Mapping Activity 11/02/17
Geography Skills Analyze the maps in Setting the Stage. Then answer the following questions and fill out the map as directed. 1. Label each state on the map. Which two states had the largest populations? 2. Locate and label the nation s five largest cities in 1790. Which cities are they, and in which state is each located? 3. How many of the nation s 24 largest cities and towns were located in the South? 4. After Charleston and Baltimore, how large were the South s next 4 largest cities? In which state or states were they located? 5. Lightly shade the states where slaves were 20 percent or more of the population. In what region of the nation were most of these states located? 6. Which states had few or no slaves in their populations? In which region of the nation were most of these states located? 7. How many of the nation s 24 largest cities and towns were located in states with few or no slaves in their populations?
8. In which states did slaves count for about one-third or more of the state s population? 9. Circle the names of the Southern states whose population ranks would be affected by a system that did not count slaves as part of a state s population. How would the population rank of each state change? Critical Thinking Answer the following questions in complete sentences. 10. Which states would most likely support a system in which the number of votes each state had in the nation s legislature was based on the state s population? Why? Which states would probably oppose such a system? Explain why. 11. Why would a state like New Jersey favor a system in which each state had the same number of votes in the nation s legislature?
What compromise might be found that would be supported by New Jersey as well as by states that wanted the legislature based on the states populations? 12. Which states would most likely oppose a plan to exclude slaves from a state s population when creating a legislature in which each state s number of votes depended on its population? Which states would most favor such a plan? Explain why. Suggest a compromise that both groups of states might support.
Section 2 - Early Quarrels and Accomplishments Even before the American Revolution was over, the states began quarreling among themselves. Many of their quarrels were about taxes on goods that crossed state borders. New York, for example, taxed firewood from Connecticut and cabbages from New Jersey. The states also disagreed over boundaries. The inability of Congress to end such disagreements was one of the key weaknesses of the Articles of Confederation. Developing Western Lands Congress did get the states to agree on one important issue: how to develop the western lands acquired in the Treaty of Paris. At that time, there was no orderly way to divide up and sell these lands. Settlers walked into the wilderness and claimed the land they liked. Disputes over who owned what clogged the courts. To end this confusion, Congress passed the Land Ordinance of 1785. Under this law, western lands were divided into six-mile squares called townships. Each township was then divided into 36 sections of 640 acres each. One section of each township was set aside to support the township's public schools. The other sections were to be sold to settlers. Surveyors proceeded to lay out townships in the Ohio Valley, then known as the Northwest Territory. By 1787, the government was ready to sell sections to settlers. This raised the question of how these areas should be governed. Were they to be U.S. colonies or new states? The Northwest Ordinance Congress answered this question in the Northwest Ordinance of 1787. This law divided the Northwest Territory into smaller territories, each governed by a territorial governor. As soon as a territory had 5,000 free adult males, it could elect its own legislature, or lawmaking body. When the population reached 60,000, a territory could apply to Congress to become a state. The Northwest Ordinance included a list of rights that gave settlers the same privileges as other citizens, except for one. Slavery was banned in the Northwest Territory.
