2. Monarchy Head of state is a king or queen Abdullah Bin Abdulaziz Bin Abdulrahman Bin Faisal Bin Turki Bin Abdullah Bin Muhammad Bin Saud and the Saudi Arabian Parliament Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

3. Constitutional Monarchy Monarch is a ceremonial figurehead (head of state); the government is led by another entity usually a prime minister (David Cameron) who leads Parliament Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

4. Dictatorship Single person or small group of people has governmental power has governmental power Either not elected (Charles Taylor of Liberia) or “elected” through unfair elections manipulated by those in control (Saddam Hussein and the Baath Party in Iraq) Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

5. Oligarchy: rule by a small group such as the Politburo of the former Soviet Union or the Politburo of present day China Dictatorships (continued) Autocracy: rule of a single person such as such as Adolph Hitler, Adolph Hitler, Benito Benito Mussolini or Mussolini or Kim Jong Il Kim Jong Il Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

6. Dictatorships (continued) Authoritarian: leaders only answer to themselves, not to the people Totalitarian: complete control over all aspects of citizen’s lives—political, religious, social, cultural... Josef Stalin Kim, Hitler, Saddam Hussein Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

7. Dictatorships (continued) Totalitarian governments control society through: society through: Secret police/vast security networks Large propaganda networks networks Nazi Minister of Propaganda Joseph Goebels Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

8. Define the term “democracy.” Democracy come from the Greek words “demos,” which means the people, and kratos, which means authority or power. Democracy means “government by the people.” Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

9. Are there different types of democracy? Direct democracy—citizens come together to discuss and pass laws and select leaders. to discuss and pass laws and select leaders. Initially in English a pejorative term meaning Initially in English a pejorative term meaning mob rule. Ancient Athens and modern mob rule. Ancient Athens and modern New England town meetings New England town meetings Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

10. Are there different types of democracy? Representative democracy—(republic) those who have governmental authority get and retain authority directly or indirectly as a result of winning free elections in which all adult citizens are allowed to participate. Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

11. Hey Simoncini, it’s Jordyn, totally confused. So what’s all this stuff about the benchmarks of democracy? I think our groups should discuss them. Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

12. Popular sovereignty Government policies reflect popular wishes Government policies reflect popular wishes Leaders selected through popular elections Leaders selected through popular elections Elections are free and fair Elections are free and fair Popular participation Popular participation Available high-quality information Available high-quality information Majority rule Majority rule Political equality Political liberty Discuss each and provide examples of how the U. S. does/doesn’t reflect it Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

13. OK, that was cool. But, aren’t there objections to liberal democracy? I think we should discuss those as well. Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

14. Majority tyranny threatens liberty Irrational and incompetent people Majoritarian democracy threatens minorities Discuss each and provide examples of how The U. S. does/doesn’t reflect it Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

15. What is the challenge of a constitutional democracy? democracy? Citizens must be constantly engaged in judging whether power is being used wisely, or whether power is being used to corrupt and to cause an undesirable loss of rights, freedoms and liberty. Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

16. Government by the people requires a Government by the people requires a segment of the population to be attentive… segment of the population to be attentive… It requires faith concerning our common human It requires faith concerning our common human enterprise enterprise It requires people to be constantly concerned It requires people to be constantly concerned about whether we are being tolerant and about whether we are being tolerant and protective of the rights and opinions of others protective of the rights and opinions of others Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

17. This is pretty cool, Simoncini, like my green tongue. But, I really am interested in finding out what people think about how democratic we are as a nation. May we please talk about that topic? Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

18. Questions about popular sovereignty Questions about popular sovereignty Questions about political equality Questions about political equality Questions about political liberty Questions about political liberty Groups: evaluate each issue with regard to the United States and the U. S. government. Students will explain the origins and “benchmarks” of democracy; students will explain objections to liberal democracy; students will apply the previous concepts by discussing how democratic the United States is today

19. Oh nooooo, Hayley. We have a history lesson. What are the historical roots of the U. S. Government? Simoncini, You hot, sexy older man, what’s next? Students will explain the historical underpinnings of the U. S. political tradition

20. Divine Right of Kings Belief that monarchs chosen by God; thus only responsible to God God; thus only responsible to God Belief held in continental Europe Kings had absolute power—greater power over nobility. power over nobility. Students will explain the historical underpinnings of the U. S. political tradition

21. Divine Right of Kings Belief that monarchs chosen by God; thus only responsible to God God; thus only responsible to God Belief held in continental Europe Kings had absolute power—greater power over nobility. power over nobility. Students will explain the historical underpinnings of the U. S. political tradition

22. Henry II (1154-1189) Trial by jury—no more courts of feudal lords (i.e. trial by combat) 12 men answered questions about case 12 men answered questions about case Did not decide innocence or guilt Did not decide innocence or guilt Judges’ decisions used as precedence Common law—reflected customs and principles established over time principles established over time Students will explain the historical underpinnings of the U. S. political tradition

23. King John Unpopular brother of Richard Lion Hearted Tried to raise taxes to pay for war with France (unsuccessful) Noblemen rebelled Source of the Source of the traditional British respect for individual rights and liberties Magna Carta (1215) Students will explain the historical underpinnings of the U. S. political tradition

24. Magna Carta  Contract between king and nobles  Limited power of monarch—had to rule according to laws according to laws  Taxes could only be levied based on “common consent of our kingdom” “common consent of our kingdom” over time: through Parliament. over time: through Parliament.  Right to due process (have law work in known & orderly ways). Protection of known & orderly ways). Protection of the law & jury trials the law & jury trials Students will explain the historical underpinnings of the U. S. political tradition

