Objectives: Students will be able to explain that the success and failures of the articles of confederation and be able to give some examples of each.

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1 Day 1 Objectives: Students will be able to explain that the success and failures of the articles of confederation and be able to give some examples of each. Procedure: Do Now: Why is it important to have teachers and rules in school? Get some answers and then tie it in for the need for a unified government for the 13 colonies. Crash course video and notes Go over notes Read together the articles summary and have students answer the culminating question Give exit ticket Day 2 Objectives: Students will understand that shay s rebellion helped contribute to the push for a new plan for government. Students will examine primary source excerpts from George Washington and Thomas Jefferson and compare and contrast their views. Procedure: Go over the exit ticket from the previous day and clarify the States had more power over the federal government. Also, read some problems they said might occur. Read about Shay s rebellion together and discuss what s in bold at the end. Fill out organizer with a partner Go over the answers and main points Half the class gets excerpts from George Washington s response to shay s rebellion and the other half will get excerpts from Thomas Jefferson s response. Go over the different viewpoints and compare them. Google Classroom Homework: What did Shay s rebellion reveal about the Articles of Confederation?. Day 3 Objectives: Students will examine and interpret the plans for government under the Virginia plan and New Jersey plan.

2 Students will be able to understand the need for the great compromise and why it was important. Procedure: Do Now: Write about a time you have had to make a compromise before and explain why you had to compromise? Go over answers and connect it to the compromises that the delegates needed to make during the constitutional convention. Power Point: Background of the constitutional Convention Hand out New Jersey plan to half the class and half the class the Virginia plan. Have students fill out their graphic organizers with partners. Have students come up to the board and put up the main points. Prediction exercise: Ask students what do you think they did to solve the problem? Go over the great compromise. Homework: Watch a video on the 3/5 th s compromise and end of slave trade google classroom Fill out summary in packet May use drawing and words or all words. Day 4 Objectives: Students will understand the different viewpoints of federalists and anti-federalists during the constitutional convention. Procedure: Power point background on federalists and anti-federalists Federalist and Anti-Federalist skit and questions Go over questions Powerpoint this why some delegates did not sign the constitution, but 9 out of 13 states did ratify it and it was adopted 1788, eventually all states did by Day 5 Objectives: Students compare and contrast the different powers of each branch of government. Procedure: Powerpoint slide go over the roles of each branch of government and talk about how they check each others power.

3 Students move throughout three stations learning about the powers of each branch and each time comparing it to the branch they just covered. Executive is on a video Legislative-written Judicial- create diagram on poster. *INCLUE EXAMPLES OF EACH OF THE BRANCHES FROM TODAY. Day 6 Hand out diagram of how a bill becomes a law. Show video of how a bill becomes a law. Go over how a bill becomes a law and makes sure to check the power of the president remember Mason believed without this the president would become a king so he didn t sign the constitution. TALK ABOUT HOW TRUMP IS BEING CHECKED IN COURT BY LEGISLATURES. Activity student s work together to create a bill for school that they want to make into a law. Day 7 Objectives: Students will be prepared to take the quiz on the first half of the chapter. Procedure: Hand out study guide Create foldables to review for quiz Start reviewing Homework: Review for quiz tomorrow Day 8 Quiz Bill of rights Homework: New York State constitution. Day 9 Go over homework and how it ties into the bill of rights Continue going over amendments.

