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Competency Goal #1 Investigate the foundations of the American political system and explore basic values and principles of American democracy Slide 2 Competency Goal #1 Objective 1.01 = Describe how geographic diversity influenced economic and political life in colonial North America. Major Concepts Regional divisions in the colonies Economic growth Colonial social structures Political / Government structure Ethnic and Religious Diversity Slide 3 Objective 1.01 Terms New England Middle Colonies Southern Colonies Jamestown Plantation system Mercantilism Indentured Servants Slavery Middle Passage Triangular Trade Route Pilgrims Puritans Quakers Catholics American Indians Religious dissenters Bacons Rebellion Town Meetings Joint-Stock / Proprietary / Royal /Self-Governing Colonies Salem Witch Trials Slide 4 Competency Goal #1 Objective 1.04 = Elaborate on the emergence of an American identity. Major Concepts Separation of Church and State Institution of Slavery Religious pluralism Consent of the Governed Slide 5 Objective 1.04 Terms Slave Trade Suffrage Nationalism Land Ownership Slide 6 North American Colonization The rise of nation-states in Europe created national rivalries, with nations attempting to out-do one another. With the Protestant Reformation there came religious conflict; each nation wanted to spread it religion Protestant V. Catholic. Natural offshoots of this rise of nation-states would also include economic and political rivalries. Slide 7 Spain Spain developed great empires in the New World. The Spanish established New Spain mainly in Mexico and South America, but also in the southern United States. Slide 8 Spain As Spain established its rule, the monarchs named a viceroy, a governor who ruled in the name of the Crown. The land was divided into large estates called encomiendas, which were later abolished and replaced by haciendas. They established outposts that later became towns. The dominating feature of these towns was the cathedral -- in the middle of the town square Slide 9 Spain In 1565, Spain established St. Augustine and Santa Fe in 1605. The Spanish also established governments and religious institutions. Spanish settlers and Indians intermarried, and these people of mixed Spanish and Indian ancestry were called mestizos. Slide 10 Spain The rulers of New Spain allowed no self- government and no home rule. All decisions and orders came from Spain. Slide 11 France The French settled in North America along the St. Lawrence River and the northern Great Lakes. They came to the New World to fish off the coast of Newfoundland, trap furs and spread Catholicism. Slide 12 France In 1608, the first French settlement Quebec was founded. The French also established the settlement of Montreal, St. Louis, Detroit, and New Orleans. Slide 13 France New France was sparsely populated for many different reasons. 1. Only allowed Catholics in the new territory, excluding French Protestants. 2. Found there were no great fortunes to be made in gold and silver. 3. Did not come to be farmers and settle down, they came to be fur traders. 4. Settlers had no chance of self-government. Slide 14 France The French eventually lost their possessions in North America in 1763. The loss was the result of the French and Indian War against England. Slide 15 Dutch Dutch colonization was entrusted to the Dutch West India Company which founded the New Netherlands in America in 1621. Slide 16 Dutch The Dutch were interested in fur trade and settled along the Hudson River. They started the settlements of New Amsterdam which included present-day New York City, Albany, Long Island, and New Jersey. The Dutch tried to attract settlers by offering huge land tracts called patroonships. Slide 17 Dutch These patroonships could be obtained by bringing 50 tenants to the colonies. There were few restrictions on who could settle in New Netherlands and at first few settlers were attracted. Slide 18 England The 1 st English colony was sponsored by Sir Walter Raleigh. Raleigh founded Roanoke Island off the coast of North Carolina in 1585. But after a year of deprivation and starvation, the colonists went home. Slide 19 England In 1607, the Virginia Company established Jamestown. These settlers were not prepared for the hardships they faced, and many died. But in 1612, John Rolfe found tobacco to be the cash crop they needed and hardships were overcome. The Virginia Company was a joint-stock company which operated on a charter from the Crown. Slide 20 England The company was granted a monopoly on trade with colony because of the risk of investing in and establishing long-distance trade. These companies were the early versions of todays corporations Slide 21 England Starting in 1630, many Puritans decided to move from England to America. Some 60,000 English emigrated during the next decade and 20,000 of those went to New England. These Puritans felt they had an agreement with God to build a holy society. It was a society that emphasized duty, honesty, hard work, and moderation in drinking and dress Slide 22 England Their way should not be confused with religious tolerance as the Puritans were very intolerant of those who did not believe as they did. The Puritan Commonwealth lasted until 1690 when the Crown took over Massachusetts and it became a royal colony. Slide 23 England In 1664, the English sailed into New Amsterdam and took control of the Dutch colony with very little force. The English were different settlers: they came with families, starred farms and established towns from the very start. They also brought along their ideas of English law and self-government. The English made 3 colonies out of the former Dutch possessions and settled ten of their own Slide 24 England The English came to the New World for many reasons: 1. economic 2. religious freedom 3. political strife 4. government tyranny. Slide 25 England Many effects of New World colonization are still apparent. First there was a cultural impact. Today, French is considered an official language of Canada and can also be heard in the city of New Orleans (a former French city) English is spoken in the U.S., but Spanish is also spoken in the southern reaches of our country. The Spanish influence is also apparent in Latin American and south America. When the language was adopted, so was the religion Slide 26 England This is why almost all of South American belongs to the Catholic Church. Louisiana, Texas, California, and parts of Florida are heavily Catholic. The eastern seaboard states were mostly Protestant until new waves of immigration added different religions. Slide 27 England Other aspects of culture, such as architecture and law, were influenced by these early explorers. The city of St. Augustine, Florida is the oldest European-settled city in the New World and displays Spanish architecture. The law of the Stat of Louisiana is based in part on Old French law Slide 28 Colonial Society 13 Colonies Slide 29 Colonial Society The American colonies were established for the overall benefit of England under an economic systems called MERCANTILISM. According to mercantilist theory, colonies would assure raw materials for England and markets for English manufacturers, trade partners for English merchants and make profits for the English treasury. Slide 30 Colonial Society The 13 colonies were divided into 3 groups according to their economic and social patterns. New England Colonies Middle Colonies Southern Colonies Slide 31 Colonial Society The New England colonies which consisted of New Hampshire, Massachusetts, Connecticut and Rhode Island. These colonies were settled by the Puritans as a religious haven, and their government supported the Puritan Church. The Puritan leaders (upper class) did not tolerate disagreement with Puritan beliefs and practices. Slide 32 Colonial