SC and the New Nation Constitution A constitution

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SC and the New Nation

SC and the New Nation

Constitution • A constitution is a set of laws that a country is governed

Constitution • A constitution is a set of laws that a country is governed by.

Bellwork (1/6) 1. All of the following were present in PA at the Constitutional

Bellwork (1/6) 1. All of the following were present in PA at the Constitutional Convention to help construct the US Constitution except: A. John Rutledge B. Charles Pinckney C. Pierce Butler D. Jonathan Greene Correct Answer: D

Focus Statement 8 -3. 2: Explain the role of South Carolina and its leaders

Focus Statement 8 -3. 2: Explain the role of South Carolina and its leaders in the Constitutional Convention in the development of the new national government.

US Constitutional Convention • 5 delegates from 12 states met to revise the Articles

US Constitutional Convention • 5 delegates from 12 states met to revise the Articles of Confederation • Famous South Carolinians at the meeting – – – Pierce Butler Henry Laurens Charles Coatesworth Pinckney Charles Pinckney Thomas Sumter

Virginia Plan • Proposal that would create a bicameral legislature with representation in both

Virginia Plan • Proposal that would create a bicameral legislature with representation in both houses based on state population. • This plan would benefit large states.

South Carolina’s Response to the Virginia Plan • South Carolina supported the creation of

South Carolina’s Response to the Virginia Plan • South Carolina supported the creation of a three branch government, they supported the plan that called for representation based on population. This would give populous states like SC more voice in Government

New Jersey Plan • Proposal that would create a unicameral legislature with two representatives

New Jersey Plan • Proposal that would create a unicameral legislature with two representatives per state. This plan would benefit small states.

South Carolina’s Response to the New Jersey Plan • This plan was not supported

South Carolina’s Response to the New Jersey Plan • This plan was not supported by South Carolina because it called for equal representation of the states, giving Congress the power to tax.

The New Jersey Plan v/s The Virginia Plan New Jersey Plan Branches • Three

The New Jersey Plan v/s The Virginia Plan New Jersey Plan Branches • Three - legislative, executive, and judicial. The legislature appoints people to serve in the executive branch, and the executive branch selects the justices of the Supreme Court. • Legislature • One house (unicameral). States would be represented equally, so all states had the same power. • Other Powers • The national government could levy taxes and import duties, regulate trade, and state laws would be subordinate to laws passed by the national legislature. The Virginia Plan • Branches • Three - legislative, executive, and judicial. The legislature was more powerful, as it chose people to serve in the executive and judicial branches. • Legislature • Two houses (bicameral). The House of Representatives was elected by the people and the Senate was elected by the state legislatures. Both were represented proportionally. • Other Powers • The legislature could regulate interstate trade, strike down laws deemed unconstitutional and use armed forces to enforce laws.

Great (Connecticut)Compromise • Created a bicameral Congress by combining the NJ and VA plan…

Great (Connecticut)Compromise • Created a bicameral Congress by combining the NJ and VA plan… • Therefore creating the House of Representatives and Senate. • South Carolina supported this plan because it provide for equal representation in the Senate and proportional representation in the House. • SC as a slaveholding state wanted slaves to be counted

Three-Fifths Compromise • Resolved disputes over the southern slave population. In relationship to the

Three-Fifths Compromise • Resolved disputes over the southern slave population. In relationship to the House of Representatives. This allowed every 5 slaves to count as 3 people. • Not Supported by SC: Congress could tax imports and SC feared any control of trade for it could interfere with its economy.

Commerce Compromise • Slave and Trade Compromise • Benefits both North and South •

Commerce Compromise • Slave and Trade Compromise • Benefits both North and South • No taxes on exports • No interference with the slave trade for 20 years • South Carolina supported this plan because the federal government promised not to tax exports or regulate the international slave trade for at least 20 years.

Closure: Quick Review 1. Virginia Plan Proposal that would create a bicameral legislature with

Closure: Quick Review 1. Virginia Plan Proposal that would create a bicameral legislature with representation in both houses based on state population. This plan would benefit large states 2. Commerce Compromise Slave and trade compromise: Benefits both North and South, No interference with the slave trade for 20 years No taxes on exports 3. Great Compromise Created a bicameral Congress by combining the NJ and VA plan, creating the House of Representatives and the Senate 4. New Jersey Plan Proposal that would create a unicameral legislature with two representatives per state. This plan would benefit small states. 5. Three Fifths-Compromise Solved issues over the Southern slave population, allowed every 5 slaves to count as 3 people

The Launching of a New Nation 1776 -1800

The Launching of a New Nation 1776 -1800

PRIOR LEARNING • From 1781 until 1789, the United States was governed by the

PRIOR LEARNING • From 1781 until 1789, the United States was governed by the Articles of Confederation • The Articles of Confederation government gave its powers to the states, which was too weak to meet the needs of the new nation • As a result, the Constitution was drawn up in 1787, and ratified in 1788, and went into effect in 1789

A Government Divided • Just like some of your own homes are divided by

A Government Divided • Just like some of your own homes are divided by what you believe in, so too was our own government!!!

FOCUS STATEMENT • 8 -3. 2 Explain the role of South Carolina and its

FOCUS STATEMENT • 8 -3. 2 Explain the role of South Carolina and its leaders in the Constitutional Convention, as well as the division among South Carolinians over the ratification of the Constitution.

