Gouverneur Morris and the Creation of the Federalist Constitution
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This Constitution: a Bicentennial Chronicle, Nos. 14-18
DOCUMENT RESUME ED 300 290 SO 019 380 AUTHOR Mann, Shelia, Ed. TITLE This Constitution: A Bicentennial Chronicle, Nos. 14-18. INSTITUTION American Historical Association, Washington, D.C.; American Political Science Association, Washington, D.C.; Project '87, Washington, DC. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE 87 NOTE 321p.; For related document, see ED 282 814. Some photographs may not reproduce clearly. AVAILABLE FROMProject '87, 1527 New Hampshire Ave., N.W., Washington, DC 20036 nos. 13-17 $4.00 each, no. 18 $6.00). PUB TYPE Collected Works - Serials (022) -- Historical Materials (060) -- Guides - Classroom Use - Guides (For Teachers) (052) JOURNAL CIT This Constitution; n14-17 Spr Sum Win Fall 1987 n18 Spr-Sum 1988 EDRS PRICE MFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Class Activities; *Constitutional History; *Constitutional Law; History Instruction; Instructioral Materials; Lesson Plans; Primary Sources; Resource Materials; Secondary Education; Social Studies; United States Government (Course); *United States History IDENTIFIERS *Bicentennial; *United States Constitution ABSTRACT Each issue in this bicentennial series features articles on selected U.S. Constitution topics, along with a section on primary documents and lesson plans or class activities. Issue 14 features: (1) "The Political Economy of tne Constitution" (K. Dolbeare; L. Medcalf); (2) "ANew Historical Whooper': Creating the Art of the Constitutional Sesquicentennial" (K. Marling); (3) "The Founding Fathers and the Right to Bear Arms: To Keep the People Duly Armed" (R. Shalhope); and (4)"The Founding Fathers and the Right to Bear Arms: A Well-Regulated Militia" (L. Cress). Selected articles from issue 15 include: (1) "The Origins of the Constitution" (G. -
Congress's Power Over Appropriations: Constitutional And
Congress’s Power Over Appropriations: Constitutional and Statutory Provisions June 16, 2020 Congressional Research Service https://crsreports.congress.gov R46417 SUMMARY R46417 Congress’s Power Over Appropriations: June 16, 2020 Constitutional and Statutory Provisions Sean M. Stiff A body of constitutional and statutory provisions provides Congress with perhaps its most Legislative Attorney important legislative tool: the power to direct and control federal spending. Congress’s “power of the purse” derives from two features of the Constitution: Congress’s enumerated legislative powers, including the power to raise revenue and “pay the Debts and provide for the common Defence and general Welfare of the United States,” and the Appropriations Clause. This latter provision states that “No Money shall be drawn from the Treasury, but in Consequence of Appropriations made by Law.” Strictly speaking, the Appropriations Clause does not provide Congress a substantive legislative power but rather constrains government action. But because Article I vests the legislative power of the United States in Congress, and Congress is therefore the moving force in deciding when and on what terms to make public money available through an appropriation, the Appropriations Clause is perhaps the most important piece in the framework establishing Congress’s supremacy over public funds. The Supreme Court has interpreted and applied the Appropriations Clause in relatively few cases. Still, these cases provide important fence posts marking the extent of Congress’s -
The Constitution in Congress: Substantive Issues in the First Congress, 1789-1791 David P
The University of Chicago Law Review VOLUME 61 NUMBER 3 SUMMER 1994 of Chicago © 1994 by The University The Constitution in Congress: Substantive Issues in the First Congress, 1789-1791 David P. Curriet Judicial review of legislative and executive action has been such a success in the United States that we tend to look exclu- sively to the courts for guidance in interpreting the Constitution. The stock of judicial precedents is rich, accessible, and familiar, but it does not exhaust the relevant materials. Members of Congress and executive officers, no less than judges, swear to uphold the Constitution, and they interpret it every day in making and