Bell Work 10-21-13
1. The colonist disguised themselves an Native Americans and
threw tea into the Boston Harbor.
By what name did this event become known?
a. The Townsend Duties
b. The Boston Massacre
c. The First Continental Congress
d. The Boston Tea Party
Answer: d
2. The Sons of Liberty in Charlestown did what?
a. Prevented stamp agents from landing in charlestown
b. Made sure all colonist paid the stamp tax
c. Raised a gallows and hung effigies of stamp collectors
d. Marched to Boston to help the Sons of Liberty there
Answer: c
SC and the New
Nation
Agenda
10-21-13
Notes/Discussion: Development of SC’s new state
government
• Key Focus: New State Government after AR
• Model and Guided practice Chain of Events G.O.
CFU: Pair Share, Q & A
Closure: Q and A graphic organizer
Independent Practice : Complete chain of events
graphic organizer
Reminders
• Bring index cards
• Study Guides due Wed. (11/14/12)
• American Revolutionary War Test (11/15/12)
Prior Knowledge
• South Carolina – First - Proprietary Government
Next- Royal Government
• Who governed the colony when it was royal?
• Did the King of England come to SC to rule?
• The King appointed governors and a Grand
Council ( 12 men selected by the king)
• There was also a Commons House
( elected by the colonists)
Introduction
South Carolina and the New Nation
• The struggle for independence had
devasted South Carolina
• Farms and plantations were in ruins
• Old trading patterns with Great Britain
& the Caribbean colonies had been
broken
• 25% of the labor force had been stolen
by Britain
• Bitterness caused by the nature of the
conflict still remains
South Carolina New State
Government
8-2.6
FOCUS STATEMENT
Explain the role of South Carolinians
in the establishment of their new state.
Informational Text and G.O.
• South Carolina formed an independent
government before the first shots of the
Revolution were fired.
• Let’s fill in the Chain of Events graphic
organizer using the informational text
provided to see how South Carolina
formed its new state government.
Model And Guided Practice
The General Meeting elected a Committee of 99 [15 merchants, 15 artisans
and 69 planters] that became the de facto government. Although the royal
governor was still in Charleston, most of the residents of the city obeyed the
Committee of 99, so it was the government in fact (de facto) if not by law (de
jure). In November of 1774, the General Meeting called for the election of
delegates to a Provincial Congress. Representation in this congress was
disproportionally from the Lowcountry. The Provincial Congress raised an
army, issued currency, created a committee to enforce nonimportation and
commissioned the writing of a constitution that eventually was approved as the
Articles of Confederation. However not everyone in South Carolina was happy
with this government or agreed with nonimportation, especially the people of
the backcountry. The provincial government sent a delegation to the
backcountry in an attempt to make peace. In the Treaty of Ninety Six, the
backcountry agreed that they would remain neutral in the fight with Great
Britain. Later the Provincial Congress sent a force to defeat the loyalist militia
and silence opposition from the backcountry.
Chain of Events – South Carolina and their New State Government
First: The General Meeting elected a committee of 99
Then: Nov. 1774- The general committee elects members to a Provincial Congress
Next: South Carolina adopts its first constitution
Finally: South Carolina adopts its second constitution
Close
• What were the responsibilities of the Prudential
Congress?
Answer: Raise an army
Issue currency
Create a committee to enforce non- importation
Commission the writing of a new constitution
Independent Practice
• Complete the Chain of Events chart
• Be prepared to share answers with the
class.
Bell Work 10-22-13
1. Native Americans began to settle in permanent
villages when they:
a. Started to become food producers
b. Started to become food gatherers
c. Started to become traders
d. Started to become hunters
Answer: a
2. What was one direct impact of the Stono Rebellion?
a. Many African slaves received their freedom
b. The Emancipation Proclamation was issued
c. Harsher laws were passed to control slaves
d. Many plantations owners went bankrupt
Answer: c
Agenda
Notes/Discussion: SC’s role in the establishment of the national
government
• Key Focus:
• South Carolina’s role in establishing the government
• Establishing of the Articles
• Strengths and weaknesses of the Articles of Confederation
Annotate text to find relevant information and bullet SC’s role in
establishing the national government
I Model highlighting and bulleting
We work together
Closure: Students finish annotating and bulleting notes
Independent Practice : Students will write a paragraph using
their bulleted notes Explaining South Carolina’s role in
establishing the national government.
Reminders
•
•
•
•
Study Notes Nightly
Spiral Note Cards due Friday
Remember Spirit Week!!
Early dismissal Friday
The United States
Government
8-3.1
FOCUS STATEMENT
• Explain the role of South
Carolinians in the establishment
of the national government.
Review- Colonial Governments
There were three types of governments in the English colonies during the 1600s.
These governments were royal, proprietary, or self-governing.
Type of Colony government
Description of Colony
Example
Royal Colony
•Colonies under the rule of
the monarch
•Monarch appoints a royal
governor and councils
Georgia
South Carolina
North Carolina
New Hampshire
Connecticut
New Jersey
Massachusetts
Virginia
Proprietary Colony
•A group or individual is
given ownership of the land
from the monarch
•The proprietors rent land
and pay rent to the monarch
•The proprietor is usually
the governor of the territory
South Carolina
North Carolina
Maryland
Pennsylvania
Self-Governing Colony
•NO official charter from a
monarch
Rhode Island
Relevance
• Do all countries use the same currency?
• No! Many times when you travel to another country you
have to exchange American dollars for the currency
used in the country you are visiting
• What would it be like today if you had to use a different
kind of currency when you went to another state?
• After the American revolution the states were like
separate little countries. All of the states used a different
currency.
• This was only one of the problems of national
government after the American Revolution.
• We are going to see that the government that was in
place at this time was not efficient.
Introduction
• The Revolution is now over!