4 Articles of Confederation Summary (Written during the second continental congress in 1776, but not ratified by every colony until 1781) Article I: The name of the new confederacy is The United States of America Article II: Each state retains its freedom, independence, and sovereignty and every power not specifically granted to the new Congress. Article III: This confederacy is a league of friendship among the states for *common defense *securing their liberties *their shared welfare Key Terms: Ratified- sign or give formal consent to make it officially valid. They will protect each other from attack. Unicameral- One house Article V: To manage the shared (national) interests of the states, they will Congress. send 2 7 delegates each year to meet in Congress. Each state delegation has one vote in Congress regardless of population or value of land. Bicameral- Two houses Congress. There is only one house of Congress (Unicameral) and Congress (legislative branch) is the sole branch of government. No system of national courts. (No Judicial Branch) Legislative (Congress)- having the power to make laws. Federalism Power Federal Government State Governments

5 States Rights Federal Governments Rights Neither states nor Congress may grant titles of nobility. States could levy taxes. States could regulate trade. States could enforce laws. States could impose tariffs. States could use their militia to defend against invasions. Congress has the right to wage war Enter into treaties or alliances Congress has the right to coin money Arrange to develop an army (however states must agree to raise and equip the officers and men). Congress must never act on these matters without the consent of at least nine states (super majority). Congress could not regulate trade. Congress could not collect taxes. Congress had no power to enforce laws it made. List 3 things the government could not do. Based off the diagram what is federalism? Culminating Question: Who had more power under the articles of confederation, the federal government or the states?

6 Name: Class: Date: Exit Ticket 1. The first framework of government was known as what? 2. One word to describe this form of government based off what you learned today? 3. Who had more power the states or the federal government? 4. What kind of problems do you think will occur with this form of government?

7 Name: Class: Date: Crash Course Notes 1. The first form of government that was written during the 2 nd continental Congress in 1776 was called the 2. The articles were considered bad or the opposite of strong, which is 3. How many houses of congress are there under this form of government? (Write Unicameral for 1 house or Bicameral for two houses) 4. How many votes does each state get? (Write the number in the box) 5. How many branches of government are there under this framework? (Write the number in the box) 6. How many votes were needed to make a decision? /13 7. This is called a majority and since so many votes were needed nothing got done. 8. The government could wars, conduct, and make. 9. The government could coin money but could not collect. Meaning if they needed money they had to ask the. 10. An amendment required a vote which meant all delegates needed to agree.

8 11. He says the governments were deliberately (on purpose) weak because Americans feared a tyrannical, them, and troops being in their houses. 12. The were a disaster mainly because the government could not collect.

Shays Rebellion Article Shays Rebellion 1786-1787 During the American Revolution, the states and the Continental Congress had borrowed large sums of money from wealthy merchants.

The states had to repay their own debts, and the only way for them to raise the money was to tax their citizens heavily.

The Massachusetts farmers, many of whom were war veterans who had never been paid, owed about one-third of their income for state taxes.

9 Shays Rebellion Article Shays Rebellion During the American Revolution, the states and the Continental Congress had borrowed large sums of money from wealthy merchants. After the war, the merchants demanded that they be repaid, but the national government under the Articles of Confederation had no power to raise money. The states had to repay their own debts, and the only way for them to raise the money was to tax their citizens heavily. Many farmers in the western part of Massachusetts had an especially hard time paying their bills at this time. The Massachusetts farmers, many of whom were war veterans who had never been paid, owed about one-third of their income for state taxes. Those farmers who could not pay their taxes had their farms taken away by state courts. Court officials then auctioned off the farms and used the money from the sale to pay the taxes. Farmers who could not pay their personal debts were often put into prison. The farmers asked the Massachusetts legislature to lower taxes and let them pay taxes and other debts with farm produce. They begged the legislature to stop jailing people who could not pay their debts. Instead the legislature listened to merchants and bankers to whom the farmers owed money. It refused to pass laws to help the farmers. Since they could not get help through legal means, a group of farmers decided they had no choice but to rebel. Their leader was Daniel Shays, a former Revolutionary War captain. In the fall of 1786, Shays led armed farmers in marches outside county courthouses in Springfield, Northampton and other towns in western Massachusetts. The purpose was to keep the courts from meeting. If the courts did not meet, bankers and others to whom farmers owed money could not take away their farms. They were successful for awhile as they shut down court after court. However, in January 1787, Shays men attacked a Springfield building where they government stored guns. Wealthy merchants from as far away as Baltimore, Maryland paid to raise a militia and the governor of Massachusetts sent the soldiers to fight the rebels. The soldiers shot and killed four men, and soon the rest of Shays followers fled. Several rebel leaders were caught. The men were brought to trial, found guilty, and sentenced to death. Later the court set them all free, including Shays. For many, the rebellion symbolized a fatal weakness of the national government under the Articles of Confederation. Since Congress had no power to raise money, it could not help the states pay off their war debts, which forced the states to tax their citizens heavily. Moreover, Congress could not raise a national army without unanimous consent of the states, so it was unable to act in time to assist Massachusetts.

