Confederation to Constitution 1776-1791. What Do You Think? What will be your main goal in creating...

Confederation to Confederation to Constitution Constitution

1776-17911776-1791

What Do You Think?What Do You Think?

What will be your main goal in creating a What will be your main goal in creating a new government?new government?

How will you get people at the convention How will you get people at the convention to agree on important issues?to agree on important issues?

How do you, your friends, and families How do you, your friends, and families make decisions?make decisions?

What Do You Think?What Do You Think?

Think about meetings you have attendedThink about meetings you have attended How were those meetings conducted?How were those meetings conducted? Did everyone agree on decisions made at Did everyone agree on decisions made at

the meeting?the meeting? How did those people who presided over How did those people who presided over

the meeting make sure everyone had a the meeting make sure everyone had a chance to express his or her own views on chance to express his or her own views on a topic?a topic?

Timeline p. 203Timeline p. 203

During the 1780’s, large areas of the world During the 1780’s, large areas of the world were still dominated by colonial powers were still dominated by colonial powers such as Great Britain, Spain, and Francesuch as Great Britain, Spain, and France

The young United States faced threats The young United States faced threats from outside powers and tensions at home from outside powers and tensions at home over difficult issues like slavery and the over difficult issues like slavery and the role of governmentrole of government

Do NowDo Now

Take out Shay’s Rebellion homeworkTake out Shay’s Rebellion homework In your notebook, answer:In your notebook, answer: What was significant about Shay’s What was significant about Shay’s

Rebellion?Rebellion? What recent event does it remind you of?What recent event does it remind you of?

Do NowDo Now Turn in test corrections (just the corrections not Turn in test corrections (just the corrections not

the test, hold onto the test for final exam) & Take the test, hold onto the test for final exam) & Take out Articles handout from yesterdayout Articles handout from yesterday

Answer in your notes:Answer in your notes: Given what happened with Shays’s Given what happened with Shays’s

Rebellion, why did leaders of the states Rebellion, why did leaders of the states want a strong national government?want a strong national government?

What are the pros and cons of a strong What are the pros and cons of a strong national government for a new United national government for a new United States?States?

No homework if classwork doneNo homework if classwork done

Do Now: Democratic IdealsDo Now: Democratic Ideals Write down homeworkWrite down homework Why do you think the states wanted to Why do you think the states wanted to

form any national government at all?form any national government at all? Why didn’t the states simply remain 13 Why didn’t the states simply remain 13

independent nations?independent nations? Given their experience struggling against Given their experience struggling against

the British, what concerns did many the British, what concerns did many Americans have about forming a new Americans have about forming a new national government?national government?

13 or 1?13 or 1?

Much of the world in the late 1700’s dominated Much of the world in the late 1700’s dominated by powerful empiresby powerful empires

Many Americans feared that each state would Many Americans feared that each state would be too weak on its own to defend itself against be too weak on its own to defend itself against foreign dominationforeign domination

Together, states could more successfully from Together, states could more successfully from foreign military or economic threatsforeign military or economic threats

Struggled to determine what form their national Struggled to determine what form their national government should take and how powerful it government should take and how powerful it should beshould be

Moving WestMoving West

Wilderness RoadWilderness Road: trail into Kentucky that : trail into Kentucky that Daniel Boone helped build Daniel Boone helped build

Tensions between Native Americans and Tensions between Native Americans and settlers, 100,000 Americans live west by settlers, 100,000 Americans live west by 1790’s1790’s

Pioneers: Conquering the Wilderness Pioneers: Conquering the Wilderness (unitedstreaming) (3:12)(unitedstreaming) (3:12)

New State GovernmentsNew State Governments

Wanted to take colonial governments and Wanted to take colonial governments and make them more democraticmake them more democratic

Some states experimented with different Some states experimented with different branches, others will bill of rights (modeled branches, others will bill of rights (modeled on English Bill of Rights (1689)on English Bill of Rights (1689)

All had All had republicanrepublican form of government: form of government: people choose representatives to governpeople choose representatives to govern

Articles of ConfederationArticles of Confederation

Final plan of Continental Congress was Final plan of Continental Congress was called the called the Articles of ConfederationArticles of Confederation

