Download Unit 2 – Foundations of American Govt Notes

Instructional Goal
• SWBAT identify the liberal and conservative
point of view on several “hot button” issues.
Answer the following QUESTIONS
• Which principle of democracy would you be willing to
disregard and why?
• Worth of individual, equality of all persons, majority
rule/minority right, necessity of compromise, and
individual freedoms
• YOU ARE DIRECTING THE FEDERAL GOVERNMENT FOR
A DAY, YOU HAVE 1 CHANCE TO CHANGE AND
IMPROVE THE LIVES OF ALL AMERICANS, WHAT
WOULD DO, HOW AND WHY?
The Political Spectrum
• Line yourselves up based on your scores from
the most Liberal to the most Conservative.
• Get yourselves into groups of 4 based on the
three people that scored closest to you on the
spectrum.
• Find the average score for your group.
• Discuss which issues from the quiz you were
most passionate about and why. Record
them.
The Political Spectrum
• Review the 2 essay questions you answered at
the start of class and the activity from
Monday.
• Share your opinions and see if there was a
generally uniform agreement that you all had
on any of your answers and if there were any
answers that you had very different opinions
on.
• Summarize the common beliefs and anything
you differed on
The Political Spectrum
• Volunteer one of the statements/issues you
agreed strongly on to discuss with class.
• Volunteer one of the statements/issues you
disagreed strongly on to discuss with class.
PARTICIPATION
• DO YOU BELIEVE YOU WOULD SCORE ANY
DIFFERENTLY TODAY, IF YOU TOOK THE QUIZ
AGAIN? EXPLAIN
UNIT INTRO
• UNIT 2  FOUNDATIONS OF
AMERICAN GOVERNMENT
• INSTRUCTIONAL GOAL
• IDENTIFY AND EXPLAIN THE VARIOUS
INFLUENCES ON COLONIAL
GOVERNMENT.
ANCIENT PLANS OF GOVERNMENT
• EgyptianGovernment was dominated
by a single man, the Pharaoh. The
people believed that the king was more
than a man, however, but that he was a god.
This gave him absolute control over the affairs of
the Empire and its people.
• People lived to serve
the Pharaoh.
ANCIENT PLANS OF GOVERNMENT
• Greeks had a lot of different
kinds of governments,
because there were many
different city-states in ancient
Greece, and they each had
their own government. Each
city state was isolated by
geographic features.
ANCIENT PLANS OF GOVERNMENT
In 510 BC, the city-state of
Athens created the first
democratic government, and
soon other Greek city-states
imitated them. Even city-states
that weren't Greek, like
Carthage and Rome,
experimented with giving the
poor people more power at
this time.
• Trade and conquest spread
the concept of democracy.
ANCIENT PLANS OF GOVERNMENT
• The Roman government (in its entire history
from founding to fall) was a strange mix of a
democracy and a republic. An interesting fact
is that the people of Rome took many of their
ideas of government from the Ancient Greeks.
ANCIENT PLANS OF GOVERNMENT
The Roman Republic ( based on representation)
developed to deal with the large area they
governed.
Of course, it did
Fall!
ANCIENT PLANS OF GOVERNMENTDARK AGES – BACK TO PEOPLE
SERVING GOVERNMENT
ENLIGHTENMENT/RENAISSANCE –
GOVERNMENT BACK TO SERVING
PEOPLE
CHANGING IDEAS ON GOVERNMENT
SERVE
SERVE
THE
THE
Dark Ages
Monarchy
RULER__________________________PEOPLE
EGYPT
GREECE
ROME
MODERN DEMOCRACY
• WHAT COULD OUR GOVERNMENT DO TO
SERVE YOU BETTER?
INFLUENTIAL PHILOSOPHERS
• JOHN LOCKE
Proposed the idea of a social contract
between men and government.
• ROUSSEAU
Influenced Locke, published “The Social
Contract.”
• MONTESQUIEU
(1689-1755), wrote and spoke about the
benefits of a separation of powers, within a
government.
