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National Treasures: Economic Implications of Our Founding Documents
- 1. National Treasures: Founding Documents of the U.S.A. Deborah Kozdras and Sherry Moser USF Stavros Center http://tinyurl.com/USFStavrosResources
- 2. Declaration of Independence: A National Treasure
- 3. Sign the Declaration of Independence https://www.archives.gov/exhibits/charters/declaration_sign.html
- 4. Freedom Week: The Declaration of Independence http://ed.ted.com/lessons/what-you-might-not-know-about-the-declaration-of-independence-kenneth-c-davis#watch Also on youtube https://www.youtube.com/watch?v=LKJMWHCUoiw
- 5. Editing the Declaration of Independence President Thomas Jefferson wrote the Declaration of Independence and John Adams and Benjamin Franklin edited. What does this draft show about the process that Jefferson used to write the Declaration of Independence? How is Jefferson’s process similar to your writing process? How do you feel about changing your writing? How do you feel about other people suggesting changes to your writing? http://www.loc.gov/teachers/classroommaterials/primarysourcesets/presidents/
- 6. What are the economic costs and consequences of the grievances against King George III? • He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries. • He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people, and eat out their substance. • For cutting off our Trade with all parts of the world: • For imposing Taxes on us without our Consent • He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people. Source A: Second Continental Congress, part 2 of the Declaration of Independence, “Grievances,” July 4, 1776. Part 2 of the Declaration of Independence includes the 27 grievances against King George III. Many of these grievances deal with economic exploitation. http://www.c3teachers.org/wp-content/uploads/2015/08/NewYork_5_Declaration_of_Independence.pdf
- 7. Fair Vs Unfair What does it mean to be fair? Think of a time in your life when something was unfair. There are always two sides to a story. If it is unfair for you, was it fair for someone else?
- 10. We hold these truths self- evident, that all men are created equal . . . • Would everyone receive the same homework assignments? • Would everyone receive the same punishment for the same crime (i.e. being tardy)? • Would students struggling to grasp new concepts receive special considerations? • Would the grading scale and expectations be the same for all? • Would you encourage the stronger to work with the weaker? • What about current issues: – Free/reduced lunch – Charter/Private school funding Imagine what would happen if the teachers at your school decided that from now on, you, the students, would be responsible for adopting classroom policies based on the self-evident truth that all students are created equal. In a small group, brainstorm to create a plan explaining what you would do and how you would implement your policies. https://nieonline.com/tbtimes/downloads/supplements/CelebrateFreedom2016.pdf
- 11. Why Did the Founders Write The Declaration of Independence? Historians have disagreed as to whether the colonial leaders were motivated by selfish or ideological reasons. 1. What are some ideological reasons? (equality, freedom) 2. What are some selfish reasons? (preserve power/privilege of rich) 3. Hand out the two Historian’s Interpretations and ask students to fill in the chart on the next page. http://sheg.stanford.edu/upload/Lessons/Unit%203_Revolution%20and%20Early%20America/Declaration%20of%20Independence%20Lesson%20Plan.pdf
- 12. Why Did the Founders Write The Declaration of Independence? Record what each historian believes in the chart. What was their claim? What evidence did you find to support their claim? http://sheg.stanford.edu/upload/Lessons/Unit%203_Revolution%20and%20Early%20America/Declaration%20of%20Independence%20Lesson%20Plan.pdf
- 13. Why Did the Founders Write The Declaration of Independence? Read the first part of Declaration. Write in your own words. Based on the words of the first part of the do you think the Declaration of Independence was written for selfish of ideological reasons? Do you agree with Bailyn or Zinn? Create an argument. http://sheg.stanford.edu/upload/Lessons/Unit%203_Revolution%20and%20Early%20America/Declaration%20of%20Independence%20Lesson%20Plan.pdf
- 14. Activity: Why is the Declaration of Independence Important? https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/226/Lessons%20-%20Elementary/Grade%205%20Model%20Lesson%20One%20-%20Declaration%20of%20Independence.pdf
- 17. Step into the Picture Activity https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/226/Lessons%20-%20Elementary/Grade%205%20Model%20Lesson%20One%20-%20Declaration%20of%20Independence.pdf
- 18. Step into the Picture Activity https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/226/Lessons%20-%20Elementary/Grade%205%20Model%20Lesson%20One%20-%20Declaration%20of%20Independence.pdf
- 19. A Picture Says a Thousand Words http://www.history.org/Foundation/journal/Winter11/painting.cfm?showSite=mobile Interactive painting http://www.history.org/foundation/journal/Winter11/painting/