Society Slide 33 They believed in hard work and avoided idleness, extravagance and vanity. They considered dancing and card playing frivolous. They were more apt to be hardworking, successful in business, thrifty and concerned with accumulating material wealth. Slide 34 Colonial Society New Englanders settled in towns around their church and had schools in which everyone read the Bible. New Englanders farms were worked to provide food for the Puritans who were not interested in selling their crops. Slide 35 Colonial Society Geography played an important role in the economic life of all the colonists. The forest provided lumber which was exported or used for ship building. They also used what were called the triangular trade routes. They imported slaves from Africa to the West Indies and traded them for the sugar and molasses that was shipped to New England to make rum. The rum was shipped back to Africa and sold to Africans for slaves. Slide 36 Colonial Society http://www.nmm.ac.uk/freedom/viewTheme.cfm/theme/triangular http://www.eduplace.com/kids/socsci/books/applications/imaps/ maps/g5s_u3/index.html#top Slide 37 Colonial Society The Middle Colonies which consisted of Delaware, New York, New Jersey, and Pennsylvania, were called the bread basket colonies. Had fertile land and a climate suitable for growing corn, wheat, and oats. Slide 38 Colonial Society They traded among themselves as well as England. People in the Middle Colonies were a mixture, unlike the Puritans of New England. They were mainly English, but there were Germans, Swedish, and Dutch settlements. Their populations included Jews, Catholics, and Quakers, along with Protestants. Because of this cultural pluralism, they were more tolerant of differences of opinion. Slide 39 Colonial Society In the Southern Colonies of Maryland, Virginia, North Carolina, South Carolina, and Georgia, people lived on farms and the settlements were scattered. Education was either taught at home or children were sent away to school. The Southern colonies had slave labor and traded primarily with England. Slide 40 Colonial Society Slide 41 These colonies had 3 social classes. The classes were not hereditary as they were in England, and colonists could move up and down. The Aristocracy was based on wealth and education. It consisted of planters, merchants, clergy, lawyers and printers. The middle class consisted of skilled workers and small farmers. The lower class consisted of indentured servants and slaves. Slide 42 Colonial Society The 13 colonies were classified as: Royal Proprietary Charter Some of them began as one classification, but were later changed for one reason or another. Slide 43 Colonial Society Royal Colonies: Controlled by the Crown The governor was appointed by the king and voting was decided by land ownership, not church membership. The King also appointed the members of the governors council, the upper house of the colonial legislature. Slide 44 Colonial Society Proprietary Colonies: Ruled by the men to whom the land had been granted. The owners appointed their own governor, and the people elected their own legislature. William Penn had loaned money to the English Royal family and to repay him they gave him land in the New World Pennsylvania (Penns Woods). Charles II of England granted the Carolina charter (North and South Carolina) in 1663. The Province of Carolina was chartered by eight Lord Proprietors who had full governing rights Slide 45 Colonial Society Charter Colonies: Promoted through private enterprise under charters granted by the king. The colonies (Plymouth, Massachusetts Bay Colony, etc) were all granted the right to govern themselves. Slide 46 Colonial Society Joint-Stock Companies: The colony of Jamestown was formed to make money for their investors. These Joint-Stock companies became the forerunners of todays modern corporations. As a result of their pooled resources. Spices, gold, jewels, tobacco, chocolate and other desirable items were taken to Europe for sale at high profits. Slide 47 Colonial Society Europeans were introduced to new foods such as corn and potatoes. In turn, Europeans brought over horses, cows, and other animals that helped earl settlers produce their goods more efficiently. Late on, trade rivalries developed as competition became a factor. Eventually large plantations were formed to produce goods. Slide 48 Colonial Society Southern Plantations were very efficient because of cheap labor as a result of participation in the slave trade. Slide 49 Colonial Society Rum, tobacco, and gunpowder were sold to African tribal rulers in exchange for captured slave. Slaves were treated inhumanely on their trip to the New World and were usually forced to work on plantations in the Caribbean and the southern United States. Slide 50 Middle Passage Slide 51 Colonial Society Native Americans were sometimes treated with respect. Columbus tried to be friend all groups he came into contact with. However, most colonists treated the natives brutally. Those who refused to convert to Christianity were killed so that the Europeans could take over. Slide 52 Colonial Society Land and resources were taken away with little, if any, payment. Entire villages of native were forced into slavery. Slide 53 Colonial Society Overall, the colonization of the New World was considered to be a positive change for Europe. It increased the power, wealth, and prestige of European countries. It took many years for the descendants of the Europeans to realize the wrongs that had been committed in the process of expansion. Slide 54 Colonial Society Near the end of the 17 th Century (1600s) in the Chesapeake, elite Virginia farmers owned the best farms and had strong political power. Most of the population of Virginia were small farmers, slaves and indentured servants. These small farmers could not afford the best lands, so they bought land near the Indian settlements which made them vulnerable to Indian Attacks Taxes were high on their crops, especially tobacco, and transportation of goods was difficult. Slide 55 Colonial Society 1676, the governor of Virginia, Sir William Berkeley levied new taxes for the construction of new forts. There was widespread complaints form the small farmers who didnt feel the new forts would protect them any better from the Indians Slide 56 Colonial Society Nathaniel Bacon Bacons Rebellion Sir William Berkeley Slide 57 Colonial Society Nathaniel Bacon, a Virginia planter led a protest against Governor Berkeley after violence broke out between Virginians and the Indians. Bacon was granted the commission and fought against the Indians. When he returned to Jamestown, conflicts arose between him and Berkeley. Berkeley accused him of killing friendly Indians. Slide 58 Colonial Society Bacons Followers Bacons Farm and House/Castle Slide 59 Colonial Society The Bacon followers revolted and rampaged the capital for several months. They claimed that Berkeley an d his followers monopolized the Indian trade and were making huge profits form the Indians. There were strong feelings among the lower and middle classes that certain trader were allowed preferential trade. Slide 60 Colonial Society This rebellion, known as Bacons Rebellion, showed that the people of Virginia wanted a government that was for all people not just the wealthy. Slide 61 Problems in Colonial Society Women Most women in the colonies were under the total control of the husbands. They had no say-so about their earnings, inheritance or property and could not appear in court or vote. The perception in inequality was the belief that women lacked the capacity to reason as soundly as men Slide 62 Problems in Colonial Society This provided the basis for the denial of women to vote. Land ownership in most colonies, not gender, determined the right to vote. Women from families who owned property could sometimes vote, especially