A Confederation of States • List the Main Weaknesses of the Articles

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WITNESS HISTORY AUDIO Step-by-Step Creating a Republic During the American Revolution, each state created

SECTION Instruction its own constitution, or plan of government. But the states also needed some form of government to hold them together, however loosely. In 1777, John Adams SECTION wrote to Richard Henry Lee: Objectives “You and I, dear friend, have been sent into life at a As you teach this section, keep students time when the greatest lawgivers of antiquity would focused on the following objectives to help have wished to live. How few of the human race them answer the Section Focus Question and have ever enjoyed an opportunity of making election master core content. of government . . . for themselves or their children.” • Explain how the states’ new constitutions —John Adams reflected republican ideals. • Describe the structure and powers of the national government under the Articles of ᮡ John Adams Confederation. • Summarize the Congress’s plan for the settlement and governance of western lands. A Confederation of States • List the main weaknesses of the Articles. Objectives Why It Matters After the Revolutionary War, the Patriots feared Prepare to Read • Explain how the states’ new constitutions creating another tyrannical or abusive parliament, so therefore they reflected republican ideals. refused to entrust the new Union with much power. As a result, most authority remained with the states. Within a short time, the powerful • Describe the structure and powers of the Background Knowledge L3 states and weak national government faced severe problems. Section national government under the Articles of Ask students to recall the grievances Focus Question: What form of national government did the Patriots create Confederation. against the British government listed initially, and what events revealed that a new government was necessary? in the Declaration of Independence. • Summarize the Congress’s plan for the Have students predict what kind of gov- settlement and governance of western lands. ernment the new nation will design. • List the main weaknesses of the Articles. Early State Governments Upon declaring independence in 1776, the Congress invited each Terms and People new state to create a constitution to establish a government. L3 Set a Purpose Although these documents varied, they all called for republics, or ½ republic Northwest Territory WITNESS HISTORY Read the selec- unicameral legislature Land Ordinance of governments in which the people elect their representatives. But tion aloud, or play the audio. bicameral legislature 1785 the Patriots disagreed over the proper design for those republics. Articles of Confederation Northwest Ordinance Some Patriots, such as Thomas Paine, sought changes that would Witness History Audio CD, John Dickinson of 1787 promote democracy by putting more power in the hands of the people. Creating a Republic federal Shays’ Rebellion But more conservative Patriots distrusted the ability of the common Make sure that students understand people. They hoped instead to preserve many colonial institutions. the meaning of election (choice). Ask Some States Reject Executive Power The more democratic Reading Skill: Identify Main Ideas Use What unusual opportunity does Patriots wanted to create state governments with strong legisla- a table to list characteristics of early state Adams say Americans have? (the tures and weak governors (or with no governor at all). Seeking governments and characteristics of the national chance to choose how they will be greater rights for the people, these leaders preferred a unicameral government under the Articles of Confederation. governed) Why have few people in legislature, or one with a single house, whose members were elected human history had this opportu- Early State Governments Early National Government by the people. Pennsylvania and Georgia adopted these more dem- nity? (Possible response: because • All states established • Each state had one vote, ocratic constitutions. most have been governed by heredi- republics, in which voters regardless of size. chose representatives. Most States Preserve Colonial Traditions Most states, how- tary rulers or by others who have • • seized power, usually with no docu- ever, including Massachusetts and New York, chose to create more ment outlining government) ½ Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears Use the information below and the following resource to teach students the high-use word with Section 1 Assessment answers.) from this section. Teaching Resources, Vocabulary Builder, p. 10

½ Preview Have students preview High-Use Word Definition and Sample Sentence the Section Objectives and the list implement v. to carry into effect of Terms and People. The colonists protested when the British began to implement the Stamp Act. ½ Using the Paragraph Shrinking strategy (TE, p. T20), have students read this section. As they read, have students list characteristics of the early state and national governments. Reading and Note Taking Study Guide 134 Creating the Constitution 0134_hsus_te_ch05_na_s01_su.fm Page 135 Wednesday, April 18, 2007 8:24 AM

conservative state constitutions. These state governments had a bicameral legislature and a strong governor. A bicameral legislature is a lawmaking body with two houses—a Senate and a House of Representatives. These constitu- Teach

