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Analyze the Articles of Confederation
To what extent do the AoC fulfill the important
functions of government?
DISCUSS:
WHAT ARE THE MOST
IMPORTANT FUNCTIONS
OF GOVERNMENT?
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LEGAL ANALYSIS
• Analyze treaties under AoC and acts of 1st
Congress
• Tally each law/treaty
• Articles of Confederation treaties
• Acts of 1st Congress
Setting up Gov Judicial /
courts
Foreign
relations
Public works /
benefits
Trade / taxes /
economic
policy
Native affairs
European
nations
African
nations
Native nations State borders
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TEXTBOOK ANALYSIS
• openstax
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THE NORTHWEST ORDINANCE
• Following the revolution, Britain ceded their claims to all
territory east of the Mississippi river, most of which was
under direct and total control of Native nations
• Essential question: what was the primary goal of
Congressional Indian Policy in the 1780s?
• Under ghhsapush.com -> period 3 -> NW Ordinances
• Answer with bullet points
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HOW WILL COLONIAL PAST
AFFECT AMERICAN FUTURE?• What were colonists mad about?
• Discuss with partners: specific grievances and how newly independent America will try to deal with them
• Examples
• Paying taxes
• Not being able to move west
• Not being represented enoughLet’s see how they deal with each of these issues…
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Mr. Richardson, MAT
GHHS
ARTICLES OF
CONFEDERATION
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SETTING THE STAGE
• At this point, colonies are very much like 13 different countries
• 2nd Continental Congress is running the war, publishes Dec. of Independence, 1776
• Three names to associate: Jefferson, Adams, Hancock
• Oct 1777 – Saratoga, 5k British soldiers captured in upstate New York
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AFTER DECLARATION OF
INDEPENDENCE
• Begin planning for self-government.
• Precedents?
• Mayflower Compact (1620), House of Burgesses (1607)
• 1776 Virginia (VA) constitution
• Written by George Mason, limits VA governor
• 1777 Massachusetts (MA) constitution
• Written by John Adams: bicameral, Bill of Rights
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STATE CONSTITUTIONS• Republicanism.
• Most had strong governors with veto power.
• Most had bicameral legislatures.
• Property required for voting.
• Some had universal white male suffrage.
• Most had bills of rights.
• Many had a continuation of state-established religions while others disestablished religion.
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OCCUPATIONAL COMPOSITION OF SEVERAL
STATE ASSEMBLIES IN THE 1780S
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FORMING A NEW GOVERNMENT
• The need for a national government persisted.
• Republicanism- Government is based on the consent of the people.
• States maintained their own constitutions.
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THE ARTICLES OF CONFEDERATION
• The Articles were written in 1777 by John Dickinson, a Pennsylvania statesman
• All 13 states had to approve
• The Articles were accepted by Congress in 1781 and is considered the first national constitution
• Called a Confederation: an alliance.
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STRUCTURE OF ARTICLES
• Unicameral (single house) legislative body
• Each state had one vote regardless of population size
• Congress given sole authority to govern the country – NO executive
• Congress would establish temporary courts to hear disputes among the states
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THE ARTICLES OF CONFEDERATION
• Fear of the government having too much power
• In the Articles, the state governments limit the power of the national Congress
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STRENGTHS OF THE ARTICLES OF CONFEDERATION: SETTLING WESTERN LANDS
• The Land Ordinance of 1785, stated that land in the west was to be surveyed using a grid system to establish 6 mile blocks
• The Northwest Ordinance 1787 assisted in the orderly expansion of the United States, it outlined a plan for applying for statehood to western territories
• 5,000 free males who own 50 acres can start govt
• Population of 60,000 could become a state
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INDIAN LAND CESSIONS:1768-1799
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DISPUTED TERRITORIAL CLAIMSBETWEEN SPAIN & THE U. S.:1783-1796
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STATE CLAIMS TO WESTERN
LAND
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LAND ORDINANCE OF 1785
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SETTLING WESTERN LANDS
• The Northwest Ordinance provides an orderly settlement process in the West
• It promised
• no slavery
• education
• freedom of religion
• trial by jury
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NORTHWEST TERRITORY
• The Northwest Territory was east of the Mississippi River and north of the Ohio River. The states of Ohio, Indiana, Illinois, Michigan, and Wisconsin would be formed from this area.
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PROBLEMS
• Taxation: States send 2.4 of
15 million dollars requested
by Congress
• “independent republic of
Vermont”
• Not paying our debts
• Newberg Conspiracy
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(DANIEL) SHAYS REBELLION1787
• Daniel Shays- Revolutionary War
Veteran & farmer in debt.
• Poor farmers are not represented in the
Mass legislature and cannot pass debt
relief laws
• The rebellion will free debtors from
prisons and close courts that are hearing
cases against farmers
• -Shays’ Rebellion will prompt
national leaders to create a
stronger central government
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SAMUEL ADAMS
• “Rebellion against a king may be pardoned, or lightly punished, but the man who dares to rebel against the laws of a republic ought to suffer death”
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THOMAS JEFFERSON
• "A little rebellion now and then is a good thing. It is a medicine necessary for the sound health of government. God forbid that we should ever be twenty years without such a rebellion."
• (full letter next page)
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SHAY’S REBELLION
• What are the pros and cons of a strong central
government?