ENGLISH INFLUENCE
2 ACCEPTED PRINCIPLES
• LIMITED GOVERNMENT – Government restricted in what
they can do
• MAGNA CARTA, ENGLISH BILL OF RIGHTS, PETITION OF
RIGHTS
• REPRESENTATIVE GOVERNMENT- Government should
serve the will of the people
• PARLIAMENT, HOUSE OF LORDS, HOUSE OF COMMONS
ENGLISH INFLUENCE
ENGLISH DOCUMENTS
• MAGNA CARTA
• SOME RIGHTS FOR THE UPPER CLASS-1215
• Trial by Jury, due process of law, protections
against the taking of life, liberty, estate
(property)
• PETITION OF RIGHT
• AN EMERGING PARLIAMENT DEMANDS MORE
POWER – 1628
• No martial law, no quartering troops w/o consent,
no taxes w/o parliament’s consent
ENGLISH INFLUENCE
ENGLISH DOCUMENTS
• ENGLISH BILL OF RIGHTS
• GREAT RESTRICTIONS PUT ON THE
MONARCHY (William and Mary) BY THE
PARLIAMENT – 1689
• Prohibited a standing army in peacetime,
required all parliamentary elections to be
free, no cruel and unusual punishment
• King and Queen had to have consent of
Parliament for most actions
COLONIAL EXPERIENCES SHAPED BY
• REASONS FOR COLONIZATION
• EXPERIENCE WHILE COLONISTS
• IMPACT OF THE FRENCH AND INDIAN WAR
COLONIAL EXPERIENCES
“SHAPING AMERICAN VALUES”
• REASONS TO COLONIZE
• All 13 born out of its own circumstances
• Desperate people looking for a chance,
financial investment (employees), freedom of
religion
• All shaped by English origins
• All created on a CHARTER (written grant of
authority by King
COLONIAL EXPERIENCES
“SHAPING AMERICAN VALUES”
• EXPERIENCE WHILE COLONIES
• Successes achieved through effort,
cooperation, persistence, initiative, creativity
COLONIAL EXPERIENCES
• First colony Virginia at Jamestown 1607.
• Commercial venture
• First colonists were employees of the Virginia
Company (a private trading company)
• Massachusetts settled by people seeking
religious freedom
• Georgia settled by debtors, as a refuge for the
victims of England’s harsh poor laws.
COLONIAL EXPERIENCES
•
•
•
•
Types of Colonies
By 1775, there were 8 Royal Colonies.
Subject to the direct control of the Crown.
NH, MA, NY, NJ, VA, NC, SC, GA
COLONIAL EXPERIENCES
- By 1775, there were 3 proprietary colonies:
- Organized by a person whom the King had
given a grant of land.
- Gave the proprietor power over the colony.
- Maryland (1682 to Lord Baltimore)
- Pennsylvania (1681 to William Penn)
- Delaware (1682 to William Penn)
COLONIAL EXPERIENCES
• 1662 and 1663 Connecticut and Rhode Island
were charter colonies granted to the colonists
themselves and largely self governing.
COLONIAL EXPERIENCES
- The colonial experience and
other variables led the
colonists to want to continue
governing themselves
- England wished to establish its
control of the colonies
COLONIAL EXPERIENCES
- The colonial experience
helped to develop great pride,
an appreciation of self, and a
suspicion of government
FRENCH AND INDIAN WAR
• Was part of the larger conflict known as the Seven Years' War,
was a war fought in North America between 1754 and 1763.
• The name French and Indian War refers to the two main
enemies of the British.
• The outcome was one of the most significant developments
in a century of Anglo-French conflict.
• The colonists fought as allies of the British and felt they
played a significant role in driving France from North America.
FRENCH AND INDIAN WAR
• CHANGES THE RELATIONSHIP BETWEEN
ENGLAND AND THE COLONIES.
• HOW DO THE COLONIES NOW SEE ENGLAND?
• THE COLONIES SEE ENGLAND AS LESS NEEDED
THAN EVER BEFORE.
• HOW DOES ENGLAND NOW SEE THE COLONIES?
• ENGLAND SEES THE COLONIES AS AN
INVESTMENT THAT SHOULD NOW BE PAYING
DIVIDENDS.
French and Indian War
• A Conflict of interests is
looming
• Why might the colonists feel
less dependant on Britain
after the French and Indian
War?
VIDEO-America; The Story of Us. “Rebels”
• WHO WERE SOME OF THE FIRST PEOPLE TO
ARRIVE IN AMERICA? WHY DID THEY COME?
• WHY DID THE BRITISH COLONIZE AMERICA?
• WHAT WAS THE PURPOSE OF THE DIFFERENT
AMERICAN COLONIES?
• WHAT MEN ARE CONSIDERED TO BE OUR
FOUNDING FATHERS? (LIST THEM)
• WHY DID THEY BECOME REVOLUTIONARIES?
• WHAT WAS THE REACTION TO EVENTS LIKE THE
STAMP ACT, AND BOSTON MASSACRE. WHY?
• HOW DID THIS SET INTO MOTION THE EVENTS
THAT WOULD LEAD TO REVOLUTION?
Albany Plan for Union 1754
• Benjamin Franklin
• Could the Revolution been avoided?
THE ROAD TO INDEPENDENCE
• STAMP ACT (1765) “No Taxation w/o
representation”
– British justify taxation with victory in French and
Indian War
• BOSTON MASSACRE (March 5, 1770)
• TEA PARTY (December 16, 1773)
• Revolution looming!
REVOLUTION
• HOW WOULD DEFINE REVOLUTION?