tions counterbalanced the power of the common voters in the House with the power of wealthy, well-educated gentlemen in the Senate. Early State Democratic Gains Even the conservative constitutions, however, dramati- Governments L3 cally expanded the power of the common people. In contrast to the colonial era, voters chose the members of both houses of the new legislatures, rather than just the members of the lower house. Almost all of the states also enlarged their Instruct ½ legislatures. Creating smaller districts and a greater number of representatives Introduce: Key Term Ask stu- made representatives more accountable to their constituents, or voters. In dents to find the key term republics almost all of the states, the voters also elected their governor—something only (in bold) in the text. Ask How do two colonies had previously done. citizens exercise their authority Still, democratic and conservative Patriots disagreed about who would vote. in a republic? (They elect people to The democratic Patriots wanted equal political rights for almost all free men, manage the government as their even those who had little or no property. Pennsylvania’s state constitution representatives.) opened voting to all men over the age of 21 who paid any taxes. ½ Have students compare and In most of the states, however, the conservatives preserved the colonial prop- Teach erty requirements to vote. Adams warned that allowing poor men to vote would contrast early state governments. Ask “confound and destroy all distinctions, and prostrate all ranks to the common Which tended to have a stronger level.” Valuing distinctions, he opposed political equality as foolish and unwork- executive branch—states with able. But even in the conservative states, most free men qualified to vote because unicameral legislatures or states owning farms was so widespread. Both theory and practice excluded slaves and with bicameral legislatures? Why? (states with bicameral legislatures; women from voting. Election Day in Over time, in most states, the most democratic institution—the House of Philadelphia, 1764 Possible response: because a strong Representatives—gained power at the expense of the Senate and the governor. Pennsylvania was the first state to governor would be needed to moderate By the mid-1780s, this concentration of legislative power troubled conservative open voting to all men over the age between the two houses) Why do you Patriots who feared the “tyranny of the majority.” of 21 who paid taxes, as seen in the think some states chose to limit or engraving here where men in reject executive power? (Because of Freedom of Religion Because the American Revolution promoted greater Philadelphia are voting. Why did their experiences under King George, religious liberty, most states also guaranteed freedom of religion in their consti- most states not want to grant poor they did not want one individual to tutions. Before this time, states collected taxes to support religious men the right to vote? have such great power.) How did establishments. The freedom to choose among several faiths enlarging state legislatures make had been controversial. After the Revolution, however, them more democratic? (Districts religious liberty and pluralism became the norm. This were smaller, so legislators represented came about with the passage of the Virginia Statute for Religious Freedom in 1786, drafted by Thomas fewer people, making them more accountable to their constituents.) In what way was the government of most states less democratic? (Most states gave voting rights only to free white men with property.) ½ Analyzing the Visuals Direct students’ attention to the illustration. Ask How does the artist show people’s interest in politics? (by using speech balloons to show their conversations on the topic)

Independent Practice Ask students to think about the ways that most states expanded freedom after the American Revolution. Have students write a brief response in which they discuss which of these ways was most important.

L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers Monitor Progress To help students master vocabulary, have them list with the term or person on one side and its definition As students fill in their tables, circu- this section’s high-use word, key terms and people, (or, in the case of a key person, an identifying state- late to make sure that they understand and any additional terms that are new to them, for ment) on the other. You may wish to have English the characteristics of early state gov- example, conservative, constituents, sovereignty, Language Learners include definitions or explana- ernments. For a completed version regulate, precedent, subordination, mercantile, and tions in their first language. Pair students and have of the table, see Note Taking Transparencies, B-31. foreclosure. Then, have students create flashcards them use the flashcards to quiz one another. Answer

Caption Giving poor men the right to vote would remove social ranks and make every- one equal. Chapter 5 Section 1 135 0134_hsus_te_ch05_na_s01_su.fm Page 136 Wednesday, April 18, 2007 8:24 AM