The US Constitution • The Constitution of the United States is the highest law

The US Constitution • The Constitution of the United States is the highest law in the United States. • The constitutions of the states are the highest law for that state, but the United States Constitution is the supreme law of the land • The many debates over the Constitution were presented by Federalist and Anti-Federalist

Anti-Federalists • Opposed ratifying the Constitution without the Bill of Rights being added •

Anti-Federalists • Opposed ratifying the Constitution without the Bill of Rights being added • In South Carolina, many of the backcountry people were antifederalists. They opposed a stronger federal government. • They feared that the elite would have too much power in government and would abuse the rights of individuals. • They also feared the national government would be located far away from the people who had enough trouble influencing their own state government.

Federalists • Wanted a strong, central government, and supported ratification of the new Constitution

Federalists • Wanted a strong, central government, and supported ratification of the new Constitution • In South Carolina the people from the low country, were mostly federalists who agreed with having a stronger government that could be influential in foreign affairs and establish better trade relations that would restore economic stability

Pair Share Based on the debates between Federalists and Anti -Federalists, what inference can

Pair Share Based on the debates between Federalists and Anti -Federalists, what inference can you make about what beliefs they may have held in common ? • Wanted independence from Great Britain • Wanted the government to be controlled by the people. Democracy!!!! • The debate was over how much power the central government should have.

Federalists vs. Anti-Federalists • Favored ratification of the • Opposed ratification of Constitution the

Federalists vs. Anti-Federalists • Favored ratification of the • Opposed ratification of Constitution the Constitution • Favored a powerful federal • Wanted a weak federal government that would not threaten states rights • Argued a Bill of Rights were not needed, as • Wanted a Bill of Rights to federal power was limited declare and protect the rights of the people • “The Federalist Papers”

Ratification • Federalists promise addition of a Bill of Rights • Ratification succeeded, new

Ratification • Federalists promise addition of a Bill of Rights • Ratification succeeded, new government formed 1789 • James Madison drafts 10 amendments to the Constitution, these become the U. S. Bill of Rights

Closure Federalists This group of people favored a strong federal government, and was not

Closure Federalists This group of people favored a strong federal government, and was not in favor of a Bill of Rights Antifederalists This group of people opposed a strong federal government and would not sign the ratification of the Constitution without a Bill of Rights

Independent Practice/Homework • UNDERSTANDING POSITIONS OF FEDERALIST AND ANTIFEDERALIST • Fill in the chart

Independent Practice/Homework • UNDERSTANDING POSITIONS OF FEDERALIST AND ANTIFEDERALIST • Fill in the chart below with positions of Federalist (Left) and Anti-Federalist (Right) • Name two points of agreement among the groups • Name two disagreements among the groups

Reflection • Pretend that you lived during the time of the development of the

Reflection • Pretend that you lived during the time of the development of the new Constitutional. • Choose if you would have been a federalist or Antifederalist. • Write a brief response defending your group of choice. Be sure to use evidence to defend or support your choice.

The Seven Fundamental Principles of American Democracy 8 -3. 3

The Seven Fundamental Principles of American Democracy 8 -3. 3

Bell Work (1/7) 1. Planters and Merchants in Carolina grew rich off of: a.

Bell Work (1/7) 1. Planters and Merchants in Carolina grew rich off of: a. Tobacco, rice, and indigo b. Land, rice, and indigo c. Indian trade, rice, and indigo d. Indigo, rice, and cotton Answer: c 2. A person bound to work for another person until their passage was paid was called: a. A slave b. A freeman c. An indentured servant d. A laborer Answer: c

Agenda • Notes/Discussion Explain the basic principles of government as established in the United

Agenda • Notes/Discussion Explain the basic principles of government as established in the United States Constitution: Key focus/ Individual Rights • Barney Clip (Youtube: Preamble) • Student Group Activity: • Students will analyze the Preamble • Students work in groups to identify various situations and how they are to protect themselves as citizens (Bill of Rights) • Closure: Quick Q & A Review using whiteboards • Independent Practice: Activity- How Well Do You Know Your Rights

Reminders • Study Notes Nightly • Be prepared for a quiz on Friday, January

Reminders • Study Notes Nightly • Be prepared for a quiz on Friday, January 9

Prior Learning The US Constitution • The Constitution of the United States is the

Prior Learning The US Constitution • The Constitution of the United States is the highest law in the United States. • The Constitution of the United States of America established a limited government based on powers shared between the national and state governments

Relevance • What are some limits that you have in your homes? • Can’t

Relevance • What are some limits that you have in your homes? • Can’t eat junk food • have to go to bed at a certain time etc. • Curfew • Why do your parents set limits or boundaries? • In order for the United States to have a democracy, the Founding Fathers created a government with certain principles to protect individual rights. • They felt it important to limit government so that it would not abuse individual rights.

Focus Statement 8 -3. 3 Explain the basic principles of government as established in

Focus Statement 8 -3. 3 Explain the basic principles of government as established in the United States Constitution

I. Individual Rights • Individual Rights- unalienable rights are guaranteed to all citizens in

I. Individual Rights • Individual Rights- unalienable rights are guaranteed to all citizens in the Preamble and the Bill of Rights • The Preamble explains the goals of the new government under the Constitution • Bill of Rights provided a written guarantee of individual rights.

The Preamble WE THE PEOPLE of the United States, in Order to form a

The Preamble WE THE PEOPLE of the United States, in Order to form a more perfect Union, establish justice, insure domestic Tranquility, provide for the common defense, 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

Preamble What does it mean? • The preamble is the introduction to the Constitution.

