DOCSLIB.ORG

Unit 1: Founding the Nation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Unit 1: Founding the Nation Unit 1: Founding the Nation Name ________________________________ Per ___ Lesson One: Foundations Lesson one has four main assignments. At the end of these assignments you will take a closed note quiz. After these lessons you will be expected to be able to: (one or more of these objectives may appear as a short answer question on the quiz) Explain how our American government was influenced by: o Civic Republicanism o Classical Liberal Principles o English Parliament Discuss how the Magna Carta, English Bill of Rights, and the Mayflower Compact each represented small changes towards a democratic movement. Describe how the Great Awakening caused the American Colonists to begin to think about rebelling against Great Britain. Describe the geographical boundaries of the American Colonies Thoroughly describe the geography and economic activity of the New England Colonies, Middle Colonies, and Southern Colonies. Standards in This Lesson 8.1Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. 1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. 1.4 Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions. 2.1 Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact. 1 Roots of American Democracy 1. What ideas come to mind when you read the word roots? How about American? Democracy? Whatever your thoughts are, they are uniquely your own. But most likely they grew out of something you’ve heard or read, or maybe seen on TV or in the movies. This is how most ideas grow. They start from something outside ourselves. Then we make them our own and sometimes improve on them. The Americans who led the Revolution and created the Constitution were no different from you. Starting with other people’s ideas, they created the government we live under today. The ideas they drew upon are the roots of American democratic thinking and institutions. Let’s look at some of these roots. 2. On the back of this page create an illustration with these features (you will use reading placards to complete this task): • sketch a large and strong tree trunk with three large roots, write the word America on its trunk, • Four roots beneath the tree with these three labels: English Parliamentary Traditions, Civic Republicanism, and Classical Liberal Principle • an explanation beneath each root that tells how each of these ideas has influenced life in the United States 3. There were three documents that served stepping stones in history in a movement towards an increase in the rights of citizens. Use the index of your textbook to locate the page numbers of these documents and complete the tasks below for: Magna Carta, English Bill of Rights, and Mayflower Compact 2 4. Reread the words you used to describe each historical document. Use those words to write a one sentence summary of each document. Use the back side of this page for your sentences. 3 First Amendment Puritan Views First Great Awakening Second Great Awakening Short Answer: Summarize the Great Awakening and how it changed how the colonists viewed their role in government. 4 Geography of the American Colonies Use the map on p.28 of your textbook and complete the following steps. New England French Territory All the bodies of water (color blue) Mississippi River Middle Colonies Spanish Territory The 13 colonies Draw in the Appalachian Mountains Southern Colonies 5 Colonial Sectionalism is a fancy way of stating that different types of lifestyles developed in the colonies depending on which “section” of the American colonies we study. There were three distinct sections: New England Colonies, Middle Colonies, and Southern Colonies. Your task is to use your textbook to identify the types of economic activities the people did in each section and WHY they focused on these activities. Below, you have three Bubble Maps. Add notes to the bubbles as you read, you will have to add a second layer of bubbles to explain they “why” part of your notes. One example has been done for you. Bad weather & soil Small family farms New England Colonies Middle Colonies 6 Southern Colonies After a class discussion on the three bubble maps, use the information you’ve learned to answer questions 1-5 below. 1. What prevented the New England colonies from focusing on large scale farming? 2. Why might the New England colonies build larger towns or cities than the other sections? 3. What conditions in the Middle Colonies favored more farming? What crafts/skills developed in this area? 4. Why did slavery grow more rapidly in the Southern Colonies? 5. In the 1860s a Civil War will break out among these very same colonies. A “civil war” is a war fought among the citizens of a country rather than between two foreign countries. What evidence can you see in the 1700s that might lead to such great differences? 