Jefferson. Massachusetts and Connecticut were exceptions. They Congress Creates kept their Congregational established churches, which continued to draw fire from Baptists and Methodists. the Articles of Image Why did most states choose a bicameral L3 Confederation embroidery/ legislature? sampler art Instruct 3633 TK ½ Introduce: Key Terms Have stu- Congress Creates the Articles dents find the key terms Articles of Confederation of Confederation and federal (in In 1777, the Continental Congress drafted the original constitution for bold) in the text. Point out that the the union of the states, known as the Articles of Confederation. A confed- terms are related, underlining the eration is a league or alliance of states that agree to work together. Under word part feder in both. Then, have the leadership of John Dickinson of Pennsylvania, the Congress designed students predict the impact of the a loose confederation of 13 states, rather than a strong and centralized Articles of Confederation. nation. The Articles reflected the principles of the Declaration of Independ- ½ ence and rejected the centralized power of the British Empire as a threat Teach Discuss the structure and to liberty. As Article II reads, “Each state retains its sovereignty, freedom, powers of the national government and independence, and every power, jurisdiction, and right, which is not by under the Articles. Ask Who made this Confederation expressly delegated to the United States, in Congress up the Congress? (delegates from Religious Freedom assembled.” the states, chosen by the state legisla- The Virginia Statute for Religious tures) Why were executive pow- Freedom, still part of Virginia’s The Structure of the New National Government The new federal, or ers assigned to committees made constitution today, embraced the idea national, government consisted of a congress of delegates, chosen by state legis- of religious liberty without state up of members of Congress? (so latures rather than by voters. Although states could choose to send as many as interference. Children often made seven delegates, each state—no matter how large or small—had a single vote. that no one person, such as a Presi- needlework samplers (above) that Enormous Virginia had no more power than tiny Rhode Island. The powers to dent, could have too much power) included aspects of religion such as make, implement, and enforce the laws were all placed with the Congress. The Why did the Articles limit the biblical stories or verses. What was national government included no President or executive branch. Instead, exec- powers of the national govern- the significance of the Virginia Statute ment? (The states wanted to keep for Religious Freedom? utive power was spread among several committees of congressmen. most of the powers for themselves; Powers of the National Congress The Articles granted certain limited they did not want a centralized powers to Congress. These powers were mostly external: to declare and conduct government.) war and to negotiate peace, to regulate foreign affairs and to administer relations Vocabulary Builder with Indian nations. The Congress had no power to raise money through taxes. ½ Quick Activity Have students draw implement–(IHM pluh mehnt) v. to carry into effect Therefore, it relied on contributions from the states, which were unreliable. a three-column chart to compare and On some minor issues, a majority of seven states could pass a law. But on the contrast what was required for the major issues, including declaring war and making treaties, two thirds of the Congress to approve major issues, states (nine) had to approve. Amending the Articles was almost impossible minor issues, and amendments to because all 13 states had to approve any change. In 1781, all states finally the Articles. ratified the Articles. What was the structure of the new government under the Independent Practice Articles of Confederation? Tell students to examine the image of the sampler. Point out that samplers offered practice in needlework and Congress Creates a Plan for Western Lands served educational purposes. Then, One of the most important accomplishments of the national Congress under have each student write a paragraph the Articles of Confederation was the creation of plans for both settling and gov- explaining whether under the Articles, erning a vast territory that they had authority over. This territory, called the the Congress could overturn the Vir- Northwest Territory, lay north of the Ohio River and west of Pennsylvania to ginia Statute for Religious Freedom. the Mississippi River. By selling this land to speculators and farmers, the Congress hoped to raise revenue and extend America’s republican society Monitor Progress westward. Circulate to make sure that students understand that the national government was weak and probably could not overturn state laws. The Articles of Confederation A committee fessional past, but also because of his previous state- of the Second Continental Congress took up the task of ments regarding government and politics in Letters from Answers drafting a plan for a national government almost imme- a Farmer in Pennsylvania, to the Inhabitants of the Brit- diately following the signing of the Declaration of Inde- ish Colonies. These letters, later reprinted in a pamphlet, Caption It guaranteed religious freedom pendence in 1776. The committee presented a first draft appeared in newspapers throughout the colonies, argu- and separated religion from government. of the Articles of Confederation to the Congress on ing against the Townshend Acts and other British July 12, 1776. This draft, largely the work of Pennsylva- attempts to tax and subdue the colonists. Despite his to balance the power of the common nian John Dickinson, proposed a strong central govern- dislike of British tactics, Dickinson refused to sign the

people with that of the wealthy and ment that controlled western lands and could levy Declaration of Independence, hoping for peace and well-educated class taxes. Dickinson, no stranger to the law, had studied in continued connection with Britain. However, he later England and practiced law in Pennsylvania. He was decided to fight in the Patriot army, sign the Constitu- a Congress whose delegates were chosen chosen to draft the Articles not only because of his pro- tion, and work toward its ratification. by state legislatures, with no President or executive branch 136 Creating the Constitution 0134_hsus_te_ch05_na_s01_su.fm Page 137 Wednesday, April 18, 2007 8:24 AM