25. Edward I Needed funds for war with France (1295) Wanted wide support: called meeting of all nobles, knights and burgesses all nobles, knights and burgesses “What affects all, by all should be approved.” approved.” Convened the Model Parliament—voted on taxes, made reforms and laws. on taxes, made reforms and laws. Students will explain the historical underpinnings of the U. S. political tradition

26. Parliament by mid-1300s House of Lords House of Commons Nobles & bishops Knights & burgesses Further limited power of the monarch and established principle of representation. established principle of representation. Controlled purse strings strings Bicameral legislature Students will explain the historical underpinnings of the U. S. political tradition

27. Charles I (Stuart) Succeeded James I in 1625 Asked Parliament for money (via taxes) Taxing without Parliament’s consentTaxing without Parliament’s consent Imprisoning citizens illegallyImprisoning citizens illegally Housing troops in private homesHousing troops in private homes Military government in peacetimeMilitary government in peacetime In exchange, Parliament forced Charles to accept the Petition of Right, which demanded an end to: Students will explain the historical underpinnings of the U. S. political tradition

28. William & Mary Mary Stuart and William of Orange became co-rulers of England 1689 co-rulers of England 1689 Glorious Revolution—turning point in English constitutional history. English constitutional history. With monarch’s power limited by the Parliament, a constitutional monarchy Parliament, a constitutional monarchy Students will explain the historical underpinnings of the U. S. political tradition

29. English Bill of Rights--1689 Formal summary of the rights and liberties considered essential. Limited monarch’s power Limited monarch’s power Free speech in Parliament Free speech in Parliament Parliament had to approve any Parliament had to approve any suspension of laws, taxes or suspension of laws, taxes or forming of a peacetime army. forming of a peacetime army. No excessive bail or cruel/unusual No excessive bail or cruel/unusual punishment punishment Frequent meetings of Parliament Frequent meetings of Parliament Students will explain the historical underpinnings of the U. S. political tradition

30. How would you summarize the history of English government that we have covered thus far? Movement toward a republican form of gov’t Movement toward a republican form of gov’t Establishment of more individual rights Establishment of more individual rights Movement toward more limited government Movement toward more limited government Some attempt at separation of powers within Some attempt at separation of powers within the government & checks and balances the government & checks and balances Movement toward more popular sovereignty Movement toward more popular sovereignty These are all fundamental precepts of the U. S. Constitution. But there is one more very important one. Does anyone know what it is? Federalism Students will explain the historical underpinnings of the U. S. political tradition

31. Hey, Simoncini. This is all nice stuff. But this course is supposed to be about United States government. How does it all apply to how OUR government came about? Good point, Mr. President. All of that information is important background, as our government is derived largely from the English tradition. But, you are right. Let’s now look at the roots of American government. Students will explain the historical underpinnings of the U. S. political tradition

32. OK, go back into your groups and brainstorm how the United States came to be, from a series of colonies to a united nation. Students will explain the historical underpinnings of the U. S. political tradition

33. Different colonies: Different colonies: different reasons for different reasons for colonizing. colonizing. Virginia:economic Plymouth/Mass. Bay: religious freedom Georgia: a refuge for debtors; military buffer PA & NY: debt from Charles II to backers Students will explain the historical underpinnings of the U. S. political tradition

34. Colonial governments—at first little interference from England from England Chesapeake: at first, almost military After riches John Smith: took charge to save the colony. save the colony. Owned by a Joint Stock Company (corporation): Company (corporation): a proprietary colony a proprietary colony Later, the JCS appointed a governor Students will explain the historical underpinnings of the U. S. political tradition

35. July 30, 1619—first meeting of House of Burgesses Make local laws that could be vetoed by either the governor or the Board of Directors in England—would become a key aspect of the North American tradition First legislative assembly in America Students will explain the historical underpinnings of the U. S. political tradition

36. Plymouth Plantation/Massachusetts Bay Religious freedom Theocracy: oligarchy (rule of a few) run by church of a few) run by church leaders leaders Roger Williams rebelled, promoted separation of church and state; banished; escaped and founded Rhode Island Rhode Island Students will explain the historical underpinnings of the U. S. political tradition

37. Pennsylvania Granted by Charles II to William Penn, Sr. in repayment William Penn, Sr. in repayment for assistance during Civil War for assistance during Civil War Along with New York (New Jersey) and the Carolinas, Jersey) and the Carolinas, known as a Restoration Colony known as a Restoration Colony Penn willed to his son, William, a Quaker, who established an open colony with universal male established an open colony with universal male citizenship/suffrage. A proprietary colony—loose citizenship/suffrage. A proprietary colony—loose association with the Crown association with the Crown Students will explain the historical underpinnings of the U. S. political tradition

38. From beginning, all colonies had a governor colonies had a governor Mercantilism—colonies as a means to national as a means to national wealth—push & pull wealth—push & pull Eventually, all colonies converted to royal converted to royal colonies, with governors colonies, with governors appointed by king/ appointed by king/ parliament parliament Students will explain the historical underpinnings of the U. S. political tradition

39. New England-- mountainous, rocky soil, fishing, lumber, crafts The South— The South— warm, moist climate; mostly agricultural economy with crops that grew well in that climate; slave-based economy The colonies also had different economic activities as well as geographic aspects activities as well as geographic aspects

40. Navigation Acts: 1650-1696—Parliament passed laws forcing all commodities from colonies to laws forcing all commodities from colonies to pass through England on English ships pass through England on English ships England’s American colonies began to be economically profitable economically profitable Tobacco, rice, indigo, fish, lumber, crafts, wheat and other commodities...BUT wheat and other commodities...BUT Parliament appointed governors, customs officers, other officials to enforce Navigation Acts other officials to enforce Navigation Acts American colonists: individualism; would not always push raw materials to England or pull always push raw materials to England or pull finished goods from England (Spain, France) finished goods from England (Spain, France) Students will explain the historical underpinnings of the U. S. political tradition