Preamble What does it mean? • The preamble is the introduction to the Constitution. • It outlines the general goals of the framers: to create a just government, insure peace, provide an adequate national defense, and promote a healthy, free nation. • With its first three words, “We the People, ” the preamble emphasizes that the nation is to be ruled by the people - not a king or dictator, not the president, Supreme Court Justices, members of Congress or state legislators.

CFU What is the purpose of the Preamble to the Constitution? • Answer: Outlines

CFU What is the purpose of the Preamble to the Constitution? • Answer: Outlines the goals of the new government. • Create a just government • Insure peace • Provide adequate national defense • Promote a healthy, free nation

Bill of Rights • 1 st Ten Amendments to the Constitution • Our written

Bill of Rights • 1 st Ten Amendments to the Constitution • Our written guarantee of individual rights.

CFU • What is the Bill of Rights? • Answer: The first 10 Amendments

CFU • What is the Bill of Rights? • Answer: The first 10 Amendments to the Constitution. • Our written guarantee of individual rights

1 st Amendment • The 1 st Amendment guarantees freedom of religion, speech, the

1 st Amendment • The 1 st Amendment guarantees freedom of religion, speech, the press, assembly, and petition. • This means that we all have the right to: • practice any religion we want to • to speak freely • to assemble (meet) • to address the government (petition) • to publish newspapers, TV, radio, Internet (press)

CFU • What freedoms are guaranteed us in the 1 st Amendment? • Freedom

CFU • What freedoms are guaranteed us in the 1 st Amendment? • Freedom of Religion • Freedom of Speech • Freedom of assembly • Freedom to Petition • Freedom of the Press

2 nd Amendment • The 2 nd Amendment protects the right to bear arms,

2 nd Amendment • The 2 nd Amendment protects the right to bear arms, which means the right to own a gun. We have the right to bear arms. But we don’t have the right to arm bear.

CFU • What freedom is granted us in the 2 nd Amendment? • Answer:

CFU • What freedom is granted us in the 2 nd Amendment? • Answer: The right to bear arms

3 RD Amendment • The 3 rd Amendment says “No soldier shall, in time

3 RD Amendment • The 3 rd Amendment says “No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law. ” • This means that we cannot be forced to house or quarter soldiers. Can you elaborate on a reason why this amendment was added to the Bill of Rights, based on your knowledge of causes of the American Revolution?

4 th Amendment • The 4 th Amendment protects the people from unreasonable searches

4 th Amendment • The 4 th Amendment protects the people from unreasonable searches and seizures. • This means that the police must have a warrant to enter our homes. It also means the government cannot take our property, papers, or us, without a valid warrant based on probable cause (good reason).

CFU • How does the 4 th Amendment protect our individual rights? • Answer:

CFU • How does the 4 th Amendment protect our individual rights? • Answer: Police must have a warrant to enter our homes. • The government cannot take our property, papers, or us without a valid warrant.

5 th Amendment • The 5 th Amendment protects people from being held for

5 th Amendment • The 5 th Amendment protects people from being held for committing a crime unless they are properly indicted, (accused) • You may not be tried twice for the same crime (double jeopardy) • You don’t have to testify against yourself in court. (Self-incrimination)

6 th Amendment • The 6 th Amendment guarantees a speedy trial (you can’t

6 th Amendment • The 6 th Amendment guarantees a speedy trial (you can’t be kept in jail for over a year without a trial) • an impartial jury (doesn’t already think you are guilty) • that the accused can confront witnesses against them • the accused must be allowed to have a lawyer

7 th Amendment • The 7 th Amendment guarantees the right to a speedy

7 th Amendment • The 7 th Amendment guarantees the right to a speedy civil trial. • A civil trial differs from a criminal trial. A civil trial is when someone sues someone else. A criminal trial is when the state tries to convict someone of a crime.

8 th Amendment • The 8 th Amendment guarantees that punishments will be fair

8 th Amendment • The 8 th Amendment guarantees that punishments will be fair and not cruel, and that extraordinarily large fines will not be set.

9 th Amendment • All rights not stated in the Constitution and not forbidden

9 th Amendment • All rights not stated in the Constitution and not forbidden by the Constitution belong to the people. • This means that the states can do what they want if the Constitution does not forbid it.

10 th Amendment • The 10 th Amendment states that any power not granted

10 th Amendment • The 10 th Amendment states that any power not granted to the federal government belongs to the states or to the people. – The Tenth Amendment was included in the Bill of Rights to further define the balance of power between the federal government and the states. – These powers include the power to declare war, to collect taxes, to regulate interstate business activities and others that are listed in the articles.

Guided Practice-How Well Do You Know Your Rights • Teacher will provide students with

Guided Practice-How Well Do You Know Your Rights • Teacher will provide students with real life situations • Students will work in groups to identify which amendment protects you as a citizen in the situation • Teacher will model the first example for you • Discuss Responses

Closure • Unalienable rights are guaranteed to all citizens in the Preamble and the

Closure • Unalienable rights are guaranteed to all citizens in the Preamble and the Bill of Rights Individual Rights • This explains the goals of the new government under the Constitution Preamble • Provided a written guarantee of individual rights.

Independent Practice/Homework • Based on their interpretation of the Bill of Rights, the United

Independent Practice/Homework • Based on their interpretation of the Bill of Rights, the United States Supreme Court has ruled that police must tell people arrested of their legal rights. • They must tell them “You have the right to remain silent and anything that you say can and will be used against you in a court of law. You have the right to an attorney and, if you cannot afford one, one will be provided to you. ” • Why do you think that the Supreme Court felt that criminal suspects needed to know this legal information (also be sure to identify the specific amendments that these statements are summarized from)?

