NEW STATE GOVERNMENTS & THE ARTICLES OF CONFEDERATION

What types of legislatures did the states create? Write in complete sentences and use specific examples from pages 179-180. Complete the following chart based on your reading about the Articles of Confederation on pages 180-185.

Area Key Elements Problems or Issues Raising taxes

Passing laws

Amending constitutions

Handling national affairs

Handling foreign affairs

Organizing a government

Handling the Northwest Territory

RATING THE ARTICLES OF CONFEDERATION

Area Grade Reason for grade/suggestions Raising taxes (Goal: the government can raise enough $ to maintain the government, fund an army, pay debts, and more?)

Passing laws (Goal: the government can create a system for passing laws that is fair and not too difficult)

Amending constitutions (Goal: the government can create a process for amending the constitution that is not impossible)

Handling national affairs (Goal: the government can maintain order in the country, earn respect of states and citizens so they follow laws, and pay off debts to citizens)

Handling foreign affairs (Goal: the government can gain respect in the world, create fair trade agreements, create treaties, and pay off foreign debts)

Organizing a government (Goal: the government is strong and centralized, has a strong leader, and has a court system to handle disputes between the states)

Handling the Northwest Territory (the government has a system for governing and maintaining land gained from the Treaty of Paris as well as a system to make territories into states)

OVERALL, WHAT DO YOU THINK IS THE GREATEST WEAKNESS OF THE ARTICLES OF CONFEDERATION? WHY?

Ms. Koltov Name_______________ US History Date_______ Period___

Founding Fathers: The Men Who Shaped Our Nation and Changed the World Use pages 187-195 in your textbook to answer the questions below. You should also look for answers as you watch

the documentary. 1. Why was the state of the Union problematic under the Articles of Confederation?

States- lack of unity

2. When and where was the first constitutional convention? a. Philadelphia 1787 b. Need for secrecy c. Decision to write a new constitution (not part of original plan)

3. Describe James Madison’s ideas for a new government. Also, why was he considered the “father of the Constitution?”

d. Govt. by the people e. Wrote most of the Constitution & when he arrived in Philly, he already had an outline, which became

the basis for the VA Plan 4. What was the Virginia Plan? The New Jersey Plan? Virginia Plan New Jersey Plan • 3 branches: legislative, executive, judicial • Congress=2 houses (House of Representatives &

Senate) • Representation in both houses based on population • Voters in each state elect House members who

then choose Senators • Congress’s powers: all from Articles plus power to

legislate for states, override state laws, & force states to obey national laws

• Congress chooses judicial branch & president

• 3 branches as well • Govt. to have more powers than under Articles • Equal representation in Congress (like Articles) • One house Congress elected by state legislatures

rather than people • Congress would choose several people to serve in

executive branch • Executive chooses judicial branch

What were the major differences between the two plans? Key Compromises of the Convention: Great Compromise 3/5 Compromise Congress= 2 houses (House & Senate) States’ representation in House based on population Equal representation in Senate

3/5 of slaves in any state would be counted for representation & taxation *also compromise on issue of slave trade & economy

Summarize the conflicts addressed @ the Convention: Central govt. v. strong states Large states v. small states North v. South

5. On September 17, 1787, the Constitution was signed in Philadelphia. It was sent to the states for ratification on September 28, 1787. In order to be ratified, representatives at conventions in 9 of the 13 states had to approve it. It was not so easy.

a. Who were the Anti-federalists? What did they believe? Who were their leaders? • Believed that national govt. was to strong & president was given too much power

Ms. Koltov Name_______________ US History Date_______ Period___

• Indirect election of President & Senate removed govt. from people • Ratification process unsatisfactory • Lack of bill of rights • Small states fearful of domination

b. Who were the Federalists? What did they believe? Who were their leaders?

