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BL Below Level OL On Level

AL Above Level ELL English Language Learners

Planning GuideChapter

Key to Ability Levels

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

FOCUSBL OL AL ELL Daily Focus Skills Transparencies 3-1 3-2 3-3

TEACHBL OL ELL Reading Skills Activity, URB p. 87

OL Historical Analysis Skills Activity, URB p. 88

BL OL AL ELL Differentiated Instruction Activity, URB p. 89

BL ELL English Learner Activity, URB p. 91

BL OL AL ELL Content Vocabulary Activity, URB p. 93

BL OL AL ELL Academic Vocabulary Activity, URB p. 95

OL AL Reinforcing Skills Activity, URB p. 97

OL AL Critical Thinking Skills Activity, URB p. 98

BL OL ELL Time Line Activity, URB p. 99

OL Linking Past and Present Activity, URB p. 100

BL OL AL ELL Primary Source Reading, URB p. 101 p. 103

BL OL AL ELL American Art and Music Activity, URB p. 105

BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 107

AL Enrichment Activity, URB p. 110

BL OL ELL Guided Reading Activity, URB p. 112 p. 113 p. 114

BL OL ELL Reading Essentials and Note-Taking Guide p. 29 p. 32 p. 35

BL OL AL ELL Differentiated Instruction for the American History Classroom ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Time Line Transparencies and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Cause and Effect Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Writer’s Guidebook ✓ ✓ ✓ ✓ ✓

Note: Please refer to the Unit 1 Resource Book for this chapter’s URB materials. * Also available in Spanish

Print Material Transparency CD-ROM or DVD

Key to Teaching Resources

96A

Plus

All-In-One Planner and Resource Center

• Interactive Lesson Planner • Interactive Teacher Edition • Fully editable blackline masters • Section Spotlight Videos Launch

• Differentiated Lesson Plans• Printable reports of daily

assignments• Standards Tracking System

ChapterPlanning Guide

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

TEACH (continued)

BL OL AL ELL American Biographies ✓ ✓ ✓

BL OL AL ELL The Living Constitution ✓ ✓ ✓

BL OL AL ELL American Issues ✓ ✓ ✓ ✓ ✓

OL AL ELL American Art and Architecture Transparencies ✓ ✓ ✓

BL OL AL High School American History Literature Library ✓ ✓ ✓

OL AL American History Primary Source Documents Library ✓ ✓ ✓

BL OL AL ELL American Music: Hits Through History CD ✓ ✓ ✓

BL OL AL ELL StudentWorks™ Plus ✓ ✓ ✓

BL OL AL ELL The American Vision Video Program ✓ ✓ ✓ ✓ ✓

Teacher Resources

Reading Strategies and Activities for the Social Studies Classroom ✓ ✓ ✓ ✓ ✓

Strategies for Success ✓ ✓ ✓ ✓ ✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓ ✓

Success with English Learners ✓ ✓ ✓ ✓ ✓

ASSESSBL OL AL ELL Section Quizzes and Chapter Tests p. 31 p. 32 p. 33 p. 35

BL OL AL ELL Authentic Assessment With Rubrics p. 11

BL OL AL ELL Standardized Test Practice Workbook p. 5

BL OL AL ELL ExamView® Assessment Suite 3-1 3-2 3-3 Ch. 3

CLOSEBL ELL Reteaching Activity, URB p. 109

BL OL ELL Reading and Study Skills Foldables™ p. 50

✓ Chapter- or unit-based activities applicable to all sections in this chapter

96B

Integrating TechnologyChapter

What are Reproducible Lesson Plans?Reproducible Lesson Plans (RLPs) are detailed lesson plans that teachers may use to prepare their lessons throughout the year.

How can RLPs help me teach?RLPs are organized by chapter and also by section, suggesting where the wide variety of technology and ancillary products can be used within the book. RLPs are organized two ways: • Teaching activities and ancillaries are presented using the FOCUS, TEACH, ASSESS, CLOSE organization of

the Teacher Wraparound Edition. • Teaching activities and ancillaries are also grouped by skill level, which helps you identify the activities

that are appropriate for the students in your classroom.

RLPs are available on TeacherWorks™ Plus.

Using Reproducible

Lesson Plans Teach With Technology

Visit glencoe.com and enter ™ code TAV9399c3T for Chapter 3 resources.

You can easily launch a wide range of digital products from your computer’s desktop with the McGraw-Hill Social Studies widget.

Student Teacher ParentMedia Library

• Section Audio ● ●

• Spanish Audio Summaries ● ●

• Section Spotlight Videos ● ● ●

The American Vision Online Learning Center (Web Site)• StudentWorks™ Plus Online ● ● ●

• Multilingual Glossary ● ● ●

• Study-to-Go ● ● ●

• Chapter Overviews ● ● ●

• Self-Check Quizzes ● ● ●

• Student Web Activities ● ● ●

• ePuzzles and Games ● ● ●

• Vocabulary eFlashcards ● ● ●

• In Motion Animations ● ● ●

• Study Central™ ● ● ●

• Web Activity Lesson Plans ●

• Vocabulary PuzzleMaker ● ● ●

• Historical Thinking Activities ●

• Beyond the Textbook ● ● ●

96C

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ChapterAdditional Chapter Resources

• Timed Readings Plus in Social Studies helpsstudents increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments.

• Reading in the Content Area: Social Studies concentrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty.

• Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com

The following articles relate to this chapter:

• “James Madison: Architect of the Constitution” by Alice J. Hall, September 1987.

• “Two Revolutions” by Charles McCarry, August 2000.

National Geographic Society Products To order the following, call National Geographic at 1-800-368-2728:

• ZipZapMap! USA (ZipZapMap!)

Access National Geographic’s new dynamic MapMachine Web site and other geography resources at: www.nationalgeographic.comwww.nationalgeographic.com/maps

Index to National Geographic Magazine:

The following videotape programs are available from Glencoe as supplements to this chapter:

• George Washington: Founding Father (ISBN 1-56-501377-8)

• Independence Day: History of July 4th (ISBN 0-76-700359-4)

To order, call Glencoe at 1-800-334-7344. To find classroom resources to accompany many of these videos, check the following home pages:

A&E Television: www.aetv.comThe History Channel: www.historychannel.com

®

Use this database to search more than 30,000 titles to create a customized reading list for your students.

• Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest.

• The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 8 reading level:• George Washington, by Genevieve Foster

For students at a Grade 9 reading level:• The U.S. Constitution, by Joan Banks

For students at a Grade 10 reading level:• Our Constitution, by Linda Carlson Johnson

For students at a Grade 11 reading level:• The United States Constitution, by Kristal Leebrick

For students at a Grade 12 reading level:• The Constitution, by Hal Marcovitz

Reading List Generator

CD-ROM

96D

http://www.aetv.com

http://www.historychannel.com

http://www.jametowneducation.com

http://www.nationalgeographic.com

http://www.nationalgeographic.com/maps

U.S. PRESIDENTS

U.S. EVENTSWORLD EVENTS

96 Chapter 3 Creating a Constitution

Chapter

Creating a Creating a ConstitutionSECTION 1 The Confederation

SECTION 2 A New Constitution

SECTION 3 Ratifying the Constitution

1781–1789

1781 1783 1785

1781• The Articles of

Confederation are ratified by the states

1784• American ships begin

trading with China at the port of Canton

1783• Treaty of

Paris ends Revolutionary War

1781• William Herschel

discovers the planet Uranus using a telescope

1783• Latin American soldier

and statesman Simón Bolivár is born

George Washington presides over the Constitutional Convention.

(t)Fraunces Tavern Museum, New York

Chapter

FocusMAKING CONNECTIONSHow Are Governments Created?Discuss with students the two questions posed on page 97. Activate students’ prior knowledge by reminding them that the found-ers were suspicious of the tyranny of monarchs and that they wanted to find a way to have strong lead-ership balanced with fair represen-tation. Help students think of a current example of checks and bal-ances in practice, such as attempts by Congress to limit a president’s war powers or confirmation hear-ings for Supreme Court justices. As part of the discussion, ask students to speculate about what American government and society would be like without this system of checks and balances. OL

TeachThe Big IdeasAs students study the chapter, remind them to consider the section-based Big Ideas included in each section’s Guide to Reading. The Essential Questionsin the activities below tie in to the Big Ideas and help students think about and understand important chapter concepts. In addition, the Hands-on Chapter Projects with their culminating activities relate the content from each section to the Big Ideas. These activities build on each other as students progress through the chapter. Section activities culminate in the wrap-up activity on the Visual Summary page.

Section 1The Confederation Essential Question: What problems were caused by the Articles of Confederation? (The Articles created a Congress made up of represen-tatives from the states. The central government was weak, and Congress had only limited powers. For example, it could not impose taxes or regulate trade. Each state was independent and did not always follow the lead of other states.) Point out that in Section 1 students will learn about the first national constitution of the United States. OL

Section 2A New ConstitutionEssential Question: What new form of government did the delegates to the Constitutional Convention create? (They created a system of checks and balances and a balance of power between the states and national government.) Point out that in Section 2 students will learn how the Framers of the Constitution achieved their goal by making compromises. OL

Introducing

Dinah Zike’s Foldables

Dinah Zike’s Foldables are three-dimensional, interac-tive graphic organizers that help students practice basic writing skills, review vocabu-lary terms, and identify main ideas. Instructions for creat-ing and using Foldables can be found in the Appendix at the end of this book and in the Dinah Zike’s Reading and Study Skills Foldables booklet.

StateAuthority

SharedPowers

The Constitution of the U. S.

NationalAuthority

Chapter 3 Creating a Constitution 97

1787 1789

1786• Shays’s Rebellion

begins in western Massachusetts

1787• Constitutional Convention

in Philadelphia drafts the Constitution of the United States

1789• George Washington

is elected president of the United States

1786• British appoint

Cornwallis to be Governor-General of British India

1787• Sierra Leone

is founded by freed Africans

1789• French Revolution begins

1788• Constitution is

ratified by 11 of 13 states and goes into effect

Analyzing Constitutional Powers Create a Trifold Book to analyze the Constitution by list-ing the various functions of government using a Venn diagram. As you read the chapter, list the powers exclusive to the state, those exclus-ive to the nation, and the shared powers.

Chapter Audio

MAKING CONNECTIONS

How Are Governments Created?After the American Revolution, the new nation struggled to draw up a plan for government. Americans wanted to make sure the government did not have too much power. Eventually they came up with a way to balance federal and state powers and to divide federal power into three branches.

• Why do you think the United States scrapped its fi rst constitution?

• Why did many Americans want a system of checks and balances?

Washington1789–1797

Visit glencoe.com

and enter code TAV9846c3 for Chapter 3 resources.

ChapterIntroducing

More About the PaintingVisual Literacy As can be seen from the painting, the delegates to the Constitutional Convention in Philadelphia dressed formally, in woolen pants and coats and powdered wigs, in spite of the fact that the climate was humid and the temperature often exceeded 90 degrees. The room in which the delegates met that summer was cramped. It was also extremely hot and stuffy, as the doors and windows were locked tightly to keep the proceedings private.

Section 3Ratifying the ConstitutionEssential Question: Why did some people oppose ratification of the Constitution? (They thought it gave the national government too much power and worried that the states would lose their independence. They also worried because it did not contain a bill of rights to protect individual liber-ties.) Point out that in Section 3 students will learn about the issues debated by the states as they considered ratifying the Constitution. OL

Visit glencoe.com and enter code TAV9399c3T for Chapter 3 resources, including a Chapter Overview, Study Central™, Study-to-Go, Student Web Activity, Self-Check Quiz, and other materials.

97




Section 1

The Confederation

The Articles of Confederation became the first national constitution of the United States. Written

during the Revolutionary War, the Articles of Confederation created a weak national government, which proved to be ineffective.

Congress Under the Articles of ConfederationMAIN Idea The Articles of Confederation gave the national government

few powers.

HISTORY AND YOU Have you ever tried an experiment that failed? Read on to learn about the first national government of the United States.

Even before independence was declared, Patriot leaders at the Continental Congress realized that the colonies needed to be united under some type of central government. In November 1777 the Continental Congress adopted the Articles of Confederation and Perpetual Union—a plan for a loose union of the states under the authority of the Congress.

The Articles of Confederation The Articles of Confederation established a very weak central

government. The states had spent several years fighting for indepen-dence from Britain. They did not want to give up that independence to a new central government that might become tyrannical.

Under the Articles, once a year, each state would select a delega-tion to send to the capital city. This group, generally referred to as the Congress, was the entire government. There were no separate execu-tive and judicial branches.

The Congress had the right to declare war, raise armies, and sign treaties. Although these powers were significant, the Congress was not given the power to impose taxes, and it was explicitly denied the power to regulate trade.

Western Policies Lacking the power to tax or regulate trade, the Confederation

depended on state contributions to fund the government. Congress also raised money by selling the land it controlled west of the

Guide to ReadingBig IdeasGovernment and Society The Articles of Confederation provided a workable but faulty national government.

