Do you want to go straight to a particular resource? Use the Jump Tool and follow 2 steps:
Look for the pages that have the shortcut code symbol Quill - Jump To Icon (e4242)
Jump To
e4242
You can click this icon to copy the jump to url to that page to your clipboard, ready to paste into emails, notes, documents or research papers as needed.
This can usually be found in the top hero section of overview,
delegations visualize, session visualize, event visualize, commentary collection, commentary item,
resource
collection, and resource item pages.
Enter the shortcut code for the page that you wish to search for.
[{"attributes":{"bold":true},"insert":"Historical Background"},{"insert":"\nThe U.S. Constitution establishes a system of "},{"attributes":{"bold":true},"insert":"separation of powers"},{"insert":" among three branches of government. The Framers in the Constitutional Convention were concerned with ways to prevent the"},{"attributes":{"bold":true},"insert":" tyranny"},{"insert":" they saw in King George. They drew the idea of separating powers from a French philosopher named Montesquieu.\n Article I of the Constitution designates the legislative branch, known as Congress, to make the laws. Article II appoints the executive branch, led by the President, to carry out the laws. Then, Article III specifies the judicial branch, known as the Supreme Court, to interpret laws. \nWhile power is separated into three branches, the Framers also designed the system to allow for restraints on the power of each branch. This is called "},{"attributes":{"bold":true},"insert":"checks and balances"},{"insert":". For example, when both houses of Congress pass a law, the President has the power to veto, meaning to stop it from becoming a law. If a President vetoes a law, Congress can override the veto with a two-thirds vote. Further, the President nominates judges for the Supreme Court, then the Senate in Congress has the power to confirm the nomination. Ultimately, we can think of our system of government as three separate branches with shared powers. \nJames Madison, in "},{"attributes":{"italic":true},"insert":"Federalist 51"},{"insert":", wrote, “Ambition must be made to counteract ambition. . . If men were angels, no government would be necessary.” This means that people are motivated to seek power, honor or wealth, and we cannot count on them to restrain their own self-interested aspirations. Madison believed that a system of checks and balances was necessary to prevent government officials from pursuing their own interests instead of those of the people. \n\n"}]
Explore Groupings
Grouping Name
Introductory Lessons
^
2
Preamble
1506
Negotiation
1505
Supremacy Clause
1531
Three Fifths Clause
1539
Local and State Declarations of Independence
1547
18
First Amendment
1508
6
No Establishment Clause
1549
Search and Seizure Clause
1558
Grand Jury Clause
1561
Right to Speedy Trial Clause
1567
Right to Jury Trial in Civil Cases Clause
1572
Utah State Constitutional Convention
1527
6
Functions of State Government
1577
Declaration of Independence
^
3
Constitutionalism
1505
Federalism (Compound Republic)
1506
2
Necessary and Proper Clause
1531
Fugitive Slave Clause
1539
Social Contract Theory
1507
Free Exercise Clause
1549
Second Amendment
1508
Warrant Clause
1558
Double Jeopardy Clause
1561
Right to Public Trial Clause
1567
Enumerated Rights Stated in the Utah Constitution
1577
U.S. Federal Constitutional Convention 1787
^
11
Great Compromise
1506
15
Slave Importation Clause
1539
Consent of the Governed
1507
1
Freedom of Speech Clause
1549
Third Amendment
1508
Self-incrimination Clause
1561
Right to Trial by Jury Clause
1567
Similarities between the U.S. and Utah Constitutions
The separation of powers is a fundamental principle of a constitutional republic. By dividing authority among the legislative, executive, and judicial branches, it prevents any one person or group from controlling the entire government. This classroom catalog entry explores the historical roots of the idea and examines key moments during the Constitutional Convention when delegates debated how to distribute power across the branches.
Center for Constitutional Studies, Utah Valley University
These resources are not created or endorsed by the Quill Project or Pembroke College. For further information please contact Eleesha Tucker, ETucker@uvu.edu.