41. From 1650 to 1763, many “appointed” officials Purchased their commissions for selves or relatives relatives Then stayed in England, sending “proxy” officials to represent them in the colonies to represent them in the colonies Proxies were poorly paid and resorted to corrupt and extracurricular business dealings corrupt and extracurricular business dealings Spent much time “away” from jobs Students will explain the historical underpinnings of the U. S. political tradition

42. Meanwhile... Colonies needed governing—laws, police, transportation networks, public services transportation networks, public services Following English political tradition, colonial legislatures, in place in all of the colonies, legislatures, in place in all of the colonies, began going around the governors and other began going around the governors and other officials and “taking charge.” officials and “taking charge.” Popular with the people—enjoyed the idea of self-governance, but still considered them- selves loyal subjects of the King Students will explain the historical underpinnings of the U. S. political tradition

43. But, governance limited to individual colonies In fact, due to differences in economics, political differences, social differences (Southern aristocracy versus egalitarian New England, for example), other differences, significant distrust and dislike of colonies and colonial assemblies for other colonies Absolutely no thought of uniting into one comprehensive group of colonies. Rather all saw themselves as separate entities Students will explain the historical underpinnings of the U. S. political tradition

44. 1754: Meeting of representatives of 7 British colonies and leaders of the Iroquois Nation in Albany, New York to plan defense against possible attacks from French and Native American allies (French & Indian War) At the meeting, Benjamin Franklin proposed the Albany Plan of Union, that would include a council of colony representatives that could levy taxes and raise an army as well as regulate trade with Native Americans Rejected by colonial governments Students will explain the historical underpinnings of the U. S. political tradition

45. System of proxy British officials and powerful colonial legislatures continued until the French colonial legislatures continued until the French and Indian War—extension of Seven Years War and Indian War—extension of Seven Years War Although a victory, the war caused conflict and animosity between colonists and British The war nearly bankrupted the British government Parliament decided to strictly enforce the Navigation Acts Appointed officials must serve at their posts Colonial legislatures lost substantial power Students will explain the historical underpinnings of the U. S. political tradition

46. Proclamation of 1763 Taxes via Sugar Act, Stamp Act, Townshend Acts, Coercive (Intolerable) Acts, etc. passed by Parliament in England and paid by colonists Angered colonial legislatures, but Still considered themselves loyal to King Still distrustful of other colonies First Continental Congress of 1774—first meeting of all colonies (56 delegates) of all colonies (56 delegates) Students will explain the historical underpinnings of the U. S. political tradition

47. Even with the fighting of the American Revolution And the Declaration of Independence Colonies still distrusted one another and, because of their dislike of the King and Parliament as the war went on, colonial legislative leaders highly distrusted a strong central government for the new United States Led to the Articles of Confederation Students will explain the historical underpinnings of the U. S. political tradition

48. Early American Political Tradition Reflective of years of English political tradition Power of colonial legislatures and distrust of a monarch and desire for popular sovereignty monarch and desire for popular sovereignty Weak national government with most power to the states—so the early USA was a loose to the states—so the early USA was a loose confederation of states confederation of states Almost led to defeat in the Revolution George Washington adamant in calling for a strong national government strong national government Students will explain the historical underpinnings of the U. S. political tradition

49. The Second Continental Congress Independence Hall in Philadelphia, PA Met in May 1775; by June, most Delegates favored independence Congress president John Hancock Selected a Committee of Five to write a Declaration of Independence Students will explain the historical underpinnings of the U. S. political tradition

50. The Committee of Five: B. Franklin Chairman T. Jefferson R. Sherman J. Adams R. Livingston Students will explain the historical underpinnings of the U. S. political tradition

51. The philosophical basis of the Constitution: The Constitution is a mechanical document; the D of I provides the philosophy behind the Constitution. Students will explain the historical underpinnings of the U. S. political tradition

52. The Declaration of Independence In writing the Declaration, Jefferson drew upon the writings of drew upon the writings of Enlightenment authors Enlightenment authors John Locke John Locke and Jean Jacques and Jean Jacques Rousseau Rousseau The Second Treatise on Civil Government : natural rights Students will explain the historical underpinnings of the U. S. political tradition

53. Simoncini, in the US I’m free to love anyone I want. That’s liberty, stated in the Declaration of Independence. But shouldn’t we put the Declaration of Independence into modern language? Students analyze the Declaration of Independence

54. The Declaration of Independence The Declaration of Independence Students analyze the Declaration of Independence

55. Simoncini, the Declaration is all fine and well, but there were omissions. Let’s discuss them. I wish you would omit this picture from your file. Students analyze the Declaration of Independence

56. I’m up to answering that one, Simoncini. The Declaration did not take into consideration slavery, women, the rights of Native Americans and the rights of African Americans. It was all about tall, smart, white guys—like Jefferson (and me.) Students analyze the Declaration of Independence

57. During the Revolutionary War, the first American national government the first American national government formed under a document known as formed under a document known as The Articles of Confederation The Articles of Confederation Created 1777; formally approved or: approved or ratified by all 13 states in 1781 Students analyze the Articles of Confederation

58. The Articles of Confederation A loose confederation of independent states states Basis: Fear that a strong central government would threaten power government would threaten power of states and individual freedoms of states and individual freedoms Limited power of national government National government actually impotent actually impotent Students analyze the Articles of Confederation

59. Simoncini, Danny’s feeling weak. So what were some of the weaknesses of the Articles of Confederation? Students analyze the Articles of Confederation