National government under Articles had National government under Articles had limited powers, Americans afraid of strong limited powers, Americans afraid of strong governmentgovernment

National government run by Confederation National government run by Confederation Congress, each state with one voteCongress, each state with one vote


National government with power to wage National government with power to wage war, make peace, sign treaties, issue war, make peace, sign treaties, issue moneymoney

States with more power, set taxes, enforce States with more power, set taxes, enforce national lawnational law

Proposed to leave land west of Proposed to leave land west of Appalachian Mountains in control of statesAppalachian Mountains in control of states


Continental Congress passed Articles in Continental Congress passed Articles in November 1777November 1777

All states ratified by 1781 after decided to All states ratified by 1781 after decided to place western lands under control of place western lands under control of national governmentnational government

United States now with official governmentUnited States now with official government


SuccessesSuccesses:: Governed nation during Governed nation during

Revolutionary WarRevolutionary War Negotiated the Treaty of ParisNegotiated the Treaty of Paris Passed the Law Ordinance of 1785Passed the Law Ordinance of 1785 Passes the Northwest Ordinance Passes the Northwest Ordinance

(1787)(1787)


FailuresFailures:: Lacked power to enforce lawsLacked power to enforce laws Lacked power to levy taxesLacked power to levy taxes Lacked power to regulate trade among the Lacked power to regulate trade among the

statesstates Required all thirteen states to approve Required all thirteen states to approve

changes to the Articleschanges to the Articles

Articles of ConfederationArticles of ConfederationStatesStates National Gov’tNational Gov’t

Set TaxesSet Taxes Wage warWage war

Enforce lawsEnforce laws Make peaceMake peace

Control western Control western landslands

Sign treatiesSign treaties

Have one vote in Have one vote in CongressCongress

Issue MoneyIssue Money


United Streaming videosUnited Streaming videos

Northwest OrdinanceNorthwest Ordinance

Critical question of how to deal with western Critical question of how to deal with western landslands

Land Ordinance of 1785Land Ordinance of 1785 called for surveyors to called for surveyors to stake out six mile square plots called townships stake out six mile square plots called townships in Western landsin Western lands

These lands became known as the These lands became known as the Northwest Northwest TerritoryTerritory

Northwest Territory became states of Ohio, Northwest Territory became states of Ohio, Indiana, Michigan, Illinois, Wisconsin, and part Indiana, Michigan, Illinois, Wisconsin, and part of Minnesotaof Minnesota

Northwest Ordinance (1787)Northwest Ordinance (1787)

When a territory had 5,000 free males in an When a territory had 5,000 free males in an area, men who owned at least 50 acres could area, men who owned at least 50 acres could elect an assemblyelect an assembly

When there were 60,000 people, they could When there were 60,000 people, they could apply to become a new stateapply to become a new state

Stated that in Northwest Territory: slavery Stated that in Northwest Territory: slavery outlawed, rivers open to navigation by all, outlawed, rivers open to navigation by all, freedom of religion and trial by jury guaranteedfreedom of religion and trial by jury guaranteed

set the pattern for orderly growth of the U.S.set the pattern for orderly growth of the U.S.

Northwest OrdinanceNorthwest Ordinance

United Streaming: Confed to Constitution: United Streaming: Confed to Constitution: To The Mississippi: Westward Expansion To The Mississippi: Westward Expansion and the Northwest Ordinance of 1787 and the Northwest Ordinance of 1787 (02:39) (02:39)

Northwest Ordinance game Northwest Ordinance game http://athena.esu16.org/~visual/projects07/pdf/Northwest%20Ordiance%20of%201787.isf.pdf

Weaknesses of the Articles of Weaknesses of the Articles of ConfederationConfederation

Debt a critical problem for the government, Debt a critical problem for the government, Congress had borrowed a lot to fight the Congress had borrowed a lot to fight the warwar

Much of it owed to soldiers, threaten Much of it owed to soldiers, threaten Congress in 1783 and force them to fleeCongress in 1783 and force them to flee

Did not have the power to tax, depended Did not have the power to tax, depended on states to send money, they sent littleon states to send money, they sent little

