pasco civics 2016
TRANSCRIPT
Who Made the Constitution?
http://ed.ted.com/lessons/who-made-the-american-constitution-judy-walton https://www.youtube.com/watch?v=uihNc_tdGbk
SS.8.A.3.10 - Examine the course and consequences of the Constitutional Convention
Document Analysis from LOC
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/constitution/
Student Discovery Sets
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/constitution/
Movie: Crash Course Constitution
http://econwriting.weebly.com/constitution-day.html
How has the Constitution shaped the economy of the United States?Market Economy Constitution
http://ecedweb.unomaha.edu/lessons/fecg1.htm
Bill of Rights: James Madison
SS.8.A.3.11 - Analyze support and opposition (Federalists, Federalist Papers, Anti Federalists, Bill of Rights) to ratification of the U.S. Constitution.
Rights in the Classroom• What specific protections for individuals
apply to students?• What specific protections for individuals
apply to teachers?• Are these sets of protections distinct from
one another or shared to some degree?• What limits are placed on the authority of
teachers?• What limits are placed on the authority of
students?• What limits on authority do they share?
(For instance, school rules and class policies limit student's authority to decide certain issues, while contracts and school policies limit certain actions by teachers.)
SS.8.C.1.5 - Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today
https://www.archives.gov/legislative/resources/education/bill-of-rights
http://www.loc.gov/teachers/classroommaterials/lessons/bill-of-rights/
Amendment Movies
http://www.annenbergclassroom.org/page/all-videos for more
Economics of the Constitution
Lesson 9 The U.S. Constitution: Rules of the Game
SS.8.C.1.5 - Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today
What Would You Do?
1. People choose2. All choices involve costs3. People respond to incentives4. Economic systems influence choice5. Voluntary trade increases wealth6. The consequences of choices lie in the future
A Constitutional Mystery
• Many nations have adopted written constitutions but have failed nonetheless to grow economically.
• How is it that the U.S. Constitution became an effective force in promoting economic growth within a market system?
Wealth of Nations, 1776
• Smith attacked mercantilism.– Government subsidies,
bounties, monopolies– Such practices fostered
inefficiency• Smith proposed:
– Competition– Free markets to provide
incentives– Specialization and
division of labor
Jefferson• Thomas Jefferson, the
principal author of the Declaration of Independence (1776), and the third President of the United States (1801–1809).
• On May 30, 1790, in a letter to Thomas Mann Randolph recommending books for the study of law, Jefferson wrote: ... in political economy I think Smith’s Wealth of Nations the best book extant ...
Interest Groups
• James Madison argued that the aim of the founders should be to prevent one interest (faction) from controlling the political system.
• Madison’s idea was to make it more costly to redistribute resources from rich to poor or from poor to rich.
Well-Defined Property Rights• The Constitution provided a system of well defined
property rights that allowed for a market economy to develop.– Checks and balances – Enforcement of contracts– Regulation of interstate commerce– Enforcement of due process of law– Congressional power to tax– Congressional power to coin money– Enforcement of copyrights
Activity 9.1 The Constitution: Rules for the Economy
A. Contract Clause• Use economic reasoning
to predict what would happen if apartment renters today did not have to hold to the provisions of the lease agreements they signed.
B. Commerce Clause• The Illinois state
legislature, grown weary of the unearned and boastful pride of Wisconsin “cheeseheads,” approves a 10 percent tax on all cheese “imported” from Wisconsin.
• Use economic reasoning to predict what would happen if Illinois could impose such a tax.
Activity 9.1 The Constitution: Rules for the Economy
C. Fifth Amendment• The Soviet Union took
possession of the land of millions of peasant’s forcing them into collective farms by 1934. Soviet agriculture declined.
• Use economic reasoning to explain how the decline in agriculture might be related to the power of the government to take property by force.
D. Taxation Clause• The United States has
often run budget deficits.
• What would happen to confidence in U.S. bonds if the federal government did not have the power to tax?
Activity 9.1 The Constitution: Rules for the Economy
E. Coinage Clause• The 25 nations of the
European Union established a common currency, the euro, in 2002.
• Explain how the establishment of a common currency might help to stimulate economic growth in Europe.
F. Copyright Clause• Imagine that the work of
musicians could be acquired electronically without compensation to the artists.
• Explain how the prospect of not being able to copyright songs, and enforce copyrights, would influence the production of musicians.
Problem Position: The United States of America, founded under the Articles of
Confederation, was beset with problems
• 1780’s widespread economic troubles
• War had disrupted commerce
• Citizens heavily in debt• Many people bankrupt• Paper money issued by
Continental Congress to finance war was worthless because too much was printed (saying: not worth a Continental).
Watch Federal Reserve First Bank Video
First bank video up to 2:49https://www.youtube.com/watch?v=1Nvxpj4vBDU&feature=player_embedded?d=1&s=fre
New america
From Problem Position to Decision Direction
“Most commercial nations have found it necessary to institute banks; and they have proved to be the happiest engines that ever were invented for advancing trade.-Alexander Hamilton, 1781
• Based on Alexander Hamilton’s quote, what did he propose?
• Alexander Hamilton argued that a national bank could:– Issue paper currency –
banknotes as money– Provide a safe place for
public funds– Offer banking for business– Collect taxes
We always want more than we can get and productive resources (natural, human,and capital) are limited. In order to deal with the scarcity problem, we must make choices.We choose the alternative that provides the most benefits with the least costs.