Bell Work 1/8 1. The First Congress created which group to assist the president?

Bell Work 1/8 1. The First Congress created which group to assist the president? A the Electoral College B the Supreme Court C the Cabinet D the White House Staff Answer: C 2 At the end of the American Revolution, which of the following is true about SC compared to other states? F. It had the largest war debt. G. It had the smallest war debt. H. The war debt was divided equally among all states. I. It had no war debt and profited from the war. Answer: F

Agenda January 8, 2015 • Notes/Discussion on the development of the New Nation: Key

Agenda January 8, 2015 • Notes/Discussion on the development of the New Nation: Key Focus: • State Debts • National Bank • Protective Tariffs • Student Group Activity: Graphic (Hamilton v/s Jefferson) • Closure • Independent Practice

Reminders • Study notes nightly • Quiz will be on tomorrow, Friday, January 9,

Reminders • Study notes nightly • Quiz will be on tomorrow, Friday, January 9, 2015

Team Stand-N-Share • Each group is to list two principles of government and explain

Team Stand-N-Share • Each group is to list two principles of government and explain each • One person from each group will share their responses • Other teams will check their responses off/add to there list as they listen to ideas shared

Focus Statement Analyze the position of South Carolina on the issues that divided the

Focus Statement Analyze the position of South Carolina on the issues that divided the nation in the early 1800 s 8 -3. 4

How much money do you have? • How many of you have ever had

How much money do you have? • How many of you have ever had your parents tell you that they cant get you certain items right now because they are on a budget? Or how about how many of you have ever heard them mentioned that they are in debt?

Introduction • Americans had overthrown King George II & the Articles of Confederation •

Introduction • Americans had overthrown King George II & the Articles of Confederation • Basic distrust of central authority-but saw it as a necessary evil • In debt and revenues limited • As a new country America needed to develop its economy. Should America focus on agriculture, which it had in the past, or should it develop its trade and manufacturing? • Common Currency – Before and during the Revolutionary War each state had its own system of currency. There was no uniformity in America.

George Washington’s Presidency • Received all electoral votes • Adams (Fed. ) becomes VP

George Washington’s Presidency • Received all electoral votes • Adams (Fed. ) becomes VP • Remained “neutral” in politics (actually, supported Federalists)

Executive Branch (President) • • • Propose laws Administers the laws Commands armed forces

Executive Branch (President) • • • Propose laws Administers the laws Commands armed forces Appoints ambassadors and other officials Conducts foreign policy Negotiates treaties

CFU • What are some of the responsibilities of the President? • Propose laws

CFU • What are some of the responsibilities of the President? • Propose laws • Administers the laws • Commands armed forces • Appoints ambassadors and other officials • Conducts foreign policy • Negotiates treaties

Washington and the Cabinet • Alexander Hamilton –Sec. of Treasury • Henry Knox –Sec.

Washington and the Cabinet • Alexander Hamilton –Sec. of Treasury • Henry Knox –Sec. of War • Edmund Randolph –Attorney General • Thomas Jefferson –Sec. of State

Hamilton’s Financial Program • Washington supported • Bring the US out of debt and

Hamilton’s Financial Program • Washington supported • Bring the US out of debt and restore the credit of the US • Tried to gain support of the elite • Gov’t should assume public debt and state debt • Taxes raised by whiskey tax • Create a National Bank to stabilize financial structure

Hamilton/Federalist Program • Pay off the National Debt incurred as a result of the

Hamilton/Federalist Program • Pay off the National Debt incurred as a result of the American Revolution. • Hamilton calculated that the US owed 11. 7 million to foreign countries such as France and around 40. 4 million to American creditors. • Controversy over how to do this- Bonds • Buy back bonds at Full price! CTF 305 -306 • Jefferson opposed –thought this cheated original bond holders

CFU What was the first thing Hamilton wanted to get done to strengthen the

CFU What was the first thing Hamilton wanted to get done to strengthen the national government? Answer: Pay off the National Debt

Hamilton/Federalist Programs II • Hamilton proposed that the federal government assume the debts of

Hamilton/Federalist Programs II • Hamilton proposed that the federal government assume the debts of the states • Jefferson opposed this idea as did most Southern states, because most had few debts. • Except for SC – the state had more debt because so much of the war had been fought there. • The capital is moved from NY to DC as a compromise

CFU • What compromise was made in order to settle the argument over assuming

CFU • What compromise was made in order to settle the argument over assuming state’s debts. Answer: Capital is moved from NY to DC

Hamilton/Federalist Programs II • Hamilton proposed that the federal government assume the debts of

Hamilton/Federalist Programs II • Hamilton proposed that the federal government assume the debts of the states • Jefferson opposed this idea as did most Southern states, because most had few debts. • Except for SC – the state had more debt because so much of the war had been fought there. • The capital is moved from NY to DC as a compromise

CFU What compromise was made in order to settle the argument over assuming state’s

CFU What compromise was made in order to settle the argument over assuming state’s debts? Answer: Capital is moved from NY to DC

Hamilton/Federalist Programs III • National Bank • Hamilton proposed the creation of a National

Hamilton/Federalist Programs III • National Bank • Hamilton proposed the creation of a National Bank –“Loose” interpretation of Const. troubled Jefferson, Madison, and company –Passed over protests

Hamilton/Federalist Programs IV • Tariff Act of 1789 • Hamilton asked congress to pass

Hamilton/Federalist Programs IV • Tariff Act of 1789 • Hamilton asked congress to pass a high protective tariff on imported goods. • He felt this would encourage Americans to make goods at home, rather than buy from overseas. • Raised only enough $ to meet the day today expenses of the government

CFU What proposals did Secretary of Treasury/ Hamilton make to strengthen the national government?