Content Vocabulary• duty (p. 101) • recession (p. 102)

Academic Vocabulary• explicitly (p. 98) • occupy (p. 101)

People and Events to Identify• Articles of Confederation (p. 98) • Northwest Ordinance (p. 99) • Shays’s Rebellion (p. 103)

Reading StrategyOrganizing Complete a graphic orga-nizer similar to the one below by listing the achievements of the Congress.

Achievements of the Congress

Section Audio Spotlight VideoChapter 3 • Section 1

Resource Manager

Focus

BellringerDaily Focus Transparency 3-1

Drawing Conclusions

DAILY FOCUS SKILLS TRANSPARENCY 3-1

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: DTeacher Tip: Explain to students that under the Articles ofConfederation, the Confederation Congress would havebeen the national government, and all other authoritywould have been left with the individual states.

UNIT

1Chapter 3

CONFEDERATION CONGRESS

• Congress could declare war

• Congresscould sign treaties

• Congress could raise armies

POWERS GRANTEDBY THE ARTICLES OF

CONFEDERATION

POWERS WITHHELDBY THE ARTICLES OF

CONFEDERATION

• Congress could not raise revenue through taxes

• Congress could not regulate trade and collect tariffs

TAX $

TARIFF $&

TRADE BARRIERS

Directions: Answer the following question based on the descriptionof the powers granted to theConfederation Congress by theArticles of Confederation.

How are the powers grantedby the Articles of Confeder-ation limited by the powerswithheld by the Articles?

A Congress’s ability to regulatetrade helped raise suppliesfor the army.

B Congress’s ability to signtreaties resulted in increasedtax dollars.

C Congress’s ability to collecttariffs supported the ability todeclare war.

D Congress’s inability to raisemoney through taxes hinderedits ability to pay for the armyand fight wars.

Guide to ReadingAnswers may include the follow-ing: [top right] establishment of a system for surveying the Northwest Territory under the Land Ordinance of 1785, [top left] passage of the Northwest Ordinance, [bottom right] promo-tion of trade through trade treaties, [bottom left] led the warring United States during the years of the Revolution

To generate student interest and provide a springboard for class discussion, access the Chapter 3, Section 1 video at glencoe.com or on the video DVD.

R Reading Strategies C Critical

Thinking D Differentiated Instruction W Writing

Support S Skill Practice

Teacher Edition• Academic Vocab.,

p. 101

Additional Resources• Prim. Source Read, URB

p. 101• Guid Read Act., URB

p. 112

Teacher Edition• Analyzing Info., p. 99

Additional Resources• Quizzes and Tests, p. 31

Teacher Edition• Verbal/Linguistic, p. 100• Special Ed., p. 101• Intrapersonal, p. 102

Additional Resources• Eng. Learner Act., URB

p. 91

Teacher Edition• Expository Writing,

p. 101

Teacher Edition• Using Geo. Skills, p. 99

Additional Resources• Reinforcing Skills Act.,

URB p. 97• Read. Essen., p. 29


Mississippi

River

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Lake Erie

Ohio(1803)

Indiana(1816)

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Half section320 acres

SECTION 14

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Northwest TerritoryDate state admittedto UnionPresent-day stateboundaries

200 miles

200 kilometers

0

0

Lambert Azimuthal Equal-Areaprojection

(1848)


Appalachian Mountains. To get people to buy the land and settle in the region, the Congress established an orderly system for dividing and selling the land and governing the new settle-ments. The Land Ordinance of 1785 set up a method for surveying the western lands. It arranged the land into townships, six miles square. Each township was divided into 36 sections, one mile square.

Two years later, the Congress passed the Northwest Ordinance, which provided the basis for governing much of the western terri-tory. The law created a new territory north of the Ohio River and east of the Mississippi, which could eventually be divided into three to five states. Initially the Congress would choose a governor, a secretary, and three judges for

the territory. When 5,000 adult male citizens had settled in a territory, they could elect a ter-ritorial legislature. When the population of a territory reached 60,000, the territory could apply to become a state “on an equal footing with the original states.”

The Northwest Ordinance also guaranteed certain rights to people living in the territory. These included freedom of religion, property rights, and the right to trial by jury. The ordi-nance also stated that “there [would] be nei-ther slavery nor involuntary servitude in the said territory.” The exclusion of slavery from the Northwest Territory meant that as the United States expanded in future years, it would be divided between Southern slave-holding states and Northern free states.

Analyzing GEOGRAPHY 1. Location What was the area of a township in

the Northwest Territory?

2. Human-Environment Interaction How did the Land Ordinance of 1785 help to promote public education?

The Northwest Ordinance, 1787

The Land Ordinance of 1785 established that the districts of the Northwest Territory would be divided into square townships in a grid pattern. Each township was six miles square and divided into 36 one-mile-square sections. The income from section 16 was to be used to fund public schools.

What Were the Terms of the Northwest Ordinance?

• The Northwest Territory would be surveyed and divided into three to five districts.

• Congress would choose a governor, secretary, and three judges for each district.

• When there were 5,000 adult male citizens in a district, they could elect their own legislature.

• When the population of a district reached 60,000, it could apply to become a state.

• Certain rights were guaranteed, including freedom of reli-gion, property rights, and the right to trial by jury.

• Slavery was made illegal throughout the territory.

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(continued)

Creating a Constitution, 1781–1789

A. PRE-READING ACTIVITY

Previewing the MaterialDirections: Before reading the excerpt from George Washington’s letter to James Madisonconcerning Shays’s Rebellion on page 102 in Section 1 of Chapter 3, answer the followingquestions.

1. Why would farmers facing economic recession rebel against a legislature imposing furthertax increases to pay for its war debts?

2. Why would the rebellion in Massachusetts lead Washington to support a change in thenation’s Constitution?

B. PRE-READING ACTIVITY

Vocabulary ReviewDirections: Reviewing the words and expressions below will help you understand the reading.

want (n.): lack of something

disorders (n.): state of rebellion and confusion

check (v.): slow or stop

aught (n.): anything

consequences (n.): results

lax (adj.): not firm, careless, negligent, not in control

inefficient (adj.): wasting time and effort, not capable of working correctly

dwell on (v.): to continue thinking or speaking about

whereas (conj.): while

energetic (adj.): having energy, active

encroachment [incroachment] (n.): the act of going beyond limits

restore (v.): return

prospect (n.): possibility

respectability (n.): state of being worthy of respect or honor

attaining (v.): achieving or reaching

★

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English Learner Activity 3 ★ ★ ★ ★ ★ ★

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★ Enrichment Activity 3 ★★

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The framers of the Constitution chosetheir words carefully as they laid out a“blueprint for the nation” in Philadelphia in 1787. America’s leaders knew the countryneeded a document that would unify andstrengthen the new nation, but they wanteda constitution that would not infringe on the rights of the people. The Articles ofConfederation, enacted in November 1777,united the colonies under a central govern-

ment but did not allow the government toraise taxes or regulate trade. Under theArticles of Confederation, the countrythreatened to separate into 13 individualstates. In 1787 delegates from all of thestates except Rhode Island met inPhiladelphia to rewrite the Articles ofConfederation. They eventually wrote anew document, the Constitution of theUnited States of America.

Creating a Constitution

★ ★

1. What constitutes justice?

2. What is meant by domestic tranquility?

3. How would a government promote general welfare?

4. What is meant by “secure the Blessings of Liberty”? Why would this be important to theframers of the Constitution?

5. How would the new government provide for the common defense?

6. GO A STEP FURTHER ➤ Collect current media images that represent each of the ideas inthe Preamble of the Constitution. Present your collection in a creative way. Be preparedto explain your choices.

★ ★

Questions to Consider

DIRECTIONS: Read the Preamble to the Constitution. Consider why the framers of theConstitution felt that the ideas in the Preamble were important for the survival of the newcountry. Then answer the questions that follow.

The Constitution of the United States–PreambleWe 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.

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Comparing DataLEARNING THE SKILLHistorians often use historical data to make comparisons, analyze, and then

determine relationships between two or more factors in a situation. When you makecomparisons, you determine similarities and differences among ideas, objects, orevents. To make a comparison, identify or decide what will be compared. Thendetermine a common area or areas in which comparisons can be drawn. Finally, lookfor similarities and differences within these areas.

PRACTICING THE SKILLDIRECTIONS: Study the chart below comparing the strengths of the British and Continentalarmies. Then answer the questions that follow on a separate sheet of paper.

★

★

1. What information is being compared? 2. What similarities do you see between the armies? What differences do you see? 3. Based on these comparisons, which army appears to have the best chance of winning the

war? Why?4. What characteristics of the two armies may have impacted the outcome of the war?

APPLYING THE SKILLDIRECTIONS: Ask 10 classmates about their favorite type of music. Then ask these sameclassmates about the type of music their parents prefer. Create a table with types of music in the first column, student preferences tallied in the second column, and parent preferencestallied in the third column. What, if any, similarities do you see? What differences do yousee? What might account for the differences in student and parent preferences?

★

Size of army

Training

Supplies

Government

Support for war

Military strategy

Financial resources

Motivation

Opposing ArmiesBritish Army Continental Army

32,000 men 230,000 men(only 20,000 at any time)

Disciplined and well-trained Inexperienced

Well equipped Poorly equipped

Strong, central government Weak and divided central government

Limited support in England for Divided loyalties, many deserterswar and its cost

Traditional military strategy Guerrilla warfare strategies

Wealth of resources from England Support from France and Spain; foreign loans; personal financialsupport

Fighting to retain colonies Fighting to gain rights and freedoms

Reinforcing Skills Activity 3★

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Creating a Constitution, 1781–1789

The Articles of Confederation produced a weak central government. Struggling withrecession and inflation, strained relationships with Britain and Spain, and internal revolts,the U.S. threatened to dissolve. Delegates gathered to determine how to preserve both theunion and state independence. The result was the creation of a new Constitution.

DIRECTIONS: Explain how the Constitutional Convention resolved each of the following con-flicts during the creation and ratification of the new Constitution.

1. Modification of Articles of Confederation versus new constitution:

2. Equal representation for large and small states:

3. How to count enslaved people for purposes of taxation and representation in Congress:

4. The existence of the slave trade:

5. Limited government and balance of power:

6. National government versus state government (Federalists versus Antifederalists):

7. Critical Thinking George Washington presided over the Constitutional Convention. Hisleadership was critical to its success. Identify two qualities of presidential leadership hepossessed that are crucial to the success of current presidents.

Chapter 3 • Section 1

Teach

S Skill PracticeUsing Geography Skills Have students use a local road map to understand the size of the townships created by the Land Ordinance of 1785. Have students outline an area six miles square that includes their current location. BL ELL

C Critical ThinkingAnalyzing Information Ask:Why might settlers have wanted to move to the Northwest Territory? (They might have wanted the independence and adventure of moving to a new region. They might also have been attracted by the exclusion of slavery and by freedom of religion, property rights, and right to trial by jury.) OL

Analyzing GEOGRAPHY

Answers: 1. six miles square 2. The income from section 16

in a township would be used to fund public schools.

Differentiated Instruction

AL Enrichment Activity, URB p. 110

ELL English Learner Activity,URB p. 91

OL Reinforcing Skills Activity,URB p. 97

BL Reteaching Activity, URB p. 109

Leveled Activites

99

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YearSource: Historical Statistics of the United States.

1750 1755 17651760 1770 1775 1780

Ft. Mackinac

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ATLANTICOCEAN

United States, 1787 United States territory, 1787 British territory British fort

British Forts in the United States, 1787

Success in Trade In addition to organizing western settle-

ment, the Congress tried to promote trade with other nations. After the Revolutionary War ended, the British government imposed sharp restrictions on American access to British colonies in the Caribbean. American ships could still carry goods to Britain, but only goods from their respective states. A ship from Massachusetts, for example, could not carry New York goods.

To solve these problems, representatives from the Congress negotiated trade treaties with other countries, including Holland, Prussia, and Sweden. A previous commercial treaty with France also permitted American merchants to sell goods to French colonies in the Caribbean. By 1790, the trade of the United States was greater than the trade of the American colonies before the Revolution.

Describing What were the pro-visions of the Northwest Ordinance of 1787?

The Congress FaltersMAIN Idea The first national government could

not regulate trade, collect taxes, or enforce treaties, which led to calls for a stronger national government.

HISTORY AND YOU Is it better for government to be too strong or too weak? Read on to learn about problems facing the Congress.

The Congress’s commercial treaties and its system of settling the West were two of its major achievements. Other problems were not so easily solved.

Problems With Trade During the boycotts of the 1760s and the

Revolutionary War, American artisans and manufacturers had prospered by making goods that people had previously bought from the British. After the war ended, British merchants flooded the United States with inexpensive

Analyzing VISUALS 1. Explaining Why did British exports to the

American colonies drop so steeply after 1775?

2. Determining Cause and Effect What was the effect of the national government’s inability to regulate interstate trade under the Articles of Confederation?

Problems With Trade and Diplomacy

How Did the Articles of Confederation Affect Foreign Policy?

