Lesson: Forming a Government

Standards:CCSS.ELA-LITERACY.RH.6-8. 5 & 7CCSS.ELA-LITERACY.WHST.6-8. 2B & 5

Objective:Investigate the successes of the Articles of Confederation.

Day 1

Explicit Vocabulary

Constitution - a single document that sets out the laws and principles of government.

Unicameral - a single body.

Benjamin Rush’s words were spoken in

January 1787. It reflected many

Americans feelings on the American

Revolution.

Benjamin Rush was a respected doctor

that set up the nations first free clinic.

He was very outspoken and earlier he

convinced Thomas Paine to write his

pamphlet, Common Sense.

“The American war is over: but this is far from being the case with the American

Revolution. On the contrary, nothing but the first act of the great drama is closed. It

remains yet to establish and perfect our new government,”

- Benjamin Rush

What was Rush trying to say in his quote?

With the signing of the Declaration of Independence and the

Treaty of Paris their now was a need to set up a form of

government for the American people.

The idea of Democratic

Republicanism that power

rests with the people was a

major, was a main concern to

many colonists.

States constitutionsspelled out all the rights of

all citizens while also

setting limits on the powerof government.

During the Revolution, most states wrote their ownConstitutions.

A common feature between stategovernments immediately after

the revolution a weak executive,

or leader.

Recall: According to John Lockeand the architects of theDeceleration of Independence,what were the rights all citizenswere guaranteed?

The states formed 13 separate governments, the Continental

Congress drafted a plan for the nation as a whole.

The states were unwilling to turn

over their power to a national

government. After many debates,

the Continental Congress

completed the first American

Constitution, The Articles of

Confederation in 1781.

Accessing Prior Knowledge: In what instance did the individual colonies fear losing theirpower ?

Under the Articles of Confederation:

1. All states agrees to send delegates toCongress to vote on proposals.

2. Congress would pass the laws, but atleast 9 of the 13 states had to approveof the law before it can pass.

3. Congress could not pass taxes, thestates had to control over taxes.

4. Congress had the right to declare war,appoint military officers, and create andcontrol coin money.

The man most influential in the

development of the Articles of

Confederation was John

Dickinson.

The authors of the Articles of Confederation

believed that a strong central government

threatens the rights of the people and the

states.

The Articles of Confederation created a league of free and

independent states.

The legislature organized under the Articles of Confederation

was unicameral. Each state had one representative.

One contribution of the Articles of

Confederation was the beginnings

of federalism, division of power

between the state governments

and the national government.

Thinking Critically: What were the potential benefits of a unicameral legislature?

Exit Ticket:

• How were the colonies league of free andindependent states?

Lesson: Weaknesses of the Articles

Standards:CCSS.ELA-LITERACY.RH.6-8. 4 & 7CCSS.ELA-LITERACY.WHST.6-8. 2B, 4, & 6

Objective:Investigate the failures of the Articles of Confederation;determine why many felt a new plan of government wasneeded.

Day 2

The United States owed millions of dollars and had no way to

pay its debts. Congress was unable to pay the national debt

because it did not have the power to tax. Congress would ask

for money to repay these debts. States had the right to turn

down the requests of Congress.

Articles of Confederation lacked the ability to control

interstate commerce. During the Revolution Congress solved

their problems by printing paper money, Continental dollars.

Without gold or silver to

back up the paper money,

the paper money retained

little or no value. The

Continental dollars became

worthless causing states to

print their own paper

money. The problem with

this was that most states

refused to accept money

from another state.

The Ordinance of 1785

created a policy to sell the

Northwest territory to

farmers and outlawed

slavery. When the population

in a territory or section

reached 60,000 they can

apply to the United States to

become a state.

An important accomplishment of the central government under

the Articles of Confederation was development of guidelines

for the admission of new states into the Union. Northwest

Ordinance helped create a process for becoming a state.

The Ordinance called for the territory to be divided into sections

or townships.

In time five states were carved out of the Northwest Territory,

Ohio, Indiana, Illinois, Michigan and Wisconsin.

The system shown in the diagram was developed under the Articles of

Confederation in order to

A) divide lands seized from the Loyalists

B) provide an orderly system of development for the Northwest Territory

C) remove Native American Indians to areas west of the Appalachian Mountains

D) extend slavery as the nation grew

During the Revolution, the demand for farm

products was high. The farmers were eager

to produce more food borrowing money.

Many farmers could not repay their loans.

The banks and courts seized the farms of

the people that did not repay.