when the make head of household was incapacitated. Slide 63 Problems in Colonial Society Religion Church in 17 th century New England was very important. Most people were Puritans who lived under the strict Puritan code which was not tolerant. Individual differences were frowned upon and all Puritans were expected to live by this rigid moral code. Puritans believed that the Devil would select the weakest (women, children, insane) to carry out his work. Those who followed Satan were witches, and anyone accused of witchcraft would be put to death Slide 64 Problems in Colonial Society 24 innocent victims lost their lives during the hysteria of the Salem Witch Trials in Salem, Massachusetts. Various townspeople were accused of being witches by several young girls. Those accused were brought to trial and some were put to death during this turbulent time. Slide 65 Salem Witch Trials Slide 66 Problems in Colonial Society Religious tolerance did exist in Maryland. In 1649, the colonial assembly of the Province of Maryland passed the Maryland Toleration Act which mandated tolerance of all Christian denominations. Maryland had been founded by the Calverts who were Catholics. In order to attract settlers, which Maryland desperately needed, the Calverts passed the law to secure religious freedom for the Catholics since they knew Protestants would be immigrating to Maryland Slide 67 Problems in Colonial Society This act allowed freedom of worship for all Christians in order to keep peace between the two religious groups and build their Province. Slide 68 Objective 1.02 = Trace and analyze the development of ideas about self-government in British North America Major Concepts Colonial traditions of self-government Ideas of the Enlightenment The Seeds of Rebellion Separation of Church and State Terms Magna Carta / Great Charter Parliament Common Law Mayflower Compact Town Meeting Social Contract Theory Natural Rights Common Good / Civic Virtue 1 st and 2 nd Continental Congress English Bill of Rights Limited Government Republic Slide 69 Western Democratic Revolutions During the 1600s and 1700s, revolutions took place within imperial powers that fundamentally changed the way they were governed. These revolts in Great Britain, America, and France resulted in an absolute monarchy being replaced with a more democratic regime. Slide 70 Western Democratic Revolutions Kings in Europe often viewed themselves as Gods representatives on Earth. This concept, called divine right, was often used as justification for harsh and unpopular policies enforced by monarchs. King James I, for example, believed that he was divinely commissioned to rule England. Ironically it was his descendants, the Stuart dynasty, who inadvertently caused the changes that led to the establishment of Western democracies. Slide 71 Western Democratic Revolutions The English Civil War & Glorious Revolution 1625, son of James I, Charles I, succeeded his father to the throne of England. He too, believed in the concept of divine right. Also, like his father, he used this belief as a justification to tax the people of England very heavily. In order to finance his various wars and expeditions, Charles called on Parliament for revenue. But, Parliament bad become increasingly wary of the real purpose of the requested tax hikes and since the y would have to carry this burden, they wanted some kind of guarantee form the king to respect their rights. When he threw some of the nobles in jail for refusing to grant him loans, they were determined to get revenge Slide 72 Western Democratic Revolutions So in 1628, when Charles again asked Parliament for more money, they presented him with a document called the Petition of Rights. Among the demands in the petition were an end to the imprisonment of subjects without due cause and to the levying of taxes without the consent of Parliament. The former is known today as the legal concept of habeas corpus. Latin for let us have the body, which holds that you have to be charged with a specific crime in order to beheld in jail. Slide 73 The taxation issue, better known to us as no taxation without representation was a major bone of contention between the American colonists and the British during the Revolutionary era. Charles foolishly ignored the Petition of Right and dismissed Parliament which led to the English Civil War. The English Civil War & Glorious Revolution Slide 74 The Kings supporters, called Cavaliers, were defeated by the Parliamentarians, called Roundheads, who were led by Oliver Cromwell. Cromwell put Charles on trial for treason and a jury found him guilty. He was beheaded in 1649. Slide 75 Cromwell dismissed Parliament and established a decade of dictatorship known as the Protectorate. However he proved to be just as unpopular as King Charles. Therefore in 1660, upon the death of Cromwell and his son who had succeeded him, the monarchy was restored back to the Stuart dynasty The English Civil War & The Glorious Revolution Slide 76 The English Civil War & Glorious Revolution The period of Restoration in England was marked by joyous times. Charles II, the son of the beheaded king, was popular, but ineffective. He was succeeded by his younger brother, James II. James was a weak man who tried to bully Parliament into giving him money whenever he wanted it by invoking once more the concept of divine right. By this time however, England had tired of absolute rule and looked toward a more democratic regime. Slide 77 The English Civil War & Glorious Revolution Leaders of Parliament were divided on what to do about James II. The Tory political party at first supported James, while the Whigs did not. James IIs actions became so outrageous that eventually both parties agreed he must be replaced. Since his Catholic children were unfit to replace him, a Protestant daughter from his first marriage, Mary was selected. Slide 78 James II Slide 79 The English Civil War & Glorious Revolution She was married to William, Prince of Orange (a province of the Netherlands), and they agreed to rule England jointly under the condition that they would be subject to the law of the land and to Parliament. This idea of limiting the power of a monarch is known as a limited monarchy. In America, colonists took this idea a step further by eliminating the monarchy altogether and instead limiting the powers o f an elected president. Slide 80 William III & Mary II Slide 81 The English Civil War & Glorious Revolution The procession of William III and Mary II into England is called the Glorious Revolution for two reasons First, there was no recorded bloodshed in the event. Even King James IIs highest-ranking general, the duke of Marlborough, (John Churchill, ancestor of Winston Churchill), voluntarily embraced the monarchs as he greeted them on the shore for safe passage to London. Slide 82 The English Civil War & Glorious Revolution James II fled to France, where later his son and grandson tried to reclaim the monarchy as the Old and Young Pretenders to the throne. Secondly, the Glorious Revolution was called Glorious because of the great benefits it brought to the English people and hence to Americans. Slide 83 The English Civil War & Glorious Revolution Among the rights gain by English citizens was a English Bill of Rights. It held that a monarch could not suspend a law without the consent of Parliament and that only Parliament could grant tax increases. Both of these ideas have been implemented in American government. For example, President Obama does not have sole power to raise taxes nor does he have the right to change any laws. Slide 84 Parliament Slide 85 The English Civil War & Glorious Revolution Only Congress has the power to do these things. English government was also limited by common law established in its earliest days. Common Law is a process to resolve cases using tradition, meaning