19
i n t e r a C t i v e s t u d e n t n o t e b o o k Mapping Activity 11/02/17
i n t e r a C t i v e s t u d e n t n o t e b o o k
Mapping Activity 11/02/17
i n t e r a C t i v e s t u d e n t n o t e b o o k
Geography Skills
Analyze the maps in “Setting the Stage”. Then answer the following questions and fill out the
map as directed.
1. Label each state on the map. Which two states had the largest populations?
2. Locate and label the nation’s five largest cities in 1790. Which cities are they, and in which
state is each located?
3. How many of the nation’s 24 largest cities and towns were located in the South?
4. After Charleston and Baltimore, how large were the South’s next 4 largest cities? In which
state or states were they located?
5. Lightly shade the states where slaves were 20 percent or more of the population. In what
region of the nation were most of these states located?
6. Which states had few or no slaves in their populations? In which region of the nation were
most of these states located?
7. How many of the nation’s 24 largest cities and towns were located in states with few or no
slaves in their populations?
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8. In which states did slaves count for about one-third or more of the state’s population?
9. Circle the names of the Southern states whose population ranks would be affected by a
system that did not count slaves as part of a state’s population. How would the population
rank of each state change?
Critical Thinking
Answer the following questions in complete sentences.
10. Which states would most likely support a system in which the number of votes each state
had in the nation’s legislature was based on the state’s population? Why?
Which states would probably oppose such a system? Explain why.
11. Why would a state like New Jersey favor a system in which each state had the same number
of votes in the nation’s legislature?
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What compromise might be found that would be supported by New Jersey as well as by
states that wanted the legislature based on the states’ populations?
12. Which states would most likely oppose a plan to exclude slaves from a state’s population
when creating a legislature in which each state’s number of votes depended on its
population? Which states would most favor such a plan? Explain why.
Suggest a compromise that both groups of states might support.
i n t e r a C t i v e s t u d e n t n o t e b o o k
Section 2 - Early Quarrels and Accomplishments
Even before the American Revolution was over, the states began quarreling among
themselves. Many of their quarrels were about taxes on goods that crossed state borders. New
York, for example, taxed firewood from Connecticut and cabbages from New Jersey. The states
also disagreed over boundaries. The inability of Congress to end such disagreements was one
of the key weaknesses of the Articles of Confederation.
Developing Western Lands Congress did get the states to agree on one important issue: how
to develop the western lands acquired in the Treaty of Paris. At that time, there was no orderly
way to divide up and sell these lands. Settlers walked into the wilderness and claimed the land
they liked. Disputes over who owned what clogged the courts.
To end this confusion, Congress passed the Land Ordinance of 1785. Under this law, western
lands were divided into six-mile squares called townships. Each township was then divided into
36 sections of 640 acres each. One section of each township was set aside to support the
township's public schools. The other sections were to be sold to settlers.
Surveyors proceeded to lay out townships in the Ohio Valley, then known as the Northwest
Territory. By 1787, the government was ready to sell sections to settlers. This raised the
question of how these areas should be governed. Were they to be U.S. colonies or new states?
The Northwest Ordinance Congress answered this question in the Northwest Ordinance of
1787. This law divided the Northwest Territory into smaller territories, each governed by a
territorial governor. As soon as a territory had 5,000 free adult males, it could elect its own
legislature, or lawmaking body. When the population reached 60,000, a territory could apply to
Congress to become a state.
The Northwest Ordinance included a list of rights that gave settlers the same privileges as other
citizens, except for one. Slavery was banned in the Northwest Territory.
i n t e r a C t i v e s t u d e n t n o t e b o o k
This system of settlement served the nation well. Over time, the United States would continue to
establish territories as it spread to the shores of the Pacific Ocean and beyond.
Answer the following questions about the above text
1. What issue did the Land Ordinance of 1785 address?
The Land Ordinance of 1785 addressed the issue of how to divide the western lands acquired by the United States in the Treaty of Paris.
2. Complete this list of rules for the Northwest Territory.
a. When a territory has 5,000 free adult males, it can elect its own legislature. b. When the population reaches 60,000, a territory can apply for statehood. Slavery is
banned. c. Settlers have the same rights and privileges as other citizens
Section 3 - Shays’ Rebellion and the Need for Change
Under the Articles of Confederation, the new nation had serious money problems. The paper
money printed by Congress during the war was worthless. Congress had the power to make
coins that would not lose their value. But it lacked gold or silver to mint into coins.
The states reacted to the money shortage by printing their own paper currency. Before long,
bills of different sizes and colors were distributed from state to state. No one knew what any of
these currencies was worth, but most agreed they were not worth much.
