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Lesson Plan The Constitution: Counter Revolution or National Salvation?

Teachers

It is Fall 1787. The Federal Convention has recently concluded its closed door meetings in Philadelphia and presented the nation with a new model for the government. It is now up to each special state convention to decide whether to replace the Articles of Confederation with this new constitution. The debate is passionate and speaks directly to what the founding fathers had in mind in conceiving this new nation. Does this new government represent salvation or downfall? As a politically active citizen of your region, you will take a stand on this crucial issue of the day.

Objectives

Students will understand:

  • the forces that shaped the Declaration of Independence, Articles of Confederation and the Constitution;
  • that government is based on written documents;
  • that the Constitution was a nationalist victory over state autonomy; and
  • that the Articles of Confederation were not replaced solely because they were inadequate.

Time Required

Three weeks

Lesson Preparation

Materials

Resources

Lesson Procedure

The students have already studied Colonial America and the Revolution. This unit on the U.S. Constitution begins with an examination of what type of government would best represent the ideals of the American Revolution. Once these factors are identified, the Articles of Confederation are examined, the reasons for calling a Federal Convention are explored, and the proceedings of the Constitutional Convention are studied. Finally the ratification process is studied and the broadside project is completed.

Questions to Focus Instruction

Essential Question:
Where does power reside in the relationship between people and government?

Unit Question:
Was the Constitution an abandonment of the ideals of the American Revolution?

Lesson 1: Creating a Government (1 class period)

  1. Introduce unit on the Constitution.
  2. Present the question to the students that will be addressed in the Government Workshop:   Given the ideals of the American Revolution as represented in the Declaration of Independence, what type government would you create?
  3. Government Workshop (PDF, 27 KB)
    • Distribute Government Workshop handouts.
    • Students divide into small groups of 3-4 persons each.
    • Each group chooses or is assigned to represent a political orientation: radical or conservative.
    • Each group works through the set of questions in the Government Workshop handout, answering the questions from the point of view of the political orientation they represent.
  4. When students have completed handouts, classroom discussion of the workshop takes place.
  5. Students together formulate key points which their small groups have identified.
  6. Students share their group's answers to the question presented.
  7. Government Workshop handouts are turned in to the teacher.
  8. Distribute the copies of the Articles of Confederation and assign homework: read the Articles of Confederation and compare to the key points identified in the classroom activity.

Lesson 2: Calling a Federal Convention (1 class period)

  1. Pose the question: Did the Articles of Confederation represent the ideals of the American Revolution?
  2. Students respond to this question in their notebooks.
  3. When students have completed the writing assignment, have classroom discussion on the question.
  4. Discuss the Articles of the Confederation. Focus on how the government operated under the Articles, and why it operated as it did. Students should understand that there was no national executive and the Americans did not want to be ruled by another king.
  5. Assign the appropriate sections of the text or other source about the Articles of Confederation.

Lesson 3: Calling a Federal Convention (1 class period)

  1. Introduce the Annapolis Conference and the debate over whether to call a Federal Convention.
  2. Student Debate: "Yea or Nay on the call for a Federal Convention?" In this activity, students make preliminary identifications of arguments for and against the Convention. The debate may take a number of forms, ranging from free form to highly structured. Here are some possibilities:
    • Each student or group of students contribute to the debate a "yea" or "nay" with a brief supporting argument.
    • Students or teams of students are assigned political positions of radical and conservative. Ensuing debate takes place according to a set of official rules, i.e. Parliamentary Procedure.
    • Students form pairs and have a "silent debate." Each takes a role as radical or conservative. The two students pass a piece of paper back and forth between them, responding to each of their adversary's points and making their own points. No talking is allowed. At the conclusion of the debate, students circle their opponent's best argument.
  3. At the conclusion of the debates, the class discusses the reasons for and against the call for a Federal Convention that have been identified in this activity.
  4. Assign reading homework from the textbook or other source on what happened in the Constitutional Convention.

