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#105 Confederating States

9/15/2016

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Picture
The Meeting House, Salisbury, Connecticut, 1752-1985.
Background

To start class, spend 3 minutes to address the following question in your journal:
  • How was the loose structure of the Articles of Confederation influenced by the grievances voiced in the Declaration of Independence? Try to draw on specific evidence to support your answers.

In our brief follow up discussion, we will review how the Articles of Confederation worked and why the former colonists were inclined to organize themselves as a loose association of states.

Local history

With a new structure that made politics feel close to home for citizens in the colonies, it is a good opportunity to think about what was going on right here in Salisbury, Connecticut.

Take a look at an engraving of the Salisbury Town Meeting House (image) where the meeting would have taken place. Consider:
  • Who might have attended the meetings here?
  • What do you think the rest of Salisbury looked like at this time?
  • What do you think daily life would have been like?

Proposal from the Salisbury Town Meeting (6 May 1783) (Google Docs links for: HH250-09, HH250-10, and HH250-15).
  • Divide into 5 groups. Each group will read the selection from the proposal assigned to your group. Then, in the box to the right, provide the following information in blue:
    • Provide a​ summary by providing a brief statement of the content in your own words.
    • ​Provide context by drawing connections to other documents or readings from Foner with the goal of showing the meaning of this statement in this particular time and place.
  • Discussion questions:
    • Very briefly review the summary and context for the proposals recommended by the town. (Review silently and then highlight any points that stood out for you).
    • What assumptions do you think the people of Salisbury had about what politics and society would be like after independence?
    • Explain what would have happened to these proposals under the Confederation government. Who would have decided on them? How?
    • What do these proposals tell us about the strengths and weaknesses of the Articles of Confederation?

Concluding remarks (if time allows):
  • Why did the political framework in place in 1783, the Articles of Confederation, ultimately fail to create a lasting political structure for the new nation?

Homework: #106
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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
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