Section 1: Early Quarrels and Accomplishments (p. 146-147)
Section 2: Shays’s Rebellion and the Need for Change (p. 147)
Warm up: Slide 12 on student copy - Why did we need a new Constitution?
Read Thomas Jefferson's reaction to Shay's Rebellion on CommonLit and answer questions on slide 9
Clip: "All is Not Well" 5-4 (17:50-23:10)
Section 3: Opening the Constitutional Convention (p. 148-150)
Section 4 - Issue: How Should States Be Represented in the New Government? (Virginia v. New Jersey Plan)
Section 5 - Resolution: The Great Compromise
Section 6 - Issue: How Should Slaves Be Counted?
Section 7 - Resolution: The Three-Fifths Compromise
Clips: "Blueprint for a New Nation" 5-6&7 (29:26-32:38) and "Reactions are Divided" (32:38-39:05)
One of the first differences among the delegates to become clear was between those from large states, such as New York and Virginia, and those who represented small states, like Delaware. When discussing the structure of the government under the new constitution, the delegates from Virginia called for a bicameral legislature consisting of two houses. The number of a state’s representatives in each house was to be based on the state’s population. In each state, representatives in the lower house would be elected by popular vote. These representatives would then select their state’s representatives in the upper house from among candidates proposed by the state’s legislature. Once a representative’s term in the legislature had ended, the representative could not be reelected until an unspecified amount of time had passed.
Delegates from small states objected to this Virginia Plan. Another proposal, the New Jersey Plan, called for a unicameral legislature with one house, in which each state would have one vote. Thus, smaller states would have the same power in the national legislature as larger states. However, the larger states argued that because they had more residents, they should be allotted more legislators to represent their interests.
Text from Lumen Learning
The Great Compromise that determined the structure of Congress soon led to another debate, however. When states took a census of their population for the purpose of allotting House representatives, should slaves be counted? Southern states were adamant that they should be, while delegates from northern states were vehemently opposed, arguing that representatives from southern states could not represent the interests of enslaved people. If slaves were not counted, however, southern states would have far fewer representatives in the House than northern states did. For example, if South Carolina were allotted representatives based solely on its free population, it would receive only half the number it would have received if slaves, who made up approximately 43 percent of the population, were included.[1]
The Three-Fifths Compromise resolved the impasse, although not in a manner that truly satisfied anyone. For purposes of Congressional apportionment, slaveholding states were allowed to count all their free population, including free African Americans and 60 percent (three-fifths) of their enslaved population. To mollify the north, the compromise also allowed counting 60 percent of a state’s slave population for federal taxation, although no such taxes were ever collected. Another compromise regarding the institution of slavery granted Congress the right to impose taxes on imports in exchange for a twenty-year prohibition on laws attempting to ban the importation of slaves to the United States, which would hurt the economy of southern states more than that of northern states. Because the southern states, especially South Carolina, had made it clear they would leave the convention if abolition were attempted, no serious effort was made by the framers to abolish slavery in the new nation, even though many delegates disapproved of the institution.
Text from Lumen Learning
Section 8 - Issue: How Should the Chief Executive Be Elected?
Section 9 - Resolution: The Electoral College
Section 10 - The Convention Ends
Section 11 - The Constitution Goes to the States
HW: Finish slides 26 &28
Read the following articles on the electoral college and jot down notes that document the pros/cons of our current system: Pro/Con and Electoral College Explained
Brainstorm pros/cons in small groups, then discuss as a class.
Poster: Create a poster that advocates for your position on the electoral college. (Should it stay, go, or be changed?) Your position must be made clear in the title and have at least 3 reasons to defend your position. If you advocate for a change, you must identify the alternative. Must be colorful and include images. Poster may be created on Canva or hand-drawn.
DUE: by the end of the day on 12/9.
