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The Rough Draft...Articles of Confederation

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The Rough Draft...Articles of Confederation Appendix D. English National Language Learning: Constitution Intermediate Learners Center 3-Part Blog Hunting for Stolen Treasures: The Story of ! The roadthe to union:Monuments America’s forgottenMen in firstWorld constitution War II! May 14, 2014 by Donald Applestein Esq.! ! You are going to read the article ‘Buried Treasure’ by Irene ! Rawlings. First appearing in American Way magazine, this article tells the What does this word mean? Donaldstory Applestein of the ragtag looks group back ofat museumAmerica’s curators other Constitution, and art historians the Articles who of Confederation, in a three-part series. First:helped how anothersave some group of the of Foundersworld’s most drew precious up an initialartworks dra fromf." the German Ragtag is an adjective that Army during World War II. describes a group of people ! with very different The movementThe article to form discusses some the kind Monuments of union Men’samong story the through colonies an began when an unambiguous interview with a man named Robert M. Edsel, who wrote a book to tell backgrounds who are resolution for outright independence was adopted by the Second Continentalworking Congress together. on May 15, the Monuments Men’s story. As you read and complete the activities, think 1776 . That was followed on June 2, 176, when Richard Henry Lee of Virginia moved that “a plan of about what a Monuments Man is and what it took to be one. confederation be prepared and transmitted to the respective Colonies for their consideration and !approbation.”ACTIVITY! ONE On BeforeJune 13, a committeeyou read consisting, look at the of pictures one delegate below andfrom work each with of your the class13 states to complete was created exercise “to A. prepareThen and in pairs,choose digest the fromform exercises of confederation.” B or C. John Dickinson of Delaware was selected as the committee’s chairman. (Other committee members were Samuel Adams, Josiah Bartlett, Button Gwinnett, Joseph Hewes, Stephen Hopkins, Francis Hopkinson, Robert R. Livingston, Thomas !McKean, Thomas Nelson, Edward Rutledge, Roger Sherman and Thomas Stone.) From the personal notes of committee members, the debates on each and every article were bitter, long and sharp. Two views emerged: the “radicals” who wanted a strong central government and the “conservatives” who wanted the states to control. While the conservatives outnumbered the radicals, they were divided based upon region: the southern conservatives and the “Eastern Provinces” !conservatives from New England and the Mid-Atlantic states.! The southern conservatives, led by John Rutledge of South Carolina, wanted to protect and preserve the southern aristocracy. Rutledge was also apprehensive of the Eastern Provinces “democratic !tendencies” and their devotion to the “good of the whole.”! While the Eastern conservatives were willing to give the new government more powers, Rutledge !and the southern colonies were not. The result was a split in the conservatives’ strength.! The “Dickinson Draft” reflected the ideas and ideals of the radicals. The states were given unfettered control in a very limited number of areas, and the central government was given control !in many areas.! The Dickinson Draft was submitted to Congress on July 12 and 80 copies were ordered from printers John Dunlap and David C. Claypool (who later printed the first copies of the Constitution, !one copy of which is on display at the National Constitution Center).! Distribution of the copies was limited to the members of Congress and again sitting as a Committee of the Whole, the debates commenced on July 22. A portion of each day of the next 20 days was devoted to debating the Dickinson Draft.! ! 1 Some specific features of the Draft dealing with the states were: "17 """ • The Articles were a “confederationEnglish Language and perpetual Learning: union Intermediate between Learners the colonies”! • PowersHunting of the colonies for were limited Stolen to:! Treasures: The Story of • Each colony retained “sole and exclusive” regulation of its “internal police” … “that shall not interferethe with theMonuments Articles of Confederation” Men (this wasin the World only power War retained IIas the “sole and exclusive” power of the colonies).! • Each colony could retain “its present Laws, Rights and Customs, as it may think fit… and in all Youmatters are that going shall not to interfereread the with article the ‘ArticlesBuried Treasure of Confederation”’ by Irene (nothing dealt with future Rawlings.laws etc. First). ( Emphasisappearing insuppliedAmerican] Way magazine, this article tells the What does this word mean? • Limitationsstory of the placedragtag group on the of colonies: museum curators! and