CFU What proposals did Secretary of Treasury/ Hamilton make to strengthen the national government? Answer: Pay off National Debt Assume state’s debts Create a National Bank Protective Tariff

Hamilton v/s Jefferson • Students will work in groups • Each group will use

Hamilton v/s Jefferson • Students will work in groups • Each group will use a graphic to compare/contrast the ideas of Hamilton & Jefferson • Each group will share their responses

Model-I Do Issue Settling the National Debt Hamilton Jefferson Payback Federal bonds at full

Model-I Do Issue Settling the National Debt Hamilton Jefferson Payback Federal bonds at full government price should not pay fair price to speculators

Model-We do Issue Assuming state’s debts Hamilton Federal gov’t should assume states debt Jefferson

Model-We do Issue Assuming state’s debts Hamilton Federal gov’t should assume states debt Jefferson Federal gov’t should not assume states debt

Pair Share/Closure • Discuss with your partner Hamilton’s economic plans to resolve the nation’s

Pair Share/Closure • Discuss with your partner Hamilton’s economic plans to resolve the nation’s debt issues. • In your group, list the plans on your paper

Exit Slip Tell me 3 concepts/things that you learned in class today.

Exit Slip Tell me 3 concepts/things that you learned in class today.

Bellwork (1/9) 1. Which of the following was NOT known for guerilla warfare during

Bellwork (1/9) 1. Which of the following was NOT known for guerilla warfare during the American Revolution? A. Francis Marion B. Andrew Pickens C. Thomas Sumter D. George Washington Answer: D 2. Answer the following questions. A. Which branch carries out the laws? B. Which branch makes the laws? C. Which branch reviews and interprets the laws?

Agenda January 9, 2015 • Quiz • Group Activity: Reflection on Hamilton and Jefferson’s

Agenda January 9, 2015 • Quiz • Group Activity: Reflection on Hamilton and Jefferson’s perspective of States’ Debts after American Revolutionary War • Notes/Discussion on the development of the New Nation: Key Focus: Political Parties • State Debts • National Bank • Protective Tariffs • Political Parties • Student Group Activity: Analyze Informational text • Closure • Independent Practice

Focus Statement Analyze the position of South Carolina on the issues that divided the

Focus Statement Analyze the position of South Carolina on the issues that divided the nation in the early 1800 s, including the development of Political Parties 8 -3. 4

Post Quiz Group Activity • Your are now a lead reporter for your state’s

Post Quiz Group Activity • Your are now a lead reporter for your state’s newspaper • You have just sat in on an interview with Hamilton and Jefferson about the states’ debt • Its now time for you to give your report • What are you going to tell the people about the states debt?

Frayer Model Definition: Protective Tariff- a duty or tax on imported goods to raise

Frayer Model Definition: Protective Tariff- a duty or tax on imported goods to raise the prices of foreign products. Characteristics • Provided income for the government • Promote the development of industries by raising the price Concept of imports Examples Import Tariffs • Customs Tariffs (tax on goods moved across international borders) • Valorem Tariffs (tax on real estate or personal property Non-Examples • Income Taxes • Sales Taxes • Export Tariffs

How many of you have ever voted in any kind of election?

How many of you have ever voted in any kind of election?

Beginnings of Political Parties • Constitution does not mention parties • Washington opposed them

Beginnings of Political Parties • Constitution does not mention parties • Washington opposed them • Political parties formed b/c the Constitution provided for a strong national gov’t & the gov’t made important decisions • People joined together in parties to attempt to control the decisions of the government • These early squabbles created allies and enemies – Two camps emerge • Federalist • Democratic- Republicans

Federalist • Led by Alexander Hamilton • Believed in a strong central government that

Federalist • Led by Alexander Hamilton • Believed in a strong central government that would promote trade and industry. • Most were from New England • The Lowcountry elite from South Carolina tended to support the Federalists • Most South Carolinians supported the assumption of state debts because so much of the war had been fought in South Carolina and therefore the state had more debt

CFU • Who was the leader of the Federalist party Answer: Alexander Hamilton

CFU • Who was the leader of the Federalist party Answer: Alexander Hamilton

Democratic- Republicans Led by Thomas Jefferson and James Madison • Opposed Hamilton’s economic proposals

Democratic- Republicans Led by Thomas Jefferson and James Madison • Opposed Hamilton’s economic proposals • Upcountry SC supported the Democratic-Republicans. • Most Democratic-Republicans opposed assumption of states’ debt • Agreed to assume the state debts because Federalists agreed to support moving the capital of the nation to the banks of the Potomac River in the South [just as moving the capitol to Columbia had somewhat relieved the tensions between the Lowcountry and the Upcountry].