Weakness• No power to regulate

commerce• No power to compel

states to obey international treaties signed by the Congress

• Cannot declare war with-out unanimous support of all states

• No power to tax• No power to print or coin

money

Problem Caused• States impose trade restric-

tions and tariffs• States restrict Britain’s

ability to collect American debts; Congress cannot reach a financial settlement with Britain; Britain refuses to evacuate forts on Ameri-can soil

• Spain denies Americans permission to deposit goods at mouth of Missis-sippi; Congress has no leverage with Spain

▲ Americans resented the continued British military presence in the United States.

The weak confederation government was powerless to solve economic and diplomatic problems.

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D Differentiated Instruction

Verbal/Linguistic Assign dif-ferent students the map, the graph, or the chart on page 100. Ask them to write a paragraph summarizing the information in the visual. Then lead a discussion to clarify the rela-tionship among the visuals. BL

Analyzing VISUALS

Answers: 1. the Revolution had begun2. States imposed trade

restrictions and tariffs.

Hands-On Chapter Project

Step 1

Designing a Film Treatment

Step 1: Seeing the “Big Picture”Have students work in groups to develop a film treatment of the chapter content.

Ask What concerns did people have about the form of government in the United States, and what steps did they take to develop a Constitution?

Directions Tell students they are going to plan a film treatment of the events leading

up to the Constitutional Convention and the subsequent fight for ratification.

First, have groups discuss the structure of the film. Will it be a sweeping narrative, or will the story be told from the point of view of specific individuals, leaders, and so on? Remind students as they read the chapter to look for events and ideas that have the most conflict and dramatic “punch.” Each section of the film should correspond to a section of the chapter and include at least one dramatic event.

Next, have group members divide the responsibilities for planning the film. Each group will need people to create a story-board and outline a script. Groups should choose scene designers, costume design-ers, and sound designers. Location scouts will identify settings for the film.

Putting It Together Ask each group to report on the preliminary choices they have made. OL (Chapter Project continued on page 105)

Answer: When 5,000 adult male citizens had settled in a territory, they could elect a legislature. When the popula-tion reached 60,000, the terri-tory could apply for statehood. Freedom of reli-gion, property rights, and the right to trial by jury were guaranteed. Slavery was excluded.

100


British goods, driving many American artisans out of business.

British trade practices convinced many states to fight back by restricting British imports. Unfortunately, the states did not all impose the same duties, or taxes, on imported goods. The British would then take their goods to the states that had the lowest taxes or few-est restrictions. Once British goods were in the United States, they moved overland into the states that had tried to keep them out.

Because the Articles of Confederation did not allow the Congress to regulate commerce, the states began setting up customs posts on their borders to prevent the British from exploiting the different trade laws. They also levied taxes on each other’s goods to raise rev-enue. New York, for example, taxed firewood from Connecticut and cabbage from New Jersey. New Jersey retaliated by charging New York for a harbor lighthouse on the New Jersey side of the Hudson River. Each state was begin-ning to act as an independent country, and this behavior threatened the unity of the new United States.

Problems With Diplomacy The Articles of Confederation also created

problems for Congress in other areas of for-eign policy. The first problems surfaced imme-diately after the Treaty of Paris, which ended the Revolutionary War, was signed. Neither Britain nor the United States carried out the terms of the treaty, primarily because the Congress lacked the power to uphold its side of the treaty. Problems also arose with America’s ally Spain soon after the war ended.

Problems With Britain Before the war, many American merchants and planters had borrowed money from British lenders. In the peace treaty, the United States had agreed that the states should allow British creditors to recover their prewar debts by suing in American courts. The Congress had no power to compel the states to do this, however, and many states placed restrictions on Britain’s ability to collect its debts.

Even when the British were able to get the matter into court, they often found that American judges and juries sided with the American debtors. The United States had also agreed that the states should return the prop-

erty that had been confiscated from Loyalists during the war. Again, the Congress could not compel the states to do this, further angering the British.

In retaliation, the British refused to evacuate American soil, as specified in the treaty. British forces continued to occupy a string of frontier posts south of the Great Lakes, inside American territory. The Congress had no way to resolve these problems. It did not have the power to impose taxes, so it could not raise the money to pay a financial settlement to Britain for the debts and Loyalist property. It also could not afford to raise an army to expel the British from American territory.

Problems With Spain American dealings with Spain also showed the weaknesses of the Articles of Confederation. After the revolution-ary war, Spain’s support for the United States came to an end. Instead, Spain began to regard the United States as a rival wanting to claim land in North America that Spain also claimed.

The first major dispute between Spain and the United States involved the border between Spanish territory and the state of Georgia. To pressure the United States into accepting the border where Spain wanted it to be, the Spanish withdrew permission for Americans to deposit their goods on Spanish territory at the mouth of the Mississippi River. This effec-tively closed the Mississippi River to frontier farmers, who used the river to ship their goods to market.

Unfortunately, the negotiators for the Congress had no leverage to pressure the Spanish to change their policy. The best American negotiators could do was to get Spain to agree to a trade treaty, in exchange for the United States withdrawing its demand for navigation rights on the Mississippi.

The proposed treaty enraged people in the Southern states. They believed the Northern states had given in on the issue simply to help Northern merchants increase their trade with Spain. Without Southern support, the treaty could not pass Congress and was withdrawn from consideration. The dispute over Georgia’s border and navigation on the Mississippi remained unresolved. Again, the limited pow-ers of the Congress under the Articles of Confederation had prevented any diplomatic solution from being worked out.

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W Writing SupportExpository Writing Have inter-ested students research a current court case that involves states’ rights versus the rights of the fed-eral government. Ask students to prepare a one-page summary of the state’s position and a one-page summary of the federal govern-ment’s position. AL


Special Education Have stu-dents with reading difficulties work in pairs to outline the section “Problems with Diplomacy.” Suggest that they use the head-ings and paragraph breaks to structure their outlines. BL

R Reading StrategyAcademic Vocabulary Ask:What is a synonym for occupy?(inhabit, live in) Read aloud the first sentence of the paragraph, empha-sizing the phrase “refused to evac-uate.” Make sure that students understand that evacuate means “leave.” Then help them see that the phrase, “continued to occupy,” means the opposite.) BL

Additional Support

Activity: Collaborative Learning

Explaining Have students select one portion of Section 1 to teach to another student. Ask students to read the passage and then to teach it to a partner. Have the student that is teaching ask questions about the section. Direct the “teacher” to review any concepts that the “learner” did not understand. Then have students switch roles to study another portion of the section. BL ELL

Paired Activity This activity requires

students to take on the roles of teacher

and student. Mixed-ability learners have

the opportunity to work together, and

the activity is also an excellent opportu-

nity for English learners to develop bet-

ter fluency and pronunciation. This

activity can be used to reteach content

throughout the textbook.

101

In the midst of Shays’s Rebellion, George Washington wrote to James Madison agreeing that the rebellion showed the need to revise the Articles of Confederation:

“What stronger evidence can be given of the want of energy in our governments than these disorders? If there exists not a power to check them, what security has a man for life, liberty, or property? To you, I am sure I need not add aught on this subject, the conse-quences of a lax, or inefficient government, are too obvi-ous to be dwelt on. Thirteen Sovereignties pulling against each other, and all tugging at the federal head will soon bring ruin on the whole; whereas a liberal, and energetic Constitution, well guarded and closely watched, to prevent incroachments, might restore us to that degree of respect-ability and consequence, to which we had a fair claim, and the brightest prospect of attaining.”

—from George Washington’s letter to James Madison, November 5, 1786

Sources: The American States During and After the Revolution; The Price of Liberty: The Public Debt of the American Revolution.

Massachusetts$5,226,801

Connecticut$1,951,173

Rhode Island$510,000

New Hampshire$300,000

New Jersey$788,681

New York$1,167,575

Georgia$950,000

South Carolina$5,386,232

North Carolina$3,480,000

Virginia$3,680,743

Maryland$800,000

Delaware$50,000

Pennsylvania$2,200,000

NationalGovernment$43,000,000

Revolutionary Debt


The Economic Crisis While the Congress struggled with diplo-

matic issues, many other Americans were struggling financially. The end of the Revo-lutionary War and the decline of trade with Britain had plunged the United States into a severe economic recession.

Farmers were among those most affected by the recession. They were not earning as much money as they once did, and they had to keep borrowing to get their next crop in the ground. Many also had mortgages to pay. At the same time, the Revolutionary War had left both the Congress and many states in debt. To pay for the war, many states had issued bonds as a way to borrow money from wealthy merchants and planters. With the war over, the people holding those bonds wanted them to be redeemed for gold or silver.

To pay off their debts, the states could raise taxes, but farmers and other people in debt urged the state governments to issue paper money instead. They also wanted the states to make the paper money available to farmers through government loans on farm mortgages.

Since paper money would not be backed up by gold and silver, and people would not trust it, inflation—a decline in the value of money—began. Debtors would be able to pay their debts using paper money that steadily lost its value. This would let them pay off their debts more easily. Lenders, on the other hand, including many merchants and importers, strongly opposed paper money because they would not be receiving the true amount they were owed. Beginning in 1785, seven states began issuing paper money.

In Rhode Island, paper money eventually became so worthless that merchants refused to

1. Specifying Where did Massachusetts rank among the states in terms of the amount of its Revolutionary debt?

2. Explaining What did Washington feel was the sig-nificance of Shays’s Rebellion?

Shays’s Rebellion

▲ Rebels occupy a courthouse in western Massachusetts.

(l)The Granger Collection, New York

D


Economic Relationships Invite an econom-ics teacher or economist to speak to the class about the relationship among taxes, inflation, and the issuance of currency. If possible, ask the speaker to provide an activity or pretest that the students can complete before he or she comes

to speak. After the presentation, have students reread “The Economic Crisis” in the paragraphs above and use a graphic organizer to summa-rize the concepts. Then have students discuss how these economic concepts affect their daily lives. AL


Intrapersonal To help illustrate the economic concepts, have stu-dents role-play some of the rela-tionships described in “The Economic Crisis.” Assign students to play the parts of farmers, other debtors, merchants and planters, and representatives of the states. Review the content of the section to clarify each group’s concerns and then ask them to role-play a conversation and/or argument between the participants in which they try to find a solution to their various problems. AL

Additional Support

Activity: Economics Connection

Answers: 1. second after South Carolina2. He felt that it showed the

weaknesses of the central government under the Articles of Confederation, which caused the states to work against each other and the national government.

102

Section 1 REVIEW

103

accept it. After an angry mob rioted against the merchants, Rhode Island’s assembly passed a law forcing people to accept the paper money. Those who refused could be arrested and fined.

The violence in Rhode Island demonstrated two things to many American leaders. The Rhode Island assembly, influenced by the mob, had forced wealthy creditors to accept worthless money. This showed that unless a government was properly designed, the peo-ple could use the power of government to steal from the wealthy. The events also suggested that a strong central government was needed to take on the country’s debts and stabilize the currency.

Shays’s RebellionProperty owners’ fears seemed justified when a rebellion,

known as Shays’s Rebellion, erupted in Massachusetts in 1786. The conflict started when the government of Massachusetts decided to raise taxes instead of issuing paper money to pay off its debts. The taxes fell most heavily on farmers, particularly poor farmers in the western part of the state. As the recession grew worse, many found it impossible to pay their debts. Those who could not pay often faced the loss of their farms.

Angry at the legislature’s indifference to their plight, farmers in western Massachusetts rebelled in late August 1786. They closed down several county courthouses to prevent farm foreclosures and then marched to the state supreme court. At this point, Daniel Shays, a former captain in the Continental Army who was now a bankrupt farmer, emerged as one of the rebellion’s leaders.

In January 1787 Shays and about 1,200 farmers headed to a state arsenal intending to seize weapons before marching on Boston. In response, the governor sent a force under the command of General Benjamin Lincoln to defend the arsenal. Before Lincoln arrived, Shays attacked, and the militia defending the arsenal opened fire. Four farmers died in the fighting. The rest scattered. The next day Lincoln’s troops arrived and ended the rebellion. The fears the rebellion had raised, however, were harder to disperse.

People with greater income and social status tended to see the rebellion, as well as inflation and an unstable currency, as signs that the republic itself was at risk. They feared that as state legis-latures became more democratic and responsive to poor people, they would weaken property rights and vote to take property from the wealthy. As General Henry Knox, a close aide to George Washington, concluded: “What is to afford our security against the violence of lawless men? Our government must be braced, changed, or altered to secure our lives and property.”

These concerns were an important reason that many people, including merchants, artisans, and creditors, began to argue for a stronger central government, and several members of the Congress called on the states to correct “such defects as may be discovered to exist” in the present government. The Confederation’s failure to deal with conditions that might lead to rebellion, as well as the problems with trade and diplomacy, only added fuel to their argument.

Explaining What caused Shays’s Rebellion?

Vocabulary1. Explain the significance of: Articles of

Confederation, Northwest Ordinance, duty, recession, Shays’s Rebellion.

Main Ideas 2. Describing What were some accom-

plishments of the U.S. government under the Articles of Confederation?

3. Explaining Why did Shays’s Rebellion lead to a call for a stronger national government?

Critical Thinking4. Big Ideas What do you think was

the most serious flaw of the Articles of Confederation? Explain.