- 20. What is Wrong With This Picture? http://www.history.org/Foundation/journal/Winter11/painting.cfm?showSite=mobile Interactive painting http://www.history.org/foundation/journal/Winter11/painting/
- 21. Who Made the Constitution? http://ed.ted.com/lessons/who-made-the-american-constitution-judy-walton https://www.youtube.com/watch?v=uihNc_tdGbk
- 23. Delegates and Economic Interests • Beard (1913/21) Economic interpretation of U.S. Constitution http:// Beard (1913/21) Economic interpretation of U.S. Constitution http://thenewschoolhistory. org/wp- content/uploads/2014/07/B eard_An_Economic_Interpre tation_of_the_Consti.pdf From Beard’s interpretation: Economic Interests of the Delegates: http://teachingamericanhist ory.org/convention/delegate s/occupations/ http://teachingamericanhistory.org/convention/delegates/occupations/
- 24. Delegates and Economic Interests Public Security Lending and Investments Real Estate and Land Speculation Mercantile, Manufacturing, Shipping Planters & Slaveholder
- 27. How has the Constitution shaped the economy of the United States? Market Economy Constitution http://ecedweb.unomaha.edu/lessons/fecg1.htm
- 28. How has the Constitution shaped the economy of the United States? http://ecedweb.unomaha.edu/lessons/fecg1.htm
- 29. Document Analysis from LOC http://www.loc.gov/teachers/classroommaterials/primarysourcesets/constitution/
- 30. Analysis Tools and Guides http://www.loc.gov/teachers/usingprimarysources/guides.html
- 32. Document Analysis Political Cartoon Title: The looking glass for 1787. A house divided against itself cannot stand. Mat. chap. 13th verse 26 Creator(s): Doolittle, Amos, 1754-1832, engraver Date Created/Published: [New Haven] : 1787. Medium: 1 print : engraving and rocker work, with watercolor on laid paper ; 28.7 x 36.7 cm. (image) Summary: A satire touching on some of the major issues in Connecticut politics on the eve of the ratification of the U.S. Constitution. The two rival factions shown are the "Federals," who represented the trading interests and were for taxes on imports, and the "Antifederals," who represented agrarian interests and were more receptive to paper money issues. The two groups were also divided on the issue of commutation of military pensions. http://www.loc.gov/pictures/item/2008661778/
- 34. Document Analysis Political Cartoon http://www.loc.gov/pictures/item/2008661778/
- 35. More Resources • https://www.constitutionday.cc/ (order free Constitution and download App) • https://constitutioncenter.org/learn/educational- resources/lesson-plans/we-the-civics-kids-lesson-3- the-bill-of-rights Bill of Rights activity in student- friendly language • 6 Big Ideas of Constitution https://www.archives.gov/legislative/resources/educat ion/constitution • Explaining Bill of Rights in students’ lives (3-8) https://www.scholastic.com/teachers/articles/teaching -content/explaining-bill-rights/
Editor's Notes
- Beard argued that economic interests were at stake in both phases. At times, Beard comes close to suggesting that the Constitution is an economically-determined document rather than simply we need to take economics into account. For example, Beard argues that a small group of active men with “personalty” interests – “money, public securities, manufactures, and trade and shipping” – as opposed to “realty” interests (including those owning small farms, many of whom Beard claimed were debtors) called for the Convention and the rest of “the people” had no say in who went there or in the process of ratification. According to Beard, “The Constitution was an essentially economic document based upon the concept that the fundamental private rights of property are anterior to government and morally beyond the reach of popular majorities.” (324) A “large property less mass was excluded from participation in all stages of the process.” “The Constitution was ratified by a vote of probably not more than one-sixth of the adult males.” (325) Put differently, the Constitution was created by and for “substantial property interests.” Ideas, geographical location, and size of the state play little or no role in Beard’s account of the Constitution. Property holdings determine everything. During the latter half of the 20th Century, his economic interpretation was subjected to considerable scrutiny – to the point where virtually no scholars today accept his thesis as proposed. Leading challengers to Beard’s thesis include Douglass Adair, Martin Diamond, Robert Brown, and Forrest McDonald. Yet Beard remains a force to be reckoned with in the 21st Century. The continued interest in Beard seems, in large part, to be a persistent attraction by scholars and students to his claim that he was telling history as it “really” happens rather than giving a historical account as abstract “mythology” created by demi-gods. (It is rather odd that James Madison does not make an appearance in the table, but that Beard relies on him heavily to “prove” his thesis that Federalist 10 supports an economic interpretation of the Constitution.)
- Play the first couple of minutes to set the stage for the lesson.