Lesson 4: Drafting the Constitution, Part I (1 class period)

  1. Discuss with the class the major issues in the drafting of the Constitution, and how they were resolved. The four major points to cover are:
    • What to do with the Articles of Confederation;
    • Power of national government versus the state/regional government;
    • Representation: large versus small states; and
    • Slavery.

Lesson 5: Articles of Confederation (1 class period)

  1. Pose the question: Did the Articles of Confederation represent the ideals of the American Revolution?
  2. Students respond to this question in their notebooks.
  3. When students have completed the writing assignment, have classroom discussion on the question.
  4. Discuss the Articles of the Confederation. Focus on how the government operated under the Articles, and why it operated as it did. Students should understand that there was no national executive and the Americans did not want to be ruled by another king.
  5. Assign the appropriate sections of the text or other source about the Articles of Confederation.

Lesson 6: Government under the Constitution (1 class period)

  1. Pose the question: Did the Constitution reflect the ideals of the American Revolution?
  2. Students respond to this question in their notebooks. Their answer should be based on the issues they have identified in the Government Workshop and the Constitution Key Questions they have completed as homework.
  3. When students have completed the writing assignment, have classroom discussion on the question, focusing on how the government is designed to operate.
  4. Debate the Constitution. Focus on how the government is designed to operate under the Constitution:
    • The three branches of the government;
    • The requirements for office holders; and
    • The system of checks and balances.
  5. Direct students to the Students Procedure page describing the broadside project.
  6. Introduce the broadside project to the class.
  7. In the computer lab introduce the students to the Library's digital collections.
  8. Students will view broadsides from the special Introduction to Printed Ephemera: Three Centuries of Broadsides and Other Printed Ephemera.
  9. Students complete "Activity One: What is a Broadside?" from the Student Procedure page.
  10. If time in the computer lab is limited, distribute print copies of the "Introduction" and sample broadsides from the collection. Students complete the assignment in class.
  11. Assign reading homework on the ratification of the Constitution.

Lesson 7: Reviewing the Events: From the Revolution to Ratification of the Constitution (1 class period)

  1. Introduce the essay To Form a More Perfect Union as a review of events from the Revolution up to the ratification of the Constitution.
  2. Ask students to read the entire presentation, paying special attention to the sections that talk about the problems that arose after the Revolutionary War under the Articles of Confederation.
  3. Students are to note down 4-5 problems that the nation was facing, with particular attention to the years under the Articles.
  4. In class discussion, students brainstorm and list problems that faced the nation under the Articles of Confederation.
  5. Pose the question: Why might it be difficult to convince your state to ratify the Constitution?
  6. In classroom discussion, identify five major issues regarding the Constitution:
    1. Legal
    2. Interstate/ International Commerce
    3. Debt
    4. Representation
    5. National Integrity

Lesson 8: Examining Primary Sources, Part I (2-3 class periods)

  1. Students begin "Activity Two: Examining the Primary Source Documents" (Jig Saw Activity) from the Student Procedure page.
  2. Students divide into five groups with five to six people in each group. Each group is assigned one of the five issues to research.
  3. Distribute to each of the groups the handout for their assigned issue.
  4. In the computer lab, students form pairs of two and examine online pre-selected documents from the Library of Congress digital collections. For each document they are to determine the arguments for and against the ratification of the Constitution providing quotes that demonstrate understanding.
  5. If time in the computer lab is limited or unavailable, distribute print copies of the each of the primary source documents named in each of these five Issue handouts.
  6. A representative from each issue group meets those from other groups to share their findings. Form five groups for this discussion.
  7. After the groups have shared their evidence, each individual student begins to draft her own Broadside, which will be completed as homework.

Lesson 9: Answering the Question, "Was the Constitution a Counter Revolution?" (1 class period)

Classroom Activity

  1. Pose the question: Was the Constitution a Counter Revolution?
  2. Students respond to this question in their writing. Their answer should be based on the issues they have identified in the previous activities.
  3. When students have completed the writing assignment, have classroom discussion on the question.

Lesson Evaluation

Performance Task and/or Student Performance

The students produce a broadside in which they take a position on the ratification of the Constitution and support it with evidence.