Economy poor throughout the nationEconomy poor throughout the nation

Shay’s RebellionShay’s Rebellion

In mid-1780’s, Massachusetts and other In mid-1780’s, Massachusetts and other states faced economic problems, states faced economic problems, continued to levy high taxescontinued to levy high taxes

Average family owed $200 in taxes a year, Average family owed $200 in taxes a year, more than most farmers mademore than most farmers made

If could not repay debt, property auctioned If could not repay debt, property auctioned off, debtor jailed if money still owedoff, debtor jailed if money still owed

Farmers asked Massachusetts legislature Farmers asked Massachusetts legislature for debt relief, they refusedfor debt relief, they refused

Shays’s RebellionShays’s Rebellion

One leader of the rebellious farmers was a One leader of the rebellious farmers was a Revolutionary War veteran Daniel Shays, Revolutionary War veteran Daniel Shays, led a group of 1,500 menled a group of 1,500 men

In January 1787, Shays and his men In January 1787, Shays and his men marched on a federal arsenal (a place to marched on a federal arsenal (a place to store weapons)store weapons)

900 state militia defeated Shays’s 900 state militia defeated Shays’s RebellionRebellion

Shays’s RebellionShays’s Rebellion

Farmers earned sympathy of many people, Farmers earned sympathy of many people, showed problems of working classshowed problems of working class

Many are Revolutionary War veterans, now Many are Revolutionary War veterans, now oppressed by their new governmentoppressed by their new government

America’s leaders, typically wealthy merchant America’s leaders, typically wealthy merchant class, fear armed rebellion by “common man”class, fear armed rebellion by “common man”

Some leaders realized that a stronger national Some leaders realized that a stronger national government was needed, both to raise more government was needed, both to raise more money and defend its interestsmoney and defend its interests

Thomas JeffersonThomas Jefferson

Author of the Declaration of Author of the Declaration of Independence, unlike other leaders, not Independence, unlike other leaders, not alarmed by Shays’s Rebellionalarmed by Shays’s Rebellion

““I hold it that a little rebellion now and then I hold it that a little rebellion now and then is a good thing… the of liberty must be is a good thing… the of liberty must be refreshed from time to time with the blood refreshed from time to time with the blood of patriots and tyrants. It is its natural of patriots and tyrants. It is its natural manure.”manure.”

Shay’s RebellionShay’s Rebellion

Howard Zinn, People’s HistoryHoward Zinn, People’s History

Punishing the RebelsPunishing the Rebels

Sentences of Shays and his followers Sentences of Shays and his followers controversialcontroversial

After about a dozen rebels sentenced to After about a dozen rebels sentenced to death, sheriff of Pittsfield found a note on death, sheriff of Pittsfield found a note on his doorhis door

““he that condemns and he that executes he that condemns and he that executes shall share alike”shall share alike”

Two of the rebels hanged for looting, all Two of the rebels hanged for looting, all others including Shays pardonedothers including Shays pardoned


United Streaming: Confed to ConstitutionUnited Streaming: Confed to Constitution America After the Revolution: The Roots America After the Revolution: The Roots

of Democracy (00:52) of Democracy (00:52) The Articles of The Articles of Confederation: 1781-1788 (01:26)Confederation: 1781-1788 (01:26)

Do NowDo Now

Take out 8.2 hw for me to checkTake out 8.2 hw for me to check Write down tonight’s hwWrite down tonight’s hw Class: go over hw, Shays, notes, activityClass: go over hw, Shays, notes, activity In your notes, answer:In your notes, answer: How were checks and balances designed How were checks and balances designed

to limit the power of government? How to limit the power of government? How does this relate to branches of does this relate to branches of government (executive, legislative, and government (executive, legislative, and judicial)?judicial)?

1. Which state would have the greatest interest in having slaves counted as part of their population for purposes of representation?

2. Why did the North and the South have differing opinions on whether or not slaves should be counted as part of a slave’s population?

