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A More Perfect Union: American Independence and the Constitution CHOICES for the 21St Century Education Program August 2005

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A More Perfect Union: American Independence and the Constitution CHOICES for the 21St Century Education Program August 2005 Copyright and Permissions This document is licensed for single-teacher use. The purchase of this curriculum unit includes permission to make copies of the Student Text and appropriate student handouts from the Teacher Resource Book for use in your own classroom. Duplication of this document for the purpose of resale or other distribution is prohibited. Permission is not granted to post this document for use online. Our eText Classroom Editions are designed to allow you to post individual readings, study guides, graphic organizers, and handouts to a learning management system or other password protected site. Visit http://www.choices.edu/resources/e-text.php for more details. The Choices Program curriculum units are protected by copyright. If you would like to use material from a Choices unit in your own work, please contact us for permission. THE CHOICES PROGRAM ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ WWW.CHOICES.EDU www.choices.edu THE CHOICES PROGRAM ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ WWW.CHOICES.EDU A More Perfect Union: American Independence and the Constitution CHOICES for the 21st Century Education Program August 2005 Director Susan Graseck Curriculum Developer Andy Blackadar Curriculum Writer Sarah Kreckel International Education Intern Daniela Bailey Office Assistant Dan Devine Outreach Coordinator Bill Bordac Professional Development Coordinator Lucy Mueller Program Coordinator for Capitol Forum Barbara Shema Staff Associate Anne Campau Prout The Choices for the 21st Century Education Program develops curricula on current and historical Acknowledgments international issues and offers workshops, institutes, and A More Perfect Union: American Independence and the in-service programs for high Constitution was developed by the Choices Program with the school teachers. Course materials assistance of the research staff of the Thomas J. Watson Jr. Institute place special emphasis on the importance of educating students for International Studies and scholars at Brown University. We in their participatory role as wish to thank the following researcher for his valuable input: citizens. Gordon Wood The Choices for the 21st Century Professor of History, Brown University Education Program is a program of the Thomas J. Watson Jr. Institute A More Perfect Union: American Independence and the for International Studies Constitution is part of a continuing series on international public at Brown University. policy issues. New units are published each academic year and all Thomas J. Biersteker units are updated regularly. Director, Watson Institute for International Studies Visit us on the World Wide Web — www.choices.edu Contents North America in 1763 ii Part I: In the Beginning—Englishmen in the New World 1 Part II: The Widening Split—1763-65 8 February 1776—The Moment of Decision 15 Options in Brief 16 Option 1: Restore the Ties of Loyalty 17 Option 2: Create a More Perfect Union 20 Option 3: Defend Our Rights as Englishmen 24 Option 4: Fight for Independence 27 Optional Reading: The War of Independence—1776-83 30 Part III: The Articles of Confederation 38 Part IV: The Road to the Constitutional Convention 41 Part V: The Constitution of 1787 47 The Great Debate: Ratifying the Constitution of 1787 51 Options in Brief 53 Option 1: Unite Around the Constitution 54 Option 2: Clearly Define Individual Rights 58 Option 3: Trust in the Common Citizen 61 Part VI: Two Hundred Years of Constitutional Change 64 Chronology of America’s Foundation: 1754-91 73 Supplementary Resources 77 THE CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM is a program of the Watson Institute for International Studies at Brown University. CHOICES was established to help citizens think constructively about foreign policy issues, to improve participatory citizenship skills, and to encourage public judgement on policy issues. The Watson Institute for International Studies was established at Brown University in 1986 to serve as a forum for students, faculty, visiting scholars, and policy practitioners who are committed to analyzing contemporary global problems and developing initiatives to address them. © Copyright August 2005. Fifth edition. Choices for the 21st Century Education Program. All rights reserved. ISBN 1-891306-88-x. WWW.CHOICES.EDU ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM ■ A More Perfect Union: American ii Independence and the Constitution North America in 1763 Un ex pl or ed Russian Alaska Canada French (Chartered to Hudson's Disputed Bay Company) c by Spain be ue and Russia Q 3 6 7 1 British- f Pacific o Reserved e Ocean n i American for L n Indians o i Colonies t a m a l c Louisiana o r P Atlantic British Florida Ocean Spanish Cuba Russian New Caribbean Haiti French Spain (French) French Sea Guadeloupe and Martinique ■ CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ WWW.CHOICES.EDU A More Perfect Union: American Independence and the Constitution 1 Part I: In the Beginning—Englishmen in the New World hristopher Columbus’s arrival in the New exchanges today, to launch a colony. The CWorld in 1492 set off a wave of European investors supplied the resources and attracted discovery and exploration that changed the settlers. In other cases, a wealthy aristocrat or course of history. Compared to Spain and the English monarch would sponsor a colony. Portugal, England was a latecomer in the rush Often these ventures failed to get off the across the Atlantic Ocean. Nonetheless, by the ground. end of the sixteenth century the English had Private investors were required to obtain laid claim to vast tracts of territory in North a charter to establish a colony. Through the America. charter, the English monarch defi ned the ter- The kings and queens of England wanted ritory assigned to the colony, ensured that the to encourage their subjects to establish settle- crown would receive a portion of any mineral ments in the New World. They permitted resources found in the colony, described the select groups to start colonies, or plantations procedures by which the colony would be gov- as they were called, in North America. The erned, and guaranteed that the settlers would colonies were seen largely as business ven- retain the full rights and privileges of English- tures. In some cases, private investors formed men. a company, much like those listed on stock Note to Students Protests against taxes, armed groups defying the government, threats and terrorist at- tacks aimed at symbols of power, and heated debates in the media about individual rights and government authority: it all sounds familiar. And yet this turmoil and upheaval describes the cir- cumstances of the two million people living in the original thirteen states during the late 1700s. The controversies of the eighteenth century about the purpose and limits of government, as well as the violent struggle for independence, represent the birth pangs of our country. They also speak to us today. Like America’s founders, we too are engaged in the process of thinking what we want our government to be. The debates of more than two centuries ago help us clarify the choices we as responsible citizens must face. In A More Perfect Union: American Independence and the Constitution, you will experience the events of 1763-88 as Americans of that time experienced them. You will study the political ideas, public statements, and actions that led to the creation of the United States. Most impor- tant, you will understand how the founders of our country grappled with the issues of their day. As is the case today, Americans in 1776 or 1788 were hardly unanimous about framing the political structure of their society. On the contrary, divisions and disagreements ran deep. In these readings, you will examine primary sources to reconstruct the confl icts of the late 1700s. You will be given a special insight into the diffi culties confronting our country’s founders and the timelessness of the issues they raised. As you will see, this unit is far removed from the por- traits of elderly statesmen in frock coats and powdered wigs. Instead, you will discover the fi ery radicals, conscience-torn loyalists, and reluctant patriots who, each in their own way, strove to secure life, liberty, and well-being for themselves, their families, and their communities. You should pay special attention to the primary source documents included in this unit. Al- though the English language of past centuries poses a challenge for readers today, you should do your best to extract meaning from the documents. Your effort will pay off in a clearer understand- ing of the emotions and reasoning expressed during the fi rst years of the American republic. WWW.CHOICES.EDU ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM ■ A More Perfect Union: American 2 Independence and the Constitution James, by the Grace of God, King country and England’s other colonial posses- “ of England, Scotland, France, and sions. Ireland, Defender of the Faith, etc.... Exports from America gave England an vouchsafe unto them [the listed inves- edge in its ongoing competition with the other tors] our license to make habitation, European powers. The colonies contributed plantation, and to deduce a colony of to England’s wealth and made the mother sundry of our people into that part of country less dependent on imports from the America commonly called Virginia.... European mainland. In times of war, England Our subjects which shall dwell and made use of the ships built in the colonies, inhabit within every or any of the drafted colonial sailors to serve in the English said several colonies and planta- navy, and enlisted colonial militias to fight in tions, and every of their children, North America. In return, the colonies were which shall happen to be born within protected by the English military from attacks any of the limits and precincts of the by England’s European rivals and their Native said several colonies and plantations American allies.
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