Distributing Western Lands Western settlement, however, threatened to escape the government’s control. By 1784, hundreds of settlers had already Congress Creates a Plan crossed the Ohio River to make their own farms. This provoked war with the for Western Lands L3 Native Americans, who defended their land. Already strapped for cash, the federal leaders could not afford to fight wars provoked by unregulated settlement. Congressmen also feared that the settlers would secede from the Union, form Instruct their own states, and turn to the British or the Spanish empire for protection. If ½ Introduce Preview the informa- deprived of the western lands, the federal government would be hard-pressed to tion below this blue heading with pay its debts and would probably collapse. To save the Union, the federal lead- students. Invite volunteers to read ers needed to regulate frontier settlement. aloud the red headings and key In ordinances, or laws, adopted in 1785 and 1787, the Congress defined a pro- terms. As students do so, list these gram for managing the Northwest Territory. In the Land Ordinance of 1785, the items on the board. Use them to Congress designed a system for dispensing, or distributing, the public lands. By identify the broad term used for running a grid of lines north to south and east to west, federal surveyors divided western lands (Northwest Terri- the land into hundreds of townships, each six square miles. They then subdi- tory), the main issues regarding vided each township into 36 “sections” of one square mile (640 acres), to be sold western lands (distribution, govern- for at least one dollar per acre. ment, settlement), and actions taken Because ordinary farmers could not afford to pay $640, the price and size of by the government to deal with the sections favored wealthy land speculators who had cash. To obtain land, these issues (Land Ordinance of ordinary settlers had to buy it from the speculators. The Congress sometimes Settling the Northwest 1785, Northwest Ordinance of 1787). broke its own rules to further benefit speculators. For example, in 1787, the Territory This newspaper clipping spread the Congress sold 1.5 million acres for a mere 10 cents per acre to the Ohio Com- ½ word to potential settlers with an early Teach Using the Think-Write-Pair- pany, a politically powerful group of land speculators and army officers from printed version of the Northwest Share strategy (TE, p. T23), engage New England. Ordinance. Surveyors used instruments students in responding to questions Governing Western Lands The Northwest Ordinance of 1787 provided a such as the compass shown here to about Congress’s plan for the North- divide land into areas of uniform size. government for the western territory based on Thomas Jefferson’s ideas. At west Territory. Ask Why did the How do you think these ordinances first, the Congress would appoint a territorial government led by a governor, federal government need to reg- in 1785 and 1787 affected the secretary, and three judges. The ulate the settlement of western settlement and development of the lands? (It needed revenue from land citizens would enjoy freedom of territory? religion, trial by jury, and the sales to pay its debts; it was also con- rights of common law, including cerned that settlers in the West might habeas corpus. Once a territory secede, form their own states, and had 5,000 men, they could estab- turn to the British and Spanish for lish an elected assembly—but the protection.) How did the Land governor retained an absolute Ordinance of 1785 favor wealthy veto over its laws. When the popu- speculators? (The land sections for lation of a territory reached sale were large and expensive.) Dis- 60,000, the people could request cuss the terms of the Northwest admission to the Union as a state Ordinance of 1787. Ask Why might on equal terms with the original owners of large farms choose 13 states, provided the new state not to buy land in the Northwest adopted a republican constitution. Territory? (Possible response: They The Northwest Territory later needed slaves to farm, and slavery formed the midwestern states of was not allowed in the territory.) Ohio, Indiana, Illinois, Michigan, ½ Wisconsin, and part of Minnesota. Analyzing the Visuals Draw stu- The Northwest Ordinance of dents’ attention to the newspaper 1787 also barred slavery from this clipping that includes a version of territory, which meant that the the Northwest Ordinance. Ask Why five new states would enter the were laws such as the Northwest Union as free states rather than Ordinance printed in newspa- slave states. This federal restric- pers? (to inform the public) What tion set a precedent that would would someone learn by reading the ordinance? (how the territory would be governed and how parts of it could become states) The Northwest Territory In 1787, Congress eighteenth century—New York in 1781, Virginia in enacted the Northwest Ordinance, the most vital piece 1784, Massachusetts in 1785, and Connecticut in 1786. of legislation of the Confederation period. This legisla- Ohio, the seventeenth state to be admitted to the Union, tion provided the means by which new states west of was the first state formed from the Northwest Territory. the Appalachian Mountains could be created. The North- Later, the states of Michigan, Indiana, Illinois, Wisconsin, west Territory was large—about 265,000 square miles. and part of Minnesota were also formed from this land. Answer Today, the region is known as the Midwest. Until the Congress stipulated that a given area must have a popu- Caption Sample answer: The ordinances 1780s, New York, Virginia, Massachusetts, and Connecti- lation of at least 60,000 and submit a state constitution helped the federal government control and cut claimed large portions of the Northwest Territory in order to be considered for statehood. If Congress organize the sale and governing of western through their colonial charters. These states finally ceded approved the constitution, the area could enter the lands and they may also have helped attract their claims to the federal government at the end of the Union as a state. both farmers and speculators to western lands.