5. Organizing Use a graphic organizer similar to the one below to list the weak-nesses of the Congress.

Weaknesses of the Congress

6. Analyzing Visuals Study the map of the Northwest Ordinance on page 99. What significant provision of this law would contribute to dividing the nation into com-peting regions?

Writing About History7. Persuasive Writing Take on the role of

a newspaper publisher during the time of the Congress. Write an editorial expressing your opinion of Shays’s Rebellion, and suggest how the government might han-dle such situations better in the future.

Study Central™ To review this section, go to glencoe.com and click on Study Central.


Answer: Poor farmers in western

Massachusetts found it impossible to pay their taxes, mortgages, and other debts. They rebelled to close down the courts where they were being declared bankrupt.

Assess

Study Central™ provides summa-ries, interactive games, and online graphic organizers to help stu-dents review content.

CloseSummarizing Ask: What were the strengths and weaknesses of the Articles of Confederation?(Strengths: It gave Congress under the Articles of Confederation the right to declare war, raise armies, and sign treaties. Weaknesses: The central government could not raise taxes, states made independent decisions, and the central govern-ment could not respond effectively to internal conflict.) OL

1. All definitions can be found in the section and the Glossary.

2. The Congress passed the Land Ordinance of 1785, which established a method for surveying western lands. Congress passed the Northwest Ordinance, which provided the basis for governing much of the western territory and outlined an orderly method for achieving statehood. The Congress was also successful in promoting trade through treaties.

3. Americans with greater assets were con-cerned about the national government’s inability to maintain stability and to protect property rights.

4. Answers will vary but should include a spe-cific flaw of the government under the Articles of Confederation.

5. no power to impose taxes, regulate trade, force states to abide by the Treaty of Paris, or regulate currency

6. The exclusion of slavery in the Northwest Territory would lead to increased competi-tion and friction between the Northern free states and the Southern slave-holding states as new free states joined the Union.

7. Students’ editorials will vary. Editorials should express an opinion on the issue and offer at least one suggestion for improvement.

Section 1 REVIEW

Answers

103



Section 2

A New Constitution

Guide to ReadingBig IdeasGovernment and Society In the new Constitution, the Framers tried to uphold the rights of the states while providing needed national authority.

Content Vocabulary• popular sovereignty (p. 108)• federalism (p. 108)• separation of powers (p. 108)• checks and balances (p. 109)• veto (p. 109)• amendment (p. 109)

Academic Vocabulary• financier (p. 104)

People and Events to Identify• James Madison (p. 104))• Great Compromise (p. 106)• Three-Fifths Compromise (p. 107)

Reading StrategyCategorizing As you read, use the major headings of the section to fill in an outline similar to the one below.

A New ConstitutionI. The Constitutional Convention

A.B.

II.A.B.

In 1787 the delegates to the Constitutional Convention intended to revise the Articles of Confederation.

Instead, they began drafting a constitution for a new national government. The delegates negotiated many difficult compromises before agreeing on the framework for the new federal system.

The Constitutional ConventionMAIN Idea The delegates to the convention tried to create a stronger

national government that gave fair representation to big and small states.

HISTORY AND YOU Who do you think should be chosen to create a govern-ment? Should it be the smartest people or the richest, or should other criteria be used? Read to learn about the men who designed the Constitution.

The political and economic problems facing the United States in 1787 worried many American leaders. They believed that the new nation would not survive without a strong central government and that the Articles of Confederation had to be revised or replaced. People who supported a stronger central government became known as “nationalists.” Prominent nationalists included Benjamin Franklin, George Washington, John Adams, and the financier Robert Morris.

One of the most influential nationalists was James Madison, a member of the Virginia Assembly and head of its commerce commit-tee. As head of the commerce committee, Madison was well aware of Virginia’s trade problems with the other American states and with Britain. He firmly believed that a stronger national government was needed.

In 1786 Madison convinced Virginia’s assembly to call a convention of all the states to discuss trade and taxation problems. Representa-tives from the states were to meet in Annapolis, Maryland, but when the convention began, delegates from only five states were present, too few to reach a final decision on the problems facing the states. The delegates did discuss the weakness of the Articles of Confedera-tion and expressed interest in modifying them.

Another important nationalist, New York delegate Alexander Hamilton, recommended that the Congress itself call for a conven-tion. Members of the Congress were initially reluctant to call a con-vention, but news of Shays’s Rebellion changed many minds. In February 1787, Congress called for a convention of the states “for the sole purpose of revising the Articles of Confederation.”

Every state except Rhode Island sent delegates to what became known as the Constitutional Convention. In May 1787 the delegates

Section Audio Spotlight VideoChapter 3 • Section 2

Resource Manager

Focus

Directions: Answer the followingquestion based on the images.

Which of the followingresources are limitedand cannot be replaced?

A wind power and solarpower

B solar power and hydro-electric power

C oil and natural gas andnuclear energy

D hydroelectric power andwind power

WindPower

Solar Power

Oil andNatural Gas

HydroelectricPower

Nuclear Energy

Types of Energy

Categorizing Information


Guide to ReadingAnswer:A New ConstitutionI. The Constitutional Convention A. The Framers B. The Virginia PlanII. A Union Built on Compromise A. The Connecticut

Compromise B. Compromise Over SlaveryIII. A Framework for Limited

Government A. Checks and Balances B. Amending the Constitution





Teacher Edition• Making Connections,

p. 106• Summarizing, p. 109

Additional Resources• Read. Skills Act., URB

p. 87• Prim. Source Read, URB

p. 103• Guid. Read Act., URB

p. 113

Teacher Edition• Making Inferences,

p. 105

Additional Resources• Linking Past and Present

Act., URB p. 100• Quizzes and Tests, p. 32

Teacher Edition• Visual/Spatial, p. 108• English Learners, p. 108

Additional Resources• Diff. Inst. Act., URB p. 89• American Art and Music,

URB p. 105• Enrichment Act., URB

p. 110

Teacher Edition• Persuasive Writing,

p. 106

Additional Resources• Time Line Act., URB

p. 99• Read. Essen., p. 32

Drawing Conclusions


Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: CTeacher Tip: Tell students to rely on the information givenin the diagram to answer the question.UNIT

1Chapter 3

THE GREAT COMPROMISE

VIRGINIA PLAN

• Congress is divided into two houses.

• In both houses, each state is represented according to its population.

NEW JERSEY PLAN

• Congress has a single house.

• Each state has equal representation in the house.

CONNECTICUT COMPROMISE

• Congress is divided into two houses.

• In the first house, each state is represented according to its population.

• In the second house, each state has equal representation.

Directions: Answer the followingquestion based on the diagram.

Both the Virginia Plan andthe New Jersey Plan werepresented at theConstitutional Convention of1787. The convention con-cluded with the creation ofthe Connecticut Compromise(or Great Compromise).Why was it named the GreatCompromise?

A It used aspects of the VirginiaPlan only.

B It used aspects of the NewJersey Plan only.

C It combined aspects of bothplans.

D It did not use aspects ofeither plan.



took their places in the Pennsylvania state-house in Philadelphia. They knew they faced a daunting task: to balance the rights of the states with the need for a stronger national government.

The Framers The 55 delegates who attended the conven-

tion in Philadelphia included some of the shrewdest and most distinguished leaders in the United States. The majority were attorneys, and most of the others were planters and mer-chants. Most had experience in colonial, state, or national government. Seven had served as state governors. Thirty-nine had been mem-bers of the Congress. Eight had signed the Declaration of Independence. In the words of Thomas Jefferson, who was unable to attend the convention because he was serving as American minister to France, the convention

in Philadelphia was no less than “an assembly of demigods.”

The delegates chose George Washington of Virginia, hero of the American Revolution, as presiding officer. Benjamin Franklin was a del-egate from Pennsylvania. Now 81 years old, he tired easily and had other state delegates read his speeches for him. He provided assistance to many of his younger colleagues, and his experience and good humor helped smooth the debates.

Other notable delegates included New York’s Alexander Hamilton and Connecticut’s Roger Sherman. Virginia sent a well-prepared delegation, including the scholarly James Madison, who kept a record of the debates. Madison’s records provide the best source of information about what went on in the ses-sions. The meetings were closed to the public to help ensure honest and open discussion free from outside political pressures.

Creating a Constitution

Analyzing VISUALS 1. Making Inferences Why do you think

Benjamin Franklin is pictured in the middle of this painting?

2. Describing How would you describe Washington’s attitude in the painting, and how do you think it expresses his role at the Convention?

William Paterson drafted the New Jersey Plan.

George Washington

Alexander HamiltonBenjamin Franklin

Roger Sherman came up with the Connecticut, or Great, Compromise.

James Madison

The Granger Collection, New York

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Teach

C Critical ThinkingMaking Inferences Ask: The convention was held behind closed doors. Who do you think the delegates worried might try to interfere with the proceed-ings? (They might have been con-cerned that strong states or other special interests would press their case for more power under the new Constitution). OL

Analyzing VISUALS

Answers: 1. Answers will vary. Students

might suggest it is to show respect for Franklin and the influence he had on the for-mation of the government from the Revolution through the Convention.

2. Possible answer: He is promi-nently placed in the picture and is standing in a proud and commanding way. It reinforces the importance of his role as presiding officer of the Convention and that he was a figure worthy of great respect.


Step 2


Step 2: Making Key Decisions Stu-dents will begin nailing down some crucial decisions based on what they have learned in Section 1.

Directions At this stage, groups will need to identify the film’s main characters. Suggest that students find ways to incorpo-rate the speakers of primary source quota-tions as characters in the film. Then have them discuss possible actors to play those

roles. At this point, groups will have to make final, firm decisions about the structure and point of view of the film—the storyboard and outline should begin to take shape and key scenes identified. Costume and scene designers will make some preliminary sketches, and background music and sound effects will be chosen. (Students may enjoy researching these period details.) Location scouts will explain where various scenes might be filmed. Remind students that, although they have specific responsibilities,

they should keep the overall project in mind and contribute their ideas about areas that are not their primary responsibility.

Putting It Together Have students share preliminary storyboards, outlines, and sketches. As a group, have students evalu-ate the progress they have made toward completion of the film treatment. Discuss any key events in Sections 1 and 2 that they find difficult to convey. OL (Chapter Project continued on page 113)

105


The Virginia Plan The Virginia delegation arrived at the con-

vention with a detailed plan—mostly the work of James Madison—for a new national govern-ment. A few days into the proceedings, the governor of Virginia, Edmund Randolph, introduced the plan. “A national government,” he declared, “ought to be established, consist-ing of a supreme Legislative, Executive, and Judiciary.” The Virginia Plan, as it came to be called, proposed scrapping the Articles of Confederation and creating a new national government with the power to make laws binding upon the states and to raise its own money through taxes.

The Virginia Plan proposed that the legisla-ture be divided into two houses. The voters in each state would elect members of the first house. Members of the second house would be nominated by the state governments but actually elected by the first house. In both houses, the number of representatives for each state would reflect that state’s population. The Virginia Plan would benefit large states like Virginia, New York, and Massachusetts, which had more votes than the smaller states.

The Virginia Plan drew sharp reactions. The delegates accepted the idea of dividing the government into executive, legislative, and judicial branches, but the smaller states strongly opposed having representation based on pop-ulation. They feared that larger states would outvote them. William Paterson, a New Jersey delegate, offered a counterproposal that came to be called the New Jersey Plan.

The New Jersey Plan did not abandon the Articles of Confederation. Instead it modified them to make the central government stron-ger. Under the plan, Congress would have a single house in which each state was equally represented, but it would also have the power to raise taxes and regulate trade.

The delegates had to choose one plan for further negotiation. After debating on June 19, the convention voted to proceed with the Virginia Plan. With this vote, the convention delegates decided to go beyond their original purpose of revising the Articles of Confedera-tion. Instead, they began work on a new con-stitution for the United States.

Explaining Why did small states oppose the Virginia Plan?

A Union Built on CompromiseMAIN Idea American leaders created a new

constitution based on compromise.

HISTORY AND YOU Have you ever had to compro-mise on something you felt strongly about? Read on to learn how slavery divided the delegates at the Constitutional Convention.

As the convention worked out the details of the new constitution, the delegates found themselves divided geographically. The small states demanded changes that would protect them from the voting power of the big states. At the same time, Northern and Southern states were divided over how to treat slavery in the new constitution. The only way to resolve the differences was through compromise.

The Connecticut Compromise After the convention voted to proceed with

the Virginia Plan, tempers flared as delegates from the small states insisted that each state had to have an equal vote in Congress. Angry delegates from the larger states threatened to walk out. By July 1787, the convention had reached a turning point. As a delegate from North Carolina warned, “If we do not concede on both sides, our business must soon end.”

The convention appointed a special com-mittee to negotiate a compromise. Delegates who were strongly committed to one side or the other were left off the committee, leaving only those who were undecided or willing to change their minds. Benjamin Franklin chaired the proceedings.

The compromise the committee worked out was based on an idea proposed by Roger Sherman of Connecticut. Although sometimes called the Connecticut Compromise, it is also known as the Great Compromise. The committee proposed that in one house of Congress—the House of Representatives—the states would be represented according to the size of their populations. In the other house—the Senate—each state would have equal representation. Voters in each state would elect the House of Representatives, but the state legislatures would choose the senators.

