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Theme 8: SLAVERY
DVD 3. Organized around one of the most divisive issues of the Convention, these reports review delegates’ attitudes about slavery, the slave trade, and how they manifest themselves in the Constitution.
Reports
July 11:
July 12:
August 8:
August 22:
August 24:
Slavery and Representation
The 3/5 Compromise
Gouverneur Morris on Slavery and Morality
Arguments about Slavery and the Slave Trade
The Slave Trade and the Proposed Constitution
Learning Objectives
After viewing and discussing these reports, students will be able to:
• Analyze delegates’ differing ideas and attitudes about slavery.
• Discuss how slavery influenced the writing of the United States Constitution.
• Describe and explain the Three-Fifths Compromise.
Correlations with the Nat’l Standards for United States History, Grades 5-12
Era 3: Revolution and the New Nation (1754-1820s)
• Standard 3: The institutions and practices of government created during the Revolution, and how they
were revised between 1787 and 1815 to create the foundation of the American political system based
on the U.S. Constitution and the Bill of Rights.
Correlations with the Nat’l Standards for Civics and Government, Grades 9-12
Standard 2: What are the foundations of the American political system?
D. What values and principles are basic to American constitutional democracy?
— Conflicts among values and principles in American political and social life
— Disparities between ideals and reality in American political and social life
Textbook Alignment
GOVERNMENT/CIVICS
McClenaghan, William A. Magruder’s American Government.
Upper Saddle River, NJ: Prentice Hall, 2006.
Chapter 2: Origins of American Government
Section 4: Creating the Constitution
29
UNITED STATES HISTORY
Danzer, Gerald R., J. Jorge Klor de Alva, Larry S. Krieger, Louis E. Wilson,
and Nancy Woloch. The Americans. Evanston, IL: McDougal Littell, 2005
Chapter 5: Shaping a New Nation (1781-1788)
Section 2: Drafting the Constitution
Key People and Terms
•
•
•
•
Three-Fifths Compromise
Slave Trade
representation in government
Gouverneur Morris
Pre-Teaching Ideas
• Review the institution of slavery in 1787, including the views of those who supported the institution
and those who opposed it.
• Identify and discuss those parts of the Constitution that refer to slavery (Article I, Section 2; Article I,
Section 9; Article IV, Section 2; and Article V).
Post-Program Discussion Questions
1. Why did the Framers avoid the word “slavery” in drafting the Constitution?
3. Several of the delegates to the Constitutional Convention opposed slavery yet owned slaves.
How might you account for this inconsistency?
3. Why was the slave trade so important to the delegates from slave states?
Extension Activity
• Have students research the abolitionist movement
in the United States and throughout the world at
the time of the Constitutional Convention in 1787,
and write a short essay that answers the following
questions:
• Was abolitionism widespread in the United States
during the Founding?
• How did abolitionism in the United States compare
to abolitionism in the rest of the world?
“Why should the blacks, who are property
in the South, be counted any more than the
horses and cattle of the North?”
—Elbridge Gerry
“Slavery is a nefarious institution. It is
the curse of heaven on the States where it
prevails.”
—Gouverneur Morris
“I disapprove of the slave trade. Yet, as it is
expedient to have as few objections as possible to the proposed scheme of Government, I
think it best to leave the matter as we find it.”
—Roger Sherman
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Theme 9: DEMOCRACY, REPRESENTATIVE
GOVERNMENT, AND THE PEOPLE
DVD 4. These reports illuminate delegates’ ideas about democracy and the extent to which “the people”
could be trusted, who should serve in government and motivations for service, and how the Constitution
should be ratified.
Reports
May 31:
Disagreements about Democracy: Can the People be Trusted?
June 6:
June 7:
July 18:
July 25:
Electing Representatives: Can the People be Trusted?
Electing Senators: Let State Legislatures Decide
A Republican Government in the Context of 1787
Selecting a President
August 7:
August 9:
August 10:
August 14:
August 23:
August 31:
Electing Members of the House: Who Should Vote?
Should Foreigners Serve in Congress?
Wealth and Service
Power, Ambition, and Corruption
George Mason on Civic Virtue and Self-Interest
Ratification of the Proposed Constitution
Learning Objectives
After viewing and discussing these reports, students will be able to:
• Analyze and explain delegates’ arguments about democracy and republican government.
• Explain why many of the delegates were concerned with giving “the people” too much power in their
government.
• Describe and compare delegates’ attitudes about service and motivation to serve in government.
Correlations with the Nat’l Standards for United States History, Grades 5-12
Era 3: Revolution and the New Nation (1754-1820s)
• Standard 3: The institutions and practices of government created during the Revolution and how they
were revised between 1787 and 1815 to create the foundation of the American political system based
on the U.S. Constitution and the Bill of Rights.
Correlations with the Nat’l Standards for Civics and Government, Grades 9-12
Standard 1: What are civic life, politics, and government?
D. What are alternative ways of organizing constitutional governments?
— Nature of representation
31
Standard 2: What are the foundations of the American political system?