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Independent Practice Direct students’ attention to the Focus on Geography feature on this page. Settling the Northwest Territory Have students discuss the problems With the adoption of the Land Ordinance of 1785, and benefits that would arise from the Congress had an official plan for settling the Northwest Territory, a territory that belonged to way surveyors divided land under the the United States after the American Revolution. 1785 ordinance. (Previously, individual states claimed the territory.) The plan under the ordinance was to divide public Monitor Progress lands into uniform sizes that could be sold at standardized prices. The old system used natural Ask students to summarize the plan features to mark off parcels of land in varying for distribution of western lands sizes and shapes. described in the Land Ordinance of Under the 1785 ordinance, surveyors first laid 1785 and the plan for government of out a grid of lines spaced six miles apart, which western lands outlined in the North- resulted in a grid of squares. These squares west Ordinance of 1787. represented individual townships. Then, each township was divided into 36 sections, and these 1-mile-square sections could be divided into smaller units for sale to farmers. The land and income from the sixteenth section of each township provided funding for public education.

The rectangular grid established in 1785 remains visible in landscapes across the Midwest today.

Geography and History How do the modern landscapes of states in the Midwest, such as Indiana and Ohio, reflect the system established by the Land Ordinance of 1785?

later alarm people in southern states who wanted to expand slavery throughout the territories. By adopting the Northwest ordinances, the Congress discarded the British model of keeping colonies in permanent subordination. The Congress designed the territories to attract American settlers and to assure their acceptance of federal rule. In the wake of the Revolution, few Americans would settle where they could not enjoy basic freedoms, including the right to elect those who would set their taxes. But freedom and opportunity for Americans came at the expense of the region’s 100,000 Indians, who were expected to give up their lands and relocate elsewhere. During the mid-1780s, however, the Indians resisted, and the federal government

A Lasting Grid The rectangular grid system tern represents the hard work of late eighteenth- established by the Land Ordinance of 1785 for use and nineteenth-century survey crews who crossed in dividing and distributing land in the Northwest the countryside on foot, measuring and marking the Territory is still clearly in evidence today. From the land with the help of compasses and measuring Answer air, much of the land of the Midwest appears as a chains. Each area of land was oriented to lines of fairly regular patchwork of farm fields crisscrossed latitude and longitude based on an east-west base- Geography and History The state bor- at regular intervals by generally straight north- line and a randomly placed north-south meridian. ders are primarily along rivers, lake shores, and south, east-west roads and disrupted only by rivers, Credit for this method of surveying, which replaced straight lines—probably survey lines drawn in hills, and other physical features. The layout of a more traditional approach that used natural fea- the late 1700s. Also, as seen from above, much towns and cities in the region often reflects the grid, tures for orientation, is given to Thomas Jefferson. of the land is divided into a standardized grid with streets laid out in squares. This predictable pat- and not along natural features.

