1. Copyright © 2011 Pearson Education, Inc. Publishing as Longman

3. Chapter 2: The Constitution The Origins of the Constitution The Government That Failed: 1776–1787 Making a Constitution: The Philadelphia Convention Critical Issues at the Convention The Madisonian System Ratifying the Constitution Changing the Constitution Understanding the Constitution Summary

4. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Chapter Outline and Learning Objectives The Origins of the Constitution LO 2.1: Describe the ideas behind the American Revolution and their role in shaping the Constitution. The Government That Failed: 1776–1787 LO 2.2: Analyze how the weaknesses of the Articles of Confederation led to its failure.

5. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Chapter Outline and Learning Objectives Making a Constitution: The Philadelphia Convention Making a Constitution: The Philadelphia Convention LO 2.3: Describe the delegates to the Constitutional Convention and the core ideas they shared. Critical Issues at the Convention LO 2.4: Categorize the issues at the Constitutional Convention and outline the resolutions reached on each type of issue.

6. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Chapter Outline and Learning Objectives The Madisonian System LO 2.5: Analyze how the components of the Madisonian system addressed the dilemma of reconciling majority rule with the protection of minority interests. Ratifying the Constitution LO 2.6: Compare and contrast the Federalists and Anti-Federalists in terms of their background and positions regarding government.

7. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Chapter Outline and Learning Objectives Changing the Constitution LO 2.7: Explain how the Constitution can be formally amended and how it changes informally. Understanding the Constitution LO 2.8: Assess whether the Constitution establishes a majoritarian democracy and how it limits the scope of government.

8. The Origins of the Constitution LO 2.1: Describe the ideas behind the American Revolution and their role in shaping the Constitution. The Road to Revolution Declaring Independence The English Heritage: The Power of Ideas The American Creed Winning Independence The “Conservative” Revolution To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

9. The Origins of the Constitution The Road to Revolution Colonists faced tax increases after the French and Indian War. Colonists lacked direct representation in parliament. Colonial leaders formed the Continental Congress to address abuses of the English Crown. LO 2.1 To Learning Objectives

10. LO 2.1 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

11. The Origins of the Constitution Declaring Independence In May and June 1776, the Continental Congress debated resolutions for independence. The Declaration of Independence, which listed the colonists grievances against the British, was adopted on July 4, 1776. Politically, the Declaration was a polemic, announcing and justifying revolution. LO 2.1 To Learning Objectives

12. LO 2.1 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

13. The Origins of the Constitution The English Heritage: The Power of Ideas Natural Rights – Rights inherent in humans being, not dependent on government. Consent of the Governed – The government derives its authority by sanction of the people. Limited Government – Put certain restrictions on government to protect natural rights. LO 2.1 To Learning Objectives

14. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The Origins of the Constitution The American Creed The sanctity of property was one of the few ideas absent in Jefferson’s draft of the Declaration of Independence. Jefferson altered Locke’s phrase, “life, liberty, and property” to “life, liberty, and the pursuit of happiness.” LO 2.1 To Learning Objectives

15. LO 2.1 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

16. The Origins of the Constitution Winning Independence In 1783, the American colonies prevailed in their war against England. The “Conservative” Revolution Restored rights the colonists felt they had lost Not a major change of lifestyles. LO 2.1 To Learning Objectives

17. The Government That Failed: 1776–1787 LO 2.2: Analyze how the weaknesses of the Articles of Confederation led to its failure. The Articles of Confederation Changes in the States Economic Turmoil The Aborted Annapolis Meeting To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

18. The Government That Failed: 1776–1787 The Articles of Confederation The first document to govern the United States, ratified in 1781. It created a confederation among 13 states and former colonies. Congress had few powers; there was no president or national court system. All government power rested in the states. LO 2.2 To Learning Objectives

19. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The Government That Failed: 1776–1787 Changes in the States Voting laws increased political power among a new middle class. Middle class of farmers and craft workers counterbalanced the power of professionals and wealthy merchants. Ideas of equality spread and democracy took hold. LO 2.2 To Learning Objectives

20. LO 2.2 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

21. The Government That Failed: 1776–1787 Economic Turmoil Postwar depression left farmers unable to pay debts. State legislatures sympathetic to farmers passed laws that favored debtors over creditors. LO 2.2 To Learning Objectives

22. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The Government That Failed: 1776–1787 Economic Turmoil (cont.) In 1786, a group of farmers in western Massachusetts led by Captain Daniel Shays rebelled at losing their land to creditors. Shays’ Rebellion was a series of armed attacks on courthouses to prevent judges from foreclosing on farms and it spurred the birth of the Constitution. LO 2.2 To Learning Objectives

23. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The Government That Failed: 1776–1787 The Aborted Annapolis Meeting An attempt to discuss changes to the Articles of Confederation in September 1786. Attended by only 12 delegates from 5 states. Called for a meeting in May 1787 to further discuss changes—the Constitutional Convention. LO 2.2 To Learning Objectives

24. Making a Constitution: The Philadelphia Convention LO 2.3: Describe the delegates to the Constitutional Convention and the core ideas they shared. Gentlemen in Philadelphia Philosophy into Action Copyright © 2011 Pearson Education, Inc. Publishing as Longman

25. Making a Constitution: The Philadelphia Convention Gentlemen in Philadelphia 55 men from 12 of the 13 states. Mostly wealthy planters and merchants. Most were college graduates with some political experience. Many were coastal residents from the larger cities, not the rural areas. LO 2.3

26. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Making a Constitution: The Philadelphia Convention Philosophy into Action Human Nature – People were self- interested; government should check and contain the natural self-interest of people. Political Conflict – Wealth (property) distribution is the source of political conflict; factions arise from the unequal distribution of wealth. LO 2.3 To Learning Objectives

27. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Making a Constitution: The Philadelphia Convention Philosophy into Action (cont.) Objects of Government – Property must be protected against the tyranny of faction. Nature of Government – Secret of good government is “balanced government” because as long as no faction could seize complete control of government, tyranny could be avoided. LO 2.3 To Learning Objectives

28. Critical Issues at the Convention LO 2.4: Categorize the issues at the Constitutional Convention and outline the resolutions reached on each type of issue. The Equality Issues The Economic Issues The Individual Rights Issues To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

29. Critical Issues at the Convention The Equality Issues Equality and Representation of the States – The New Jersey Plan and Virginia Plan led to the Connecticut Compromise. Slavery – The question of how to count slaves was solved with the Three-Fifths Compromise. Equality in Voting – Delegates decided to leave voting qualifications to the states. LO 2.4 To Learning Objectives

30. LO 2.4 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

31. LO 2.4 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

32. Critical Issues at the Convention The Economic Issues States had tariffs on products from other states. Paper money was basically worthless. Congress could not raise money. Key actions taken – Powers of Congress were strengthened and powers of states were limited. LO 2.4 To Learning Objectives

33. LO 2.4 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

34. Critical Issues at the Convention The Individual Rights Issues Prohibits suspension of writ of habeas corpus. No bills of attainder. No ex post facto laws. Religious qualifications for holding office prohibited. Strict rules of evidence for conviction of treason. Jury trial in criminal cases. LO 2.4 To Learning Objectives

35. The Madisonian System LO 2.5: Analyze how the components of the Madisonian system addressed the dilemma of reconciling majority rule with the protection of minority interests. Thwarting Tyranny of the Majority The Constitutional Republic The End of the Beginning To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

36. The Madisonian System Thwarting Tyranny of the Majority Limiting Majority Control – To keep most of the government beyond the control of the masses. Separating Powers – Branches are relatively independent of the others so no single branch could control the others. LO 2.5 To Learning Objectives

