Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Historical Context of the U.S. Constitution
“A bill of rights is what the people are entitled to against every government on earth.” – Thomas Jefferson
In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, the western hemisphere’s preeminent power, in the American War for Independence. (NPS.gov, n.d.) Those thirteen colonies, saddled with a new governmental charter, the Articles of Confederation, sought to chart their own, independent path. (Gilderlehrman, n.d.) As a result, in 1787 disgruntled colonists sent delegates to Philadelphia with the task of revising the dysfunctional Articles of Confederation. In a radical departure, most delegates opted against amending the existing constitution, and instead, created a new Constitution. (OConnor & Sabato, 2019)
During the four-month Constitutional Convention, the delegates readily agreed upon James Madison’s basic premise of a new United States government delineated along three branches: legislative, executive, and judicial. That said, most delegates envisioned a strong legislative body and a weak executive office. Real disagreements arose regarding the composition of the legislative body, in particular the election and responsibilities of senators. Slavery proved a vexing issue to which a compromise allowed slaves to be partially counted for Congressional representation. (Maier, 2011)
One of the last arguments of the convention involved the question of whether to include a “Bill of Rights” within the U.S. Constitution. Many delegates did not believe that a Bill of Rights was a necessary component. After the Constitutional Convention and during the Constitution’s ratification, James Madison consented to Thomas Jefferson’s concerns regarding individual liberty and thus pledged to add additional amendments that would codify an individual’s rights within the federal government. During the first session of Congress in 1789, Madison composed a series of Amendments designed to safeguard a citizen’s individual liberties from a potentially powerful federal government, which are now collectively known as the Bill of Rights. (Maier, 2011)The debate over the Bill of Rights, among other significant concerns, later split the Founding Fathers into two political camps: the Federalists and Antifederalists. These groups later became this country’s first set of political parties, and notably, established a dominant, two-party system.
More information about the Constitutional Convention can be found with the U.S. State Department’s Office of the Historian.
Although a living document, the original writing of the U.S. Constitution reflected the political, social, and economic factors particular to late Eighteenth-century America. During the Constitutional Convention, the delegates included and/or excluded content within the Constitution that reflected the historical and/or philosophical concerns from their own perspectives: steeped in the philosophies of the European Enlightenment, formed by memories of a war of independence against Imperial Great Britain, cognizant of the current failures of the current constitution, and alarmed by the post-independence civil unrest. (Lumens, 2019)
Directions: Using the required, academic readings, and supplemental academic research, please address the following while adhering to the Discussion Board Rubric:
Briefly describe the powers the Constitution gives to the executive, legislative, and judicial branches.
What Article within the Constitution explains how the Constitution can be changed?
What was the purpose of the Preamble of the U.S. Constitution?
Select two Articles, Sections, and/or Clauses within the 1789 U.S. Constitution.
You may pick from Articles I-VII and the first ten Amendments.*
Note: If you pick an Article, you may decide to focus on a particular Section or Clause within the Article. For example: Article 1, Section 8, Clause 1: “The Congress shall have power to lay and collect taxes, duties, imposts and excises, to pay the debts and provide for the common defense and general welfare of the United States; but all duties, imposts and excises shall be uniform throughout the United States.”
Explain in specific detail how historical and/or philosophical influences resulted in the writing of this component of the U.S. Constitution.
Why did you pick your chosen examples?
Did the chosen examples ultimately benefit the U.S. government? Why?
*You may pick an example that was proposed during the Constitutional Convention but did not survive the final writing of the U.S. Constitution.References:
Article Articles of Confederation. (n.d.). Retrieved from https://www.gilderlehrman.org/sites/default/files/inline-pdfs/T-04759.pdf.
Maier, P. (2011). Ratification: the people debate the Constitution, 1787-1788. New York, NY: Simon & Schuster.
Learning, L. (n.d.). US History I (AY Collection). Retrieved from https://courses.lumenlearning.com/suny-ushistory1ay/chapter/shays-rebellion/.
McLean, J. (n.d.). History of Western Civilization II. Retrieved from https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/the-age-of-enlightenment/.
National Constitution Center. (n.d.). Retrieved from https://constitutioncenter.org/.
OConnor, K., & Sabato, L. (2019). American government: roots and reform. Columbus: Pearson.
Constitutional Convention and Ratification, 1787–1789 (n.d.). Retrieved from https://history.state.gov/milestones/1784-1800/convention-and-ratification.
The Bill of Rights: A Transcription. (n.d.). Retrieved from https://www.archives.gov/founding-docs/bill-of-rights-transcript.
The Constitution of the United States: A Transcription. (n.d.). Retrieved from https://www.archives.gov/founding-docs/constitution-transcript.
Timeline of the War for Independence. (n.d.). Retrieved from https://www.nps.gov/waro/learn/historyculture/timeline-of-the-war-for-independence.htm.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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