pas court decision, instead of regulation written by lawmakers. Slide 86 Effects of the Enlightenment The roots of the Enlightenment lie in the Scientific Revolution of the 16 th and 17 th centuries. During this time, scientists worked to dispel much of the superstition created during the Medieval Period by demonstrating scientific explanations of natural phenomena. During this period of discovery, scientists began to believe that man could rely on science to unlock the mysteries of the natural world. Slide 87 Effects of the Enlightenment Similarly, Enlightenment philosophers believed in the underlying power of science- that of reason. But, they went a step further. They believed that reason and all the values connected with it, such as progress and liberty when used as a foundation for government, could be the sole guide for mankind. Slide 88 Effects of the Enlightenment Thus, most Enlightenment philosophers tended to downplay the importance of religion in society. Religion, in their minds, could not be rationalized (proven) and was therefore a false pretense and a poor tool for societal change. The power of reason, they believed was enough to change society. Slide 89 Effects of the Enlightenment John Locke, an Englishman, developed his ideas about government during the turbulent time of the Stuart period. In his Two Treatises on Government he stated that people, through reason, could govern themselves. Governments, therefore, were ultimately controlled by the people. The most important function government served was to protect the natural rights possessed by people such as life, liberty, and property. Slide 90 John Locke Slide 91 Effects of the Enlightenment The people would agree to give up some of their freedoms and agree with the decisions of their government and the government, in return, would protect the people. Locke also believed that an unjust government should be overthrown by the people and a more suitable one established. This idea was key in the American colonists contention that they were right in opposing such a unjust tyrant as George III. Slide 92 Effects of the Enlightenment Jean-Jacques Rousseau, was a Swiss philosopher who explained in his book The Social Contract how a truly democratic government should function. He believed, like Locke, that governments were created by the people and thus for the people. In our American republic, this idea persists today. Slide 93 Jean-Jacques Rousseau Slide 94 Effects of the Enlightenment Representatives are elected by the people and are obligated to carry out their will Rousseau believed that this type of relationship, called a social contract (between the people and the government) could exist and achieve a common good. This idea is certainly at the heart of American government even if it is not always apparent. Slide 95 Effects of the Enlightenment Another philosopher that influenced Jefferson was Baron de Montesquieu, a French nobleman. In his book, On the Spirit of Laws, he outlined the structure of an ideal government. He believed that the government should be divided into three components an executive branch, a legislative branch, and a judicial branch. Slide 96 Effects of the Enlightenment The executive branch, the enforcer and administrator of laws, had its beginnings with tribal chieftains and emperors. The legislative branch, the creator of laws, was created in an attempt to limit the power of the executive. The judicial branch, evolved in a different manner. Since a king could never be in all places at once to administer justice, he shared this power with his vassals (nobles). Eventually the concept of trial by jury rather than by nobles developed as people gained more individual rights. This concept of government is known as the separation of powers. The separation of power is sometimes referred to as a system of checks and balances Slide 97 Effects of the Enlightenment This means that each branch of government acts as a check to the power of the others. For example, should our Congress pass a bill requiring all U.S. citizens to join the Catholic Church, the judicial system would strike it down as being unconstitutional since it would violate our freedom of religion. Montesquieus ideas, established in the 1700s, form the basis of the American system of government. Slide 98 Magna Carta In 1215, King John was forced to sign an agreement called the Magna Carta. This document protected the nobles privileges, upheld their authority and granted certain rights to all landholders. These rights included equal treatment under the law and trial by ones peers. The Magna Carta was a contract that limited the power of the monarch (limited government) by granting that no one would be above the law, even the monarchy. Slide 99 Magna Carta When King John of England signed the Magna Carta, he agree to allow Parliament to create English law. In stating this, he was placing even himself under the power of the law-as created by Parliament. Slide 100 Magna Carta Slide 101 Foundations of American Government The first permanent English settlement, Jamestown, founded in 1607 was managed by the Virginia Company. In 1619, the colonists chose two representatives from each county to meet with the council and governor. This was the first representative assembly in the English colonies and was called the House of Burgesses. These burgesses had little power, but it marked the beginning of self-government in the colonies. Slide 102 Foundations of American Government The Pilgrims landed in America in 1620. Before they left their ship, the Plymouth colonists knew that they would need some type of compact (an agreement among all the people) stating rules they would need to govern themselves. The Mayflower Compact established direct democracy. The citizens met at town meetings to discuss and vote on important issues. Slide 103 Mayflower Compact Slide 104 Foundations of American Government Colonial rule was through Englands monarchy that subscribed to the theory of divine right. This theory held that God created the state and had given those of royal birth the right to rule. The people were bound to obey the monarch as they would God. To oppose this theory amounted to treason and was sin. This theory was rejected by the new Americans However, before democracy, as we know it in America today emerged, the early colonial governments had governors who were answerable to the King, the proprietors or those who held their Charter Slide 105 Foundations of American Government Even though these colonies differed in their ownership, all except Georgia had elected assemblies. Restrictions on the right to vote drastically limited the number of voters. Local governments and the court systems closely followed the tradition of English common law and the colonists continued to enjoy their rights as English citizens. Slide 106 Foundations of American Government As colonists gain more power and responsibility in their colonies, they learned that they could manage their own affairs and like having local control. They then began to demand more rights. But, by the mid-1700s, England started to tighten the reins on the colonies by passing new laws. Slide 107 Foundations of American Government The colonists solidified their resistance by establishing the First Continental Congress in 1774. The Congress demanded that the rights of colonists be restored and also voted to boycott British goods. (After the passing of the Stamp Act) If their demands were not met by the following year, another meeting would be held. Slide 108 1 st Continental Congress Slide 109 Foundations of American Government King George responded with force, so the Second Continental Congress met in 1775 to decide whether to break away from Britain John Hancock Thomas Jefferson Slide 110 Objective 1.03 = Examine the cause of the American Revolution Major Concepts Discontent