familiar with some of the greatest thinkers on both sides of the argument and their reasons for opposing or supporting the Constitution. They will learn why Anti-federalists believed that a large nation could not long preserve liberty and self-government. They will also learn why Federalists such as James Madison believed that a large nation was vital to promote justice and the security of rights for all citizens, majority and minority alike. Finally, students will see the seriousness of the question as one that both sides believed would determine the happiness, liberty, and safety of future generations of Americans.

Guiding Questions

• What are the merits of the Anti-federalist argument that an extended republic will lead to the destruction of liberty and self-government?
• Was James Madison correct when he claimed that a republican government over an extended territory was necessary to both preserve the Union and secure the rights of citizens?

Learning Objectives

• Understand what Anti-federalists meant by the terms “extended republic” or “consolidated republic.”
• Articulate the problems the Anti-federalists believed would arise from extending the republic over a vast territory.
• Better understand the nature and purpose of representation, and why, according to Anti-federalists, it would not be successful in a large nation.
• Explain why Anti-federalists believed that eventually the extended republic would result in rebellion or tyranny.
• Articulate how the problem of representation in a large republic would lead to abuse of power by those in national office or the use of force to execute the laws.
• Explain why a great diversity of interests in a large republic was an obstacle, according to Anti-federalists, to uniting Americans together as one nation.
• Articulate the arguments of Federalists Alexander Hamilton and James Madison in favor of a large or “extended” republic.
• Understand why the Federalists believed that faction – especially majority faction – is so dangerous in popular forms of government.
• Understand the Federalist argument about the beneficial effects of a large republic by multiplying the number of diverse interests within the United States, and how this especially helps to control the effects of faction.
• Articulate the difference between a “pure democracy” and a representative republic, and which of these James Madison considered best for the American people.
• Have a working knowledge of the Federalist belief that multiplying interests over a large republic, combined with the constitutional separation of powers, makes it difficult for government to pass factious laws that deprive the minority of their rights.

Preparing to Teach this Curriculum Unit

• Text Document for Lesson 1, Activity 1
• Text Document for Lesson 1, Activity 2
• Text Document for Lesson 2, Activity 1
• Text Document for Lesson 2, Activity 2

Analyzing primary sources:
If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets.

Unit Lesson Plans

• Lesson One: Anti-federalist Arguments Against “A Complete Consolidation”
• Lesson Two: The Federalist Defense of Diversity and “Extending the Sphere”

Selected EDSITEment Web Sites

• The Avalon Project at Yale Law School
  • Alexander Hamilton, The Federalist No. 9
  • James Madison, The Federalist No. 10
  • James Madison, The Federalist No. 51
• Online Library of Liberty
  • The Federal Farmer (Richard Henry Lee) No. 1, 8 October 1787
  • The Federal Farmer (Richard Henry Lee) No. 2, 9 October 1787
• Teaching American History
  • Centinel No. 1, 5 October 1787
  • Brutus No. 1, 18 October 1787
  • Brutus No. 4, 29 November 1787