Creating a Government In your groups, create a set of rules for the school. The rules must apply...

Creating a GovernmentCreating a Government

In your groups, create a set In your groups, create a set of rules for the school. The of rules for the school. The rules must apply fairly to rules must apply fairly to

everyone and promote everyone and promote student’s rights. Each student’s rights. Each

group member must agree group member must agree to the set of rules.to the set of rules.

How Did the States How Did the States Govern Themselves Govern Themselves After the RevolutionAfter the Revolution

Basic Government IdeasBasic Government Ideas Natural Rights – government’s job is to Natural Rights – government’s job is to

protect these rightsprotect these rights Social Contract – people agree to form a Social Contract – people agree to form a

government to protect their natural rightsgovernment to protect their natural rights Popular Sovereignty – people are the Popular Sovereignty – people are the

highest authorityhighest authority Representation – legislature be made up of Representation – legislature be made up of

elected representatives of peopleelected representatives of people Separation of Powers – divided Separation of Powers – divided

government into different branches – government into different branches – Why?Why?

Basic Government Ideas Cont.Basic Government Ideas Cont. Checks and balances – Check the power Checks and balances – Check the power

of the government so one branch or one of the government so one branch or one house did not become too powerfulhouse did not become too powerful

Legislative Supremacy – Most of the Legislative Supremacy – Most of the power to the legislative branch – power to the legislative branch – because the people elected the because the people elected the legislature it’s the most democratic legislature it’s the most democratic branch – didn’t want to give too much branch – didn’t want to give too much power to the executive (didn’t want a power to the executive (didn’t want a king)king)

How was power distributed by How was power distributed by the state Constitutions?the state Constitutions?

Page 87 in the We the People Book – Page 87 in the We the People Book – complete with a partnercomplete with a partner

Massachusetts’ ConstitutionMassachusetts’ Constitution Last state to write it’s constitutions – 1780Last state to write it’s constitutions – 1780 Used lessons from knowledge of other statesUsed lessons from knowledge of other states Most other states used legislative supremacy Most other states used legislative supremacy

but Massachusetts balanced power more but Massachusetts balanced power more evenly among all the branchesevenly among all the branches

Example: Governor had more power and was Example: Governor had more power and was more independent of the legislature – people more independent of the legislature – people elected the governor directly and expected elected the governor directly and expected him to protect their interestshim to protect their interests

Governor’s Powers in Relation Governor’s Powers in Relation to the Legislatureto the Legislature

Governor fixed salary – couldn’t be Governor fixed salary – couldn’t be change by legislaturechange by legislature

Governor could veto proposed laws – Governor could veto proposed laws – legislature could override this vetolegislature could override this veto

Governor could appoint officials in Governor could appoint officials in executive branch and judges in judicial executive branch and judges in judicial branchbranch

Massachusetts’ Voting DivisionsMassachusetts’ Voting Divisions Only people with a large amount of Only people with a large amount of

property could vote for both governor property could vote for both governor and legislatureand legislature

People with less property could vote for People with less property could vote for the upper and lower house of legislaturethe upper and lower house of legislature

People with minimum property could People with minimum property could vote for the lower house of legislaturevote for the lower house of legislature

Basic RightsBasic Rights

Get with a partnerGet with a partner You are going to write down 10 rights You are going to write down 10 rights

you think everyone MUST be you think everyone MUST be guaranteed in a Bill of Rightsguaranteed in a Bill of Rights

State’s Declaration of RightsState’s Declaration of Rights Listed the basic rights of the citizensListed the basic rights of the citizens What rights would the citizens want to What rights would the citizens want to

be sure were guaranteed to them?be sure were guaranteed to them? Listing these rights showed that no Listing these rights showed that no

government or constitution could take government or constitution could take these awaythese away

Different from state to state but based Different from state to state but based on the idea that people have certain on the idea that people have certain rights that need protectedrights that need protected

Virginia Declaration of RightsVirginia Declaration of Rights 11stst state to adopt a Bill of Rights state to adopt a Bill of Rights George Mason write this and gets ideas George Mason write this and gets ideas

from John Lockefrom John Locke Stated that: all power comes from and Stated that: all power comes from and

kept by the peoplekept by the people All men are by nature equally free and All men are by nature equally free and

independentindependent Government is created for the common Government is created for the common

good, protection and safety of the peoplegood, protection and safety of the people