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lacked the means to defeat them. For want of money, the Confederation reduced its army to only 350 men who could barely defend themselves much less conquer the Conflicts With Spain territory. and Britain L3 What were the plans for settling and governing the Northwest Territory under the Articles of Confederation? Instruct ½ Introduce Point out the illustration Conflicts With Spain and Britain of Britain’s Fort Michilimackinac and During the mid-1780s, the Spanish and British did not take the new United read the caption aloud. Then, tell stu- States seriously. To them, the republican Confederation seemed weak to the point dents that Spain held colonies along of anarchy, or lawlessness. the western and southern U.S. border. Ask students to predict how these The Spanish Forbid American Trade The Spanish had never liked Ameri- British and Spanish claims might can independence, and they distrusted American expansion westward because lead to conflict with the new nation. they feared it threatened their colonies of Louisiana and Mexico. To discourage ½ settlements west of the Appalachian Mountains, the Spanish forbade American Teach Identify the U.S. conflicts with trade with New Orleans. American settlers expected to ship their produce down Spain and Britain. Ask What restric- the Mississippi River to market in Spanish-held New Orleans. The Congress tions did Spain and Britain place lost support from western settlers when it almost accepted the closure of New on American trade? (The Spanish Orleans in return for commercial agreements to benefit northeastern mer- closed New Orleans to American chants. George Washington observed, “The Western settlers . . . stand, as it trade; the British closed the British were, upon a pivot; the touch of a feather would turn them any way.” West Indies to direct U.S. trade.) How did the federal government Relations With Britain Deteriorate Relations with the British Empire respond to these policies? (Con- were also strained. In the peace treaty that ended the American Revolution in gress more or less abandoned western 1783, the British had tried to cultivate American goodwill. A year later, the Brit- Tensions With Britain settlers by almost accepting Spain’s ish abandoned that policy in favor of making the Americans pay for their inde- The British retained their hold on forts pendence. Rejecting the new doctrine of free trade championed by Adam Smith, such as Fort Michilimackinac (the closure of New Orleans; Congress was the British renewed their traditional mercantilism as defined by the Navigation sketch shown below) even after the too weak to mount a united front Acts. forts rightfully belonged to the against Britain’s West Indies policy.) This meant that Americans could only trade with the British Empire under Americans. What did this reveal about Why would Native Americans be rules that favored British interests. They could certainly import all the British the organization of the United States pleased that the British kept forts manufactures that they wanted, but government? inside U.S. territory? (They could they could no longer freely send their trade with the British at the forts, and ships to trade with the British West the forts might discourage further Indies—the most important market western settlement by colonists.) for American fish, lumber, and grains. ½ Quick Activity Assign students to During the 1780s, the British reserved three groups: western settlers, Amer- this valuable trade for their ships to benefit their merchants. They alone ican merchants, and members of could carry the American produce Congress. Organize a congressional needed by West Indian consumers. Image 3635 – TK hearing at which the different parties This restriction especially hurt Mas- air their views about the actions of sachusetts, which had more ships than Spain and Britain and the federal any other state and a greater need for government’s response. the West Indian market for its fish and lumber. In retaliation, Massachusetts Independent Practice prohibited British ships from trans- Ask student pairs to review the words porting its exports. But this retaliation by George Washington quoted on this did not work because the other states page. Have pairs discuss its meaning did not support Massachusetts. In and share their ideas with the class. addition, the Congress was too weak to coordinate a common front against Monitor Progress As students discuss Washington’s observation, circulate to make sure that they understand the motivation for this remark and its validity. L4 Advanced Readers L4 Gifted and Talented Students

Have students work in pairs or small groups to create Congress’s lack of money to pay war debts, the revolt political cartoons that offer visual commentary on of farmers, and specific weaknesses of the Articles. some aspect of the period in which the Articles of the Remind students to incorporate symbols, caricatures, Confederation were the U.S. plan for government. and labels in their cartoons. To test the effectiveness Answers Possible subjects for students’ cartoons include the of their cartoons, students may exchange their work effect of price and size of sections of western lands with another pair or group and interpret the car- Caption It was too weak to establish a on ordinary farmers, trade conflicts with Spain or toons. method of defending the nation. Britain, British frontier forts in American territory, The Land Ordinance of 1785 outlined a system for distributing public lands, and the Northwest Ordinance of 1787 provided a government for the lands. Chapter 5 Section 1 139 0134_hsus_te_ch05_na_s01_su.fm Page 140 Wednesday, April 18, 2007 8:24 AM