What happens next?
Articles of Confederation
After declaring independence
from Great After
Britain,
the colonies
declaring
knew
that if theyfrom
wanted
to Britain,
grow
independence
Great
and
need
the prosper,
colonies they
knewwould
to grow
anda
plan
for unity.
prosper,
they needed a plan for
Magna Carta
1215
unity.
Effective
March
1, 1781,
Effective
March
1, 1781,
the the
colonieswere
weregoverned
governedby
bythe
the
colonies
ArticlesofofConfederation.
Confederation.
Articles
Mayflower
Compact
1620
Thomas Jefferson
Author of the “Declaration of Independence”
English Bill of
Rights
1689
Declaration of
Independence
1776
Articles of
Confederation
1781
CFU
• How were the colonies governed after the
Declaration of Independence?
Answer: The Articles of Confederation
CFU
• What was one of the Powers of The Articles of
Confederation?
• What was one of the weaknesses?
The Articles of Confederation
Strengths
Weaknesses
FOCUS STATEMENT
• Explain the role of South
Carolinians in the establishment
of the national government.
Shay’s Rebellion
Shay’s Rebellion- Uprising of Massachusetts's farmers,
led by Daniel Shay, to protest high taxes, heavy debt,
and farm foreclosures.
This backcountry rebellion in Massachusetts [Shay’s]
raised the fear of insurrection, other states called for a
meeting in Philadelphia to amend the Articles and
strengthen the national government
Call to Freedom Pgs. 236-237
The Articles of Confederation
The Articles of Confederation
posed many challenges. The
powers of the central
government were weak and
the articles were impossible to
amend.
John Adams
Founding Father and 2nd President
Articles of
Confederation
1781
The Federalist
Papers
1787-1788
United States
Constitution
1788
Students will use informational text to find the role of South Carolinians in
the establishment of the new national government.
Students will write the Essential Question in their notes then bullet
relevant information found in the text.
I Model: I will model annotating text, then bulleting the role of South
Carolinians in establishing their new national government.
Guided Practice: We will work together to annotate text and bullet information
Close: Students finish annotating and bulleting information
Independent Practice: Students will write a paragraph explaining the role of
South Carolinians in the establishment of the new national government
SC’s Role In The Establishment of the New
National Government
• South Carolinians took an active role in the
establishment of the new national government. The
Continental Congress acted as the first national
government of the United States. South Carolina was the
only one of the thirteen states to fully meet its financial
obligation to the Continental Congress. South Carolinian
Henry Laurens served as president of the Continental
Congress and later on the committee that negotiated the
Treaty of Paris for the government under the Articles of
Confederation.
I model____________________________________
SC’s Role In The Establishment of the New National Government
South Carolinians took an active role in the
establishment of the new national government. The
Continental Congress acted as the first national
government of the United States. South Carolina was
the only one of the thirteen states to fully meet its
financial obligation to the Continental Congress. South
Carolinian Henry Laurens served as president of the
Continental Congress and later on the committee that
negotiated the Treaty of Paris for the government under
the Articles of Confederation.
Guided____________________________________
____________________________________
CFU
Remember we are looking for the role that South
Carolinians played in establishing the new national
government?
So…… What role did South Carolinians play so far?
• Met its financial obligation
• Henry Laurens was president of the CC
• Henry Laurens helped negotiate the Treaty of Paris
Close
What roles did South Carolinians play in the
new National government?
Students will finish annotating and finding
bullets to add to their list of roles that South
Carolinians played in establishing the new
national government.
Independent Practice
Write a paragraph explaining the role of
South Carolinians in establishing the new
national government.
Bell Work 10-23-13
1. The first Europeans to introduce new diseases to
Native Americans in South Carolina were the:
a. English
b. Spanish
c. French
d. Dutch
Answer: b
2.The first written plan of government in the US
a. The Declaration of Independence
b. The Mayflower Compact
c. The Magna Carta
d. The Articles of Confederation
Answer: d
Agenda
Notes/Discussion: Explain the tensions between the Upcountry
and the Lowcountry of South Carolina including:
Key Focus:
• Their economic struggles after the Revolutionary War,
• Their disagreement over representation in the General
Assembly,
• The location of the new capital, and the transformation of the
state’s economy
CFU: Pair Share, Q & A
Closure: Q & A (using whiteboards)
Independent Practice : Journal Entries
Reminders
•
•
•
•
Study Notes Nightly
Spiral Note Cards due Friday
Remember Spirit Week!!
Early dismissal Friday
FOCUS STATEMENT
• Explain the tensions between the Upcountry
and the Lowcountry of South Carolina,
including their economic struggles after the
Revolutionary War, their disagreement over
representation in the General Assembly, the
location of the new capital, and the
transformation of the state’s economy
Quick Review: Frayer Model
Definition:
Characteristics:
Tension- A feeling of nervousness • Rapid heartbeat
that makes you unable to relax
• Sweaty palms
• Stress
• Pressure
• Worry, anxiety
Examples:
Non-examples:
• The feeling you have when you
don’t trust someone
• The feeling you have when you
are arguing with someone
• The feeling you have when you
are afraid of something
• The feeling of knowing you can
trust someone
• Peaceful
• Relaxed
• Stress free
Boys v/s Girls
What if there were different
rules here at the school for
boys and girls?
Would that be fair?
Would that cause tension?
BITTER FEELINGS IN THE BACK COUNTRY
Unfair
treatment
Local
gov’t
laws
Tax
laws
8-3.1
Lowcountry
v/s
Upcountry
Central
location
for state
capital
Hard feelings existed
between the Back
Country and the Low
Country before the war
and they continued to
exist after the war.
