Ratification of the U.S. Constitution © 2014 Brain Wrinkles SS8H4ab.

Georgia’sHistory:Ratification of

theU.S.

Constitution

© 2014 Brain Wrinkles

SS8H4ab

Standards

SS8H4 The student will describe the impact of events that led to the ratification of the United States Constitution and the Bill of Rights. a. Analyze the strengths and weaknesses of both the Georgia Constitution of 1777 and the Articles of Confederation and explain how weaknesses in the Articles of Confederation led to a need to revise the Articles. b. Describe the role of Georgia at the Constitutional Convention of 1787; include the role of Abraham Baldwin and William Few, and reasons why Georgia ratified the new constitution.


Teacher Info – Who’s & What’s

• Print off the Who’s & What’s handout for each student. (Print front and back to save paper.)

• BEFORE the lesson, have students fill in the squares with what they think each term means.

• AFTER the presentation, the students will write down new (factual) information about each term.

• Check the answers as a class.© 2014 Brain Wrinkles

© 2

01

4 B

rain

Wrin

kles

Wh

o’s

& W

hat’s

Dire

ctio

ns: B

EFO

RE th

e le

sson, w

rite w

hat y

ou th

ink e

ach

term

means. A

FTER

th

e p

rese

nta

tion, y

ou w

ill write

dow

n n

ew

info

rmatio

n a

bout e

ach

term

.

GA

Constitu

tion o

f 17

77

Article

s of C

onfe

dera

tion

Constitu

tional C

onventio

nA

bra

ham

Bald

win

Gre

at C

om

pro

mise

What I th

ink th

is means:

Definitio

n:

What I th

ink th

is means:

Definitio

n:

What I th

ink th

is means:

Definitio

n:

Who I th

ink th

is is:

Definitio

n:

What I th

ink th

is means:

Definitio

n:

Willia

m Fe

wW

ho I th

ink th

is is:

Definitio

n:

Teacher Directions – CLOZE Notes

• The next pages are handouts for the students to use for note-taking during the presentation. (Print front to back to save paper and ink.)

• Check the answers as a class after the presentation.

• *Please note – the slides in this presentation are content-heavy. Feel free to open the editable file if you’d like to delete anything. I’ve found that it’s better to have too much than not enough!


Artic

les o

f Con

fed

era

tion

CLO

ZE N

ote

s 1

G

eorg

ia C

on

stitu

tion

•In

_________________________________________________________ was

imp

lem

ente

d th

at d

efined

sep

ara

te e

xecu

tive, le

gisla

tive, a

nd

jud

icial

bra

nch

es.

•The co

nstitu

tion a

lso liste

d ________________________________ , o

utlin

ed

ele

ction p

roce

ss for g

overn

or (________________________________ ) a

nd

oth

er sta

te o

fficia

ls, create

d a

sup

erio

r court fo

r each

county

, and

gave

the sta

te’s p

ow

er to

the u

nica

mera

l leg

islatu

re.

•The G

eorg

ia C

onstitu

tion o

f 17

77

did

a g

ood

job

of

____________________________________________________ and

pro

tectin

g b

asic

rights o

f the citize

ns.

•H

ow

ever, it p

ut to

o m

uch

pow

er in

the ________________________________ .

•A

lso, th

e le

gisla

ture

was __________________ so

there

was n

o ch

eck o

n its

pow

er.

•G

eorg

ia’s co

nstitu

tion w

as n

ot ra

tified

by a

________________________________ , so

it did

not fu

lly re

pre

sent th

eir

inte

rests.

Artic

les o

f Con

fed

era

tion

•A

fter th

e R

evolu

tionary

War e

nd

ed

, Cong

ress b

eg

an w

riting

the

________________________________ with

a stro

ng

centra

l govern

ment in

m

ind

.•

Many sta

tes o

pp

ose

d th

is beca

use

they d

id

________________________________ and

their g

oal w

as to

giv

e a

s much

p

ow

er a

s possib

le “to

the p

eop

le”.

