Civics Chapter 02

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Chapter Introduction

Section 1 Our English Heritage

Section 2 The Birth of a Democratic Nation

Section 3 The Nation’s First Governments

Review to Learn

Chapter Assessment

Click on a hyperlink to view the corresponding slides.

Chapter Overview

In Chapter 2 you learn about the origins and development of democratic institutions.

Section 1 examines the development of

British common law and parliamentary government, which influenced the early

American colonial governments. Section 2 explains the reasons for the colonists’ dissatisfaction with British rule in the colonies and the decision to declare independence.

Section 3 describes the new government established by the Articles of Confederation.

Chapter Objectives

After studying this chapter, you will be able to: 

• Explain British legal influences on the

American colonies. 

• Analyze the colonists’ path to independence. 

• Describe the first federal government.

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Guide to Reading

Main Idea

English settlers in the American colonies established traditions of representative government that they had learned in England. 

Key Terms

• monarch



• legislature



• Parliament



• precedent



• common law



• colony



• charter



• compact




(cont.)

Reading Strategy

Organizing Information As you read, complete a web diagram like the one on page 28 of your textbook and list the features of English law that the colonists brought with them to America. 

Read to Learn

• What were the English traditions of limited and representative government? 

• How did colonists transplant English ideas of government to America?



John Dickinson


Influences from England’s Early

Government

• The English brought with them a history of limited and representative government. 

• England was ruled by a monarch –a king or queen, but nobles held much power. 

• The nobles forced King John to sign the

Magna Carta. 

• This document upheld rights of landowners including equal treatment under the law and trial by one’s peers.



• It limited the power of the king or queen.

(pages 28 –30)




Government

(cont.)

• Nobles and church officials who advised

Henry III developed into a legislature –a lawmaking body –known as Parliament.



• In a power struggle, Parliament removed

King James II from the throne. 

• This peaceful transfer of power was the

Glorious Revolution. 

• From then on, no ruler would have more power than the legislature.

(pages 28 –30)




Government

(cont.)

• Parliament drew up the English Bill of

Rights. 

• It required the monarch to get

Parliament’s consent to impose taxes, raise an army, or create special courts. 

• It guaranteed free elections, free speech, a fair jury, and no cruel and unusual punishments.

(pages 28 –30)




Government

(cont.)

• In its early days, England had no written laws. 

• People developed rules to live by which came to have the force of law. 

• Judges made rulings consistent with precedents, or rulings in earlier cases that were similar. 

• The system of law based on precedent and custom is known as common law.



• Our laws are based on English common law.

(pages 28 –30)




Government

(cont.)

What were some rights guaranteed by the

English Bill of Rights?

This document guaranteed free election of members of Parliament, free speech for

Parliament members during meetings, the right to a fair jury in court cases, and that cruel and unusual punishments would be banned.

(pages 28 –30)


Space Bar to display the answer.

Bringing the English Heritage to

America

• A colony is a group of people in one place who are ruled by a parent country elsewhere. 

• English colonists in America remained loyal subjects of England. 

• They accepted common law and expected the same rights they enjoyed in England.

(pages 30 –31)




America

(cont.)

• A charter is a written document granting land and the authority to set up colonial governments. 

• The Virginia Company’s charter promised the colonists of Jamestown the same liberties as in England.

(pages 30 –31)




America

(cont.)

• The colonists chose representatives called burgesses to meet with the governor. 

• These representatives formed the House of Burgesses, the first legislature in the colonies. 

• It marked the beginning of self-government in the colonies.

(pages 30 –31)




America

(cont.)

• Before arriving in Plymouth, the Pilgrims drew up the Mayflower Compact, a written plan that set up a direct democracy in the colony. 

• A compact is an agreement, or contract, among a group of people. 

• All men would vote.



• The majority would rule.

(pages 30 –31)




America

(cont.)

What expectations for government did English colonists bring with them to America?

They accepted common law and believed that the ruler was not above the law. They also expected to have a voice in government and other basic rights that they had enjoyed in England.

(pages 30 –31)



Early Colonial Governments

• Later English colonies along the east coast followed the examples of the Mayflower

Compact and the House of Burgesses. 

• Each colony had a governor and elected legislature, often modeled after

Parliament. 

• The colonial governments took on more power over time, as the king and

Parliament were preoccupied at home. 

• The colonists grew used to making their own decisions.

(pages 31 –32)



Early Colonial Governments

(cont.)

What examples did new colonies follow in setting up their governments?