Lowcountry v/s Upcountry
Lowcountry
Upcountry
Lowcountry & Upcountry
• Students will analyze the tensions between the
upcountry and Lowcountry using informational
text
• I will model by annotating text and adding to the
Graphic organizer
• Students will work in groups to complete a graphic
organizer using their findings
• Students will then share group answers on white
board
Close: Q and A on white boards
• Independent practice Journal Entry
I will model annotating text and filling in graphic organizer
The tensions between the people of the Upcountry and the
Lowcountry of South Carolina, evident in the Regulator
Movement (8-1.6), were exacerbated by the Revolutionary War
as Lowcountry Patriots fought backcountry Loyalists. These
tensions continued after the Revolutionary War ended. The
Upcountry [after the revolution the backcountry was called the
Upcountry] is the area in the northwestern part of the state,
originally the home to the Cherokees. The first white settlers to
move to the area were traders and woodsmen, so they were
viewed by the Lowcountry elite as “uncivilized.” The Lowcountry
was the area that surrounded the city of Charleston along the
Atlantic coast of the state. The Lowcountry was the first area
settled in the state, and eventually the plantation owners in the
area grew rich from the export of rice and indigo.
Tensions
Social
Economic
Political
UpCountry
LowCountry
Tensions
Social
Economic
Political
Upcountry
Upcountry seen as uncivilized by the Low country Elite
Upcountry- Subsistence farmers - few slaves – Poor
Both areas suffered after the war. Countryside ravaged.
Slaves, livestock and goods taken by the British.
Mercantilism- No more economic subsidies or market
protection.
US and state governments in debt- could not pay back
citizens.
Poor Crop yields.
Upcountry Loyalist fought Low country Patriots in the
American revolution
Lowcountry elite had little respect for Upcountry people
Most political power in the Lowcountry
Lowcountry had more representation in the legislature
Lowcountry resisted giving Backcountry more representation
( Feared the Upcountry farmers did not support slavery)
Charleston was the state capital
Legal business transacted in Charleston
Lowcountry
Lowcountry- Rich plantation owners- status depended
on slave holdings
Invention of the Cotton Gin
Now the Backcountry has a Cash crop
Lowcountry Patriots fought Backcoutry loyalist in the
American Revolution
1785 Counties and County Courts were created
The Capital was moved to Columbia
Cotton Gin- Created the need for slave labor in the
UpCountry
Compromise of 1808- Reaportionment
LowCountry
CFU
• Why was the Lowcountry worried about
the upcountry gaining political power?
Answer: They were afraid the Upcountry
may want to end slavery
FOCUS STATEMENT
• Explain the tensions between the Upcountry
and the Lowcountry of South Carolina,
including their economic struggles after the
Revolutionary War, their disagreement over
representation in the General Assembly, the
location of the new capital, and the
transformation of the state’s economy
CFU
What were some of the characteristics of the
Upcountry people?
• Subsistence Farmers
• No large Plantations
• Not much education
• Mainly white population
• Little say in government
Pair Share
Based on what you know about the two areas
of SC, what might have caused conflicts
between the two?
FOCUS STATEMENT
• Explain the tensions between the Upcountry
and the Lowcountry of South Carolina,
including their economic struggles after the
Revolutionary War, their disagreement over
representation in the General Assembly, the
location of the new capital, and the
transformation of the state’s economy
How did tensions begin to be eased?
• In 1785 counties and county courts created
• The capital was moved to Columbia ( just as
the national capital was moved to the District of
Columbia)
• The Low country began to share political power
with the Upcountry. Why?
CFU
How is the growing of cotton related to
bringing South Carolinians together?
King Cotton
• 2 Types: Sea Island and Short Staple
• Problems: Sea Island cotton would grow
only in the warmest areas. Short staple
cotton had numerous seeds that were
hard to pick out of the boll.
• Cotton soon spread to the Up Country and
provided SC with a common economic
base.
Eli Whitney & The Cotton Gin
Invention of
the cotton
gin
.
After declaring
independence from Great Britain,
the colonies knew to grow and
prosper, they needed a plan for
unity. Effective March 1, 1781, the
colonies were governed by the
Articles of Confederation.
Farmers able to
quickly separate
cotton fibers
from the seeds
Cotton becomes
a highly
profitable crop.
Farmers grow more cotton
to make more money and
keep up with demand.
More laborers are
needed to pick the
increased cotton
crops planted by farmers.
More slaves are brought
to the plantation to
provide extra labors to
pick cotton
• Plantation owners began to earn a lot of money
growing cotton.
• This caused farmers to increase their dependency on
slave labor.
“The First
Cotton
Gin"
(image
from 1869)
How did cotton effect South Carolina?
• The invention of the cotton gin made cotton a viable
crop for the Upcountry
• The Upcountry now had a greater need for slave labor
• As the number of slaves increased, the Lowcountry
becomes more willing to share political power
• 1808 Reapportionment ( representation is now based
on white population and taxable property, this includes
slaves.
• Areas that had the most slaves continued to have
more control over the legislature
• But now both the Lowcountry and the Upcountry have
their share of slaves and so their share of political
power.
It’s a Show Down
1. The people in this area were thought of as uneducated,
uncivilized, and poor?
Upcountry/backcountry
2. This area fought for equal representation in
government.
Upcountry/backcountry
3. This area was considered wealthy, with educated
people
Lowcountry
4. This invention brought the two areas together politically
and economically
The Cotton Gin
Journal Entries
• Have students write 2 diary entries. The first entry
they are to imagine that they are living as a
wealthy plantation owner in the lowcountry of
South Carolina during the early 1700s. Have
each student write a journal entry describing one
average day in his or her life. In the second entry
they are to imagine they are a farmer living in the
upcountry and describe his or her daily life.
Make sure students consider the economic,
political, and social problems of farmers in both
areas.