37. LO 2.5 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

38. The Madisonian System Thwarting Tyranny of the Majority (cont.) Creating Checks and Balances – Each branch needs the consent of the others for many actions. Establishing a Federal System – Federalism divides power between national and state governments. LO 2.5 To Learning Objectives

39. LO 2.5 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

40. The Madisonian System The Constitutional Republic Republic is a form of government in which the people select representatives to govern them and make laws. Tends to favor the status quo and limit political change. The End of the Beginning The document was approved and now it had to be ratified. LO 2.5 To Learning Objectives

41. Ratifying the Constitution LO 2.6: Compare and contrast the Federalists and Anti-Federalists in terms of their background and their positions regarding government. Federalists and Anti-Federalists Ratification To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

42. Ratifying the Constitution Federalists and Anti-Federalists Federalists supported the new Constitution and wrote the Federalist Papers to defend it. Anti-Federalists opposed the new Constitution and believed it was an enemy of freedom. The compromise between the two groups was the Bill of Rights. LO 2.6 To Learning Objectives

43. LO 2.6 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

44. LO 2.6 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

45. Ratifying the Constitution LO 2.6 Federalists specified that the Constitution be ratified by special conventions, not state legislatures 9 states had to ratify the Constitution Delaware was the 1 st (Dec 1787), New Hampshire was the 9 th (Jun 1788) To Learning Objectives

46. Changing the Constitution LO 2.7: Explain how the Constitution can be formally amended and how it changes informally. The Formal Amending Process The Informal Process of Constitutional Change The Importance of Flexibility To Learning Objectives

47. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Changing the Constitution The Formal Amending Process Proposal – An amendment may be proposed either by a two-thirds vote in each house or chamber of Congress, or by a national convention called by Congress at the request of two-thirds of the state legislatures. LO 2.7 To Learning Objectives

48. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Changing the Constitution The Formal Amending Process (cont.) Ratification – An amendment may be ratified either by the legislatures of three- fourths of the states, or by special state conventions called in three-fourths of the states. LO 2.7 To Learning Objectives

49. LO 2.7 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

50. Changing the Constitution The Informal Process of Constitutional Change Judicial Interpretation – Marbury v. Madison (1803) established judicial review. Changing Political Practice – How the political parties and the Electoral College practice today changed the Constitution. LO 2.7 To Learning Objectives

51. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Changing the Constitution The Informal Process of Constitutional Change (cont.) Technology – Mass media, atomic weapons, computers, and electronic communications have changed the Constitution. Increasing Demands on Policymakers – Demands for more domestic and foreign policies changed the Constitution. LO 2.7 To Learning Objectives

52. LO 2.7 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

53. Changing the Constitution The Importance of Flexibility The Constitution created a flexible government that could adapt to the needs of the times without sacrificing personal freedom. The Constitution is a short document (27 amendments and less than 8,000 words) that does not prescribe the structure and functioning of the national government in detail. LO 2.7 To Learning Objectives

54. Understanding the Constitution LO 2.8: Assess whether the Constitution establishes a majoritarian democracy and how it limits the scope of government. The Constitution and Democracy The Constitution and the Scope of Government To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

55. Understanding the Constitution The Constitution and Democracy The Constitution created a republic (representative democracy based on limited government). Historically, there has been a gradual democratization of the Constitution away from the elitist model of democracy and toward the pluralist one. LO 2.8 To Learning Objectives

56. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Understanding the Constitution The Constitution and the Scope of Government Separation of powers and checks and balances promote demands for public policy to be heard. Separation of powers and checks and balances promote bargaining, compromise, playing one institution against another, and an increase of hyperpluralism. LO 2.8 To Learning Objectives

57. LO 2.8 To Learning Objectives Copyright © 2011 Pearson Education, Inc. Publishing as Longman

58. LO 2.1 Summary The Origins of the Constitution Ideas behind American Revolution and the Constitution were belief in natural rights, consent of the governed, limited government, responsibility of government to protect property, and equality of citizens. To Learning Objectives

59. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The notion that the people must agree on who their rulers will be is referred to as A.sanctity of property rights. B.natural rights. C.consent of the governed. D.limited government. LO 2.1 To Learning Objectives

60. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The notion that the people must agree on who their rulers will be is referred to as A.sanctity of property rights. B.natural rights. C.consent of the governed. D.limited government. LO 2.1 To Learning Objectives

61. Copyright © 2011 Pearson Education, Inc. Publishing as Longman LO 2.2 Summary The Government That Failed: 1776– 1787 The Articles of Confederation established a government dominated by the states, without a permanent executive or national judiciary. A weak central government could not raise sufficient funds, regulate trade, protect property rights, or take action without unanimous consent of the states. To Learning Objectives

62. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The primary result of Shays’ Rebellion was to A.spread similar, unruly behavior to ever larger and more effective groups. B.force states to pass “force acts” and print money. C.serve as a factor motivating the American Revolution. D.precipitate a review of the Articles of Confederation in Annapolis. LO 2.2 To Learning Objectives

63. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The primary result of Shays’ Rebellion was to A.spread similar, unruly behavior to ever larger and more effective groups. B.force states to pass “force acts” and print money. C.serve as a factor motivating the American Revolution. D.precipitate a review of the Articles of Confederation in Annapolis. LO 2.2 To Learning Objectives

64. Copyright © 2011 Pearson Education, Inc. Publishing as Longman LO 2.3 Summary Making a Constitution: The Philadelphia Convention The Framers were more educated, wealthy, and urban than most. Core ideas they shared were that people were self-interested, wealth distribution was a source of political conflict, the object of government was protecting private property, and balanced government is best government. To Learning Objectives

65. Copyright © 2011 Pearson Education, Inc. Publishing as Longman According to James Madison, which of the following is the primary source of political conflict? A.Differing political ideologies. B.The distribution of wealth. C.Self-interested human nature. D.The lack of education. LO 2.3 To Learning Objectives

66. Copyright © 2011 Pearson Education, Inc. Publishing as Longman According to James Madison, which of the following is the primary source of political conflict? A.Differing political ideologies. B.The distribution of wealth. C.Self-interested human nature. D.The lack of education. LO 2.3 To Learning Objectives

67. Copyright © 2011 Pearson Education, Inc. Publishing as Longman LO 2.4 Summary Critical Issues at the Convention The Framers intended to make the national government an economic stabilizer. The economic powers assigned to Congress left no doubt it was to forge national economic policy. The Framers did include some specific individual rights. To Learning Objectives

68. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Which of the following economic powers are given to Congress in the U.S. Constitution? A.Power to tax, borrow money, and print and coin money. B.Power to regulate interstate and foreign commerce. C.Power to broadly protect property rights. D.All of the above. LO 2.4 To Learning Objectives

69. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Which of the following economic powers are given to Congress in the U.S. Constitution? A.Power to tax, borrow money, and print and coin money. B.Power to regulate interstate and foreign commerce. C.Power to broadly protect property rights. D.All of the above. LO 2.4 To Learning Objectives

70. Copyright © 2011 Pearson Education, Inc. Publishing as Longman LO 2.5 Summary The Madisonian System The Founders reconciled majority rule with minority interests by constraining both the majority and the minority. The Madisonian system dispersed power among separate branches of government, and gave them shared powers so that each branch had a check on the others. LO 2.5 To Learning Objectives

71. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The system of governance set up in the U.S. constitutional republic tends to ______. A.favor the status quo and limit political change. B.be relatively efficient in producing political results. C.encourage direct democracy. D.centralize power. LO 2.5 To Learning Objectives

72. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The system of governance set up in the U.S. constitutional republic tends to ______. A.favor the status quo and limit political change. B.be relatively efficient in producing political results. C.encourage direct democracy. D.centralize power. LO 2.5 To Learning Objectives