Virginia Declaration of RightsVirginia Declaration of Rights More rights (we have most of these More rights (we have most of these

today):today): Trial by juryTrial by jury Protection against forced self-incriminationProtection against forced self-incrimination Protection against cruel and unusual Protection against cruel and unusual

punishmentpunishment Freedom of the pressFreedom of the press Free exercise of religious beliefsFree exercise of religious beliefs

Rights protected in Other StatesRights protected in Other States Most included the political guarantees Most included the political guarantees

such as:such as: Right to vote (meeting qualifications)Right to vote (meeting qualifications) Free and frequent electionsFree and frequent elections Free speech and pressFree speech and press PetitionPetition No taxation without representationNo taxation without representation

Rights for people accused of Rights for people accused of crimecrime

An attorneyAn attorney Jury TrialJury Trial Protection from Illegal searches and Protection from Illegal searches and

seizuresseizures Protection against forced self Protection against forced self

incriminationincrimination Protection from excessive fines and bailProtection from excessive fines and bail Protection against cruel and unusual Protection against cruel and unusual

punishmentpunishment

Other Miscellaneous RightsOther Miscellaneous RightsFear of a Standing ArmyFear of a Standing Army

Right to Bear ArmsRight to Bear Arms

Lesson Review QuestionsLesson Review Questions1.1. What Basic ideas about good What Basic ideas about good

government were included in the state government were included in the state constitutions?constitutions?

2.2. Why did Americans believe that the Why did Americans believe that the legislature was the most democratic legislature was the most democratic branch of government?branch of government?

3.3. Why did some Americans distrust the Why did some Americans distrust the executive and judicial branches of executive and judicial branches of government?government?

Lesson Review QuestionsLesson Review Questions4. How did the Massachusetts constitution 4. How did the Massachusetts constitution differ from the constitution of other states? differ from the constitution of other states? Why was this important?Why was this important?

5. What was the Virginia Declaration of 5. What was the Virginia Declaration of Rights? What rights of citizens did it Rights? What rights of citizens did it include?include?

6. What rights did the state constitutions 6. What rights did the state constitutions protect?protect?

Section 1- Articles of Section 1- Articles of Confederation Confederation

1.1. A. Identify what documents influenced ideas A. Identify what documents influenced ideas about government in the US?about government in the US?Answer: Magna Carta, English Bill of Rights, Answer: Magna Carta, English Bill of Rights, Mayflower Compact, Dec. of Indepedence, Mayflower Compact, Dec. of Indepedence, State ConstitutionsState Constitutions

B. What impact did the Virginia Statue for B. What impact did the Virginia Statue for

Religious Freedom have on the US Religious Freedom have on the US

government?government?

established precedent of religious freedomestablished precedent of religious freedom


2. A. What was the Articles of 2. A. What was the Articles of Confederation?Confederation?

National constitution for the US National constitution for the US governmentgovernment

B. What powers were granted to Congress B. What powers were granted to Congress by the Articles?by the Articles?

Settle conflicts between states, make Settle conflicts between states, make coins, borrow money, make treaties and coins, borrow money, make treaties and ask states for money and soldiersask states for money and soldiers


C. What are some possible problems that C. What are some possible problems that might result from the lack of a national might result from the lack of a national court system?court system?

State courts might interpret laws State courts might interpret laws differently, no federal systems of appealdifferently, no federal systems of appeal


3. A. How were public lands in the west 3. A. How were public lands in the west divided by the Land Ordinance of 1785?divided by the Land Ordinance of 1785?

Into townships, 4 lots reserved for veterans Into townships, 4 lots reserved for veterans and public schooland public school

B. What was the most important element of B. What was the most important element of the Northwest Ordinance of 1787? Why?the Northwest Ordinance of 1787? Why?

Established territorial representatives and Established territorial representatives and public education, prohibited slaverypublic education, prohibited slavery


C. What does the assignment of township C. What does the assignment of township lots reveal about values of Americans at lots reveal about values of Americans at this time?this time?