CFU • Who was the leader of the Democratic-Republicans? • Answer: Thomas Jefferson

CFU • Who was the leader of the Democratic-Republicans? • Answer: Thomas Jefferson

Guided Practice • Students will work in groups • Students will analyze and interpret

Guided Practice • Students will work in groups • Students will analyze and interpret DBQ on the development of political parties • Review responses

Closure • What caused political Parties to develop during the 1700’s? – Important decisions

Closure • What caused political Parties to develop during the 1700’s? – Important decisions were being made in govt. – People joined together in parties to try to control these decisions • Who was the leader of the Federalist Party? • Answer: Hamilton • Who was the leader of the Democratic. Republicans? • Answer: Jefferson

Independent Practice • Finish analyzing Primary sources and answering the DBQ’s ( Document Based

Independent Practice • Finish analyzing Primary sources and answering the DBQ’s ( Document Based Questions)

It’s Writing Time/Homework!!! Each student should bring this back in to class on Monday,

It’s Writing Time/Homework!!! Each student should bring this back in to class on Monday, January 12. “Do you think political parties unite or divide U. S. society today? ” Explain your answer Minimum of 5 complete sentences!!! If less than 5 sentences, your grade will be a 0. Introduction, Opinion, Facts supporting your opinion, and Concluding Sentence.

Materials Needed • SC Standards • Text book • Informational Text • Team Board

Materials Needed • SC Standards • Text book • Informational Text • Team Board • Power. Point • Teacher Created Notes • Teacher Created Graphic Organizers

Bell Work (1/12) 1. What product did Europeans acquire from the Eastern Woodland Native

Bell Work (1/12) 1. What product did Europeans acquire from the Eastern Woodland Native Americans that led to a profitable export trade? a. Handmade tools b. Deerskin c. Gold d. Indigo Answer: b 2. Which country was NOT a participant in attempting to establish colonies in South Carolina? • a. Spain c. Portugal • b. France d. England • Answer: Portugal

Agenda • Notes/Discussion Explain the basic principles of government as established in the United

Agenda • Notes/Discussion Explain the basic principles of government as established in the United States Constitution: Key focus/ Federalism • Student Group Activity: • Video on Understanding Our Federal Government • Students will complete Federalism Classification Activity • Closure: Quick Q & A Review • Independent Practice: Students will complete a At • Home Classification Activity based on rules at home

Prior Learning • Unalienable rights are guaranteed to all citizens in the Preamble and

Prior Learning • Unalienable rights are guaranteed to all citizens in the Preamble and the Bill of Rights Individual Rights • This explains the goals of the new government under the Constitution Preamble • Provided a written guarantee of individual rights. Bill of Rights

FOCUS STATEMENT • Explain the basic principles of government as established in the United

FOCUS STATEMENT • Explain the basic principles of government as established in the United States Constitution 8 -3. 3

7 Principles of Government • The Constitution of the US established a limited government

7 Principles of Government • The Constitution of the US established a limited government • Power shared between national and state government • The Bill of Rights provided a written guarantee of individual rights • US Constitution= Highest law in the US (all other laws must conform to the constitution) • State Constitutions- Highest law for that state • US Constitution= Supreme law of the land

7 Basic Principles of Government • Popular Sovereignty • Individual Rights • Federalism •

7 Basic Principles of Government • Popular Sovereignty • Individual Rights • Federalism • Separation of Powers • Checks and Balances • Limited Government • Representative Democracy (republicanism)

1. Popular Sovereignty • The Authority for government flows from the People

1. Popular Sovereignty • The Authority for government flows from the People

1. Popular Sovereignty • The idea that the People are the ultimate authority and

1. Popular Sovereignty • The idea that the People are the ultimate authority and the source of the authority of government—is a fundamental principle of democracy. Sovereignty means the right to rule and popular means the population or public. In a democracy, the powers of government are based upon the consent of the governed. Free elections and other forms of civic participation are essential to democracy. Elected officials are always accountable to the people. By the majority vote citizen decide who is going to govern them.

CFU Popular Sovereignty • Sovereignty means what? The right to rule • Popular means

CFU Popular Sovereignty • Sovereignty means what? The right to rule • Popular means what? Population or Public The People Rule!

2. Individual Rights • Unalienable Rights are guaranteed to all citizens in the Preamble

2. Individual Rights • Unalienable Rights are guaranteed to all citizens in the Preamble and the Bill of Rights! • What is the Purpose of the Preamble? An introduction to the Constitution Lays out the goals of the government • What is The Bill of Rights? The first ten amendments to the Constitution A written guarantee of individual rights

3. Federalism • The Federal system divides governmental powers between national government and the

3. Federalism • The Federal system divides governmental powers between national government and the governments of the state (10 th amendment) • It is another principle of our American Government which further limits it. • The federal system (whole USA) divides governmental powers between national (all fifty states) government and the governments of the states

3. Federalism (Continued) • The powers that are specifically given to the Federal government

3. Federalism (Continued) • The powers that are specifically given to the Federal government are called enumerated or expressed powers. • The powers given specifically to the states are called reserved powers and the ones that are both levels of government can exercise are called concurrent powers.