Assessment Criteria for Broadside Final Project

  1. Content
    • States a position for or against the ratification of the Constitution;
    • Supports with at least three pieces of evidence ;
    • Demonstrates understanding of the essential question;
    • Represents state's interests;
  2. Format
  3. Mechanics

Other Forms of Ongoing Assessment

  1. Quizzes, tests, prompts, work samples;
  2. Observations, cooperative learning dialogues, interviews, notebook;
  3. Student self-assessment.

Credits

Claudia Argyres and Jim Smith

Students

Issues

Issue 1: Legality of the Constitution

In May 1786, Charles Pinckney of South Carolina proposed that Congress revise the Articles of Confederation. Congress responded by appointing a committee to draft amendments to the Articles. On August 7, 1786, the committee produced these amendments, written chiefly by committee chairman Pinckney.

Among many changes, the amendments would have granted Congress exclusive power over commerce, and outlined punishments for poor attendance by members of Congress. Although the most ambitious effort to revise the Articles of Confederation, the amendments were never acted upon; a new convention meeting in Annapolis, Maryland, seemed likely to devise a plan for granting Congress power over trade.

"Congress Tries to Revise the Articles of Confederation,"
from the Special Presentation, To Form a More Perfect Union,
in Continental Congress and the Constitutional Convention, 1774-1789

Review the following primary source documents to find evidence regarding the legality of the proceedings by which the creation of the Constitution came about.

  • What were the issues related to the procedures of the Federal Convention and the resulting plan of government?
  • Were the Articles of Confederation adequate to address the growing needs of the United States?

Amending the Articles of Confederation
"The grand committee, consisting of Mr.Livermore, Mr.Dane, Mr.Manning, . . . Mr. Pinckney and Mr. Houstoun, appointed to report such amendments to the Confederation, and such resolutions as it may be necessary to recommend to the several states, for the purpose of obtaining from them such powers as will render the federal government adequate to the ends for which it was instituted, beg leave to submit the following report to the consideration of Congress . . ."

Letter from George Washington to John Jay, March 10, 1787.
"How far the revision of the federal system, and giving more adequate powers to Congress may be productive of an efficient government, I will not under my present view of the matter, presume to decide."

Letter from the Hon. Robert Yates . . . to the Governor of New York
"Sir: We do ourselves the honor to advise your excellency that, in pursuance to concurrent resolutions of the honorable Senate and Assembly, we have, together with Mr.... Hamilton, attended the Convention appointed for revising the Articles of Confederation, and reporting amendments to the same."

An Address of the . . . Representatives of the Commonwealth of Pennsylvania
"During the fall and spring sessions of the legislature, on the recommendations of the Congress of the United States, your representatives proceeded to the appointment of delegates to attend a Convention to be held in the city of Philadelphia, for the purposes of revising and amending the present articles of confederation..."

Address and Reasons of Dissent of the Minority
"It was not until after the termination of the late glorious contest, which made the people of the United States an independent nation, that any defect was discovered in the present confederation."

Issue 2: Regulation of Interstate and International Commerce

Under the Articles of Confederation, Congress lacked the authority to regulate commerce, making it unable to protect or standardize trade between foreign nations and the various states. In 1784, Congress requested that the states grant it limited power over commerce for a period of fifteen years, but many of the states did not comply . . . On February 16, 1785, [a] committee recommended amending the articles of Confederation so that Congress would have power over commerce.

Congress is Unable to Control Commerce between America and Foreign Nations
from the Special Presentation, To Form a More Perfect Union,
in Continental Congress and the Constitutional Convention, 1774-1789

Review the following primary source documents.

  • What were the issues related to interstate commerce and international commerce that affected the United States under the Articles of Confederation?
  • Were the Articles adequate to address the growing needs of the United States?

Motion to Give Congress Power to Regulate Foreign Commerce
"The committee consisting of . . . to whom was referred the motion of Mr. Monroe, submit the following report: That the first paragraph of the ninth of the Articles of Confederation be altered, so as to read thus, viz . . . That the following letter be addressed to the legislatures of the several states, showing the principles on which the above alteration is proposed."