Comparing Plans for Gov’tComparing Plans for Gov’tVirginia Plan New Jersey Plan

Legislative Branch Two (branches): representation determined by state population or wealthLower House: elected by the peopleUpper House: elected by lower house

One house: one vote for each state, regardless of sizeElected by state legislatures

Executive Branch Appointed by Legislature Appointed by Legislature

Judicial Branch Appointed by Legislature Appointed by Executive

Which plan appealed more to smaller states?

8.2 HW8.2 HW

Constitutional ConventionConstitutional Convention: meeting in : meeting in Philadelphia of 55 delegates with the goal of Philadelphia of 55 delegates with the goal of creating a new national governmentcreating a new national government

FoundersFounders: along with other leaders, delegates : along with other leaders, delegates called Founders or Founding Fathers (Thomas called Founders or Founding Fathers (Thomas Jefferson, John Adams not present)Jefferson, John Adams not present)

James MadisonJames Madison: took detailed notes, : took detailed notes, contributed greatly to the Constitution, promoted contributed greatly to the Constitution, promoted the Virginia Plan, strong government, “Father of the Virginia Plan, strong government, “Father of the Constitution”the Constitution”

8.2 HW8.2 HW

Legislative branchLegislative branch: branch of : branch of government that would create laws (House government that would create laws (House of Representatives, Senate)of Representatives, Senate)

Virginia PlanVirginia Plan: proposal for government : proposal for government with three branches (executive to enforce with three branches (executive to enforce laws, judicial to interpret laws and laws, judicial to interpret laws and legislative to make laws)legislative to make laws)

8.2 HW8.2 HW

Checks and balancesChecks and balances: way of controlling : way of controlling the power of government, in certain the power of government, in certain circumstances, each branch could check circumstances, each branch could check the power of the other branchesthe power of the other branches

New Jersey PlanNew Jersey Plan: single house congress : single house congress in which each state had an equal vote, in which each state had an equal vote, supported by smaller statessupported by smaller states

8.2 HW8.2 HW

Great CompromiseGreat Compromise: to satisfy the smaller : to satisfy the smaller states, each state with equal number of states, each state with equal number of votes in the Senate; for larger state votes votes in the Senate; for larger state votes in House of Representatives based on in House of Representatives based on population; three branches of governmentpopulation; three branches of government

Executive branchExecutive branch: enforces the law: enforces the law Judicial branchJudicial branch: interprets the law: interprets the law

8.2 HW8.2 HW Three-Fifths CompromiseThree-Fifths Compromise: three-fifths of : three-fifths of

the slave population of a state would count the slave population of a state would count towards representation in the legislative towards representation in the legislative branch and for taxationbranch and for taxation

3. 3. What was the relationship between the What was the relationship between the Annapolis Convention and the Annapolis Convention and the Constitutional Convention?Constitutional Convention? Delegates to Delegates to the Annapolis Convention wanted to the Annapolis Convention wanted to create national trade laws, which led to the create national trade laws, which led to the call for a national convention.call for a national convention.

8.2 HW8.2 HW4.Why did the Virginia delegates insist that the 4.Why did the Virginia delegates insist that the new government have three branches? new government have three branches? They They wanted a government strong enough to protect wanted a government strong enough to protect peoples’ rights, but not so strong that it would peoples’ rights, but not so strong that it would oppress the people. Each of the three branches oppress the people. Each of the three branches would limit, or check, the power of the others.would limit, or check, the power of the others.

5. 5. Under the Three-Fifths Compromise, how would Under the Three-Fifths Compromise, how would each state’s population be decided? each state’s population be decided? By counting By counting the total free population plus three-fifths of the the total free population plus three-fifths of the slave population.slave population.

