 was outlawed after 1808 in Article I, Section 9. That meant you couldn’t import slaves from Africa after that. Remember, as we talked about, a lot of the Founders believed slavery was dying. But the effect of this provision ended up making domestic slaves more valuable. Virginia got rich essentially exporting its slaves to other states.
—And the third time is the 3/5ths Compromise, right?
Good, Adam. How did that work?
—It was for representation in Congress. Each slave was 3/5ths of a person. This gave the Southern states an advantage.
Not just in Congress—as we’ve been discussing, Congressional representation determined the size of an Electoral College delegation. In 1800, for example, Thomas Jefferson would not have been elected president without slaves adding to the counted population of major slave states like Virginia, the Carolinas and Georgia.
—Can we talk about amendments now?
Sure, Kylie. Why don’t you start by telling us what you know?
—So an amendment is when you want to change the Constitution. I don’t understand the whole thing about the state capitals.
Yes, that is a little confusing. There’s more than one way to get an amendment. One is to call a series of state conventions, and if two-thirds of them agree, then it passes. But that’s never been done successfully. The way it’s typically done is that bills pass both House of Congress agreeing to approve them by two-thirds margins, and then three-quarters of the states vote to approve the proposal (as opposed to holding a convention to consider a proposal).
—You say “typically.” Is there some other way?
Well, the Bill of Rights came in together as a package. That’s the first ten amendments. Part of a deal James Madison made to get the Constitution passed. The Antifederalists were afraid there weren’t enough personal protections in the document. Madison replied that they’re implied. Not good enough, they responded. Fine, he said: If you agree to ratify I’ll codify them into a Bill of Rights. Ten amendments.
—Do we have to know all ten?
—All of them?
Yes. Not in detail. Just the main ideas. First Amendment: freedom of speech, religion assembly. Second Amendment: right to bear arms. That kind of thing.
—I hate memorizing.
I understand. I want you to do it anyway. It’s good practice. We don’t do enough of this kind of thing. The habit, the practice, is to me more important than the information. The ability to think critically is the most important thing. But it’s hard to do with without a core of information. That’s why I’m asking you to study this document, to know it.
—What’s” the Commerce Clause?”
Article I, Section 8. Gives Congress the power to regulate the economy, principally through the power to levy taxes.
—Are you saying that we have to know each section of all the Articles?
Is that what I’m saying, Jonah?
—Still. So much information.
Yes, Emily. And you’re likely to forget most of it. Even though it’s only about a half dozen pages when you print out the document from the website.
—So why are you asking us to memorize it?
—Mr. K.? Why aren’t you answering?
—Duh: why do you think, Em?
—Shut up, Ethan.
—No: that’s what he’s waiting for you to say. He replies to your questions with a question, remember?
—Oh. Right. I should have known better than to ask. I’m really getting sick of this.
I’m going to turn to Paolo now. Paolo, our friend Emily is getting frustrated, and I think it’s because I’ve been pushing my luck a little. I may be reaching the point of diminishing returns with her. Let me turn to you. No games, here. Just tell me what you think: Why are you going to take this test tomorrow?
—Because I have to.
Right. You’re in this course, state law mandates a U.S. history class, etc. A follow-up question: what do you hope will happen when you take this test tomorrow?
—I hope I do okay. I hope I get a good score.
I hope so too, Paolo. You might. Then again, you might not. You’re going to be a good guy no matter what happens. One more question: Why do you think I’m giving this test?
—So we learn.
That’s correct. I want everyone to note a slight slippage 