10 Name: Class: Date: Instructions: Use the information from the article above to answer the questions below. Who was involved in the rebellion? What was the problem? Where did the rebellion take place? When did the rebellion take place? How did Shays men rebel? What did this event reveal about the Articles of Confederation? Explain why.

11 Excerpts of Letters in Response to Shay s Rebellion George Washington To Henry Knox, February 3, 1787 The moment is, indeed, important! If government shrinks [backs away], or is unable to enforce [carry out] its laws; fresh maneuvers [movements] will be displayed by the insurgents [protestors] anarchy [lawlessness] & confusion must prevail [win out] and every thing will be turned topsy turvey in that State; where it is not probable [likely] the mischiefs [troubles] will terminate [end]. if three years ago any person had told me that at this day, I should see such a formidable [dreadful] rebellion against the laws & constitutions of our own making as now appears I should have thought him a bedlamite - a fit subject for a mad house. Thomas Jefferson To James Madison, Paris, Dec. 20, 1787 The late rebellion in Massachusetts has given more alarm than I think it should have done. Calculate that one rebellion in 13 states in the course of 11 years, is but one for each state in a century & a half. No country should be so long without one. Nor will any degree of power in the hands of government prevent insurrections [revolutions]. France, with all its despotism [dictatorship], and two or three hundred thousand men always in arms has had three insurrections in the three years I have been here in every one of which greater numbers were engaged than in Massachusetts & a great deal more blood was spilt.

12 Letters from Washington and Jefferson Instructions: Write a summary in your own words for the excerpts you read and include one quote from Thomas Jefferson that you think is important and one quote from George Washington that you think is important. What is Jefferson saying his letter to James Madison? (Add in Quote) What do you think both Jefferson and Washington wanted to do with the articles of confederation? What is Washington saying in his letter to Henry Knox? (Add in Quote)

13 The Constitutional Convention of 1787 New Jersey Plan Who proposed this plan? Virginia Plan Who proposed this plan? How many houses of Congress? How many houses of Congress? How many votes for each state? How many votes for each state? Why do you think smaller states liked this plan? Why do you think the larger states liked this plan? List the branch(es)of government List the branch(es) of government

14 1. What do you think the delegates did to compromise? t The Great Compromise The 3/5ths compromise Who proposed it?

15 Transcript of Virginia Plan (1787) State of the resolutions submitted to the consideration of the House by the honorable Mr. Edmund Randolph of Virginia, as altered, amended, and agreed to, in a Committee of the whole House. 1. Resolved that it is the opinion of this Committee that a national government ought to be established consisting of a Supreme Legislative, Judiciary, and Executive (3 people to serve as chief executive because he didn t think the people would agree on having a single person). 2. Resolved. that the national Legislature ought to consist of Two houses. 3. Resolved that the members of the first branch of the national Legislature ought to be elected by the People of the several States for the term of Three years. 7. Resolved. that the right of suffrage in the first branch of the national Legislature ought not to be according to the rule established in the articles of confederation: but according to some equitable ratio of representation (representation equal to state population-the more people the more representatives) namely, in proportion to the whole number of white and other free citizens and inhabitants of every age, sex, and condition. Larger states wanted this plan.