Constitutional ConventionConstitutional Convention

In 1786, states wanted to improve trade In 1786, states wanted to improve trade with one another, but states placed high with one another, but states placed high taxes on goods from other statestaxes on goods from other states

Would require changing Articles of Would require changing Articles of ConfederationConfederation

Urge for change also brought about by Urge for change also brought about by Shays’s RebellionShays’s Rebellion


55 delegates sent to Constitutional 55 delegates sent to Constitutional Convention in PhiladelphiaConvention in Philadelphia

Later called Founding Fathers of U.S.Later called Founding Fathers of U.S. Impressive group including Washington, Impressive group including Washington,

Franklin, James MadisonFranklin, James Madison ““an assembly of demigodsan assembly of demigods”, Jefferson”, Jefferson Did not includeDid not include women, Native Americans, women, Native Americans,

African Americans, or poor whitesAfrican Americans, or poor whites

Do NowDo Now

Turn in your letter or pictures on the Turn in your letter or pictures on the Virginia Plan/NJ Plan/Great Compromise/ Virginia Plan/NJ Plan/Great Compromise/ Three-Fifths Compromise (homework)Three-Fifths Compromise (homework)

Write down tonight’s hwWrite down tonight’s hw What was the purpose of the What was the purpose of the

Constitutional Convention?Constitutional Convention? What was the most important decision What was the most important decision

made by this group?made by this group?

Independence Hall,Philadelphia


Challenge: how to set up a strong, but Challenge: how to set up a strong, but limited federal governmentlimited federal government

Washington elected president of the Washington elected president of the convention, most respected Americanconvention, most respected American

To be able to freely debate, change minds, To be able to freely debate, change minds, avoid pressured politics, sessions in avoid pressured politics, sessions in secretsecret

Do NowDo Now

Take out 8.3 homeworkTake out 8.3 homework In your notes, write/design a bumper In your notes, write/design a bumper

sticker for either Federalists or sticker for either Federalists or Antifederalists while I check hwAntifederalists while I check hw

8.3 Homework8.3 Homework

1.1. Antifederalists, federalism, Federalists, Antifederalists, federalism, Federalists, The Federalist The Federalist papers, Bill of Rightspapers, Bill of Rights

3. What arguments did the Federalists use 3. What arguments did the Federalists use to convince people to support the to convince people to support the Constitution? What arguments did the Constitution? What arguments did the Antifederalists use against them?Antifederalists use against them?

In your own words, compare the views of In your own words, compare the views of the Federalists and Antifederalists.the Federalists and Antifederalists.

Virginia PlanVirginia Plan

Legislative, executive, and judiciary parts Legislative, executive, and judiciary parts of governmentof government

Legislature with two houses: number per Legislature with two houses: number per state to depend upon population or wealthstate to depend upon population or wealth

Legislature with power to tax, regulate Legislature with power to tax, regulate commerce, and make laws commerce, and make laws

Supported by larger states, would give Supported by larger states, would give them greater representationthem greater representation

Opposed by small states, fear dominationOpposed by small states, fear domination

New Jersey PlanNew Jersey Plan

Legislature with one house, each state Legislature with one house, each state with one votewith one vote

Legislature with power to regulate trade Legislature with power to regulate trade and raise money by taxing foreign goods, and raise money by taxing foreign goods, did not offer broad powers of Virginia Plandid not offer broad powers of Virginia Plan

Virginia Plan won debateVirginia Plan won debate

Do NowDo Now

Take out James Madison homeworkTake out James Madison homework What was the Great Compromise?What was the Great Compromise? Why did the founders want to divide Why did the founders want to divide

government into three branches rather government into three branches rather than just one?than just one?

Debate tomorrow (Federalists vs. Debate tomorrow (Federalists vs. Antifederalists), Review Friday for Chapter Antifederalists), Review Friday for Chapter 8 test on Monday8 test on Monday

Senate: 2 per state regardless of size House: number of reps. Depends on population

Great CompromiseGreat Compromise

To satisfy small states, each state with To satisfy small states, each state with equal votes in Senateequal votes in Senate

To satisfy larger states, representation in To satisfy larger states, representation in House of Representatives according to House of Representatives according to populationpopulation

Slavery & The ConstitutionSlavery & The Constitution

Southern states wanted to count slaves, Southern states wanted to count slaves, Northern states argued slaves not citizens, not Northern states argued slaves not citizens, not counted for population but for taxescounted for population but for taxes

Three-Fifths Compromise: 3/5 of slave Three-Fifths Compromise: 3/5 of slave population counted towards taxes on states and population counted towards taxes on states and determining representationdetermining representation

