The Articles of Confederation created a weak central government that lacked power to tax, regulate trade between states, or raise an army. This instability was exacerbated by economic troubles after the Revolutionary War. In response, the Constitutional Convention proposed a new Constitution with a stronger federal government consisting of legislative, executive, and judicial branches separated by checks and balances. However, some opposed this, fearing a loss of state power. The Constitution was narrowly ratified after compromises like equal representation in the Senate.
This covers all of how America got into World War One through how we helped end the war in Europe. It also at the end discusses the treaty of Versailles.
This covers all of how America got into World War One through how we helped end the war in Europe. It also at the end discusses the treaty of Versailles.
The ConstitutionChapter 3CHAPTER 3 THE CONSTITUTION.docxmehek4
The Constitution
Chapter 3
CHAPTER 3: THE CONSTITUTION
In this chapter you will:
Discover the roots of the Constitution in colonial and revolutionary America.
See why Americans declared independence from England and learn about their first constitution, the Articles of Confederation.
Follow the arguments that shaped the Constitution and get an overview of the final document.
Read about the great national debate over whether to adopt it.
Learn how Americans have changed the Constitution—and how the Constitution has changed America.
CHAPTER 3: THE CONSTITUTION
Colonial Roots of the Constitution
Colonies three thousand miles away from the king and his army, able to ignore orders:
Salutary neglect
Colonies developed political institutions
Every colony had its own legislature.
Plentiful land created opportunities.
CHAPTER 3: THE CONSTITUTION
More Colonial Roots
Some colonies began with mutual agreements between the settlers
Compacts or covenants
New World was somewhere to practice religion in peace
Different religions flourished
Border areas were violent and insecure
Native American wars
French (North and West)
Spanish (South and West)
CHAPTER 3: THE CONSTITUTION
War Brings Changes
French and Indian War
British army defeated French in 1763
Two changes:
Ten thousand English troops remained in the colonies
England could enforce its policies
Days of neglect over
England ran up debt during war
Colonists required to pay debt
Americans’ reaction explosive
CHAPTER 3: THE CONSTITUTION
Colonial Complaint
Representation
Americans used to making their own decisions
When England violated the American idea of self-rule it created an unusual revolution
Americans fought to preserve rights that they had been exercising while neglected
CHAPTER 3: THE CONSTITUTION
Colonial Complaint
Mercantilism
British began enforcing trade policies.
American ships had to bypass traditional partners:
Do business only with English colonies
Higher prices, lower profits
CHAPTER 3: THE CONSTITUTION
The Declaration of Independence
Second Continental Congress wrote and Congress adopted
Two Parts
Statement of Principles
List of Grievances
CHAPTER 3: THE CONSTITUTION
Declaration of Independence
Principles
All people are equal
Endowed with rights that cannot be taken away
Include life, liberty, and the pursuit of happiness
Governments formed to protect rights
Governments derive power from the consent of the governed
CHAPTER 3: THE CONSTITUTION
Declaration of Independence
Grievances
Violations of the right of representation
Maintenance of a standing army not under civilian control
Loss of an independent court
CHAPTER 3: THE CONSTITUTION
10
Articles of Confederation
An Alliance of Independent States
State governments
Reflect popular desires
Annual elections
Extended right to vote
Public legislative deliberations
National government
Continental Congress approved Articles
Weak and dependent on states
No executive or central authority
No central pow ...
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Questions to Consider How does American distrust in central government shape their new form of government? How did the Articles of Confederation create instability in the new US government? Is the Constitution a legal document? Would you be a Federalist or an Anti-Federalist? Explain.
5. England’s Disrespect Ignore the Treaty of Paris Troops on the frontier No representative sent to US from Britain British felt new American government was weak and ineffective
6. Thirteen Independent States Each state required to create a state constitution Less central government power Some states limited power of governors Separation of Power Bicameral legislatures Division of governmental powers and duties Frequent elections; popularly elected
7. Forming a Republic Separate state governments allied to create national government Single national government should be a republic Citizens rule through elected representatives Would the central government be strong or weak?