60. The Articles of Confederation Unicameral legislature (Congress) Each state delegation had 1 vote State delegations chosen by the state legislature of each state state legislature of each state Majority vote on regular issues Nine “Aye” votes for major decisions such as war such as war Unanimous approval for amendments Students analyze the Articles of Confederation

61. The Articles of Confederation No executive No judiciary Only Congress:  Declare war  Conduct foreign policy  Borrow Money  Establish military forces  Settle arguments between states Students analyze the Articles of Confederation

62. Weaknesses of the Articles of Confederation Confederation  No president or executive to enforce laws laws  No national court system  No power to tax  No power to regulate trade  No power to establish a national armed forces—each state raised its own forces—each state raised its own troops) troops)  Major laws required 9/13 votes in Cong. Students analyze the Articles of Confederation

63. Problems stemming from the weaknesses in the Articles Difficulty in achieving unity Different states—different religious and cultural traditions religious and cultural traditions Economic differences Slavery issue Poor inter-state transportation transportation systems systems Students analyze the Articles of Confederation

64. Tensions based on fear of disorder/violence Resolute defense of individual rights (a core principle of Revolution) and public core principle of Revolution) and public concern for safety and security concern for safety and security Students analyze the Articles of Confederation

65. Common people’s passions for democracy and equality were getting out of democracy and equality were getting out of hand hand Founders, instead, advocated Republicanism Consent of the governed: elect govern- ment leaders ment leaders Limited Government: fragment the power of government power of government Limit influence of majority: one branch only directly elected by the people directly elected by the people Ultimate goal: make tyranny—the abuse of inalienable rights of citizens by government— inalienable rights of citizens by government— unlikely or impossible unlikely or impossible Students explain the philosophy behind the Constitution

66. Popular democracy? No: govern through elites Legislators responsive to popular opinion? No: independent judgment about how to best serve the public interest, best serve the public interest, based on needs and interests based on needs and interests of society, not public opinion of society, not public opinion Students explain the philosophy behind the Constitution

67. Simoncini, I’m really worried because the way Janki is touching me I think she wants a Boston marriage. I guess the Founders were worried too. Why? Students explain the philosophy behind the Constitution

68. Too much participation by the people in Too much participation by the people in government could only have a bad outcome government could only have a bad outcome Wanted to protect against government’s Wanted to protect against government’s intrusions on the right to own property intrusions on the right to own property Stay Acts in some states were laws Stay Acts in some states were laws that forbade farm foreclosures for that forbade farm foreclosures for nonpayment of debts or postponed the nonpayment of debts or postponed the collection of taxes or mortgage payments collection of taxes or mortgage payments Students explain the philosophy behind the Constitution

69. Key Event: Shay’s Rebellion (1786) Prevent the state of Massachusetts from Massachusetts from seizing property of seizing property of debtors debtors Many in the U.S. saw this incident as clear this incident as clear evidence of the evidence of the weaknesses of the weaknesses of the Articles Articles Led to the Constitutional Convention in Convention in Philadelphia Philadelphia Students explain the philosophy behind the Constitution

70. September 1786: Annapolis Convention Only 5 states: DL, NJ, NY, PA, VA Tried to resolve some differences among states among states Decided to meet again with all states in with all states in Philadelphia in May 1787 Philadelphia in May 1787 Proposal drafted by Hamilton Students explain the philosophy behind the Constitution

71. As a swamp zombie, I have problems—I can’t find any hot zombie guys; but I guess the Founders’ problems were greater than mine. Hey, speaking of hot guys, I saw some pictures of the Founders. Who were those guys? Students explain the key people involved in writing the Constitution

72. Washington Franklin Madison Sherman Gorham Paterson Randolph Students explain the key people involved in writing the Constitution

73. Hey Simoncini! Even though I look at the world through rose- colored glasses, I want to know what sorts of things they discussed, argued over and agreed upon at the Constitutional Convention. Students explain the key issues involved in the Constitutional Convention

74. Procedural rules Closed to public & press Each state delegation had one vote one vote Simple majority for major decisions decisions Students explain the key issues involved in the Constitutional Convention

75. The Virginia Plan Strong national government Bicameral legislature Strong executive Membership in both houses based on population Judiciary TaxesLawsTrade Students explain the key issues involved in the Constitutional Convention

76. Issues/Concerns with Virginia Plan First house elected by people Second house elected by first house from among candidates nominated from among candidates nominated by states by states Small states felt this plan favored the larger states (VA, PA, MA, MD, NC) larger states (VA, PA, MA, MD, NC) Executive & Judiciary selected by Congress Congress Some feared strong executive National court system Students explain the key issues involved in the Constitutional Convention

77. Concept of separation of powers and Checks and balances Students explain the key issues involved in the Constitutional Convention

78. Members chosen by state legislatures The New Jersey Plan Counterproposal to VA Plan, more representative of states, particularly representative of states, particularly small states small states William Paterson Weak executive controlled by legislature Strong unicameral legislature Each state equal representation—one vote each vote each One supreme court—chosen by legis. TaxCommerce Students explain the key issues involved in the Constitutional Convention

79. The Great Compromise Roger Sherman Bicameral legislature House of Representatives chosen by population/ chosen by population/ elected by the people elected by the people (Virginia Plan) (Virginia Plan) Senate—each state have 1 (later changed to 2) representatives elected changed to 2) representatives elected by state legislatures (NJ Plan—smaller by state legislatures (NJ Plan—smaller states equal to larger ones) states equal to larger ones) Students explain the key issues involved in the Constitutional Convention