After the Revolution, the nation

suffered an economic depression,

a period when business activity

slows, prices and wages drop, and

unemployment rises.

Accessing Prior Knowledge: What effect does theincrease in demand have on the prices on products?

In 1786 the unhappy farmers flared into a

rebellion. They were determined to save

their debt-ridden farms.

Daniel Shays, an unhappy farmer

gathered a force of 2,000 farmers and led

them into a rebellion attacking court

houses and preventing the sale of their

property for payment of debts.

Shays’ Rebellion created a demand for a

stronger central government.

Thinking Critically: How would a stronger centralizedgovernment help prevent issues such as Shays’ Rebellion?

The government that was

created under the Articles of

Confederation briefly lasted

because the government

lacked the ability to enforce

its authority.

George Washington felt that the Articles of Confederation had

to be changed to help meet the needs of the farmers. In May

1787 the leaders of several states met to discuss this issue in

a convention.

Events/Acts Under the Articles of Confederation

Describe the Event/Act Success or Failure How did it help or hurt the government?

Developing a National Currency

The Northwest Ordinance

Shays' Rebellion

Successes & Failures of the Articles of Confederation

Exit Ticket:The Americans were weary of a strong central government.Creating the Articles of Confederation unifies the states but onlyloosely.

• Were the Articles of Confederation destined to fail fromthe beginning? Was a strong central government requiredto unite the states? Explain your answer.

Lesson: The New York State Constitution of 1777

Standards:CCSS.ELA-LITERACY.RH.6-8. 1, 2, & 7 CCSS.ELA-LITERACY.WHST.6-8. 10

Objective: Examine the New York State Constitution, its main ideas andprovisions, and its influence on the formation of the United StatesConstitution.

Explain how the United States Constitution attempted to address theweaknesses of the Articles.

Do Now:

• How did the economic depression effect farmers?

Day 3

Explicit Vocabulary

Bicameral - two bodies.

Bill of Rights - lists freedoms that the government promises to protect.

New York State government also

differed with the constitution calling

for an executive branch, a

legislative branch, and a judicial

branch.

This would directly influence the

authors of the constitution who

noted the effectiveness of

separating powers in order to

ensure fairness and impartiality.

The Constitution of New York was ratified on April 20, 1777.

The Constitution addressed the provision of self-government

in the new state following the Declaration of Independence.

Unlike the Articles of Confederation, the New York state

government has a bicameral legislature.

Colonists were too concerned about putting too much power

in the hands of a few people. To avoid this they divided the

powers of government between an executive and the

legislative part.

Every state had a legislature that passed laws. The voters

elected lawmakers.

Accessing Prior Knowledge: In what form of government do people elect others to makedecisions on their behalf?

Power in the legislature was divided between the upper

house called the Senate and a lower house called the House

of Representatives.

All states except Pennsylvania had a governor or executive.

An executive is a person who runs the government and sees

the laws are carried out.

Thinking Critically: What are the advantages of dividing powers?

Virginia further limited the power of government by including a

Bill of Rights in its constitution. The Bill of Rights protected

the rights of religion and freedom of the press, trial by jury,

limits on searches and arrests. Other states soon followed

Virginia’s examples and created their own Bill of Rights.

The state constitutions also expanded the right to

vote. Now under the constitution you could vote if

you were a white male over the age of 21. In a few

states women and free African Americans could

vote.

The American Revolution did not prompt a radical

redefinition of the right to vote. In 1786, only two of the

original thirteen states (Georgia and South Carolina) expressly

restricted voting privileges to the eligible white population.

The U.S. Constitution, written

in 1787, recognized the

authority of the states to define

the right to vote.

Between 1776 and 1860, about one-third of the states

permitted voting by free African-American adult males.

The New York constitution calledfor the election of a governor and24 senators. It also called for theelection of 70 assemblymen.

New York was occupied by theBritish in the South and couldn’tenact its full authority until afterthe revolution.

Exit Ticket:• Why did the New York State Constitution call for a

bicameral legislature?

Lesson: Reforming the Articles

Standards:CCSS.ELA-LITERACY.RH.6-8. 3 & 4 CCSS.ELA-LITERACY.WHST.6-8. 9

Objective: Examine how key issues were resolved during theConstitutional Convention, including state representation inCongress with the Great Compromise and a bicamerallegislature.

Do Now:

• What are some ways the Articles of Confederation

could be improved?

Day 4

In May of 1787, the delegates also known a framers of

the constitution met in Philadelphia to amend the

Articles of Confederation.