art historians who helped• No colony save some could of the receive world’s representatives most precious artworks nor enter from into the anyGerman “Treaty, Confederation Ragtag is an adjective or Alliance” that Armywith during a foreign World nation War II. without the prior consent of the Congress! describes a group of people The article discusses the Monuments Men’s story through an with very different • The colonies could impose imposts or duties on imports or exports, provided they would not interview with a man named Robert M. Edsel, who wrote a book to tell backgrounds who are interfere with treaties entered into by the United States! working together. the Monuments Men’s story. As you read and complete the activities, think about• Inhabitants what a Monuments of each colony Man is would and what retain it took the to same be one. “Rights, Liberties, Privileges, Immunities and Advantages in the other Colonies which the said Inhabitants now have …” (Emphasis supplied] On ACTIVITYthe other hand, the ONE only ‘unqualified limitation’ on the central government was Congress would neverBefore impose taxesyou or read duties, lookon the at the colonies pictures except below andin managing work with yourthe postalclass to service. complete! exercise A. ! Then in pairs,choose from exercises B or C. Article XVIII provided an extensive list of powers of the central government. For example, the !central government could:! • Congress would have the “sole and exclusive Right and Power” to determine war and peace! • Establish “captures” of land and water and the division of those captures! • Grant letters of marque and reprisal in time of peace! • Appoint courts for trial of all crimes, frauds and piracy committed at sea or navigable rivers! • Send and receive ambassadors! • Enter into treaties and alliances! • Settle all disputes between two or more states, (though no process of settling those disputes was provided for) • Coin money and regulate its value! • Regulate trade and manage a#airs with Indians! • Establish the boundaries of states claiming lands to “the South Seas”! • Assign territories for new colonies from lands “separated or purchased” from Great Britain! • Establish new colonies within which forms of government were to be established “on the Principles of Liberty”! • Establish and regulate post o&ces! • Appoint general o&cers of the army and all naval o&cers and establish rules governing land and sea forces! A “Council of State” and committees and civil o&cers necessary for managing the general a#airs of the country while Congress is in session or in recess were provided for. This was the basis for a !bureaucracy to carry out the functions of the central government.! Clearly, the Dickinson Draft gave most power to the central government with the states’ “unqualified power” limited to their internal police forces. As to the distribution of power among the !states, the Draft provided for equality in that each state would have one vote.! There was no standing army in peacetime however1 each state was to maintain and equip a militia with su&cient arms and material. The rest of the Draft dealt with procedural and administrative ! matters such as when CongressEnglish was toLanguage meet andLearning: the length Intermediate of time Learners a representative could service – !three outHunting of every six years. for! Stolen Treasures: The Story of Perhaps the mostthe intriguing Monuments provision was Article Men XX, which in envisionedWorld the War admission II of Canada upon its “acceding to this Confederation.” However the admission of any other colony would only be upon the a&rmative vote of nine colonies. In other words, if Canada wanted in, that was fine but everyoneYou elseare had going to be votedto read in.! the article ‘Buried Treasure’ by Irene ! Rawlings. First appearing in American Way magazine, this article tells the What does this word mean? Asidestory for of these the ragtag specific group provisions, of museum the curators debates and over art historians the Dickinson who Draft quickly identified three majorhelped area save of disagreement: some of the world’s (1) apportionment most precious artworks of taxes from among the German the states, (Ragtag2) control is an ofadjective some that states’ westernArmy boundaries during World and War (3 )II. representation in Congress.! describes a group of people The article discusses the Monuments Men’s story through an with very different ! interview with a man named Robert M. Edsel, who wrote a book to tell backgrounds who are Next, we will look at the changes that resulted from the Congressional debatesworking which together. followed and the Monuments Men’s story. As you read and complete the activities, think what was finally adopted.! ! about what a Monuments Man is and what it took to be one. This is the first of three
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