•The A

rticles se

t up

a ________________________________ w

here

citizens e

lect

peop

le to

rep

rese

nt th

em

.•

Unfo

rtunate

ly, th

e A

rticles cre

ate

d a

n

________________________________________________________ that g

ave sta

tes

a lo

t of p

ow

er o

ver th

eir o

wn a

ffairs.

Weakn

esses

•The A

rticles co

uld

________________________________ to fu

nd

the

govern

ment (m

akin

g it im

possib

le to

pay d

eb

ts or so

ldie

rs).•

It could

________________________________ am

ong

the sta

tes (co

uld

put

tariff

s on e

ach

oth

er).

•It p

rovid

ed

for ________________________________________________ , o

nly

a

leg

islativ

e b

ranch

.•

Cong

ress co

uld

make

law

s, but _________________________________________

with

them

.•

Each

state

only

________________________________ , reg

ard

less o

f its p

op

ula

tion.

•A

ll 13

state

s had

to ________________________________ fo

r it to p

ass.

•Each

state

had

its ________________________________ .

Tim

e fo

r Ch

an

ge

•The sta

tes _____________________________________________________________ ,

and

Cong

ress h

ad

no p

ow

er to

stop

them

.•

Fore

ign g

overn

ments d

id n

ot k

now

if they w

ere

dealin

g w

ith

_________________________________________________ diff

ere

nt o

nes.

•The co

untry

’s _______________________________________________ .

© 2

01

4 B

rain

Wrin

kle

s

U.S

. Con

stitu

tion

CLO

ZE N

ote

s 2

C

on

ven

tion

•The fo

und

ers re

alize

d th

at th

e A

rticles o

f Confe

dera

tion

were

________________________________ to

eff

ectiv

ely

govern

the co

un

try a

nd

________________________________ .•

In ________________________________ , d

ele

gate

s from

all 1

3 sta

tes

________________________________ with

the in

tent to

chang

e th

e A

rticles.

•The m

em

bers e

nded

up ________________________________ a

nd

writin

g a

co

mple

tely

new

docu

ment.

•This m

eetin

g b

eca

me kn

ow

n a

s the ________________________________ .

Ab

rah

am

Bald

win

•G

eorg

ia h

ad

________________________________ that sig

ned

the C

onstitu

tion,

Abra

ham

Bald

win

and

Willia

m Fe

w.

•A

bra

ham

Bald

win

was a

nativ

e o

f Connecticu

t and

a

______________________________________________________ .•

Durin

g th

e A

merica

n R

evolu

tion, h

e se

rved a

s a

_______________________________________________ .•

In 1

78

4, h

e m

oved

to G

eorg

ia a

nd b

eca

me a

________________________________ .

Rep

resen

tatio

n•

Durin

g th

e C

onstitu

tional C

on

ventio

n, B

ald

win

was in

volv

ed in

debate

s over th

e __________________________________________________ .

•W

ith th

e V

irgin

ia P

lan

, small sta

tes w

ere

worrie

d th

at th

ey w

ou

ld b

e

__________________________________________________ .•

Bald

win

chang

ed h

is vote

to sid

e w

ith th

e sm

alle

r state

s, an

d h

is ________________________________ .

Gre

at C

om

pro

mis

e•

To so

lve th

e re

pre

senta

tion issu

e, B

ald

win

help

ed d

evelo

p th

e

________________________________ .•

This cre

ate

d a

________________________________ where

each

state

had

_____________________________________________________ , but re

pre

senta

tion

in

the H

ouse

of R

ep

rese

nta

tives w

as b

ase

d o

n th

e

________________________________ .•

The co

mpro

mise

pu

lled

the co

nventio

n o

ut o

f a

________________________________ .W

illiam

Few

•In

178

7, m

ost G

eorg

ian

s supp

orte

d a

_______________________________________ .

•G

eorg

ia’s o

ther d

ele

gate

to th

e co

nven

tion,

________________________________ , repre

sente

d G

eorg

ian

s well b

y v

otin

g in

__________________________________________________ d

urin

g critica

l times a

t th

e co

nventio

n.