Massachusetts Farmers Rebel The money shortage was particularly hard on farmers who
could not earn enough to pay their debts and taxes. In Massachusetts, judges ordered farmers
to sell their land and livestock to pay off their debts. Led by Daniel Shays, a hero of the Battle of
Bunker Hill, Massachusetts farmers rebelled.
In 1786, Shays and his followers closed down courthouses to keep judges from taking their
farms. Then they marched on the national arsenal at Springfield to seize the weapons stored
there. Having disbanded the Continental army, Congress was unable to stop them.
The Massachusetts government ended Shays' Rebellion in early 1787 by sending militia troops
to Springfield to restore order. To many Americans, however, the uprising was a disturbing sign
that the nation they had fought so hard to create was falling apart. “No respect is paid to the
federal [national] authority,” James Madison wrote to a friend. “It is not possible that a
government can last long under these circumstances.”
A Call for a Convention Shays' Rebellion shocked Congress into calling for a convention to
consider “the situation of the United States.” Each state was invited to send delegates to
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Philadelphia in May 1787 “for the sole and express purpose of revising the Articles of
Confederation.”
Madison was ready. For the past year, he had devoted himself to the study of governments,
both ancient and modern. The lesson of the past was always the same. A nation that was made
up of many groups needed a strong central government, or it would soon be torn apart by
quarrels. The question was, would Americans heed this lesson?
Fill in the flowchart.
Causes of Shays’s Rebellion Effects of Shays’s Rebellion
Creating the Constitution
What compromises emerged from the Constitutional Convention?
1. Describe the role of each of these men at
the Constitutional Convention.
George Washington:
He presided over the convention and made sure the rules
were enforced. James Madison:
He was the best-prepared delegate and spoke
numerous times. His influence was so great
that he became known as the “Father of the
Constitution.” He also kept the best records.
2. Why did the important leaders Sam Adams,
John Hancock, and Patrick Henry not attend
the convention?
Adams, Hancock, and Henry feared that a stronger
national government would hurt the rights of the
states.
Section 3
-Congress didn’t have enough gold or silver to mint coins, which caused a money shortage. -Farmers had difficulty earning enough to pay their debts and taxes. -Farmers were required to sell their land and livestock to pay their debts.
-Many Americans saw these things as signs that the nation was falling apart. -Congress called for a convention to revise the Articles of Confederation. -People like Madison concluded that a nation made up of many groups needs a strong central government.
R E A D I N G N O T E S
Section 4
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3. Do you agree with the delegates’ rule of
secrecy? Why or why not?
Answers will vary. If the student agrees, the
focus might be on keeping the public calm or
being able to speak freely. If the student
disagrees, the focus might be on being able to
monitor the proceedings for fairness.
4. The delegates had differing views on
how powerful the national government
should be.
Delegates for stronger national
government: Government should protect
“life, liberty, and the pursuit of happiness.”
The government’s powers come from the
people. The best way to protect rights is
with a republic.
Delegates for stronger state
governments: A strong national
government could threaten
individual liberty. The state
governments are closer to the
people’s control and so should have
more power than the national
government.
Shared beliefs: The national
government should have more power
so it can do its job of protecting the
people’s rights. Under the Articles of
Confederation, which gives more
power to states, the nation is falling
apart.
i n t e r a C t i v e s t u d e n t n o t e b o o k
1. Tell how each of these would answer this question: Where should the government’s power to
rule come from?
Articles of Confederation: The government’s power to rule should come from the states.
James Madison: The government’s power to rule should come from the people.
2. Complete the matrix to explain the differences between these two plans of government.
Virginia Plan New Jersey Plan
How many branches of government?
3
3
How was the legislature organized?
two houses:
House of Representatives
and Senate
1 house
Which states did this plan favor? Why?
states with larger populations;
they would have more
representatives in both houses
of Congress.
states with smaller populations;
each state would get an equal
number of votes in Congress.
1. Who created the plan that became known as the Great Compromise?
Roger Sherman
2. According to the Great Compromise, how are states represented in each house of Congress?
In the House of Representatives:
The number of representatives from each
state depends on population.
This favors the (circle one): people states
In the Senate:
: Each state has two senators elected by the
state’s legislature.
This favors the (circle one): people states
Section 5
Section 6
i n t e r a C t i v e s t u d e n t n o t e b o o k
1. What might each of these delegates have
said about how slaves should be counted
for representation in Congress?
Delegate from the North: “You treat
slaves as property. They should be
counted only as property and not for
representation.”
Delegate from the South: “Slaves
should be counted the same way as
every other person is counted.”
