HELP HELP 1. Describe the failings of the Articles of Confederation and how the
Constitution addresses those failings. Be sure to fully explain your answers.

Answer:

On November 17, 1777, Congress submitted the Articles to the states for immediate consideration. Two days earlier, the Second Continental Congress approved the document, after a year of debates. The British capture of Philadelphia also forced the issue.

1. The states didn’t act immediately. It took until February 1779 for 12 states to approve the document. Maryland held out until March 1781, after it settled a land argument with Virginia.

2. The central government was designed to be very, very weak. The Articles established “the United States of America” as a perpetual union formed to defend the states as a group, but it provided few central powers beyond that. But it didn’t have an executive official or judicial branch.

3. The Articles Congress only had one chamber and each state had one vote. This reinforced the power of the states to operate independently from the central government, even when that wasn’t in the nation’s best interests.

4. Congress needed 9 of 13 states to pass any laws. Requiring this high super-majority made it very difficult to pass any legislation that would affect all 13 states.

5. The document was practically impossible to amend. The Articles required unanimous consent to any amendment, so all 13 states would need to agree on a change. Given the rivalries between the states, that rule made the Articles impossible to adapt after the war ended with Britain in 1783.

6. The central government couldn’t collect taxes to fund its operations. The Confederation relied on the voluntary efforts of the states to send tax money to the central government. Lacking funds, the central government couldn’t maintain an effective military or back its own paper currency.

7. States were able to conduct their own foreign policies. Technically, that role fell to the central government, but the Confederation government didn’t have the physical ability to enforce that power, since it lacked domestic and international powers and standing.

8. States had their own money systems. There wasn’t a common currency in the Confederation era. The central government and the states each had separate money, which made trade between the states, and other countries, extremely difficult.

9. The Confederation government couldn’t help settle Revolutionary War-era debts. The central government and the states owed huge debts to European countries and investors. Without the power to tax, and with no power to make trade between the states and other countries viable, the United States was in an economic mess by 1787.

10. Shays’ rebellion – the final straw. A tax protest by western Massachusetts farmers in 1786 and 1787 showed the central government couldn’t put down an internal rebellion. It had to rely on a state militia sponsored by private Boston business people. With no money, the central government couldn't act to protect the "perpetual union."

These events alarmed Founders like George Washington, James Madison and Alexander Hamilton to the point where delegates from five states met at Annapolis, Maryland in September 1786 to discuss changing the Articles of Confederation.

The group included Madison, Hamilton and John Dickinson, and it recommended that a meeting of all 13 states be held the following May in Philadelphia. The Confederation Congress agreed and the Constitutional Convention of 1787 effectively ended the era of the Articles of Confederation.

mark me brainliest if this helped ~>(^o^)<~

Which of the following theories of Art and Beauty do you appreciate most? Or is relatable to you?

how did george washington show his civic virtue

“I was immediately handled and tossed up to see if I
were sound, by some of the crew, and I was now
persuaded that I had gotten into a world of bad spirits,
and that they were going to kill me. Their complexions,
too, differing so much from ours, their long hair, and the
language they spoke . . . united to confirm me in this
belief. . . . The closeness of the place and the heat of the
climate, added to the number in the ship, which was so
crowded that each had scarcely room to turn himself,
almost suffocated us.”
1) What experience is being described in this document?

16. What is the Theory of Mercantilism? *

I WILL MARK YOU BRAINLIEST!!! TIMED TEST!!!
What is the inheritance the blessed ones receive?
a.
sheep
c.
the throne
b.
goats
d.
the kingdom


Please select the best answer from the choices provided

A
B
C
D

This is my second time uploading this I already have number 1 & 4 so I just need
2,3,5, and 6. Thank you!

How did the popular products of the 1920s change the way people lived?

Which of the following are examples of the disparity in consumption between societies?

A)20% of the world's population consumes 58% of the world's energy

B)20% of the world's population consumes 5% of the world's meat and fish

C)75% of America's grain is fed to livestock to produce beef

D)all of the above

what were the earliest forms of contraceptive made from

When the Greeks grew close to the Persians, they had to break into a run to avoid the Persian

a. cavalry b. arrows c. cannon d. elephants

Which of the following is NOT true about slavery in America?
A.
Many slave families went back several generations in America.
B.
Most slave children lived in two-parent families.
C.
Slaves maintained religious and cultural traditions from Africa.
D.
The sex ratio of males to females was balanced.
E.
The slave population increased by continued importation.

Who are the electors?

Putting tasks in order of importance is which step in creating an effective assignment notebook?

Step 1
Step 2
Step 3
Step 4

What is the main idea of James Madison’s quote “in a pure democracy thee is nothing to check the abuses of minority groups by the mob that is majority rule”.

Which tactic was primarily used by the civil rights movement in the 1950s and
1960s?

Who proposed a new educational program during the Renaissance that is known as humanism which focuses on human potential and achievements and studied history, literature, and philosophy
(humanities)?
A Francesco Petrarch
B Johannes Guttenberg
C Leonardo de Vinci
D William Shakespeare

identify one way in which the slave trade stimulated the economies of the northern europe? ​

Because British troops stayed in people’s homes against their will during the American Revolution, the Bill of Rights denies soldiers the right to __________ in private residences without permission of the owner. A. depart B. quarter C. unhinge D. decorate

Many Mayan traditions can be traced back to which earlier people?
(A) the Egyptians
(B) the Olmec
(C) the Spanish
(D) the Inca

how did early roads change the U.S economy?

