Creating the U.S. Constitution

Point of View: Identify two different groups of people that were affected by the event described in the article. source: Conceived of Compromises: Creating the U.S. Constitution

“Nothing spoken or written can be revealed to anyone — not even your family — until we have adjourned permanently. Gossip or misunderstanding can easily ruin all the hard work we shall have to do this summer.” — George Washington, presiding officer, the U.S. Constitutional Convention

The Constitutional Convention

Most of the delegates at the Constitutional Convention had already risked being hanged as traitors by the British. No wonder that they worried about their states’ reactions to their decision to abandon the Articles of Confederation and create a whole new document.

Persuading the states to accept the Constitution was every bit as difficult as they predicted. It took two years for all 13 states to ratify it. But their product was a blueprint for a new kind of government based on the principles of separation of powers, checks and balances, and federalism.

 

Separation of powers

The Constitution provided for the structure and powers of Congress in Article I. It created a bicameral legislature, set qualifications for holding office in each house, and provided for methods of selecting representatives and senators. It carefully enumerated powers, such as regulating interstate commerce and declaring wars. Article II vested the power to execute laws in a president of the United States. It set the president’s term at four years, stated qualifications for office, and provided a mechanism to remove him from office.

The president’s constitutional powers are very modest, but they include being commander-in-chief of the armed forces, negotiator of foreign treaties, and appointer of ambassadors, judges and other “officers of the United States.” Article III established a Supreme Court and defines its jurisdiction. The founders disagreed on how much power to give the judges, but they ultimately gave judges appointments for life and forbid Congress to lower their salaries while they hold office.

Checks and balances

The founders were ever mindful of the dangers of tyrannical government. So they built a system in which the powers of each branch would be used to check the powers of the other two branches. Additionally, each house of the legislature could check one another. For example, both houses of Congress must vote to enact laws, the president can veto legislation, and the Supreme Court can rule laws unconstitutional. Congress can override presidential vetoes. The president nominates Supreme Court justices, but the Senate can refuse to confirm the nominees. The Congress can impeach and remove the president or a member of the Supreme Court. As a result, a “balance” was created among the three branches.

Wide differences of opinion existed even among the 55 delegates concerning the proper balance between liberty and order. Alexander Hamilton, for example, valued order more than liberty and supported the creation of a very strong executive. James Madison, influenced by his mentor Thomas Jefferson, conceded that an executive was necessary, but he saw the legislature as the preserver of liberty and an important check on the power of the executive. Washington’s experience as the head of the Continental Army during the revolution convinced him that the chaotic government needed more structure. Jefferson did not attend the convention because he was serving as ambassador to France, but his belief that “a little rebellion now and then” was a good thing tilted his balance more toward liberty.

Federalism

Article IV defined the relationship between the federal government and the states in a system of Federalism, which divides the power of government between national and state governments. This federal system was meant to correct the chaos of the country during the Articles of Confederation. However, it was still mindful of the threat of a tyrannical central government. This article included mechanisms for admitting new states to the Union.

The relationship between national and state governments was defined in many other parts of the Constitution. For example, Article 1, Section 10 forbids the states to form alliances or enter with foreign countries or to coin their own money. Federalism was further defined in Article VI in which the constitution was declared “the Supreme Law of the Land.” This supremacy clause, as well as the “elastic” clause (Article I, Section 8) tilts the federalist balance toward national law.

Article V provides methods of amending the Constitution. Only 27 amendments have been added to the constitution since the ratification in 1789.

The founders acted boldly in 1787 when they threw out the Articles of Confederation and created the Constitution. The document they created has survived for more than 200 years. The risks that they took resulted in the longest lasting written constitution in world history.

Big and small states

Despite the common vision and status that linked most of the delegates to the Philadelphia Convention, no obvious route existed for how to revise the Articles of Confederation to build a stronger central government.

The meeting began by deciding several important procedural issues that were not controversial and that significantly shaped how the Convention operated. First, Washington was elected as the presiding officer. They also decided to continue the voting precedent followed by the Congress where each state got one vote.

They also agreed to hold their meeting in secret.

There would be no public access to the Convention’s discussions, and the delegates agreed not to discuss matters with the press. The delegates felt that secrecy would allow them to explore issues with greater honesty than would be possible if everything that they said became public knowledge.

In fact, the public knew almost nothing about the actual proceedings of the Convention until Madison’s notes about it were published after his death in the 1840s.

The delegates also made a final crucial and sweeping early decision about how to run the Convention. They agreed to go beyond the instructions of the Congress by not merely considering revisions to the Articles of Confederation but to try to construct a whole new national framework.

The stage was now set for Madison, the best prepared and most influential of the delegates at the Philadelphia Convention. His proposal, now known as the Virginia Plan, called for a strong central government with three distinctive elements.