•H

e w

orke

d d

iligently

to m

ake

sure

that th

e

____________________________________ .

Georg

ia•

On

Jan

uary

2, 1

788

, Georg

ia w

as th

e ________________________________ to

ra

tify th

e U

.S. C

on

stitutio

n.

•M

any G

eorg

ians fa

vore

d a

strong

natio

nal g

overn

men

t that co

uld

________________________________ fro

m N

ativ

e A

merica

ns a

nd th

e S

pan

ish in

Flo

rida.

•G

eorg

ian

s in co

asta

l regio

ns a

lso h

oped

that th

e ce

ntra

l govern

men

t would

________________________________ .

© 2

01

4 B

rain

Wrin

kle

s

Artic

les o

f Con

fed

era

tion

CLO

ZE N

ote

s 1

- KEY

G

eorg

ia C

on

stitu

tion

•In

17

77, a

new

state

constitu

tion w

as im

ple

mente

d th

at d

efi

ned

separa

te e

xecu

tive, le

gisla

tive, a

nd

jud

icial b

ran

ches.

•The co

nstitu

tion a

lso liste

d b

asic rig

hts, o

utlin

ed e

lectio

n p

roce

ss fo

r govern

or (o

ne-y

ear te

rm) a

nd

oth

er sta

te o

fficia

ls, create

d a

su

perio

r court fo

r each

coun

ty, a

nd g

ave th

e sta

te’s p

ow

er to

the

un

icam

era

l legisla

ture

. •

The G

eorg

ia C

onstitu

tion

of 1

777 d

id a

good jo

b o

f separa

ting th

e

govern

men

t bra

nch

es a

nd p

rote

cting b

asic rig

hts o

f the citize

ns.

•H

ow

ever, it p

ut to

o m

uch

pow

er in

the h

and

s of th

e le

gisla

ture

.•

Also

, the le

gisla

ture

was u

nica

mera

l so th

ere

was n

o ch

eck

on its

pow

er.

•G

eorg

ia’s co

nstitu

tion w

as n

ot ra

tified b

y a

vote

from

its people

, so

it did

not fu

lly re

pre

sent th

eir in

tere

sts.

Artic

les o

f Con

fed

era

tion

•A

fter th

e R

evolu

tion

ary

War e

nded

, Congre

ss began w

riting th

e

Article

s of C

onfe

dera

tion

with

a stro

ng ce

ntra

l govern

men

t in

min

d.

•M

an

y sta

tes o

ppose

d th

is beca

use

they d

id n

ot w

ant a

monarch

y

and th

eir g

oal w

as to

giv

e a

s much

pow

er a

s possib

le “to

the

people

”. •

The A

rticles se

t up a

republica

n d

em

ocra

cy w

here

citizens e

lect

people

to re

pre

sent th

em

.•

Unfo

rtunate

ly, th

e A

rticles cre

ate

d a

n e

xtre

mely

weak ce

ntra

l govern

men

t that g

ave sta

tes a

lot o

f pow

er o

ver th

eir o

wn

aff

airs.

Weakn

esses

•The A

rticles co

uld

not le

vy ta

xes to

fund

the g

overn

ment (m

akin

g

it imp

ossib

le to

pay d

ebts o

r sold

iers).

•It co

uld

not re

gu

late

trade a

mong

the sta

tes (co

uld

put ta

riffs o

n

each

oth

er).

•It p

rovid

ed fo

r no ju

dicia

l or e

xecu

tive b

ranch

, only

a le

gisla

tive

bra

nch

.•

Congre

ss could

make

law

s, but n

ot fo

rce sta

tes to

com

ply

with

th

em

.•

Each

state

only

rece

ived 1

vote

, regard

less o

f its popula

tion.