They followed the examples of the

Mayflower Compact and the House of

Burgesses. Many colonial legislatures were modeled after the English Parliament.

(pages 31 –32)



Checking for Understanding

Define Match the terms on the right with their definitions on the left.

B a group of people in one place who are ruled by a parent country elsewhere

D a system of law based on precedent and customs

E a ruling that is used as the basis for a judicial decision in a later, similar case

A king or queen

C a group of people that makes laws

A. monarch

B. colony

C. legislature

D. common law

E. precedent


Space Bar to display the answers.


(cont.)

Explain What is the historical significance of

Virginia’s House of Burgesses?

It marked the beginning of colonial selfgovernment.




(cont.)

Summarize What did the Mayflower

Compact do?

It established a system of direct democracy –all men could vote and the majority ruled.



Critical Thinking

Drawing Conclusions Explain the significance of the Glorious Revolution.

It changed the idea of government in

England; no ruler would have more power than the Parliament.



Analyzing Visuals

Identify Review the four sources of American law in the chart on page 30 of your textbook.

What is equity law and where did it come from?

Equity laws are rules that resolve issues based on fairness. They came from English king’s courts.



Close

Tell whether you think the colonists thought of themselves as American or British and why.



Main Idea

When Great Britain attempted to exert tighter control over the American colonies, the colonists, who were used to running their own affairs, resisted and eventually declared independence. 

Key Terms

• mercantilism



• boycott



• repeal



• delegate



• independence




(cont.)


Cause and Effect As you read, complete a chart like the one on page 33 of your textbook, and explain how the colonists responded to British actions. 

Read to Learn

• How did the British government try to tighten control over its American colonies? 

• How did American colonists resist and reject the British crackdown?



Charles Thomson


Colonial Resistance and Rebellion

• The British government began to tighten its grip on the American colonies. 

• George III adopted a policy of mercantilism, the theory that a country should sell more goods to other countries than it buys. 

• Britain wanted to buy American raw materials at low prices and sell colonists

British products at high prices.

(pages 33 –35)




(cont.)

• Britain won land in North America from

France in the French and Indian War. 

• To pay off war debts and cover the costs of ruling the new lands, Britain taxed the colonists. 

• Colonists resented the taxes.



• They had no representatives in

Parliament –“No taxation without representation.”

(pages 33 –35)




(cont.)

• In protest, many colonists decided to boycott, or refuse to buy, British goods. 

• As a result, Parliament agreed to repeal, or cancel, the Stamp Tax and other taxes. 

• However, Parliament soon replaced them with new taxes. 

• Parliament’s Declaratory Act stated that it had the right to tax and make decisions for the colonies.

(pages 33 –35)




(cont.)

• The Townshend Acts taxed needed goods imported to the colonies. 

• The colonists again boycotted.



(pages 33 –35)


(cont.)

• The Tea Act allowed the British East India

Company to bypass colonial merchants and sell tea directly to shopkeepers at low prices. 

• In response, colonists blocked all the company’s ships from colonial ports, except in Boston. 

• There colonists dressed as Native

Americans dumped the British tea into

Boston Harbor –the Boston Tea Party.

(pages 33 –35)




(cont.)

• Parliament responded with the Coercive

Acts, which restricted colonists’ rights.

(pages 33 –35)


(cont.)

What name did the colonists give to the

Coercive Acts, and why?

The colonists called the Coercive Acts the

“Intolerable Acts” because these laws restricted the colonists’ rights, including the right to trial by jury. The laws also allowed

British soldiers to search, and even move into, colonists’ homes.

(pages 33 –35)



Movement Toward Independence

• The colonies sent delegates, or representatives, to a meeting in Philadelphia known as the First Continental Congress. 

• They demanded that King George III restore their rights. The king responded with force. 

• The Revolutionary War began with battles at Lexington and Concord. 

• Colonists started to question their loyalty to Britain. 

• They began talking about independence, or self-reliance and freedom from outside control.

(pages 35 –36)




(cont.)

• At the Second Continental Congress, some delegates wanted independence.



• Others still felt loyal to Britain.



• Thomas Paine’s pamphlet Common

Sense swayed public opinion toward independence.



• Finally, the Second Continental

Congress agreed.

(pages 35 –36)




(cont.)

Why did some members of the Second

Continental Congress oppose independence?

Some believed the colonists could never win a war against Great Britain. Others were still loyal to their home country.