with foreign rule Mercantilism Tradition of Self- Government Preservation of Civil Liberties No Taxation without Representation Terms Favorable Balance of Trade French and Indian War Writs of Assistance Proclamation of 1763 Quartering Act Stamp Act Declaratory Act Albany Plan of Union Slide 111 Objective 1.03 = Examine the cause of the American Revolution Terms Boston Massacre Intolerable Acts Declaration of Independence Thomas Paines Common Sense Salutary Neglect Navigation Act Slide 112 Foundations of American Government Causes of the American Revolution The French and Indian War (1754 1763) Fought by England and the colonists against the French and Indians over control of the Ohio Valley and the American interior. Though England and the colonists fought together, they fought for different reasons. The English wanted borders (Proclamation Act of 1763) they could easily defend with no worry of French and Indians. The colonists wanted more territory: they wanted to move west. Slide 113 Foundations of American Government The colonists were more concerned with the Indians while the English were concerned with the French, their European rivals. England and the colonists won the war, thereby eliminating the danger of the French and Indians. With the danger of attack removed, the colonists were not as dependent on the English for protection. Slide 114 French and Indian War Slide 115 Foundations of American Government They had gained military experience and confidence and the knowledge that colonial unity was needed to meet problems common to all the colonies. The English had neglected their colonial rule during their wars with the French, a policy known as salutary neglect. After the war, they decided that colonial policy must change. Slide 116 Foundations of American Government The New policy would include putting the colonies under strict economic and political control, compelling the colonies to obey English laws and pay their part of being in the British Empire. Unfortunately for the British, the colonies had gotten used to neglect: the like things as they were and refused to turn back. Slide 117 Foundations of American Government Because of MERCANTILISM, Britain wanted to sell more than they bought from other countries. This was known as a favorable balance of trade. Britain needed the American colonies for additional resources and markets. The British attempted strict enforcement of their laws by using Acts Slide 118 Foundations of American Government The first of these were the Navigation Acts. The Navigation Acts, passed in 1660, required the colonies to sell certain goods only to Britain. If the colonies sold any products to other countries, a British duty tax was charged. Prime Minister George Grenville sent more royal inspectors, customs collectors, and patrols. Slide 119 Foundations of American Government These Acts also included five Writs of Assistance which were general search warrants to look for smuggled goods. They were constant irritants for the colonists. Following these Writs came the Sugar Act, which called for strict enforcement of laws and the Stamp Act. Slide 120 Foundations of American Government The Stamp Act was different it was not an import/export tax which the colonists were used to, it was an internal tax. Stamps were required on printed materials like mortgages, wills, pamphlets, and newspapers. This Act affected influential groups such as clergy, printers, and lawyers These groups protested loudly. They felt they should not be taxed without representation in the British Parliament. No Taxation without Representation. Slide 121 Stamp Act Slide 122 Foundations of American Government The Stamp Act was followed by the Townshend Acts which put taxes on glass, paint, paper and tea. Colonists who violated these acts were not tried in the colonial courts but in military courts. The Quartering Act of 1765 was another bone of contention between the colonists and the English. This law required the colonists to provide food and housing for the English soldiers in their colonies. Slide 123 Foundations of American Government American colonial policy in England was being handled by people who were ignorant of the colonial ways of life. Did not realize the colonies had matured. Were no longer dependent on England. Ready to resist. They smuggled goods rather than pay taxes and writers and lawyers protested the Writs of Assistance. Slide 124 Foundations of American Government Delegates from 9 colonies met to form the Stamp Act Congress which decided to boycott English goods. The famous Boston Tea Party occurred in 1773 in protest of British tax policies. The colonists were becoming more rebellious as they defied British authority and destroyed British property by throwing tea from British ships into the Boston Harbor. Slide 125 Boston Tea Party Slide 126 Foundations of American Government The British decided they must punish the colonists and responded with the Intolerable Acts. They closed Boston harbor, authorized the quartering of troops in any colonial town and required that British officials be returned to England to stand trial for crimes committed in Massachusetts They also limited colonial government. Slide 127 Foundations of American Government The colonials solidified resistance by establishing the First Continental Congress. They decided to boycott British goods. The British/Colonial relations were collapsing at a rapid pace. In April of 1775, British soldiers were sent to Concord to capture colonial supplies and on to Lexington to arrest colonial leaders Samuel Adams and John Hancock. Slide 128 Colonial Leaders Samuel Adams John Hancock Slide 129 Foundations of American Government Colonial militia and British soldiers met and fighting broke out. This was the start of the American Revolution The causes of the Revolution were the taxes and taxation without representation. The misunderstandings between the old country and the colonists crated new citizens -- AMERICANS Slide 130 The Declaration of Independence Causes & Effects of the American Rev. Causes Declaratory Act Mercantilism Writs of Assistance Stamp Act Taxation Intolerable Acts British lack of understanding Events Shot Heard around the world George II Hires Hessians Declaration of Independence Victory @ Saratoga Victory @ Yorktown Effects U.S.A. Born End of Mercantilism Migration past Appalachian Mountains New State Constitutions Encouraged nations around the world to seek self- government Slide 131 Declaration of Independence Slide 132 Even though the American Revolution started in April of 1775, many Americans were not sure where they stood. Were they fighting for their rights or their independence? News traveled slowly and there was little of it. However, Thomas Paine published Common Sense in 1776, a pamphlet which openly challenged the British government and monarchy. The pamphlet spoke to the common people of America and it was the first work to ask for independence from Great Britain. "These are the times that try men's souls." Slide 133 Declaration of Independence The colonists decided to push for independence for several reasons. King George III hired Hessian (German) mercenaries to fight the colonists in a war the colonists had felt was a family affair. Independence would require that captured American soldiers be treated as prisoners of war, not as traitor, and they believed a Declaration of Independence would help them obtain assistance form European enemies of the British. Slide 134 Declaration of Independence The Second Continental Congress appointed a committee of five men to write a declaration of independence. The Committee included Benjamin Franklin, Roger Sherman, John Adams, Robert Livingston, and Thomas Jefferson. The Declaration of Independence was written chiefly by Jefferson. Slide 135 Declaration of Independence It includes an introduction that state