DOCSLIB.ORG

Section 8-1: the Articles of Confederation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Section 8-1: the Articles of Confederation Name: Date: Chapter 8 Study Guide Section 8-1: The Articles of Confederation Fill in the blanks: 1. A constitution is a set of basic principles and laws, usually in written form, that state the powers and duties of a government. 2. A republic is a system of self-government in which people elect representatives to represent their interests. 3. Limited government refers to a type of government in which leaders must obey the law and no one has total power. 4. The term suffrage refers to the right to vote. 5. The Articles of Confederation was the first Constitution of the United States of America. 6. The term ratification means official approval of a document, rule, or law. 7. The Land Ordinance of 1785 was a law that divided and organized unsettled government land after the American Revolution. 8. The Northwest Ordinance of 1787 organized the Northwest Territory and created a system for bringing new states into the Union. 9. The Northwest Territory includes the modern-day states of Illinois, Indiana, Michigan, Ohio, and Wisconsin. Thoroughly answer the following questions: 10. What were the main sources of inspiration in creating new government(s) in the United States? Include a) existing documents of law and government, b) existing forms of government, and c) philosophical movements. a) Documents such as the Magna Carta, English Bill of Rights, Mayflower Compact and the Fundamental Orders of Connecticut b) Existing forms of representative government such as colonial assemblies like the VA House of Burgesses c) The thinkers of the Enlightenment 11. What kinds of rights were protected by early state constitutions? Include examples of a) personal rights, and b) rights to certain forms of government/political participation. a) Trial by jury, freedom of the press, ownership of property, freedom of religion, voting rights for certain citizens (white males) b) Republican forms of self-government (republicanism) 12. The Articles of Confederation created a weak central government. Why would this a) appeal to some people, but b) not to others? a) Supporters of the Articles liked it because they did not want a strong central government; too similar to that of Great Britain, worried that it would become too powerful b) Opponents of the Articles felt they were too weak and the country needed a strong central government in order to promote unity and security 13. a) What kinds of powers did the Confederation Congress have? b) What powers did it not have? a) Powers it had: Make coins, borrow money, make treaties, settle conflicts between states, ask states for money and military support b) Powers it did not have: Could not force states to contribute money or soldiers, even in cases of emergency; could not print money; could not regulate interstate commerce; could not raise an army or navy; could not place tariffs on imported goods 14. Describe the system for land surveying and division created by the Land Ordinance of 1785. a) How were new territories organized geographically, and b) how would land be divided within townships? a) Land in the territories would be divided into 36 square mile blocks, with a township at its center b) One lot would be set aside for public school; another 4 for Revolutionary War veterans; remaining land would be sold to public to raise money for Revolutionary War debts 15. a) What institution did the Northwest Ordinance of 1787 ban in the territories and b) why would this become an issue in the future? a) Slavery b) This would become an issue later because the argument over slavery in the territories would come into question every time a territory was added or organized; the question was whether or not the federal government should decide the status of slavery in a territory or should the decision be left up to the people of the territory (popular sovereignty) Section 8-2: Problems in the New Nation Fill in the blanks: 16. A tariff generally refers to a tax on imports. 17. Interstate commerce refers to trade between the various states in the United States. 18. Inflation may be interpreted as a rise in prices for goods and services, the reduced value of currency, or both. 19. Debtors are those who owe money to others. 20. Creditors are those to whom money is owed. 21. A depression is a period of low or reduced economic activity. 