Student Web Activity Visit glencoe.com and complete the activ-ity on the Constitution.

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W Writing SupportPersuasive Writing Have stu-dents reread “The Connecticut Compromise” and write a speech by Roger Sherman, in which he sets forth his arguments for the Great Compromise. Encourage students to review the informa-tion about the Virginia Plan and the New Jersey Plan so they can include specific details in their speech. Their speeches should directly address the fears and con-cerns of the delegates. AL

R Reading StrategyMaking Connections Ask:Do you think it was fair that the most committed delegates were left off the committee? How would you feel if you were not allowed to express strong opin-ions when a compromise needed to be made? (Students’ responses will vary but should refer to the material.) BL

Answer: Smaller states feared that larger states would outvote them if representation was based only on population.

Mathematics Write the approximate popula-tion of the states in 1790 on the board: Connecticut: 238,000; Delaware: 59,000; Maryland: 320,000; Massachusetts: 379,000; New Hampshire: 142,000; New Jersey: 184,000; New York: 340,000; North Carolina: 395,000; Pennsylvania: 434,000; Rhode Island: 69,000; South Carolina: 249,000; and Virginia: 750,000.

Have students compare the populations of the states listed on the board. Ask: Which states do you think were most likely to support the Virginia Plan? Why? (Virginia, North Carolina, Pennsylvania, Maryland, Massachusetts, New York; they had the largest populations, and under the Virginia Plan, representation would be deter-mined by population.)

Additional Support

Interdisciplinary Connection

106



Compromise Over Slavery Franklin’s committee also proposed that

each state could elect one member to the House of Representatives for every 40,000 people in the state. This caused a split between Northern and Southern delegates. Southern delegates wanted to count enslaved people when determining how many representatives they could elect. Northern delegates objected, pointing out that the enslaved could not vote.

Northern delegates also suggested that if slaves were counted for representation, they should be counted for purposes of taxation as well. In the end, a solution, referred to as the Three-Fifths Compromise, was worked out. Every five enslaved people would count as three free people for determining both repre-sentation and taxes.

The dispute over how to count enslaved people was not the only issue dividing North and South. Southerners feared that a strong national government might impose taxes on the export of farm products or ban the import of enslaved Africans. The Southern delegates insisted that the new constitution forbid inter-ference with the slave trade and limit Con-gress’s power to regulate trade. Northern delegates, on the other hand, knew that

Northern merchants and artisans needed a government capable of controlling foreign imports into the United States.

Eventually, another compromise was worked out. The delegates agreed that the new Congress could not tax exports. They also agreed that it could not ban the slave trade until 1808 or impose high taxes on the impor-tation of slaves. The Great Compromise and the compromises between Northern and Southern delegates ended most of the major disputes between the state delegations. This enabled the convention to focus on the details of how the new government would operate.

By mid-September, the delegates had com-pleted their task. Although everyone made compromises, the 39 delegates who signed the new Constitution believed it was a vast improve-ment over the Articles of Confederation. On September 20, they sent it to the Congress for approval. Eight days later, the Congress voted to submit the Constitution to the states for approval. The Constitution specified that nine of the thirteen states had to ratify the Constitution for it to take effect.

Describing What was the Three-Fifths Compromise, and why was it necessary?

James Madison 1751–1836

Although many individuals con-tributed to the framing of the U.S. Constitution, the master builder was James Madison. In the year preced-ing the Constitutional Convention, the 36-year-old Virginia planter read volume after volume on political his-tory. “From a spirit of industry and application,” said one colleague, Madison was “the best-informed man on any point in debate.”

Based on his experience in helping to draft Virginia’s constitution, Madison created the Virginia Plan. Perhaps his greatest achievement was in defining the true source of political power. He argued that all power, at all levels of government, flowed ultimately from the people.

At the Convention, Madison served his nation well. The ordeal, he later said, almost killed him. In the years to come, though, the nation would call on him again. In 1801 he became President Thomas Jefferson’s secretary of state. In 1808 he was elected the fourth president of the United States. How did Madison contribute to the drafting of the U.S. Constitution?

Roger Sherman 1721–1793

Roger Sherman was born in Massachusetts but in 1743 moved to Connecticut, where he studied law and eventually became a superior court judge. Sherman was enormously respected for his knowledge, judg-ment, and integrity. He was a del-egate to the Continental Congress and was a member of the group who drafted the Declaration of Independence. He also helped to write the Articles of Confederation.

A skilled legislator and master of political compromise, Sherman was a logical choice to serve as one of Connecticut’s delegates to the Constitutional Convention. There, he ably defended the inter-ests of the smaller states and developed the famous Connecticut Compromise that saved the convention from breaking up. Sherman was elected to the House of Representatives, where he helped to prepare the Bill of Rights. He is the only person to have signed the Declaration of Independence, the Articles of Confederation, and the Constitution—and he played an important role in drafting all three. Why do you think that Sherman is not as well-known as some other Founders?


Answer: It was a compromise between free states and slave-holding states in which each five enslaved people would be equal, for purpose of representation and taxation, to three free peo-ple. At the time, it was necessary to continue the work of the Convention and prevent the nation from splitting apart.

James Madison and Roger Sherman each con-tributed powerful ideas to the Constitutional Convention. The two men, however, had very different backgrounds. Madison was highly edu-cated but unsure what profession to follow. He considered the law, but had no taste for it. Sherman, on the other hand, did not receive a formal education, as his family did not have the means to send him to college. He worked on his father’s farm and also learned the shoe making

trade from him. Eventually he turned his atten-tion to law, and after he was admitted to the bar he rose rapidly in a professional career.

Additional Support

Extending the Content

James MadisonAnswer: He did a great deal of research on political history beforehand, so he was able to provide infor-mation on various points during the discussions. He drafted the Virginia Plan.

Roger ShermanAnswer:Students may suggest that Sherman is less well known because he did not become president.

107


A Framework for Limited GovernmentMAIN Idea The Framers created a federal sys-

tem that provided for a separation of powers along with checks and balances to keep any one branch of government from becoming too powerful.

HISTORY AND YOU Can you think of situations when dividing responsibilities makes it harder to get things done? Read to learn why the Framers created checks and balances.

The new constitution that the states were considering was based on the idea of popular sovereignty, or rule by the people. Rather than

a direct democracy, it created a representative system of government in which elected offi-cials represented the voice of the people. The new constitution also established a federalsystem. It divided government power between the federal, or national, government and the state governments.

The United States Constitution provides for a separation of powers among the three branches of the federal government. The two houses of Congress compose the legislative branch of the government. They make the laws. The executive branch, headed by a presi-dent, implements and enforces the laws passed by Congress. The judicial branch—a system of

The Articles of Confederation

One—the Congress

Members of Congress appointed annually by state legislatures

No separate executive; members of the Congress elect a president annually; government departments are run by committees created by the Congress

Judicial matters left to the states and local courts; the Congress acts as a court for disputes between states

Only states can levy taxes

The Congress regulated foreign trade but had no power to regulate interstate trade

Analyzing VISUALS 1. Contrasting How was the election of members of the

House of Representatives different from the election of members of the Congress?

2. Evaluating How did the Constitution solve the prob-lems experienced under the Articles with interstate and foreign trade?

The Federal Constitution

Two—the House of Representatives and the Senate

Representatives elected every two years by voters; senators originally chosen by state legislatures for a six-year term (today voters elect senators as well)

Separate executive branch; president elected every four years by Electoral College; president conducts policy, selects offi cers to run government departments, appoints ambassadors and judges

Separate judicial branch with a Supreme Court and lower courts created by Congress; judges appointed by the president but confi rmed by the Senate

Federal government can levy taxes

Federal government regulates both interstate commerce and foreign commerce

How Many Houses in the Legislature?

How Are Delegates Chosen?

How Is Executive Power Exercised?

How Is Judicial Power Exercised?

What Taxes Can Be Levied?

Can Trade Be Regulated?

Comparing Constitutions

D1

D2

99

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Amendments to the ConstitutionThe framers of the Constitution provided a way to make small changes to theConstitution. Congress has made 27 such changes, or amendments, to the

Constitution since it was signed in 1787. The first 10 amendments were adopted at the sametime. These amendments are known as the Bill of Rights because most of them deal with therights of individuals.

DIRECTIONS: Read the time line. Then answer the questions below.

1. In what year was the Bill of Rights adopted?

2. Which two amendments deal with the right to vote, and what groups are given this rightin each amendment?

3. One amendment repeals, or reverses, a former amendment. Name the original amend-ment and the issue it dealt with, the amendment that repeals it, and how many yearspassed between the two amendments.

4. Which amendment is the most recent and in what year was it approved?

5. In what year was the federal government given the power to collect income taxes?

6. Which two amendments deal with the procedures for electing our leaders?

7. In what year was the voting age lowered to 18?

8. In what year was the amendment approved that limits the president to serving two termsof office?

1791 Bill of Rightsis added to theConstitution.

1804 Twelfth Amendmentrequires electors to votefor a president and vice-president.

1868 FourteenthAmendment guar-antees equal rightsand protection toall citizens.

1865 Thirteenth Amendmentabolishes slavery.

1919 Eighteenth Amend-ment prohibits the manu-facture, sale, andtransportation of liquor.

1971 Twenty-sixthAmendment sets thevoting age at 18 years.

1913 SeventeenthAmendment allowssenators to be electedby popular vote.

1933 Twenty-firstAmendment repealsthe EighteenthAmendment.

1993 Twenty-seventhAmendment regulateswhen pay increases tomembers of Congresstake effect.

1920 Nineteenth Amendmentgives women the right to vote.

1800 1850 1900 1950 2000

1870 FifteenthAmendment givesmen of every racethe right to vote.

1913 Sixteenth Amendmentgives federal government thepower to collect income taxes.

1951 Twenty-secondAmendment limits presi-dent to two terms of office.


DifferentiatedInstruction

D1 Differentiated Instruction

Visual/Spatial Have students create a diagram that shows the powers granted to each branch of government and how each branch can limit the power of the other two branches. BL ELL

D2 Differentiated Instruction

English Learners Some English learners may have trouble with the difficult vocabulary and dense summary of information in this chart. Suggest that students work together to write sentences linking each pair of facts por-trayed on the chart. BL

Analyzing VISUALS

Answers: 1. Members of the Congress

were appointed by state legislatures annually; members of the House of Representatives are elected by voters every two years.

2. It gave the federal govern-ment the power over the states to regulate interstate and foreign trade.

Time Line Activity 3, URB p. 99

Evaluating Information: Changing the Constitution

Differentiated Instruction Strategies BL With a partner, write a few sentences

that describe the amendment process. AL Research a more recent amendment or

one that failed to be ratified. Give a brief presentation that includes the reasons the amendment passed or failed.

ELL Make a chart or poster illustrating the amendment process. Be sure to label each step clearly.

Objective: Evaluate the process followed to amend the U.S. Constitution.

Focus: Identify amendments to the Constitution.Teach: Discuss the process of amending the

Constitution. Draw a diagram or flow chart to visualize the process.

Assess: Make a list of the pros and cons of the amend-ment process.

Close: Write a paragraph stating whether you agree or disagree with the amendment.

108


2. New Jersey Plan: Congress consists of single house with each state equally represented; Virginia Plan: Congress divided into two houses, state representation in both houses based on population.

3. It created two houses—the House of Representatives, based on population, which satisfied the large states, and the Senate, based on equal representation, which satisfied the small states.

4. They included a system of checks and bal-ances to limit the power of each branch of government.

5. It gave more power to the national govern-ment than had existed under the Articles of Confederation. At the same time, it estab-lished a representative government. The system is also a federal system, so power is shared between the states and the national government.

6. Connecticut or Great Compromise, Three-Fifths Compromise, compromises on Congress’s powers to tax trade

7. Under the Articles, the national government could not levy taxes, so it had no way to raise the substantial revenue needed to run the government and pay for things such as an army and navy to execute its laws. Under the Constitution, it now could raise taxes and fund itself.

8. Students’ journal entries should include events and issues discussed in the section.

Section 2 REVIEW

Answers

REVIEW

109

federal courts—interprets federal laws and renders judgment in cases involving those laws. No one serving in one branch can serve in any other branch at the same time.

Checks and Balances In addition to separating the powers of the government into

three branches, the delegates to the convention created a system of checks and balances to prevent any one of the three branches from becoming too powerful. Within this system, each branch has some ability to limit the power of the other branches.

Under the Constitution, the president—as head of the execu-tive branch—is given far-reaching powers. The president can propose legislation, appoint judges, put down rebellions, and veto, or reject, acts of Congress. The president is also the com-mander in chief of the armed forces. According to one delegate in Philadelphia, these powers might not have been so great “had not many of the members cast their eyes towards George Washington as president.”

Although the president can veto acts of Congress, the legisla-ture can override a veto with a two-thirds vote in both houses. The Senate also has to approve or reject presidential appointments to the executive branch as well as any treaties. Furthermore, Congress can, if necessary, impeach, or formally accuse of misconduct, and then remove the president or other high officials.