Bell Work 10-24-13
1. After fifty years of Proprietary rule the settlers wanted
to :
a. Remain a proprietary colony
b. Become a royal colony
c. Leave Carolina
d. Declare independence from England
Answer: b
2. Who won the French and Indian War?
a. British
b. Indians
c. French
d. Germans
Answer: a
Agenda
• Guided Notes/Discussion on the roles
of South Carolinians in the
establishment of the Constitution
• Student Group Activity: Which plans
would you and your group support and
why
• Closure: Quick Q & A Review
• Independent Practice: A “Tweet” from
Charles Pickney
Reminders
•
•
•
•
Study Notes Nightly
Spiral Note Cards due Friday
Remember Spirit Week!!
Early dismissal Friday
Definitions:
Quick Review :The US
Constitution
Characteristics:
Constitution- A set of laws that
a country is governed by
•It is the highest law of the land
•It is how the government works.
•It creates Presidency.
•It creates the Supreme court.
•It creates Congress.
Examples:
Non-examples
•The Mayflower Compact
•The English Bill of Rights
•The Articles of Confederation
•Rules for a school baseball game
•Rules made by parents
•Rules for playing on the playground
FOCUS STATEMENT
8-3.2 Explain the role of South
Carolina and its leaders in the
Constitutional Convention,
including their support of the
Three-Fifths Compromise and the
Commerce Compromise.
Let’s go out to eat!
How many of you have ever had your parents
say “Let’s go out to dinner? Where would
everyone like to go?
What do you do when everyone wants
something different to eat?
Review
• The problems of the United States government
under the Articles of Confederation were similar
to the economic problems of indebtedness and
depression faced by South Carolinians after the
Revolutionary War (8-3.1). Political tensions
between the coastal elite and the backcountry
folk in Massachusetts [Shays’ Rebellion] were
instrumental in bringing about the call for a
stronger central government that could control
this type of rebellion.
Previously-Articles of Confederation
What was the problem with the Articles of
Confederation?
It was too weak to govern the states!
• Congress had no power to regulate foreign
or state trade
• Congress had no power to raise taxes
• Laws had to be approved by 9 out of
thirteen states
• Congress did not have the power to
enforce laws
Famous South Carolinians who took part in the
development of the US Constitution
Pierce
Butler
Thomas
Sumter
Henry
Laurens
Famous
South
Carolinians
Charles
Pinckney
Charles
C.
Pinckney
What Roles did South Carolinians Play in the
Constitutional Convention of 1787?
• SC delegates took positions on all subjects
debated
• SC supported the establishment of a stronger
national government in a new constitution
Lets take a look at some of the plans that were
put fourth and what position South Carolina took
in the debates!
Teacher Model
• Teacher will provide students with notes
and a graphic organizer.
• Teacher will model how to place the notes
into the graphic organizer
Teacher Model-Virginia Plan
Proposal that would create a
bicameral legislature with
representation in both
houses based on state
population. This plan would
benefit large states.
South Carolina supported the creation of a three branch
government, they supported the plan that called for
representation based on population. This would give populous
states like SC more voice in Government
I Do: Plans for the National Government
Virginia Plan-
Proposal that would create a bicameral
legislature with representation in both houses
based on state population. This plan would
benefit large states.
South Carolina’s Role in the National Government
New Jersey Plan
Proposal that would create a
unicameral legislature with two
representatives per state. This
plan would benefit small states.
This plan was not supported by South Carolina
because it called for equal representation of
the states, giving Congress the power to tax
We Do:
Plans for the National
Government
South Carolina’s Role in the National
Government
This plan was not supported by South
Carolina because it called for equal
representation of the states, giving Congress
the power to tax.
Pair Share
• Discuss with your partner the
similarities and differences discussed in
the Virginia Plan and the New Jersey
Plan
The New Jersey Plan v/s The Virginia Plan
The New Jersey Plan
The Virginia Plan
•
•
•
•
•
•
•
•
Branches
Three - legislative, executive, and
judicial. The legislature appoints
people to serve in the executive
branch, and the executive branch
selects the justices of the Supreme
Court.
Legislature
One house (unicameral). States
would be represented equally, so all
states had the same power.
Other
Powers
The national government could levy
taxes and import duties, regulate
trade, and state laws would be
subordinate to laws passed by the
national legislature.
•
•
•
•
Branches
Three - legislative, executive, and
judicial. The legislature was more
powerful, as it chose people to serve
in the executive and judicial
branches.
Legislature
Two houses (bicameral). The House
of Representatives was elected by
the people and the Senate was
elected by the state legislatures.
Both were represented
proportionally.
Other
Powers
The legislature could regulate
interstate trade, strike down laws
deemed unconstitutional and use
armed forces to enforce laws.
FOCUS STATEMENT
• 8-3.2 Explain the role of South Carolina and
its leaders in the Constitutional Convention,
including their support of the Three-Fifths
Compromise and the Commerce
Compromise.
Great
Compromise
Created a bicameral
Congress by
combining the NJ
and VA plan…
Therefore,
creating
the House of
Representatives
and Senate.
South Carolina supported this plan because it provide for equal
representation in the Senate and proportional representation in the House,
SC as a slaveholding state wanted slaves to be counted
CFU
• What position or role South Carolinians
take in the debate on the Great
Compromise and why?
Resolved disputes over the southern slave
population. In relationship to the House of
Representatives. This allowed every 5
slaves to count as 3 people.
Not Supported by SC: Congress could tax imports
and SC feared any control of trade for it could
interfere with its economy
Pair Share
• Discuss with your partner the position
or role South Carolinians took on the
debate on the Three Fifths Compromise
and why?
Commerce Compromise
• Slave and trade compromise
– Benefits both North and South
– No taxes on exports
– No interference with the slave trade for 20
years
South Carolina supported this plan because the federal
government promised not to tax exports or regulate the
international slave trade for at least 20 years.