7 Lesson Two: Revolution & independence Lesson two has four main assignments. At the end of these assignments you will take a closed note quiz. After these lessons you will be expected to be able to: (one or more of these objectives may appear as a short answer question on the quiz) Identify and describe the major causes leading up to the American Revolution Discuss the significance of the Declaration of Independence and explain the purpose of: o Preamble o Declaration of Natural Rights o List of Grievances o Resolution of Independence Know the goals of the First and Second Continental Congress’ Explain the meaning of the studied excerpts from the Declaration of Independence. Standards in This Lesson 1.2 Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”). 8 After decades of being a colony of Great Britain the American colonists finally rebelled in 1775 at the Battles of Lexington and Concord. The following assignment has 10 events on this road towards revolution. Use the placards posted around the room to take notes on the circle maps. It does not matter what order you go in but in the year/s in your notes. 9 10 Directions: use this page to sketch out a road that has 10 sections (see teacher for example). Next to each road draw a road sign. Use the road sign to list the year and name of one of the events from the previous assignment. On the section of the road write a one sentence summary of that event. Be sure to write your road in date order. 11 The Declaration of Independence The First Continental Congress was called to meet in 1774 to come up with a plan to convince King George to address some of the concerns of the colonists, including: taxations without representation and the harshness of Intolerable Acts. They concluded their meeting by writing a letter of petition to the king. The Second Continental Congress met in Philadelphia in May of 1775. All 13 colonies sent delegates. Even though the colonists were fighting the British, the delegates were divided over what actions to take. Some wanted the colonies to declare independence. Others were hoping to avoid a break with Britain. After much debate, the delegates voted to try to work things out with Britain. When these efforts failed, the delegates voted to have a committee draw up a declaration of independence. The committee asked Thomas Jefferson to write the final document. On July 2, 1776, the delegates voted that the colonies were “free and independent states.” The Declaration of Independence was accepted on July 4, 1776. The Declaration of Independence has four main parts: Part 1 Introduction explains why the document was written Part 2 Declaration of Natural Rights explains the basic rights of citizens and purpose of government Part 3 List of Grievances lists the complaints against the King and England Part 4 Resolution of Independence declares that the colonies are independent 1. What was the goal of the First Continental Congress? 2. What were the goals of the Second Continental Congress? 12 Read the “Declaration of Independence” on pages 55-58. Pay close attention to the notes in the margins, they help explain the original text. Answer the questions that follow: 3. WHY WAS THE DECLARATION OF INDEPENDENCE WRITTEN? 4. WHAT IS THE PURPOSE OF GOVERNMENT? 5. WHAT ARE SOME OF THE BASIC RIGHTS OF CITIZENS? USING YOUR OWN WORDS, GIVE 10 THINGS LISTED IN THE DECLARATION OF INDEPENDENCE THAT THE KING AND/OR ENGLAND HAVE DONE TO MAKE THE COLONISTS ANGRY: (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (5) WRITE DOWN 2 OR 3 FAMILIAR PHRASES YOU FOUND WHILE READING THE DECLARATION OF INDEPENDENCE. (WRITE ON THE BACK OF P.12) 13 The Declaration of Independence: Read pp.52-53 to complete the chart below. Label the 4 parts of the D. of I. then take notes. 14 Declaration of Independence: What it Means! Excerpt Part & What it Means (your rephrasing) 1. When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
Load more

Recommended publications
  • Chapter 5 the Americans.Pdf
    Washington (on the far right) addressing the Constitutional Congress 1785 New York state outlaws slavery. 1784 Russians found 1785 The Treaty 1781 The Articles of 1783 The Treaty of colony in Alaska. of Hopewell Confederation, which Paris at the end of concerning John Dickinson helped the Revolutionary War 1784 Spain closes the Native American write five years earli- recognizes United Mississippi River to lands er, go into effect. States independence. American commerce. is signed. USA 1782 1784 WORLD 1782 1784 1781 Joseph II 1782 Rama I 1783 Russia annexes 1785 Jean-Pierre allows religious founds a new the Crimean Peninsula. Blanchard and toleration in Austria. dynasty in Siam, John Jeffries with Bangkok 1783 Ludwig van cross the English as the capital. Beethoven’s first works Channel in a are published. balloon. 130 CHAPTER 5 INTERACT WITH HISTORY The year is 1787. You have recently helped your fellow patriots overthrow decades of oppressive British rule. However, it is easier to destroy an old system of government than to create a new one. In a world of kings and tyrants, your new republic struggles to find its place. How much power should the national government have? Examine the Issues • Which should have more power—the states or the national government? • How can the new nation avoid a return to tyranny? • How can the rights of all people be protected? RESEARCH LINKS CLASSZONE.COM Visit the Chapter 5 links for more information about Shaping a New Nation. 1786 Daniel Shays leads a rebellion of farmers in Massachusetts. 1786 The Annapolis Convention is held.