Fierce debate on slave tradeFierce debate on slave trade Compromise: Congress could not ban slave Compromise: Congress could not ban slave

trade until 1808trade until 1808 Slavery issue fatal weakness of foundingSlavery issue fatal weakness of founding

Regulating TradeRegulating Trade

Native Americans not part of states or Native Americans not part of states or considered foreign countriesconsidered foreign countries

To satisfy South, exports not taxedTo satisfy South, exports not taxed Few restrictions on regulating tradeFew restrictions on regulating trade

ActivityActivity

With your group:With your group:Look over the article and answer the Look over the article and answer the questionsquestionsCome up with an image and way to Come up with an image and way to describe your topic to the classdescribe your topic to the classIf you finish ahead of other groups, work If you finish ahead of other groups, work together on the homeworktogether on the homework

SkitSkit

Write a scene in which the founding Write a scene in which the founding fathers are debating the fathers are debating the Virginia Plan, Virginia Plan, New Jersey Plan, Great Compromise, New Jersey Plan, Great Compromise, and the Three-Fifths Compromiseand the Three-Fifths Compromise

William Patterson: suggests NJ Plan; William Patterson: suggests NJ Plan; Madison the Virginia Plan; Roger Sherman Madison the Virginia Plan; Roger Sherman of CT, the Great Compromiseof CT, the Great Compromise

Ratifying the ConstitutionRatifying the Constitution

January 1788, in a church in Hartford, CT, January 1788, in a church in Hartford, CT, 168 delegates meeting to decide whether 168 delegates meeting to decide whether or not to ratify the U.S. Constitutionor not to ratify the U.S. Constitution

Controversial, issue of states rightsControversial, issue of states rights FederalismFederalism: system of government in : system of government in

which power is shared between the central which power is shared between the central or federal government and the statesor federal government and the states

FederalistsFederalists: supported the Constitution: supported the Constitution

AntifederalistsAntifederalists

Opposed to the Constitution, thought it Opposed to the Constitution, thought it took away too much power from states, took away too much power from states, not enough guarantees for individual rightsnot enough guarantees for individual rights

Would president be like a king?Would president be like a king? Would senate be a powerful Would senate be a powerful aristocracyaristocracy?? Liberties won during hard fought Liberties won during hard fought

Revolution might be lostRevolution might be lost

Federalist PapersFederalist Papers

Essays supporting federalists Essays supporting federalists (Constitution) that appeared in (Constitution) that appeared in newspapersnewspapers

Published together in Published together in FederalistFederalist book book Written by James Madison, Alexander Written by James Madison, Alexander

Hamilton, and John JayHamilton, and John Jay

More power to national More power to national gov’t, take some from gov’t, take some from statesstates

Wanted important political Wanted important political powers to remain with powers to remain with statesstates

Favored dividing powers Favored dividing powers among different branchesamong different branches

Wanted legislative branch Wanted legislative branch to have more power than to have more power than executiveexecutive

Proposed a single person Proposed a single person to lead executive branchto lead executive branch

Feared that a strong Feared that a strong executive might become executive might become king or tyrantking or tyrant

Believed a bill of rights Believed a bill of rights needed to be added to needed to be added to Constitution to protect Constitution to protect people’s rightspeople’s rights

Federalists Antifederalists

AntiFederalist ArgumentsAntiFederalist Arguments

Too much power given to the national Too much power given to the national gov’t at expense of state gov’tsgov’t at expense of state gov’ts

There was no bill of rightsThere was no bill of rights National gov’t could maintain an army National gov’t could maintain an army

during peacetimeduring peacetime Congress, because of the “necessary and Congress, because of the “necessary and

proper” clause had too much powerproper” clause had too much power Executive branch had too much powerExecutive branch had too much power

Federalist ArgumentsFederalist Arguments

Separation of gov’t into three branches Separation of gov’t into three branches protected the rights of the peopleprotected the rights of the people

Each branch represented a different Each branch represented a different aspect of the people, with all three equal, aspect of the people, with all three equal, no one branch could dominateno one branch could dominate

A listing of rights could be dangerous, A listing of rights could be dangerous, national gov’t could violate rights not national gov’t could violate rights not includedincluded