16 Transcript of New Jersey Plan (1787) After two weeks of debating the Virginia Plan, a counterproposal was put forth by William Patterson of New Jersey, which has become known as the New Jersey Plan (or the Small State Plan or the Patterson Plan). 5. Resolved that the United States in Congress assembled be authorized to elect a federal Executive. The national legislature ought to consist of One house. 5. Resolved that a federal Judiciary be established to consist of a supreme Tribunal the Judges of which to be appointed by the Executive, and to hold their offices during good behavior. 6. Resolved, That every State in the Union as a State possesses an equal Right to, and Share of, Sovereignty, Freedom, and Independence 7. Resolved, therefore, that the Representation in the supreme Legislature ought to be by States (2 representatives for each state, not based on population like Virginia plan,1 vote per representative), otherwise some of the States in the Union will possess a greater Share of Sovereignty, Freedom, and Independence than others Smaller states wanted this plan.

17 Name: Class: Date: - To Sign or Not to Sign: A Read-Aloud Play Characters: John Jay, a delegate from New York and a Federalist, Alexander Hamilton, a delegate from New York and a Federalist, Elbridge Gerry a delegate from Massachusetts and an Anti-Federalist, George Mason, delegate from Virginia and an anti-federalist. John Jay: Mr. Gerry and Mr. Mason, I humbly request that you reconsider your reasons for not supporting this Constitution. Elbridge Gerry: But Mr. Jay, I cannot stand by it. I cannot sign my name to a document that does not secure the rights of every American. George Mason: It would be wrong to sign this document and trust the good will of the government. Governments have taken peoples liberties before and they will do it again. Jay: But we are accounting for that. We will have a chance to amend the Constitution. Gerry: Yes, but should free people adopt a form of government that they believe needs amendment? This document is unacceptable! George Mason: Indeed they should not Mr. Jerry, nor should they adopt a government that has so greatly weakened the states power. Alexander Hamilton: Gentlemen, if the federal government cannot enforce laws then the laws amount to nothing more than advice. Jay: We must have a strong government to keep order and a judicial system to interpret laws. Gerry: I know, you believe that our enemies will see our indecision as weakness, and our creditors may stop lending to us. But isn t personal freedom important, too? George Mason: Like my good friend Patrick Henry said, we must have a government with checks and balances, after all what will stop a president from becoming a king? Jay: I understand your concerns men, but what if we reject this Constitution? Would we ever be able to come up with something better before more rebellions take place? Alexander Hamilton: We must act now to prevent the potential for disaster.

18 Gerry: What do you suggest we do? Jay: I believe we should ratify the Constitution, give it a fair amount of time to work for the people, and fix it as time, occasion, and experience may dictate. What do you suggest we do, Mr. Gerry? Gerry: I believe we should add a bill of rights that secures the liberties of the American people. It pains me to disagree so strongly with those who signed, but I sincerely believe that the American people deserve to have their rights protected. George Mason: I agree, it is essential that we include a bill of rights to protect the people as well as a system of checks and balances. Alexander Hamilton: There is no need for a bill of rights, there are various provisions within the proposed constitution that protect people s liberties and act as a bill of rights and the three branches will act as a separation of power. Jay: Well, Mr. Gerry and Mr. Mason, it is time to put this decision in the hands of the American people. Gerry: Indeed, and I sincerely hope that whatever Constitution is finally adopted will secure the liberty and happiness of America.

19 Anti-federalists v.s. federalists Questions 1. What did the federalists want? Give some examples from the script. 2. What did the anti-federalists want? Give some examples from the script. 3. What rebellion was John Jay referring to? 4. Based on the skit, what do you think the bill of rights is in your own words? 5. What does the judicial branch do according to John Jay?

20 6. What did Alexander Hamilton mean by there will be separation of power with the three branches?

Unit 2 Part 2 Articles of Confederation

Unit 2 Part 2 Articles of Confederation Explain how the states new constitutions reflected republican ideals. Describe the structure and powers of the national government under the Articles of Confederation.