(pages 35 –36)



The Declaration of Independence

• The Declaration of Independence, written mostly by Thomas Jefferson, explained why the United States should be a free nation. 

• It argued that the British government did not look after the interests of the colonists. It listed many abuses by the king.

(pages 36 –38)




(cont.)

• The Declaration said that the purpose of government is to protect the rights of the people. 

• Government is based on consent of the people. 

• If it disregards their rights or their will, the people are entitled to change or overthrow it.

(pages 36 –38)




(cont.)

• These ideas were influenced by philosopher

John Locke. 

• He saw government as a contract between the people and the rulers. 

• The people agree to give up some freedoms and abide by government decisions. 

• In return, the government promises to protect them and their liberty. 

• If it misuses its power, the people should rebel.

(pages 36 –38)




(cont.)

• The Second Continental Congress approved the Declaration on July 4, 1776. 

• True freedom arrived when Britain officially recognized the United States at the war’s end.



(pages 36 –38)


(cont.)

What are some ideas that the authors of the

Declaration of Independence adopted from the writing of John Locke?

The Declaration included Locke’s ideas that government is based on the consent of the people, the purpose of government is to protect the rights of the people, and if it does not fulfill this purpose, the people have a right to overthrow it.

The Declaration also included Locke’s idea that all people should equally enjoy the rights of life, liberty, and property.

(pages 36 –38)





B to cancel a law

A the refusal to purchase certain goods

D self-reliance and freedom from outside control

C a representative to a meeting

A. boycott

B. repeal

C. delegate

D. independence




(cont.)

Explain Why did Great Britain raise taxes on the American colonists after 1763? What effect did this have on the colonists?

The taxes were to pay debts from war with

France and to cover the costs of governing territory. The colonists refused to buy British goods in response to the new taxes.




(cont.)

Identify What British legislation prompted colonists to hold the First

Continental Congress?

The Intolerable Acts prompted colonists to hold the First Continental Congress.




Making Inferences Assume the role of a British government official in 1774, and write a press release explaining why the

Coercive Acts were necessary.

Possible answer: The British government wanted to be able to control the colonists and force them to abide by its laws.




Interpret Reexamine the political cartoon on page 38 of your textbook. What do the labels or initials represent?

The labels represent the colonies.



Close

Do you think the American colonists did all they could to prevent war with Great

Britain?



Main Idea

In 1777, the Second Continental Congress drafted the Articles of Confederation, thereby creating a weak national government. By 1780, all 13 of the original states had written constitutions. 

Key Terms

• constitution



• bicameral



• confederation



• ratify



• amend




(cont.)


Comparing and Contrasting Information As you read, create and complete a chart similar to the one on page 39 of your textbook, and list features of state constitutions and the Articles of Confederation. 

Read to Learn

• How did the original states fashion their constitutions? 

• Why were the Articles of Confederation ineffective?



Coat of arms for king of England


Early State Constitutions

• New Hampshire was the first colony to organize as a state and craft a written plan for government, or constitution.



• Other states formed similar systems of government. 

• Most state legislatures were bicameral – divided into two parts, or houses.



• Members of the two houses were chosen by different methods.

(pages 39 –40)




(cont.)

• Each state had an elected governor to carry out the laws and judges and courts to interpret the laws. 

• Most state constitutions included a bill of rights.



(pages 39 –40)


(cont.)

• The Massachusetts constitution was different from the others.



• It distributed power more evenly among the legislature, governor, and courts. 

• It gave the governor and the courts the authority to check the legislature. 

• The constitution itself was not created by the legislature but by a convention of elected delegates. 

• The Massachusetts constitution would later become the model for the U.S. Constitution.

(pages 39 –40)




(cont.)

Under the state constitutions, what were the jobs of the legislature, the governor, and the courts?

The legislature created the laws, the governor carried out the laws, and the courts interpreted the laws.

(pages 39 –40)



The Articles of Confederation

• Separately, the states could not maintain a large army to fight the British. 

• For this and other reasons, the Second

Continental Congress made a plan for union called the Articles of

Confederation. 

• A confederation is a group of individuals who band together for a common purpose.

(pages 40 –42)




(cont.)

• The Articles set up a one-house legislature. 

• As a result of bad experiences with the

British government, the states refused to give Congress the power to tax or to enforce its laws. 

• Congress could not require the states to give money or do anything else.

(pages 40 –42)




(cont.)

• The states ratified, or approved, the

Articles. 

• Soon, serious problems became clear.