Members of the judicial branch of government can hear all cases arising under federal law and the Constitution. The powers of the judiciary are balanced by the other two branches. The pres-ident can nominate members of the judiciary, but the Senate has to confirm or reject such nominations. Once appointed, however, federal judges serve for life, thus ensuring their independence from both the executive and the legislative branches.

Amending the Constitution The delegates in Philadelphia recognized that the new consti-

tution might need to be amended, or changed over time. To ensure this, they created a clear system for making amendments,or changes. To prevent the constitution from being changed con-stantly, they made the process difficult.

The amendment process had two steps—proposal and ratifi-cation. An amendment could be proposed by a vote of two-thirds of the members of both houses of Congress. Alternatively, two-thirds of the states could call a constitutional convention to pro-pose new amendments. The proposed amendment then had to be ratified by three-fourths of the state legislatures or by conven-tions in three-fourths of the states.

The success of the Philadelphia Convention in creating a gov-ernment that reflected the country’s many different viewpoints was, in Washington’s words, “little short of a miracle.” The convention, John Adams declared, was “the single greatest effort of national deliberation that the world has ever seen.”

Explaining How is power divided under the system of federalism?

Section 2

Vocabulary1. Explain the significance of: James

Madison, Great Compromise, Three-Fifths Compromise, popular sovereignty, federal-ism, separation of powers, checks and balances, veto, amendment.

Main Ideas 2. Contrasting How did the New Jersey

Plan differ from the Virginia Plan?

3. Explaining How did the Great Compromise meet the needs of both large and small states?

4. Identifying What provision did the Framers make in the Constitution to limit the powers of each branch of the government?

Critical Thinking5. Big Ideas How did the Constitution

uphold the rights of the states while strengthening the national government?

6. Organizing Use a graphic organizer to list the compromises that the Framers reached in creating the new Constitution.

Compromises Reached

7. Analyzing Visuals Study the chart on page 108. What was significant about the fact that the federal government under the new Constitution could now levy taxes?

Writing About History8. Descriptive Writing Imagine you are

at the Constitutional Convention. Write a journal entry describing the arguments from each side as well as your own opin-ion on them.


R


R Reading StrategySummarizing Ask: How can the Constitution be amended?(Two-thirds of both houses of Congress can propose an amend-ment, or two-thirds of the states can call a convention; the amend-ment must be ratified by three-fourths of the state legislatures or state conventions.) OL

Answer: Power is divided between the national government and the state governments.

Assess

Study Central™ provides sum-maries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask: What issues did delegates to the con-vention consider? (representation, balance of power, checks and balances) OL

109



Section 3

Ratifying the Constitution

Guide to ReadingBig IdeasGovernment and Society Ratification of the Constitution moved to the states, where Federalists and Anti-Federalists argued their opposing views.

Content Vocabulary• bill of rights (p. 113)

Academic Vocabulary• framework (p. 112)• specific (p. 113)

People and Events to Identify• Federalist (p. 110)• Anti-Federalist (p. 111)• John Hancock (p. 111)• Patrick Henry (p. 111)

Reading StrategyComplete a graphic organizer similar to the one below by listing the supporters and goals of the Federalists and Anti-Federalists.

Federalists Anti-Federalists

Source of Support

Goals

Once the work of the Constitutional Convention was complete, the campaign for ratification began.

Each state elected delegates to a convention to vote on the new framework of government. Nine of the thirteen states had to ratify it to put it into effect.

A Great DebateMAIN Idea Federalists supported the Constitution, but Anti-Federalists

thought it endangered states’ independence and gave the national govern-ment too much power.

HISTORY AND YOU Has a political advertisement ever changed your mind on an issue? Read on to learn about the tactics used by Federalists to pro-mote their cause.

As soon as the Philadelphia Convention ended, delegates rushed home to begin the campaign for ratification. Each state would elect a convention to vote on the new constitution. Nine states had to vote for the Constitution to put it into effect. As Americans learned about the new Constitution, they began to argue over whether it should be ratified. The debate took place in state legislatures, in mass meetings, in the columns of newspapers, and in everyday conversations.

Federalists and Anti-Federalists Supporters of the Constitution called themselves Federalists.

The name was chosen with care. It emphasized that the Constitution would create a federal system. They believed that power should be divided between a central government and regional governments. They hoped the name would remind Americans who feared a central government that the states would retain many of their powers.

Supporters of the Federalists and the new Constitution included large landowners who wanted the property protection a strong central government could provide. Supporters also included mer-chants and artisans living in large coastal cities. The inability of the Congress to regulate trade had hit these citizens hard. They believed that an effective federal government that could impose taxes on foreign goods would help their businesses.

Many farmers who lived near the coast or along rivers that led to the coast also supported the Constitution, as did farmers who shipped goods across state borders. These farmers depended on trade for their livelihood and had been frustrated by the different tariffs and duties the states imposed. They wanted a strong central govern-ment that could regulate trade consistently.

Section Audio Spotlight Video

Resource Manager

Focus

Directions: Answer the followingquestion based on the images.

Which of the followingresources are limitedand cannot be replaced?

A wind power and solarpower

B solar power and hydro-electric power

C oil and natural gas andnuclear energy

D hydroelectric power andwind power

WindPower

Solar Power

Oil andNatural Gas

HydroelectricPower

Nuclear Energy

Types of Energy

Categorizing Information


Guide to Reading

Federalists’ supporters: large landowners, merchants, artisans, coastal farmers;

Anti-Federalists’ supporters: western farmers, those who wanted a bill of rights;

goal: federal system that divided power between an effective national government and the states; a strong central government that could regulate trade consistently

goal: national government with limited powers and a bill of rights





Teacher Edition• Reading Graphs, p. 111• Sequencing, p. 115

Additional Resources• Guide Read Act., URB

p. 114

Teacher Edition• Making Inferences,

p. 112• Making Connections,

p. 114

Additional Resources• Critical Thinking Skills

Act., URB p. 98• Interp. Political

Cartoons, URB p. 107• Quizzes and Tests, p. 33

Teacher Edition• English Learners, p. 113• Advanced Learners,

p. 114

Teacher Edition• Persuasive Writing,

p. 112

Additional Resources• Historical Skills Analysis,

URB p. 88• Read. Essen., p. 35


Reading a Map


Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: G (1. Delaware, 12/7/1787; 2. Pennsylvania,12/11/1787; 3. New Jersey, 12/18/1787)Teacher Tip: Tell students that the numbers on the mapindicate the order in which the states ratified theConstitution.

UNIT

1Chapter 3

THE STATES RATIFY THE CONSTITUTION

7. MARYLAND

1. DELAWARE3. NEW JERSEY

5. CONNECTICUT13. RHODE ISLAND

6. MASSACHUSETTS

2. PENNSYLVANIA

4. GEORGIA

9. NEW HAMPSHIRE

10. VIRGINIA

11. NEW YORK

12. NORTH CAROLINA

8. SOUTH CAROLINA

Directions: Answer the following question based on the map.

Which three states were thefirst to ratify the Constitutionof the United States?

F Rhode Island, New York, andNew Jersey

G Delaware, Pennsylvania, andNew Jersey

H Maryland, Rhode Island, andDelaware

J New Jersey, Pennsylvania,and Virginia


Savannah

Charleston

Baltimore

New York

Boston

Philadelphia

NorfolkRichmond

OhioRiv

er

ATLANTICOCEAN

Md.April 1788

Del.December 1787

N.J.December 1787

Penn.December 1787

N.Y.July 1788

Conn.January 1788

N.H.June 1788

Me.(part of Mass.)

R.I.May 1790

Mass.February 1788

Va.June 1788

N.C.November 1789

S.C.May 1788

Ga.January 1788

BRITISHNORTH

AMERICA

L. Erie

L. Ontario

L. Hu

ron

80°W

70°W 60°W

40°N

30°N

50°W

N

S

WE

Majority forratificationMajority againstratificationEvenly dividedNo returnsDate ofratification

200 miles

200 kilometers

0

0

Albers Equal-Area projection

June1788

Georgi

a

Conne

cticu

t

New Je

rsey

Penn

sylva

nia

Delaware

100

75

50

25

0

Source: We, Some of the People: Apportionment in the Thirteen State Conventions Ratifying the Constitution.

* A majority of delegates voting.

Percent of Delegates Voting for Ratification100

66.7

97.4

78.8 74.0

Massac

huset

ts

Marylan

d

South

Carolin

a

New Ham

pshir

e

Virgini

a

New Yo

rk

North C

arolin

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Rhode

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51.3

82.9

62.850.5 52.3 46.2*

66.0

48.6*


Opponents of the Constitution were called Anti-Federalists, a misleading name, as they were not against federalism. They accepted the need for a national government. The real issue for them was whether the national government or the state governments would be supreme. Prominent Anti-Federalists included John Hancock, Patrick Henry, Richard Henry Lee of Virginia, and George Clinton, governor of New York. Two members of the Constitutional Convention, Edmund Randolph and George Mason, became Anti-Federalists because they believed the new Constitution should have included a bill of rights. Sam Adams agreed. He opposed the Constitution because he believed it endangered the independence of the states.

Many Anti-Federalists were western farm-ers living far from the coast. These people con-sidered themselves self-sufficient and were

suspicious of the wealthy and powerful. Many of them were also deeply in debt and suspected that the new Constitution was simply a way for wealthy creditors to get rid of paper money and foreclose on their farms. A farmer named Amos Singletary expressed views shared by many western farmers:

PRIMARY SOURCE

“These lawyers and men of learning, and moneyed men, that talk so finely, and gloss over matters so smoothly, to make us poor, illiterate people swallow down the pill, expect to get into Congress them-selves; they expect to be managers of this Constitution, and get all the power and all the money into their own hands, and then they will swallow up all us little folks. . . .”

—The Massachusetts Gazette, February 15, 1788

The Ratification of the Constitution, 1787–1790

Analyzing GEOGRAPHY 1. Location Most of the people who lived on the

Atlantic Coast voted for ratification. Why do you think this was the case?

2. Place Which state was the only one in which the delegates voted unanimously for ratification?

R

Teach

R Reading StrategyReading Graphs Ask: How many states had more than 50 percent of delegates vote for ratification? Which states had the most support for ratification? (11; Delaware, New Jersey, and Maryland) BL

Analyzing GEOGRAPHY

Answers: 1. Most people there were prob-

ably merchants or other busi-ness people who wanted a strong national government to control trade.

2. Delaware

Creating a Demographic Database Have students use library or Internet resources to find more demographic information about Americans in various states during this period, such as statistics about population, occupation, education, newspaper circulation, and so on.

Then have them use graphic design software to create bar graphs and other visual representa-tions of the data they acquire. Students with access to page-making software may create a booklet with both text and graphics. OL

Additional Support

Activity: Technology Connection


111


The Federalist Although many influential leaders in the

young nation opposed the newly drafted Constitution, several factors worked against the Anti-Federalists. First of all, their campaign was a negative one. The Federalists presented a definite program to meet the nation’s problems. Although the Anti-Federalists complained that the Constitution failed to protect basic rights, they had nothing to offer in its place.

The Federalists were also better organized than their opponents. Most of the nation’s newspapers supported them. The Federalists were able to present a very convincing case in their speeches, pamphlets, and debates in state conventions.

The Federalists’ arguments for ratification were summarized in The Federalist—a collec-tion of 85 essays written by James Madison, Alexander Hamilton, and John Jay. Under the joint pen name of Publius, the three men published most of the essays in New York newspapers in late 1787 and early 1788 before collecting them in The Federalist. Federalist No. 1, the first essay in the series, tried to set the framework for the debate:

PRIMARY SOURCE

“After an unequivocal experience of the inefficacy of the subsisting Foederal [sic] Government, you are called upon to deliberate on a new Constitution for the United States of America. . . . It has been frequently remarked that it seems to have been reserved to the people of this country, by their con-duct and example, to decide the important ques-tion, whether societies of men are really capable or not of establishing good government from reflection and choice, or whether they are forever destined to depend for their political constitutions on accident and force.”

—from The Independent Journal, October 27, 1787

The essays explained how the new Consti-tution worked and why it was needed. The essays were very influential. Even today, judges, lawyers, legislators, and historians rely upon The Federalist to help them interpret the Constitution and understand what the original Framers intended.

Summarizing Which groups of people in the United States tended to support the new Constitution?

Battle for RatificationMAIN Idea The promise of a Bill of Rights paved

the way for the ratification of the Constitution.

HISTORY AND YOU Have you ever had to convince a friend to do something? Read on to learn why some states quickly decided to ratify the Constitution, but others states required more convincing.

As the ratifying conventions began to gather, the Federalists knew that they had clear majorities in some states but that the vote was going to be much closer in others, including the large and important states of Massachusetts, Virginia, and New York.