The people valued Education and veteransThe people valued Education and veterans


4. Strengths: limited government, congress 4. Strengths: limited government, congress could settle conflicts, mint coins, borrow could settle conflicts, mint coins, borrow money, negotiate treatiesmoney, negotiate treaties

Weaknesses – state could refuse requests Weaknesses – state could refuse requests from Congress; no president or national from Congress; no president or national court systemcourt system


5. Make a list of powers the Articles of 5. Make a list of powers the Articles of Confederation gave the national Confederation gave the national government. Which ones seem strong? government. Which ones seem strong? Can you think of any important powers that Can you think of any important powers that are missing?are missing?

ARTICLES OF ARTICLES OF CONFEDERATIONCONFEDERATION

““AMERICA’S FIRST AMERICA’S FIRST GOVERNING DOCUMENT”GOVERNING DOCUMENT”

DO YOU RECOGNIZE ANYONE?

THE TREATY OF PARIS: 1783

TREATY OF PARIS, 1783

1. Signed on September 3, 1783 in Paris2. Signed by Ben Franklin, John Adams and John Jay3. New US Boundaries: Great Lakes to Florida and

AtlanticOcean to Mississippi River4. US would return property to loyalists5. Each side repay debts to the other6. British would return slaves to US7. US allowed fishing rights in British lands called

NovaScotia in Canada

PROBLEMS AFTER THE WAR

What would you do?• You are the 2nd Continental Congress and you have won

the war.• To ensure that you will succeed as a new nation you

mustaddress the following three problems.• Number the items from 1-4 (High to low) in order of

theirimportance. Be ready to explain your answer• _____Paying off War Debt• _____Shaping a new Government• _____Establishing Religious Freedom• _____Slavery: How to deal with it while also promoting

liberty


1. Costs of the War - finances will have to be dealt with

-The Continental Congress is in a great amount of debt

-Economy is in shambles from the war and they are in need of a plan to solve this crisis


2. Religious Freedoma) Before the war, some religions were

discriminated against (for example Jews or Catholics weren‘t allowed to hold office in some states), but afterwards, states began to abolish those rules

b) Many states began abolishing the idea of using tax money for churches

c) Many were wondering whether the church and state should be together or separate


3. Conflict between slavery and libertya) Some individual states begin to outlaw

slavery – will the government as a whole? Vermont outlawed slaveryPennsylvania began slowly easing out slaveryIndividual slaves such as Elizabeth Freedman

sue for freedom in MA and won


4. Shaping the new national governmenta) Many wondered if the new government

would workb) US was scared of a government with too

many taxes, violation of individual rights, and Government control of trade

c) Individuals in government must put needs of self after needs of the country

a) Is this humanly possibled) States band together in a firm league of

friendship - will this be strong enough?e) Goal of new government was to protect

individual rights and economic freedoms

THOUGHT QUESTION

Based on the issues facing the nation and the costs of the war, what suggestions would you have to polish the new national government?

Won the War… Now What?Won the War… Now What?

Articles of Confederation Articles of Confederation represented the first represented the first constitutional agreement constitutional agreement made between the 13 made between the 13 American StatesAmerican States

Was a need for unity among Was a need for unity among the new statesthe new states

THE ARTICLES OF CONFEDERATION

After Declaration and the WarAfter Declaration and the War

After the Declaration of After the Declaration of Independence…Independence…

Each of the former colonies became Each of the former colonies became independent nations independent nations

The central government had total The central government had total sovereignty sovereignty

Each was free to do as they pleased Each was free to do as they pleased Very jealously guarded the newly Very jealously guarded the newly

achieved freedomachieved freedom

After the Declaration of After the Declaration of Independence…Independence…

Each nation was responsible Each nation was responsible for defense for defense

Each nation was militarily Each nation was militarily weak weak

Biggest problem was how to Biggest problem was how to provide defense and not give provide defense and not give up any of the newly achieved up any of the newly achieved freedomfreedom

How Going to Protect Themselves?How Going to Protect Themselves?

Nations began to Nations began to negotiate a method of negotiate a method of providing common providing common defense defense

Was difficult because they Was difficult because they wanted to preserve their wanted to preserve their newly achieved freedom.newly achieved freedom.

Some Things they Had to Some Things they Had to ConsiderConsider

What type of national government What type of national government should they create?should they create?

How much power should it have?How much power should it have?

