ERIC ED364451: "The Blueprint of Democracy": The United States Constitution.

8 Pages·1993·0.22 MB·English

by  ERIC

DOCUMENT RESUME
ED 364 451
SO 023 397
TITLE
"The Blueprint of Democracy": The United States
Constitution.
INSTITUTION
National Archives and Records Administration,
Washington, DC. Office of Public Programs.
PUB DATE
[93]
NOTE
10p.; For related documents, see SO 023 393-400.
PUB TYPE
Guides
Classroom Use - Teaching Guides (For
Teacher) (052)
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
*Constitutional History; Elementary Secundary
Education; Field Trips; *History Instruction; Law
Related Education; Learning Activities; *Primary
Sources; *Public Agencies; Resource Materials; Social
Studies; *United States History
IDENTIFIERS
*National Archives DC; *United States Constitution
ABSTRACT
This publication is intended for teachers bringing a
class to visit the National Archives in Washington, D.C., for a
workshop on primary documents. The National Archives serves as the
repository for all federal records of enduring value. Primary sources
are vital teaching tools because they actively engage the student's
imagination so that he or she may visualize past events and make
sense of their reality and meaning. This publication concerns a
workshop on the U.S. Constitution. In addition to historical
information on the U.S. Constitution, background on two documents
involved in the workshop--George Washington's copy of the first draft
of the Constitution and the 19th Amendment--is included. Photographs
of these two documents as well as two student exercises also are
provided. (DB)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
"The Blueprint of Democracy"
The United States Constitution
EDUCATION
U.II. DEPARTMENT Of
ano Improvement
Ofhc ot Educational Research
INFORMATION
UCATIONAL RESOURCES
CENTER (ERIC)
reproduced Ae
Thus document has been
or orgeruzat ion
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made to means
Minor changes have been
reproduction ousIdy
stated in this docu-
Pants ot vm.. or opinions
represent official
mint do not necessarily
GERI positton or policy
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AVAILABLE
BEST COPY
of Democracy"
"The Blueprint
Uraiiirr4 54aMi
1111A
in September; their report, dratted by the young
FOR THE TEACHER
Alexander Hamilton, called for a general convention.
This report finally became a reality on February 21,
1787, when the Confederation Congress adopted the
Thank you for arranging the primary document
resolution authorizing the "Federal" Convention.
workshop "The Blueprint of Democracy" for
The Convention consisted of statc Governors, chief
history is just an
your class. For too many students,
justices, attorneys general, and many delegates to the
in a
endless string of dates and events chronicled
Confederation Congress, as well as several distin-
textbook. Primary sources actively engage the stu-
guished Americans who, like Benjamin Franklin (at 81,
dent's imagination so that he or she may visualize past
the oldest Convention member), agreed to come out
ar.d meaning. Before
events and sense their reality
of retirement to participate one last time in American
advantageous to intro-
your workshop, it would be
politics. The willingness of these men to place their
duce your students to primary sources with the poster-
prestige at risk by attending the Convention testified
have
size documents and the attendant exercises we
problems
and
to its legitimacy and to the severity of the
provided. The exercises may be photocopied
facing the United States. Senior statesmen such as
teaching
should be adapted to fit your objectives and
and
George Washington of Virginia, Roger Sherman of
style. We hope that these preliminary materials
Connecticut (the only man to sign the Declaration of
class's understanding
our workshop will enhance your
Independence, the Articles of Confederation, and
the
arid appreciation of the blueprint of democracy,
later the Constitution), and John Dickinson of Dela-
United States Constitution.
helped
ware were veterans of colonial politics and
lead the struggle against Britain. They provided an
essential ability to compromise and an acute sensi-
The United States Constitution
tivity to the often clashing interests of the states. Some
leading figures were not in attendance. John Adams
the
The Constitutional Convention, which met in
and Thomas Jefferson were the American ministers to
Hall) at
State House (now called Independence
London and Paris at the time, but they kept abreast of
Philadelphia from May 25 to September 17, 1787, was a
the Convention's progress.
and world history.
supreme event in both American
and
The United States Constitution, the resilient
The delegates elected Washington president of the
which 13
enduring charter of government under
Convention, and he immediately appointed a commit-
fledgling states were eventually forged into a super-
May
tee to prepare rules of order and procedure. By
unmercifully hot sum-
power, emerged during those
29, rules were adopted to ensure the secrecy of the
of 55 delegates from 12 of
mer days. It was the product
proceedings, and the option to reopen any matters for
delegates).
the 13 states (R hode Island did not send
further debate was granted as well.
and
Usii ig reason, Lump oinise, practical experielme,
Edmund Randolph of Virginia then submitted for
philosophy, these men decided
a command of polit ical
consideration the Virginia Plan. Largely the work of
Three
how a people should govern themselves.