•A

ll 13 sta

tes h

ad to

appro

ve a

law

for it to

pass.

•Each

state

had its o

wn cu

rrency

.

Tim

e fo

r Ch

an

ge

•The sta

tes a

rgued o

ver b

ord

ers a

nd

trade, a

nd

Cong

ress h

ad

no

pow

er to

stop th

em

.•

Fore

ign g

overn

men

ts did

not k

now

if they w

ere

dealin

g w

ith 1

co

untry

or 1

3 d

iffere

nt o

nes.

•The co

un

try’s e

conom

y w

orse

ned

.

© 2

01

4 B

rain

Wrin

kle

s

U.S

. Con

stitu

tion

CLO

ZE N

ote

s 2

- KEY

C

on

ven

tion

•The fo

unders re

alize

d th

at th

e A

rticles o

f Confe

dera

tion w

ere

too

weak to

eff

ectiv

ely

govern

the co

un

try a

nd

had to

be re

vise

d.

•In

May 1

787, d

ele

gate

s from

all 1

3 sta

tes m

et in

Phila

delp

hia

with

th

e in

tent to

change th

e A

rticles.

•The m

em

bers e

nd

ed u

p d

iscard

ing th

e A

rticles a

nd w

riting a

co

mp

lete

ly n

ew

docu

ment.

•This m

eetin

g b

eca

me k

now

n a

s the C

onstitu

tional C

on

ventio

n.

Ab

rah

am

Bald

win

•G

eorg

ia h

ad tw

o d

ele

gate

s that sig

ned

the C

onstitu

tion, A

bra

ham

B

ald

win

an

d W

illiam

Few

.•

Abra

ham

Bald

win

was a

nativ

e o

f Conn

ecticu

t and

a g

rad

uate

of

Yale

Univ

ersity

.•

Durin

g th

e A

merica

n R

evolu

tion, h

e se

rved

as a

chapla

in in

the

U.S

. Arm

y.

•In

17

84, h

e m

oved

to G

eorg

ia a

nd b

eca

me a

succe

ssful p

oliticia

n.

Rep

resen

tatio

n•

Durin

g th

e C

onstitu

tional C

onven

tion, B

ald

win

was in

volv

ed

in

debate

s over th

e issu

e o

f rep

rese

nta

tion

.•

With

the V

irgin

ia P

lan, sm

all sta

tes w

ere

worrie

d th

at th

ey w

ould

be o

utn

um

bere

d b

y la

rge sta

tes.

•B

ald

win

chan

ged h

is vote

to sid

e w

ith th

e sm

alle

r state

s, and h

is vote

force

d a

tie.

Gre

at C

om

pro

mis

e•

To so

lve th

e re

pre

senta

tion issu

e, B

ald

win

help

ed

develo

p th

e

Gre

at C

om

pro

mise

.•

This cre

ate

d a

bica

mera

l legisla

ture

wh

ere

each

state

had tw

o

mem

bers in

the S

en

ate

, but re

pre

senta

tion in

the H

ouse

of

Repre

sen

tativ

es w

as b

ase

d o

n th

e sta

te’s p

opula

tion.

•The co

mpro

mise

pulle

d th

e co

nven

tion o

ut o

f a co

mp

lete

deadlo

ck.

Willia

m F

ew

•In

17

87, m

ost G

eorg

ians su

pporte

d a

strong ce

ntra

l govern

ment.

•G

eorg

ia’s o

ther d

ele

gate

to th

e co

nventio

n, W

illiam

Few

, re

pre

sen

ted G

eorg

ian

s well b

y v

otin

g in

favor o

f the n

atio

nal

govern

men

t du

ring critica

l times a

t the co

nventio

n.