    [Show full text]
  • The Land Ordinance of 1785
    p0138-139aspe-0205gs 10/16/02 3:54 PM Page 138 APHY OGR GE T SPOTLIG H The Land Ordinance of 1785 When states ceded, or gave up, their western lands to the United States, the new nation became “land rich” even though it was “money poor.” Government leaders searched for a way to use the land to fund such services as public education. The fastest and easiest way to raise money would have been to sell the land in huge parcels. However, only the rich would have been able to purchase land. The Land Ordinance of 1785 made the parcels small and affordable. The Land Ordinance established a plan for dividing the land. The government would first survey the land, dividing it into townships of 36 square miles, as shown on the map below. Then each township would be divided into 36 sections of 1 square mile, or about 640 acres, each. An individual or a family could purchase a sec- tion and divide it into farms or smaller units. A typical farm of the period was equal to one-quarter section, or 160 acres. The minimum price per acre was one dollar. Government leaders hoped the buyers would develop farms and establish com- munities. In this way settlements would spread across the western territories in an orderly way. Government surveyors repeated the process thousands of times, impos- ▼ Aerial photograph showing how ing frontier geometry on the land. the Land Ordinance trans- In 1787, the Congress further provided for the orderly development of the formed the landscape into a Northwest Territory by passing the Northwest Ordinance, which established how patchwork of farms.
    [Show full text]
  • Ohio's Model Curriculum for Social Studies (Adopted June 2019)
    Ohio’s Model Curriculum Social Studies ADOPTED JUNE 2019 OHIO’S MODEL CURRICULUM | SOCIAL STUDIES | ADOPTED JUNE 2019 2 Table of Contents Grade 6 ................................................................................................... 62 Table of Contents ..................................................................................... 2 Strand: History ....................................................................................... 62 Strand: Geography ................................................................................. 63 Introduction to Ohio’s Model Curriculum ................................................... 3 Strand: Government ............................................................................... 67 Strand: Economics ................................................................................. 69 Social Studies Model Curriculum, K-8 ........................................................ 4 Grade 7 ................................................................................................... 73 Kindergarten ............................................................................................. 4 Strand: History ....................................................................................... 73 Strand: History ......................................................................................... 4 Strand: Geography ................................................................................. 79 Strand: Geography ..................................................................................
    [Show full text]
  • Outcome A: Intro to Government and the Constitution Essential Features of a State/Nation ● Population
    Outcome A: Intro to Government and the Constitution Essential Features of a State/Nation ● Population ● Territory - Fixed Boundaries ● Sovereignty, absolute authority ● Government-maintain order, ensure stability President Theodore Roosevelt Theories of the Origin of the State ● Evolutionary Theory – idea that gov’t grew from the family ● Force Theory – people were “forced” together for support, strongest person wins Theories of the Origin of the State ● Divine Right Theory – chosen by God, kings and pharaohs ● Social Contract Theory – John Locke, Thomas Hobbes – people trade freedoms for civility, created for best interests, influenced democracy King Henry the 8th of England The Purposes of Government ● Maintain Social Order ● Providing Public Services ● National Security ● Economic Decisions Major Types of Governments • Democracy - “Government of the people, by the people, for the people” - -Citizens have the most influence - Direct or representative US=Democratic Republic • People elect officials to run the government and make decisions Three Branches • Executive: enforce laws • Legislative: make laws • Judicial: interpret laws Federalism • Power is shared between the central and local governments. • Limited Government Developed in Europe - England Magna Carta Glorious Revolution/English Bill of Rights English Bill of Rights 1 – Monarchs do not have absolute authority – they rule with the consent of the people’s representatives. 2 – Monarch needs Parliament’s permission to raise taxes or maintain an army. 3 – People have a right to a speedy and fair trial by a jury of their peers. •Representative Government •John Locke •Mayflower Compact •House of Burgesses Section 2: Uniting for Independence Turn: Washington’s Spies-Series Overview Turn: Washington’s Spies-Season 1 Promo Turn: Washington’s Spies-Season 2 Promo NO TAXATION WITHOUT REPRESENTATION • To pay its debts from the French and Indian War, The British increased taxes on colonies • The Sugar Act and the Stamp Act are the two most notorious.