73. Copyright © 2011 Pearson Education, Inc. Publishing as Longman LO 2.6 Summary Ratifying the Constitution The Federalists, largely from the economic elite, supported a strong national government. Anti-Federalists, largely from the middle class, supported a weaker national government and wanted individual liberties. The Federalists promised to propose what became known as the Bill of Rights. To Learning Objectives

74. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The Bill of Rights was adopted primarily to ______. A.allay fears that the Constitution would restrict freedom. B.ensure that the Constitution had the support of the Federalists. C.protect the states against the potential for abuses by the national government. D.satisfy Madison’s concerns about factions and to check their effects. LO 2.6 To Learning Objectives

75. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The Bill of Rights was adopted primarily to ______. A.allay fears that the Constitution would restrict freedom. B.ensure that the Constitution had the support of the Federalists. C.protect the states against the potential for abuses by the national government. D.satisfy Madison’s concerns about factions and to check their effects. LO 2.6 To Learning Objectives

76. Copyright © 2011 Pearson Education, Inc. Publishing as Longman LO 2.7 Summary Changing the Constitution The formal amendment process requires supermajorities in both houses of Congress and among the states. The informal process includes judicial interpretation, changing political practices, technology, and the increasing demands on policymakers. To Learning Objectives

77. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Which of the following means of amending the Constitution has never been used to date? A.Proposal by ⅔ support in both houses of Congress. B.Ratification by ¾ of state legislatures. C.Ratification by ¾ of state conventions. D.Proposal through a national convention called by Congress. LO 2.7 To Learning Objectives

78. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Which of the following means of amending the Constitution has never been used to date? A.Proposal by ⅔ support in both houses of Congress. B.Ratification by ¾ of state legislatures. C.Ratification by ¾ of state conventions. D.Proposal through a national convention called by Congress. LO 2.7 To Learning Objectives

79. Copyright © 2011 Pearson Education, Inc. Publishing as Longman LO 2.8 Summary Understanding the Constitution The Constitution did not create a majoritarian democracy so majorities did not always rule. Gradual democratization of the Constitution – Right to vote has expanded, senators are elected, and president electors are now agents of political parties. To Learning Objectives

80. Copyright © 2011 Pearson Education, Inc. Publishing as Longman LO 2.8 Summary Understanding the Constitution (cont.) By protecting individual rights and limiting government power to restrict them, the Constitution limits the scope of government. By dispersing power among institutions, the Constitution increases access of interests to government but also allows these interests to check each other and produce stalemate. To Learning Objectives

81. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The Constitution has been amended times to expand the electorate. A.5 B.4 C.3 D.2 LO 2.8 To Learning Objectives

82. Copyright © 2011 Pearson Education, Inc. Publishing as Longman The Constitution has been amended times to expand the electorate. A.5 B.4 C.3 D.2 LO 2.8 To Learning Objectives

83. Copyright © 2011 Pearson Education, Inc. Publishing as Longman Photo Credits 28: Jeff Fusco/Getty Images 29T: US Capitol Historical Society 29TC: New York Public Library Picture Collection 29TB: Hulton Picture Archive/Getty Images 29B: Luke Frazza/Getty Images 31: Joe Griffiths/Hulton Archive/Getty Images 32: US Capitol Historical Society 34L: Brown Brothers 34R: National Archives and Records Administration 37: Scribner’s Popular History of the United States, 1987 38: Yale University Library, Sterling Memorial Library 39: New York Public Library, Astor Lenox and Tilden Foundation 41T: DOONSBURY, GR Trudeau. Reprinted with permission of the Universal Press Syndicate. All Rights Reserved 42B: New York Public Library Picture Collection 47: National Geographic Photographer George Mobley/US Capitol Historical Society 52: Hulton Archive/Getty Images 55: By permission of Mike Lukovich and Creators Syndicate 58: Luke Frazza/Getty Images