•H

e w

orke

d d

iligen

tly to

make

sure

that th

e C

onstitu

tion w

as

ratifi

ed.

Georg

ia•

On

Jan

uary

2, 1

788, G

eorg

ia w

as th

e 4

th state

to ra

tify th

e U

.S.

Constitu

tion.

•M

an

y G

eorg

ians fa

vore

d a

stron

g n

atio

nal g

overn

ment th

at co

uld

pro

tect th

em

from

Nativ

e A

merica

ns a

nd th

e S

panish

in Flo

rida.

•G

eorg

ian

s in co

asta

l reg

ions a

lso h

op

ed

that th

e ce

ntra

l govern

men

t would

imp

rove tra

de re

gula

tions.

© 2

01

4 B

rain

Wrin

kle

s

Georgia’sConstitution

Articles ofConfederation

and the


SS8H4a

Georgia Constitution • Georgia’s provincial congress met after the

Declaration of Independence was adopted to create a new government.

• In 1777, a new state constitution was implemented that defined separate executive, legislative, and judicial branches.

• The constitution also listed basic rights, outlined election process for governor (one-year term) and other state officials, created a superior court for each county, and gave the state’s power to the unicameral legislature.


Georgia Constitution • The Georgia Constitution of 1777 did a good job of

separating the government branches and protecting basic rights of the citizens.

• However, it put too much power in the hands of the legislature.

• Also, the legislature was unicameral so there was no check on its power.

• Georgia’s constitution was not ratified by a vote from its people, so it did not fully represent their interests.© 2014 Brain Wrinkles

Articles of Confederation• America’s first written constitution was not

the Constitution that we have in place today.

• After the Revolutionary War ended, Congress began writing the Articles of Confederation with a strong central government in mind.

• Many states opposed this because they did not want a monarchy and their goal was to give as much power as possible “to the people”.


Drafting the Articles of

Confederation


Articles of Confederation• The Articles of Confederation went into effect

on March 1, 1781.

• The Articles set up a republican democracy where citizens elect people to represent them.

• Unfortunately, the Articles created an extremely weak central government that gave states a lot of power over their own affairs.


Weaknesses• The Articles could not levy taxes to fund the

government (making it impossible to pay debts or soldiers).

• It could not regulate trade among the states (could put tariffs on each other).

• It provided for no judicial or executive branch, only a legislative branch.


Weaknesses• Congress could make laws, but not force

states to comply with them.

• Each state only received 1 vote, regardless of its population.

• All 13 states had to approve a law for it to pass.

• Each state had its own currency.© 2014 Brain Wrinkles

The United States did not have a common currency

under the Articles of Confederation.


Time for Change• It soon became apparent that the Articles had

to be revised.

• The states argued over borders and trade, and Congress had no power to stop them.

• Foreign governments did not know if they were dealing with 1 country or 13 different ones.

• The country’s economy worsened.© 2014 Brain Wrinkles

George Washington called the Articles of Confederation “a

half-starved, limping government”.


ConstitutionalConventionRatification of

the New

Constitution


SS8H4b

Convention• The founders realized that the Articles of

Confederation were too weak to effectively govern the country and had to be revised.

• In May 1787, delegates from all 13 states met in Philadelphia with the intent to change the Articles.

• The members ended up discarding the Articles and writing a completely new document.

• This meeting became known as the Constitutional Convention.


Independence Hall, Philadelphia


Constitutional Convention

1787


Abraham Baldwin• Georgia had two delegates that signed the

Constitution, Abraham Baldwin and William Few.

• Abraham Baldwin was a native of Connecticut and a graduate of Yale University.

• During the American Revolution, he served as a chaplain in the U.S. Army.

• In 1784, he moved to Georgia and became a successful politician.


Abraham Baldwin


Representation• During the Constitutional Convention, Baldwin

was involved in debates over the issue of representation.

• With the Virginia Plan, small states were worried that they would be outnumbered by large states.