Britain’s mercantile policy. American merchants began to call for a stronger Weaknesses of national government. The British Empire also embarrassed the Confederation by keeping frontier the Articles of forts on the American side of the boundary set by the peace treaty. To please the Confederation L3 Indians, the British kept their forts at Niagara, Detroit, and Michilimackinac. For justification, the British cited American violations of the peace treaty. Con- Instruct trary to the spirit of the treaty, some states had blocked attempts by British ½ merchants to collect debts and attempts by Loyalists to reclaim their confis- Introduce Have students preview cated properties. The Congress could not make the states honor the treaty. the chart listing the weaknesses of The British hold on the forts angered Americans, but they could do nothing the Articles of Confederation. Then, because they could not afford an army. Like the merchants, many settlers wanted ask students to predict which weak- a national government strong enough to compel British respect on the frontier. ness will be the most serious for the new nation. Have students support What Spanish and British actions showed that they did not their answers with information from take the new American nation seriously? previous reading. ½ Teach Discuss the difficulties that Weaknesses of the Articles of Confederation the new U.S. government faced The fledgling government under the Articles of Confederation found itself under the Articles of Confederation. facing a host of difficulties. It soon became clear to many that the Articles them- Ask Why did Congress need selves were part of the problem. money? (to pay the federal govern- Economic Weaknesses Under the Articles, the federal Congress could not ment’s war debts) Why did Con- establish a common currency, nor could it regulate interstate commerce or levy gress lack the money it needed? taxes. For financial support, the Congress relied solely on contributions from (Its only source of revenue was con- the states, which were unreliable. And the Congress could do nothing to compel tributions from the states, which states to pay their share. Without money, the federal government could not fund were unreliable; under the Articles, its immense war debts. Between 1781 and 1786, the Congress received only one Congress could not levy taxes or reg- sixth of what it requested from the states. By 1786, it needed $2.5 million to pay ulate commerce, and no national the interest on its debts but had only $400,000 on hand. The states had bank- currency existed.) What failed solu- rupted the nation. tion showed that the Articles To survive, the Congress sought a constitutional amendment to permit a fed- themselves were part of the prob- eral 5 percent duty on imported goods. Twice, that amendment failed when a sin- lem? (Amending the Articles was gle state balked: Rhode Island in 1782 and New York in 1786. If amending the difficult; an amendment allowing a Articles was so difficult, perhaps only a new constitution could save the Union. federal duty on imports failed twice when only one state failed to approve Farmers Revolt in Massachusetts Meanwhile, a slowdown in the trading of goods increased unemployment in the seaports and reduced the prices paid to it.) Display Color Transparency: farmers for their produce. Without the West Indian market for their shipping, Changing the Government and use it Americans could not pay for their imported manufactured goods. to explain what parts of the Articles Their debts to British suppliers mounted. In 1785, those suppli- of Confederation were changed in Weaknesses of the Articles ers curtailed their credit and demanded payments from the the creation of the Constitution. of Confederation American import merchants. These demands sent a shock wave Color Transparencies A-17 • Congress could not levy or collect taxes. through the weak American economy as the importers sought to ½ Quick Activity Display Color • Congress was powerless to regulate interstate collect from their own debtors in the countryside. Most Ameri- commerce and foreign trade. Transparency: Shays’ Rebellion and cans were farmers, and most farmers were in debt. They lacked • Each state had only one vote in Congress, regardless of the cash to pay their debts on short notice, especially when prices have students create a cause-and- its size. effect diagram that shows the chain fell for their crops. Losing lawsuits for debt, they faced the loss of • A two-thirds majority (9 out of 13 states) was required their crops, livestock, and even their farms to foreclosure. of events leading to Shays’ Rebellion. to pass laws. Color Transparencies A-18 In western Massachusetts in 1786, farmers took up arms to • Articles could only be amended with the consent of shut down the courts to block any foreclosure hearings. Farmers all states. did not want to lose their property or go to prison, but they could • No separate executive branch to enforce acts Independent Practice not pay the higher taxes imposed by the Massachusetts govern- of Congress To enhance students’ understanding ment. One of their leaders was Daniel Shays, a veteran of the • No system of federal courts of the significance of Shays’ Rebellion, Revolutionary War. In 1787, he led about 1,000 farmers to seize have them read Biography: Daniel Shays and answer the questions that accompany it. Teaching Resources, p. 18

Monitor Progress L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers As students complete their worksheets, circulate to make sure that they under- To reinforce important content and check under- in their own words and then add it to the concept stand the rebellion and answer the standing, have students create a concept map titled map. When students have completed their concept questions correctly. “Weaknesses of the Articles of Confederation.” maps, have them choose partners and take turns Discuss with students the information listed in the using their maps to summarize orally the weaknesses Answer chart on this page. Have students restate each point of the Articles.