Compare the growing division in attitudes
toward slavery by writing what each of
these delegates might have said.
Delegate from the North: “Many states have
passed laws against slavery, and some
Northerners are involved in activities to end
slavery.”
Delegate from the South: “The South is not ready
to abolish slavery. Our economy is too dependent
upon it.”
1. How did the Three-Fifths Compromise
work?
Slaves were counted as three- fifths of a
person when determining a state’s
population.
2. What compromise did the delegates reach
on the slave trade?
Congress could not tax exports to other
countries.
It could not interfere with the slave trade for 20
years.
The fugitive slave clause required that escaped
slaves had to be returned to their owners even
if captured in a free state.
1. Fill in the speech bubbles with at least one argument for each proposal.
Delegate Who Believes
the Nation Should Have
a Single Executive
Delegate Who Believes
the Nation Should Have a
Three-Member Executive
Section 7
Section 8
Section 9
: A single executive can give clear,
timely leadership.
Three executives can protect
against one executive
abusing his power.
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2. List the three proposals given for choosing
the chief executive. Circle the one you think
is the best.
*Congress appoints the president.
*The people elect the president.
*A specially chosen group of electors from
each state elects the president.
1. How many electors does each state have in
the Electoral College?
Each state has as many electors as the number of
representatives it sends to Congress
2. Describe one way that presidential
elections have changed over time.
• Originally, state legislatures chose the
electors in the Electoral College. Today,
the people choose their state’s electors.
• Originally, the candidate receiving the
most votes became president, and the
runner-up became vice-president. Today,
the president and vice president run and
are elected together.
• Originally, voters knew little about
candidates outside their own states.
Today, instant communication has
changed the amount of knowledge we
can access about candidates
.
Section 10
i n t e r a C t i v e s t u d e n t n o t e b o o k
Fill in the speech bubbles to show how each of these delegates might have answered a reporter who
asked, “Did you sign the Constitution? Why or why not?”
Elbridge Gerr
Section 11
Benjamin Franklin
George Mason
“Yes. Even though I don’t like everything about this plan, it is as
close to perfect as we
will get.”
“No. It gives too much power to the national government.”
“No. It does not protect the rights of the people.”
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© Teachers’ Curriculum Institute the constitution: a More Perfect union 1
Section 12 - The Constitution Goes to the States
As you complete the reading, answer the following questions. Use facts from the reading.
1. What is a “federal” system of government?
a strong national government shared power with the states
2. What was a Federalist? Supporters of the Constitution called themselves Federalists
3. What was the Federalists’ claim for the Constitution? the Constitution would create a
national government that was strong enough to unite the quarreling states into a single
republic _
4. Who lead the Federalist campaign for ratifying the Constitution?
a. James Madison__________________________________________________
b. Alexander Hamilton________________________________________________
c. John Jay_______________________________________________________
5. What evidence did these three men give for ratifying the Constitution?
a. The Constitution would remedy those weaknesses by creating a stronger, more
effective union of the states.._ __
b. _. The powers given to the government, they pointed out, were strictly limited.__
c. The powers of the government were divided among three branches so that no
one branch could become too powerful. _______
6. What was the collection of articles by Madison, Hamilton and Jay named? The Federalist
Papers
7. What was an Anti-Federalist? Opponents of the Constitution were known as Anti-
Federalists
8. What did the Anti-Federalists dislike about the Constitution?
a. _ Congress, they feared, would burden the country with taxes
b. The president had power enough to rule like a king. __________
c. The judicial branch, they said, would overpower state courts.
9. What was the Anti-Federalists’ main complaint about the Constitution?
__ The plan listed the powers of the government but not the rights of the people. _
10. What made the Anti-Federalists uneasy?
The idea of giving up any state power to form a stronger Union made them uneasy.
11. What did Madison mean when he said,
“…whether the Union shall or shall not be continued. There is, in my opinion, no middle
ground to be taken.”?
__Ratifying the Constitution was a must. Without the ratification, there would be no United States
– It would be the end of the country.
© Teachers’ Curriculum Institute the constitution: a More Perfect union 2
i n t e r a c t i v e s t u d e n t n o t e b o o k
The Constitution: A More Perfect Union
Read the Preamble to the Constitution below. In your own words, briefly explain what the framers
meant by each phrase listed in the chart. An example is done for you.
We the People of the United States, in Order to form a more perfect Union, establish Justice,
insure domestic Tranquility, provide for the common defence, promote the general Welfare,
and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this
Constitution for the United States of America.
“We the People” The Constitution bases its authority on the people.