80. Slaves had no legal rights, therefore should not be counted in population should not be counted in population Slavery—the 3/5 Compromise Southern states: count slaves as population (for representation in population (for representation in The House of Representatives) The House of Representatives) Many northern delegates opposed slavery slavery Some southern states: if slaves not counted, would not sign Constitution counted, would not sign Constitution The compromise: each slave = 3/5 of one free person one free person Students explain the key issues involved in the Constitutional Convention

81. Other compromises Southerners feared that Congress could vote to make importing could vote to make importing slaves into the U.S. illegal slaves into the U.S. illegal Southerners also did not want taxes on exports—economy of southern on exports—economy of southern states depended on exports states depended on exports The compromise: Congress could not ban importation of slaves before ban importation of slaves before 1808 and could not tax exports 1808 and could not tax exports Students explain the key issues involved in the Constitutional Convention

82. President chosen by state electors— the number of electors for a given the number of electors for a given state = its senators + its representatives state = its senators + its representatives Electoral Votes If no candidate receives a majority of electoral votes, House of electoral votes, House of Representatives would choose Representatives would choose Has occurred twice—1800 and 1824 Has occurred twice—1800 and 1824 Other compromises Students explain the key issues involved in the Constitutional Convention

83. Most creative political thinker (Father of the Constitution): James Madison of the Constitution): James Madison Protégé of Jefferson Took extensive notes of the notes of the debates—main debates—main record of what record of what went on—convention went on—convention closed to public closed to public Based on extensive study of history and politics, developed the history and politics, developed the Virginia Plan Virginia Plan Students explain the key issues involved in the Constitutional Convention

84. Co-sovereignty issue All power directly flowed from the people, so neither federal government nor state governments were truly sovereign Federalism: Article VI: Supremacy Clause: the Article VI: Supremacy Clause: the national government creates the national government creates the supreme law of the land supreme law of the land Federal: broad powers to tax, regulate commerce, control currency, pass laws (elastic or “necessary and proper” clause) Students explain the key issues involved in the Constitutional Convention

85. Possible tyranny from concentrated authority? Montesquieu: a republic must be confined to a relatively small area; large area breeds despotism because rulers too distant from most of the people. Madison: large republic less likely to produce tyranny, because it would contain so many different factions that no single group would ever dominate. Concept of checks and balances Students explain the key issues involved in the Constitutional Convention

86. Like I’m just too sexy for my own good! So, why was there a struggle to ratify the Constitution? Students explain the key issues involved in the struggle to ratify the Constitution

87. Federalists Supporters of Constitution Better organized Students explain the key issues involved in the struggle to ratify the Constitution

88. Anti-federalists Included Patrick Henry Defenders of true principles Defenders of true principles of the Revolution of the Revolution Believed Constitution would Believed Constitution would betray those principles by betray those principles by establishing a strong, potentially establishing a strong, potentially tyrannical, center of power tyrannical, center of power Biggest complaint: no bill of rights Biggest complaint: no bill of rights No government can be trusted to No government can be trusted to protect the liberties of its citizens protect the liberties of its citizens without enumerating the natural without enumerating the natural rights of people rights of people Students explain the key issues involved in the struggle to ratify the Constitution

89. States of greatest concern to Federalists New York and Virginia Students explain the key issues involved in the struggle to ratify the Constitution

90. and Virginian and Virginian James Madison James Madison Wrote a series of pamphlets known as The Federalist Papers calling them- selves Publius selves Publius To “sell” the Constitution to those states, New Yorkers John Jay and Alexander and Alexander Hamilton Hamilton Students explain the key issues involved in the struggle to ratify the Constitution

91. Madison also promised that, if New York promised that, if New York and Virginia ratified the and Virginia ratified the Constitution, the First Constitution, the First Congress would create a Congress would create a national Bill of Rights. national Bill of Rights. The strategy worked— all 13 states finally all 13 states finally ratified the Constitution ratified the Constitution Students explain the key issues involved in the struggle to ratify the Constitution

92. Federalists Feared disorder, anarchy, chaos: the unchecked power of the masses Wanted a government that would function at a distance from popular passions; anti-federalists feared dangers of concentrated power Students explain the key issues involved in the struggle to ratify the Constitution

93. Key Amendments 1Religion, speech, petition, assembly, press press 2Keep/Bear Arms 3No quartering 4No illegal search/seizure 5No self-incrimination/double jeopardy 6Speedy/public trial 7Trial by jury 8No excessive bail, fines, cruel and unusual punishment punishment Students explain the elements of the United States Constitution

94. Key Amendments 9 Rights retained by people 10 Rights retained by states 11 Limitations on the judiciary 12 Vice presidential selection 13 No Slavery 14 Definition of Citizenship + due process clause 15 African-American males vote 16 Federal Income Tax 17 Direct Election of Senators 18 No manufacture, transportation, sale of alcoholic beverages alcoholic beverages 19 Women vote Students explain the elements of the United States Constitution

95. Key Amendments 20 Presidential inauguration, etc 21 Overturns 18 22 Limits presidential terms 23 Residents of Washington, D. C. can vote for president for president 24 No poll taxes 25 Vice presidential succession 26 18 year old vote 27 Congressional pay raises Students explain the elements of the United States Constitution

96. Key Amendments 1Religion, speech, petition, assembly, press press 2Keep/Bear Arms 3No quartering 4No illegal search/seizure 5No self-incrimination/double jeopardy 6Speedy/public trial 7Trial by jury 8No excessive bail, fines, cruel and unusual punishment punishment

97. Key Amendments 9 Rights retained by people 10 Rights retained by states 11 Limitations on the judiciary 12 Vice presidential selection 13 No Slavery 14 Definition of Citizenship 15 African-American males vote 16 Federal Income Tax 17 Direct Election of Senators 18 No manufacture, transportation, sale of alcoholic beverages alcoholic beverages 19 Women vote