applying the law.' Like judges, they often engage in t Edward H. Levi Distinguished Service Professor and Interim Dean, The University of Chicago Law School. The author wishes to thank the Kirkland & Ellis Faculty Research Fund, the Mayer, Brown & Platt Faculty Research Fund, the Morton C. Seeley Fund, the Raymond & Nancy Goodman Feldman Fund, and the Sonnenschein Faculty Research Fund for financial support; Charlene Bangs Bickford, Kenneth R. Bowling, and Helen E. Veit of the First Federal Congress Project for access to hitherto unpublished reports of the debates; Kenneth Bowling, Gerhard Casper, Richard Posner, and Richard Ross for invalu- able advice and encouragement; and Keith Garza for exemplary research assistance. ' "M[T]he whole business of Legislation," said Representative Theodore Sedgwick in 1791, "was a practical construction of the powers of the Legislature. ." Gales & Seaton, eds, 2 Annals of Congress 1960 (1791) ("Annals"). See generally Frank H. Easterbrook, PresidentialReview, 40 Case W Res L Rev 905 (1989-90); Jefferson Powell, ed, Languages of Power: A Source Book of Early American ConstitutionalHistory xi-xii (Carolina Aca- demic Press, 1991). -
Revolutionary Period (1763-1789) Part 3: Constitutional Convention
Revolutionary Period (1763-1789) Part 3: Constitutional Convention The Constitutional Convention was held in 1787 in Philadelphia. Fifty-five delegates met to revise, or improve, the nation’s first constitution, the Articles of Confederation. The Articles were so weak, the framers decided to a write a new constitution. The U.S. Constitution created a strong national government, but with limits against the abuse of power. After the convention ended, the states ratified the new constitution. Problems under the Delegates meet at States ratify the new Articles of Confederation Constitutional constitution. Examples: no president Convention in 1787 and States have too write a new constitution. much power The most important conflict at the Convention was over Another conflict was over the counting of slaves when representation in the legislative branch (Congress). determining the number of representatives each state received in the House of Representatives. Virginia Plan New Jersey Plan Northern States Southern States -large state plan -small state plan -did not want to count -wanted to count -2-house legislature -1-house legislature slaves as part of the slaves as part of the -proportional -equal representation population population representation (population) Great Compromise 3/5 Compromise -2-house legislature -three-fifths of all -House of Representatives (proportional slaves would be representation) counted as part of the -Senate – equal representation (2 per population for state) representation Ratification Terms to Know Federalists – supported ratification of the Constitution Delegate - representative Federalist Papers – written by James Madison, Alexander Hamilton, Framer - someone who and John Jay is support of ratification helped write the Constitution Anti-Federalists – opposed ratification of the Constitution, mainly Ratify - to approve or because it did not have a bill of rights accept . -
CRS Report for Congress Received Through the CRS Web
Order Code RL30665 CRS Report for Congress Received through the CRS Web The Role of the House Majority Leader: An Overview Updated April 4, 2006 Walter J. Oleszek Senior Specialist in the Legislative Process Government and Finance Division Congressional Research Service ˜ The Library of Congress The Role of the House Majority Leader: An Overview Summary The majority leader in the contemporary House is second-in-command behind the Speaker of the majority party. Typically, the majority leader functions as the Speaker’s chief lieutenant or “field commander” for day-to-day management of the floor. Although the majority leader’s duties are not especially well-defined, they have evolved to the point where it is possible to spotlight two fundamental and often interlocking responsibilities that orient the majority leader’s work: institutional and party. From an institutional perspective, the majority leader has a number of duties. Scheduling floor business is a prime responsibility of the majority leader. Although scheduling the House’s business is a collective activity of the majority