Battle for RatificationBattle for Ratification

Federalists with an advantage: most of the Federalists with an advantage: most of the newspapers supported the Constitutionnewspapers supported the Constitution

Strong opposition to ratification in Strong opposition to ratification in Massachusetts, North Carolina, Rhode Massachusetts, North Carolina, Rhode Island, New York, and VirginiaIsland, New York, and Virginia

If some of these states failed to ratify the If some of these states failed to ratify the Constitution, the United States might not Constitution, the United States might not survivesurvive

Battle for RatificationBattle for Ratification

By late June 1787, nine states had ratified By late June 1787, nine states had ratified the Constitutionthe Constitution

New York and Virginia had not yet votedNew York and Virginia had not yet voted Patrick HenryPatrick Henry in Va. Fought ratification, in Va. Fought ratification,

George MasonGeorge Mason opposed it opposed it Wanted a bill of rights, with this likely, Wanted a bill of rights, with this likely,

Virginia ratified it, then NYVirginia ratified it, then NY Rhode Island the last to ratifyRhode Island the last to ratify

DebateDebate Compare your hw packet with a parnter, Compare your hw packet with a parnter,

while I check hwwhile I check hw Class: packet, debate prep, debateClass: packet, debate prep, debate Take the next ten minutes to prepare your Take the next ten minutes to prepare your

position with your partnersposition with your partners Fill out the chart, prepare talking points and Fill out the chart, prepare talking points and

questionsquestions Everyone has to talk, take turnsEveryone has to talk, take turns Everyone on your side will receive the same Everyone on your side will receive the same

grade grade counts as a small quiz counts as a small quiz

Bill of RightsBill of Rights

Make a list of the rights you think the new Make a list of the rights you think the new Constitution should include (quietly on Constitution should include (quietly on your own)your own)

Think about property, speech, religion, Think about property, speech, religion, police, press, weapons, etc.police, press, weapons, etc.


James Madison proposed a set of James Madison proposed a set of changes to the Constitution, edited by changes to the Constitution, edited by CongressCongress

Sent to states to ratifySent to states to ratify Ten of the amendments ratified in 1791Ten of the amendments ratified in 1791 Ten amendments to the U.S. Constitution Ten amendments to the U.S. Constitution

became known as the became known as the Bill of RightsBill of Rights P. 250-2P. 250-2

Amendment 1Amendment 1

Religious and Political FreedomReligious and Political Freedom Congress shall make no law respecting an Congress shall make no law respecting an

establishment or religion or prohibiting the establishment or religion or prohibiting the free exercise thereof, or abridging the free exercise thereof, or abridging the freedom of speech, or of the press, or the freedom of speech, or of the press, or the right of the people to peaceably assemble, right of the people to peaceably assemble, and to petition the Government for a and to petition the Government for a redress of grievancesredress of grievances

Freedom of Religion ExampleFreedom of Religion Example

Public schoolsPublic schools School prayer

Religious holidays Student religious practices Religious holidays Student religious practices Released time Teaching about religion Pledge of Released time Teaching about religion Pledge of Allegiance & religious liberty in public schools Allegiance & religious liberty in public schools Religious clubs Public schools & religious Religious clubs Public schools & religious communities Teachers' religious liberties Bible in communities Teachers' religious liberties Bible in school Distributing religious literature Graduation school Distributing religious literature Graduation ceremonies Evolution & creation ceremonies Evolution & creation


Right to Bear ArmsRight to Bear Arms A well-regulated militia, being necessary to A well-regulated militia, being necessary to

the security of a free state, the right of the the security of a free state, the right of the people to keep and bear arms, shall not be people to keep and bear arms, shall not be abridgedabridged


Quartering TroopsQuartering Troops No soldier shall, in time of peace, be No soldier shall, in time of peace, be

quarteredquartered in any house, without the in any house, without the consent of the owner, nor in time of war, consent of the owner, nor in time of war, but in a manner to be prescribed by lawbut in a manner to be prescribed by law