Elliot's Debates--Report of the States on the Regulation of Commerce . . .
"Friday, March 3, 1786.--The committee, consisting of Mr. Kean, Mr. Gorham, Mr. Pinckney, Mr. Smith, and Mr. Grayson, to whom were recommended sundry papers and documents relative to commerce, and the acts passed by the states in consequence of the recommendations of Congress of the 30th of April, 1784, report"

Report of the Office for Foreign Affairs, 7th October, 1785.
"The Secretary of the united States for the Department of Foreign Affairs, to whom was referred the Representation of certain French merchants, against the Acts of New-Hampshire and Massachusetts for regulating navigation and commerce . . ."

Mr. Charles Pinckney's Speech, in Answer to Mr. Jay, Delivered in Congress, August 16, 1786.
"It is confessed our government is so feeble and unoperative, that unless a new portion of strength is infused, it must in all probability soon dissolve. Congress have it in contemplation to apply to the States on this subject. The concurrence of the whole will be necessary to effect it. Is it to be supposed, that if it is discovered a treaty is formed upon principles calculated to promote the interests of one part of the union at the expense of the other, that the part conceiving itself injured will ever consent to invent additional powers . . . Will they not urge, and with great reason, the impropriety of vesting that body with farther powers, which has so recently abused those they already possess I have no doubt they will."

Issue 3: National Debt and Treasury Obligations

By the union of the the several states they have rescued themselves from the tyranny of a powerful nation and established constitutions on the free consent of the people...but these constitutions cannot long outlive the fate of the general union; and this union cannot exist without adequate funds to defray the expenses of the government, and to discharge those engagements which have been entered into with the concurrence of the citizens of all of these states, for their common benefit.

An Address from the United States in Congress Assembled to the Legislatures of the Several States: Congress, Oct. 6, 1786.
Continental Congress and the Constitutional Convention, 1774-1789

Review the following primary source documents.

  • What were the issues regarding funding for the national government and paying of foreign debt that affected the United States under the Articles of Confederation?
  • Were the Articles adequate to address the growing needs of the United States?

The Grand Committee's Report on the Subject of Supplies, 1785
"Resolved that for the services of the present year, one thousand seven hundred and eighty-five, for the payment of one year's interest on the foreign and domestic debt . . ."

Several Reports and Documents Concerning the System of General Revenue
"The committee, consisting of Mr. King, Mr. Pinckney, Mr. Kean, Mr. Monroe, and Mr. Pettit, to whom were referred several Reports and Documents concerning the system of General revenue, recommended by Congress on the 18th of April, 1783 . . ."

Journals of the Continental Congress. Reported in Congress Oct. 17, 1786.
"Impressed with a sense of the sacred trust committed to them, and with an anxious and affectionate concern for the interest, honor and safety of their constituents, the United States in Congress assembled, have on various occasions, pointed out the dangerous situation of this nation ...Under this heavy accumulation of the foreign debt . . ."

An Address from the United States in Congress Assembled to the Legislatures of the Several States: Congress, Oct. 6, 1786.
"When the interests of a people are endangered, either through the defect of the government they have established, or the want of timely and vigorous, exertions to give efficacy to its operations . . ."

Issue 4: State versus National Power

. . . the main pillars of the Constitution; which we have shown to be inconsistent with the liberty and happiness of the people, as its establishment will annihilate the state governments, and produce one consolidated government that will eventually and speedily issue in the supremacy of despotism.

The Address and Reasons of Dissent of the Minority of the Convention, of the State of Pennsylvania, to their Constituents, December 12, 1787,
from Continental Congress and the Constitutional Convention, 1774-1789

Review the following primary source documents to find evidence regarding the powers of the states versus the power of the national government and the issues of state representation in Congress.

  • Were the Articles of Confederation adequate to address the growing needs of the United States?