Pair Share
How did South Carolina feel about the
Commerce Compromise? Why?
SC’s position on other issues
•
On the issue of how strong the president should be,
they supported a strong executive with a term of six
or seven years, rather than the 4 year term included
in the final document.
• As representatives of the elite, they advocated an
aristocratic republic in which only property owners
could hold office. States were given the authority to
determine voter qualifications.
• Although South Carolina delegates did not get
everything they wanted in the Constitution, they were
satisfied with the new document and returned to
South Carolina to lobby for its ratification.
FOCUS STATEMENT
• 8-3.2 Explain the role of South Carolina and
its leaders in the Constitutional Convention,
including their support of the Three-Fifths
Compromise and the Commerce
Compromise.
Closure: Quick Review
1. Proposal that would create a bicameral legislature with representation in both
houses based on state population. This plan would benefit large states
Virginia Plan
2.
Slave and trade compromise: Benefits both North and South, No interference
with the slave trade for 20 years No taxes on exports
Commerce Compromise
3.
Created a bicameral Congress by combining the NJ and VA plan, creating the
House of Representatives and the Senate
Great Compromise
4.
Proposal that would create a unicameral legislature with two
representatives per state. This plan would benefit small states.
New Jersey Plan
5.
Solved issues over the Southern slave population, allowed every 5 slaves to
count as 3 people
Three Fifths-Compromise
Independent
Practice/Homework
• Suppose you were Charles Pinckney in
PA, what would you Tweet back to the
other South Carolinians about your role
in establishing the national government?
• Place your response on index cardRemember, your response must relate
to what we learned today.
Bell Work10-25-13
1. The most effective protest carried out by the colonists
against the Stamp Act was the:
a. Petitions sent to Parliament by the Stamp Act
Congress
b. Formation of the First Continental Congress
c. Boycott of English goods
d. Organization of an American Army
Answer: c
2. A confrontation between colonists and British soldiers
guarding the customs house led to the:
a. Boston Tea Party
b. Boston Massacre
c. Repeal of the Stamp Act
d. Repeal of the Tea Tax
Answer: b
Agenda
• Notes/Discussion on the roles of South Carolinians in
the establishment of the Constitution: Federalists &
Anti-Federalists
• Student Group Activity:
• Students work in groups comparing the Constitution to
the Articles of Confederation
• Students work in groups to determine the various
viewpoints of Federalists and Anti-Federalist
• Closure: Quick Q & A Review using whiteboards
• Independent Practice: Students construct a t-chart
listing two agreements and disagreements of
Federalists and Anti-Federalists
Reminders
• Study Notes Nightly
• Spiral Note Cards due
• Early dismissal
PRIOR LEARNING
• From1783 until 1789, the United States was
governed by the Articles of Confederation
• The Articles of Confederation government gave its
powers to the states, which was too weak to meet the
needs of the new nation
• As a result, the Constitution was drawn up in 1787,
and ratified in 1788, and went into effect in 1789
FOCUS STATEMENT
• 8-3.2 Explain the role of South Carolina and
its leaders in the Constitutional Convention,
as well as the division among South
Carolinians over the ratification of the
Constitution.
The US Constitution
• The Constitution of the United States is the
highest law in the United States.
• The constitutions of the states are the highest
law for that state, but the United States
Constitution is the supreme law of the land
• The many debates over the Constitution were
presented by Federalist and Anti-Federalist
In South Carolina, many of the backcountry people were antifederalists. They opposed a stronger federal government. They
feared that the elite would have too much power in government
and would abuse the rights of individuals. They also feared the
national government would be located far away from the people
who had enough trouble influencing their own state government
Pair Share
• Discuss with your partner the position
of the Anti-Federalist and why?
FOCUS STATEMENT
• 8-3.2 Explain the role of South Carolina and
its leaders in the Constitutional Convention,
as well as the division among South
Carolinians over the ratification of the
Constitution.
Federalists
In South Carolina the people from the lowcountry, were mostly
federalists who agreed with having a stronger government that
could be influential in foreign affairs and establish better trade
relations that would restore economic stability
Pair Share
• Discuss with your partner the position
of the Federalist and why?
Pair Share
• Discuss with your partner the
agreements made between the
Federalist and Anti-Federalist?
I Do Model
We Do
Closure
• This group of people favored a strong
federal government, and was not in favor of
a Bill of Rights
Federalists
• This group of people opposed a strong
federal government and would not sign the
ratification of the Constitution without a Bill
of Rights
Antifederalists
Independent Practice/Homework
UNDERSTANDING POSITIONS OF FEDERALIST AND ANTIFEDERALIST
Fill in the chart below with positions of Federalist and Anti-Federalist
Federalists
•
•
Anti-Federalists
Name two points of agreements among the two groups
Name two disagreements among the two groups
The Seven Fundamental
Principles of American
Democracy
8-3.3
Bell Work
1. One of the major reasons that the English government
first tried to tax the colonies was:
a. To prove they could tax the colonies
b. To help pay for the French and Indian War
c. To pay for the king’s expenses
d. To pay custom officials
Answer: b
2. Eliza Lucas successfully grew:
a. Indigo
b. Rice
c. Tobacco
d. Cotton
Answer: a
Agenda
• Notes/Discussion Explain the basic principles of
government as established in the United States
Constitution: Key focus/ Individual Rights
• Student Group Activity:
• Students will analyze the Preamble
• Students work in groups to identify various situations
and how they are to protect themselves as citizens (Bill
of Rights)
• Closure: Quick Q & A Review using whiteboards
• Independent Practice: Activity- How Well Do You
Know Your Rights
Reminders
•
•
•
•
•
Bring index cards
5 Spiral notecards due Friday
Spiral Review Quiz Friday
Study notes nightly
Bring one copy of a newspaper
PRIOR LEARNING
The US Constitution
• The Constitution of the United States is the
highest law in the United States.