The first state conventions took place in December 1787 and January 1788. Although Delaware, Pennsylvania, New Jersey, Georgia, and Connecticut all quickly ratified the

Should the Federal Constitution Be Ratified?The debate over ratification of the Constitution was often heated. Many important figures of the time, such as Patrick Henry, were concerned about the loss of state power and the fact that the Constitution did not mention protections of civil liberties. Others, such as James Madison, were convinced that only a strong federal government would protect people’s liberties and ensure the success of the new United States of America.

For excerpts from

Federalist 10, Federalist 51, and Federalist 59, see pages R44–R45 in Documents in American History.

W

C

W Writing SupportPersuasive Writing Have stu-dents read James Madison’s essay No. 10 from The Federalist Papers. One of his most famous and important essays, it discusses the danger posed by factions to a sta-ble government. Next, have stu-dents write a letter to James Madison, explaining why they do or do not agree with his philoso-phy. Suggest that they incorporate examples from present-day politi-cal circumstances and conflicts to support their point of view. AL

C Critical ThinkingMaking Inferences Ask:About what kinds of issues might the present-day judiciary consult the Constitution, even though the Framers of the Constitution did not address those issues directly? (Possible answers: gun control, separation of church and state in education, capi-tal punishment) AL

Answer: large landowners, merchants, artisans, and farmers who exported crops

Additional Support

Extending the Content

The Federalist Papers One of the most famous of the Federalist Papers, No. 78, written by Alexander Hamilton, addresses the issue of judicial power:

“The interpretation of the laws is the proper and peculiar province of the courts. A constitution is in fact, and must be, regarded by the judges, as a funda-mental law. It therefore belongs to them to ascertain its meaning as well as the

meaning of any particular act proceed-ing from the legislative body.”

Hamilton and others supported this posi-tion, but the Constitution does not specifi-cally give the Supreme Court judicial review—the power to review federal and state laws to determine whether or not they are constitutional. Judicial review was estab-lished definitively in the 1803 Supreme

Court decision in Marbury v. Madison, when the Supreme Court declared an act of Congress to be unconstitutional, thus plac-ing an additional check on the legislative branch. (Another check, from the executive branch, is the presidential veto.)


112


Constitution, the most important battles still lay ahead.

The Debate in Massachusetts In Massachusetts, opponents of the Con-

stitution held a clear majority when the con-vention met in January 1788. Among the opponents were Massachusetts Governor John Hancock and Samuel Adams, both of whom had signed the Declaration of Independence. Adams refused to support the new Constitution unless Federalists could give him a guarantee “that the said Constitution be never construed to authorize Congress to infringe the just liberty of the press, or the rights of conscience; or to prevent the people of the United States . . . from keeping their own arms; . . . or to subject the people to

unreasonable searches and seizures of their persons, papers or possessions.”

Federalists moved quickly to meet Adams’s objections to the Constitution. Specifically, Federalists promised to attach a bill of rightsto the Constitution once it was ratified. Federalists also agreed to support an amend-ment that would reserve for the states all powers not specifically granted to the federal government.

These concessions, combined with most artisans siding with the Federalists, per-suaded Adams to vote for ratification. John Hancock and his supporters were won over by hints from local Federalists that they would support him for president of the United States. In the final vote, 187 members of the convention voted in favor of the Constitution, while 168 voted against it.

Patrick Henry Member of the Virginia Ratifying Convention

PRIMARY SOURCE

“This proposal of altering our federal government is of a most alarming nature: make the best of this new government—say it is composed by anything but inspiration—you ought to be extremely cautious, watchful, jealous of your liberty; for instead of securing your rights, you may lose them forever. . . . My political curiosity . . . leads me to ask, who authorized [the Framers] to speak the language of We, the People, instead of We, the States? States are the characteristics, and the soul of a confederation. If the states be not the agents of this compact, it must be one great consolidated national government, of the people of all the states.”

—from The Debates in the Several State Conventions on the Adoption of the Federal Constitution

YES

1. Summarizing According to Madison, how is power to be divided under the Constitution?

2. Explaining According to Henry, why should people be cautious about the new national government?

3. Identifying Points of View How do Madison and Henry disagree over the role of the states in the federal republic?

James MadisonDelegate to the Constitutional Convention

PRIMARY SOURCE

“In a single republic . . . usurpations are guarded against by a division of the government into distinct and separate departments. In the compound republic of America, the power surrendered by the people, is first divided between two distinct governments, and then the portion allotted to each, subdivided among the rights of the people. The different governments will controul [sic] each other; at the same time that each will be controuled [sic] by itself. . . .

In the extended republic of the United States, and among the great variety of interests, parties and sects which it embraces, a coalition of a majority of the whole society could seldom take place on any other principles than those of justice and the general good.”

—from Federalist No. 51

NO

D


English Learners Tell students that the English used in the late 1700s is difficult for many modern readers to understand. Have stu-dents work in pairs to define unknown vocabulary by using a dictionary and locating context clues. Then have them identify the beginning and ending of each complete thought, as well as the subject and verb of each clause. Ask them to restate each clause in contemporary speech. BL ELL

Answers: 1. It is divided between the

national government, the state governments, and the people.

2. Because the new Constitution takes power away from the states, Henry feels that it jeop-ardizes people’s freedoms.

3. Henry feels that more power should be retained by the states than Madison does.


Step 3


Step 3: Complete the Film TreatmentStudents will put the finishing touches on their film treatment.

Directions Have each group member dis-play and describe his or her contribution. At this point, all members of the group should see sketches, the storyboard, and outline, and provide their summaries of details such as music, sound effects, and location. Have them agree upon a title for their film.

Putting It Together Ask students to describe which parts of the film treatment they think are strongest and which need to be expanded, revised, or cut. More research might be necessary to flesh out certain scenes. OL (Chapter Project continued on Visual Summary page)


113


The Debate in VirginiaBy the end of June 1788, Maryland, South

Carolina, and New Hampshire had ratified the Constitution. The Federalists had reached the minimum number of states required to put the new Constitution into effect, but Virginia and New York still had not ratified. Without the support of these two large states, many feared the new government would not succeed.

Patrick Henry, Richard Henry Lee, George Mason, and other Anti-Federalists argued strongly against ratification. George Mason raised an argument similar to the one Sam Adams had made in Massachusetts:

PRIMARY SOURCE

“. . . the State Legislatures have no Security for the Powers now presumed to remain to them; or the People for their Rights. There is no Declaration of

any kind, for preserving the Liberty of the Press, or the [trial] by Jury in civil [causes]; nor against the Danger of standing [armies] in time of Peace.”

—George Mason, from “Objections to This Constitution of Government,” 1787

George Washington and James Madison presented the arguments for ratification to the Virginia convention. In the end, Madison’s promise to add a bill of rights won the day for the Federalists. Upon hearing the proposal for a bill of rights, Virginia Governor Edmund Randolph agreed to support the new Con-stitition. Randolph had attended the Consti-tutional Convention but had refused to sign the final document, worried that it lacked suf-ficient protections of the people’s rights. His decision to change sides convinced others to change their votes as well. The Virginia con-vention voted narrowly for the new Consti-tution, 89 in favor and 79 against.

▲ On July 26, 1788, New Yorkers celebrated the ratification of the Constitution.

Analyzing VISUALS 1. Explaining Why do you think a float in

this parade was named for Hamilton?

2. Specifying Which is the last “pillar” shown being added to the federal “edifice”?

Ratifying the Constitution

▲ This famous cartoon published in 1788 in the Massachusetts Centinel depicts the states as pillars creating the federal “edifice,” or government.

(l)The Granger Collection, New York; (r)The Granger Collection, New York

C

D

Additional Support

Activity: Collaborative Learning

Creating a Newspaper Editorial Divide the class into groups. Have each group review the arguments of the Federalists and Anti-Federalists about the Constitution. Have each group write a newspaper editorial that might have been pub-lished during that time, either supporting or opposing the Constitution. Groups can write their editorials from the viewpoint of one of the colo-nists, such as a western farmer, a merchant in a coastal city, or a large landowner.


Advanced Learners Ask stu-dents to select an event or issue in this section and draw a political cartoon to illustrate it. Then have students share their cartoons and solicit constructive feedback AL

C Critical ThinkingMaking Connections Ask: As a delegate at your state’s ratifica-tion convention who was disap-pointed by the convention’s vote, what recourse might you have to change the Constitution to be more to your liking? (You could propose an amendment to the Constitution and work toward its ratification.) OL

Analyzing VISUALS

Answers: 1. Hamilton was a New Yorker

and a major promoter of the Constitution.

2. New York is being added, North Carolina and Rhode Island are about to be added.


114

Answer: They were large, populous states.

REVIEW

115

New York Votes to RatifyIn New York, two-thirds of the members elected to the state

convention, including New York Governor George Clinton, were Anti-Federalists. During the debate over ratification, the Federalists, led by Alexander Hamilton and John Jay, repeatedly tried to assure the Anti-Federalists that the new federal government would pose no threat to liberty. Hamilton stressed that the new constitution had been specifically designed to limit the growth of tyranny:

PRIMARY SOURCE

“On whatever side we view this subject, we discover various and power-ful checks to the encroachments of Congress. The true and permanent interests of the members are opposed to corruption. Their number is vastly too large for easy combination. The rivalship between the houses will forever prove an insuperable obstacle. The people have an obvious and powerful protection in their state governments. Should any thing dangerous be attempted, these bodies of perpetual observation will be capable of forming and conducting plans of regular opposition.”

—from “Speech Urging Ratification of the Constitution by New York State, 1788”

The Federalists managed to delay the final vote until news arrived that New Hampshire and Virginia had both ratified the Constitution and that the new federal government was now in effect. If New York refused to ratify, it would be in a very awkward position. It would have to operate independently of all of the sur-rounding states. Soon after, delegates from New York City warned that the city would secede from the state of New York and join the United States independently if the new Constitution was not rati-fied. These arguments convinced enough Anti-Federalists to change sides. The vote was very close, 30 to 27, but the Federalists won.

By July 1788, all the states except Rhode Island and North Carolina had ratified the Constitution. Because ratification by nine states was all that the Constitution required, the new gov-ernment could be launched without them. In mid-September 1788, the Congress established a timetable for the election of the new government. It chose March 4, 1789, as the date for the first meeting of the new Congress.

The two states that had held out finally ratified the Constitution after the new government was in place. North Carolina waited until a bill of rights had actually been proposed, then voted to rat-ify the Constitution in November 1789. Rhode Island, still nervous about losing its independence, did not ratify the Constitution until May 1790, and even then the vote was very close—34 to 32.

The United States now had a new government, but no one knew if the new Constitution would work any better than the Articles had. With both anticipation and nervousness, the American people waited for their new government to begin. Many expressed great confidence, because George Washington was the first president under the new Constitution.

Examining Why was it important for Virginia and New York to ratify the Constitution, even after the required nine states had done so?

Section 3

Vocabulary1. Explain the significance of: Federalist,

Anti-Federalist, John Hancock, Patrick Henry, bill of rights.

Main Ideas 2. Explaining What did supporters of

the Constitution hope to achieve with the selection of the name Federalists?

3. Identifying What two promises did Federalists make to win the support of those who initially opposed the Constitution?

Critical Thinking4. Big Ideas Do you think it was

important for all the states to ratify the Constitution? Why or why not?

5. Organizing Use a graphic organizer similar to the one below to list the factors that worked against the Anti-Federalists.

Factors Working Against Anti-Federalists

6. Analyzing Visuals Study the cartoon on page 114. The Latin phrase at the top means “a return to the Age of Saturn,” or a golden age. Why do you think that phrase was included in this cartoon?

Writing About History7. Persuasive Writing Take on the role

of a Federalist or an Anti-Federalist at a state ratifying convention. Write a speech in which you try to convince your audi-ence to either accept or reject the new Constitution.


R

R Reading StrategySequencing InformationHave students create an anno-tated time line of the battle for rat-ification, beginning in December 1787 and ending in May 1790. OL

Assess

Study Central™ provides sum-maries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask: What con-cerns did opponents of ratifica-tion have? (They worried that the national government might become too powerful and dominate the states, and that the Constitution did not contain a bill of rights.) OL

Answers


2. They wanted to remind Americans who worried about the consequences of a strong national government that power would be shared with the states, and that the states would retain many of their powers.

3. They promised to add a bill of rights and an amendment that would reserve for the states all powers not specifically granted to the federal government.

4. Students should offer a logical opinion, supported by evidence in the text.

5. negative campaign, not well organized, did not have support of newspapers, probably were not as wealthy as the Federalists

6. Answers will vary, but students should rec-ognize that the phrase is propaganda used by Federalists to promote ratification of the Constitution. Students may make the con-nection between the classical pillars and the “golden age” of the republics of the ancient world.

7. Students’ speeches will vary but should address the concerns of their audience.

Section 3 REVIEW


115


The Articles of Confederation Weaknesses

• No power to regulate commerce

• No power to compel states to obey international treaties signed by the Congress

• No power to tax

• No power to print or coin money

Effects

• States impose trade restrictions and tariffs on each other’s goods

• States restrict Britain’s ability to collect debts from Americans; Congress cannot reach a fi nancial settlement with Britain; Britain refuses to evacuate forts on American soil

• Spain denies Americans permission to deposit goods at mouth of Mississippi; Congress has no leverage to force Spain to negotiate

• States issue money, infl ation makes the currency worthless; debt problems lead to rebellion in Massachusetts and riots in Rhode Island

▲ The Articles of Confederation

VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.