LEARNING TARGETS

• Identify the weaknesses of the Articles of the Confederation (AOC)

• Analyze the weaknesses of the AOC to determine if the creating of the Constitution was necessary

Problems Problems

Fear of a strong national governmentFear of a strong national government

Thought British government deprived Thought British government deprived them of their rights and thought any them of their rights and thought any strong national government would do thisstrong national government would do this

Some states would have more power Some states would have more power than others in a national governmentthan others in a national government How would states vote in Congress? How would states vote in Congress?

Didn’t want a national government to Didn’t want a national government to threaten their state.threaten their state.

Solution to Protection IssueSolution to Protection Issue

After much negotiation…. After much negotiation…. The former colonies agreed The former colonies agreed to give a small amount of to give a small amount of power to a central power to a central government (the United government (the United States) States)

The former nations retained The former nations retained their sovereigntytheir sovereignty

Articles of ConfederationArticles of Confederation

““Each state retains its Each state retains its sovereignty, freedom and sovereignty, freedom and independence, and every independence, and every Power, Jurisdiction and right, Power, Jurisdiction and right, which is not by this which is not by this confederation expressly confederation expressly delegated to the United States, delegated to the United States, in Congress assembled."in Congress assembled."

THE “LEAGUE OF THE “LEAGUE OF FRIENDSHIP”FRIENDSHIP”

Instead of a strong central Instead of a strong central authority, the states entered into authority, the states entered into a loose agreement that would a loose agreement that would maintain their individual state maintain their individual state powers and would bring them powers and would bring them together as "friends" to discuss together as "friends" to discuss the general welfare and the the general welfare and the common defense.common defense.

How did the Articles Organize How did the Articles Organize the national government?the national government?

Created a weak central governmentCreated a weak central government No executive or Judicial BranchNo executive or Judicial Branch

Powers GrantedPowers Granted Powers WithheldPowers Withheld

• Congress could raise

armies• Congress coulddeclare war• Congress could

signtreaties

Congress could notraise revenue

throughtaxesCongress could notregulate trade orcollect tariffs

THE ARTICLES OF CONFEDERATION

WEAKNESSES OF THE ARTICLES

• No Chief Executive• Laws needed approval by nine of the

thirteen states• Congress did not have the power to

tax citizens, it could only request tax money from states

• Congress did not have the power to draft an army. It could only request states to send men for military service.

WEAKNESSES OF THE ARTICLES

• No national court system• Any amendments (changes) to the

Articles must be approved by all 13 states.

• Congress did not have the power to collect state debts owed to the federal government.

• Congress did not have the power to settle disputes among states.

National GovernmentNational Government

National government could…. National government could…. Declare war Declare war Make treaties Make treaties

Coin money Coin money In these areas, states retained In these areas, states retained

sovereignty so the national sovereignty so the national government was ineffectivegovernment was ineffective

National GovernmentNational Government

National government National government could…. could….

Resolve the problems with Resolve the problems with Indians Indians

Establish and maintain a post Establish and maintain a post office office

Were problems the states had Were problems the states had not been able to resolvenot been able to resolve

Relations with Other Countries**Relations with Other Countries**

Congress could not force states to Congress could not force states to provide soldiers for an armyprovide soldiers for an army

Could not enforce international Could not enforce international treaties – Treaty of Paristreaties – Treaty of Paris

Couldn’t force Britain to turn over Couldn’t force Britain to turn over their fortstheir forts

13 Groups per class

CLASS ACTIVITY

• Class exercise: In your groups, you are creating aCrest/shield/logo to represent our class room• The Group whose logo receives the minimum

amount of votes needed will be allowed to hang their logo up in the classroom for the rest of the year to represent this class period

• Requirements for the Logo• Must have a picture or symbol that relates to this

class• Must have a Title• Must have a motto or slogan• You will have only 10-12 minutes to complete this exercise before we vote

VOTING RULES

• Each group only gets ONE vote and ONE vote only. You may not consult with other groups regarding your vote. Send a representative up to the room to place your 1 tally

• You must choose one of the 12-13 options (You may pick your own, or not vote at all)

• To win, one poster must receive 9 of the class’ 13 votes to win

• Winner:___________________________________

ACTIVITY CONNECTION TO HISTORY

• Many aspects of this exercise resemble the actual problems of the Articles of the Confederation

• Can you determine what those connections are?