party, the majority leader has a large say in shaping the chamber’s overall agenda and in determining when, whether, how, or in what order legislation is taken up. In addition, the majority leader is active in constructing winning coalitions for the party’s legislative priorities; acting as a public spokesman — defending and explaining the party’s program and agenda; serving as an emissary to the White House, especially when the President is of the same party; and facilitating the orderly conduct of the House’s business. From a party perspective, three key activities undergird the majority leader’s principal goal of trying to ensure that the party remains in control of the House. -
Return to Sender: Responses to Professor Carrington Et Al
FEATURE RETURN TO SENDER: RESPONSES TO PROFESSOR CARRINGTON ET AL. REGARDING FOUR PROPOSALS FOR A JUDICIARY ACT OF 2009 * David C. Dziengowski INTRODUCTION “Periodical appointments, however regulated, or by whomsoever made, would, in some way or other, be fatal to their necessary independence.”1 At the conclusion of the American Revolution in 1783, the average human lifespan was about thirty-five years.2 The Framers, dissatisfied with the Articles of Confederation, convened the Constitutional Convention in Philadelphia, Pennsylvania, on May 25, 1787. Article III of the resulting U.S. Constitution provided judges of the “supreme and inferior Courts” with presumptive life tenure.3 Fast-forward more than two centuries. The average human lifespan in the United States is now over seventy-seven years.4 Due in part to the increase in longevity, the average term of years a Supreme Court Justice serves is * Lieutenant Junior Grade, United States Navy JAG Corps; J.D., Rutgers School of Law–Camden, 2008; B.A. History, The College of New Jersey, 2005. I wish to thank the Honorable Joseph H. Rodriguez, Senior U.S.D.J., for reviewing an earlier draft of this Article and providing helpful thoughts and suggestions. The opinions expressed herein are entirely my own and do not necessarily reflect the views of the United States Navy or the Department of Defense. Any errors or omissions are similarly my own. 1. THE FEDERALIST NO. 78, at 471 (Alexander Hamilton) (Clinton Rossiter ed., 1961). 2. CHRISTOPHER WANJEK, BAD MEDICINE: MISCONCEPTIONS AND MISUSES REVEALED, FROM DISTANCE HEALING TO VITAMIN O 70 (2003). 3. -
1 the Story of the Faulkner Murals by Lester S. Gorelic, Ph.D. the Story Of
The Story of the Faulkner Murals By Lester S. Gorelic, Ph.D. The story of the Faulkner murals in the Rotunda begins on October 23, 1933. On this date, the chief architect of the National Archives, John Russell Pope, recommended the approval of a two- year competing United States Government contract to hire a noted American muralist, Barry Faulkner, to paint a mural for the Exhibit Hall in the planned National Archives Building.1 The recommendation initiated a three-year project that produced two murals, now viewed and admired by more than a million people annually who make the pilgrimage to the National Archives in Washington, DC, to view two of the Charters of Freedom documents they commemorate: the Declaration of Independence and the Constitution of the United States of America. The two-year contract provided $36,000 in costs plus $6,000 for incidental expenses.* The contract ended one year before the projected date for completion of the Archives Building’s construction, providing Faulkner with an additional year to complete the project. The contract’s only guidance of an artistic nature specified that “The work shall be in character with and appropriate to the particular design of this building.” Pope served as the contract supervisor. Louis Simon, the supervising architect for the Treasury Department, was brought in as the government representative. All work on the murals needed approval by both architects. Also, The United States Commission of Fine Arts served in an advisory capacity to the project and provided input critical to the final composition. The contract team had expertise in art, architecture, painting, and sculpture. -
Supreme Court Justices