• Do you agree with Jefferson’s assertion about
the “tree of liberty?”
• Why might many textbooks make it seem like
everyone wanted a strong central government
after Shays’ Rebellion?
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CALL FOR CONVENTION• Problems:
• Trade between states
• Taxes on goods
• Madison & Hamilton called for convention in Annapolis,
Maryland 1786
• 5 states sent delegates
• Failure
• Shay’s Rebellion got attention= Convention in 1787 in
Philadelphia
• 12 states sent delegates
• Rhode Island did not
55 Delegates total- merchants, lawyers, planters.
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KEY CONFLICTS: CENTRAL GOVERNMENT VS. STATES
Strong Central Government:
-Authority comes from the people
-The central government should be stronger than the states
Strong States:
-Authority comes from the states
-The states should remain stronger than the central government
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KEY CONFLICTS: LARGE VS. SMALL STATES
Large States:
-Congress should be 2 houses
-Delegates should be assigned based on population size
Small States:
-Congress should remain unicameral (1 house)
-Each state should have one vote
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KEY CONFLICTS: NORTH VS. SOUTH
North:
-Slaves should not be counted when assigning delegates
-Slaves should be counted when levying taxes
South:
-Slaves should be counted when assigning delegates
-Slaves should not be counted when levying taxes
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Articles of Confederation
Constitution
Levying taxesCongress could request states
to pay taxes
Congress has right to levy taxes on
individuals
Federal courts No system of federal courtsCourt system created to deal with issues
between citizens, states
Regulation of
trade
No provision to regulate
interstate trade
Congress has right to regulate trade
between states
Executive
No executive with power.
President of U.S. merely
presided over Congress
Executive branch headed by President who
chooses Cabinet and has checks on power
of judiciary and legislature
Amending
document13/13 needed to amend Articles
2/3 of both houses of Congress plus 3/4 of
state legislatures or national convention
Representation of
states
Each state received 1 vote
regardless of size
Upper house (Senate) with 2 votes; lower
house (House of Representatives) based on
population
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Articles of Confederation Constitution
raising an army
Congress could not draft troops and
was dependent on states to contribute
forces
Congress can raise an army to deal
with military situations
Interstate
commerceNo control of trade between states
Interstate commerce controlled by
Congress
Disputes between
statesComplicated system of arbitration
Federal court system to handle
disputes between states and
residents of different states.
Sovereignty Sovereignty resides in statesConstitution was established as the
supreme law of the land
Passing laws9/13 states needed to approve
legislation
50%+1 of both houses plus signature
of President
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BODY PARAGRAPH
• Purpose is to Interpret the evidence
• Connect the facts to the conclusion so that the audience (reader!) understands your thinking
• Structure
• Topic Sentence: clearly relate claim to thesis/prompt
• Evidence: SFI then significance, repeat as necessary
• Tie In: how have you proved your argument?
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• •Sample Body Paragraph
• •Prompt: To what extent and in what ways did European powers develop different patterns of colonization in N. America? Support your answer with specific and relevant historical information from the period 1607 to 1754.
• •If a topic of argumentation was… different forms of interaction with Native Americans
• •And the (incomplete) thesis was European colonial powers developed markedly different patterns of colonization
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SAMPLE BODY PARAGRAPH• European colonization of North America between 1607 and 1754
created varied patterns of colonization as shown by multiple different forms of interaction with Native Americans. Initial Spanish colonial efforts enslaved natives through the encomiendas system of labor exploitation, which was so gruesome that it became the basis of the “Black Legend.” Other Old World powers, informed of Spain’s colonial policies and actions by writers such as the priest De las Casas, argued they were justified in “defending” Native Americans from Spanish colonial efforts. Later Spanish relations with Native Americans were less contentious, as evidenced by the mestizo culture of mixed-race families, but religion continued to be a flash point of conflict with Pope’s rebellion in modern New Mexico as a gruesome example. Spanish colonial patterns can be most clearly contrasted with France, which had positive relations with Native Americans due to an emphasis on mutually beneficial trade and a less ethnocentric missionary system of French Jesuit priests who lived with Native Americans. English colonization efforts were more heterogenous, with diverse results in Native American relations, but conflict was common over questions of land use as the English settled to “cultivate” formerly “underused” land. These three main colonial powers all had some degree of conflict with Native Americans in North America, but they ultimately had diverse relations and systems of power.
You don’t need
to be creative
With phrasing.
Topic Sentence
Summary
Linking back to
thesis
Evidence
Mix of SFI and
connecting to
trends
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BODY PARAGRAPH GUIDE• •Does it have a topic statement?
• •Does it examine a particular piece of evidence? (historical fact or document)
• •Does it analyze the evidence? (explain, provide context and express significance)
• •Does it make a clear, explicit connection between the evidence and the conclusion drawn in the thesis statement?
• •Does it make connections between the evidence/conclusion and outside information? (something from another place or time)
• •Overall, how effective is the paragraph at supporting the conclusions of the thesis?
• •Check for clarity
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CHECK FOR CLARITY
• Use the “so what?” method to check for missing
links or connections
• Ask yourself if someone else could explain your
thinking
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CONTEXTUALIZATION
• Connections across different times and themes
• MORE than just a sentence