Unit 2 Comparison – the Content What Are
Your Possible Topics to Compare? (This is repeated from the Instructions
Link.) What Do You Have to Read and Use If You Select the
Topic on Shays’s Rebellion? Two broad reasons for Northerners not wanting
slavery to spread to new territories were: Background about Methods to Help Your Brain Focus Reminder: the Instructions are in the link above this link in the folder. You must follow all of those instructions. |
Caution: For the Unit
2 Comparison, each possible Comparison Topic has a separate introduction and a
separate chart showing what to read.
Requirements for each of the things—all provided in
this folder--that you may compare:
In each these 4 choices, make sure you meet the listed
requirements above:
Tip: This is
difficult because deals with the framers’ view of class and representation in a
republic –and these may be new areas to you or you may have assumptions.
Tip: This is
difficult because deals with the framers’ view of slavery and representation in
the Senate, the House, and in the election of the President –and these may be
new areas to you or you may have assumptions.
Comparison
Topic: The issues of
the opposing groups in Shays’s Rebellion compared
with what the authors of the Constitution worked out as way to preserve the
new nation as a republic. What do
they show you about what the authors of the Constitution were trying to do?
If you want to read dictionary definitions, you can
find basic words at the dictionary provided in History Resources.
You must read the definitions of
democracy and republic and what James Madison says about both.
Reminders:
·
These Shaysites
who are losing their farms are also veterans of the American Revolutionary War
who fought because they believed the British government was not protecting
life, liberty, and property—to use John Locke’s 3 items.
·
Specie (coins of
gold and silver) had always been in scarce supply in the colonies and it is
still scarce in the new states. (Our phrase for this today is a “credit crisis”
or “crisis of liquidity.”)
Parts of This Comparison Topic |
What You Read |
What to Observe and How to Pay Attention to
Terms |
Shays’s
Rebellion |
Chapter
6: “Political and Economic Turmoil, including all of the parts |
Notice
the issues: ·
of the
farmers ·
of
merchants ·
of the
state governments (who are they taxing and in what form do they want payment) ·
of
debtors who could not pay and what sequence of events happen when a debtor
can’t pay Notice
the reforms the farmers want, including: ·
About
state government ·
About
states printing paper money and passing tender laws (settling debts by giving
goods—such as grain--to the creditor, not gold or silver coins). Notice
the rebellion cannot be stopped by the state government or the
national/central government—both are powerless. Who does stop the rebellion? |
Sections
to Read from the Constitution |
Use
it online in this folder. Read
with care the clauses specified to the right. |
Look
for ·
Article
1, Section10 regarding what the states can’t do regarding tender laws and
debts. ·
Article
IV, Section 4 regarding dealing with “domestic violence” and what is
guaranteed with “republicanism” |
Sections
to Read from the Textbook Explanation of these Things in the Constitution |
Chapter
6: “The Movement for Constitutional Reform” |
Carefully
read all of the pages to the end of the chapter looking for what the textbook
authors say about the issues, the reforms, and about rebellion. Tips: ·
Notice
what Madison thinks. ·
Notice
that “many Americans believed that the states—the small republics—had lost
too much power [with this new Constitution]” |
Comparison
Topic: Shays’s Rebellion before the Constitution is
developed compared with the Whiskey Rebellion after that Constitution is
ratified. What do both show about how the national government handles rebellion
in a republic?
If you want to read dictionary definitions, you can
find basic words at the dictionary provided in History Resources.
You must read the definitions of
democracy and republic and what James Madison says about both.
Parts of This Comparison Topic |
What You Read |
What to Observe and How to Pay Attention to
Terms |
Shays’s
Rebellion |
Chapter
6: “Political and Economic Turmoil, including all of the parts |
See
the issues listed and reforms in the Comparison Topic above. Focus
on how the rebellion cannot be stopped by the state government or the
national/central government—both are powerless. Who does stop the rebellion? |
Sections
to Read from the Constitution |
Use
it online in this folder. Read
with care the clauses specified to the right. |
Look
for Article IV, Section 4 regarding dealing with “domestic violence” and what
is guaranteed with “republicanism.” Search
for the word excise tax. It is also
defined in the online Constitution. |
Sections
to Read from the Textbook Explanation of these Things in the Constitution |
Chapter
6: “The Movement for Constitutional Reform” |
Carefully
read all of the pages to the end of the chapter looking for what the textbook
authors say about things that were “too democratic” and “too much influence
to the common people.” Tips:
Notice what Madison thinks. |
Whiskey
Rebellion |
Chapter
7: “Expansion and Conflict in the West” |
1.