The Supreme Court Justices Supreme Court Justices *asterick denotes chief justice John Jay* (1789-95) Robert C. Grier (1846-70) John Rutledge* (1790-91; 1795) Benjamin R. Curtis (1851-57) William Cushing (1790-1810) John A. Campbell (1853-61) James Wilson (1789-98) Nathan Clifford (1858-81) John Blair, Jr. (1790-96) Noah Haynes Swayne (1862-81) James Iredell (1790-99) Samuel F. Miller (1862-90) Thomas Johnson (1792-93) David Davis (1862-77) William Paterson (1793-1806) Stephen J. Field (1863-97) Samuel Chase (1796-1811) Salmon P. Chase* (1864-73) Olliver Ellsworth* (1796-1800) William Strong (1870-80) ___________________ ___________________ Bushrod Washington (1799-1829) Joseph P. Bradley (1870-92) Alfred Moore (1800-1804) Ward Hunt (1873-82) John Marshall* (1801-35) Morrison R. Waite* (1874-88) William Johnson (1804-34) John M. Harlan (1877-1911) Henry B. Livingston (1807-23) William B. Woods (1881-87) Thomas Todd (1807-26) Stanley Matthews (1881-89) Gabriel Duvall (1811-35) Horace Gray (1882-1902) Joseph Story (1812-45) Samuel Blatchford (1882-93) Smith Thompson (1823-43) Lucius Q.C. Lamar (1883-93) Robert Trimble (1826-28) Melville W. Fuller* (1888-1910) ___________________ ___________________ John McLean (1830-61) David J. Brewer (1890-1910) Henry Baldwin (1830-44) Henry B. Brown (1891-1906) James Moore Wayne (1835-67) George Shiras, Jr. (1892-1903) Roger B. Taney* (1836-64) Howell E. Jackson (1893-95) Philip P. Barbour (1836-41) Edward D. White* (1894-1921) John Catron (1837-65) Rufus W. Peckham (1896-1909) John McKinley (1838-52) Joseph McKenna (1898-1925) Peter Vivian Daniel (1842-60) Oliver W. -
Public School Teachers' Department Improving The
PUBLIC SCHOOL TEACHERS' DEPARTMENT Edited by LEROY J. KOEHLER State Teachers College, East Stroudsburg, Pa. IMPROVING THE TEACHING OF PENNSYLVANIA HISTORY BY NATHAN G. MEYER Assistant County Superintendent, Monroe County, Pa. ACCORDING to Professor J. E. Woodbridge of Teachers College, Columbia University, the purpose of history is "to give one perspective so that he may formulate a philosophy of life." If this is true, then every teacher, and especially every teacher of history, should have had as a prerequisite to teaching a dynamic course in the whole field of world history, including local history. If there are, as some historians agree, really many histories, one for each important person or thing of the past which cannot be absolutely terminated, then it follows that most of the note- worthy persons and things of the remote past can be related to the corresponding persons or things in the local present. Let me illustrate this statement as it applies to a thing. A history teacher in Philadelphia might arouse the interest of her pupils in the Circus Maximus by this question: "Which is larger, the Circus Maximus or the stadium of the University of Pennsylvania?" The answer and discussion of the size of an amphitheater of the past with a local stadium of the present would give a new mean- ing to the Circus Maximus. Recently I visited a school in Monroe county in which I found a good example of the fact that the history of an important person, Abraham Lincoln, has not been absolutely terminated. The teacher I refer to had enriched his history teaching of Abraham Lincoln by using the picture of a girl, now attending a public school, who is a descendant of the family of Abraham Lincoln's sweetheart, Anne Rutledge. -
To the General Welfare Clause
\\Server03\productn\C\CHP\4-1\CHP104.txt unknown Seq: 1 23-APR-01 10:05 Restoring the “General” to the General Welfare Clause By John C. Eastman1 Over the past decade, the Supreme Court of the United States has, in a series of important cases, reinvigorated the twin doc- trines of enumerated powers and federalism, restoring to our con- stitutional order some semblance of the founders’ original vision of a national government that was strong within the sphere of power assigned to it but limited by the extent of that sphere. Whether invalidating acts of Congress that “commandeered” state officials to do Congress’s bidding,2 trimming the sails of Congress’s powers under the Interstate Commerce Clause,3 or setting up sovereign immunity barriers to private enforcement of statutory schemes enacted by Congress,4 the Court has reasserted its role to hold 1 Associate Professor, Chapman University School of Law and Director, The Claremont Institute Center for Constitutional Jurisprudence. Ph.D., M.A., The Claremont Graduate School; J.D., The University of Chicago Law School. I wish to thank Chapman law students Chris Bonkoski, Laurie Messerly, Julie Ann Muller, and Tim Sandefur for their superb research assistance on this project, and Jeffrey Renz, who provided helpful comments. I also wish to thank the several panelists at the Chapman Law Review spending clause symposium for their helpful comments about this paper and their participation in the symposium. Finally, I wish to acknowledge the editorial staff of the Chapman Law Review, whose hard work made for an immensely successful symposium. -