why it had become necessary for the colonists to separate from England. The second part of the Declaration states that people have certain rights that cannot be taken away. All men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness. Slide 136 Declaration of Independence In the third part, Jefferson listed the misdeeds of George III, and his disregard of mans God-given rights. The fourth part and conclusion states that, these united colonies are, and of right ought to be, free and independent states. Slide 137 Declaration of Independence On July 4 th, 1776, the Second Continental Congress adopted the Declaration of Independence. This elevated the cause of the war to one of total freedom from British tyranny. It also encouraged help from Spain and France. The Declaration of Independence provided the U.S. with a basic democratic philosophy and inspired movements in other nations. Slide 138 Objective 1.05 = Identify the major domestic problems of the nation under the Article of Confederation and assess the extent to which they were resolved by the new Constitution Major Concepts: Characteristics of the Articles of Confederation Organization and governance of new lands Internal Rebellion Role of the Central government Terms: Land Ordinance 1785 Northwest Ordinance 1787 Treaty of Paris 1783 Shays Rebellion Bill of Rights The Virginia Plan The New Jersey Plan The Great Compromise / Connecticut Plan Slide 139 Objective 1.05 = Identify the major domestic problems of the nation under the Article of Confederation and assess the extent to which they were resolved by the new Constitution Terms: The 3/5 Compromise The Commerce and Slave Trade Compromise The Electoral College Slide 140 Articles of Confederation and The Constitution In 1776, the Second Continental Congress appointed a committee to plan a government for the thirteen American states. John Dickinson of Delaware headed the committee that wrote the Articles of Confederation. The Articles were adopted by the Continental Congress in 1777, and then set to the states for ratification. In March of 1781, the last state ratified the articles, and the U.S. came into being with a new government. Slide 141 Articles of Confederation Slide 142 The Articles of Confederation established the union of the thirteen American states. Article I said the name of the confederation shall be The United States of America The Confederation created a union of thirteen equal states that would remain sovereign. Slide 143 Articles of Confederation The leaders of the states were unwilling to grant much power to a central government Memories of British government were fresh in their minds. A powerful central government was not created as the people feared for their civil liberties and rights. The Confederation was a vehicle for strong states rights. Slide 144 Articles of Confederation Under the articles, the Confederation had only ONE branch, Congress The Confederation Congress 9 votes were required to pass a law and each state had 1 vote, but could send from two to seven representatives. Congress could request money for the common treasury, but had NO POWER to force the state to give the money The new government was empowered to provide for the common defense, safeguard individual liberties and maintain the general welfare Slide 145 Articles of Confederation The Articles of Confederation were beneficial to the new nation as follows: 1.The States could cooperate in the conduct of war. 2.In forming a loose union, they were not as open to a takeover by European nations. 3.Americans began thinking of themselves in terms of a nation, not just as a state. 4.The Land Ordinance of 1785 and the Northwest Ordinance of 1787 were the lasting contributions of the Articles of Confederation Slide 146 Articles of Confederation Land Ordinance of 1785 & Northwest Ordinance of 1887: The Land Ordinance of 1785: provided for surveying new land, establishing townships and holding public land sales. Northwest Ordinance of 1887: Provided steps by which new state were admitted on an equal basis with the original states. 13 states were initially admitted under the Articles of Confederation. Alaska and Hawaii were admitted in the same manner almost 200 years later Slide 147 Articles of Confederation Although the Articles of Confederation contained good ideas of government, it also had some soon-to-be obvious weaknesses. 1. The government was operating without the power to tax. Confederation money was useless as the states also printed their own money. 2. There was no national regulation of interstate commerce. This frustrated foreign nations, and the new country failed to prosper. Slide 148 Articles of Confederation 3. There was no national military, and militias were controlled by their states 4. There was no executive branch so rule was by Congressional Committee without help of a bureaucracy. 5. There was no national judicial system, and the government lacked power to settle disputes between states. 6. Each state had only one vote. This did not take into consideration the size of the state or the size of the population 7. No change or amendment could be made in the constitution without unanimous vote, and changes were needed. Slide 149 Articles of Confederation The Congress negotiated a peace agreement, the Treaty of Paris (1783). It ended the Revolutionary War with Great Britain who then recognized the United States its a free nation. But there were still problems. Foreign nations realized that the Articles of Confederation were weak. Great Britain refused to move its troops from the Ohio Valley, and Spain closed the port at New Orleans. The United States had no power to raise a national military, so it could not oppose these actions Slide 150 Articles of Confederation America was also struggling financially. Congress had borrowed money to pay for the war. There was a debt that would take years to repay. State governments were also indebt. They started taxing their citizens heavily and also taxes other states and foreign countries goods. Slide 151 Articles of Confederation Many businesses failed,and trade with other areas was hurt. The public became frightened and worried that the government could not protect their property or safety August 29, 1786, Daniel Shays, an indebted farmer from Massachusetts, led an armed rebellion known as Shays Rebellion against the state Slide 152 Articles of Confederation The Massachusetts, court had threatened to take Shays farm away because of his debts. He felt the state was punishing him for their problems Many other farmers agreed, and Shays led his armed rebellion against the federal arsenal. The state responded, and Shays was defeated. Slide 153 Articles of Confederation However, the lack of an institutional response, and the fact that Massachusetts had to raise a private militia showed weakness in the Articles of Confederation and gave strong impetus to a Constitutional Convention. Slide 154 U. S. Constitution In 1787, twelve states sent delegates to Philadelphia for a meeting to revise the Articles of Confederation (Rhode Island did not send representatives) The Result of the meetings was the United States Constitution, a bundle of compromises which included part of the Virginia Plan, the New Jersey Plan, and the Great Compromise. Slide 155 U. S. Constitution The Virginia Plan proposed a 3 branch federal government. There would be a legislative branch to make laws, an executive branch to enforce laws, and a judicial branch to make sure the laws were fairly administered. It proposed two houses for the legislative branch with the number of representatives determined by population. Slide 156 U. S. Constitution New Jersey did not like the Virginia Plan because of its small population. The New Jersey Plan proposed three branches, but the legislative branch would consists of only one house with each state getting one