D. What values and principles are basic to American constitutional democracy?
— Republicanism and American democracy
— Conflicts among values and principles in American political and social life
— Disparities between ideals and reality in American political and social life
Textbook Alignment
GOVERNMENT/CIVICS
McClenaghan, William A. Magruder’s American Government.
Upper Saddle River, NJ: Prentice Hall, 2006.
Chapter 1: Principles of Government
Section 3: Basic Concepts of Democracy
Chapter 2: Origins of American Government
Section 4: Creating the Constitution
UNITED STATES HISTORY
Danzer, Gerald R., J. Jorge Klor de Alva, Larry S. Krieger, Louis E. Wilson,
and Nancy Woloch. The Americans. Evanston, IL: McDougal Littell, 2005
Chapter 5: Shaping a New Nation (1781-1788)
Section 2: Drafting the Constitution
Section 3: Ratifying the Constitution
Key People and Terms
•
•
•
•
•
civic virtue
Elbridge Gerry
James Madison
representation in government
self-interest
•
•
•
•
democracy
George Mason
ratifying convention
republicanism
Pre-Teaching Ideas
• Define democracy. Ask students to examine the extent to which the United States Constitution is
democratic. Which provisions are consistent with principles of democracy, and which are not?
• Review those areas of the Constitution of 1787
where the Framers decided to remove the people
“The people should have as little to do as
from direct selection/election (i.e., election of
may be about the government. They lack
Senators, election of the President, ratification).
information and are constantly liable to be
misled.”
—Roger Sherman
32
Post-Program Discussion Questions
1.
2.
3.
4.
Why were the delegates so concerned about an “excess of democracy”?
Are the Framers’ ideas about power, ambition, and service still relevant today?
How does the Constitution provide checks against the will of the majority?
Should representatives in government use their positions to mirror the attitudes and opinions of their
constituents, or should they balance the attitudes and opinions of their constituents with their own
principles and values?
Extension Activity
The Constitution left regulating voting to the states. Break the students into groups. Have each group
research the voting regulations of one of the original 13 states in 1787. Who was allowed to vote, and
how was voting restricted? How did voting regulations among the states compare in 1787?
33
Theme 10: LARGE STATES AND SMALL
DVD 4. Focusing on one of the deepest divisions among delegates to the Constitutional Convention,
these reports characterize the debates between delegates from large states and small states—especially
disputes about power and representation.
Reports
May 29:
June 11 :
June 15 & 16:
June 20 :
June 27 :
June 29 & 30:
The Virginians and their Plan
Slavery and Representation in Congress
A Small State Perspective: The New Jersey Plan
Opposition to the Virginia Plan
Luther Martin and the Small States
Perspectives on Power: Large States and Small States
July 2:
July 5:
July 10:
July 16:
A Vote on Representation: Large States and Small States
Compromise or Fail: Large States and Small States
Small States and the Possibility of Compromise
The Great Compromise
Learning Objectives
After viewing and discussing these reports, students will be able to:
• Describe and evaluate the arguments and perspectives of delegates from large states and small states
on the issues of power and representation.
• Describe, compare, and contrast the Virginia and New Jersey Plans.
• Explain how the Great Compromise resolved disputes between large states and small states.
Correlations with the Nat’l Standards for United States History, Grades 5-12
Era 3: Revolution and the New Nation (1754-1820s)
• Standard 2: The impact of the American Revolution on politics, economy, and society.
• Standard 3: The institutions and practices of government created during the Revolution and how they
were revised between 1787 and 1815 to create the foundation of the American political system based
on the U.S. Constitution and the Bill of Rights.
Correlations with the Nat’l Standards for Civics and Government, Grades 9-12
Standard 1: What are civic life, politics, and government?
D. What are alternative ways of organizing constitutional governments?
— Confederal, federal, and unitary systems
— Nature of representation
34
Standard 2: What are the foundations of the American political system?
A. What is the American idea of constitutional government?
— The American idea of constitutional government
B. What are the distinctive characteristics of American society?
— Distinctive characteristics of American society
Standard 3: How does the government established by the Constitution embody the purposes,
values, and principles of American democracy?
A. How are power and responsibility distributed, shared, and limited in the government established
by the United States Constitution?
— Distributing governmental power and preventing its abuse
B. How is the national government organized and what does it do?
— The institutions of the national government
Textbook Alignment
GOVERNMENT/CIVICS
McClenaghan, William A. Magruder’s American Government.
Upper Saddle River, NJ: Prentice Hall, 2006.
Chapter 2: Origins of American Government
Section 3: The Critical Period
Section 4: Creating the Constitution
Chapter 10: Congress
Section 1: The National Legislature
Section 2: The House of Representatives
Section 3: The Senate
UNITED STATES HISTORY
Danzer, Gerald R., J. Jorge Klor de Alva, Larry S. Krieger, Louis E. Wilson,
and Nancy Woloch. The Americans.
Evanston, IL: McDougal Littell,
“We are driven to an unhappy dilemma.