Letter from the Hon. Robert Yates . . . to the Governor of New York
"It is with the sincerest concern we observe that, in the prosecution of the important objects of our mission, we have been reduced to the disagreeable alternative of either exceeding the powers delegated to us, and giving assent to measures which we conceive destructive to the political happiness of the citizens of the United States . . ."

The Committee Consisting of Mr. Kearney, . . . Relative to Indian Affairs . . .
". . . the clause in the confederation relative to managing all affairs with the Indians, &c. is differently construed by Congress and the two states within whose limits the said tribes and disputed lands are. The construction contended by those states, if right, appears to the committee, to leave the federal powers, in this case, a mere nullity . . ."

By the United States in Congress Assembled . . . to Devise Means for Procuring a Full Representation
". . . the committee cannot find on examining the journals, notwithstanding the repeated earnest recommendations for that purpose, that all the states have been represented at the same time: it appears that frequently there have not been more than nine states, and too generally not more than a competent representation for the lesser objects of the confederation . . ."

The Address and Reasons of Dissent of the Minority of the Convention, of the State of Pennsylvania, to their Constituents
"We Dissent, First, Because it is the opinion of the most celebrated writers on government, and confirmed by uniform experience, that very extensive territory cannot be governed on the principles of freedom, otherwise than by a confederation of republics, possessing all the powers of internal government; but united in the management of their general, and foreign concerns."

Issue 5: National Integrity

. . .that Congress consider the union bound by the federal compact to protect every part of the nation, as well against the unjust and unprovoked attacks of the independent tribes of Indians within the United States, as against foreign powers. . .

The Committee Consisting of Mr. Kearney...to Whom was Referred
the Report of the Secretary at War, and Sundry Papers Relative to Indian Affairs
from Continental Congress and the Constitutional Convention, 1774-1789

Review the following primary source documents to find evidence regarding the issue of preserving national integrity and defending the expanding western lands.

  • Were the Articles of Confederation adequate to address the growing needs of the United States?

The Committee Consisting of Mr. Kearney...to Whom was Referred the Report of the Secretary at War, and Sundry Papers Relative to Indian Affairs
". . . the clause in the confederation relative to managing all affairs with the Indians, &c. is differently construed by Congress and the two states within whose limits the said tribes and disputed lands are. The construction contended by those states, if right, appears to the committee, to leave the federal powers, in this case, a mere nullity . . ."

Letter from the War Office . . . Containing Intelligence of the Hostile Intentions of the Indians
"That the states . . . hereby are requested to use their utmost exertions to raise the quotas of troops, respectively assigned to them, with all possible expedition, and that the executives of the said states be, and hereby are requested in case any of their legislatures should not be in session, immediately to convene them for this purpose, as a delay may be attended with the most fatal consequences."

The Debates in the Convention of the State of New York, on the Adoption of the Federal Constitution
"Mr. Chairman, as the preamble of the plan under consideration comprises the great objects of the Union, it will be proper, at this place, to introduce such general observations as may with less propriety be noticed, when particular articles are under consideration, and which may serve, at the same time, to show the necessity of adopting some more efficacious plan of union, than that by which we are now bound."

Mr. Charles Pinckney's Speech . . . on the Question of a Treaty with Spain
"It is confessed our government is so feeble and inoperative, that unless a new portion of strength is infused, it must in all probability soon dissolve. Congress have it in contemplation to apply to the States on this subject. The concurrence of the whole will be necessary to effect it. Is it to be supposed, that if it is discovered a treaty is formed upon principles calculated to promote the interests of one part of the union at the expense of the other, that the part conceiving itself injured will ever consent to invent additional powers . . ."

Procedure

Was the Constitution an abandonment of the ideals of the American Revolution?
Was the Constitution essential to assure our survival as a nation?

Your platform will be a standard for the day--a broadside. In this broadside you will publicize your opinion regarding this new constitution. In order to support your position, you will examine a series of primary source documents written during the time. From this analysis you will identify the key issues facing the nation, what precipitated the call for a new government, and what the important issues raised by this new form of government were.