The Spanish closed New Orleans to American trade, and the British stopped direct American trade with the West Indies and kept forts inside American territory. 140 Creating the Constitution 0134_hsus_te_ch05_s01_su.fm Page 141 Wednesday, April 18, 2007 1:56 PM

weapons from the Springfield Armory and again attempted to shut down the courts. But the elected leaders of Massa- Assess and Reteach

chusetts insisted that the new Republic could not survive if people violently Assess Progress L3 interfered with the courts. In eastern ½ Have students complete the Section Massachusetts, the state raised an army, Assessment. which marched west to suppress what ½ became known as Shays’ Rebellion. Administer the Section Quiz. Most other states avoided rebellion by Teaching Resources, p. 25 satisfying their debtors with relief meas- ½ To further assess student under- ures. Some states suspended lawsuits for standing, use debt until the depression lifted. More Progress Monitoring common were state laws to flood the Transparencies, 39. money supply with paper money. Paper money made it easier for debtors to pay, Reteach while reducing the value that creditors If students need more instruction, could collect. Naturally, what relieved have them read the section summary. the debtors infuriated their creditors, L3 who felt cheated. Shays’ Rebellion Reading and Note Taking Creditors blamed the relief measures on excessive democracy. They saw the A woodcut made during Shays’ march Study Guide state governments as too responsive to the opinion of the public, which had to Springfield, Massachusetts, depicts Adapted Reading and L1 L2 Shays and another leader of the wanted debtor relief. James Madison agreed: “Liberty may be endangered by Note Taking Study Guide the abuses of liberty as well as [by] the abuses of power.” Some thought of rebellion, Job Shattuck. What was the significance of Shays’ Rebellion? abandoning republicanism in favor of an American monarchy. But most hoped to Spanish Reading and L2 save the Republic by establishing a stronger national government. This stronger Note Taking Study Guide government would therefore be capable of controlling the states whenever they threatened commercial property. Extend L4 What events suggested that a stronger national government Have students write an essay about was necessary? how the U.S. government and the nation as a whole would be different if the Articles of Confederation had remained the country’s plan for gov- SECTION ernment. Students might examine 1 Assessment Progress Monitoring Online these questions: How would the gov- For: Self-test with vocabulary practice ernment solve major problems? Web Code: nca-0502 Could the United States be suc- Comprehension 2. Reading Skill: Critical Thinking cessful without a chief executive? 1. Terms and People For each item Identify Main Ideas Use your 4. Make Comparisons What were the listed below, write a sentence completed table to answer the Section similarities and differences among Answers explaining its significance to the Focus Question: What form of national early state governments? formation of a new national government did the Patriots create 5. Synthesize Information In what Caption Shays’ Rebellion demonstrated government. initially, and what events revealed that ways was the early government under • John Dickinson a new government was necessary? the Articles of Confederation tested? the need for a strong national government • Northwest Territory that could quell violence and ensure safety Writing About History 6. Identify Central Issues What • Land Ordinance of 1785 and security for citizens. 3. Quick Write: Combine Visuals to would you consider the greatest • Northwest Ordinance of 1787 weakness of the Articles of • Shays’ Rebellion Synthesize Based on the images in Congress was unable to raise the money Confederation? Explain. this section and the chart listing the it needed to pay the county’s war debts, weaknesses of the Articles, write a brief newspaper article summarizing and an amendment to allow a federal the events that led many people to duty on imports failed to pass; British believe the nation needed a stronger policies on U.S. trade weakened the U.S. national government. economy, which caused farmers to revolt in an effort to save their properties from foreclosures. Section 1 Assessment 3. Students’ summary articles should high- 5. Spanish and British trade actions, war light the major events in the section debt, and farmer uprisings all tested 1. Sentences should reflect an understand- suggesting that a stronger national the government under the Articles. ing of each item or person listed. government was needed. 6. Possible response: The Articles could be 2. The new national government consisted 4. Most early state governments had a amended only with the consent of all of a Congress with very limited powers, bicameral legislature with a strong gov- states; therefore, it was almost impossible no President or executive branch, and ernor, although some had a unicameral to change the Articles to strengthen the no federal court system. Spanish and legislature with a weak governor or none national government, a condition that British restriction of U.S. trade, British at all. Voting rights were expanded in threatened the nation’s continued existence. forts inside U.S. territory, failed attempts most states, and most states enlarged to amend the Articles, the weakening of their legislatures so that districts were the U.S. economy, and Shays’ Rebellion smaller, requiring more representatives. For additional assessment, have students access indicated that a new government was Most states also guaranteed religious Progress Monitoring Online at Web necessary. freedom in their constitutions. Code nca-0502.

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