2005
Two-thirds of the inhabitants of the Union
Chapter 5: Shaping a New Nation
(1781-1788)
Section 1: Experimenting with
Confederation
Section 2: Drafting the Constitution
35
are to please the remaining one-third by
sacrificing their essential rights. When we
satisfy the majority of the people in securing their rights, we have nothing to fear;
in any other way, every thing. The smaller
states, I hope, will at least see their true and
real interest.”
—James Madison
Key People and Terms
•
•
•
•
•
•
Edmund Randolph
James Wilson
majority rule
representation in government
The Great Compromise
William Patterson
•
•
•
•
•
James Madison
Luther Martin
New Jersey Plan
states’ rights
Virginia Plan
Pre-Teaching Ideas
• Review the most important issues that divided delegates to the Constitutional Convention (e.g., power
and representation) and the perspectives of delegates from small states and large states on these issues.
• Have students compare the main ideas of the Virginia and New Jersey Plans.
• Compare leading delegates representing the large states (James Madison and James Wilson) with
those representing small states (Gunning Bedford and William Patterson).
Post-Program Discussion Questions
1. Are the debates between large states and small states regarding power and representation still
relevant today? If so, how? If not, why not?
2. Is equal representation among the states still important today? If so, how? If not, why not?
3. How did the Great Compromise favor small states?
Extension Activity
Have students use the Internet to research James Madison’s critique of the Articles of Confederation, and
then ask them to analyze to what extent the Constitution addresses Madison’s concerns.
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Theme 11: MAKING A CONSTITUTION
DVD 4. These reports explore the processes and principles delegates used in writing the United States
Constitution and some of the criticisms that remained when the Convention adjourned.
Reports
May 28:
September 10:
September 13:
September 14:
September 15:
Secrecy
Amending the Constitution
Debating a Bill of Rights
Constitutions and Constitution Making
The Constitution Is Approved; Three Refuse to Sign
Learning Objectives
After viewing and discussing these reports, students will be able to:
•
•
•
•
Describe the purposes and uses of constitutions.
Characterize the debates about the inclusion of a Bill of Rights.
Explain the importance of the rule of secrecy during the Constitutional Convention.
Explain how delegates used compromise to resolve disputes about how to amend the Constitution.
Correlations with the Nat’l Standards for United States History, Grades 5-12
Era 3: Revolution and the New Nation (1754-1820s)
• Standard 3: The institutions and practices of government created during the Revolution and how they
were revised between 1787 and 1815 to create the foundation of the American political system based
on the U.S. Constitution and the Bill of Rights.
Correlations with the Nat’l Standards for Civics and Government, Grades 9-12
Standard 1: What are civic life, politics, and government?
C. What are the nature and purposes of constitutions?
— Concepts of constitution
— Purposes and uses of constitutions
— Conditions under which constitutional governments flourish
Standard 2: What are the foundations of the American political system?
A. What is the American idea of constitutional government?
— The American idea of constitutional government
Textbook Alignment
GOVERNMENT/CIVICS
McClenaghan, William A. Magruder’s American Government.
Upper Saddle River, NJ: Prentice Hall, 2006.
37
Chapter 2: Origins of American Government
Section 4: Creating the Constitution
UNITED STATES HISTORY
Danzer, Gerald R., J. Jorge Klor de Alva, Larry S. Krieger, Louis E. Wilson,
and Nancy Woloch. The Americans. Evanston, IL: McDougal Littell, 2005
Chapter 5: Shaping a New Nation (1781-1788)
Section 2: Drafting the Constitution
Section 3: Ratifying the Constitution
Key People and Terms
• amendment
• Edmund Randolph
• Bill of Rights
• Elbridge Gerry
• constitution
• George Mason
Pre-Teaching Ideas
• Review how compromise, the committee system, and meeting in secrecy aided the delegates in their
efforts to write a Constitution.
• Discuss Americans’ experiences in writing constitutions prior to 1787 (e.g., state constitutions,
Articles of Confederation).
Post-Program Discussion Questions
1. If you were a delegate to the Constitutional Convention of 1787, would you have demanded a Bill
of Rights? If so, why? If not, why not?
2. How would the convention have changed if the rule of secrecy had not been implemented?
3. In over 200 years, the Constitution has only been amended 27 times. Did the Framers make it too
difficult to amend? Take and defend a position.
4. On what grounds did Edmund Randolph, George
“The State Legislatures will not apply for
Mason, and Elbridge Gerry refuse to sign the
alterations, but with a view to increase their
Constitution?
Extension Activity
Divide the class into groups to research state
constitutions in 1787 and compare them to the U.S.
Constitution. In what ways is the U.S. Constitution
similar to and different from state constitutions?
To obtain copies of state constitutions, go to
http://www.law.cornell.edu and click on
“Constitutions & Codes,” and then on “State
Constitutions & Codes.”
38
own powers. The National Legislature will
be the first to perceive and will be most
sensible to the necessity of amendments.”
—Alexander Hamilton
“Such bills generally begin with declaring that
all men are by nature born free. Now, we
should make that declaration with very bad
grace, when a large part of our property consists in men who are actually born slaves.”