First, it clearly placed national supremacy above state sovereignty.

Second, this strengthened central government would have a close relationship with the people, who could directly vote for some national leaders.

Third, Madison proposed that the central government be made up of three distinct branches: a bicameral legislature, an executive, and a judiciary. The lower house of the legislature would be elected directly by the people, and then the lower house would elect the upper house. Together they would choose the executive and judiciary.

 

By having the foundation of the proposed national government elected by the people at large, rather than through their state legislatures, the national government would remain a republic with a direct link to ordinary people even as it expanded its power. Madison’s Virginia Plan was bold and creative. Further, it established a strong central government, which most delegates supported. Nevertheless, it was rejected at the Convention by opposition from delegates representing states with small populations.

These small states would have their national influence dramatically curbed in the proposed move from one-state one-vote (as under the articles) to general voting for the lower legislative house where overall population would be decisive.

The Virginia Plan was unacceptable to all the small states, who countered with another proposal, dubbed the New Jersey Plan, that would continue more along the lines of how Congress already operated under the articles. This plan called for a unicameral legislature with the one vote per state formula still in place.

Although the division between large and small states (really between high and low population states) might seem simplistic, it was the major hurdle that delegates to the Convention needed to overcome to design a stronger national government, which they all agreed was needed.

After long debates and a close final vote, the Virginia Plan was accepted as a basis for further discussion. This agreement to continue to debate also amounted to a major turning point. The delegates had decided that they should craft a new constitutional structure to replace the Articles.

This was so stunning a change and such a large expansion of their original instructions from the Congress that two New York delegates left in disgust.

Could the states ever form a more perfect union?

Constitution through compromise

“Representation” remained the core issue for the Philadelphia Convention. What was the best way for authority to be delegated from the people and the states to a strengthened central government?

After a still more deeply divided argument, a proposal put forward by delegates from Connecticut (a small population state), struck a compromise that narrowly got approved. They suggested that representatives in each house of the proposed bicameral legislature be selected through different means. The upper house (or Senate) would reflect the importance of state sovereignty by including two people from each state regardless of size. Meanwhile, the lower house (the House of Representatives) would have different numbers of representatives from each state determined by population. Representation would be adjusted every 10 years through a federal census that counted every person in the country.

By coming up with a mixed solution that balanced state sovereignty and popular sovereignty tied to actual population, the Constitution was forged through what is known as the Connecticut Compromise. In many respects, this compromise reflected a victory for small states, but compared with their dominance in the Congress under the Articles of Confederation it is clear that negotiation produced something that both small and large states wanted.

Other major issues still needed to be resolved, however, and, once again, compromise was required on all sides. One of the major issues concerned elections themselves. Who would be allowed to vote? The different state constitutions had created different rules about how much property was required for white men to vote. The delegates needed to figure out a solution that could satisfy people with many different ideas about who could have the franchise (that is, who could be a voter).

For the popular lower house, any white man who paid taxes could vote. Thus, even those without property could vote for who would represent them in the House of Representatives. This expanded the franchise in some states. To balance this opening, the two senators in the upper house of the national government would be elected by the state legislatures. Finally, the president (that is, the executive branch) would be elected at the state level through an electoral college whose numbers reflected representation in the legislature.

To modern eyes, the most stunning and disturbing constitutional compromise by the delegates was over the issue of slavery. Some delegates considered slavery an evil institution, and George Mason of Virginia even suggested that the trans-Atlantic slave trade be made illegal by the new national rules. Delegates from South Carolina and Georgia where slavery was expanding rapidly in the late-18th century angrily opposed this limitation. If any limitations to slavery were proposed in the national framework, then they would leave the convention and oppose its proposed new plan for a stronger central government. Their fierce opposition allowed no room for compromise and as a result the issue of slavery was treated as a narrowly political, rather than a moral, question.

The delegates agreed that a strengthened union of the states was more important than the Revolutionary ideal of equality. This was a pragmatic, as well as a tragic, constitutional compromise, since it may have been possible (as suggested by Mason’s comments) for the slave state of Virginia to accept some limitations on slavery at this point.

The proposed constitution actually strengthened the power of slave states in several important respects. Through the “fugitive clause,” for example, governments of free states were required to help recapture runaway slaves who had escaped their masters’ states. Equally disturbing was the “three-fifths formula,” established for determining representation in the lower house of the legislature. Slave states wanted to have additional political power based on the number of human beings that they held as slaves. Delegates from free states wouldn’t allow such a blatant manipulation of political principles, but the inhumane compromise that resulted meant counting enslaved persons as three-fifths of a free person for the sake of calculating the number of people a state could elect to the House of Representatives.