The meeting was to be known as the Constitutional

Convention; framers wanted a strong central

government that did not give too much control to the

common people.

Making Inferences: Why would the

delegates of the convention want

to limit the control of government

by common people?

James Madison was theyoungest man at the

Constitutional Convention.

Madison kept a full and clearrecord of the proceedings.

Benjamin Franklin, at age81, was the oldest. The

delegates at the

constitutional conventionwere primarily wealthy land

owners.

Rather than revise, the framers decided to instead

write a brand new constitution for the nation.

Edmund Randolph and

James Madison, both

from Virginia, made a

proposal to the

Convention. The Virginia

Plan called for a strong

national government

with three branches.

Legislative Branch passes the laws.Executive Branch carries out the laws.Judicial Branch decides if the laws are carried out fairly.

The Virginia Plan also called for a

bicameral or two-house legislature.

Seats to each house would be

awarded based on population,

known as proportional

representation.

Accessing Prior Knowledge: How wereseats awarded under the Articles ofConfederation?

Small states objected

strongly to the Virginia Plan.

After two weeks of debate,

William Patterson, of New

Jersey presented the New

Jersey Plan.

Under the New Jersey Plan

called for equal

representation, the

legislature which would be

unicameral or one body.

Each state no matter the

size of the population

would have only one vote in

the legislature.

Making Inferences: Why would smallerstates not find proportionalrepresentation favorable?

The Virginia Plan v.s. The New Jersey Plan

A delegate named Roger Sherman, of Connecticut, worked

out a compromise between the large and small states.

Sherman’s Connecticut Compromise called for a legislature

two houses. The Lower House was known, as the House of

Representatives would have representatives based on that

state’s population.

Thinking Critically: How was Sherman’s Compromise a fair way to structure alegislature?

Members of the Upper House

known as the Senate would

have two senators per state

no matter what the population

of the state.

On July 16th the delegates approved the plan. The agreement

to have two legislatures, one with an equal number of votes

for each state, and one by population is known as the Great

Compromise.

A significant compromise reached at the Constitutional

Convention of 1787 was the agreement to establish a

bicameral legislature which address the issue of population

differences among the states.

“The House of Representatives shall be composed of Members chosen every second Year bythe People of the several States…Representatives and direct Taxes shall be apportionedamong the several States which may be included within this Union, according to theirrespective numbers, which shall be determined by adding to the whole number of freePersons, including those bound to Service for a Term of Years, and excluding Indians nottaxed, three fifths of all other Persons…

The Senate of the United States shall be composed of two Senators from each State, chosenby the Legislature thereof, for six Years…”

Source: Article I of the U.S. Constitution

What is the source of the document?

___________________________________________________________________

According to the document, how is representation in the House of Representatives and the Senate determined?

___________________________________________________________________

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Virginia New Jersey Connecticut

Legislature

Representation

Exit Ticket:• How did the Great Compromise solve the issue over

representation and population?

Lesson: Debates Over Slavery

Standards:CCSS.ELA-LITERACY.RH.6-8. 2, 4, & 8 CCSS.ELA-LITERACY.WHST.6-8. 1C, 2B, & 5

Objective: Examine the counting of the enslaved African American community for purposes ofcongressional representation and taxation (the Three-Fifths Compromise) .

Identify how people in power have acted to extend the concept of freedom, thepractice of social justice, and the protection of human rights in United States history.

Do Now:

• Explain how the Virginia Plan benefited larger states and how

the New Jersey Plan benefited smaller states.

Day 5

Thinking Critically: How did the tenants of the Great Compromise affect thedebate over slavery during the Constitutional Convention?

Of the 55 delegates, about 25 owned slaves. The delegates

from Southern states wanted to counts slaves as part of their

population. This would give the Southern states additional

representatives in the House of Representatives.

Delegates from the Northern states opposed this, arguing that if

slaves had no rights to vote then the South should not be given

additional representatives.

They agreed that three fifths of the slaves would be counted as part of the

population. In other words, if a state had 5,000 slaves, 3,000 of them would

be counted in the state’s population. The agreement about the issue of

slavery made by the delegates was known as the Three-Fifths

Compromise.

The Three-fifths Compromise established a system formal to count

slaves for population and taxation purposes. The Three-fifths

compromise reduced the fear of loss of representation by Southern

states with large slave populations.

Northerners and Southerners disagreed one another issue

relating to slavery. By 1787, some northern states banned the

slave trade within their borders. Northern delegates wanted

Congress to ban the slave trade in the entire nation.