—Charles Cotesworth Pinckney,
on why he didn’t want a Bill of Rights
Theme 12: AMERICAN INDIANS AND THE WEST
DVD 4. These reports consider the land, territories, and peoples west of the organized states in 1787
and how they influenced the Constitution of 1787.
Reports
July 13 & 14:
August 1:
August 29:
September 4:
Population, Power, and the West
The West: Land-Owning and Speculation among the Delegates
Issues in the Territories and Adding New States
American Indians and the Proposed Constitution
Learning Objectives
After viewing and discussing these reports, students will be able to:
• Describe delegates’ ideas about western lands, and explain how issues associated with western lands
were resolved at the Constitutional Convention.
• Explain how the Constitution recognizes Indian Tribes.
Correlations with the Nat’l Standards for United States History, Grades 5-12
Era 3: Revolution and the New Nation (1754-1820s)
• Standard 2: The impact of the American Revolution on politics, economy, and society.
• Standard 3: The institutions and practices of government created during the Revolution and how they
were revised between 1787 and 1815 to create the foundation of the American political system based
on the U.S. Constitution and the Bill of Rights.
Correlations with the Nat’l Standards for Civics and Government, Grades 9-12
Standard 2: What are the foundations of the American political system?
D. What values and principles are basic to American constitutional democracy?
— Conflicts among values and principles in American political and social life
— Disparities between ideals and reality in American political and social life
Textbook Alignment
GOVERNMENT/CIVICS
McClenaghan, William A. Magruder’s American Government.
Upper Saddle River, NJ: Prentice Hall, 2006.
Chapter 2: Origins of American Government
Section 3: The Critical Period
Section 4: Creating the Constitution
39
Chapter 10: Congress
Section 1: The National Legislature
UNITED STATES HISTORY
Danzer, Gerald R., J. Jorge Klor de Alva, Larry S. Krieger, Louis E. Wilson,
and Nancy Woloch. The Americans. Evanston, IL: McDougal Littell, 2005
Chapter 5: Shaping a New Nation (1781-1788)
Section 2: Drafting the Constitution
Key People and Terms
• George Mason
• land speculation
• territory
• Gouverneur Morris
• representation based on population
Pre-Teaching Ideas
• Review those parts of the Constitution that mention Indian tribes specifically (Article I, Section 2 and
Article I, Section 8). Ask students if they can identify other parts of the Constitution that relate to
Indian tribes implicitly (e.g., Article II, Section 2 or Article III, Section 2).
• Review and discuss how the Constitution provides for the admittance of new states (i.e., Article IV,
Section 3).
Post-Program Discussion Questions
1. Prior to ratification of the Constitution, what were some of the problems with Indian tribes that
needed to be addressed by the new Constitution?
2. In what ways does the Constitution recognize Indian tribes?
3. What were some of the issues associated with adding new states that concerned the delegates,
and how were they resolved?
Extension Activity
Using the search engine at the Web site below, have
students select and analyze one of the broadsides
about “Indians” that were published during the time
of the Constitutional Convention. How does this
broadside help you to understand delegates’ attitudes
toward Native Americans?
Go to http://memory.loc.gov/ammem/collections/continental and type “Indians” into the search engine.
40
“The utmost good faith shall always be
observed towards the Indians; their lands
and property shall never be taken from them
without their consent...”
—Congressional Committee
“An avaricious disposition to acquire large
tracts of land and often by unfair means
appears to be the principal source of difficulties
with the Indians.”
—Congressional Committee
Theme 13: NATIONAL POWERS: WAR, TAXES, AND
THE NATIONAL DEFENSE
DVD 4. These reports explore debates among the delegates about increased national power—to tax,
begin or end war, and to provide for the national defense—and which branch or branches of government
should possess increased national powers.
Reports
August 13:
August 17:
August 21:
The Power to Tax
War: Who Can Start or Stop it?
Providing for the National Defense
Learning Objectives
After viewing and discussing these reports, students will be able to:
• Characterize debates at the Constitutional Convention about the powers to tax, begin and end war, and
provide for the national defense.
Correlations with the Nat’l Standards for United States History, Grades 5-12
Era 3: Revolution and the New Nation (1754-1820s)
• Standard 2: The impact of the American Revolution on politics, economy, and society.
• Standard 3: The institutions and practices of government created during the Revolution, and how they
were revised between 1787 and 1815 to create the foundation of the American political system based
on the U.S. Constitution and the Bill of Rights.
Correlations with the Nat’l Standards for Civics and Government, Grades 9-12
Standard 1: What are civic life, politics, and government?
B. What are the essential characteristics of limited and unlimited government?
— Limited and unlimited governments
Standard 3: How does the government established by the Constitution embody the purposes,
values, and principles of American democracy?
A. How are power and responsibility distributed, shared, and limited in the government established by
the United States Constitution?
— Distributing governmental power and preventing its abuse
B. How is the national government organized and what does it do?
— Major responsibilities of the national government in domestic and foreign policy
— Financing the government through taxation
41
Textbook Alignment
GOVERNMENT/CIVICS
McClenaghan, William A. Magruder’s American Government.