98. Key Amendments 20 Presidential inauguration, etc 21 Overturns 18 22 Limits presidential terms 23 Residents of Washington, D. C. can vote for president for president 24 No poll taxes 25 Vice presidential succession 26 18 year old vote 27 Congressional pay raises

99. Establishes rules that the U.S. Government must observe U.S. Government must observe Based on 6 main principles: Popular sovereigntyPopular sovereignty Limited governmentLimited government Separation of powersSeparation of powers Checks/balancesChecks/balances FederalismFederalism National freeNational free enterprise economy enterprise economy Popular sovereigntyPopular sovereignty Students explain the elements of the United States Constitution

100. What is popular sovereignty? Popular sovereignty: Government’s authority comes from the comes from the people. people. Students explain the elements of the United States Constitution

101. Establishes rules that the U.S. Government must observe U.S. Government must observe Based on 6 main principles: Limited governmentLimited government Separation of powersSeparation of powers Checks/balancesChecks/balances FederalismFederalism National freeNational free enterprise economy enterprise economy Popular sovereigntyPopular sovereignty Students explain the elements of the United States Constitution

102. Limited government: The government cannot truly serve cannot truly serve the needs of the the needs of the people if it has too people if it has too much power—the much power—the Constitution, in Constitution, in places, limits power places, limits power Article I, Section 9; The Bill of Rights Students explain the elements of the United States Constitution

103. Establishes rules that the U.S. Government must observe U.S. Government must observe Based on 6 main principles: Limited governmentLimited government Separation of powersSeparation of powers Checks/balancesChecks/balances FederalismFederalism National freeNational free enterprise economy enterprise economy Popular sovereigntyPopular sovereignty Students explain the elements of the United States Constitution

104. Ambition must be made to counteract ambition. Vetoes Judicial Review ImpeachmentConfirmation Students explain the elements of the United States Constitution

105. So that no one branch has too much power, the Constitution divides responsibilities among the three branches Separation of Powers Students explain the elements of the United States Constitution

106. Constitution prevents the concen- tration and abuse of power by giving each branch the authority to restrain, or check, the other two branches. It divides power between branches. Checks and balances Students explain the elements of the United States Constitution

107. We deliberately built inefficiency into the American political system. The rise of national political parties The rise of national political parties Expansion of the electorate and Expansion of the electorate and changes in electoral methods changes in electoral methods Establishment of agencies Establishment of agencies deliberately designed to exercise deliberately designed to exercise legislative, executive, and judicial legislative, executive, and judicial functions functions Changes in technology Changes in technology Emergence of presidential power Emergence of presidential power The rise of national political parties The rise of national political parties Expansion of the electorate and Expansion of the electorate and changes in electoral methods changes in electoral methods Establishment of agencies Establishment of agencies deliberately designed to exercise deliberately designed to exercise legislative, executive, and judicial legislative, executive, and judicial functions functions Changes in technology Changes in technology Emergence of presidential power Emergence of presidential power Students explain the elements of the United States Constitution

108. U. S. Political History: The Six Party Systems Federalists vs. Democratic-Republicans Federalists vs. Democratic-Republicans Democrats vs. Whigs Democrats vs. Whigs Republicans vs. Democrats, 1861-1896 Republicans vs. Democrats, 1861-1896 Republican Dominance, 1896-1932 Republican Dominance, 1896-1932 New Deal & Democratic Dominance New Deal & Democratic Dominance De-Alignment and Divided Government De-Alignment and Divided Government Parties at war (hyperpartisanship) Parties at war (hyperpartisanship) Students explain the elements of the United States Constitution

109. We deliberately built inefficiency into the American political system. The rise of national political parties The rise of national political parties Expansion of the electorate and Expansion of the electorate and changes in electoral methods changes in electoral methods Establishment of agencies Establishment of agencies deliberately designed to exercise deliberately designed to exercise legislative, executive, and judicial legislative, executive, and judicial functions functions Changes in technology Changes in technology Emergence of presidential power Emergence of presidential power The rise of national political parties The rise of national political parties Expansion of the electorate and Expansion of the electorate and changes in electoral methods changes in electoral methods Establishment of agencies Establishment of agencies deliberately designed to exercise deliberately designed to exercise legislative, executive, and judicial legislative, executive, and judicial functions functions Changes in technology Changes in technology Emergence of presidential power Emergence of presidential power Students explain the elements of the United States Constitution

110. I accepted the necessity of economic inequality and social gradation. But I did believe that people can rise to prominence on the basis of their own talents and energies. The goal of people in public life was to ensure that others like themselves would have the opportunity to do the same. Students explain the elements of the United States Constitution

111. Initiative Referendum Direct Primary Recall Lobbying Australian Ballot Students explain the elements of the United States Constitution

112. We deliberately built inefficiency into the American political system. The rise of national political parties The rise of national political parties Expansion of the electorate and Expansion of the electorate and changes in electoral methods changes in electoral methods Establishment of agencies Establishment of agencies deliberately designed to exercise deliberately designed to exercise legislative, executive, and judicial legislative, executive, and judicial functions functions Changes in technology Changes in technology Emergence of presidential power Emergence of presidential power The rise of national political parties The rise of national political parties Expansion of the electorate and Expansion of the electorate and changes in electoral methods changes in electoral methods Establishment of agencies Establishment of agencies deliberately designed to exercise deliberately designed to exercise legislative, executive, and judicial legislative, executive, and judicial functions functions Changes in technology Changes in technology Emergence of presidential power Emergence of presidential power Students explain the elements of the United States Constitution

113. Who can give an example of a check that the President can use? Veto: the President can reject any piece of legislation sent by Congress. But remember, we in the Congress have our own check— we can override a president’s veto if 2/3 of both houses of Congress vote to do so. Senator Diane Feinstein Students explain the elements of the United States Constitution