1. 12-13 groups2. 1 vote per group3. No communicationbetween the other groups4. Difficulty for one logo to be chosen5. Others?__________Think back on yourguided reading

1. ________________2.______________3_______________4. ______________5.______________

CORRELATIONS BETWEEN THE EXERCISE AND THE WEAKNESSES OF THE AOC

ANALYZING THE WEAKNESSES OF THEAOC

• Look at the chart you just filled in and think back to the AOC Guided Reading.

• Do the state governments or the national government have more power?

• Is this a good or bad thing? Why?• Think back to your guided reading, what

could the national government not do under the AOC setup?

• Is this a good or bad thing? Why?

CLOSING QUESTION

• Are the problems of the Confederation bad enough that they need to scrap it and make a new government (Constitution)? Explain.

• Closing thoughts: Write down one thing you learned about the weaknesses of the AOC and one thing you are confused about still or would like to know more about.

What did the Nation achieve What did the Nation achieve under the Articles?under the Articles?

Waged war and independence against Waged war and independence against BritainBritain

Negotiated Treaty of ParisNegotiated Treaty of Paris Provided that each state recognizes the Provided that each state recognizes the

laws of other stateslaws of other states Northwest Ordinance – most important Northwest Ordinance – most important

law passed – gave people in northwestern law passed – gave people in northwestern lands the right to organize their own lands the right to organize their own government and be admitted as a new government and be admitted as a new statestate

CREATING NEW STATES: ONE POSITIVE OF THE AOC

NORTHWEST ORDINANCE

LAND DISPUTES"#BIG PROBLEM"

#CIVIL WAR"#NO MORE USA

• Because of the Treaty of Paris, The United States had been givenmore land than it could deal with.• Each state was trying to get this land as a means of benefitingthemselves individually• To solve this dispute between states, the 13 sovereign states met atthe Confederate Congress and passed two foundational laws thatsolved the land dispute issue:1. The Land Ordinance of 17852. The Northwest Ordinance of 1787

THE LAND ORDINANCE OF 1785

To solve the problem of land disputes between states, each state at the Congress

agreed to cede (give) their land to the government for them to deal with for the

good of the country.


What it was… Congress’ plan to sell the land of the NorthwestTerritory. It was a rectangular survey system – carefully surveyedthe land into squares to be sold.


Township – the largest division of land. It is thirty-six square miles.

TOWNSHIP6 MILES

6

MILES


Section – 36 sections in a township. It is one square mile or 640 acres.

SECTION


Acre – the smallest division of land. It sold for $1 per acre.The average size farm was 40 acres. So,

it was sold for $40.Football field is an acre


Education – the sale from one section of each township goes to start a school for that township.

THE NORTHWEST ORDINANCE OF 1787

• This Ordinance created the process ofStatehood:o When the population reaches 5,000 adult males

the area may:o Elect it’s own legislature.o Send non-voting members to Congress.o When the population reaches 60,000 adult

males, the area may:o Write a state constitution and apply for

statehoodo If Congress approves their constitution, they

may join the United States

5 states arose fromthe NorthwestOrdinance• Ohio, 1803• Indiana, 1816• Illinois, 1818• Michigan, 1837• Wisconsin, 1848

THE NORTHWEST ORDINANCE OF 1787

Rights Guaranteed underthis ordinance:1. Trial by jury2. Public education3. Freedom of religion4. Prohibition of slavery

Problems under the Articles?Problems under the Articles? Congress didn’t have money and couldn’t taxCongress didn’t have money and couldn’t tax Congress had no power over the state Congress had no power over the state

governments or their citizens – states would governments or their citizens – states would ignore the laws passed by Congressignore the laws passed by Congress

Congress couldn’t make states live up to Congress couldn’t make states live up to trade agreements with other nationstrade agreements with other nations

Congress had now power to regulate trade Congress had now power to regulate trade among statesamong states

Citizen through their property rights were Citizen through their property rights were threatenedthreatened

Shay’s RebellionShay’s Rebellion

By 1786 many Americans were in By 1786 many Americans were in financial trouble financial trouble

Many people were in debtMany people were in debt Soldiers still hadn’t been paidSoldiers still hadn’t been paid Farmers in Massachusetts had serious Farmers in Massachusetts had serious

problems – couldn’t pay their debts and problems – couldn’t pay their debts and were losing their farms and homes. were losing their farms and homes. Some were being put in prison Some were being put in prison