James Madison, the Virginia Plan discarded the
annougn
months after the Convention s completion,
Articles and framed an entirely new constitution. Its
Adams wrote that the
he was not a participant, John
15 re3olutions proposed the creation of a supreme
"if not the greatest
delegates had demonstrated
national government with separate legislative, execu-
the greatest single
exertion of human understanding,
tive, and judicial branches. Under the Virginia Plan,
that the world has ever
effor t of national deliberation
however, population would determine representation
seen:'
in both houses of Congress. This element of the plan
exchanged corre-
Before 1787, advocates of reform
was anathema to the small-state delegates, so in order
for a convention to
spondence to muster support
of the
to protect the principle of state equality, they decided
revise the first charter of the government
to rally behind William Paterson's New jersey Plan.
Confederation. As early
United States, the Articles of
Paterson's plan preserved each state's vote in a
George Washington that the
as 1780 it was apparent to
unicameral legislature, but the delegates rejected it
Fielding
Confederation was defective; he wrote to
passed
on June 19. Nearly a month of bitter debate
the influence and
Lewis: "Our measures are not under
before the Connecticut delegation proposed the
each of which
direction of one Council, but thirteen,
"Great Compromise" of July 16. It provided a way out
. We are
politics.
is actuated by local views and
.
.
of the impasse by apportioning the House of Repre-
corre-
attempting the impossible:' The voluminous
sentatives on the basis of population and by providing
leading Ameri-
spondence of Washington and other
each state with two votes in the Senate. Deadlock had
for the ground-breaking
cans laid the foundation
been subjugated and the Constitution saved.
that sought
interstate conferences and conventions
throughout the 1780s.
greater unity among the states
Annapolis, MD, in
The last of these conventions met at
gathered there
3
1786.1Welve delegates from five states
.
.
.
_
.
Of particular importance among these enfran-
Washington's Copy of the
chisement amendments is the 19th. Ratified ". 1920, it
enfranchised women, the largest group of people in
First Printed Drop
American history ever denied suffrage. On the back of
of the Constitution
your poster is a reproduction of the joint resolution of
Congress that proposed the 10th amendment. This
copy of the proposed amendment prqvides your class
on August 6 the first printed draft of the Constitu-
with an opportunity to explore the Framers' reasons
tion was submitted by the Committee of Detail
for a constitutional amendment process. Ask your
The reproduction on the front of your poster is
students what might have happened if the Framers
Washington's copy of thi! first page of that draft. The
had not provided some way to amend the Constitu-
unfamiliar preamble and Washington's notations re-
tion. Later generations might have been tempted to
veal the extensive revision process that took place in
abandon the Constitution, but the Framers had
the Convention and in its Committee of Style and
created a living document by creating an amendment
Arrangement from August 6 to September 15.
process that respected the wisdom and progress of the
Gouverneur Morris, a member of the committee, was
future.
the chief architect of the final document. As your class
examines page 1 of Washington's copy and compares
What is the National Archives?
it to a copy of the finished product, they will discover
that one of Gouverneur Morris's most important
contributions to our present Constitution was his
Established in 1934, the National Archives helps
revision of the preamble. This change was necessi-
preserve our nation's history by serving as the
tated by the decision of August 31 that the new
repository for all federal records of enduring value. It
government should go into operation only upon
thus serves the federal government, researchers of
ratification by nine states. At that time, no one could
many topics, and the American public. Because the
predict which states would ratify and which would stall
federal records reflect and document more than 200
or even refuse to join, so Morris sensibly chose to
years of American development, the records in the
eliminate any mention of individual states. Thus,
National Archives holdings are great in number,
somewhat fortuitously, "We the People of the United
diverse in character, and rich in information.