Search and SeizureSearch and Seizure The right of the people to be secure in their The right of the people to be secure in their

persons, houses, papers, and effects, against persons, houses, papers, and effects, against unreasonable searches and seizures, shall not unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but be violated, and no warrants shall issue, but upon upon probable causeprobable cause, supported by oath or , supported by oath or affirmation and particularly describing the place affirmation and particularly describing the place to be searched, and the persons or things to be to be searched, and the persons or things to be seizedseized


Rights of Accused PersonsRights of Accused Persons No person shall be held to answer for a capital, No person shall be held to answer for a capital,

or otherwise infamous crime unless on a or otherwise infamous crime unless on a presentment or indictment of a Grand Jury… nor presentment or indictment of a Grand Jury… nor shall any person be subject for the same offense shall any person be subject for the same offense to be twice put in to be twice put in jeopardyjeopardy of life or limb; nor of life or limb; nor shall be compelled in any criminal case to be a shall be compelled in any criminal case to be a witness against himselfwitness against himself; nor be deprived of life, ; nor be deprived of life, liberty, or property, liberty, or property, without due process of without due process of lawlaw……

Amendment 6: Right to a Speedy & Amendment 6: Right to a Speedy & Public TrialPublic Trial

In all criminal prosecutions, the accused shall In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the impartial jury of the State and district wherein the crime shall have been committed, which district crime shall have been committed, which district shall have been previously ascertained by law, shall have been previously ascertained by law, and to be informed of the nature and cause of and to be informed of the nature and cause of the accusation; to be confronted with the the accusation; to be confronted with the witnesses against him; to have witnesses against him; to have compulsory compulsory process process for obtaining witnesses in his favor, and for obtaining witnesses in his favor, and to have the assistance of to have the assistance of counselcounsel for his for his defensedefense

Amendment 8: Limits of Fines Amendment 8: Limits of Fines and Punishmentsand Punishments

Excessive bail shall not be required, nor excessive fines Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflictedimposed, nor cruel and unusual punishments inflicted

Examples – 8Examples – 8thth

http://law2.umkc.edu/faculty/projects/http://law2.umkc.edu/faculty/projects/ftrials/conlaw/cruelunusual.htmlftrials/conlaw/cruelunusual.html

Amendment 10: Power of Amendment 10: Power of States and PeopleStates and People

The powers not delegated to the United States by the The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people. reserved to the States respectively, or to the people.

Most court, police, education, and other powers at state Most court, police, education, and other powers at state levellevel

MarriageMarriage

1010thth Amendment Amendment


United Streaming: Bill of RightsUnited Streaming: Bill of Rights

Seven Principles of Government

Seven main ideas or building blocks of our system of government

Foundation of United States Constitution

1. Popular Sovereignty 2. Republicanism

3. Federalism 4. Separation of Powers

5. Checks and Balances 6. Limited Government

7. Individual Rights

Popular Sovereignty

“We the people of the United States… establish this Constitution for the United States”

Source of government’s power is the people, broad range of people shared in power to govern themselves

Republicanism

Not the political party! People exercise political power by

voting for representatives who in turn make decisions

Federalism: How is Power Shared?

System of government in which power is divided between a central government and smaller political units, such as states

Delegated powers: given by Constitution to national government

Reserved powers: powers kept by states Concurrent powers: shared by both

national and state governments

Powers delegatedTo

NationalGov’t

Powers reservedFor state

Gov’ts

SharedConcurrentPowers

Separation of Powers: How is Power Divided?

Founding fathers concerned that too much power might fall into hands of one group

Division of government into branches No one power is given all the power Legislative Branch: makes laws Executive Branch: President enforces the

law Judicial Branch: Supreme Court

interprets the law

Checks and Balances: How is Power Evenly Distributed?

Each branch of government can exercise checks or controls over other branches

Branches are separate but depend on each other to perform work of government

Congress makes laws; President can veto law; Supreme Court can declare law passed by Congress and signed by president as against the Constitution

Limited Government: How is Abuse of Power Prevented?

Power of government restricted Everyone must obey the law, rich,

powerful, those in government Article 1 Section 9 of the Constitution lists

powers denied to Congress Article 1 Section 10 forbids states to take

certain actions

Individual Rights: How are personal freedoms protected?

Bill of Rights guarantees certain individual rights

Later amendments also advanced cause of individual rights

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