“form a more perfect Union” cooperation among the states and a strong relationship between the states and the national
government
“establish Justice”
• rule by laws, not by the military or a king.
Everyone follows the same laws
“insure domestic Tranquility”
• keeping peace and maintaining order within
the country
“provide for the common defence”
• protecting the nation against foreign enemies
“promote the general Welfare”
• ”: supporting an economy and a society in
which people can prosper
“secure the Blessings of Liberty”
”: protecting freedoms gained in the American Revolution and preserving them for future Americans
Section 2
© Teachers’ Curriculum Institute the constitution: a More Perfect union 3
i n t e r a c t i v e s t u d e n t n o t e b o o k
For each of Sections 3 to 5, draw a simple illustration at the top of the column to represent that
branch of government. Then complete the column.
3 Legislative Branch 4 Executive Branch 5 Judicial Branch
congress House senate
office of the President
supreme court
number of Members
435 100 1` 9
Length of term
2 years 6 years 4 years Life
are members elected or appointed?
Elected Elected Elected appointed
age requirement
25 30 35 none
citizenship requirement
7 years 9 years Natural-born citizen none
two or More Powers of this branch of Government
• to decide how to
spend tax money
• to raise an army and
navy
• to declare war
• to pay government
debts
to grant citizenship
• to serve as commander
in chief of the military
forces
• to make treaties
• to nominate
ambassadors and
supreme Court
justices
to grant pardons
• to serve as commander
in chief of the military
forces
• to make treaties
• to nominate
ambassadors and
supreme Court
justices
to grant pardons
Sections 3 to 5
© Teachers’ Curriculum Institute the constitution: a More Perfect union 4
i n t e r a c t i v e s t u d e n t n o t e b o o k
1. Why did the framers develop a system of checks and balances?
2. Complete the diagram by writing each of the following checks and balances in the
correct arrow.
• Congress can impeach the president.
• President calls special sessions of Congress.
• Supreme Court can declare executive actions unconstitutional.
• President nominates Supreme Court justices.
• Congress can override vetoes.
• Congress can impeach federal judges.
• Congress approves Supreme Court justices.
Section 6
Executive Branch
Supreme Court rejects laws.
Legislative Branch Judicial Branch
Congress can impeach federal judges.
Congress approves Supreme Court judges.
© Teachers’ Curriculum Institute Creating the Constitution 5
Bill of Rights
•First _10 Amendments_____________ to the United States Constitution.
•Insure certain _freedoms and rights_____________ to the citizens of America.
•____________________________ on what the government could do & control.
•Many delegates of the states were _against signing____ the Constitution
without a Bill of Rights included.
•James Madison wrote _12 Amendments___________________________________
•On __December 15, 1791________________________ ten of the amendments
were passed and made part of the __Constitution____
Amendment I
•Freedom of _ religion _____________________________________________________
•Freedom of __ speech ____________________________________________________
•Freedom of _press________________________________________________________
•The right to _peaceably assemble_________________________________
•The right to _petition the government_________ for a redress of grievances
Amendment II
• A state regulated _militia____________________________________________
• Right to __keep and bear arms_______________________________________
Amendment III
• No requirement to ___provide housing ___________________ for troops
Amendment IV
• __Search and Seizure__________________________________________________
• The right to _privacy_________________________________________________
© Teachers’ Curriculum Institute Creating the Constitution 6
Amendment V
The rights of the Accused
For criminal cases, a _grand jury_ must hear _evidence______& decide if there
should be a __trial__ & the accused must be told _why they are being held
An accused person
• cannot be _tried______ for the same crime
• cannot be __forced to testify _____________________ against themselves
• cannot be _jailed_________or have property taken without due process
Government cannot take private property without paying a fair price for it
Amendment VI
Right to a Fair Trial
A citizen accused of a crime has the right to
• jury trial____________________________________________________________
• a ______________________________________________________________ trial
• an _impartial jury____________________ which does not favor either side
• to __question the witness ______________________________
• a __lawyer_______________________________________________________
Amendment VII
Civil Trials
Citizens have the right to a __jury trial___________________ to settle lawsuits
__property and money________________________ must value over $20
© Teachers’ Curriculum Institute Creating the Constitution 7
Amendment VIII
Bail and Punishment (a.k.a. no cruel or unusual punishment)
• Bail and fines must be __reasonable_________________________________
• Punishments must __fit the crime______________________________________
Amendment IX
Right Retained by the People
• Any rights not listed are _still protected____________________________
• Government _cannot deny these rights just because they are not listed.
Amendment X
States' Rights
• Any powers not specifically given to the _federal government
goes to the _states______________________________________________
• This _balances the power__ between federal and state governments