    [Show full text]
  • Chapter 1 America’S Foundations
    iCitizen Chapter 1 America’s Foundations When the United States broke away from Great Britain and formed its own government, our country was unique among na- tions. This chapter will introduce you to the purpose of government and the most common types of gov- ernmental structures, giving you a basis for understanding how and why the founders of America craft- Photo: Comstock.com Comstock.com Photo: ed our government the way they did. Then the intentionality behind our governing documents should become astonishingly clear. Section 1.1 An Introduction to Government For the purposes of this course, we define government as an institution or political body that has the power to make and enforce laws over a certain group of people, territory, or collection of property. It places certain limits on man’s actions for the sake of everyone’s well-being, rewarding those who do good and punishing those who do wrong. Why Does Man Need Government? Before we can examine the specifics of how government works, we must first understand government’s purpose. Think back to when you were younger, and wanted to do something your parents would not allow you to do. Did you ever wonder why you couldn’t just do as you pleased? Why couldn’t you be your own boss? These questions—although they may sound silly to you now—actually get at the heart of our study of civics and patriotism. What is the purpose of government? Why does man need government anyway? iCitizen: Civic Literacy for Young Americans Man needs government because he is sinful.
    [Show full text]
  • Papers of the 2009 Dakota Conference
    Papers of the Forty-first Annual DAKOTA CONFERENCE A National Conference on the Northern Plains “Abraham Lincoln Looks West” Augustana College Sioux Falls, South Dakota April 24-25, 2009 Complied by Lori Bunjer and Harry F. Thompson Major funding for the Forty-first Annual Dakota Conference was provided by Loren and Mavis Amundson CWS Endowment/SFACF, Deadwood Historic Preservation Commission, Carol Martin Mashek, Elaine Nelson McIntosh, Mellon Fund Committee of Augustana College, Rex Myers and Susan Richards, Blair and Linda Tremere, Richard and Michelle Van Demark, Jamie and Penny Volin, and the Center for Western Studies. The Center for Western Studies Augustana College 2009 TABLE OF CONTENTS Preface Abbott, Emma John Dillinger and the Sioux Falls Bank Robbery of 1934 Amundson, Loren H. Colton: The Town Anderson, Grant K. The Yankees are Coming! The Yankees are Coming! Aspaas, Barbara My Illinois Grandmother Speaks Bradley, Ed Civil War Patronage in the West: Abraham Lincoln’s Appointment of William Jayne as Governor of the Dakota Territory Braun, Sebastian F. Developing the Great Plains: A Look Back at Lincoln Browne, Miles A. Abraham Lincoln: Western Bred President Ellingson, William J. Lincoln’s Influence on the Settlement of Bend in the River (Wakpaipaksan) Hayes, Robert E. Lincoln Could Have Been in the Black Hills — Can You Believe This? Johnson, Stephanie R. The Cowboy and the West: A Personal Exploration of the Cowboy’s Role in American Society Johnsson, Gil In the Camera’s Eye: Lincoln’s Appearance and His Presidency Johnsson,
    [Show full text]
  • Public Schools and the Original Federal Land Grant Program
    Public Schools and the Original Federal Land Grant Program A Background Paper from the Center on Education Policy The foundation of our political institutions, it is well known, rests in the will of the People, and the safety of the whole superstructure, its temple and altar, daily and hourly depend upon the discreet exercise of this will. How then is this will to be corrected, chastened, subdued? By education—that education, the first rudiments of which can be acquired only in common schools. Report of U.S. House Committee on Public Lands, 1826 Summary From the late 18th century through the middle of the 20th century, the federal government granted control of millions of acres of federal land to each state as it entered the Union. These lands were given in trust, with the stipulation that proceeds from their sale or lease be used to support various public institutions—most notably, public elementary and secondary schools and universities. These state land grants have played an important role in the development of the American system of public education and continue to provide revenues to maintain that system today. This background paper from the Center on Education Policy (CEP) examines the origins, history, and evolution of federal land grants for public schools, as well as their significance as an early example of the federal role in education. It is intended to serve as a more detailed companion to another CEP paper, Get the Federal Government Out of Education? That Wasn’t the Founding Fathers’ Vision (CEP, 2011), which mentions land grants as part of a broader look at the historical federal role in education.
