Historical Background

Standard(s) to Cover

 GC.1 Cite textual evidence and evaluate multiple points of view to analyze the
influence of ancient Greek, Roman, and leading European political thinkers such
as John Locke, Charles-Louis Montesquieu, Niccolo Machiavelli, Jean Jacques
Rousseau, and William Blackstone on the development of United States
government.
 Greek Influence
 The PEOPLE wanted to be involved in the law-making
process
 Popular sovereignty—the PEOPLE “rule” (vote)
 Citizens* permitted to join in the law-making process
 Demos kratia—a community run by the people
 THE BIRTHPLACE OF DEMOCRACY, where the
PEOPLE directly elect the leaders of the country
 Roman Influence

 Rome followed the Greeks’ example, but tweaked it into

their own
 They had a REPUBLIC—a group of representatives made
the decisions regarding the government
They represented their people in the government
 Laws written down
Niccolo Machiavelli

 Italian politician, historian, philosopher

 Known as the Father of Modern Political Theory
 “It is better to be feared than loved”—The Prince
What does this mean?
 What type of government does the U.S. have?
 What is the difference between democracy and
republic?
 What did the Greeks believe?
 What did the Romans believe?
Other Early English Documents
 Petition of Rights
 English Bill of Rights
A lot like the American Bill of Rights (we’ll get to
later), but…English.
Appealthe Crown if unhappy
Right to bear arms
VERY similar to the Magna Carta
Magna Carta

 Nobles wanted to protect their rights

 Limit the King’s power
No taxation without representation
A trial must have a jury
Citizens must be protected by the law
Enlightenment Thinkers

Enlightenment=Age of Reason

“I can do it” attitude

John Locke
 English writer
 Believed in natural rights
 Wrote Two Treatises of Government
 Government is formed to protect our
natural rights: life, liberty, and…?
 The government has an obligation to
the people. If it fails, we have a right
to overthrow it!
 These ideas should sound familiar. 
Charles-Louis Montesquieu
 French
 Studied multiple governments
around the world
 Felt that governments should be
split into 3 branches
Sound familiar??? 
 These 3 branches shall have
checks and balances
Jean-Jacques Rousseau

 Feltthat people were naturally

innocent
 Society makes people evil
 Wrote The Social Contract
 Government intervention was
necessary, but minimally
 What did the Greeks come up with?
 What did the Romans come up with?
 What type of government does the
U.S. have? Describe it.
 What did the Magna Carta do?
Standard(s) to Cover

GC.1 Cite textual evidence and evaluate multiple

points of view to analyze the influence of ancient
Greek, Roman, and leading European political
thinkers such as John Locke, Charles-Louis
Montesquieu, Niccolo Machiavelli, Jean Jacques
Rousseau, and William Blackstone on the
development of United States government.
 (Some) Causes of the Revolution
1. French & Indian War—Britain won, but had a lot of debt. Debt=more taxes
2. Proclamation of 1763—King George III outlawed traveling west of the Appalachian
Mountains
3. Taxes
 Sugar Tax
 Stamp Tax
 Townshend Acts (glass, tea, paints, etc.)
4. Quartering Act—must house and pay soldiers for “protection”
 Boston “Massacre”

 Poop hits the fan 

 Soldiers go to Boston to stop
violence after the guard asks for
backup
 People began throwing stuff at
them—stones, glass, etc.
(Several soldiers knocked down.)
 Shots fired; killed ___ people
 Block Starter
 Describe the beliefs of John Locke
 Describe the beliefs of Baron de
Montesquieu
 Write the beliefs of Rousseau
 What are the two parts of the U.S.
Congress?*
 How many U.S. Senators are there?
 We elect a U.S. Senator for how many
years?
 Declaration of Independence (1776)

 Written (primarily) by Thomas  Layout of the D.o.I.

Jefferson
 Section 1: Why we want to separate
 “Birth certificate” of the United
 Section 2:
States
 Infamous part
 Predecessor of Twisted Sister’s
“We’re Not Gonna Take It”  “We hold these truths…”
 Section 3: Grievances against the king
 Section 4: Olive Branch Petition
 Section 5: Declare Independence!
 Main Points of the Declaration of Independence
“Governments are instituted among Men,
deriving their just powers from the consent of
the governed.”

“That whenever any form of Government

becomes destructive to these ends, it is the
Right of the People to alter or to abolish it…

“Such has been the patient sufferance of these

Colonies; and such is now the necessity which
constrains them to alter their former Systems
of Government.
 Where Do We Go From Here?
Articles of Confederation

 The first attempt at establishing the

government
 After the U.S. won the Revolution, it was
time to set up a government
 Articles of Confederation
 Strengths
Wage war
Issue money
Sign treaties (make peace)
Set up post offices
Appoint ambassadors
Settle conflicts between states
 Weaknesses
 NO President (Executive)
 NO Army
 NO Courts (Judicial)
 NO Taxing Power (monetary problems)
 No power to enforce laws (regulate trade)
 One branch of government--Legislative
 States were sovereign
 One vote per state regardless of population
 9/13 states to pass a law
 13/13 states to amend (make changes)
Federalist vs. Anti-Federalist
 Federalist liked the idea of a
Constitution
 Anti-feds has 2 big problems with it:
Greatly increased the powers of a
central govt.
Lacked bill of rights
 The Constitution was given a Bill of Rights
to protect individuals
 George Washington was elected as
president (unanimously)
 Why didn’t the Anti-Federalists like the Constitution?
 What are factions? Give me 2 examples.
 Which Federalist Paper referred to how judges were
appointed?
 What did Federalist Paper 51 talk about?
Compromise, Compromise, Compromise
Virginia Plan New Jersey Plan

3 branches Unicameral Congress

 Bicameral Congress Equal representation
Lower/Upper house Federal executive
 Proportional
representation
 Connecticut Compromise/Constitution (1788)

 Bicameral Congress—Upper (Senate) and Lower

(House of Rep)
Proportional representation (House of
Representatives)
Equal representation (Senate)
 SOVEREIGNTY
3branches of government
Legislative (Congress)
Judicial (Supreme Court)
Judicial Review—the Judicial Branch has the
power to see if the Constitution has been broken
(received from Marbury v. Madison)
Executive (President and cabinet)
Constitution

“The Supreme Law of the Land”

Created in Philadelphia
Ratified in 1788
 Parts of the Constitution
 Preamble (We the People of the United States of America…)
 States the purpose of the Constitution
 Articles
 I—Legislative
 II—Executive
 III—Judicial
 Relations among states
 Natl debt, supremacy of law, etc.
 Ratifying the Constitution
 Amendments (27)—the first 10 are called the Bill of Rights
Standard(s) Covered

GC.1 Cite textual evidence and evaluate multiple points of view to

analyze the influence of ancient Greek, Roman, and leading European
political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolo
Machiavelli, Jean Jacques Rousseau, and William Blackstone on the
development of United States government.