Southerners warned that if the

slave trade was banned it would

ruin the southern economy.

Southern states would not agree to

a constitution that banned

slavery. Congress compromised,

agreeing that they could not outlaw

slavery for at least twenty years.

Recall: What states abolished slavery directly following the Deceleration ofIndependence?

Making Connections: How would the abolishing of slavery negatively affect thesouthern economy?

Southern states insisted that escaped slaves be returned to

them, otherwise slaves would have a strong incentive to try to

escape to a Northern state where they could be free.

Northern delegates agree to the Fugitive Slave Clause, which

required runaway slaves to be returned their owners upon

demand by the owner.

Not wanting to use the

word "slave," the Fugitive

Slave Clause substituted

"person held to service or

labour" in place of the word

"slave“.

"No Person held to Service or Labour in one State,... , escaping into another, shall ... be dischargedfrom such Service or Labour, but shall be deliveredup on Claim of the Party to whom such Service orLabour may be due.“

Why might the framers want to avoid using theterm slave?

Some of the delegates, such

as Gouverneur Morris of

Pennsylvania, were outraged

that any compromise was

reached. During the

Convention, on August 8, he

gave what came to be called

his famous "Curse of

Heaven“ speech.

"He never would concur in upholding domesticslavery. It was a nefarious institution. It was thecurse of heaven on the States where it prevailed. .. . Upon what principle is it that the slaves shall becomputed in representation? Are they men? Thenmake them Citizens and let them vote. Are theyproperty? Why is no other property included? .

Explain one argument does Morris uses againstthe three-fifths compromise.

In terms of representation in the United States Congress, how did southern states

benefit from the three-fifths compromise reached at the Constitutional Convention of

1787?

____________________________________________________________________

Which state benefited most from the three-fifths compromise reached at the

Constitutional Convention of 1787?

____________________________________________________________________

Exit Ticket:

• Describe the purpose of the Fugitive Slave Clause.

• Explain the compromises made surrounding slavery atthe Constitutional Convention

Lesson: Federalism

Standards:CCSS.ELA-LITERACY.RH.6-8. 2 & 8CCSS.ELA-LITERACY.WHST.6-8. 1

Objective:Examine how key issues were resolved during the ConstitutionalConvention, including the balance of power between the federal andstate governments (establishment of the system of federalism).

Examine the role of New York State residents Alexander Hamiltonand John Jay as leading advocates for the new Constitution.

Do Now:

• Prepare to present your task from yesterday.

Day 6

On September 17, 1787, the Constitution was ratified. The

delegates one by one signed the Constitution. They had done

something remarkable. In just a few months, they had set up

the framework for a lasting government for our country. At the

end of the Convention, a Republic was set up. A Republic is

a nation in which voters elect representatives to govern

them.

Early American leaders were inspired by the

Iroquois system of government. The

League of Nations was a model for unity.

The Native American nations governed

separately, as states but joined in unity in

their central defense.

Thinking Critically: How did the Iroquois provide an example for therestructuring of government, the founders were looking to make?

Under the new

Constitution, the states

gave up some of their

power to the national

government. The division

of power between the

states and national

government is called

Federalism.

Accessing Prior Knowledge: Under the Articles of Confederation which partyhad the most power?

The United States Government is considered a federal system

because both national and state governments exist within the

nation.

The Constitution spells out the powers of the

Federal Government, an example the Federal

Government can coin money or declare war.

States have the power

to regulate trade

between their borders.

The states decide who

can vote in elections.

The states have the

power to establish

schools and local

governments.

Many of the powers between the government and

states are shared. For example, both governments

can build roads or raise taxes.

The Constitution is the “final law of the land.” In a

dispute between the state and Federal, the Federal

Government has the final authority.

"The powers not delegated to the United States . . . are reserved to the states . . .“

-United States Constitution

What message does this brief quote attempt to convey?

According to Alexander Hamilton and his supporters the

Federal Government may exercise all powers necessary and

proper to meet its responsibilities.

Making Inferences:What do you think was meant by necessary and proper?

Making Connections: Are there any examples of the government exercising extrememeasures to enforce its responsibilities?

Alexander Hamilton was a prominent

Federalist who supported a strong

central government.

The Federalist Papers by James Madison, and New Yorkers,

Alexander Hamilton and John Jay were published in 1787

and 1788. The Federalist Papers were a series of eighty-five

newspaper essays to win support for ratification of the

Constitution.

A point made in the federalist

papers was that a system of

checks and balances will

prevent tyranny from a

central executive.