Background

  • During the Government Workshop you identified what type of government to create, using the Declaration of Independence, your knowledge of colonial history and your assigned political persuasion as your guide. Did the Articles of Confederation reflect the ideals of the American Revolution? What were the problems facing our young nation?
  • You have identified the reasons for calling a Federal Convention. Why did we need to revise the Articles of Confederation?
  • You have studied the Constitution. Did it address the major issues? At what cost? Why might it be difficult to convince the individual states to adopt the Constitution?
  • Your final project in this study of the creation of the Constitution will be to create a "broadside" arguing for or against ratification of the Constitution.

Activity One: What is a Broadside?

Broadsides--by far the most popular ephemeral format used throughout printed history--are single sheets of paper, printed on one side only. Often quickly and crudely produced in large numbers and distributed free in town squares, taverns, and churches or sold by chapmen for a nominal charge, broadsides are intended to have an immediate popular impact and then to be thrown away.

"The Popularity of Broadsides" from Printed Ephemera: Three Centuries of Broadsides and Other Printed Ephemera.

  1. Begin by learning what a broadside is and how it was used. Go to the collection Printed Ephemera: Three Centuries of Broadsides and Other Printed Ephemera in the digital collections. Scroll down and click on the Special Presentation: Introduction to Printed Ephemera Collection.
  2. Read the Introduction from the beginning through the section on Political Broadsides.
  3. Answer the following questions in your project notebook:
    1. What is a broadside?
    2. What are its three most important defining characteristics?
    3. How has it been used in history?
    4. Examine two broadsides from the Introduction to Printed Ephemera: Three Centuries of Broadsides and Other Printed Ephemera.
    5. What was the purpose of each broadside?
    6. How did each broadside reflect the three defining characteristics you identified above?

Activity Two: Examining the Primary Source Documents

Focus Question: Was the Constitution a Counter Revolution?

Looking at multiple primary source documents, you will decide if the Constitution represented such a radical departure from the ideals of the American Revolution as to constitute a counter revolution. You will be assigned to an issue group of several students. Together your group will examine pre-selected documents from the digital collections. Each document will be read and interpreted for evidence to be used to argue for or against ratification of the Constitution. Finally, you will create a broadside based on interpretation of these primary source documents arguing for or against ratification of the Constitution.

Responsibilities

For this project each student will have multiple responsibilities:

  1. Each student will be assigned the role of supporting or opposing the ratification of the Constitution.
  2. Each student will look at evidence on one of the assigned issues and share that evidence with others.
  3. Each student will create a broadside using quotes from primary source documents.
  4. Each student will present arguments for or against ratification of the Constitution based on evidence.

Issues

Primary source documents in the following five areas will be used as evidence:

  1. Issue 1: Legality of the Constitution
  2. Issue 2: Regulation of Interstate and International Commerce
  3. Issue 3: National Debt and Treasury Obligations
  4. Issue 4: State vs. National Power
  5. Issue 5: National Integrity

Choice of Assignment

Choose one issue to represent as you examine a series of primary documents from the Library of Congress digital collections.

Techniques for Examining the Documents

  1. Think about what you already know. The more you read, the more you know about the context of the material, and the more you will understand.
  2. There is a rhythm to language. Reading out loud (as with Shakespeare) sometimes makes the meaning clear, even when old-style phrases and archaic words are not totally understood.
  3. Use tools to create smaller chunks of text.
  4. Focus on the title and introductory paragraph to determine what the document was originally written to communicate.
  5. Click on the Bibliographic Information link to find out the date and any additional information known about the document.
  6. Highlight sections of text as you read to help focus.
  7. Use the "Find" function of the browser to search for keywords. Read several lines before and after the word to understand the context in which the keyword is used. Check the entire document for instances of the keyword.
  8. Review your notes and prior knowledge to determine keywords. Search and skim looking for keywords.

Identifying Issues in the Documents

As you wade through these primary documents with their dense text and arcane language, keep in mind your purpose:

To identify the arguments for and against the ratification of the constitution.