Many claimed the new state taxes had Many claimed the new state taxes had them in debtthem in debt


Farmers didn’t want the state to take Farmers didn’t want the state to take their farms so they began to close down their farms so they began to close down the courts until their cases were heardthe courts until their cases were heard

Jan 1787, Daniel Shays led 2000 rebels to Jan 1787, Daniel Shays led 2000 rebels to Springfield, Mass. to raid the federal Springfield, Mass. to raid the federal arsenal for weaponsarsenal for weapons

National government could not put down National government could not put down the rebellionthe rebellion


1786 – Virginia invited delegates from all 1786 – Virginia invited delegates from all states to come and consider trade states to come and consider trade problemsproblems

Only 5 states sent delegates so they Only 5 states sent delegates so they weren’t able to accomplish anythingweren’t able to accomplish anything

After much debate Congress asked After much debate Congress asked delegates from each state to come to delegates from each state to come to Philadelphia to revise the Articles - Philadelphia to revise the Articles - turned into the Constitutional Conventionturned into the Constitutional Convention

SHAYS’ REBELLION: THE SHAYS’ REBELLION: THE MOVIEMOVIE

• • You are and your classmates are actors You are and your classmates are actors in a movie depicting Shays’ rebellionin a movie depicting Shays’ rebellion

• • There are four scenes (and There are four scenes (and consequently four groups), that will be consequently four groups), that will be filmed todayfilmed today

• • You must be well-practiced and You must be well-practiced and rehearsed before filming.rehearsed before filming.

• • You will have 10-15 minutes to prepare You will have 10-15 minutes to prepare before filmingbefore filming

SCENE 1: THE ECONOMIC OPPRESSIONIN MASSACHUSETTS 1786

SCENE 1: THE ECONOMIC SCENE 1: THE ECONOMIC OPPRESSIONOPPRESSION

IN MASSACHUSETTS 1786IN MASSACHUSETTS 1786 • • Characters: Poor Farmers 3-4, U.S. Gov. Tax CollectorsCharacters: Poor Farmers 3-4, U.S. Gov. Tax Collectors(2)(2) • • Scene Description: In this scene, Poor farmers loseScene Description: In this scene, Poor farmers loseeverything when they can’t pay their taxes owed to theeverything when they can’t pay their taxes owed to thecollectors. The scene opens as the farmers are workingcollectors. The scene opens as the farmers are workingand complaining about how little money they have, howand complaining about how little money they have, howdifficult farming in Mass. Is, and how they deservedifficult farming in Mass. Is, and how they deservepayment from Congress. The Tax Collectors come ontopayment from Congress. The Tax Collectors come ontothe scene asking for state taxes. They can’t pay up sothe scene asking for state taxes. They can’t pay up sothey take all of their possessions. The tax collectors thenthey take all of their possessions. The tax collectors thenleave as the poor farmers are complaining and crying.leave as the poor farmers are complaining and crying.

SCENE 2:PROTESTAGAINST THEMASS.GOVERNMENT

SCENE 2: PROTEST AGAINST THE MASSACHUSSETTS GOVERNMENT

• Characters: Daniel Shays (Rebellion Leader), Angry Mob

• Scene Description: In this scene, Daniel Shays stirs up a crowd of poor farmers to rebel against the Mass. government. The scene opens as the

leader stand up on a stage and call the crowd in to listen. He begins talking about unjust taxes, Debt owed to them by the confederation Congress and how the Mass. Government is a tyrant one that

needs to be overthrown (expand upon this in your own words). As he is speaking, the crowd then

begins to yelling phrases of affirmation (Yeah, Here Here, Huzzah, etc.) and eventually they all

march off the scene threatening to overthrow the state

government.