• Supported ratification • Needed strong central govt (Articles=weak) • Federalist Papers written to counter Brutus/anti-feds

*READ FEDERALIST #10 *DO TENNIS BALL ACTIVITY WITH FEDERALISTS/ANTIFEDS

6. Who prevailed—the Federalists or the Anti-federalists? What did they do immediately after the Constitution

was ratified in 1788? a. Federalists, but they would not have if they had not agreed to add a bill of rights as a condition b. Chose GW to be president c. Drafted Bill of Rights (ratified in 1791)

SUMMARIZE: Evaluate what you know about the Constitution at the time that it was ratified. What factors influenced its development? Do you think it was truly democratic at the time it was ratified? Did it reflect the interests of ALL Americans? Why/why not? *END WITH 3-2-1

Ms. Koltov Name_______________ US History Date_______ Period___

Founding Fathers: The Men Who Shaped Our Nation and Changed the World Use pages 187-195 in your textbook to answer the questions below. You should also look for answers as you watch

the documentary. 1. Why was the state of the Union problematic under the Articles of Confederation?

2. When and where was the first Constitutional Convention?

3. Describe James Madison’s ideas for a new government. Also, why was he considered the “father of the Constitution?”

4. What was the Virginia Plan? The New Jersey Plan? Virginia Plan New Jersey Plan

5. What were the major differences between the two plans? 6. Describe the key compromises of the Convention. Great Compromise 3/5 Compromise

Ms. Koltov Name_______________ US History Date_______ Period___

7. Summarize the conflicts addressed @ the Convention: Central govt. v. strong states

Large states v. small states

North v. South

RATIFICATION OF THE CONSTITUTION 8. On September 17, 1787, the Constitution was signed in Philadelphia. It was sent to the states for ratification

on September 28, 1787. In order to be ratified, representatives at conventions in 9 of the 13 states had to approve it. It was not so easy.

a. Who were the Anti-federalists? What did they believe? Who were their leaders?

b. Who were the Federalists? What did they believe? Who were their leaders?

9. Who prevailed—the Federalists or the Anti-federalists? What did they do immediately after the Constitution was ratified in 1788?

SUMMARIZE: Evaluate what you know about the Constitution at the time that it was ratified. What factors influenced its development? Do you think it was truly democratic at the time it was ratified? Did it reflect the interests of ALL Americans? Why/why not?

TOWARDS A NEW CONSTITUTION The Path from the Articles to Ratification of the U.S. Constitution

By Jennifer Koltov

INTRODUCTION This series of lessons emphasizes analysis of different types of primary sources. First, students will learn to use the S.I.G.H.T. method of image analysis created by Edward T. O’Donnell. Using the S.I.G.H.T. method, students will study an image of rebels attacking a creditor during Shays’ Rebellion. This in depth examination of the image will provide students with a basis for analyzing quotes from different members of the founding generation that express their attitudes towards the rebellion. In the final lesson on this topic, students will use graphic organizers to categorize and then rate the efficacy of the different powers attributed to the national government under the Articles of Confederation. After learning how the Articles’ flaws led to agreement that America needed a new Constitution, students will watch an introductory documentary about the Constitutional Convention (The Founding Fathers: The Men Who Shaped Our Nation and Changed the World, A Healthy Constitution), and they will expand their knowledge about the compromises and decisions that were made in Philadelphia in 1787. Students will put themselves in the shoes of Thomas Jefferson, James Madison, and George Washington as they attempt to assess each man’s complex views of slavery by reading letters that they wrote during different parts of their lives. To conclude this topic, students will attempt to make meaning out of Jefferson, Madison, and Washington’s correspondence through participation in a Socratic seminar. The final topic of this series of lessons allows students to analyze excerpts of the private correspondence of the founding fathers, including Washington, Jefferson, Adams, Madison, and Hamilton. In this segment, it will be important for students to search for evidence of the individual political philosophies of the founders as well as their common belief that the most important goal in forming a new government was to preserve the Union. Through this series of lessons, students will develop an understanding of the complex personalities that came together for one common goal, despite their often contradictories ideological beliefs. TIME FRAME This series of lessons is designed to encompass 4-5 55 minute class periods, depending on whether readings are assigned to be done in class or as homework.

OBJECTIVES 1. Students will analyze primary sources (both visual and written) in order to

understand the different views on Shays’ Rebellion. 2. Students will use graphic organizers analyze the strengths and weaknesses of

the Articles of Confederation; they will then determine why it was necessary to form a new government.

3. Students will learn about the compromises made at the Constitutional Convention relating to representation and slavery, and then they will evaluate letters in order to decide whether or not the founders could have done better on the issue of slavery.