vote. Slide 157 U. S. Constitution Finally, after long debate in this area, there was a compromise. The Great Compromise or Connecticut Plan established two houses. One would be elected directly by the people (the number determined by the states population), and the other elected by the state legislature would have two members from each state. Slide 158 U.S. Constitution As a result, the new United States Constitution was quite different from the old. The government was divided into 3 branches, the legislative, executive, and judicial. Slide 159 U. S. Constitution The legislative branch called Congress was bicameral (a two-house body) The House of Representatives would have members according to each states population and in the Senate all states had two numbers. This representation satisfied both large and small states. Slide 160 U. S. Constitution One problem of representation came form the slave states who wanted slaves to count toward their representation. A compromise, each slave would be counted as 3/5 of a person (or five would be counted as three), was finally reached. This compromise was called the Three- Fifths Compromise. Slide 161 U. S. Constitution The Executive Branch would have a president as its head. After many discussions, a four-year term for the chief executive was agreed upon. Some delegates thought members of Congress should elect the president, and other thought the people should decide who should become president. Slide 162 U. S. Constitution A decision was made that a group of people who would be elected by each state legislature would select the president and vice president. This group was called the Electoral College. Slide 163 U. S. Constitution The third branch, the judiciary, was to consist of a Supreme Court appointed by the president and approved by the Senate. The judiciary would have lower courts as designated by Congress. Slide 164 U. S. Constitution The new government had the power to levy taxes, build an army, protect property, regulate interstate commerce and coin money. None of these powers had been granted by the Articles of Confederation, making it too weak for strong governance. Slide 165 U. S. Constitution The Constitution radically improved the Articles of Confederation, but many states (North Carolina was one.) did not think that the Constitution fully guaranteed the rights of its citizens. Finally, a compromise was reached promising that if the Constitution was adopted, a Bill of Rights would be added to it. Slide 166 U. S. Constitution On June 21, 1788, the ninth state (New Hampshire) ratified the constitution, and it went into effect. The last four remaining state finally ratified the Constitution with Rhode Island being last in 1790. Slide 167 Objective 1.06 = Compare viewpoints about government in the Federalists and Anti-Federalists Papers Major Concepts: Protection of Individual Rights States Rights Vs. Strong Centralized Government Ratification of the Constitution Terms: Federalists Anti-Federalists Loose Interpretation Strict Interpretation Federalism Separation of Powers Checks and Balances Republicanism The Judiciary Slide 168 Objective 1.06 = Compare viewpoints about government in the Federalists and Anti-Federalists Papers Terms: The Executive Branch Factions Bill of Rights Slide 169 Federalists/Anti-Federalists Ratification of the Constitution was essential. Many Americans supported the Constitution, but many others did not. These different views caused the leaders to split into factions. Factions are groups of people joined together by a common belief. Slide 170 Federalists/Anti-Federalists The beginnings of the two-party system in the U.S. can be traced back to the disagreements over the ratification of the Constitution. These arguments carried over into the early years of the country and eventually the factions became political parties. Slide 171 Federalists/Anti-Federalists The Federalists were the first party. The developed around the beliefs of Alexander Hamilton, the Secretary of the Treasury in George Washingtons Cabinet. The Federalists were the rich and the well- born They supported the Constitution and they wanted strong executive leadership and policies to mend the nations economic ills. Slide 172 Federalists/Anti-Federalists They favored a loose interpretation of the Constitution. They appealed to the bankers, manufacturers, and shipping interests. The were pro-British, and they believed that the Constitution gave the federal government powers that were not specifically spelled out in the Constitution. Slide 173 Federalists/Anti-Federalists Thomas Jefferson, who served as George Washingtons Secretary of State, led the Anti-Federalists. He was sympathetic to the common man and believed the United States would become a nation of farmers. He wanted the role of the new government to be limited because he favored States Rights. Slide 174 Federalists/Anti-Federalists The Anti-Federalists were pro-French, and believed in a strict interpretation of the Constitution. They believed that the national government had only the powers and authority mentioned in the Constitution. The Anti-Federalists believed that the Constitution should have a bill of rights to provide protection for certain liberties (speech and religion as well as others) Slide 175 Federalists/Anti-Federalists The Federalists finally agreed that the Constitution needed a bill of rights. The Federalists promised that if the Constitution was ratified a bill of rights would be added. Slide 176 Objective 1.07 = Evaluate the extent to which the Bill of Rights extended the Constitution Major Concepts: Compromise and adoption of the Constitution Scope and Limits of the Bill of Rights Guarantees of Personal Liberties Terms: Free Exercise Clause Establishment Clause Freedoms of Expression Assembly Petition Religion Right to Bear Arms Quartering Search & Seizure Slide 177 Objective 1.07 = Evaluate the extent to which the Bill of Rights extended the Constitution Terms: Eminent Domain Due Process Double Jeopardy Self-Incrimination Rights of the Accused Speedy and Public Trial Trial by Jury Fines and Punishment Power of people Terms: Power of states Slide 178 Civil Liberties Many Americans felt that in order to preserve their unalienable rights, these rights needed to be stipulated. They wanted a Bill of Rights But the final draft of the Constitution did not include a separate Bill of Rights. So in 1789, Congress approved the first 10 amendments at its first session under the new Constitution. Slide 179 Civil Liberties The states had ratified the 10 Amendments which became known as the Bill of Rights by 1791. This Bill of Rights protects our civil liberties and our freedom to act and think without interference from the government. Slide 180 The Amendments First: Freedom of Religion, Speech, Press, Petition, and Assembly. Second: The Right to keep and bear arms Third: No soldier shall be quartered without owner consent during peacetime or war times. Fourth: Right to Privacy. No search without probable cause and a warrant Slide 181 The Amendments Fifth: Rights of the accused to remain silent and to have an attorney Sixth: Speedy trial and a trial by jury Seventh: Jury trial in civil cases. Eighth: Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishment inflicted. Slide 182 The Amendments Ninth: The enumeration in the Constitution of certain rights shall not be construed to deny or disparage others retained by the people Tenth: Powers not delegated to the U.S. by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people. Slide 183 1 st Amendment Allows individuals freedom of religion, speech, press, petition, and assembly. It prohibits Congress from establishing an official religion in the United States (Establishment Clause) It guarantees that individuals may worship as they please without interference from the government (Free Exercise