Look
for the one-sentence introduction at the beginning saying it is an excise tax
Note: The Stamp Act was a British excise tax. 2.
Then
go to the subheading “The Whiskey Rebellion” |
Chapter
8: “Jefferson’s Revolution” |
Notice
what happens to excise taxes later: it
“repealed all excise taxes, including that on whiskey.” (In the 4th
edition paperback, the page number is 209.) Caution:
you only use facts in this section that
apply to the Whiskey Rebellion. |
Comparison
Topic: The
deal-making about how to count slaves for representation and for taxes at the
Constitutional Convention compared with
Northerners’ viewing the 3/5s compromise as giving “extra representation
unfairly” when Missouri asks for statehood. What does this show you about the
representation and the republic?
Reminder: Missouri is part of the territories acquired
at the Louisiana Purchase.
Parts of This Comparison Topic |
What You Look at or Read with Care |
What to Observe and How to Pay Attention to
Terms |
Sections
to Read from the Constitution |
Use
it online in this folder. Read with care the clauses specified
to the right. |
Use
the Sorted version of the Constitution to find Slavery. Read with Care the 1st
4 clauses on slavery. (For this Comparison Topic, do not use the fifth clause—the one from 1865.) Notice
the dates when those clauses are no longer protected from amendment. Notice
there is nothing stated about the right of expansion of slavery. |
Sections
to Read from the Textbook Explanation of these Things in the Constitution |
Read with great care
Chapter 6: “The Executive, Slavery, and Commerce” Focus
only on slavery sections. Notice
the deal-making. |
Notice
Table 6.1 Enslaved Population in the United States, 1790. Caution: The
North—not the South--will grow in population and number of states by 1820. Notice
all the clauses described. Useful
quotations and Cautions: ·
Do
notice that counting 3/5s of the slaves for population gave “white southerners an unfair
advantage” because “slaves…could not vote.” ·
“Northern
delegates did almost nothing to promote the abolition of slavery” and see
what they traded for a commerce clause. (For
all quotations, the page number is 164 in the 4th edition
paperback.) |
Louisiana
Purchase |
Look at
Chapter 8: “The Louisiana Purchase” or
just look at the information to the right. |
Use
the map in the folder to notice the latitude (how far North) of the Louisiana
Purchase. Useful
quotations: ·
Jefferson
called this “the empire of liberty” ·
“A
successful republic was dependent on broad property holding, for virtuous,
independent, middling farmers made ideal citizens.” (Middling means of “average size or quality”—not a big planter with many slaves. (For
all quotations, the page number is 211 in the 4th edition
paperback.) |
Missouri
Compromise |
Read with great care Chapter
9: “The Missouri Compromise, 1820” |
Use
the map in the folder to notice the latitude (how far North) is Missouri in
the Louisiana Purchase and what it is even with in the Northwest Territories.
It also provides the quantities of states in 1820 and 1860 and the total
population so you can see who is the majority. Notice
all of the Northern issues about representation. |
Background on this Comparison Topic: The textbook
makes these two statements:
·
“The debates over
slavery in Missouri in 1819 and 1820 were not between fervent proslavery
advocates in the South. Neither of those had not yet been defined positions.”
·
“In a real sense,
the debates over slavery in Missouri created ‘the North’ and ‘the South,’
uniting the new states of the Northwest with the states of New England, new
York, and Pennsylvania, and forging a tighter alliance among the new states of
the Southwest and Virginia, the Carolinas, and Georgia.
Comparison
Topic: The
nationalistic excitement of acquiring new land with the Louisiana Purchased compared with the sectionalist views by
both Northerners and Southerners over the expansion of slavery into
traditionally non-slavery and Northern lands. What does this show you about the
pressures on the republic?
Reminder: Missouri is part of the territories acquired
at the Louisiana Purchase.