Which civic duty may require a citizen to give up the ability to exercise certain constitutional rights?
A: rendering aid to those in crisis
B:protesting for civil rights and equality
C:serving in the military
D:attending a town hall meeting​

3. What EFFECT did the missions have on the native Teras population?"

A. War was declared by the native groups.

B. Diseases killed many of the native groups.

C. Many native groups moved to Mexico to get away.

D. The natives were given the same rights as the Spaniards.​

what caused many protestants to give up trying to convert the indians

which of the following was the first walled city in history?
a. cape town
b. jericho
c. Algeria

Urgent please help help urgent answer please

An omnivorous fish found in South American rivers that have sharp teeth and form
one of the strongest bites in the animal kingdom.

In this lesson you learned about time lines and how Thematic Time Lines show events pertaining to a particular historical theme. You will create a time line of important events related to a single theme from prehistory to A.D. 1600. ( You will have three lessons in which to complete): 1: Themes)--> For this assignment you will create a thematic time line of five events. To begin with, however, you will first decide on two possible themes for the time line. You will choose one of these themes. Choose two themes from the list below that you would consider for your Thematic Time Line: • Politics, The Miltary, and Economics. • Religion, Philosophy, and Learning. • Science, Technology, and Innovations. • Literature, Visual Arts, Theater, and Music. To give you some practice in associating events with themes, choose the event that would be included on a time line for each of the following themes: ---> I posted a picture of the practice sheet. ( 2: Events ---> Choose five events for each of the two themes you chose in Step 1 ( for a total of ten events). Your final time line will cover only five events for one theme. The events must have occurred within the period under study ( Prehistory to A.D. 1600). You may wonder how you can represent such a long time span, from prehistory to A.D. 1600, with only five events. It won't be easy. You must choose events that you believe are major milestones of this period; events that had a major impact on history. Later in the assignment, you will defend your choices and explain why you included each event on your time line. ( To give you some practice choosing events, choose the one event in each group below that you believe is the most important; the one event that had the biggest effect on history. Below, you will defend your choice by explaining why you think it was the most important. (Group A--> •Second century B.C: Romans build aqueducts to supply water to cities. •A.D. Second century: Pulp papermaking process is invented in China. • Seventh century: Muslim architects build mosques with domes. ( Group B--> • c. Second century B.C: Zhang Qian helps establish the Silk Road. •c. A.D. 1080: Venice and Byzantium sign a treaty governing commerce. • 1158: Munich, Germany, becomes center of salt trade in Europe). Now it's time to choose five events for each of the two themes you chose. First you'll need to review the major events from prehistory to A.D. 1600. A convenient way to do this would be to look at the time lines for Chapters 1 through 17 that appear at the beginning of each chapter. As you review this time period, write down events that are good candidates for thematic time lines related to the themes you chose. Remember that you are only interested in events that are related to these two themes. Try to compile a list of about 10 events for each theme. Don't write long entries; just jot down key ideas. Now choose the five most important events for each theme. Write these events in the corresponding section of the Graded assignment sheet. Include a time for each event ( such as 509 B.C., A.D. second century, 1066, and so on). (Part 3. Select a Theme: Select one of the two themes you chose earlier. You will create a thematic time line based on this theme. Write this theme in the corresponding section. ( Part 4: --> Rationale/Defense of Entries: You now have a theme and five events for a Thematic time line covering prehistory to A.D. 1600. You need to defend your choices for the events by explaining why you included each one. For each event, be as specific as possible as you answer the following questions: 1) Why is this event important?, 2) What impact did this event have on society?, 3) How is the world different because of this event?, 4) Why is this event more significant than most other events within the theme? For each event you selected in groups A and B above, write a short paragraph that defends your choice and provides a rationale for why you think it is the most important of the three. Group A: and Group B: Write a short paragraph for each event that explains why you included the event on your time line. ( Part 5:--> Create a thematic time line for the theme you chose that includes, at a minimum, the five events you selected for that theme. Follow these guidelines as you develop the time line. 1) Your time line can include up to ten events.( Tbe time line must included at a minimum five events. 2) Each entry on the time line should include a date( year or century), a description of the event, and an image. The image can be something you illustrate or find on the internet. 3) Include a title for the time line that incorporates the time line's theme. [ Will Mark Brainliest ]. Need Help ASAP Please. ​

In what way did the Mexican Federal Constitution of 1824 compare to The U.S. Constitution?

The colonists reacted angrily to the Tea Act because they thought it...

a
went against the principles of mercantilism.
b
forced them not to buy tea.
c
kept them from buying tea at a low price.
d
was a way to make them accept British taxes.

During Georgia's colonial period, colonists were determined to find economic success through producing all of the following crops
except

A) Silk

B) Rice

C) Indigo *****

D) Cotton

A construction company cannot complete a building because it has too few workers to finish the job. This is an example of which economic principle? scarcity of labor surplus of capital opportunity cost factors of production