Upper Saddle River, NJ: Prentice Hall, 2006.
Chapter 2: Origins of American Government
Section 3: The Critical Period
Section 4: Creating the Constitution
Chapter 10: Congress
Section 1: The National Legislature
Section 2: The House of Representatives
Section 3: The Senate
Chapter 14: The Presidency in Action
Section 1: The Growth of Presidential Power
Section 2: The President’s Executive Powers
Section 3: Diplomatic and Military Powers
UNITED STATES HISTORY
Danzer, Gerald R., J. Jorge Klor de Alva, Larry S. Krieger, Louis E. Wilson,
and Nancy Woloch. The Americans. Evanston, IL: McDougal Littell, 2005
Chapter 5: Shaping a New Nation (1781-1788)
Section 1: Experimenting with Confederation
Section 2: Drafting the Constitution
Key People and Terms
• division of powers
• Edmund Randolph
• George Mason
• Elbridge Gerry
• representation in government • separation of powers
Pre-Teaching Ideas
• Review some of the important powers of the
national government and some of the most important powers of the states. Ask students in what
ways they would reconfigure the division of power
between the national and state government.
• Ask students in what ways they would reconfigure
the separation of powers between the branches of
the national government.
42
“I am against giving the power of war to
the Executive, because he is not safely to be
trusted with it — or to the Senate because it
is not so constructed to be entitled to it. I am
for clogging rather than facilitating war. I am
for facilitating peace.”
—George Mason
Post-Program Discussion Questions
1. Why were the delegates to the Constitutional Convention concerned about the power to tax and
who should possess it?
2. How did the delegates compromise on the powers to declare war or make treaties of peace?
3. Why was the establishment and maintenance of an army and navy a contentious issue among
the delegates?
4. How does the Constitution provide for checks against possible abuses by the military?
Extension Activity
To extend this lesson, visit http://www.constitutioncenter.org and type “5496” into the search engine
for an excellent lesson on war-making powers from the National Constitution Center:
43
Theme 14: RELIGION AND THE CONSTITUTION
DVD 4. These reports depict debates about religion, religious qualifications, and religious oaths of
office at the Convention of 1787.
Reports
August 20:
August 30:
Religious Freedom and Religious Qualifications
Religion and the Proposed Constitution: Religious Toleration:
Not a Qualification for Office
Learning Objectives
After viewing and discussing these reports, students will be able to:
• Describe delegates’ attitudes about religion and religious freedom.
• Explain the reasoning behind the “no religious test” clause of the United States Constitution.
Correlations with the Nat’l Standards for United States History, Grades 5-12
Era 3: Revolution and the New Nation (1754-1820s)
• Standard 2: The impact of the American Revolution on politics, economy, and society.
• Standard 3: The institutions and practices of government created during the Revolution and how they
were revised between 1787 and 1815 to create the foundation of the American political system based
on the U.S. Constitution and the Bill of Rights.
Correlations with the Nat’l Standards for Civics and Government, Grades 9-12
Standard 1: What are civic life, politics, and government?
C. What are the nature and purposes of constitutions?
— Concepts of constitution
— Conditions under which constitutional governments flourish
Standard 2: What are the foundations of the American political system?
A. What is the American idea of constitutional government?
— The American idea of constitutional government
Textbook Alignment
GOVERNMENT/CIVICS
McClenaghan, William A. Magruder’s American Government.
Upper Saddle River, NJ: Prentice Hall, 2006.
Chapter 2: Origins of American Government
Section 3: The Critical Period
Section 4: Creating the Constitution
44
Chapter 18: The Federal Court System
Section 3: The Supreme Court
UNITED STATES HISTORY
Danzer, Gerald R., J. Jorge Klor de Alva, Larry S. Krieger, Louis E. Wilson,
and Nancy Woloch. The Americans. Evanston, IL: McDougal Littell, 2005
Chapter 5: Shaping a New Nation (1781-1788)
Section 1: Experimenting with Confederation
Section 2: Drafting the Constitution
Key People and Terms
• establishment of religion
• religious qualification for office
• oath of office
• Virginia Statute for Religious Liberty
Pre-Teaching Ideas
• Review religious liberty and establishments of religion found in state constitutions during 1787.
• Ask students to compare state constitutions’ religion clauses with Article VI, Section 3 of the United
States Constitution.
Post-Program Discussion Questions
1. Why was religious liberty so important to many of the delegates of the Constitutional Convention?
2. Do the Constitution’s religion clauses (e.g., Article VI, Section 3, free exercise, and establishment
clauses) represent a “radical” departure from the relationship that existed between government and
religion prior to 1787?
3. Is it possible for a government with an established religion to also foster a free and open society?
If so, how?
4. What are some current issues of religious liberty in the United States?
Extension Activity
Direct students to the Web site below to obtain a copy
of Thomas Jefferson’s “Virginia Statute for Religious
Liberty.” Ask them to then outline the argument that
Jefferson presents. To what extent are the Constitution’s
provisions for religious freedom consistent with
Jefferson’s arguments?
Go to http://teachingamericanhistory.org and type
“950” into the Search Site search engine.