This system of settlement served the nation well. Over time, the United States would continue to establish territories as it spread to the shores of the Pacific Ocean and beyond. Answer the following questions about the above text 1. What issue did the Land Ordinance of 1785 address? The Land Ordinance of 1785 addressed the issue of how to divide the western lands acquired by the United States in the Treaty of Paris. 2. Complete this list of rules for the Northwest Territory. a. When a territory has 5,000 free adult males, it can elect its own legislature. b. When the population reaches 60,000, a territory can apply for statehood. Slavery is banned. c. Settlers have the same rights and privileges as other citizens Section 3 - Shays Rebellion and the Need for Change Under the Articles of Confederation, the new nation had serious money problems. The paper money printed by Congress during the war was worthless. Congress had the power to make coins that would not lose their value. But it lacked gold or silver to mint into coins. The states reacted to the money shortage by printing their own paper currency. Before long, bills of different sizes and colors were distributed from state to state. No one knew what any of these currencies was worth, but most agreed they were not worth much. Massachusetts Farmers Rebel The money shortage was particularly hard on farmers who could not earn enough to pay their debts and taxes. In Massachusetts, judges ordered farmers to sell their land and livestock to pay off their debts. Led by Daniel Shays, a hero of the Battle of Bunker Hill, Massachusetts farmers rebelled. In 1786, Shays and his followers closed down courthouses to keep judges from taking their farms. Then they marched on the national arsenal at Springfield to seize the weapons stored there. Having disbanded the Continental army, Congress was unable to stop them. The Massachusetts government ended Shays' Rebellion in early 1787 by sending militia troops to Springfield to restore order. To many Americans, however, the uprising was a disturbing sign that the nation they had fought so hard to create was falling apart. No respect is paid to the federal [national] authority, James Madison wrote to a friend. It is not possible that a government can last long under these circumstances. A Call for a Convention Shays' Rebellion shocked Congress into calling for a convention to consider the situation of the United States. Each state was invited to send delegates to
Philadelphia in May 1787 for the sole and express purpose of revising the Articles of Confederation. Madison was ready. For the past year, he had devoted himself to the study of governments, both ancient and modern. The lesson of the past was always the same. A nation that was made up of many groups needed a strong central government, or it would soon be torn apart by quarrels. The question was, would Americans heed this lesson? Section 3 Fill in the flowchart. Causes of Shays s Rebellion -Congress didn t have enough gold or silver to mint coins, which caused a money shortage. -Farmers had difficulty earning enough to pay their debts and taxes. -Farmers were required to sell their land and livestock to pay their debts. Effects of Shays s Rebellion -Many Americans saw these things as signs that the nation was falling apart. -Congress called for a convention to revise the Articles of Confederation. -People like Madison concluded that a nation made up of many groups needs a strong central government. Creating the Constitution What compromises emerged from the Constitutional Convention? R E A D I N G N O T E S Section 4 1. Describe the role of each of these men at the Constitutional Convention. George Washington: He presided over the convention and made sure the rules were enforced. James Madison: He was the best-prepared delegate and spoke numerous times. His influence was so great that he became known as the Father of the Constitution. He also kept the best records. 2. Why did the important leaders Sam Adams, John Hancock, and Patrick Henry not attend the convention? Adams, Hancock, and Henry feared that a stronger national government would hurt the rights of the states.
3. Do you agree with the delegates rule of secrecy? Why or why not? Answers will vary. If the student agrees, the focus might be on keeping the public calm or being able to speak freely. If the student disagrees, the focus might be on being able to monitor the proceedings for fairness. 4. The delegates had differing views on how powerful the national government should be. Delegates for stronger national government: Government should protect life, liberty, and the pursuit of happiness. The government s powers come from the people. The best way to protect rights is with a republic. Delegates for stronger state governments: A strong national government could threaten individual liberty. The state governments are closer to the people s control and so should have more power than the national government. Shared beliefs: The national government should have more power so it can do its job of protecting the people s rights. Under the Articles of Confederation, which gives more power to states, the nation is falling apart.
