Creating the Constitution

8.1 8.2 Creating the Constitution 8.3 8.4 8.5 8.6 What compromises emerged from the Constitutional Convention? 8.7 8.8 8.9 8.10 8.11 8.12

EQ/Goal: What compromises emerged from the Constitutional Convention? LEARNING Targets: • What early quarrels and accomplishments helped to settle new land west? • How did Shay’s Rebellion lead to a call for a Convention? • How did the shared beliefs and clashing views set the tone of the Convention room? • How should the states be represented in the new government? • How should slaves be counted? • How should the chief executive be elected? • How did the Federalist Papers impact the views of the people?

Setting the Stage: Geography Challenge Using your orange text book or the on-line text-book, analyze the maps to answer questions 1-9 from geography skills worksheet at the front of your packet. You are to work within your groups and collaboratively on these questions.

Setting the Stage: Critical Thinking Within your groups, number off by threes. Ones will work on question 10, twos will work on question 11, and threes will work on question 12. After the allotted time, we will share out.

8.1: Creating the Constitution Read 8.1 What compromises emerged from the Constitutional Convention? • What problems do you predict occurred under our first law of the land, The Articles of Confederation? • Why do you think they created a government with limited federal power? • Who do you predict will play the largest role in the creation of The Constitution?

Articles of Confederation FACTS: • 1776-1789. • Created “a firm league of friendship” between the states. • “Each state retained its sovereignty” (independence). • Each state had one vote. • Need 9 out of 13 to pass laws or treaties. LINKS: Learn About the United States (U.S.) Articles of Confederation & More | Constitution Facts About the Articles of Confederation (1776) | FactMonster.com

Articles of Confederation ACCOMPLISHMENTS: • Won the Revolutionary War. • Created a US Postal System. • Negotiated the Treaty of Paris. • Land Ordinance of 1785. • Northwest Ordinance of 1787.

Articles of Confederation POWERS: • Declare War. • Raise an Army or Navy. • Print Money. • Set up Postal System.

Articles of Confederation WEAKNESSES: • Could not tax. Thus could not fund anything. Had to “humbly request” money from states. • No control over foreign commerce (business). • Could not enforce laws. • Could not settle disputes between states. For example, border disputes. • SHAY’S REBELLION. Articles of Confederation: Student Rap Song

Claim, Support, Question:Knowing what you learned from 8.1 and your prior knowledge complete the claim, support, question using the picture from 8.1. Please include 3 claims, 2 supports per claim (6), and 1 question.

8.2: Early Quarrels & Accomplishments Read 8.2 and answer questions 1 and 2 from section two of your packet. • What issue did the Land Ordinance of 1785 address? Give details on how it accomplished its goals. • Complete this list of rules for the Northwest Territory: Hippo Campus Link: Ordinance of 1785 and 1787

8.2: Early Quarrels & Accomplishments • What issue did the Land Ordinance of 1785 address? Give details on how it accomplished its goals. • Complete this list of rules for the Northwest Territory and Ordinance: 1. It addressed how to settle and govern the Northwest Territory. It divided the territories into sections of 36 square miles called “townships”. 2. • Territory has 5,000 free adult males, it can create its own legislature (government). • When a territory has 60,000 free adult males, it can apply for statehood. • Settlers have the same rights and privileges as other citizens. • Slavery was forbidden in the Northwest Territory.

Land Ordinance of 1785

Northwest Ordinance of 1787

8.3: Shay’s Rebellion Complete the claim, support, question from your packet. Number off within your group. Carefully examine the picture from 8.3. Discuss what you see with your group members. Rotate readers after each paragraph and read 8.3 with your group. Within your group, discuss a and b from part 3. As a group, complete parts 4, 5, and 6. After the allotted time, we will rotate and share out our claims with members from other groups.

Causes (3) Shay’s Rebellion Effects (3) • Many Americans saw these things as signs that the nation was falling apart. • Congress called for a convention to revise the Articles of Confederation. • People like Madison concluded that a nation made up of many groups needs a strong central government. • Congress didn’t have enough gold or silver to mint coins, which caused a money shortage. • Farmers had difficulty earning enough to pay their debts and taxes. • Farmers were required to sell their land and livestock to pay their debts. Link to Video on Shay's Rebellion

Section 8.4: George Washington • George Washington: Was the president of the Constitutional Convention. He oversaw the proceedings. He only voted in the case of a tie.

8.4: James Madison • Known as the “Father of the Constitution”. • Spoke a lot. • Was the most prepared delegate. • Took over 600 pages of notes. Did You Know Link

Why did Sam Adams, John Hancock, and Patrick Henry not attend? • Read section four to find the answer and complete question two of section 4 in your packet. Name each of the people in the pictures. How do you know? Each of them felt that a strong federal government would hurt the rights of the colonists and the states. They were fearful, as were many, of creating another “King” or similar powerful leader.