4. Students will read and analyze excerpts of the private correspondence of the founders on the topic of ratification of the Constitution and find evidence that preserving the Union was their top priority.

BACKGROUND With the British abuses of colonial rights and liberties still fresh in their minds, the framers of the Articles of Confederation purposely created a weak central government that could not become tyrannical like the one that they had just overthrown. Unfortunately, their fears led to a government that could not even form the basic functions of a state—the government could not even effectively collect taxes or raise an army. In 1786, Shays’ Rebellion served as a signal that if the government remained the way it was, the Union would be a failure—a signal to the world that people were not meant to govern themselves. In the summer of 1787, men who considered themselves Nationalists agreed to meet in Philadelphia in an attempt to solve the problems that plagued the country. While all quickly agreed that a completely new Constitution was needed in order to preserve the Union, there was immense disagreement on how the new government should be organized. Fierce debates ensued over the structure and powers of the different branches of government, as well as issues of representation and slavery that threatened the success of the Convention. It is evident in the founders’ letters to one another that proponents of the new Constitution felt anxiety over whether or not the states would agree to ratify it. In the end, the Constitution was ratified, but the political divisions that were foreshadowed during the Convention remained. This series of lessons uses primary source documents and interactive discussion activities to bring the events of this time period alive. Students should read pages 178-194 in Making America: A History of the United States (or a section from another U.S. History textbook on the topics of the Articles of Confederation, Shays’ Rebellion, the Constitutional Convention, and Ratification).

ESSENTIAL QUESTIONS 1. How much power does a government need in order to be effective? 2. Was making compromises on important issues such as representation and

slavery a wise way to deal with those problems? PROCEDURES Part 1: Shays’ Rebellion and the Articles of Confederation 1. Image Analysis

a. Project the image of rebels attacking a creditor during Shays’ Rebellion. b. Have students work in small groups to analyze image using the SIGHT

worksheet. c. Discuss groups’ findings as a class, and then reveal the background

information about Shays’ Rebellion on the next slide of the PowerPoint.

2. Discussion of the founders’ views of Shays’ Rebellion a. Hand each group a different quote representing the founders’ views of

Shays’ Rebellion (Thomas Jefferson, George Washington, Samuel Adams, Henry Knox, and Abigail Adams).

b. Instruct each group to read and discuss the quote, analyzing how the individual viewed the rebellion.

c. Have students share their quotes and analysis with the entire class. d. Summarize by having students respond in their notes to the following

questions: i. Why do you think the language and tactics of the revolution did

not work to further the cause of the farmers? What social tensions might have existed in society? How can you tell?

ii. What weaknesses existed in the government under the Articles of Confederation that prevented it from mounting an effective response? (This will be recall from their prior reading, in preparation for the next part of the lesson)

3. Rating the Articles of Confederation a. Instruct students take out the worksheet that they did for homework

entitled “New State Governments and the Articles of Confederation.” b. In small groups (3-4), instruct students to review the elements and

problems that the Articles contained. c. Once they have finished reviewing, hand out the “Rating the Articles of

Confederation” worksheet. Instruct students to summarize by working with their groups to rate each area of the Articles using letter grades A, B, C, D, or F and give specific reasons (from their homework) as rationale for their grades.

Part 2: The Constitutional Convention

1. Founding Fathers: The Men Who Shaped Our Nation and Changed the World

a. Show the section of the documentary entitled, “A Healthy Constitution” and stop at the section on ratification.

b. Instruct students to follow along and fill in questions on their worksheet as they watch. Pause for discussion & clarification after each question.

2. Focus on the Three-Fifths Compromise a. Explain to students that there were many compromises (which they

learned about from both their reading and the documentary) made at the convention regarding issues of states’ rights v. federal authority, slavery, and large v. small state interests. The 3/5 Compromise was made to deal with the issue of slavery. Provide students with the following background information:

i. All colonies/states were involved in slavery in some way ii. Northerners were involved in the slave trade

iii. The First Continental Congress prohibited the importation of slaves, and the Second Continental Congress continued this policy.

iv. When the Revolutionary War ended, importation resumed. v. Quakers were a major group that fought for abolition.