• The Constitution of the United States of
America established a limited government
based on powers shared between the national
and state governments
Relevance
• What are some limits that you have in your
homes?. can’t eat junk food, have to go to
bed at a certain time etc.
• Explain that in order for the United States
to have a democracy, the Founding
Fathers created a government with certain
principles to protect individual rights. Give
specific examples of governments that do
not
FOCUS STATEMENT
8-3.3
•
Explain the basic principles of
government as established in the
United States Constitution
I. Individual Rights
Individual Rights- unalienable rights are
guaranteed to all citizens in the Preamble
and the Bill of Rights
• The Preamble explains the goals of the
new government under the Constitution
• Bill of Rights provided a written
guarantee of individual rights.
The Preamble
WE THE PEOPLE of the United States, in
Order to form a more perfect Union,
establish justice, insure domestic
Tranquility, provide for the common
defense, promote the general welfare, and
secure the Blessings of Liberty to ourselves
and our Posterity, do ordain and establish
this Constitution for the United States of
America.
WHAT DOES IT MEAN TO YOU?
• Students are to work in groups and
analyze the Preamble (CTF. p.266)
• Groups are to explain the
importance of the Preamble
• Students are to explain the first three
words “We the People”
Preamble
What does it mean?
The preamble is the introduction to the Constitution.
It outlines the general goals of the framers: to create
a just government, insure peace, provide an adequate
national defense, and promote a healthy, free nation.
With its first three words, “We the People,” the
preamble emphasizes that the nation is to be ruled by
the people - not a king or dictator, not the president,
Supreme Court Justices, members of Congress or state
legislators.
Bill of Rights
•
1st Ten
Amendments to
the Constitution
• Our written
guarantee of
individual rights.
1st Amendment
• The 1st Amendment guarantees freedom of
religion, speech, the press, assembly, and petition.
•
•
•
•
•
•
This means that we all have the right to:
practice any religion we want to
to speak freely
to assemble (meet)
to address the government (petition)
to publish newspapers, TV, radio, Internet (press)
2nd Amendment
• The 2nd
Amendment
protects the right
to bear arms, which
means the right to
own a gun.
3rd Amendment
• The 3rd Amendment says “No soldier
shall, in time of peace be quartered in any
house, without the consent of the owner,
nor in time of war, but in a manner to be
prescribed by law.”
• This means that we cannot be forced to
house or quarter soldiers.
4th Amendment
• The 4th Amendment protects the people from
unreasonable searches and seizures.
• This means that the police must have a
warrant to enter our homes. It also means
the government cannot take our property,
papers, or us, without a valid warrant based
on probable cause (good reason).
5th Amendment
• The 5th Amendment protects people from
being held for committing a crime unless they
are properly indicted, (accused)
• You may not be tried twice for the same
crime (double jeopardy)
• You don’t have to testify against yourself in
court. (Self-incrimination)
6th Amendment
• The 6th Amendment
guarantees a speedy trial
(you can’t be kept in jail for
over a year without a trial)
• an impartial jury (doesn’t
already think you are guilty)
• that the accused can
confront witnesses against
them
• the accused must be allowed
to have a lawyer
7th Amendment
• The 7th Amendment guarantees the right
to a speedy civil trial.
• A civil trial differs from a criminal trial. A
civil trial is when someone sues someone
else. A criminal trial is when the state tries
to convict someone of a crime.
8th Amendment
• The 8th
Amendment
guarantees that
punishments will be
fair and not cruel,
and that
extraordinarily
large fines will not
be set.
9th Amendment
• All rights not stated in the Constitution and
not forbidden by the Constitution belong to
the people.
• This means that the states can do what they
want if the Constitution does not forbid it.
10th Amendment
The 10th Amendment
states that any power not granted to the
federal government belongs to the states
or to the people.
• The Tenth Amendment was included in the Bill of
Rights to further define the balance of power
between the federal government and the states.
 These powers include the power to declare war,
to collect taxes, to regulate interstate business
activities and others that are listed in the articles.
How Well Do You Know Your Rights
• Teacher will provide students with real life
situations
• Students will work in groups to identify
which amendment protects you as a citizen
in the situation
• Teacher will model the first example for you
• Discuss Responses
Closure
• Unalienable rights are guaranteed to all
citizens in the Preamble and the Bill of Rights
Individual Rights
• This explains the goals of the new government
under the Constitution
Preamble
• Provided a written guarantee of individual
rights.
Bill of Rights
INDEPENDENT PRACTICE
• Based on their interpretation of the Bill of Rights, the
United States Supreme Court has ruled that police
must tell people arrested of their legal rights.
• They must tell them “You have the right to remain
silent and anything that you say can and will be used
against you in a court of law. You have the right to an
attorney and, if you cannot afford one, one will be
provided to you.”
• Why do you think that the Supreme Court felt that
criminal suspects needed to know this legal
information (also be sure to identify the specific
amendments that these statements are summarized
Bell Work
1. Planters and Merchants in Carolina grew rich off of:
a. Tobacco, rice, and indigo
b. Land, rice, and indigo
c. Indian trade, rice, and indigo
d. Indigo, rice, and cotton
Answer: c
2. A person bound to work for another person until their
passage was paid was called:
a. A slave
b. A freeman
c. An indentured servant
d. A laborer
Answer: c
Agenda
• Notes/Discussion Explain the basic principles of
government as established in the United States
Constitution: Key focus/ Federalism
• Student Group Activity:
• Video on Understanding Our Federal Government
• Students will complete Federalism Classification
Activity
• Closure: Quick Q & A Review using whiteboards
• Independent Practice: Students will complete a At
Home Classification Activity based on rules at home
Reminders
• Bring index cards
• Study notes nightly
Prior Learning
• Unalienable rights are guaranteed to all
citizens in the Preamble and the Bill of Rights
Individual Rights
• This explains the goals of the new government
under the Constitution
Preamble
• Provided a written guarantee of individual
rights.