    [Show full text]
  • PLSS Forum - April 18, 2019 Darlington, Wisconsin
    The Public Lands Survey System A Dependable Network for Land Ownership “This Land is Your Land” PLSS Forum - April 18, 2019 Darlington, Wisconsin BRYAN MEYER – LA CROSSE COUNTY SURVEYOR Wisconsin County Surveyors Association Audio books = 150-160 words per minute Bryan = Clocked at 192 words per minute (gusts in excess of 200 words per minute) Name that National Monument MOUNT RUSHMORE The sculpture features the 60-foot heads of Presidents George Washington (1732–1799), Thomas Jefferson (1743–1826), Theodore Roosevelt (1858–1919), and Abraham Lincoln (1809–1865). The four presidents were chosen, respectively, to represent the birth, the growth, the development, and the preservation of the United States. Land surveyors have a different name for that monument National Surveyor’s Monument Lincoln = Surveyor Jefferson = Surveyor Washington = Surveyor For your convenience, many of your questions and comments have already been incorporated into this presentation. “Dude, what exactly qualifies you to talk about the Public Land Survey System?” H. A. Sime and Associates Tomah, Wisconsin Historian Mathematician Cartographer Lumberjack Archeologist Interpreter Writer Thinker Moderator H. A. Sime and Associates Tomah, Wisconsin 28½ years PRIVATE PRACTICE SURVEY WORK The thing about my job that I am most passionate about is remonumentation of the Public Land Survey System “So, just what is the Public Land Survey System?” PUBLIC LAND SURVEY SYSTEM The Land Ordinance of 1785 was adopted by the United States Congress of the Confederation on May 20, 1785. Set up a standardized system whereby settlers could purchase title to farmland in the undeveloped west Congress at the time did not have the power to raise revenue by direct taxation, so land sales provided an important revenue stream.
    [Show full text]
  • Wonders of the Modern World: America of the Modern World: America
    PROJECT OF A HISTORICAL ARCHITECTURE WONDERS WONDERS OF THE MODERN WORLD: AMERICA OF THE MODERN WORLD: AMERICA Pier Paolo Tamburelli Stephen Adzemovic ER WO AT R E L Hannah Hortick R D G David Ramis E RESIDENTS CHINA A ONLY Y RUSSIA R T I T N JAPAN Christina Rodriguez H S U H M PEARL HARBOR I P C O M The Univerisy of Illinois at Chicago ALCATRAZ School of Architecture 2015 WARNING RESTRICTED AREA Based on research conducted in a seminar held in the fall of 2014 by Pier Paolo Tamburelli at UIC with students: Siobhan Barrett, Nicho- las Bashman, Matt Bucsher, Jesus Corral, Michael Denmark, Julia Di Castro, Patricia Diaz Agrela, Hannah Hortick, Suyam Kim, Ayla Mull, Samra Pecanin, Katmerka Ramic, David Ramis, Christina Rodriguez and Anton EXAS STATE FAIR Tonchev. T And research conducted in the design studio Arch. 465 studio held in fall 2014 by Pier Paolo Tamburelli with students: Stephen Adzemovic, Ivan Hinov, Obed Lopez, Michael McDow, Andre Mirovskyy, Marek Pula, Sam Radice, Rafael Robles, Chelsea Steiner and Kaitlyn Woodward. With special thanks to: David Brown, Penelope Dean, Chris Garofalo, Grant Gibson, Geoffrey Goldberg, Sam Jacob, Jenny Meakins, Agata Mierzwa, Luis Ortega, Francesca Pellicciari, Robert Somol and Lauren Van Damme. Printed by: Compton and Sons Printing St. Louis MO March 2015 NIAGARA FALLS BALB KNOB CROSS STATUE OF LIBERTY AREA 51 DAYTONA 500 INDY 500 MALL OF AMERICA 9/11 MEMORIAL SALT LAKE TEMPLE .31 .21 .11 B C WONDERS OF THE MODERN WORLD: AMERICA A .04 .39 C .10 A D D .20 B L A TYPE SUBTYPE MONUMENT STATE OPENING TIMES SIZE ESTABLISHED VISITORS .19 A 22 44 F 32 H J B E B .09 B D .01 GRAND CANYON AZ 47 .13 J Year Round 1,218,375 ac.