vi. Various states passed laws prohibiting the slave trade in the 1780s, but abolition was difficult for many reasons. The views of Thomas Jefferson, James Madison, and George Washington provide evidence of the struggles that the founders and other Americans faced in addressing this issue.

b. Instruct students to analyze the views of Jefferson, Madison, and Washington by reading the following letters that they wrote (from pages 243-278 of A Necessary Evil? Slavery and the Debate Over the Constitution):

i. Jefferson: excerpt of Notes on the State of Virginia ii. Madison: letter to his father on September 8, 1783; letter to

Edmund Randolph on July 26, 1785; Memorandum on African Colony for Freed Slaves on October 20, 1789

iii. Washington: letter to Robert Morris on April 12, 1786; letter to John Francis Mercer on September 9, 1786; Undated Memorandum

c. Once students read the letters, they should answer the following questions:

i. How would you characterize each man’s views of slavery? Do they share any commonalities?

ii. Why didn’t they abolish slavery and the slave trade at the Constitutional Convention in 1787? What would the implications have been for the Union?

iii. Is it fair to judge the Founding Fathers by our own standards today? Could they have done better?

3. Socratic Seminar a. To assess student understanding, conduct a Socratic seminar (see

attached Socratic seminar instruction sheet) focusing on the three questions above.

Part 3: Thoughts on Ratification

1. Carousel Brainstorming: The Private Correspondence of the Founders a. Post selected quotes of the private correspondence of Washington,

Jefferson, Adams, Madison, and Hamilton around the classroom. b. In groups of 3-4, instruct students to go around the room (they should

move when they receive a signal from the teacher), stopping at each quote to discuss & write down their analysis on their “Private Correspondence Charts.” Students should do this until they have read each quote or series of quotes.

c. Once all students have finished, summarize by having them answer the following analysis questions:

i. What conclusions can you draw about the founders’ attitudes towards the new Constitution?

ii. What evidence can you find that preserving the Union is their #1 priority?

d. Discuss student responses. e. A recommended follow up to this activity is to read Federalist #10 for

further examination of how Hamilton, Madison, and Jay united in the goal of preserving a strong union of states despite some of the later political divisions that they experienced.

ASSESSMENT Students will be assessed through a writing prompt in which they have to write one-page responses to the following two questions: 1. How much power does a government need in order to be effective? In your

response, analyze the flaws that existed in the Articles of Confederation and explain how the new Constitution created a more effective government.

2. Was making compromises on important issues such as representation and slavery a wise way to deal with those problems? Describe the compromises that were made using evidence from class, and then predict the implications of those compromises for American history.

RESOURCES Berkin, Carol, Robert W. Cherny, James L. Gormly, and Christopher L. Miller. Making

America: a History of the United States. Boston, MA: Houghton Mifflin, 2008. 178-94. Print.

Founding Fathers: The Men Who Shaped America and Changed the World. History

Channel, 2001. DVD. Kammen, Michael G. The Origins of the American Constitution: a Documentary

History. New York, NY: Penguin, 1986. Print. Kaminski, John P. A Necessary Evil? Slavery and the Debate Over the Constitution.

Madison: Madison House, 1995. Print. Velasco, Kathy. "Grading the Articles of Confederation." Web. 21 Sept. 2010.

<http://webcache.googleusercontent.com/search?q=cache:o33Jqz1Q2FcJ:www.unyahea.org/lesson_plans/Grading the Articles of Confederation.doc grading the articles of confederation&cd=1&hl=en&ct=clnk&gl=us&client=safari>.

PRIVATE CORRESPONDENCE OF THE FOUNDING FATHERS Despite their differing views, what goal united them?

The letters that the Founding Fathers wrote to each other contain a goldmine of insights into how they felt during the ratification process. Much was at stake, and their words reflect both their individual views on how the government should be formed and the common goals that they possessed. As you read these excerpts, take notes on the chart below.

Founder Views of the Constitution Evidence George Washington

Thomas Jefferson

James Madison

John Adams

Alexander Hamilton

The Founders & Ratification

George Washington to Alexander Hamilton. July 10, 1787.

“The men who oppose a strong and energetic government are, in

my opinion, narrow minded politicians, or are under the

influence of local views.”

George Washington to Patrick Henry. September 24, 1787.