22. Shay’s Rebellion was a rebellion by Massachusetts farmers in protest of high property taxes in that state after the American Revolution. Thoroughly answer the following questions: 23. a) Describe how the Articles of Confederation left the United States weak militarily. b) How did other nations take advantage of this? a) The AoC did not allow Congress to raise an army or navy; country was dependent on state militias for defense b) Britain refused to remove soldiers and forts from frontier areas west of the Appalachians; Britain began taking American sailors and impressing them into the British navy; Spain closed the Mississippi River to American trade and shipping 24. a) Describe how the Articles of Confederation left the United States weak economically. b) How did other nations take advantage of this? a) Couldn’t print own money; couldn’t set tariffs; couldn’t regulate interstate commerce; overall it harmed American trade and economy b) Britain placed tariffs on imported goods from America; America could not retaliate with a tariff of its own; if a state placed a tariff on imported goods from Britain, the British would simply trade with another state 25. a) & b) Describe two ways in which states would attempt to raise money to pay off debts, including both the method and its consequences. a) Some states would attempt to print money → inflation and economic depression b) Some states would increase taxes (Massachusetts, for example) → unrest and rebellion (Shay’s Rebellion) 26. How did Shay’s Rebellion highlight the need for a new constitution? a) National government could not respond because it could not raise a national army; the Massachusetts militia could not force the other states to offer help in order to put down the rebellion; Showed that the AoC were simply too weak to deal with the country’s many issues Section 8-3: The Constitution Fill in the blanks: 27. The Constitutional Convention was a gathering of delegates from the various states in 1787 in order to revise the Articles of Confederation. 28. James Madison, sometimes called the “Father of the Constitution,” proposed the Virginia Plan. 29. The Virginia Plan proposed that Congressional representation be determined by a state’s population. 30. William Paterson proposed the New Jersey Plan. 31. The New Jersey Plan proposed that Congressional representation be equal for all the states. 32. The Great Compromise refers to the agreement which combined aspects of both the Virginia and New Jersey Plans. 33. The 3/5ths Compromise refers to the agreement that slaves would be counted as 3/5’s of a state’s population when determining representation in the House of Representatives. 34. Popular sovereignty refers to the idea that political power ultimately rests with the people of a country. 35. Federalism is the idea that power should be shared between a national and state governments. 36. The legislative branch of a government creates or makes laws. 37. The executive branch of a government enforces, executes, or carries out laws. 38. The judicial branch of a government interprets and applies the law appropriately. 39. Checks and balances refers to powers each branch of government possesses that limit the powers of the other branches. Thoroughly answer the following questions: 40. Describe the Virginia Plan in detail. Include: a) how many and which branches of government did it propose, b) what type of legislature did it call for and how was representation to be determined, and c) did this plan favor larger or smaller states? a) The Virginia Plan proposed a three branch government (legislative, executive, and judicial branches) b) Bicameral legislature (two chambers or houses) made up of lower and upper house, number of representatives in both determined by the states’ populations c) This plan favored the larger states 41. Describe the New Jersey Plan in detail. Include: a) how many and which branches of government did it include, b) what type of legislature did it call for and how was representation to be determined, and c) did this plan favor larger or smaller states? a) The New Jersey plan proposed a unicameral (one house or chamber) legislature where b) Each state had an equal number of votes regardless of population c) This plan favored the smaller states 42. Explain what was included from both plans in the Great Compromise. Include: a) how many and which branches of government did it include, and b) what type of legislature did it include and how was representation to be determined? a) Three branches of government: legislative, executive, and judicial b) Bicameral legislature: House of Representatives (Lower House, representation determined by state population, represents the people) and Senate (Upper House, representation equal for all states, represents the states) 43. Explain the a) Three-Fifths Compromise, b) the Fugitive Slave Clause, and c) the Slave Importation Clause. d) How would arguments over slavery foreshadow future events? a) Three-Fifths Compromise counted slaves as 3/5 of a person for representation in the House of Rep. and taxation of property b) Fugitive Slave Clause stated that an escaped slave must be returned to its owner; a slave escaping from a slave state to a free state is not automatically made free; forced those states that had abolished slavery to take part in it c) Slave Importation Clause prevented Congress from banning the importation of slaves for at least 20 years, until 1808 d) Foreshadowed future events by highlighting the argument over slavery; states threatened to secede if not guaranteed their “rights” to carry on the institution of slavery 44.
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]
  • 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.
    [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]