Bill of Rights
Relevance
• What are some limits that you have in your
homes?. can’t eat junk food, have to go to
bed at a certain time etc.
• Explain that in order for the United States
to have a democracy, the Founding
Fathers created a government with certain
principles to protect individual rights. Give
specific examples of governments that do
not
FOCUS STATEMENT
8-3.3
•
Explain the basic principles of
government as established in the
United States Constitution
II. Federalism
• It is another principle of our American Government which
further limits it.
• The federal system (whole USA) divides governmental
powers between national (all fifty states) government and
the governments of the states
• The powers that are specifically given to the Federal
government are called enumerated or expressed powers.
• The powers given specifically to the states are called
reserved powers and the ones that are both levels of
government can exercise are called concurrent powers.
Video: Understanding the Constitution:
Creating the Federal Government
• Students will watch video
• Students will complete stop
and think
• At the end of video student will
discuss responses with
partner/group
Video: Understanding the Constitution:
Creating the Federal Government
Federalism Classification
Federal or State Powers
• Teacher will provide students with decisions
and duties of the Federal and State governments
• Students will work in groups to complete a
chart containing powers which are to be
labeled Federal or State
• Teacher will model the first example for you
• Discuss Responses
Federalism
National Government
• Print money
• Regulate interstate(between
states)
• Make treaties and conduct
foreign policy
• Declare war
• Provide an army and navy
• Establish post offices
• Make laws necessary and
proper to carry out the these
powers
State Governments
• Issue licenses
• Regulate intrastate (within the
state) businesses
• Conduct elections
• Establish local governments
• Ratify amendments to the
Constitution
• Take measures for public health
and safety
• May exert powers the
Constitution does not delegate to
the national or prohibit the
states from using
Federalism
Concurrent powers of the national government and
state governments
• Collect taxes
• Build roads
• Borrow money
• Establish courts
• Make and enforce laws
• Charter banks and corporations
• Spend money for the general welfare
• Take private property for public purposes, with just
compensation
• Print money
Closure
Federal
• Declare war
Federal
• Establish local governments
State
• Regulate intrastate (within the state) businesses
State
Regulate interstate(between states)
Federal
Make treaties and conduct foreign policy
INDEPENDENT PRACTICE
• Students will continue to work in groups
creating a chart similar to the Federalism
Classification, but identifying and listing
powers of students, students and parents,
and parents.
• Students will list responses on chart
paper and post.
• Review responses
Bell Work
1. What product did Europeans acquire from the Eastern
Woodland Native Americans that led to a profitable
export trade?
a. Handmade tools
b. Deerskin
c. Gold
d. Indigo
Answer: b
2. Which country was NOT a participant in attempting to
establish colonies in South Carolina?
a. Spain
c. Portugal
b. France
d. England
Answer: c
Agenda
• Notes/Discussion Explain the basic principles
of government as established in the United
States Constitution: Key focus: Separation of
Powers/Checks and Balance System
• Student Group Activity:
• Students will complete graphic on Checks and
Balances System
• Closure: Quick Q & A Review using whiteboards
• Independent Practice: Students will complete
table on the division of powers
Reminders
• Study notes nightly
• US Constitution Test (Thursday-Friday)
Prior Learning
•
•
•
•
•
•
•
•
The federal system (whole USA) divides governmental powers
between national (all fifty states) government and the
governments of the states
Federalism
The powers that are specifically given to the Federal
government are called
Enumerated or expressed powers
The powers given specifically to the states are called
reserved powers
The power that are both levels of government can exercise are
called
concurrent powers
Relevance
• What are some limits that you have in your
homes?. can’t eat junk food, have to go to
bed at a certain time etc.
• Explain that in order for the United States
to have a democracy, the Founding
Fathers created a government with certain
principles to protect individual rights. Give
specific examples of governments that do
not
FOCUS STATEMENT
8-3.3
•
Explain the basic principles of
government as established in the
United States Constitution
III. Separation of Powers
• The structure of the new national
government established three
separate branches of government to
limit the power of any one branch.
Legislative Branch
House of Representatives
and the Senate. Today
there are 345
Representatives and 100
Senators.
The Representatives
are based on a
states population,
and the Senate holds
two people per
state. Their job is
to pass laws.
The Legislature Branch is the United States
Congress which makes the laws.
National Courts
Their job is to interpret the laws, and decide if
the law is constitutional.
The highest court is the Supreme Court
Pair Share
• Students are to discuss in the
groups the three branches of
government and the duty of
each.
Discuss: Group Responses
IV. Checks and Balances
• Each Branch can check the power of the other.
• These checks keep any branch from gaining too
much power.
• An example of checks and balances is the
process by which a bill becomes a law. The
bill must be passed by both houses of the
Congress. Then the President may sign it or
veto it. If the bill is vetoed, then the
Congress may override the president’s veto
with a two third vote.
If the president
waits 10 days
the bill becomes
law.
This keeps one part
from over powering
the others.
Pair Share
• Students are to discuss why is the
system of checks and balances
important
Discuss: Group Responses
Checks and Balances
• Teacher will provide students with powers of
the three branches of government
• Students will work in groups to complete the
graphic by identifying which branch checks
the powers of the other branch before a law is
passed
• Teacher will model the first example for you
• Discuss Responses
• Writes laws
Closure
Legislative
• Grants money
Legislative
• Interprets the law
Judicial
• Proposes the law
Executive
Conducts Foreign policy
Executive
INDEPENDENT PRACTICE
INDEPENDENT PRACTICE
• Students will identify each branch of
government and their duties
• Select the branch you think is most
important and explain why.