• Baldwin changed his vote to side with the smaller states, and his vote forced a tie.


Great Compromise• To solve the representation issue, Baldwin

helped develop the Great Compromise.

• This created a bicameral legislature where each state had two members in the Senate, but representation in the House of Representatives was based on the state’s population.

• The compromise pulled the convention out of a complete deadlock.© 2014 Brain Wrinkles

William Few• In 1787, most Georgians supported a strong

central government.

• Georgia’s other delegate to the convention, William Few, represented Georgians well by voting in favor of the national government during critical times at the convention.

• He worked diligently to make sure that the Constitution was ratified.


William Few


of the Original Copy of the U.S.

Constitution


Georgia• On January 2, 1788, Georgia was the 4th state

to ratify the U.S. Constitution.

• Many Georgians favored a strong national government that could protect them from Native Americans and the Spanish in Florida.

• Georgians in coastal regions also hoped that the central government would improve trade regulations.


Teacher Directions – Georgia’s New Constitution Poster

• Have the students create a poster to represent Georgia’s Constitution of 1777.

• The students should include symbols that represent the strengths and weaknesses of the constitution on the poster.


Georg

ia’s N

ew

Constitu

tion

Dire

ctio

ns: C

reate

a p

oste

r that h

ighlig

hts G

eorg

ia’s C

onstitu

tion o

f 17

77

. Inclu

de

the stre

ngth

s and w

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Teacher Directions – State Your Case Letter

• Have the students write a letter to the delegates of the Constitutional Convention that makes an argument for the need t revise the Articles of Confederation.

• They should support their argument with facts and details from their notes.


Directions: Write a persuasive letter to the delegates of the Constitutional Convention that makes an argument that the Articles of Confederation needs to be revised. Support your argument with valid facts and details.

State Your Case

Dear Delegates,


_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

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_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

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_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_Sincerely,

Teacher Directions – Georgia Delegate’s Voicemail

• Have the students imagine that they called one of the GA delegates (Baldwin or Few) during the Constitutional Convention.

• Why would this man not be able to answer the phone? What would he be doing at the time?

• The students will create a possible voicemail message that includes actual facts and details about the person’s role at the Constitutional Convention.


Georgia Delegates’ VoicemailDirections: If you called one of Georgia’s delegates during the Constitutional Convention, what would his voicemail message say? Choose either Abraham Baldwin or William Few and create an accurate voicemail message for what he could be doing during the Convention instead of answering your call. Use factual information from your notes in the message.

I’m sorry I cannot come to the phone right now because…


____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

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Teacher Directions – New Constitution Birth Announcement

• Have the students create a card to announce the “birth” of the new U.S. Constitution.

• The card should include a description of why and how the constitution was created (Articles of Confederation, Constitutional Convention, Great Compromise, etc.), an illustration of the event, and a commentary about how people in GA felt about the new document.


New Constitution Birth AnnouncementDirections: Create a card to announce the “birth” of the new U.S. Constitution. 1. Write a description about how and why it was formed (include reasons, people, events, etc.). 2. Draw an illustration to represent the event. 3. Write a commentary about how most people in Georgia feel about the formation of the new constitution.

It’s a_________________!Date of Birth:

1. 2.3.


Place of Birth:

Teacher Info – Venn Diagram

• Have the students compare and contrast the Articles of Confederation and the United States Constitution.

• When finished, discuss answers as a class.



United States’ GovernmentCompare and

ContrastArticles ofConfederation

United StatesConstitution

Teacher Info – 3.2.1. Ticket Out the Door

Have students write down 3 facts about the lesson, 2 important vocabulary words, and 1 question that they have. You can quickly read all of the questions at night and go over them the next day.


3. 2. 1.3 Interesting Facts:

2 Key Vocabulary Words:

1 Question You Still Have:

3. 2. 1.3 Interesting Facts:

2 Key Vocabulary Words:

1 Question You Still Have:

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