SCENE 3: SHAYS AND HIS MEN SCENE 3: SHAYS AND HIS MEN CLOSE ACLOSE A

COURT HOUSECOURT HOUSE

SCENE 3: SHAYS AND HIS MEN SCENE 3: SHAYS AND HIS MEN CLOSE ACLOSE A

COURT HOUSECOURT HOUSE • • Characters: Daniel Shay, Two Rebel Followers, A Characters: Daniel Shay, Two Rebel Followers, A

judgejudgeand two men attending court for owing debtand two men attending court for owing debt • • Scene Description: In this scene, Daniel Shay and hisScene Description: In this scene, Daniel Shay and his

men burst into an a court hearing regarding tax andmen burst into an a court hearing regarding tax andclose down the court. Daniel Shays angrily walks to theclose down the court. Daniel Shays angrily walks to thefront of the court and declares the tyrannical rule of thefront of the court and declares the tyrannical rule of theMass. Government is now over. He orders the judge toMass. Government is now over. He orders the judge toleave his seat and tells the two men in court that they leave his seat and tells the two men in court that they

arearefree to go. They leave but the judge refuses so Shay andfree to go. They leave but the judge refuses so Shay andhis men force him out of the court house and shove himhis men force him out of the court house and shove himout. They then declare that there will be no more taxesout. They then declare that there will be no more taxes

paid to the Mass. Gov. as long he lives.paid to the Mass. Gov. as long he lives.

SCENE 4: SHAYS’ FAILED ATTACK SCENE 4: SHAYS’ FAILED ATTACK ONON

THE SPRINGFIELD ARMORYTHE SPRINGFIELD ARMORY

SCENE 4: SHAYS’ FAILED ATTACK SCENE 4: SHAYS’ FAILED ATTACK ONON

THE SPRINGFIELD ARMORYTHE SPRINGFIELD ARMORY Characters: Daniel Shays, Rebels, Militia Commander,Characters: Daniel Shays, Rebels, Militia Commander,Militia menMilitia men

• • Scene Description: In this scene, Daniel Shays Scene Description: In this scene, Daniel Shays attemptsattempts

to take an armory but epically fails. The scene opensto take an armory but epically fails. The scene openswith Shays telling his men that they must take the with Shays telling his men that they must take the

armoryarmoryand that there is no retreat. He then summons a chargeand that there is no retreat. He then summons a charge

but is met with overwhelming opposition. The Militia menbut is met with overwhelming opposition. The Militia menpop up from behind the trench and overwhelm Shayspop up from behind the trench and overwhelm Shaysand the rebels and push them away from the battle.and the rebels and push them away from the battle.Shays immediately orders his men to retreat and theShays immediately orders his men to retreat and the

battle is over.battle is over.

SHAYS’ REBELLION: THE MOVIE

• You are and your classmates are actors in a movie depicting Shays’ rebellion

• There are four scenes (and consequently four groups), that will be filmed today

• You must be well-practiced and rehearsed before filming.

• You will have 10-15 minutes to prepare before filming


• Characters: Poor Farmers 3-4, U.S. Gov. Tax Collectors

(2)• Scene Description: In this scene, Poor farmers loseeverything when they can’t pay their taxes owed to thecollectors. The scene opens as the farmers are workingand complaining about how little money they have, howdifficult farming in Mass. Is, and how they deservepayment from Congress. The Tax Collectors come ontothe scene asking for state taxes. They can’t pay up sothey take all of their possessions. The tax collectors thenleave as the poor farmers are complaining and crying.

SCENE 2:PROTESTAGAINST THEMASS.GOVERNMENT

SCENE 2: PROTEST AGAINST THE MASSACHUSSETTS GOVERNMENT

• Characters: Daniel Shays (Rebellion Leader), Angry Mob

• Scene Description: In this scene, Daniel Shays stirs up a crowd of poor farmers to rebel against the Mass. government. The scene opens as the

leader stand up on a stage and call the crowd in to listen. He begins talking about unjust taxes, Debt owed to them by the confederation Congress and how the Mass. Government is a tyrant one that

needs to be overthrown (expand upon this in your own words). As he is speaking, the crowd then begins to yelling phrases of affirmation (Yeah,

Here Here, Huzzah, etc.) and eventually they allmarch off the scene threatening to overthrow the

stategovernment.

SCENE 3: SHAYS AND HIS MEN CLOSE ACOURT HOUSE

SCENE 3: SHAYS AND HIS MEN CLOSE ACOURT HOUSE

• Characters: Daniel Shay, Two Rebel Followers, A judge

and two men attending court for owing debt• Scene Description: In this scene, Daniel Shay and his

men burst into an a court hearing regarding tax andclose down the court. Daniel Shays angrily walks to thefront of the court and declares the tyrannical rule of theMass. Government is now over. He orders the judge toleave his seat and tells the two men in court that they

arefree to go. They leave but the judge refuses so Shay andhis men force him out of the court house and shove himout. They then declare that there will be no more taxes

paid to the Mass. Gov. as long he lives.