Federalism National Government • Print money • Regulate interstate(between states) • Make treaties and

Federalism National Government • Print money • Regulate interstate(between states) • Make treaties and conduct foreign policy • Declare war • Provide an army and navy • Establish post offices • Make laws necessary and proper to carry out these powers State Governments • Issue licenses • Regulate intrastate (within the state) businesses • Conduct elections • Establish local governments • Ratify amendments to the Constitution • Take measures for public health and safety • May exert powers the Constitution does not delegate to the national or prohibit the states from using

Federalism Concurrent powers of the national government and state governments • Collect taxes •

Federalism Concurrent powers of the national government and state governments • Collect taxes • Build roads • Borrow money • Establish courts • Make and enforce laws • Charter banks and corporations • Spend money for the general welfare • Take private property for public purposes, with just compensation

Closure • Print money Federal • Declare war Federal • Establish local governments State

Closure • Print money Federal • Declare war Federal • Establish local governments State • Regulate intrastate (within the state) businesses State • Regulate interstate(between states) Federal • Make treaties and conduct foreign policy Federal

Independent Practice/Homework Students will complete the data retrieval Chart

Independent Practice/Homework Students will complete the data retrieval Chart

Bell Work 1/13 (or 1/14) 1. On September 9, 1739 the largest slave revolt

Bell Work 1/13 (or 1/14) 1. On September 9, 1739 the largest slave revolt in colonial history started. It was known as the : a. Nat Turner Rebellion c. St. Augustine Rebellion b. Santee Rebellion d. Stono Rebellion Answer: d 2. The people who had the best knowledge of growing rice were: a. The planters c. The British government b. The West African slaves d. The Indian slaves Answer: b

Prior Learning The federal system (whole USA) divides governmental powers between national (all fifty

Prior Learning The federal system (whole USA) divides governmental powers between national (all fifty states) government and the governments of the states Federalism • The powers that are specifically given to the Federal government are called Enumerated or expressed powers • The powers given specifically to the states are called Reserved powers • The power that are both levels of government can exercise are called Concurrent powers •

4. Separation of Powers The structure of the new national government established three separate

4. Separation of Powers The structure of the new national government established three separate branches of government to limit the power of any one branch.

Legislative Branch • House of Representatives and the Senate. Today, there are 435 Representatives

Legislative Branch • House of Representatives and the Senate. Today, there are 435 Representatives and 100 Senators. • The Representatives are based on a states population, and the Senate holds two people per state. Their job is to pass laws. • The Legislature Branch is the United States Congress which makes the laws.

Judicial Branch National Courts Their job is to interpret the laws, and decide if

Judicial Branch National Courts Their job is to interpret the laws, and decide if the law is constitutional. The highest court is the Supreme Court

Executive Branch • The President and his (Cabinet) Administrative Departments • Their job is

Executive Branch • The President and his (Cabinet) Administrative Departments • Their job is to carry out and enforce laws.

Pair Share Students are to discuss in the groups the three branches of government

Pair Share Students are to discuss in the groups the three branches of government and the duty of each. Discuss: Group Responses

5. Checks and Balances • Each Branch can check the power of the other.

5. Checks and Balances • Each Branch can check the power of the other. • These checks keep any branch from gaining too much power. • An example of checks and balances is the process by which a bill becomes a law. The bill must be passed by both houses of the Congress. Then the President may sign it or veto it. If the bill is vetoed, then the Congress may override the president’s veto with a two third vote.

Pair Share • Students are to discuss why is the system of checks and

Pair Share • Students are to discuss why is the system of checks and balances important • Discuss: Group Responses

Closure • Writes laws Legislative • Grants money Legislative • Interprets the law Judicial

Closure • Writes laws Legislative • Grants money Legislative • Interprets the law Judicial • Proposes the law Executive • Conducts Foreign policy Executive

6. Limited Government Powers of the government are restricted by the Constitution as stated

6. Limited Government Powers of the government are restricted by the Constitution as stated in Articles I, II, and III any by the Bill of Rights which, protects the rights of the individual against excessive power by the government.

CFU What is meant by Limited Government? Protects the rights of the individual against

CFU What is meant by Limited Government? Protects the rights of the individual against excessive power by the government

7. Representative Democracy • The Constitution recognizes that authority of the government derives from

7. Representative Democracy • The Constitution recognizes that authority of the government derives from “We, the People”. • Voters hold the sovereign power but elect representatives to exercise power for them, including the President, Senators and Representatives (The Preamble and Article I, II)

Independent Practice/Homework • Students will identify each of the basic Principles of Government •

Independent Practice/Homework • Students will identify each of the basic Principles of Government • Select the principle of government you think is most important and explain why.

Bank of the U. S.

Bank of the U. S.

The BIGGEST Controversy • Establishment of a National Bank WHAT!!!!! Democratic Rep Oh No

The BIGGEST Controversy • Establishment of a National Bank WHAT!!!!! Democratic Rep Oh No You Don’t!!!!!

Why Not A National Bank? Democratic Republicans ♦ Strict Interpretation of the Constitution! ♦

Why Not A National Bank? Democratic Republicans ♦ Strict Interpretation of the Constitution! ♦ If it does not say, “ You can create a Bank. ” ♦ You can not create a bank!!!!

CFU ♦ Why did the Democratic republican oppose the National Bank? Strict Interpretation!!!

CFU ♦ Why did the Democratic republican oppose the National Bank? Strict Interpretation!!!

Federalist Argument ♦ Loose interpretation of the Constitution ♦ Elastic / Necessary and Proper

Federalist Argument ♦ Loose interpretation of the Constitution ♦ Elastic / Necessary and Proper Clause ♦ Congress granted the authority to make laws necessary and proper to execute its powers ♦ The National Bank is necessary for: Power to tax Control commerce

Bank of the US • Provided a safe place to store the govt’s $

Bank of the US • Provided a safe place to store the govt’s $ ♦ Could lend $ to merchants & manufacturers, thus speeding up the growth of business ♦ Washington questioned the constitutionality of the bank bill & asked for advice ♦ Hamilton favored Congress using the elastic clause, so Congress could put its powers into effect. A bank was related to Congress’s power to collect taxes.