“I wish the Constitution which is offered had been made more perfect, but I

sincerely believe it is the best that could be obtained at this time; and, as a

constitutional door is opened for amendment hereafter, the adoption of it under the present circumstances of the

Union, is in my opinion desirable.”

George Washington to David Humphreys. October 10, 1787.

“…The Constitution that is submitted is not free from imperfections. But there are as few radical defects in it as could well be expected considering the heterogeneous

mass of which the Convention was composed and the diversity of interests

that are to be attended to.”

George Washington to Bushrod Washington. November 10, 1787.

On compromise:“If the Union of the whole is a desirable object, the componant parts must yield a little in order to accomplish it…”

On the final product:“The warmest friends and the best supporters the Constitution has, do not contend that it is free from imperfections…”

On the framers of the Constitution:“I do not think we are more inspired, have more wisdom, or possess more virtue, than those who will come after us…”

On assigning power to the different branches of government:“…but I have never yet been able to discover the propriety of placing it absolutely out of the power of men to render essential Services, because a possibility remains of their doing ill…”

Alexander Hamilton to George Washington. July 3, 1787.

“I am more and more convinced that this is the critical opportunity for establishing the prosperity of this country on a

solid foundation.”

“The prevailing apprehension among thinking men is that the Convention, from a fear of shocking the popular opinion, will not go far enough. They seem to be convinced that a strong well mounted government will better suit the popular palate

than one of a different complexion.”

“I fear that we shall let slip the golden opportunity of rescuing the American empire from disunion anarchy and misery.”

James Madison to Thomas Jefferson. October 24, 1787.

“It appeared to be the sincere and unanimous wish of the Convention to cherish and preserve the Union of States…. It was generally agreed that the objects of the Union could not be secured by any system founded on the principle of a confederation of sovereign States.”

After outlining the goals of the Convention, Madison remarked: “Adding to these considerations the natural diversity of human opinions on all new and complicated subjects, it is impossible to consider the degree of concord which ultimately prevailed as less than a miracle.”

“In all civilized Societies, distinctions are various and unavoidable. A distinction of property results from that very protection which a free Government gives to unequal faculties of acquiring it. There will be rich and poor; creditors and debtors; a landed interest, a monied interest, a mercantile interest, a manufacturing interest.”

James Madison to Alexander Hamilton. July 20, 1788.

“This idea of reserving the right to withdraw [from the Union if

amendments were not made] was started at Richmd. & considered as a conditional ratification which itself

considered as worse than a rejection.”

One other James Madison quote:

“The Constitution requires an adoption in toto, and forever”

-James Madison

Thomas Jefferson to John Adams. November 13, 1787.

On learning about the structure of the new Constitution (he was in France, Adams was in

England):“Their president seems a bad edition of a Polish

king. He may be reelected from 4 years to 4 years for life. Reason and experience prove to

us that a chief magistrate, so continuable, is an officer for life.”

Thomas Jefferson to James Madison. December 20, 1787.

His opinions of the new Constitution:“…the fundamental principle that the people are

not to be taxed but by representatives chosen immediately by themselves. I am captivated by

the compromise of the opposite claims of the great and little states, of the latter to equal, and

the former to proportional influence.”

Thomas Jefferson to James Madison. December 20, 1787.

His opinions of the new Constitution:“I will now add what I do not like. First the omission of a bill of

rights providing clearly and without the aid of sophisms for freedom of religion, freedom of the press, protection against

standing armies, restriction against monopolies, the eternal and unremitting force of the habeas corpus laws, and trials by jury in all matters of fact triable by the laws of the land and not by the

law of Nations.”

“Let me add that 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 interference. The second feature I dislike, and greatly dislike, is the

abandonment in every instance of the necessity of rotation in office, and most particularly in the case of President.”

Thomas Jefferson to James Madison. December 20, 1787.

His opinions of the new Constitution:“I think our governments will remain

virtuous for many centuries; as long as they are chiefly agricultural… when they get

piled upon one another in large cities, as in Europe, they will become corrupt as in

Europe.”

John Adams to Thomas Jefferson. December 6, 1787.

“You are afraid of the one—I of the few. We agree perfectly that the many

should have a full fair and perfect Representation.—You are

Apprehensive of Monarchy; I of Aristocracy. I would therefore have

given more Power to the President and less to the Senate.”