• Strict voting requirements to pass laws or amend (change) the Articles made it difficult for Congress to accomplish anything. 

• Even when it passed laws, Congress could not enforce them. 

• States could just ignore the laws.

(pages 40 –42)




(cont.)

• The Treaty of Paris was signed in 1783, ending the Revolutionary War. 

• Unable to collect taxes, Congress had borrowed to pay for the war. 

• The states had also run up deep debts.



• To pay their debts, the states overtaxed their citizens and even taxed goods from other states and foreign countries. 

• The Confederation Congress had no power to solve these problems.

(pages 40 –42)




(cont.)

• Daniel Shays, an indebted farmer, felt the state had no right to take his farm away because of a problem the state had created. 

• He led an uprising, known as Shays’s

Rebellion. 

• This unrest swayed leaders toward revising the Articles of Confederation to create a stronger national government.

(pages 40 –42)




(cont.)

What problems did the tax practices of the states cause for their citizens after the

Revolutionary War?

To pay their deep debt, state governments taxed their citizens heavily, driving many farmers out of business and sparking widespread resentment. The states also taxed goods from other states and foreign countries, hurting trade.

(pages 40 –42)





D to vote approval of

C a group of individuals or state governments

B a legislature consisting of two parts, or houses

E to change

A a detailed, written plan for government

A. constitution

B. bicameral

C. confederation

D. ratify

E. amend




(cont.)

Identify What was the first written constitution of the United States?

The first written constitution of the United

States was the Articles of Confederation.




(cont.)

Contrast How did the Massachusetts state constitution (1780) differ from most of the other state constitutions?

Most other state constitutions made the legislature supreme. Massachusetts divided power among the three branches of government.




Drawing Conclusions Why do you think most early state constitutions made the legislature supreme?

Possible answer: Legislatures were elected by the people. They feared the executive branch (governor) would become too powerful, creating a monarchy.




Infer Review the weaknesses of the Articles on page 41 of your textbook. Why did

Congress have to borrow money to pay federal expenses, thereby going into debt?

Congress did not have the power to tax.



Close

Select one of the following issues that you feel should have been most important to representatives to Congress in 1786 and explain why. 

• restore law and order



• reduce the national debt



• revise the Articles of Confederation



• issue a national currency




Section 1: Our English Heritage

• The Magna Carta limited the power of the monarch. 

• By the late 1300s, Parliament had grown into the lawmaking body of England.



Section 2: The Birth of a

Democratic Nation

• Although American colonists had learned to manage their own affairs, the British government tightened its control over the colonies in the mid-1700s. 

• Great Britain did this by enforcing steep taxes on the colonists, which the colonists protested.



Section 3: The Nation’s First

Governments

• The first constitutions of the American states set up a legislature, a governor, and court systems. Most included a bill of rights. 

• By 1781 all 13 states had ratified the

Articles of Confederation. 

• The first government of the United

States, set up by the Articles of

Confederation, had limited powers.




Reviewing Key Terms


A.

amend

D the refusal to purchase certain goods

B. Articles of

Confederation

G a written plan of government signed by the colonists of

C. bicameral

Plymouth Massachusetts

D. boycott

C a legislature consisting of two parts, or houses

E.

Declaration of

Independence

H the English legislature

F.

Magna Carta

E the document that explained why the United States should be a free nation

G. Mayflower Compact

H. Parliament

I.

precedent

J.

repeal



Reviewing Key Terms

(cont.)


A.

amend

F the agreement that King John of England was forced to sign

B. Articles of in 1215, which limited the Confederation power of the monarch

C. bicameral

A to change

D. boycott

I a court ruling in an earlier case

E.

Declaration of

Independence

J to cancel

F.

Magna Carta the United States

G. Mayflower Compact

H. Parliament

I.

precedent

J.

repeal



Reviewing Main Ideas

What principle of English government did the Glorious Revolution establish?

No ruler would have more power than the legislature (Parliament).




(cont.)

What is a system of law based on precedent and customs called?

A system of law based on precedent and customs is called common law.




(cont.)

What is historically significant about

Virginia’s House of Burgesses?

It was the first representative assembly in the English colonies. It marked the beginning of self-government in colonial

America.




(cont.)

What changed the relationship between

Great Britain and the American colonies after 1763?

After 1763 the British government tried to tighten its control of the colonies and increase taxes to pay for the war with

France.




(cont.)

How did colonists react to the Stamp Act in

1765?

They boycotted select British goods, arguing “no taxation without representation.”