Section 5 1. Tell how each of these would answer this question: Where should the government s power to rule come from? Articles of Confederation: The government s power to rule should come from the states. James Madison: The government s power to rule should come from the people. 2. Complete the matrix to explain the differences between these two plans of government. Virginia Plan New Jersey Plan How many branches of government? How was the legislature organized? Which states did this plan favor? Why? 3 3 two houses: House of Representatives and Senate states with larger populations; they would have more representatives in both houses of Congress. 1 house states with smaller populations; each state would get an equal number of votes in Congress. Section 6 1. Who created the plan that became known as the Great Compromise? Roger Sherman 2. According to the Great Compromise, how are states represented in each house of Congress? In the House of Representatives: The number of representatives from each state depends on population. In the Senate: : Each state has two senators elected by the state s legislature. This favors the (circle one): people states This favors the (circle one): people states
Section 7 1. What might each of these delegates have said about how slaves should be counted for representation in Congress? Delegate from the North: You treat slaves as property. They should be counted only as property and not for representation. Delegate from the South: Slaves should be counted the same way as every other person is counted. Compare the growing division in attitudes toward slavery by writing what each of these delegates might have said. Delegate from the North: Many states have passed laws against slavery, and some Northerners are involved in activities to end slavery. Delegate from the South: The South is not ready to abolish slavery. Our economy is too dependent upon it. Section 8 1. How did the Three-Fifths Compromise work? Slaves were counted as three- fifths of a person when determining a state s population. 2. What compromise did the delegates reach on the slave trade? Congress could not tax exports to other countries. It could not interfere with the slave trade for 20 years. The fugitive slave clause required that escaped slaves had to be returned to their owners even if captured in a free state. Section 9 1. Fill in the speech bubbles with at least one argument for each proposal. : A single executive can give clear, timely leadership. Three executives can protect against one executive abusing his power. Delegate Who Believes the Nation Should Have a Single Executive Delegate Who Believes the Nation Should Have a Three-Member Executive
2. List the three proposals given for choosing the chief executive. Circle the one you think is the best. *Congress appoints the president. *The people elect the president. *A specially chosen group of electors from each state elects the president. Section 10 1. How many electors does each state have in the Electoral College? Each state has as many electors as the number of representatives it sends to Congress 2. Describe one way that presidential elections have changed over time. Originally, state legislatures chose the electors in the Electoral College. Today, the people choose their state s electors. Originally, the candidate receiving the most votes became president, and the runner-up became vice-president. Today, the president and vice president run and are elected together. Originally, voters knew little about candidates outside their own states. Today, instant communication has changed the amount of knowledge we can access about candidates.
Section 11 Fill in the speech bubbles to show how each of these delegates might have answered a reporter who asked, Did you sign the Constitution? Why or why not? Benjamin Franklin Yes. Even though I don t like everything about this plan, it is as close to perfect as we will get. George Mason No. It gives too much power to the national government. Elbridge Gerr No. It does not protect the rights of the people.
i n t e r a c t i v e s t u d e n t n o t e b o o k Section 12 - The Constitution Goes to the States As you complete the reading, answer the following questions. Use facts from the reading. 1. What is a federal system of government? a strong national government shared power with the states 2. What was a Federalist? Supporters of the Constitution called themselves Federalists 3. What was the Federalists claim for the Constitution? the Constitution would create a national government that was strong enough to unite the quarreling states into a single republic _ 4. Who lead the Federalist campaign for ratifying the Constitution? a. James Madison b. Alexander Hamilton c. John Jay 5. What evidence did these three men give for ratifying the Constitution? a. The Constitution would remedy those weaknesses by creating a stronger, more effective union of the states.. b. _. The powers given to the government, they pointed out, were strictly limited. c. The powers of the government were divided among three branches so that no one branch could become too powerful. 6. What was the collection of articles by Madison, Hamilton and Jay named? The Federalist Papers 7. What was an Anti-Federalist? Opponents of the Constitution were known as Anti- Federalists 8. What did the Anti-Federalists dislike about the Constitution? a. _ Congress, they feared, would burden the country with taxes b. The president had power enough to rule like a king. c. The judicial branch, they said, would overpower state courts. 9. What was the Anti-Federalists main complaint about the Constitution? The plan listed the powers of the government but not the rights of the people. _ 10. What made the Anti-Federalists uneasy? The idea of giving up any state power to form a stronger Union made them uneasy. 11. What did Madison mean when he said, whether the Union shall or shall not be continued. There is, in my opinion, no middle ground to be taken.? Ratifying the Constitution was a must. Without the ratification, there would be no United States It would be the end of the country. Teachers Curriculum Institute the constitution: a More Perfect union 1