SCENE 4: SHAYS’ FAILED ATTACK ONTHE SPRINGFIELD ARMORY

SCENE 4: SHAYS’ FAILED ATTACK ONTHE SPRINGFIELD ARMORY

Characters: Daniel Shays, Rebels, Militia Commander,Militia men

• Scene Description: In this scene, Daniel Shays attempts

to take an armory but epically fails. The scene openswith Shays telling his men that they must take the armoryand that there is no retreat. He then summons a charge

but is met with overwhelming opposition. The Militia menpop up from behind the trench and overwhelm Shaysand the rebels and push them away from the battle.Shays immediately orders his men to retreat and the

battle is over.

Shays’ RebellionShays’ Rebellion

http://www.youtube.com/watch?http://www.youtube.com/watch?v=MEmkohm_eLY&safety_mode=truv=MEmkohm_eLY&safety_mode=true&persist_safety_mode=1&safe=actie&persist_safety_mode=1&safe=activeve

Call for change**Call for change** Shays’s Rebellion showed the weakness Shays’s Rebellion showed the weakness

of the governmentof the government Articles failed to protect the ideals of Articles failed to protect the ideals of

liberty set forth in the Declarationliberty set forth in the Declaration Called for a Convention to revise the Called for a Convention to revise the

Articles to better meet the needs of the Articles to better meet the needs of the nation - 1787nation - 1787

Lesson 2 Assessment Lesson 2 Assessment QuestionsQuestions

1.1. A. What problems did the US experience A. What problems did the US experience with Britain and Spain?with Britain and Spain?GB – refused to hand over forts, close GB – refused to hand over forts, close ports to the US, set high tariffsports to the US, set high tariffsSpain – Closed Mississippi to US shippingSpain – Closed Mississippi to US shippingB. What are some possible results of the B. What are some possible results of the growing problems between the US and growing problems between the US and Britain? Why?Britain? Why?Could go to war because of problems Could go to war because of problems stated in question 1stated in question 1


2 A. What difficulties were involved with 2 A. What difficulties were involved with interstate commerce?interstate commerce?Lack of regulation and lack of cooperation Lack of regulation and lack of cooperation between states made trade difficult for between states made trade difficult for some merchantssome merchantsB. What was the cause of inflation in the B. What was the cause of inflation in the new nation, and how could it have been new nation, and how could it have been prevented?prevented?Some states began printing large amounts Some states began printing large amounts of paper money; little could be doneof paper money; little could be done


3. A. How did Massachusetts’s tax policy 3. A. How did Massachusetts’s tax policy affect farmers?affect farmers?Heavy taxes forced farmers to sell their Heavy taxes forced farmers to sell their land or else go into debt and risk land or else go into debt and risk improvementimprovementB. Defend the actions of Daniel Shays and B. Defend the actions of Daniel Shays and the other rebels.the other rebels.Rebels were angry over high taxesRebels were angry over high taxes


4. A. Why did Madison and Hamilton call 4. A. Why did Madison and Hamilton call for a Constitutional Convention?for a Constitutional Convention?Weaknesses in Articles, poor attendance at Weaknesses in Articles, poor attendance at the Annapolis conventionthe Annapolis conventionB. How did Shays’s Rebellion lead to a call B. How did Shays’s Rebellion lead to a call for change in the US?for change in the US?Convicted many Americans that the Convicted many Americans that the Articles were too weakArticles were too weak


5.5.Domestic: no power to regulate interstate Domestic: no power to regulate interstate commerce, could not help states keep commerce, could not help states keep order, could not stop inflationorder, could not stop inflationInternational: could not pass tariffs, International: could not pass tariffs, enforce treatiesenforce treaties


6. Were any of those problems made 6. Were any of those problems made worse by the powers that the Articles of worse by the powers that the Articles of Confederation did or did not give the Confederation did or did not give the national government?national government?

Creating a Government In your groups, create a set of rules for the school. The rules must apply...

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