After hot summer months of difficult debate in Philadelphia from May to September 1787, the delegates had fashioned new rules for a stronger central government that extended national power well beyond the scope of the Articles of Confederation. The Constitution created a national legislature that could pass the supreme law of the land, could raise taxes, and with greater control over commerce. The proposed rules also would restrict state actions, especially in regard to passing pro-debtor laws. At the end of the long process of creating the new plan, 38 of the remaining 41  delegates showed their support by signing the proposed Constitution. This small group of national superstars had created a major new framework through hard work and compromise.

Now another challenge lay ahead. Could they convince the people in the states that this new plan was worth accepting?

The deadliest and Most destructive terrorist attack in history

Respond to A, B, and C below in complete sentences. On September 11, 2001, foreign terrorists highjacked four airplanes to attack the United States. It was, and remains, the deadliest and most destructive terrorist attack in history.

It was neither the first nor the last terror attack on U.S. soil, but the scale of the impact launched a nationwide focus on terrorism as a threat. President George W. Bush declared a "War on Terror"; the actual response of his administration to this directive had multiple facets.

Part of his plan involved creation of an Office of Homeland Security to help local, state, and federal agencies to work together in the fight against terrorist threats.

That office later became part of the Department of Homeland Security (DHS), part of the executive branch that now oversees many agencies. Yet terror is not only a threat from outside the United States; the government investigates threats that are domestic in origin as well as foreign.

Thus, multiple executive agencies both inside and outside of DHS have a role in counterterrorism. In June 2021, Attorney General Merrick Garland, a member of the President Joe Biden administration announced the "National Strategy for Countering Domestic Terrorism." This was a response to increased threats of and incidents of violence arising from groups within the United States. Several events of recent years were noted such as the January 6, 2021 attack on the U.S. Capitol.

Part of the National Strategy was to improve sharing of information across executive agencies and to focus on violence, not ideology. Garland said, "the National Strategy recognizes that we cannot prevent every attack. The only way to find sustainable solutions is not only to disrupt and deter, but also to address the root causes of violence."

A. Referring to the scenario in your response, identify the executive power being exercised as it relates to the purposes of government expressed in the Preamble to the Constitution. B. Describe how the power identified in part A reflects a specific weakness of government that existed under the Articles of Confederation. C. Referring to the scenario in your response, explain how Congress could use a legislative power to influence the situation.

Wall Street Journal

News articles should come from reputable news sources. Examples include; Los Angeles Times, Press-Enterprise, New York Times, Wall Street Journal, The Atlantic, and other major sources and newspapers.

Articles from two sources about the same national, state, or local story. In this sense, a national level will be a story relevant to the entire United States, not just one individual state. For example, if the stock market crashed, that is a national story, but if there is a wildfire in Los Angeles, that is a local story.

Once you have found and read the articles,  three-page paper on how the same story was covered differently by two news sources and how your opinions or opinions of other individuals can be swayed by the reporting styles provided.

 

The Variable Oppositional Majority in National crisis

Circle the variable Oppositional Majority in National crisis (like Election resulted in a Congress terrorist attack or natural disaster) narrow, contested win Skill in working with Actions of foreign Supportive Majority in Congress nations against U.S. Congress Election resulted in a Strong economy at time Skill in gathering public landslide win of inauguration support for agenda Based on the variables above and the degree to which presidents do or do not have control over them, do you think it’s fair to evaluate presidents based on their First 100 Days in office? Explain your answer. C. Mandates Matter Too?

A presidential mandate is believed to occur when the results of an election are clear and direct, showing that the president has significant popular support for his or her agenda.

The idea of a mandate is often used to persuade Congress to pass legislation that the president supports, since the American public voted so strongly in one direction. But is the idea of a mandate as straightforward as it sounds? Read each statement argument and select which is the strongest for each side, explaining your answer.

Mandates Make Sense Mandates Are… Meh A- The presidential election is the main opportunity for A- Low voter turnout means that a president may really the American public to show support for the policies they have only received strong support from much less of the think are best for the nation.

American public than it looks on the surface. B- Winning by a landslide or a slim majority doesn’t B- Presidents have claimed mandates after only winning matter. If a candidate wins, their agenda should be 51% of the vote. The use of the term has lost it’s what’s put through Congress. meaning over time. Which is the stronger argument?

Which is the stronger argument? Why? Why? If you were in charge, how would you define a mandate? In the space below, determine the threshold for each element. If a newly elected president meet or exceeds your thresholds, they will have a mandate. Voter Turnout: Share of the Popular Vote: Share of the Electoral College: Higher than % Higher than % Higher than % Lesson Activities – Side B IVICS @ 2017 iCivics, Inc.

The current Balance of power between of the national government relative to that of the states

Develop an argument that explains if the framers of the U.S. Constitution would approve of the current balance of power between of the national government relative to that of the states. In your essay, you must:

Articulate a defensible claim or thesis that responds to the prompt and establishes a line of reasoning.