• a sudden, complete or marked change in something
• WHAT CHANGED DURING THE 1760 & 70’S
• Colonist’s attitudes toward England and willingness to
fight for independence.
• WHAT EVENTS CONTRIBUTED TO THE GROWING
DESIRE TO FIGHT FOR INDEPENDENCE?
• STAMP ACT, BOSTON MASSACRE, BOSTON TEA PARY,
DECLARATION OF INDEPENDENCE
THE AMERICAN REVOLUTION
• Was a test of wills and commitment.
• Not so much that General Washington and the
Continental Army won great victories.
• But rather they were determined and
outlasted the British Army.
Essay Questions
• The Declaration of Independence states that
all men are endowed “with certain
unalienable rights, that among these are life,
liberty, and the pursuit of happiness”. Is this
statement a fact or opinion? Explain.
• What problems arose from changes in British
policy toward the colonies in the 1760s?
DECLARATION OF INDEPENDENCE
• THOMAS JEFFERSON, Benjamin Franklin, John Adams,
Roger Sherman, and Robert Livingston
• IN CONGRESS, JULY 4, 1776, The unanimous Declaration of
the thirteen united States of America
• United States of American is born!
DECLARATION OF INDEPENDENCE
• Look at the Declaration of Independence on
pages 40-43. Answer the following questions.
• Part 1 (Preamble). List any “enlightened”
concepts you might find in the Preamble (first 2
paragraphs on Declaration).
• Part 2 (Grievances). Read the list of grievances
on pages 40-42. List the 5 grievances that you
think are the most important. Briefly explain why
you choose each of them.
• Complete the entire Declaration of
Independence, answer questions 1-8 on page 43.
Do NOT write the questions. You DO NOT have to
do “vocabulary”.
DECLARATION OF INDEPENDENCE
• PART 1
• We hold these truths to be self-evident, that
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. — That
to secure these rights, Governments are
instituted among Men, deriving their just
powers from the consent of the governed,
that whenever any form of Government
becomes destructive of these ends it is the
right of the people to alter or to abolish it, and
to institute new government…
DECLARATION OF INDEPENDENCE
PART 2
LIST OF GRIEVENCES
DECLARATION OF INDEPENDENCE
PART 3
We, the Representatives of the united
States of America, in General Congress,
Assembled, appealing to the Supreme
Judge of the world for the rectitude of
our intentions, do, in the Name, and by
Authority of the good People of these
Colonies, solemnly publish and
declare, That these united Colonies
are, and of Right ought to be Free and
Independent States.
Question?
If you lived during the 1760
and 1770’s, do you think
you would have supported
the call for revolution,
why or why not and at
what point?
• Worksheet CH 2, ST 2
A CRITICAL PERIOD
• JUST BEFORE AND AFTER THE REVOLUTION
• Continental Congress
• AMERICAN REVOLUTION BASICALLY ENDS WITH
LORD CORNWALLIS’ SURRENDER AT YORKTOWN
OCT. 1781
• Articles of Confederation (Nov. 15, 1777)
ARTICLES OF CONFEDERATION
Creates only a legislative branch of government
No judicial, no executive branches or powers
• STRENGTHS- Provides for the settlement of the west
• WEAKNESSES- no tax, weak defense, no power to
regulate trade between states, 1 vote per state (9-13 to
pass laws), no executive or judicial branch
John Hanson – First President of the
United States?
Daniel Shays
Shay’s Rebellion 1786
• Shay’s Rebellion prompts need for stronger
national government
• Farmer’s rebelled against Mass. State Gov’t.
Over huge debt, heavy taxes, & foreclosures
• Federal Gov.t could not act, MA Gov.t needed
help
• Shay’s forces attack the Springfield federal
armory (rifles)
• Eventually rebellion was put down by Boston &
Springfield Militia
• 1,000 arrested
• Shays and dozens of others would be
condemned to death.
• He was later pardoned in 1788.
Problems that led to Shays Rebellion
• States taxed each others goods or even
banned trade (like a tariff)
• States printed their own money (often
without anything backing it).
• Economic chaos – prices soared, sound credit
vanished, debt rose – public and private both
went unpaid.
• Violence broke out all over, not just MA.
• Demand for stronger national government to
solve problems rose.
PHILADELPHIA CONVENTION
•
•
•
•
•
•
“Framers” of the US Constitution
55 MEN
WHITE
EDUCATED
PHILADELPHIA
MEET ON MAY 25, 1787
• EACH ARRIVED WITH GOALS AND RESPONSIBILITY
TO SATISFY THE PEOPLE BACK HOME.
METHOD OF DECISION MAKING
• ALL WAS TO BE DONE IN SECRET
• DISCUSSION, COMPROMISE, CONSENSUS
• CONSENSUS – 100% AGREEMENT
• WHAT ARE THE POSITIVES AND NEGATIVES
RELATED TO THIS TYPE OF DECISION-MAKING?