Arguments Against Hamilton
Thomas Jefferson • Thought a national bank would
hurt smaller state banks• Believed a national bank was
unconstitutional• Felt it clashed with vision of the
United States as mostly agricultural society, not based on banking, business, and profit
James Madison and others• Opposed the national bank for
similar reasons.• Madison felt a 20-year charter
was too long for something that was untried in a new country
• Others felt it was against state rights
All choices involve costs: When we choose one thing, we refuse another. Opportunity cost is the next best alternative you give up when you choose.
Hamilton vs Jefferson: From 1781 Letters
Who wrote it? What does it say about banks?
EXCERPT 1: Jefferson
Jefferson explains that the Constitutional Convention rejected the argument of implied powers of the federal
government. He recalls that a proposition to authorize Congress to create corporations, such as those formed to build
and run canals, was rejected by the convention. One of the reasons for rejecting the proposition was that it would
allow Congress to start a bank.
Hamilton vs Jefferson: From 1781 Letters
Who wrote it? What does it say about banks?
EXCERPT 2: Hamilton
Hamilton contends that all of the arguments made against the new bank that are derived from the fact that there
were a few state chartered banks at the time were poorly founded because those banks could easily be gone quickly.‐
Hamilton vs Jefferson: From 1781 Letters
Who wrote it?What does it say about national banks?
EXCERPT 4: Jefferson
Jefferson agrees that it would be more convenient to have a national bank whose banknotes could serve as a
currency throughout the whole country. But, he also recognizes that a single global currency would make things
even easier. He argues that just because a single national currency would make things easier, it does not mean that
the federal government has the power to create the bank nor that the economy wouldn’t function just fine without
it.
Hamilton vs Jefferson: From 1781 Letters
Who wrote it?
What does it say about national banks?
EXCERPT 5: Hamilton
Hamilton explains that the bank would make it easier to collect taxes by increasing the
number of banknotes in circulation and the speed at which transactions take place.
Hamilton vs Jefferson: From 1781 Letters
Who wrote it?
What does it say about national banks?
EXCERPT 6: Hamilton
Hamilton argues that the bank bill does not prohibit states from chartering as many banks
as they want and for individuals to incorporate to create state chartered banks. Therefore, ‐
the bank bill would not create a monopoly since it does not impede others’ ability to operate
banks in the country.
Hamilton vs Jefferson: From 1781 Letters
Who wrote it?
What does it say about national banks?
EXCERPT 7: Hamilton
Hamilton explains that the bank would help in national defense. The bank could be
useful in raising funds to be used to protect the country’s western frontier.
Hamilton vs Jefferson: From 1781 Letters
Who wrote it?What does it say about national banks?
EXCERPT 8: Jefferson
Jefferson points out that those who support the bank bill have argued that a national bank would make it easier to
collect taxes. He explains that the Constitution expressly allows the means that are necessary and not convenient.
Hamilton vs Jefferson: From 1781 Letters
Who wrote it?What does it say about national banks?
EXCERPT 9: Hamilton
Hamilton argues that the bank would have a natural place in the regulation of trade between the states by providing a currency, in the form of banknotes,
that could be used to carry on that trade. The use of the bank’s notes would reduce the number of coins that had to be used to engage in interstate trade.
Money is the most important thing in making commerce happen. Lots of things have been used as money, including paper banknotes. Hamilton refutes
Attorney General Randolph’s argument that interstate trade should be carried out exclusively with coin.
“The institution of a bank has also a natural relation to the regulation of trade between the states. . . Money is the very hinge on which commerce turns. And this does not merely mean gold and silver; many other things have served the purpose . . .paper has been extensively employed. It cannot, therefore, be admitted with the attorney general that the regulation of trade between the states, as concerns the medium of circulation and exchange, ought to be considered as confined to coin . . .”
Hamilton vs Jefferson: From 1781 Letters
Who wrote it?
What does it say about national banks?
EXCERPT 10: Jefferson
Jefferson argues that the powers assumed in the bank bill have not, in his opinion, been delegated
to the federal government by the Constitution.
Who Said It?
Costs Benefits
Jefferson: Against a National Bank 1, 4, 8, 10
Costs Benefits
Hamilton: For a National Bank2, 3, 5, 6, 7, 9
Do you agree with Hamilton or Jefferson?Using evidence, debate for or against a national bank.
Building an Argument
Here are my reasons!
1. ___________________________________________________
2. _________________
_________________
_________________
3. _________________
_________________
_________________
You could argue that…
_________________________________________________________________________________________________________
. . .but here is the weakness . . .
_______________________________________________________________
Main Idea/Thesis
Here is what I think . . .
Counter-arguments
PRO
CON
When you weigh all the evidence
you conclude that . . .
Evidence to back up my reasons
Strong Ending: So this is what I think again!
__________________________________________________________________________________________________________________________________________
Answers
Jefferson: 1, 4, 8, 10Hamilton: 2, 3, 5, 6, 7, 9See handout for explanations
http://www.instituteofplay.org/work/projects/print-play-games-2/socratic-smackdown/
Hamilton Musical •https://www.youtube.com/watch?v=sEH9I_oJfqY&list=PL-xDH9KIHFZ2134jxCZuQU5ym8teQz-Xs clean edit broadway•http://blog.discoveryeducation.com/blog/2015/12/11/hamilton-vs-jefferson-using-hamilton-the-musical-in-the-classroom/ discovery education lesson