Parts of This Comparison Topic |
What You Look at or Read with Care |
What to Observe and How to Pay Attention to
Terms |
Northwest
Ordinance – at the end of the Articles of Confederation period |
Look at
Chapter 6: “The Northwest Ordinances of 1785 and 1787” or just look at the information to the right. |
Use
the map in the folder to notice the latitude (how far North) of the Northwest
Territories. Useful
quotations: ·
“Men
were eligible to vote if they owned at least fifty acres of land.” ·
“New
states would have equal status with the original thirteen.” In the future
that status of being a state also means: 2 Senators + at least 1 member of
the House of Representatives + the same number in the electoral college that
determines the president. ·
“It
prohibited slavery from the region forever.” (For
all quotations, the page number is 157 in the 4th edition
paperback.) |
Sections
to Read from the Constitution |
Use
it online in this folder. Read with care the clauses specified
to the right. |
Use
the Sorted version of the Constitution to find ·
When,
how, how many – House ·
When,
how, how many – Senate |
Sections
to Read from the Textbook Explanation of these Things in the Constitution |
Read with great care
Chapter 6: “The
Great Compromise” and “The Executive,
Slavery, and Commerce” Focus
only on representation |
Notice
all the clauses described in the above sections of the Sorted Constitution. |
Louisiana
Purchase |
Look at
Chapter 8: “The Louisiana Purchase” or
just look at the information to the right. |
Use
the map in the folder to notice the latitude (how far North) of the Louisiana
Purchase. Useful
quotations: ·
Jefferson
called this “the empire of liberty” ·
“A
successful republic was dependent on broad property holding, for virtuous,
independent, middling farmers made ideal citizens.” (Middling means of “average size or quality”—not a big planter with many slaves. (For
all quotations, the page number is 211 in the 4th edition
paperback.) |
Missouri
Compromise |
Read with great care Chapter
9: “The Missouri Compromise, 1820” |
Use
the map in the folder to notice the latitude (how far North) is Missouri in
the Louisiana Purchase and what it is even with in the Northwest Territories.
It also provides the quantities of states in 1820 and 1860 and the total
population so you can see who is the majority. Notice
all of the Northern issues about representation. |
· Some Northerners were opposed to enslaving anyone.
· Some Northerners did not care about slaves or African Americans in general, but did not want
o To compete with slave labor (Example: if all you had to sell was your own manual labor, you would want to live where people were free.)
o To compete in growing crops against the price of slave-produced crops. (Example: you would not want your own children to live as poorly as slaves did.)
Parts of This Comparison Topic |
What You Look at or Read with Care |
What to Observe and How to Pay Attention to
Terms |
Northwest
Ordinance – at the end of the Articles of Confederation period |
Look at Chapter
6: “The Northwest Ordinances of 1785 and 1787” or just look at the information to the right. |
Use
the map in the folder to notice the latitude (how far North) of the Northwest
Territories. Useful
quotations: ·
“Men
were eligible to vote if they owned at least fifty acres of land.” ·
“New
states would have equal status with the original thirteen.” Notice what being a state also means: 2
Senators + at least 1 member of the House of Representatives + the same number
in the electoral college that determines the president. ·
“It
prohibited slavery from the region forever.” (For
all quotations, the page number is 157 in the 4th edition
paperback.) |
Louisiana
Purchase in 1803 |
Look at
Chapter 8: “The Louisiana Purchase” or
just look at the information to the right. |
Use
the map in the folder to notice the latitude (how far North) of the Louisiana
Purchase. Useful
quotations: ·
Jefferson
called this “the empire of liberty” ·
“A successful
republic was dependent on broad property holding, for virtuous, independent,
middling farmers made ideal citizens.” (Middling
means of “average size or quality”—not a big planter with many slaves. (For
all quotations, the page number is 211 in the 4th edition
paperback.) |
Missouri
Compromise in 1820 |
Chapter
9: “The Missouri Compromise, 1820” |
Use
the map in the folder to notice the latitude (how far North) is Missouri in
the Louisiana Purchase and what it is even with in the Northwest Territories. ·
With
the exception of Missouri, none of the Louisiana Purchase above 36°
30´ will have slavery. ·
That
also means the South will not have
additional slave-supporting Senators (2 per state) nor representatives in the
House of Representatives nor more electors in the electoral college for all
those potential states. Instead the North will. |