Support your claim with at least TWO pieces of accurate and relevant information

At least ONE piece of evidence must be from one of the following foundational documents:

U.S. Constitution

Brutus 1

United States v. Lopez

Marbury v. Madison

Use a second piece of evidence from another foundational document from the list or from your study of the structure of American government.

Use reasoning to explain why your evidence supports your claim/thesis.

Respond to an opposing or alternative perspective using refutation, concession, or rebuttal.

Reconstructing the Nation

The Civil War ended on April 9, 1865, and the original goal of the North to preserve the Union was accomplished. Reconstructing the Nation. The task that lay before Lincoln and Congress was to reintegrate the rebellious Southern states into the Union. For many white southerners “Reconstruction was a vicious and destructive experience – a period when vindictive Northerners inflicted humiliation and revenge on a pro-state South.”

 

In order to prepare:

  • Review and identify the relevant sections of Chapters 17  and 18.
  • Review and identify relevant information on the linked PBS American Experience site, Reconstruction The Second Civil War
    • White Men Unite     https://www.pbs.org/wgbh/americanexperience/features/reconstruction-white-southern-responses-black-emancipation/
    • State by State: Reconstruction timeline
  • This link will direct you to the full transcript of the Wade-Davis Bill.  https://www.archives.gov/milestone-documents/list  What does it suggest about the prevailing Reconstruction sentiments in Congress?
  • Read the section in Chapter 17 which discusses the Black Codes, and the linked site on the Black Codes. https://www.khanacademy.org/humanities/us-history/civil-war-era/reconstruction/a/black-codes
  • Read the linked document, a selection from The Ills of the South,  Download The Ills of the South, written by Charles H. Okten, a Mississippi Baptist preacher, and schoolteacher, in which he describes conditions for Black Americans under the sharecropping and crop-lien system.

QUESTIONS:

  1.  Were the Black Codes another form of slavery?
  2. Based on Okten’s statements, discuss how the sharecropping/crop lien system created a vicious cycle.  Was this system simply another version of slavery?  Why or why not.
  3. Consider the following statement:  “The persistence of racism in both the North and the South lay at the heart of Reconstruction’s failure.” Agree or disagree, and explain your position.

How Democracy Is Under Threat Across the Globe

How Democracy Is Under Threat Across the Globe Instructions: Please read this article from the NY Times: How Democracy Is Under Threat Across the Globe. When you are finished reading, please answer the following questions in complete sentences. Please ask me any questions that you may have!

 

  1. Which countries were discussed in the article that are experiencing threats to their democratic systems?

-Kenya

-Sri Lanka

-Hungary

-Brazil

-The Philippines

-India

-Turkey

-Poland

-El Salvador

-Venezuela

-Czech republic and Slovenia

 

  1. Please explain what the situation (what is happening to put democracy at risk?) is in one of the countries that we read about.

 

  1. How will this affect the political future of this country? What type of government do you think they will have long term?

 

  1. Do you think that this will affect other countries around them? Please explain why or why not.

The Founding of the United States

Historical Context: The founding of the United States A People’s History of the United States by Howard Zinn. This book can be found at www.historyisaweapon.com. When you reach the site, click on " Enter History is a Weapon, then click " What is this America? To find the book. If you have difficulty accessing the book at this site, you can also find it using Google – just type in the book title. Chapter 2: " Drawing the Color Line" (Use quotes to help answer questions)

1. Why did slavery exist in the western hemisphere and the English colonies? 2. Why was it natural to use African people as slaves? 3. What does " drawing the color line," mean? 4. How was the " color line" drawn in the English colonies? 5. What was the difference in the social status of an enslaved person and an indentured servant? 6. How was religion used to justify slavery?

What are the Indicators of effectiveness in good governance?

What are the indicators of effectiveness in good governance? How could equity strike a balance in the conduct of governance? What is the role of strategic vision in running a government?

4. How can transparency help in keeping the public inform?

5. How is accountability relate to responsibility?

6. What is the important role of the people’s voice in good governance?

7. What is consensus orientation?

8. Why is TRUST important between the government and its constituents?

 

https://www.youtube.com/watch?v=S-oUiwRoegE

The constitutional process required for Sonia Sotomayor to become a Supreme Court justice

After reading the scenario, please respond to A, B, and C below. Referencing the scenario, describe the constitutional process required for Sonia Sotomayor to become a Supreme Court justice following her nomination and explain how this process demonstrates Madison’s intent in Federalist 51.

  1. In the context of the scenario, explain how President Obama’s choice of Sotomayor could advance his agenda.
  2. Describe the purpose of President Obama’s statement about the qualities of a justice, and explain how this affects the actions of Congress.

 

BoldItalicUnderline