9. Forming a Republic Problems with Articles of Confederation Little federal power (states retained their power) No taxing power No commerce (trade) power Inability to raise troops No Chief Executive or Court Difficult to pass laws (9 of 13 needed) Approving the Articles Unanimous consent needed (all 13 states needed)
10. New Land Policies Few settlers lived west of Appalachians 13 States were making claims to these lands (p. 191) Claims were abandoned, national government took control (1780s -1790s) Territories, based on population, were allowed to petition for statehood Northwest Ordinance (1787) created single Northwest Territory (p. 193) No slavery or involuntary servitude allowed Originally proposed by Thomas Jefferson New states would be on “equal footing” with 13 originals
11. Trouble on Two Fronts New currency depreciated Inflation of goods resulted War left Confederation Congress in debt Could not tax, could not pay back debt States did not contribute much money Robert Morris proposes 5% import tax, but failed to be ratified Foreign problems; England and Spain Exposed need for stronger central government
14. Economic Depression Depression: economic activity slows and unemployment increases Farmers could not sell their goods or pay taxes Shays’ Rebellion 1,000 farmers revolt in MA led by Daniel Shays Private militia hired, no federal help Issue of Slavery Some states free, others not Divided the new country
15. A Call for Change Revolution created a union of 13 states, not a nation Federalists – supported weak national government Nationalists – supported stronger national government Shays’ Rebellion highlighted the need for stronger federal government Washington now supports need for revising Articles of Confederation James Madison (Virginia) Alexander Hamilton (New York)
16. The Constitutional Convention Meeting in Philadelphia in May 1787 Purpose: To revise the Articles of Confederation 55 delegates, highly educated, “achievers” George Washington presides Not publicized, highly secret Edmund Randolph proposed Virginia Plan (stronger national government) Mostly written by James Madison Called for a vote to start a new document
17. The Constitutional Convention The Virginia Plan End state sovereignty Bicameral (proportional representation) Executive and Judicial Branch The New Jersey Plan Unicameral (equal representation) The Great Compromise (Connecticut Plan) Bicameral, Senate equal, House proportional
18. Compromise Wins Out House of Representatives Proportional representation; elected every 2 years Senate Equal representation; elected every 6 years The Three-Fifths Compromise Slaves counted for tax and representation Slave Trade No interference until 1808 Bill of Rights George Mason’s plan defeated, refused to sign Constitution Approving the Constitution 9 of 13 needed by the states
20. Roots of the Constitution Greece (Aristotle) European Philosophers (Thomas Hobbes, Enlightenment ideas) John Locke: “Natural rights” Baron de Montesquieu: Separation of powers, limited government British ideas Magna Carta: limited power English Bill of Rights (1689)
21. The Federal System Shared powers Federalism is shared powers between federal and state governments Constitution gained power to tax, regulate trade, control currency, raise an army, declare war Constitution: The Supreme Law of the Land States could not make laws which contradict Constitution Constitution was final authority
22. The Organization of Government Three Branches Legislative: makes laws, collects taxes, regulates trade, issues currency (Article I) Executive: enforces laws, diplomacy, commander in chief (Article II) Judicial: interprets laws and actions (Article III)
27. Compromise Wins Out In order to revise the Articles of Confederation, 13 out of 13 had to agree The meeting in Philadelphia was with intention to revise Rhode Island did not send delegates, which meant revision was impossible Meeting was held anyway Confederation Congress with 55 delegates approved Constitution Changed unanimous to 9 of 13 votes needed for approval
28. The Constitutional Debate Federalists [Nationalists] versus Anti-Federalists [Federalists] (1787 – 1793) Federalists supported stronger, central government (and Constitution) Federalist papers (Madison, Hamilton, and Jay) published to explain Constitution Anti-Federalists feared losing state rights would destroy what they fought for Called for Bill of Rights
29. Questions to Consider How does American distrust in central government shape their new form of government? How did the Articles of Confederation create instability in the new US government? Is the Constitution a legal document? Would you be a Federalist or an Anti-Federalist? Explain.