DUE: Constitution Part 1 slides
Following the 2000 presidential election, when then-governor George W. Bush won by a single electoral vote and with over half a million fewer individual votes than his challenger, astonished voters called for Electoral College reform. Years later, however, nothing of any significance had been done. The absence of reform in the wake of such a problematic election is a testament to the staying power of the Electoral College.
Those who insist that the Electoral College should be reformed argue that its potential benefits pale in comparison to the way the Electoral College depresses voter turnout and fails to represent the popular will. In addition to favoring small states, since individual votes there count more than in larger states due to the mathematics involved in the distribution of electors, the Electoral College results in a significant number of “safe” states that receive no real electioneering, such that nearly 75 percent of the country is ignored in the general election.
One potential solution to the problems with the Electoral College is to scrap it all together and replace it with the popular vote. The popular vote would be the aggregated totals of the votes in the fifty states and District of Columbia, as certified by the head election official of each state. A second solution often mentioned is to make the Electoral College proportional. That is, as each state assigns it electoral votes, it would do so based on the popular vote percentage in their state, rather with the winner-take-all approach almost all the states use today.
A third alternative for Electoral College reform has been proposed by an organization called National Popular Vote. The National Popular Vote movement is an interstate compact between multiple states that sign onto the compact. Once a combination of states constituting 270 Electoral College votes supports the movement, each state entering the compact pledges all of its Electoral College votes to the national popular vote winner. This reform does not technically change the Electoral College structure, but it results in a mandated process that makes the Electoral College reflect the popular vote. Thus far, eleven states with a total of 165 electoral votes among them have signed onto the compact.
In what ways does the current Electoral College system protect the representative power of small states and less densely populated regions? Why might it be important to preserve these protections?
Text from Lumen Learning
Whole Group: Introduce the Constitution and its purpose (Preamble and 3 Branches)
Video Clip: How Power is Divided (3:49)
Video Clip: The Legislative Branch (4:27)
Section 2: The Legislative Branch Makes the Laws
Read page 167 and slide 11; complete corresponding work in student packet
Watch video on slide 14 ( 1:06)
Read slides 15-19; complete corresponding work in student packet
Review: How a Bill Becomes Law
Other Powers of Congress (Read page 168 and slide 23; complete corresponding work in student packet)
Section 6: The Amendment Process (Read page 173)
Watch Video Clip on slide 26 (4:17) and read slide 27. Complete corresponding work in student packet
Current Event: Legislative Branch (DUE next class period)
DUE: Electoral College Poster
DUE: Legislative Branch Current Event
Whole Group: Watch video on Executive Branch (3:30)
Read pages 169-170; complete graphic organizer in student packet)
Read slide 33 and complete corresponding work in student packet
Watch video on Impeachment (5:12)
Section 3, page 170: Removing the President (and other government officials)
Read page 170 & complete corresponding work in student packet
HW: Finish and submit your current event on the LEGISLATIVE BRANCH
Video on the Order of Succession (1:36)
Complete corresponding work in student packet
View video on slide 40 (1:40)
Read the Newsela article about the President's Cabinet linked on slide 41
Choose one department to explore more in depth by reading a current news article
Complete corresponding work in student packet
Current Event: Executive Branch (DUE MONDAY)
View video on slide 44 (3:08)
Read text pages 170-171; complete corresponding work in student packet
Text p. 172: Checks and Balances. Finish Constitution Packet
Current event: Judicial Branch (DUE Thursday, 12/14)
1. Kahoot! Judicial Branch
2. Clip: "Compromise and Approval" (39:05-44:02)
3. Questions:
What do you think might happen if checks and balances within our government didn't exist?
What would happen if the President was the only person in power?
Which branch do you see as the most powerful? Explain your reasoning.
4. Checks and Balances - Study tool Sort
5. Finish Judicial Branch Current Event (DUE WEDNESDAY)
***GEOBEE (Optional)***
Kahoot! Checks and Balances
Constitution Study Guide
After the test: Begin reading about the Bill of Rights on CommmonLit. Answer CommonLit Questions and submit.
History Alive! text p. 184-193