    [Show full text]
  • Ohio Lands Book
    THE OFFICIAL OHIO LANDS BOOK Written by Dr. George W. Knepper THE OFFICIAL OHIO LANDS BOOK Written by Dr. George W. Knepper Cover art by Annette Salrin This book is a publication of The Auditor of State 88 East Broad Street Columbus, Ohio 43216-1140 www.auditor.state.oh.us First paperback edition 2002 Printed in the United States of America i Table of Contents Auditor’s Message . .v The First Arrivals on Ohio Land Prehistoric Indians . .1 Historic Indians of Ohio . .2 Congress Creates the Public Domain . .7 Land Ordinance of 1785 . .9 Seven Ranges . .10 Northwest Ordinance . .13 Statehood for Ohio . .14 Getting Started as a State Boundaries of the New State . .18 Privately Conducted Original Surveys Virginia Military District . .19 Connecticut Western Reserve . .23 Firelands (Sufferers’ Land) . .25 Land Sales to Private Groups Ohio Company of Associates . .26 Donation Tract . .29 Symmes Purchase (Miami Purchase) . .30 Federal Land Offices and Sales in Ohio Harrison Land Act, May 10, 1800 . .35 United States Military District (USMD) . .39 Congress Lands Lands East of the Scioto River . .43 Lands West of the Miami River . .43 North of the Seven Ranges . .44 Congress Lands in Northwest Ohio South and East of the First Principal Meridian and Base Line . .45 North and East of the First Principal Meridian and Base Line . .45 iii Table of Contents Michigan Survey . .46 Federal Land Grants for Specific Purposes. Moravian Indian Grants . .48 French Grants . .49 Refugee Tract . .50 Zane’s Tract . .52 Dohrman Grant . .53 Other Grants to Individuals . .53 Federal Military Reservations Fort Washington .
    [Show full text]
  • Land and Liberty: the Ordinances of the 1780S. PUB DATE 87 NOTE 13P.; for Related Documents, See SO 018 835-36
    DOCUMENT RESUME ED 290 690 SO 018 828 AUTHOR Sheehan, Bernard W. TITLE Land and Liberty: The Ordinances of the 1780s. PUB DATE 87 NOTE 13p.; For related documents, see SO 018 835-36. PUB TYPE Historical Materials (060) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Civil Rights; Governance; Government (Administrative Body); Land Acquisition; Land Settlement; Land Use; *Social Studies; State Government; *United States History IDENTIFIERS *Bicentennial; *Northwest Ordinance 1787; Northwest Territories ABSTRACT The U.S. t.t,astitution established the bi-ad legal frame for the U.S. political order; the ordinances provided the indispensable means for the expansion of that order across the continent. The first effort at organizing the northwest occurred in 1784. Written by Thomas Jefferson, the Ordinance of 1784 defined the stages through which territories should pass to statehood, made membership in the confederation perpetual, outlawed slavery, and required that state governments should be republican. The Land Ordinance of 1785 solved the problem of the orderly distribution of land. The Northwest Ordinance, enacted by Congress on July 13, 1787, contained machinery for state making and the Articles of Compact. Provisions assuring freedom of religion, trial by jury, habeas corpus, security of property end contract, proportional rel-esentation, public support of education, and the exclusion of slavery from the northwest ii. the territorial stage were included in the Articles of Compact. The ordinance required that "utmost good faith" should be shown toward the Indians. Their property was not be taken without their consent, and laws were to be passed to prevent injustices and to preserve the peace.
    [Show full text]
  • Confederation and the Constitution
    Confederation and the Constitution MAIN IDEA WHY IT MATTERS NOW Terms & Names American leaders created More than 200 years after its •republic •federalism the Constitution as a blue- creation, the Constitution •Articles of •checks and print of government for the remains the nation’s guiding Confederation balances United States. document for a working •Northwest •ratification government. Ordinance of 1787 •Federalists •Shays’s Rebellion •Antifederalists •James Madison •Bill of Rights One American's Story John Dickinson understood, perhaps better than other dele- gates to the Continental Congress, the value of compromise. In 1776 Dickinson hoped for reconciliation with Britain and refused to sign the Declaration of Independence. Yet, eight days after the Declaration was adopted, Dickinson presented Congress with the first draft of a plan for setting up a workable government for the new states. A PERSONAL VOICE JOHN DICKINSON “ Two rules I have laid down for myself throughout this contest . first, on all occasions where I am called upon, as a trustee for my countrymen, to deliberate on questions impor- tant to their happiness, disdaining all personal advantages to be derived from a suppression of my real sentiments . open- ly to avow [declare] them; and, secondly, . whenever the public resolutions are taken, to regard them though opposite to my opinion, as sacred . and to join in supporting them as earnestly as if my voice had been given for them.” —quoted in The Life and Times of John Dickinson, 1732–1808 Dickinson’s two rules became guiding principles for the John Dickinson leaders who faced the formidable task of forming a new nation.
    [Show full text]