45
“I am one of the people called Jews of the City
of Philadelphia. To swear and believe that the
New Testament was given by divine inspiration is absolutely against the Religious principle of a Jew and is against his Conscience to
take any such Oath.”
—Jonas Phillips, citizen
“No religious test shall ever be required as
a qualification to any office or public trust
under the authority of the United States.”
—Charles Pinckney
Theme 15: FEDERAL OR NATIONAL; ONE NATION
OR SEVERAL?
DVD 4. These reports emphasize one of the major divisions among the delegates to the 1787 Convention:
To what extent should the government of the United States be confederal or national? To what extent are
the people of the United States citizens of the United States, or citizen of the states in which they reside?
Reports
May 30:
July 30:
September 3:
The Virginia Plan: A National Government
One Nation or Several States?
The Constitution and the People: Is this One Country?
Learning Objectives
After viewing and discussing these reports, students will be able to:
• Describe, compare, and evaluate confederal and national (i.e., federal) forms of government.
• Depict the arguments of delegates who favored a confederal system and those who favored a
national system.
Correlations with the Nat’l Standards for United States History, Grades 5-12
Era 3: Revolution and the New Nation (1754-1820s)
• Standard 2: The impact of the American Revolution on politics, economy, and society.
• Standard 3: The institutions and practices of government created during the Revolution and how they
were revised between 1787 and 1815 to create the foundation of the American political system based
on the U.S. Constitution and the Bill of Rights.
Correlations with the Nat’l Standards for Civics and Government, Grades 9-12
Standard 1: What are civic life, politics, and government?
C. What are the nature and purposes of constitutions?
— Concepts of cconstitution
— Purposes and uses of constitutions
D. What are alternative ways of organizing constitutional governments?
— Confederal, federal, and unitary systems
— Nature of representation
Standard 2: What are the foundations of the American political system?
A. What is the American idea of constitutional government?
— The American idea of constitutional government
46
Standard 3: How does the government established by the Constitution embody the purposes,
values, and principles of American democracy?
A. How are power and responsibility distributed, shared, and limited in the government established by
the United States Constitution?
— Distributing governmental power and preventing its abuse
Textbook Alignment
GOVERNMENT/CIVICS
McClenaghan, William A. Magruder’s American Government.
Upper Saddle River, NJ: Prentice Hall, 2006.
Chapter 1: Principles of Government
Section 1: Government and the State
Section 2: Forms of Government
Chapter 2: Origins of American Government
Section 3: The Critical Period
Section 4: Creating the Constitution
UNITED STATES HISTORY
Danzer, Gerald R., J. Jorge Klor de Alva, Larry S. Krieger, Louis E. Wilson,
and Nancy Woloch. The Americans. Evanston, IL: McDougal Littell, 2005
Chapter 5: Shaping a New Nation (1781-1788)
Section 1: Experimenting with Confederation
Section 2: Drafting the Constitution
Key People and Terms
• Charles Cotesworth Pinckney
• division of power
• Gouverneur Morris
• confederal
• e pluribus unum
Pre-Teaching Ideas
• Review the meaning of e pluribus unum (i.e., out of many, one), the motto on the Great Seal of the
United States. The Founders believed this to mean
that from many colonies or states arose one Nation.
“Among the first sentiments expressed in the
Ask students to what extent or in what ways they
first Congress, one was that Virginia is no
believe the U.S. is one unified nation today. If the
more, Massachusetts is no more, that
U.S. is one nation, what is it that binds us together?
Pennsylvania is no more. We are now one
• Review Americans’ prevailing attitudes about allenation of brethren.”
giances to states in 1787.
—James Wilson
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Post-Program Discussion Questions
1. What caused Americans of 1787 to think of themselves primarily as members or citizens of states
rather than of the United States?
2. Why were Americans so afraid of a strong central government in 1787?
3. Other than the United States government under the Articles of Confederation, can you identify other
examples of confederation?
4. Are there current or historic examples of successful confederacies?
Extension Activity
In small groups, ask students to identify the civic values or principles that bind Americans together as a
nation. What are those principles to which all or virtually all of Americans subscribe? Have students
compare their answers with R. Freeman Butts’ Twelve Tables of Civism, which can be found at
http://www.civiced.org/morality/morality_tableone.html
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GLOSSARY
amendment (constitutional) Modifications to a constitution. In the United States a constitutional
amendment must be proposed by a two-thirds vote of both houses of Congress or by a special convention called by Congress, and must be approved by three-fourths of the states.
Articles of Confederation The first Constitution of the United States of America; it was in effect from
1781 until it was replaced in 1789 by the United States Constitution.
bicameral legislature A two-house legislature.
bill of rights A list of the rights that are enjoyed equally by citizens of a state; these rights cannot be
unjustly restricted by the government.
checks and balances Provisions in a constitution that allow for the sharing of power between branches
of government, thereby enabling one branch to “check” another.
civic virtue Freely giving of oneself to benefit the common good.
common good That which is in the best interests of the whole society or community (as opposed to
self-interest).
confederal A form of government that is composed of an association of sovereign states that delegate
specific powers to a central government.
constitution The set of rules that defines a government and its operation.
constitutionalism The use of constitutions to define and limit the power of government.
democracy A Greek-derived word meaning “rule by the people.” Today, most democracies are also
representative and constitutional democracies (that is, people do not participate directly in their democracy and democratic decisions are limited by a constitution).
division of power The political power that is divided between a central government and the subdivisions that form its parts.
e pluribus unum A Latin phrase meaning “out of many, one.” The phrase is found on the Great Seal of
the United States of America; it originally referred to 13 states joining together as one nation.