I go further, and affirm that bills of rights, in the sense and in the extent in which they

are contended for, are not only unnecessary in the proposed constitution, but would

even be dangerous. They would contain various exceptions to powers which are not

granted; and on this very account, would afford a colourable pretext to claim more

than were granted. For why declare that things shall not be done which there is no power to do? Why for instance, should it be said, that the liberty of the press shall not

be restrained, when no power is given by which restrictions may be imposed? I will not

contend that such a provision would confer a regulating power; but it is evident that it

would furnish, to men disposed to usurp, a plausible pretence for claiming that power.

- Alexander Hamilton, The Federalist paper number 84

Your sentiments, that our affairs are drawing rapidly to a crisis, accord with my own. .. . We have errors to correct. We have probably had too good an opinion of humannature in forming our confederation . . .

. . . thirteeen sovereign, independent, disunited States are in the habit of ... refusingcompliance with [our national Congress] at their option.

Would to God, that wise measures may be taken in time to avert the consequenceswe have but too much reason to apprehend. . . .

These excerpts are from a letter written by George Washington to John

Jay, dated August 1,1786. In these lines, Washington is agreeing with

Jay's criticism of the Articles of Confederation.

What did Washington mean by saying "we have errors to correct?"

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_____________________________________________________________________

What do you suppose he meant by saying "we have probably had too good an opinion of human nature in forming our confederation?

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John Jay of New York wrote The Federalist, Number 4, in support of ratification of theConstitution. This is an excerpt from that publication.

But whatever may be our situation, whether firmly united under one national government, orsplit into a number of confederacies, certain it is, that foreign nations will know and view itexactly as it is; and they will act toward us accordingly. If they see that our nationalgovernment is efficient and well administered, our trade prudently regulated, our militiaproperly organized and disciplined, our resources and finances discreetly managed, our creditre-established, our people free, contented, and united, they will be much more disposed tocultivate our friendship than provoke our resentment. If, on the other hand, they find useither destitute of [lacking] an effectual government (each State doing right or wrong, as to itsrulers may seem convenient), or split into three or four independent and probably discordant[quarreling] republics or confederacies, one inclining to Britain, another to France, and a thirdto Spain, and perhaps played off against each other by the three, what a poor, pitiful figurewill America make in their eyes! How liable would she become not only to their contempt butto their outrage, and how soon would dear-bought experience proclaim that when a peopleor family so divide, it never fails to be against themselves.

Source: John Jay, The Federalist, Number 4, November 7, 1787

Based on this excerpt from The Federalist, Number 4, state one argument used by

John Jay to support ratification of the Constitution.

Exit Ticket:

Homework:

• What role did Alexander Hamilton and John Jay play inthe signing of the constitution?

• Unit 3 - Lesson 1 CRQ Set

7.4 HISTORICAL DEVELOPMENT OF THE CONSTITUTION: The newly independent states facedpolitical and economic struggles under the Articles of Confederation. These challengesresulted in a Constitutional Convention, a debate over ratification, and the eventualadoption of the Bill of Rights.(Standards: 1, 5; Themes: GOV, CIV)

7.4a Throughout the American Revolution, the colonies struggled to address their differingsocial, political, and economic interests and to establish unity. The Articles of Confederationcreated a form of government that loosely united the states, but allowed states to maintaina large degree of sovereignty.

7.4b The lack of a strong central government under the Articles of Confederation presentednumerous challenges. A convention was held to revise the Articles, the result of which wasthe Constitution. The Constitution established a democratic republic with a stronger centralgovernment.• Students will investigate the successes and failures of the Articles of Confederation,

determine why many felt a new plan of government was needed, and explain how theUnited States Constitution attempted to address the weaknesses of the Articles.

• Students will examine the New York State Constitution, its main ideas and provisions, andits influence on the formation of the United States Constitution.

7.4c Advocates for and against a strong central government were divided on issues of States rights, role/limits offederal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratifythe Constitution.• Students will examine from multiple perspectives arguments regarding the balance of power between the federal

and state governments, the power of government, and the rights of individuals.

• Students will examine how key issues were resolved during the Constitutional Convention, including:

• state representation in Congress (Great Compromise or bicameral legislature)

• the balance of power between the federal and state governments (establishment of the system of federalism)

• the prevention of parts of government becoming too powerful (the establishment of the three branches)

• the counting of the enslaved African American community for purposes of congressional representation andtaxation (the Three-Fifths Compromise)

• Students will examine the role of New York State residents Alexander Hamilton and John Jay as leading advocates forthe new Constitution.