Agenda
• Notes/Discussion Explain the basic principles of
government as established in the United States
Constitution: Key focus: Popular Sovereignty, Limited
Government, Representative Democracy
• Student Group Activity:
• Video on Understanding Our Federal Government
• Students will complete Federalism Classification
Activity
• Closure: Quick Q & A Review using whiteboards
• Independent Practice: Students will complete a At
Home Classification Activity based on rules at home
Reminders
• Bring index cards
• Study notes nightly
• US Constitution Test (Thursday-Friday)
• Spiral Review Notecards due (Friday)
Prior Learning
•
•
•
•
•
•
•
•
The federal system (whole USA) divides governmental powers
between national (all fifty states) government and the
governments of the states
Federalism
The powers that are specifically given to the Federal
government are called
Enumerated or expressed powers
The powers given specifically to the states are called
reserved powers
The power that are both levels of government can exercise are
called
concurrent powers
Relevance
• What are some limits that you have in your
homes?. can’t eat junk food, have to go to
bed at a certain time etc.
• Explain that in order for the United States
to have a democracy, the Founding
Fathers created a government with certain
principles to protect individual rights. Give
specific examples of governments that do
not
FOCUS STATEMENT
8-3.3
•
Explain the basic principles of
government as established in the
United States Constitution
V. Popular Sovereignty
• The idea that the People are the ultimate
authority and the source of the authority of
government—is a fundamental principle of
democracy. Sovereignty means the right to rule
and popular means the population or public. In a
democracy, the powers of government are based
upon the consent of the governed. Free elections
and other forms of civic participation are
essential to democracy. Elected officials are
always accountable to the people. By the
majority vote citizen decide who is going to
govern them.
VI. Limited Government
Powers of the government are restricted by
the Constitution as stated in Articles I, II,
and III any by the Bill of Rights which
protects the rights of the individual against
excessive power by the government.
VII. Representative Democracy
• The Constitution recognizes that authority of
the government derives from “We, the
People”.
• Voters hold the sovereign power but elect
representatives to exercise power for them,
including the President, Senators and
Representatives (The Preamble and Article I,
II)
Ratification
Official Approval of a legal document like
the US Constitution
South Carolina Life & Society
Charleston, SC
Charleston
• Busy Port
• Most of state’s wealth
here
Outside of Charleston
• Mostly rural; dependent on
agriculture
• Where available, swiftly
moving water enabled small
mills to grind & saw timber
• Little cleanliness
• Few supplies of fresh meat;
salt pork & corn basis of most
diets
• Work was turned into social
occasions. Ex. Corn huskings
and house and barn raisings
Education in the Early 1800s
Willington
Academy
• Private institutions
educated many
students; however, they
were not open to girls.
• Most famous academy
in SC was Willington
Academy, started by
Moses Waddel.
• Produced several
important leaders:
Preston Brooks
• Member of the State House of
representatives
John C. Calhoun
• The seventh Vice President of the United
States and a leading Southern politician
from South Carolina during the first half of
the 19th century.
James L. Petigru
• Was a lawyer, politician, and jurist in
South Carolina. He is best known for his
service as the state's Attorney General, his
juridical work that played a key role in the
recodification of the state's law code, and
his opposition to nullification and, in 1860,
state secession.
The College of Charleston
• The College of Charleston was founded in
1770
South Carolina State College
• Established in 1801 to help unify the state
and to help produce future leaders. (USC
today)
THE WAR OF 1812
a) In 1808, James Madison was elected president. He was a Democratic
Republican, like Jefferson.
b) England and France went to war. Needing sailors, both nations bega
American ships and kidnapping or impressing American sailors.
d) Some Americans believed that the British were urging Native America
against the U.S. One Indian leader, Tecumseh attempted to establish
confederation of Native Americans.
e) By 1812, many Americans believed we needed to go to war with Brita
people were known as War Hawks. They pushed President Madison t
f) America was not ready for war. Britain won most of the early battles.
captured Washington D.C. and burned the Capitol and White House.
Americans did have some victories (on the Great Lakes and in the Ba
New Orleans) and both nations realized the war was not worth the eff
A peace treaty was agreed to in 1814.
The War of 1812
• Had little direct
effect on SC
• Famous SC
War Hawk:
John C.
Calhoun
• SC hero:
Andrew
Internal Improvements in SC
• Needed to get the
cotton crop to market
• The legislature
appropriated $1
million to finance
internal
improvements in SC
• Several canals were
built; all but the
Columbia Canal were
failures
The State Road
• The State Road was
built to join Columbia to
Charleston; a number of
bridges had to be built,
and one in Greenville
was named for Joel
Poinsett, the president of
the Board of Public
Works. Poinsett also
served as ambassador
to Mexico.
• Parts of the State Road
were leased to private
citizens who collected
tolls and kept the road
Robert Mills
• Architect & engineer born
in Charleston
• Studied under James
Hoban who drew the
plans for the first State
House in Columbia and
the White House
• Built many county court
houses & jails in SC
• Designed the Fireproof
Building in Charleston
• Became the first federal
architect and drew plans
for the Treasury Building
& the Washington
John Lewis Gervais
• The SC legislature
agreed to establish a
new capital in 1786.
John Lewis Gervais
introduced a bill to
establish it where the
Broad and Saluda
Rivers meet.
South Carolina Government
James Hoban designed the capitol
building
Charles Town became
incorporated in 1783 and was
renamed Charleston
Materials Needed
•
•
•
•
•
•
•
SC Standards
Text book
Informational Text
Document Camera/Promethean Board
PowerPoint
Teacher Created Notes
Teacher Created Graphic Organizers