How was the Constitutional Convention like Las Vegas? In your groups, read section 4 & discuss this question. What happens in Vegas----stays in Vegas!!!

8.4: Do you agree with the delegates rule of secrecy? Why or why not?

8.4: What did delegates for a strong national government believe? • Government should protect “life, liberty, and the pursuit of happiness.” The government’s powers come from the people. The best way to protect rights is with a republic.

8.4: What did delegates for stronger state governments (weaker national government) believe? • A strong national government could threaten individual liberty. The state governments are closer to the people’s control and so should have more power than the national government.

8.4: List one belief that these two types of government shared • The national government should have more power so it can do its job of protecting the people’s rights. Under the Articles of Confederation, which gives more power to states, the nation is falling apart.

Complete the Claim, Support, Question for section 8.5.At the end of section 5, you will be completing a Venn Diagram comparing and contrasting these two plans.

Where should the government’s power come from? Read 8.5 and determine how the following would answer this question. • Articles of Confederation: • James Madison:

Where should the government’s power come from? • Articles of Confederation: Power should come from the states. • James Madison: Power should come from the people. Link to Articles of Confederation Video As you are watching the video, please take notes on: • Who created the Articles of Confederation? • What did he try to avoid with the Articles of Confederation? • What powers did the federal government have under the Articles of Confederation? • What powers did the federal government not have under the Articles?

Virginia & New Jersey Plans

Virginia & New Jersey Plans 3 3

8.5: The Virginia & New Jersey Plans The Virginia Plan The New Jersey Plan

8.6: The Great Compromise

The Great Compromise: Roger Sherman • Sherman was from Connecticut. He was also a member of the Declaration of Independence Committee. Sherman proposed this very early in the debate, but it was originally ignored. The Great Compromise Video Link Key Points: • Two House Congress: Senate & House of Reps. • House of Representatives: # of reps. Per state based on population. (The big states liked this.) Favors the people. • Senate: Every state gets two senators--equal representation. (The small states liked this.) Favors the states.

Group/Class Discussion 1. How does the representation in the House favor the people? 2. How does the representation in the Senate favor the states?

8.7: Major Issue: Slavery • How Should Slaves Be Counted Towards Representation in Congress? • What would each have said about slavery existing in America? 1. Slaves should NOT count towards representation. Northern Delegate: 2. Slavery should be abolished. Southern Delegate: 1. Slaves should count towards representation. 2. Slavery is necessary and justifiable.

8.8: The 3/5 Compromise • Proposed by James Wilson & James Madison. • Slaves would count as 3/5 a person when determining representation and taxation. Hippo Campus Link: Great and 3/5 Compromise

8.8: Other Slavery Issues Congress would have the power to control trade, but with two limitations. • First, Congress could not place any tax on exports to other countries. • Second, Congress could not interfere with the slave trade for 20 years, or until 1808. To satisfy southerners, the delegates also agreed to a provision known as the fugitive slave clause. This clause said that escaped slaves had to be returned to their owners, even if they were caught in a free state.

8.9: How many chief executives should we have? Options: • One executive: James Wilson---A single executive can give clear, timely leadership. • Three-member executive: Edmund Randolph----Three executives can protect against one executive abusing his power. OR

8.9: How should the chief executive be chosen? Options: • Congress. • The people/citizens. • A specially chosen group of “electors” from each state. What do you see as positives for each of these options? What do you see as negatives for each of these options?

8.10: The Electoral College • The Electoral College is made up of electors who cast votes to elect the president and vice president every four years. • Each state has as many electors in the Electoral College as the number of senators and representatives it sends to Congress. (Senators + House of Reps.=# of Electors.) • The votes cast by electors are called electoral votes.

8.10: The Electoral College Then: • The electors voted for two candidates without saying which one they preferred for president or vice president. • The candidate receiving the most votes became president. The runner-up became vice president. • This system caused great confusion in the election of 1800 and was later changed. Now: • Today, the people choose their state’s electors when they vote in presidential elections. The electors then cast their ballots for president and vice president on a date chosen by Congress. • Currently: Prez. And Vice run as a team. Today----The candidate that receives the most votes from a state’s citizens receives all of that states electoral college votes.

Election of 1800 • No candidate received a majority of electors, Jefferson elected by vote of House of Representatives. • Controversy over electoral tie vote led to passage of 12th Amendment. • Federal Capital moved from Philadelphia to Washington, DC in 1800. • Issues of the Day: Alien & Sedition Acts, XYZ Affair, Relations with France The Electoral College - Controversial Elections

Creating the Constitution