Proceedings in the Supreme Court of the United States in Memory of Justice Goldberg
~epartment of Wustite PROCEEDINGS IN THE SUPREME COURT OF THE UNITED STATES IN MEMORY OF JUSTICE GOLDBERG Monday, October 15, 1990 REMARKS OF THE ATTORNEY GENERAL OF THE UNITED STATES MR. CHIEF JUSTICE, and may it please the Court: The Bar of this Court met today to honor the memory of Arthur Joseph Goldberg, Associate Justice of the Supreme Court from 1962 to 1965. Arthur Goldberg served the Nation with distinction as a lawyer, soldier, Cabinet officer, Supreme Court Justice, and diplomat. Born in Chicago in 1908, he was educated in the Chicago public schools and at Northwestern University, where he , was first in his law school class and Editor-in-Chief of the Law Review. By special dispensation, Arthur Goldberg sat for the Illinois bar examination before he reached the age of 21. He was admitted 'to the Illinois bar in 1929 and began a general law I practice in Chicago. He opened his own law office in 1933, and soon began hanaling labor matters for clients such as the United Steelworkers and the Chicago Newspaper Guild. During World War II, Arthur Goldberg served under William J. Donovan as Chief of the Labor Division in the Office of strategic services. He carried out several intelligence missions to Europe, where he organized transportation workers into a valuable Allied intelligence network. After the war, he resumed his law practice and soon gained recognition as a preeminent labor lawyer. He served as general - 2 counsel to the United Steelworkers from 1948 to 1961. As general counsel to the Congress of Industrial Organizations, Arthur Goldberg played a major role in the merger of that organization and the American Federation of Labor in 1955. -
COLLECTIVE ACTION FEDERALISM: a GENERAL THEORY of ARTICLE I, SECTION 8 Robert D
COLLECTIVE ACTION FEDERALISM: A GENERAL THEORY OF ARTICLE I, SECTION 8 Robert D. Cooter* & Neil S. Siegel** The Framers of the United States Constitution wrote Article I, Section 8 in order to address some daunting collective action problemsfacing the young na- tion. They especially wanted to protect the states from military warfare by fo- reigners andfrom commercial warfare against one another. The states acted in- dividually when they needed to act collectively, and Congress lacked power under the Articles of Confederation to address these problems. Section 8 thus au- thorized Congress to promote the "general Welfare" of the United States by tack- ling many collective actionproblems that the states could not solve on their own. Subsequent interpretationsof Section 8, both outside and inside the courts, often have focused on the presence or absence of collective action problems in- volving multiple states-but not always. For example, the Supreme Court of the United States, in trying to distinguish the "truly national" from the "truly local" in the context of the Commerce Clause, United States v. Morrison, 529 U.S. 598, * Herman Selvin Professor of Law, University of California at Berkeley. ** Professor of Law and Political Science, Duke University School of Law. I dedicate this Article to the loving memory of my mother, Sharon Ruth Siegel, for giving me life-and a whole lot more. For illuminating comments, we thank Jack Balkin, Sara Beale, Stuart Benjamin, Joseph Blocher, Curtis Bradley, Geoffrey Brennan, Samuel Buell, Erwin Chemerinsky, Jesse Cho- per, Eric Freedman, Philip Frickey, Barry Friedman, Jamal Greene, Daniel Greenwood, Grant Hayden, Laurence Helfer, Don Herzog, Roderick Hills, Donald Horowitz, John Inazu, Margaret Lemos, Anne Joseph O'Connell, Sanford Kadish, Richard Lazarus, Margaret Le- mos, Paul Mishkin, Julian Mortenson, Michael Munger, Richard Pildes, Eric Posner, Robert Post, H.