Electoral College The official name of the group of electors that elect the president and vice president
of the United States. The Constitution establishes the Electoral College in Article II, Section One.
establishment of religion A clause in the First Amendment forbidding the government to set up a
national church.
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executive branch The branch of government that is responsible for implementing and enforcing the law.
federal A form of political organization in which political power is divided between a central government and the subdivisions that form its parts.
Franklin, Benjamin Delegate to the Constitutional Convention of 1787 from Pennsylvania. As one of
the most recognizable and influential people, his presence at the Philadelphia Convention of 1787 was
important.
Gerry, Elbridge Delegate to the Constitutional Convention of 1787 from Massachusetts. Gerry was
one of the most vocal delegates at the Convention. He presided over the committee that produced the
Great Compromise. Gerry refused to sign the Constitution, and led a campaign against its ratification in
Massachusetts.
Great Compromise The compromise at the Constitutional Convention of 1787 between large states
that favored representation based on population and small states that favored equal representation
between the states. Also known as the Connecticut Compromise.
House of Representatives One house of a two-chamber United States Congress. Each state is represented in the House of Representatives based on its population. The total number of members in the
house may not exceed 435.
impeachment An expressed power of the U.S. House of Representatives that allows for formal charges
to be brought against high officials for misconduct. The Senate has the sole power to judge cases of
impeachment.
judicial branch The branch of government that is responsible for interpreting the law.
land speculation Buying, holding, and selling land to profit from price fluctuations, as opposed to
buying it for personal use.
legislative branch The branch of government responsible for making the law.
liberalism A political theory that emphasizes individual liberty and each person’s equal possession of
natural rights.
limited government The concept that government cannot act capriciously, rather it is limited by higher
law such as a constitution.
Madison, James Delegate to the Constitutional Convention of 1787 from Virginia. Madison’s reputation as the “Architect of the Constitution” is well deserved. Madison was the primary author of the
Virginia Plan, which championed a strong central government.
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majority rule The rule that decisions by more than half of those participating in them are binding.
Martin, Luther Delegate to the Constitutional Convention of 1787 from Maryland. Martin opposed a
number of things about the Constitution—a strong central government, “unequal representation” in
Congress,” the absence of a jury in the Supreme Court—and fought against ratification.
Mason, George Delegate to the Constitutional Convention of 1787 from Virginia. Mason was one of
the most influential delegates but, in the end, refused to sign the Constitution for a variety of reasons.
Two of Mason’s strongest objections—that the Constitution lacked a bill of rights, and that it didn’t
appropriately limit judicial power—were later addressed by the Bill of Rights and the Eleventh
Amendment.
Morris, Gouverneur Delegate to the Constitutional Convention of 1787 from Pennsylvania. Morris
was an extremely influential delegate who served on several important committees. He is thought to be
one of the drafters of the final copy of the Constitution.
national power Political power that is held by the central or national government.
New Jersey Plan The plan for government proposed at the Constitutional Convention of 1787 that was
primarily supported by delegates from small states and introduced by William Patterson of New Jersey.
oath of office A solemn pledge, usually invoking God, prior to taking office.
Patterson, William Delegate to the Constitutional Convention of 1787 from New Jersey. An advocate
for small states during the Convention, Patterson helped to author and promote the New Jersey Plan.
Pinckney, Charles Delegate to the Constitutional Convention of 1787 from South Carolina (and father
of Charles Cotesworth Pinckney), he was an outspoken delegate who made significant contributions to
the final draft of the Constitution.
Pinckney, Charles Cotesworth Delegate to the Constitutional Convention of 1787 from South
Carolina Charles Cotesworth Pinckney was a leader at the Convention who advocated a strong central
government.
Randolph, Edmund Delegate to the Constitutional Convention of 1787 from Virginia. Randolph introduced the Virginia Plan at the Convention and vacillated between the federalist and anti-federalist positions on the Constitution. Although he refused to sign the Constitution because he viewed it as a threat
to republicanism, he later fought for its ratification.
ratifying convention Special conventions called by states to ratify the Constitution.
religious qualification for office A religious requirement that one must satisfy to hold a certain
public office.
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representation based on population A method of calculating representatives that is based on the
number of people in a state or district.
representation in government The idea that elected officials represent the interests of their constituents.
representative democracy A form of government in which power is held by the people who elect
representatives to make decisions on their authority.
republicanism/republican government A system of government in which power is held by the people
and exercised by their representatives.
requirements of office The minimum requirements (e.g., age, residency, citizenship) one must satisfy
to serve in a particular office of government.