i n t e r a c t i v e s t u d e n t n o t e b o o k The Constitution: A More Perfect Union Section 2 Read the Preamble to the Constitution below. In your own words, briefly explain what the framers meant by each phrase listed in the chart. An example is done for you. We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. We the People The Constitution bases its authority on the people. form a more perfect Union cooperation among the states and a strong relationship between the states and the national government establish Justice rule by laws, not by the military or a king. Everyone follows the same laws insure domestic Tranquility keeping peace and maintaining order within the country provide for the common defence protecting the nation against foreign enemies promote the general Welfare : supporting an economy and a society in which people can prosper secure the Blessings of Liberty : protecting freedoms gained in the American Revolution and preserving them for future Americans Teachers Curriculum Institute the constitution: a More Perfect union 2
i n t e r a c t i v e s t u d e n t n o t e b o o k Sections 3 to 5 For each of Sections 3 to 5, draw a simple illustration at the top of the column to represent that branch of government. Then complete the column. 3 Legislative Branch 4 Executive Branch 5 Judicial Branch number of Members congress House senate office of the President 435 100 1` 9 supreme court Length of term 2 years 6 years 4 years Life are members elected or appointed? age requirement citizenship requirement Elected Elected Elected appointed 25 30 35 none 7 years 9 years Natural-born citizen none two or More Powers of this branch of Government to decide how to spend tax money to raise an army and navy to serve as commander in chief of the military forces to make treaties to serve as commander in chief of the military forces to make treaties to declare war to pay government debts to grant citizenship to nominate ambassadors and supreme Court justices to grant pardons to nominate ambassadors and supreme Court justices to grant pardons Teachers Curriculum Institute the constitution: a More Perfect union 3
i n t e r a c t i v e s t u d e n t n o t e b o o k Section 6 1. Why did the framers develop a system of checks and balances? 2. Complete the diagram by writing each of the following checks and balances in the correct arrow. Congress can impeach the president. President calls special sessions of Congress. Supreme Court can declare executive actions unconstitutional. President nominates Supreme Court justices. Congress can override vetoes. Congress can impeach federal judges. Congress approves Supreme Court justices. Executive Branch Legislative Branch Supreme Court rejects laws. Judicial Branch Congress can impeach federal judges. Congress approves Supreme Court judges. Teachers Curriculum Institute the constitution: a More Perfect union 4
Bill of Rights First _10 Amendments to the United States Constitution. Insure certain _freedoms and rights to the citizens of America. on what the government could do & control. Many delegates of the states were _against signing the Constitution without a Bill of Rights included. James Madison wrote _12 Amendments On December 15, 1791 ten of the amendments were Amendment I passed and made part of the Constitution Freedom of _ religion Freedom of speech Freedom of _press The right to _peaceably assemble The right to _petition the government for a redress of grievances Amendment II A state regulated _militia Right to keep and bear arms Amendment III No requirement to provide housing for troops Amendment IV Search and Seizure The right to _privacy Teachers Curriculum Institute Creating the Constitution 5
Amendment V The rights of the Accused For criminal cases, a _grand jury_ must hear _evidence & decide if there should be a trial & the accused must be told _why they are being held An accused person cannot be _tried for the same crime cannot be forced to testify against themselves cannot be _jailed or have property taken without due process Government cannot take private property without paying a fair price for it Amendment VI Right to a Fair Trial A citizen accused of a crime has the right to jury trial a trial an _impartial jury which does not favor either side to question the witness a lawyer Amendment VII Civil Trials Citizens have the right to a jury trial to settle lawsuits property and money must value over $20 Teachers Curriculum Institute Creating the Constitution 6
Amendment VIII Bail and Punishment (a.k.a. no cruel or unusual punishment) Bail and fines must be reasonable Punishments must fit the crime Amendment IX Right Retained by the People Any rights not listed are _still protected Government _cannot deny these rights just because they are not listed. Amendment X States' Rights Any powers not specifically given to the _federal government goes to the _states This _balances the power between federal and state governments Teachers Curriculum Institute Creating the Constitution 7