Analyzing Information The Articles of

Confederation denied Congress the power to collect taxes. Could a government survive today without this power? Why or why not?

Possible answer: A government would not be able to defend itself, enforce its laws, or carry out its duties without a treasury.




The painting on page 49 of your textbook from the 1770s uses symbols to represent the nation. What does the woman represent?

What is she stepping on? What do all the symbols represent?

The woman represents the concept of liberty or the new nation. She is standing on the

British Crown and the laurel wreath over

Washington’s bust and the flag represent the victory of democracy over tyranny.



Directions: Choose the best answer to the following question.

Many of the early state constitutions included a bill of rights. What was the purpose of these bills of rights?

F to set up three branches of government

G to guarantee certain basic freedoms and rights to citizens

H to guarantee the power of the legislature

J to declare independence from Great Britain

Test-Taking Tip Read the question carefully. If you do not immediately recognize the correct answer, then eliminate answers that you know are incorrect and narrow your choices.



What was the purpose of the Articles of

Confederation?

The purpose was to establish a system of cooperation among states without a strong central government.




Explore online information about the topics introduced in this chapter.

Click on the Connect button to launch your browser and go to the

Civics Today: Citizenship, Economics, & You Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://civ.glencoe.com

Map

The English Colonies

Charts

Sources of American Law

Weaknesses of the Articles of Confederation

Click on a hyperlink to view the corresponding slides.

Analyzing Primary Sources

Why Learn This Skill?

You missed the school basketball game last week and want to know how well the team played. How will you find out? You probably would ask a schoolmate who went to the game.

You might also ask a student from the opposing team’s school. Their accounts would be on-thescene, eyewitness accounts known as primary sources, but they may differ. Primary sources provide different perspectives about an event or issue.



Learning the Skill

To analyze primary sources, follow these steps: 

• First determine if the information at hand is a primary or a secondary source. On-the-scene and eyewitness accounts are primary sources. Accounts prepared by persons who may have researched an event at a later time are secondary sources. 

• Determine the identity of the person giving the account. 

• Identify the person’s purpose for creating the account.




Learning the Skill

To analyze primary sources, follow these steps:

• Look for information that may be based on the author’s opinion rather than factual evidence.



• Draw conclusions about the reliability of the source material.




Practicing the Skill

In December 1777, during the Revolutionary War,

General George Washington wrote a letter from his camp at Valley Forge to the Continental Congress.

Read the excerpt on page 43 of your textbook and answer the following questions.


1. Why did Washington write to the Continental

Congress?

Troops needed soap, vinegar, clothing, shoes, and blankets.

2.

Is Washington’s letter a primary or secondary source?

The letter is a primary source.




3. How do you think the letter might have influenced the

Continental Congress?

Possible answer: The Continental Congress, in order to prevent desertion, might have been more likely to get supplies quickly to the troops.



Art There were no movie or videotape cameras to record the events of the Revolutionary War. To see what the era was like, people have had to rely on the work of American painters such as

John Trumbull, James Peale, Gilbert Stuart, and

John Singleton Copley. John Trumbull’s painting

The Declaration of Independence, July 4, 1776 hangs in the Capitol’s rotunda.

After the Magna Carta was signed on June 15,

1215, copies were made and distributed throughout the British kingdom. Four of these copies still exist: two are located in the British

Library in London, and the others can be found at Salisbury Cathedral and Lincoln Cathedral.

The annual Boston Marathon is run on Patriots’

Day, the third Monday in April. This day commemorates the battles of Lexington and

Concord that opened the Revolutionary War.

The route of the marathon generally follows the route of the British retreat.

Homespuns The term homespuns referred to colonial soldiers. Colonial women joined the protest movement by boycotting English tea and cloth. They proudly dressed their families in homespun clothes. When the Revolutionary

War began, the women wove blankets and coats for the soldiers. As a result, the British referred to George Washington’s troops as the

“Homespuns.”

The Parliamentary System The English parliamentary system was the model of government in a number of countries around the world, including Canada, Australia, New

Zealand, India, and South Africa.

Why do you think

Franklin chose to depict the snake in several pieces instead of as a connected whole?



The pieces of the snake represent individual colonies, such as South

Carolina, New York, and

Pennsylvania. Through his depiction, Franklin suggests that, if the colonies unite to form a connected whole, the result will be an entity that possesses the power and force of a snake.



The colonists believed the taxes on necessary goods, like tea, were unfair.





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