Clause) Slide 184 2 nd Amendment Allows individuals the right to keep and bear arms. This amendment was very important in this young nation where local militias were extremely important. Slide 185 3 rd Amendment Guarantees that no soldier shall be quartered without owners consent during peacetime or war times. Many colonists had to quarter British soldiers before the Revolutionary War whether they wanted to or not. Slide 186 4 th Amendment Guarantees the right to privacy. It guarantees no search or seizure without probable cause and a search warrant. Slide 187 5 Th Amendment Guarantees the rights of the accused to remain silent and to have an attorney. No one can be imprisoned or have property seized without due process. Due process means following the legal procedures established by the government. This amendment also protects people from being tried for the same crime more than once (double jeopardy) Slide 188 5 Th Amendment Defendants cannot be forced to testify against themselves in court (Self- Incrimination) This amendment also limits the governments power of Eminent Domain Eminent Domain is the right of the government to take private property for public use. The Government must pay you a fair price for the property. Slide 189 6 th Amendment Calls for a speedy trial and a trial by jury. These are additional due process rights. All trials do not have to have a jury. All accused individuals have the right to call witnesses in their defense, have a lawyer whether they can afford one or not and have the right to question and hear all witnesses against them. Slide 190 7 th Amendment Calls for a jury trial in civil cases. Slide 191 8 th Amendment Prohibits imposing excessive bail or fines on the accused. Bail is a sum of money used like a security deposit. The bail is returned if the accused fails to appear. This amendment also forbids cruel and unusual punishment. The punishment should be proportional to the committed crime Slide 192 9 th Amendment Makes it clear that these rights are not the only rights of citizens. The unwritten rights are just as important, and they cannot be taken away. Slide 193 10 th Amendment The Tenth Amendment says that any powers the Constitution does not give to the national government are reserved for the states or the people. Slide 194 The Bill of Rights Almost all of the amendments reflect experiences and concern of Americans prior to the Revolutionary War. Many had experienced religious intolerance in Europe before coming to America. Many had been denied the right to petition the King or speak out against his policies. Many were concerned about defending their families and homes. All of these were considered in the writing of the Bill of Rights. Slide 195 Constitutional Rights When English colonies moved to the New World, they brought their English heritage which included Common Law, Limited Government, and Representative Government. They also brought parts of the British Judicial system, the practice of trial by jury, habeas corpus, and due process. Slide 196 Constitutional Rights The English lived by common law, which were laws handed down over generations but not written laws. The English Bill of Rights (1689) formed the basis for much of our American government and courts. The English settler believed in individual liberties and the rights of man. These ideals were included in the U.S. Constitution. Slide 197 Constitutional Rights The Constitution and the Bill of Rights protect individuals and their rights. It also limits the powers of the national government. The principle of individual rights still applies in present times. The federal government cannot limit or regulate these rights. Court cases and decisions are made to ensure that these protections continue. Slide 198 Constitutional Rights The U.S. Constitution is the SUPREME LAW OF THE LAND no law is higher than the Constitution. The Constitution provides for a federal Supreme Court and gives Congress the right to form all lower courts. States also have their own court system. Some are civil court and other are criminal courts. Each court has its own jurisdiction. Slide 199 Constitutional Rights Each court system, federal and state, has appellate courts. These courts of appeal hear cases that have been decided in lower courts. Federal courts hear federal cases, and the state courts hear state cases in the states jurisdiction. For all courts, federal and state, the last court of appeals is the United States Supreme Court Slide 200 Objective 1.08 = Compare the American System of Government to other forms of Government Major Concepts: Forms of Government American system of Government Terms: Anarchy Autocracy Theocracy Oligarchy Limited/Absolute Monarchy Totalitarianism Dictatorship Aristocracy Slide 201 Objective 1.08 = Compare the American System of Government to other forms of Government Terms: Democracy Federalism Republicanism Slide 202 Different Types Of Governments There are many types of governments, but there are two categories, democratic and authoritarian. The people rule in democratic regimes. Power is held by one individual or group that is not accountable to the people in authoritarian regimes. Slide 203 Different Types Of Governments Authoritarian Governments An absolute monarchy is a government ruled by an individual who usually inherits this position. Almost nonexistent today King of Saudi Arabia is the closest match to this type of monarch except he consults with advisors and is constrained by Islamic Law. A dictatorship allows for the exercise of complete control just like an absolute monarchy. A dictatorship is an autocracy (1 individual), uses the military to stay in power, limits the freedom of their people and tampers with elections or refuses to hold them at all. Fidel Castro was the dictator in Cuba. Slide 204 Different Types Of Governments Authoritarian Governments In a totalitarian state, all aspects of life are controlled by the government. The government has a plan for society and the economy, regulates farm and industrial production Nazi Germany under Adolf Hitler, was a prime example of this type. An Oligarchy is a government by a few families or small groups of people who are typically the most powerful, whether by wealth, military strength, ruthlessness or political strength. 20 th Century example, South Africa, was a form of oligarchy based on racism. English, which made up 20% of the population, denied educational and trade opportunities to the black majority. This was called apartheid. Lasted until 1994. Slide 205 Different Types Of Governments Authoritarian Government An aristocracy is a government ruled by the upper classes. Upper classes did not offer any type of assistance for the poorer people. Type of government does not exist anymore. A theocracy is a government that is based on religion. This type of government claims to rule on behalf of God or a higher power. Iran is a theocracy, since its elected president and legislature are supervised and controlled by Shia clerics. Christian Theocracy? Slide 206 Different Types Of Governments Authoritarian Governments Anarchy: having no government or rules at all. People are well aware that society could not last long without some form of government. Anarchies do not occur by design, instead they happen as a result of revolutions. Democratic Government Limited or Constitutional monarchy: a government where the king/queen, or emperor shares power with the prime minister and other branches of government Japan is an example of this type of monarchy Slide 207 Different Types Of Governments Democratic Government Republics are governments where the people have the right to elect a president and representatives to govern and make laws. The United States is an example of a republic. The United States is also a democracy. A democracy allows people to hold office, make laws, and vote on issues.