Chapter

The Federal ConstitutionDecisions at the Constitutional Convention

• New Jersey Plan to amend the Articles of Confederation is rejected

• Virginia Plan to create a federal Constitution is approved

• Connecticut Compromise (Great Compromise) gets both small and large states to support the constitution: Congress will have House of Representatives elected by the people and a Senate, whose members are chosen by the states, and each state has equal representation

• Three-Fifths Compromise gets Southern and Northern states to support the constitution: enslaved people will count as three-fi fths of a free person for determining representation in Congress and taxes owed

Checks and Balances of the Federal Constitution

• Federal government has three branches: executive (headed by a president), legislative (Congress), and judicial

• President can veto laws but Congress can override a veto

• President commands the military; Congress votes all funds and taxes

• President selects his cabinet and nominates judges, but the Senate must approve the nominations

• Congress can impeach the president and judges and remove them from offi ce

• To get the Constitution ratifi ed, supporters also promised to add a bill of rights (Amendments 1–10) to further limit federal power

▲ George Washington headed the Constitutional Convention that drafted a new plan of government.

▲

Many Americans celebrated the ratifi cation of the new Constitution and hoped for greater stability and less chaos.

(b)T

he Grang

er Co

llection, N

ew Yo

rk

Chapter 3 • Visual Summary

Determining Cause and Effect To review the material, have students complete a cause-and-effect chain about key events described in this chapter. For example, the first cause might be the Congress’s need to raise money, the effect of which was the passage of the Land Ordinance of 1785. OL

Predicting Consequences Ask: How would life in the United States today be different if it were governed under the Articles of Confederation or a similar document instead of the Constitution? (Possible answer: Without a strong national govern-ment, it would be difficult to create and regulate services such as trans-portation, health care, and so on. None of these services could be paid for without taxation. Without a strong executive branch, it might be difficult to enforce international treaties. Without a judicial branch, justice would vary from state to state, and there would be little or no protection for individuals.) OL


Step 4: Wrap-Up


Step 4: Make a Pitch to a ProducerStudents will synthesize what they have learned in Steps 1, 2, and 3 by pitching their film treatment to a producer.

Directions Write the Essential Question on the board and have students evaluate how well they have answered this question in their film treatment. Ask volunteers from

each group to discuss the most interesting and most challenging elements of the proj-ect and describe the choices the group made to address these elements.

Putting It Together Have one group member assume the role of a film producer. He or she should ask questions, make sug-gestions, interview each contributor, and evaluate the pitch. OL

116


Need Extra Help?


Chapter ASSESSMENT

If You Missed Questions . . . 1 2 3 4 5 6 7 8 9Go to Page . . . 100–101 108–109 108–109 109 112–113 98–99 103 98 106–107

Reviewing VocabularyDirections: Choose the word or words that best complete the sentence.

1. Under the Articles of Confederation, each state could set a _______ on goods it imported.

A recession

B duty

C stamp

D bounty

2. The U.S. Constitution was based on the concept of dividing governmental powers between the national and state gov-ernments, which was called

A nationalism.

B mutualism.

C popular sovereignty.

D federalism.

3. The presidential power of the _______ checks and balances the power of Congress.

A vote

B deletion

C veto

D correction

4. The _______ process may begin when either a two-thirds majority of both houses of Congress agrees or if two-thirds of the states call for a convention to propose Constitutional changes.

A veto

B federalist

C recession

D amendment

5. Many Anti-Federalist fears were laid to rest when the Federalists agreed to add a _______ to the Constitution.

A preamble

B supreme court

C bill of rights

D compromise

Reviewing Main IdeasDirections: Choose the best answer for each of the following questions.

Section 1 (pp. 98–103)

6. The Northwest Ordinance outlined the process for

A ratifying the Constitution.

B achieving statehood.

C negotiating international treaties.

D extending slavery north of the Ohio River.

7. Shays’s Rebellion was viewed by many powerful people as

A evidence that the Articles were working.

B a righteous fight of the oppressed.

C a sign that the national government was too weak.

D a major blow to democracy.

8. Under the Articles of Confederation, governmental power

A was shared equally by the central government and the states.

B was balanced among the three branches of government.

C belonged to a strong chief executive leading a unified central government.

D rested much more with the states than with the central government.

Section 2 (pp. 104–109)

9. At the Constitutional Convention of 1787, the Great Compromise resolved the issue of

A representation.

B taxation.

C slavery.

D control of trade.

GO ON

Pace yourself when taking a test so that you will have time to go back and check your answers or try to answer any questions you may have skipped.

TEST-TAKING TIP

Chapter 3 • Assessment

117

Answers and Analyses1. B Although Congress could not regulate trade, each state could impose a duty on imported goods. The British took their prod-ucts into the states with the low-est duties and then moved them into other states. To counter this and to raise revenue, each state could set up customs posts and impose a duty on products com-ing across its borders.

2. D Popular sovereignty and nationalism are concepts that relate to the work of the Framers of the Constitution, but federalism is the concept behind the division of power between the national and state governments.

3. C If the president disagrees with a bill that Congress passes, he or she may veto the bill, which then requires that, in order for the bill to become law, both houses of the Congress must vote in favor of it by a two-thirds majority. This is one of the ways that the balance of power between Congress and the president is maintained.

4. D Veto refers to a presidential power to block legislation. Federalists were supporters of the Constitution. While both terms relate to the Constitution, amend-ment is the only term that correctly completes the sentence.

5. C The first, second, and fourth answer choices relate to the cre-ation of the Constitution, but only the addition of a bill of rights answered some of the objections of the Anti-Federalists.

6. B Students should recall that the Northwest Ordinance had nothing to do with ratifying the Constitution, negotiating interna-tional treaties, or extending slavery. Its purposes were to provide an effective temporary government for the area, an orderly process to establish statehood, and protec-tion of basic rights for residents.

7. C Many powerful people saw the rebellion as a sign that the national government was too weak. They wanted a stronger national govern-ment that would protect property rights.

8. D Students should recall that those creat-ing the Articles of Confederation wanted a weak central government with most of the power resting with the states. Governmental

power was not shared equally. The separation of powers did not exist until the Constitution was ratified.

9. A The convention did consider issues of tax-ation, slavery, and trade, but only the Great (Connecticut) Compromise addressed the issue of representation.

Need Extra Help?


ASSESSMENTChapterChapter

Maine(Part ofMass.)

Mass.

R.I.Conn.

N.H.

N.Y.

Pa.

Va.

Md.

N.J.

Del.

N.C.

S.C.

Ga.

Georgia,1802

Ceded by Spain, 1795Ceded by Georgia,1802

Ceded byConn., 1800

Conn.,1786

Mass.,1785

Vermont, 1791(Claimed by N.Y.,Mass., and N.H.)

North Carolina,1790

SouthCarolina,

1787

BRITISHNORTH

AMERICA

LOUISIANA(Ceded to Franceby Spain, 1800)

SPANISH FLORIDA

ATLANTICOCEAN

Gulf of Mexico

Land cededBoundary ofland ceded byNew York, 1782Boundary ofland ceded byVirginia, 1784State of FranklinThirteen originalstates after landcessions

Western Land Claims of the Original States, 1787

10. Which of the following proposed a legislature that was divided into two houses?

A the Virginia Plan

B the New Jersey Plan

C the Three-Fifths Compromise

D the Missouri Plan

11. The Framers ensured that the Constitution could evolve over time by

A establishing a process for replacing it.

B establishing a bill of rights.

C establishing that the states could veto federal laws.

D establishing a process for amending it.

12. The Framers provided for a separation of powers in the federal government by

A establishing executive, legislative, and judicial branches.

B giving the president the power to command the army.

C making the Supreme Court the most important court in the nation.

D establishing a process of changing the Constitution.

Section 3 (pp. 110–115)

13. Most Anti-Federalists were against ratifying the Constitution because it

A had been written by Federalists.

B gave too much power to the states.

C did not protect civil liberties or states’ rights.

D gave more power to the Northern states than the Southern states.

14. The Federalist essays were published in 1787 and 1788 to help gain support for

A a bill of rights.

B the ratification of the Constitution.

C a weaker central government.

D the abolition of slavery.

Critical ThinkingDirections: Choose the best answers to the following questions.

15. Large landowners and merchants supported the Constitution because it

A allowed states to trade with foreign powers with fewer regulations.

B enabled the original states to settle lands in the West.

C gave the national government power to protect property and regulate trade.

D eased trade laws and lowered taxes on land and businesses.

Base your answer to question 16 on the map below and on your knowledge of Chapter 3.

16. Which state had the largest land claims in the West?

A Massachusetts

B North Carolina

C Georgia

D Virginia

GO ONGO ONIf You Missed Questions . . . 10 11 12 13 14 15 16Go to Page . . . 106 108–109 108–109 110–111 112 110 118


118

10. A The Virginia Plan proposed that the legislature be made up of two houses, with voters electing members of the first house, and members of the second house nominated by the state govern-ments but elected by the first house. There was no Missouri Plan. The New Jersey Plan pro-posed a Congress with a single house. The Three-Fifths Compromise was about slavery.

11. D The delegates knew that the Constitution might have to be changed in later years, so they devised a way of amending it. So that changes did not occur too quickly or easily, they made this process complicated and difficult.

12. A Students may find this question a bit confusing because, although the last three answers do in fact refer to elements in the Constitution, only the first answer, by mentioning the three separate branches of the federal govern-ment, relates to the idea of a bal-ance of power between these three branches.

13. C The Anti-Federalists objected to the Constitution because they thought it gave too much power to the national gov-ernment and did not protect civil liberties.

14. B These 85 essays by James Madison, Alexander Hamilton, and John Jay, published mostly in New York newspapers, were written to gain support for ratification of the Constitution.

15. C The strongest supporters of a strong federal government were landowners and merchants. They were motivated by fears that a weak government would not be able to protect their interests.

16. D By studying the map, stu-dents will see that Virginia had claimed all of the area that became the Northwest Territory.

Need Extra Help?


Chapter ASSESSMENT

For additional test practice, use Self-Check Quizzes—Chapter 3 at glencoe.com.

17. Which of the following is an opinion about the Constitution?

A By 1790, all states had ratified the Constitution.

B A major concern in writing the Constitution was how many representatives each state would have.

C Under the Constitution, the federal government could raise money to operate.

D Because of the Constitution, the United States has the best government in the world.

Analyze the cartoon and answer the questions that follow. Base your answers on the cartoon and on your knowledge of Chapter 3.

18. To what does the cartoonist compare the states that have ratified the Constitution?

A pillars supporting the nation

B storm clouds of controversy

C stepping stones to ratification

D a woven basket of unity

19. Which two states were the last to ratify the Constitution?

A Massachusetts and Virginia

B New York and Delaware

C Rhode Island and North Carolina

D Virginia and Rhode Island

Document-Based QuestionsDirections: Analyze the document and answer the short-answer questions that follow the document.

In this excerpt from his 1789 textbook, The American Geography, the Reverend Jedediah Morse discusses the defects of the Articles of Confederation:

“[The Articles of Confederation] were framed during the rage of war, when a principle of common safety supplied the place of a coercive power in government. . . .

When resolutions were passed in Congress, there was no power to compel obedience. . . . Had one state been invaded by its neighbour, the union was not constitutionally bound to assist in repelling the invasion. . . .”

— from The American Geography

20. What defects in the Articles does Morse mention?

21. Why does Morse think that the Articles were effective during the American Revolution but not afterwards?

Extended Response 22. The Constitutional Convention met in 1787 to address

weaknesses in the government under the Articles of Confederation. Soon the delegates agreed that the Articles had failed and that the Confederation should be replaced with a new form of government. In an essay, explain the three most important changes that the delegates made from the Articles to the Constitution. Explain the change in detail and why it was an improvement. Your essay should include an introduction, at least three paragraphs, and a conclusion.

If You Missed Questions . . . 17 18 19 20 21 22Go to Page . . . 110–115 119 113–115 119 119 104–109

STOP

Am

eric

an A

ntiq

uari

an S

oci

ety


Have students visit the Web site at glencoe.com to review Chapter 3 and take the Self-Check Quiz.

Have students refer to the pages listed if they miss any of the questions.

Need Extra Help?

119

17. D The first three answer choices are not opinions because they can be verified by an exami-nation of historical facts. The last option is not verifiable and is an opinion. For example, citizens of other countries may believe that their own government is best.

18. A They are pillars “standing” together to support the nation.

19. C Although approval of the new Constitution was achieved when nine states had voted for ratification, it was considered highly desirable that the other states join in. Rhode Island and North Carolina were the final two to do so.

20. Congress did not have the power to enforce laws.

21. During the war, the need for unity against a common enemy compelled states to cooperate; during peace there was nothing that compelled cooperation.

22. Students’ essays will vary but should include a discussion, based on supporting details and exam-ples from the chapter, of three selected weaknesses of the Articles and how the Constitution dealt with those weaknesses.