States" became the sovereign source of the Constitu-
Before your students participate in a tour or a
tion.
1
workshcp, they should be familiar with the mission of
The history of the Constitutional Convention pre-
the National Archives. We recommend that you
sents a fitting opportunity to discuss with your class
present your students with the following vocabulary
the importance in a healthy democratic society of
words and questions:
toleration for opposing political viewpoints and the
ability to compromise. While to those involved the
Please define Archives, Archivist, Document, Rec-
Convention process may have often seemed unneces-
ord, Preservation.
sarily erratic and a waste of time, students can see that
it was the best way in which representatives of a free
Why do you and your family save documents? Why
people could have formed a set of operational rules of
are they important?
government while, at the same time, settling their
7 he US. government keeps its records in the
outstanding political differences. Each delegate's re-
National Archives.
spect for the views of his colleagues and his ability to
Why does the government save its records?
compromise when those views differed is perhaps the
most important legacy of the Convention.
What kinds of records might the U.S. government
want to save?
What fanous documents are at the National Ar-
The 19th Amendment
chives?
The United States Constitution has become the
You will be called by the National Archives docent
assigned to your class about a week before the date of
oldest national constitution in the world, fulfilling
your tour or workshop. If the workshop will be held in
Chief Justice John Marshall's vision that it was "meant
your classroom, then please be prepared to relay
to endure for ages to come, and to meet the various
information concerning directions, parking, and
crises of human affairs:' This longevity is due in large
school check-in procedures.
measure to the Constitution's ability, through the
Whether it is our Behind-the-Scenes Tour or one of
amendment process, to solve "the various crises" it
our Primary Document Workshops, we are confident
has confronted over the past two centuries. For
that the experience will provide an exciting new look
example, under the Constitution property qualifica-
at history. In order to assess our performance, we
tions once limited the right to vote, whereas the
would appreciate your cooperation in completing the
franchise today is open to all citizens at the age of 18.
enclosed evaluation form and returning it in the self-
The Founding Fathers regarded suffrage as a privi-
addressed stamped envelope provided.
lege; Americans today consider it a right. But this
If you have any additional questions regarding your
interpretation obscures long periods throughout
tour or workshop, please contact the Volunteer and
which various groups such as women and black men
Tour Office Staff at 202-501-5205.
were disenfranchised. Indeed, if there is any recur-
ring theme in the constitutional amendments since
the Bill of Rights in 1791; it is the enlargement of the
franchise.
4
WASHINGTON, DC 20108
OFFICE. OF PUBLIC PROGRAMS
PRODUCED BY THE STAFF OF THE NATIONAL ARCHIVES TOUR OFFICE
Etcercise
Copy of the First Printed Draft of the Constitution,
Washington's
first page.
Compare and contrast page 1 of the first printed draft of the Constitution with a present copy of
the Constitution.
1. How is the preamble in George Washington's copy different from the preamble we have today?
2. How was the basis of our national government changed when "We the People of the United
States" replaced the list of individual states in the first draft?
3. Define "Posterity?' What kind of Constitution would secure the "Blessings of Liberty" for the
Framers' "Posterity"?
4. Article I, section 4, of the present Constitution is similar to which one of Washington's
notations? What amendment changed this provision?
5. Article IV, sections 3 and 6, of Washington's copy are similar to which section of Article I of
your current copy of the Constitution? Define impeachment.
6. Which states would have disapproved of Article IV, section 5, in the first draft of the
Constitution? Why would they have wanted it "struck out"?
5
Exercise II:
19th Amendment
The
Read Article V of the Constitution, and then examine the copy of the 19th amendment.
1, How is the Constitution amended?
2. Can amendments be proposed and ratified without the Congress?
3. How many times has the Constitution been amended?
President at the time?
4. What is the date on the copy of the 19th amendment? Who was the
office does the
5. Who was the Speaker of the House? Who was the Vice President? What other
Vice President hold?
6. Define "suffrage' Why were women denied the "right of suffrage"?
7. How did the 19th amendment redefine "the People" in the Constitution's preamble?
People"?
8. What other amendments have also redefined "the
the years?
9. Do you think the amendment process has successfully handled new challenges over
Why or why not?
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