Bank of the US • Jefferson felt that the bill was unconstitutional. He didn’t

Bank of the US • Jefferson felt that the bill was unconstitutional. He didn’t favor using the elastic clause; the country could function w/out a bank. • Washington sided with Hamilton

Protective Tariff Democratic-Republicans ♦ Favored a Republic of small farmers and shopkeepers ♦ No

Protective Tariff Democratic-Republicans ♦ Favored a Republic of small farmers and shopkeepers ♦ No Manufacturing ♦ Did not support The Protective Tariff ♦ The Bill did not pass

Focus Statement ♦Analyze the position of South Carolina on the issues that divided the

Focus Statement ♦Analyze the position of South Carolina on the issues that divided the nation in the early 1800 s. 8. 3 -4

Independent Practice • In your group, look through your notes in order to find

Independent Practice • In your group, look through your notes in order to find the respective positions that Democratic. Republicans, Federalists, and South Carolina had on the issues that divided the nation. • In your group, complete the worksheet. • What was South Carolina’s position on the issues that divided the nation in the early 1800 s? • Write a brief summary answering the question above.

Phone a Friend ♦ Create a dialogue that might have occurred between Alexander Hamilton

Phone a Friend ♦ Create a dialogue that might have occurred between Alexander Hamilton and Thomas Jefferson regarding Hamilton’s Proposals. Be sure to present both points of view clearly in your dialogue.

Standard 8 -3: The student will demonstrate an understanding of South Carolina’s role in

Standard 8 -3: The student will demonstrate an understanding of South Carolina’s role in the development of the new national government. NEW NATIONAL GOV’T

Bell Work 1/14 (or 1/15 1. This citizen is was opposed to slavery and

Bell Work 1/14 (or 1/15 1. This citizen is was opposed to slavery and was a subsistent farmer. The area that he lived in was poorly represented in government as well. The invention of the cotton gin changed all of this. What part of the state of SC am I from? Upcountry/Back Country 2. A citizen that was opposed to ratification of the US Constitution until the Bill of Rights were added. This person would be called? Anti-Federalist

Relevance Ever get into an argument with a close friend over a disagreement in

Relevance Ever get into an argument with a close friend over a disagreement in beliefs? Did that friend ever come back and try to harm you or start rumors about you? Similarly, the French and English did this to the US shortly after the American revolution.

DISPUTE OVER FOREIGN POLICY Federalists and Democratic- Republicans also disagreed over foreign policy. •

DISPUTE OVER FOREIGN POLICY Federalists and Democratic- Republicans also disagreed over foreign policy. • When the French Revolution began in 1789, the Democratic-Republicans supported the French in the overthrow of their king. • The Federalists were appalled at the bloodshed and, when the French declared war on Britain, sided with the mother country hoping to secure more trade. • George Washington issued a Proclamation of Neutrality and the United States attempted to remain neutral in the Napoleonic Wars.

XYZ AFFAIR President John Adams sent South Carolinian Charles Cotesworth Pinckney to negotiate peace

XYZ AFFAIR President John Adams sent South Carolinian Charles Cotesworth Pinckney to negotiate peace with France. Pinckney and two other Americans met with three representatives of the French government (X, Y, and Z) who asked for a bribe. Incensed, Pinckney replied, “No, not a sixpence. ” The incident became known as the X, Y, Z Affair and brought the emerging political parties into conflict.

RESULTS FROM XYZ AFFAIR / ALIEN & SEDITION ACT While Federalists prepared for war,

RESULTS FROM XYZ AFFAIR / ALIEN & SEDITION ACT While Federalists prepared for war, Democratic-Republicans vilified President John Adams in their party newspapers. • Incensed at this insult, Federalists passed the Alien and Sedition Acts designed to limit the growth of the Democratic –Republican Party and to silence its newspapers. • Several newspaper publishers were jailed. [Including Thomas Cooper after whom the libraries at USC and Clemson are named] and Democratic – Republicans decried this attack on freedom of the press. • Jefferson and Madison wrote the Virginia and Kentucky Resolutions saying that states had the right to nullify an act of Congress that they found to be unconstitutional such as the Alien and Sedition Acts. • These resolutions became a foundation of the states’ rights doctrine

War Of 1812 Controversy over the Alien and Sedition Acts contributed to the election

War Of 1812 Controversy over the Alien and Sedition Acts contributed to the election of Thomas Jefferson as president in 1800. • The Napoleonic Wars continued and Americans traded with both the British and the French. • The British practice of impressment, pressing into service American sailors they claimed were British citizens, became a major grievance. • In 1807, Congress passed the Embargo Act to stop American trade with both Britain and France. The embargo devastated the American shipping industry based in New England, a Federalist region. • Federalists opposed both the embargo and later the War of 1812. • Democratic-Republicans living in the West accused the British of urging Native Americans to attack American settlers. • When a British ship fired on an American ship, protest meetings were held all over South Carolina.

War of 1812 (continued) In 1810, War Hawk John C. Calhoun was elected to

War of 1812 (continued) In 1810, War Hawk John C. Calhoun was elected to Congress from South Carolina and urged Congress to declare war on Great Britain. • In 1812, the United States declared war on Great Britain and invaded Canada where the American army was defeated. • In 1814, a British army attacked Washington, D. C. and set fire to the capital and the president’s house [later the White House]. • Although the treaty that ended the war brought no exchange of lands [status quo antebellum], the War of 1812 brought a new surge of nationalism. • The Federalist Party died as a result of their opposition to the war and the Democratic-Republicans, including John C. Calhoun, began to support Federalist policies including a protective tariff and the national bank.