Other questions to keep in mind are:

  1. Why did our founding fathers want to change the form of government?
  2. What does this document tell you about the foundation of this nation?
  3. How does this knowledge help you better understand some of the important issues of today?

Taking Notes

For each document you need to take notes:

  1. Identify the issue you have chosen to research
  2. Give a full citation for each document
  3. Identify the main points, related to the issue you have chosen, that are raised in each of the documents.
  4. Do these points support or weaken the argument for the ratification of the Constitution?
  5. Identify specific quotes from the document to demonstrate your understanding of the document, the issues and arguments for and against the ratification of the constitution.

Sharing Findings

You will then meet with four other colleagues who have been examining other documents and issues and share your findings.

Producing a Broadside

Finally you will produce a broadside to publicize your position in regard to ratification of the Constitution.

Reading Assignments

Assignment #1: The Articles of Confederation

As you are probably aware, the Revolutionary War ended in 1783, but our current Constitution was not signed until 1789. In the years in between, the Continental Congress designed and used the Articles of Confederation. Read supplementary materials as assigned to learn how the Articles worked--and how they didn't.

1. Tradition and Change: How colonial governments were accustomed to acting.

  1. In this section, identify four major ways that colonial governments were not totally democratic.
  2. Now, based on the reading, define the words democrat and republican as a person would have used them in the late 1700s.

2. Reconstituting the States: How, after the revolution, many states became more democratic.

In this section, identify five ways that state constitutions spread power to the common man.

3. The Articles of Confederation: The central fact of the Articles was that they "established a form of government in which Americans were citizens of their own states first and the United States second."

Draw a diagram of the government as you understand it. Your diagram should show how Congress was chosen, how it interacted with other groups, and what its powers were.

4. Financial Crisis: What caused the Depression that began in 1784, and why couldn't the Articles handle it very well?

5. Western Lands: Identify and define each of these two landmark acts:

  1. The Ordinance of 1785
  2. The Northwest Ordinance
  3. How did both of these acts affect Native Americans?

6. Shays's Rebellion: What was it, why did it happen, and what effect did it have on the Colonies and the Articles?

Assignment #2: The Constitution

Read materials as assigned to gain an overview of the process of the American Constitutional Convention of 1787. Try to answer every question thoroughly; each one will help you understand our simulation.

  1. Basic Issues: Name the first two basic issues facing the Constitutional Convention.
  2. The Virginia Plan: What was it?
  3. The New Jersey Plan: What did it say?
  4. The Great Compromise: How did Roger Sherman end this fight?
  5. Checks and Balances: Define and describe this key idea.
  6. Federalism: What is this crucial idea?
  7. Three Fifths Compromise: How did this plan "settle" the serious problem of slavery?
  8. Antifederalists: What was their view of the new Constitution, and why were they eventually defeated?
  9. Federalists: What was their view of the new Constitution, and why did they eventually win?
  10. The Federalist Papers: Who wrote them and what did they say?

Refer to the U.S. Constitution in your text and answer the following questions.

Article I

  1. What branch of government does Article I describe?
  2. Identify the three requirements for a person to be eligible for election to the House of Representatives
  3. Identify the three requirements for a person to be eligible for election to the Senate.
  4. What is the term of office for a member of the House of Representatives? For the Senate?
  5. Describe in your own words how a bill becomes a law.

Article II

  1. What branch of government does Article II describe?
  2. Describe the three requirements for a person to be eligible for election to the presidency.
  3. What is the term of office for the president?
  4. Describe in your own words how the president is elected.

Article III

  1. What branch of government does Article III describe?
  2. What is the name of the nation's highest court?
  3. How many justices are on the nation's highest court?
  4. How long do federal judges hold office?
  5. List five kinds of cases that come under the judicial power of the United States courts

Article IV

  1. What is this article about?
  2. How can territory be admitted as a state

Article V

  1. What is this article about?
  2. What are the different ways this document be amended or changed?

Article VI

  1. What is this article about?

Article VII

  1. What is this article about?
  2. How is the Constitution to be ratified by the states?