Senate One house of a two-chamber United States Congress. Each state is represented equally in the
Senate.
separation of powers The partition of political powers between branches of the government.
Shays Rebellion The rebellion of debt-ridden farmers led by Daniel Shays that started in Massachusetts
in 1786 and spread to other states. The farmers demanded more paper money to avoid the foreclosure of
mortgages. When this failed, the farmers began to forcibly prevent county courts from meeting, and the
violence escalated.
Sherman, Roger Delegate to the Constitutional Convention of 1787 from Connecticut. An influential
delegate, Sherman served on the Committee on Postponed Matters, helped to broker the Great
Compromise, and was an advocate of the Constitution in his home state’s ratification debates.
slave trade The buying and selling of slaves.
states rights The idea that states within the United States system of government possess certain rights
or powers that the national government cannot take away.
term of office The specified length of time one serves in a political office.
territory A part of the United States of America not within any state and organized politically with a
separate legislature.
Three-fifths Compromise The compromise between delegates from slave states and non-slave states that
provided that three-fifths of the slave population be counted for purposes of taxation and representation.
unicameral legislature A single house legislature.
52
Virginia Plan The plan for government proposed by the Virginia delegation at the Constitutional
Convention of 1787. The plan called for a strong central government composed of three branches:
legislative, executive, and judicial. Representation in the legislative branch would be based on population. The plan was introduced at the Convention by Edmund Randolph but was primarily written by
James Madison.
Virginia Statute for Religious Liberty A 1786 statute written by Thomas Jefferson and introduced in
the Virginia legislature by James Madison that protects religious liberty from governmental influence.
Washington, George Delegate to the Constitutional Convention of 1787 from Virginia. As the most
admired person in the United States, Washington’s presence at the Convention was as important as any
of his contributions.
Wilson, James Delegate to the Constitutional Convention of 1787 from Pennsylvania. Wilson was one
of the most vocal and influential delegates at the Convention. He delivered many speeches, and sat on
the Committee of Detail.
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SUPPLEMENTAL RESOURCES
Bowen, Catherine Drinker. Miracle at Philadelphia: The Story of the Constitutional Convention May to
September 1787. Boston, MA: Little, Brown, and Co., 1986.
Collier, Christopher. Decision in Philadelphia: The Constitutional Convention of 1787. New York, NY:
Ballentine Books, 1986.
Farrand, Max. The Framing of the Constitution of the United States. New Haven, CT: Yale University
Press, 1913.
Madison, James, Edward J. Larson, Michael P. Winship. The Constitutional Convention: A Narrative
History from the Notes of James Madison. New York, NY: Random House, 2005.
Rossiter, Clinton. 1787: The Grand Convention. New York, NY: W.W. Norton and Co., 1966.
The Bill of Rights Institute
200 North Glebe Road, Suite 1050
Arlington, VA 22203
Phone: (703) 894-1776 Fax: (703) 894-1791
www.billofrightsinstitute.org
The Center for Civic Education
5145 Douglas Fir Road
Calabasas, CA 91302-1440
Phone: (818) 591-9321 Fax: (818) 591-9330
www.civiced.org
Constitutional Rights Foundation
601 South Kingsley Drive
Los Angeles, CA 90005
Phone: (213) 487-5590 Fax: (213) 386-0459
Email: [email protected]
www.crf-usa.org
National Constitution Center
525 Arch Street, Independence Mall
Philadelphia, PA 19106
Phone: (215) 409-6600
www.constitutioncenter.org
54
TeachingAmericanHistory.org
Ashbrook Center for Public Affairs at Ashland University
401 College Avenue
Ashland, OH 44805
Phone: (419) 289-5411 Toll Free: (877) 289-5411
Email: [email protected]
www.teachingamericanhistory.org
The Democracy Project
Institute for Public Administration
180 Graham Hall, University of Delaware
Newark, DE 19716
Phone: (302) 831-8971 Fax: (302) 831-3488
Email:[email protected]
www.ipa.udel.edu/democracy
The Dirksen Congressional Center Mock Constitutional Convention
www.congresslink.org/print_lp_mockconvention.htm
This site provides instructions and materials to assist in organizing a mock Constitutional Convention.
National Archives and Records Administration
www.archives.gov/national-archives-experience/charters/constitution_founding_fathers.html
This site contains biographies of all delegates to the 1787 Constitutional Convention.
National Archives and Records Administration
www.archives.gov/national-archives experience/charters/constitution_q_and_a.html
This site provides interesting questions and answers about the United States Constitution.
GPO (Government Printing Office) Access
www.gpoaccess.gov/constitution
This site supplies a copy of the United States Constitution and detailed annotations for each section.
The Avalon Project at Yale Law School
www.yale.edu/lawweb/avalon/usconst.htm
This site holds hundreds of primary source documents related to the United States Constitution organized by century.
55
Films for the Humanities & Sciences
A Wealth of Information. A World of Ideas.
PO Box 2053, Princeton, NJ 08543-2053
CALL 800-257-5126 • FAX 609-671-0266
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