114. Marbury v. Madison (1803) Jefferson repealed Judiciary Act of 1801 Adams had made “midnight appointments” “midnight appointments” One was William Marbury: Justice of the Peace for Washington, D. C. Justice of the Peace for Washington, D. C. Secretary of State’s job to deliver commissions commissions Madison: new Secretary of State, refused to deliver Marbury’s commission deliver Marbury’s commission Students explain the elements of the United States Constitution

115. Marbury v. Madison (1803) John Marshall Court held Marbury had a right to his commission, but the commission, but the Court, as stipulated in the Court, as stipulated in the Judiciary Act of 1789, had Judiciary Act of 1789, had no right to order Madison to deliver it no right to order Madison to deliver it Congress had exceeded its authority in including that power in the Judiciary Act of including that power in the Judiciary Act of 1789 1789 Students explain the elements of the United States Constitution

116. Marbury v. Madison (1803) With the Marshall Court’s ruling, it gave itself the ruling, it gave itself the power to nullify an act of power to nullify an act of Congress—Judicial Review Congress—Judicial Review Established the Judiciary as a branch of government co-equal with the as a branch of government co-equal with the executive and legislative—a position that executive and legislative—a position that the founders of the republic had never the founders of the republic had never clearly indicated it should occupy. clearly indicated it should occupy. Students explain the elements of the United States Constitution

117. But, the President does not necessarily have to enforce a decision of necessarily have to enforce a decision of the Supreme Court (or spend money the Supreme Court (or spend money appropriated by Congress.) appropriated by Congress.) Worcester v. Georgia (1832) John Marshall has made his decision. Now let him enforce it. Students explain the elements of the United States Constitution

118. May 17, 1954: Brown v. Board of Education of Topeka, KS of Topeka, KS Arguing for the plaintiff: Thurgood Marshall Oliver Brown, father of Linda Brown, sued the Topeka Board of Education for violating Linda’s rights by denying her admission to an all-white elementary school 4-blocks from her house. Rather, the Board forced Linda to attend an all-Black school 21 blocks away. Students explain the elements of the United States Constitution

119. The Warren Court, The Warren Court, led by Chief Justice Earl led by Chief Justice Earl Warren, unanimously Warren, unanimously decided in favor of Brown decided in favor of Brown thereby striking down thereby striking down Plessy v Ferguson and all Plessy v Ferguson and all segregation as segregation as unconstitutional. unconstitutional. The Brown decision The Brown decision immediately affected 12 immediately affected 12 million schoolchildren in million schoolchildren in 21 states 21 states Students explain the elements of the United States Constitution

120. President Eisenhower immediately asked Washington, D. C. officials to integrate asked Washington, D. C. officials to integrate and make Washington a model for the and make Washington a model for the remainder of the nation. However, he and remainder of the nation. However, he and Attorney General Herbert Brownell, Jr. did Attorney General Herbert Brownell, Jr. did little else to little else to enforce the enforce the decision until decision until 1957. 1957. Students explain the elements of the United States Constitution

121. 1955: Supreme Court handed down a second Brown ruling: ordered district courts to implement school desegregation “with all deliberate speed.” President Eisenhower and Congress did President Eisenhower and Congress did not enforce. Eisenhower believed you not enforce. Eisenhower believed you could not force desegregation on people. could not force desegregation on people. Finally enforced at Central High School Finally enforced at Central High School in Little Rock, Arkansas, in 1957. in Little Rock, Arkansas, in 1957. Students explain the elements of the United States Constitution

122. Establishes rules that the U.S. Government must observe U.S. Government must observe Based on 6 main principles: Limited governmentLimited government Separation of powersSeparation of powers Checks/balancesChecks/balances FederalismFederalism National freeNational free enterprise economy enterprise economy Popular sovereigntyPopular sovereignty Students explain the elements of the United States Constitution

123. Federalism Some powers belong to the national government, some powers belong to the states, even some belong to localities. The Constitution also prohibits the national government from doing certain things and the states from doing other things. Students explain the elements of the United States Constitution

124. U. S. Government Fifty State Governments (Example: California) All bicameral except for Nebraska (unicameral) House of RepSenate President U. S. Supreme Court Assembly Senate Governor CA Sup Ct. Students explain the elements of the United States Constitution

125. Article VI, Section 2—The Supremacy Clause Clause Article I, Section 8—The Elastic Clause aka “The Necessary and Proper” clause “The Necessary and Proper” clause Challenging the Supremacy Clause Three nullification crises Alien and Sedition Acts Alien and Sedition Acts Tariff of Abominations Tariff of Abominations Fugitive Slave Act Fugitive Slave Act Modern Day: local legalization of marijuana marijuana Students explain the elements of the United States Constitution

126. Establishes rules that the U.S. Government must observe U.S. Government must observe Based on 6 main principles: Limited governmentLimited government Separation of powersSeparation of powers Checks/balancesChecks/balances FederalismFederalism National freeNational free enterprise economy enterprise economy Popular sovereigntyPopular sovereignty Students explain the elements of the United States Constitution

127. National Free Enterprise Economy Governments instituted to protect free economy (capitalism) economy (capitalism) Article I, Sections 8, 9 & 10 Article IV, Section 1: “Full faith and credit” clause faith and credit” clause Students explain the elements of the United States Constitution

128. Congressional elaboration Congress has the ability to create legislation to meet the needs of the nation rather than amend the Constitution—elastic or necessary and proper clause in Article I and proper clause in Article I Students explain the elements of the United States Constitution