GREAT DEBATES
• WHO WOULD HAVE POWER?
• CENTRAL or LOCAL?
• FEDERALISM (Division of Power)
• Representation; BIG STATES or SMALL STATES?
• BICAMERAL LEGISLATURE (Senate/House)
• WITHIN THE FEDERAL GOVERNMENT?
• SEP. OF POWERS/ CHECKS & BALANCES
• PEOPLE AND THE GOVERNMENT?
• BILL OF RIGHTS/AMENDMENTS
The Philadelphia Convention
I. The Constitutional Convention Creates a new
Constitution
a.Great Compromise – two house legislature
created (Bicameral)
• Upper house all state equal representation
• Lower house based on population of state
b.Three Fifths Compromise
• In response to southern slave population
Federalism
c. Separation of Powers
•
•
•
•
Distrust for powerful central government
Legislative, executive, and judicial
Checks and balances
Division of federal and state governments
– Powers Granted – Example of Federalism
• Bill of rights
– To protect rights of citizens; majority rule vs. minority rights
– 10 Amendments
d.Government based on law not royal power or
divine right. Religion never even mentioned.
God, but no specific religion.
US Constitution
•
•
•
•
•
•
•
•
7 Articles, 27 Amendments
Worlds Oldest and shortest Constitution
Article I – Powers of Congress
Article II – Powers of President
Article III – Judicial Powers
Article IV – Relationships among states
Article V – Adding an Amendment
Article VI – Public debts, supremacy of national
government over state and local, oaths of office
• Article VII – Provisions for ratification of
Constitution
Define
FEDERALISMa system of government that shares power between a central
government and local governments.
BICAMERAL LEGISLATUREa 2 house legislature.
SEPERATION OF POWERThe 3 functions of government are each the responsibility of a
different branch
LIMITED GOVERNMENTThe government is restricted in what it can do, by the will of the
people.
RATIFICATION
• RATIFY TO FORMALLY APROVE A DOCUMENT.
• GREAT DEBATES FINALLY COME TO CONCLUSIONS
• BICAMERAL LEGISLATURE A GREAT EXAMPLE OF
WHY SOME CALL THE CONSTITUTION…
“A BUNDLE OF COMPROMISES”.
RATIFICATION
• THE FINAL GREAT DEBATE
• PROTECTION FROM A TOO POWERFULL GOVERNMENT
•
WHAT IS USED, TODAY, AS THE ULTIMATE PROTECTION FOR PEOPLE, OFTEN
PEOPLE IN A MINORITY?
• THE BILL OF RIGHTS
Quotes
• "A bill of rights is what the people are
entitled to against every government on
earth, general or particular; and what no just
government should refuse, or rest on
inferences." --Thomas Jefferson
“The Constitution is not an instrument for
the government to restrain the people, it is
an instrument for the people to restrain the
government — lest it come to dominate our
lives and interests”.– PATRICK HENRY
CONSTITUTION
• ADOPTED SEPTEMBER 17, 1787
• RATIFIED JUNE 21, 1788
EFFECTS OF RATIFICATION
• LED TO THE EMERGENCE OF POLITICAL PARTIES
• THE FEDERALISTS – G. WASHINGTON, A. HAMILTON, J.
ADAMS, J. MADISON. Those that favored ratification.
Supported strong central government.
• Stressed weakness of Articles of Confed.
• THE ANTI- FEDERALISTS – T. JEFFERSON, P. HENRY, J.
HANCOCK, S. ADAMS Those who opposed ratification.
• Stressed concern over increased power of government and
lack of Bill of rights.
• “I look upon that paper as the most fatal plan that could
possibly be conceived to enslave a free people” – Patrick
Henry
• SENT TO THE STATES FOR APPROVAL.
FEDERALIST PAPERS
• LOGICAL ARGUMENTS WERE MADE
• WHY A NEW GOVERNMENT WAS NEEDED
• DESCRIBE THE STRUCTURE THEY DEVELOPED
• WHY THE PEOPLE SHOULD RATIFY
• MAIN AUTHORSALEXANDER HAMILTON, JAMES
MADISON, JOHN JAY
“Framers” of the Constitution Project
CONSTITUTION
• LOOK AT THE CHART ON PAGE 57.
• WHICH STATES WERE THE MOST UNANIMOUS
TO RATIFY?
• WHICH STATE WAS THE FIRST TO RATIFY?
• WHICH STATE WAS THE LAST TO RATIFY?
• WHICH STATE’S ORIGINAL VOTE TO RATIFY
WAS DEFEATED?
• WHICH STATES RATIFICATION WAS WON BY
ONLY A NARROW MARGIN?