Use the SIGHT method to analyze the following image

• Scan for important details

• Identify the conflict or tension

• Guess the creator’s intent or message

• Hear the voices

• Talk or write about your observations

A creditor is attacked while a mob cheers during Shays' Rebellion, an insurgent movement led by Daniel Shays during 1786-1787. During the financial depression following the American Revolution, farmers in western Massachusetts rose up to force the government to decrease taxes and issue paper money.

How did the founders feel about Shays’ Rebellion?

Thomas Jefferson (from Paris)

“A little rebellion now and then is a good thing. …God forbid we should ever be twenty years without such a rebellion.”

-Thomas Jefferson in a letter to NY Senator

William Smith in reaction to Shays’

Rebellion

George Washington

"I am mortified beyond expression when I view the clouds that have spread over the brightest morn that ever dawned in any country... What a triumph for the advocates of despotism, to find that we are incapable of governing ourselves and that systems founded on the basis of equal liberty are merely ideal and fallacious."

-George Washington in reaction to Shays’ Rebellion

Samuel Adams

"In monarchy the crime of treason may admit of being pardoned or lightly punished, but the man who dares rebel against the laws of republic ought to suffer death."

-Former rebel Samuel Adams in reaction to

Shays’ Rebellion and on the punishment that the

rebels should endure

Henry Knox

"This dreadful situation has alarmed every man of principle and property in New England. [People wake] as from a dream and ask what has been the cause of our delusion. What [will] give us security against the violence of lawless men? Our government must be [strengthened], changed, or altered to secure our lives and property."

-Henry Knox in a letter to George Washington regarding Shays’

Rebellion

Abigail Adams

She condemned the rioters as “ignorant, restless, desperadoes, without concience or principles,” who were persuading a “deluded multitude to follow their standards.”

Summarizing Questions

• Why do you think the language and tactics of the revolution did not work to further the cause of the farmers? What social tensions might have existed in society? How can you tell?

• What weaknesses existed in the government under the Articles of Confederation that prevented it from mounting an effective response?

Sources Used

• MLA Citation"Shays' Rebellion." Image. Hulton Archive/Getty Images. American History. ABC-CLIO, 2010. Web. 3 Sept. 2010. <http://americanhistory.abc-clio.com/>

SOCRATIC SEMINAR GUIDELINES Some guidelines come from http://www.facinghistory.org/resources/strategies/socratic-seminar

The goal of a Socratic seminar is to help each other understand the ideas, issues, and values reflected in a specific text or a topic that we are studying. As students, you are responsible for facilitating a discussion around ideas in the text or on the assigned topic. Through a process of listening, making meaning, and finding common ground (not debating one another) you will work toward shared understanding rather than trying to prove a particular argument. COMPONENTS OF A SOCRATIC SEMINAR:

1. Preparation. Whether you are annotating a given text or taking notes beforehand, preparation is essential to participating successfully in a Socratic seminar. Coming up with discussion questions in advance will also help keep the discussion moving.

2. Discussion. First, you will need to follow the rules of discussion that apply to Socratic seminars:

a. Talk to each other, not just to the discussion leader or teacher. b. Refer to evidence from the text, your notes, and/or handouts to

support your ideas. c. Ask questions if you do not understand what someone has said, or you

can paraphrase what another student has said for clarification. (“I think you said this, is that right?”).

d. You do not need to raise your hands to speak, but please pay attention to your “airtime” – how much you have spoken in relation to other students. Be inclusive and don’t dominate the conversation—that’s no fun, and it makes it intimidating for shy classmates to participate.

e. Don’t interrupt. f. Don’t put down the ideas of another student. Without judging the

student who you may disagree with, state your alternate interpretation or ask a follow-up question to help probe or clarify an idea.

3. Evaluation. The specific requirements and the point-value of Socratic seminars may vary, but all are evaluated according to the following criteria:

a. Engagement. You participate the required number of times and you are clearly listening to others.

b. Respect. You aren’t interrupting or putting others down. c. Use of evidence. You either point to specific parts of the text, your

notes from class, handouts, etc. when you share.

4. Reflection. Often times I will ask you to write a follow up journal or some other type of reflection to wrap up your thoughts on the text or topic that you discussed.