129. Impeachment Article II: removal from office of officials convicted of “Treason, Bribery, or other convicted of “Treason, Bribery, or other High Crimes and Misdemeanors.” High Crimes and Misdemeanors.” Congress interprets meaning House: initiates (Grand Jury) Senate tries VP sits as presiding officer Chief Justice when President is being impeached being impeached Students explain the elements of the United States Constitution

130. A. Johnson R. Nixon B. Clinton Students explain the elements of the United States Constitution

131. Impoundment Presidents may impound—or refuse to spend funds appropriated by Congress Presidents may send the armed forces into a conflict without a formal congressional a conflict without a formal congressional declaration of war declaration of war Presidents may propose legislation and work to get it passed work to get it passed Students explain the elements of the United States Constitution

132. When my friends and I wrote the Constitution, we all knew that at some points it would have to be changed. What method did we use to change the Constitution? Amendments How can amend- ments be pro- posed? Students explain the elements of the United States Constitution

133. Amendments can be proposed two ways: one by Congress and one by a national convention called by Congress at the request of 2/3 of our state legislatures. That’s right, Niki, but we have never used the convention method. How does it work if Congress proposes it? Well, Krista, 2/3 of both houses of Congress must approve an amendment and then it is sent to the states for ratification. Students explain the elements of the United States Constitution

134. How do the states ratify the proposed amendments? Good question, Dr. Franklin. One way stated in the Constitution is ¾ of our state legislatures (38 in all) must approve the amendment for it to become part of the Constitution. This held true for 26 of our 27 amendments. Students explain the elements of the United States Constitution

135. The Bill of Rights were the first ten amendments and protected individualfreedoms. Students explain the elements of the United States Constitution

136. If you don’t mind, I’ll answer that question, because I was president when it happened. That was the 21 st Amendment, which repealed Prohibition (the 18 th Amendment). Special conventions in at least ¾ of the states voted for this amendment—it was a second method the Founders put in the Constitution. Thank you, Mr. Madison. But what method did they use to ratify the other one? Students explain the elements of the United States Constitution

137. The Equal Rights Amendment Betty Friedan (front) and Gloria Steinam (rear) Students explain the elements of the United States Constitution

138. The Equal Rights Amendment Friedan, The Feminine Mystique Friedan, The Feminine Mystique National Organization of Women (NOW) National Organization of Women (NOW) 1966—central mission was passage 1966—central mission was passage of ERA of ERA All presidents from Truman to Reagan All presidents from Truman to Reagan had endorsed had endorsed 1970s: overwhelming support in both 1970s: overwhelming support in both houses of Congress; 1980s, GOP houses of Congress; 1980s, GOP moved to neutrality on issue moved to neutrality on issue Students explain the elements of the United States Constitution

139. Conservative women spoke out against NOW and the Equal Rights against NOW and the Equal Rights Amendment Amendment Phyllis Schlafly led the Stop-ERA campaign Insisted that the ERA was the work of was the work of radical feminists who radical feminists who “hate men, marriage, “hate men, marriage, and children.” and children.” Students explain the elements of the United States Constitution

140. The Equal Rights Amendment  First step: Congressional approval  No direct presidential involvement  Sent to states for ratification  Supreme Court: ratification of amendments within a reasonable time within a reasonable time (27 th Amendment: 203 years) (27 th Amendment: 203 years)  Seven-year limit—1972-1979  Congress extended until 30 June 1982  Requires ¾ of all states (38) to ratify  ERA fell 3 states short Students explain the elements of the United States Constitution

141. One of the cool things about the Constitution is that, like me, Sponge Bob, it is a flexible, living document. That’s right, Sponge Bob. That is why over the years my fellow Supreme Court justices and I have been able to interpret the Constitution to fit society’s needs. Students explain the elements of the United States Constitution

142. The Constitution is flexible because my fellow founders and I were purposely vague in writing certain parts. Well, that’s why my fellow presidents and I… …and Members of Congress like us have been able to form political parties, change laws, and use custom and tradition to shape government to better serve the American people. J. Denham D. Feinstein Students explain the elements of the United States Constitution

143. Define the term “interest group.” Groups or associations of people who seek to influence government in some way—also called special interests Define the term “linkage institutions.” Institutions that serve as a means by which individuals can express preferences regarding the development of public policy. Examples include the media or political parties

144. What is the basic function of government? The Declaration of Independence (1776): “That to secure these rights (life, liberty and the pursuit of happiness), governments are the pursuit of happiness), governments are instituted among men, deriving their just instituted among men, deriving their just powers from the consent of the governed.” powers from the consent of the governed.”

145. What is the basic function of government? U. S. Constitution (1787): The establishment of a more perfect union The establishment of a more perfect union The establishment of justice The establishment of justice The insurance of domestic tranquility The insurance of domestic tranquility The promotion of the general welfare The promotion of the general welfare Securing the blessings of individual liberty Securing the blessings of individual liberty

146. An ordinance of reason For the common good Made by those who have received power from the people from the people Promulgated (announced) One function of government is to make laws to govern, or control, society. Define the term govern, or control, society. Define the term “law.” “law.”

147. Define the term “politics.” The process of which people decide, at least in our system of government, who shall govern in our system of government, who shall govern and what policies shall be adopted. Such and what policies shall be adopted. Such processes invariably involve discussions, processes invariably involve discussions, debates and process over tactics and goals. debates and process over tactics and goals.

148. Define the term “politician.” A person who fulfills the tasks of an operating government. Some are elected and others government. Some are elected and others are not. Non-elected politicians may be are not. Non-elected politicians may be political party officials or aides, advisers or political party officials or aides, advisers or consultants to elected officials. consultants to elected officials. What sorts of things do we expect from politicians? Are our expectations politicians? Are our expectations realistic? realistic?