Quiz Date(s) ________________ High Ewald 2015-2015 Test Date ________________ Vocabulary Due Date__________ Period 3 (1754-1800) PERIOD 3: 1754–1800 British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity. Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States. I. Throughout the second half of the 18th century, various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the new United States government. II. During and after the imperial struggles of the mid-18th century, new pressures began to unite the British colonies against perceived and real constraints on their economic activities and political rights, sparking a colonial independence movement and war with Britain. III. In response to domestic and international tensions, the new United States debated and formulated foreign policy initiatives and asserted an international presence. Key Concept 3.2: In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World. I. During the 18th century, new ideas about politics and society led to debates about religion and governance, and ultimately inspired experiments with new governmental structures. II. After experiencing the limitations of the Articles of Confederation, American political leaders wrote a new Constitution based on the principles of federalism and separation of powers, crafted a Bill of Rights, and continued their debates about the proper balance between liberty and order. III. While the new governments continued to limit rights to some groups, ideas promoting self-government and personal liberty reverberated around the world. Key Concept 3.3 I. As migrants streamed westward from the British colonies along the Atlantic seaboard, interactions among different groups that would continue under an independent United States resulted in competition for resources, shifting alliances, and cultural blending. II. The policies of the United States that encouraged western migration and the orderly incorporation of new territories into the nation both extended republican institutions and intensified conflicts among American Indians and Europeans in the trans-Appalachian West. III. New voices for national identity challenged tendencies to cling to regional identities, contributing to the emergence of distinctly American cultural expressions. AP U.S. History – High/Ewald Name: APUSH: Chapter 5 --Identifications & Chart Questions Briefly identify each of the following terms in order to make sure that you are familiar with each for focus writings, discussion, quizzes, and essay tests in class. In order to receive FULL credit you MUST include the significance in the definition. Albany Plan of Union Seven Years’ War William Pitt (the Elder) Treaty of Paris (1763) Pontiac’s Rebellion Proclamation of 1763 writs of assistance Sugar Act Stamp Act Virtual representation Sons of Liberty Stamp Act Congress Declaratory Act Townshend Duties John Dickinson’s Letters from a Farmer in Pennsylvania Samuel Adams taxation without representation non-importation Daughters of Liberty non-consumption spinning bees American Board of Customs Commissioners customs racketeering John Hancock & the Liberty legislation without representation Boston Massacre Committees of Correspondence Tea Act & the Boston Tea Party Intolerable Acts (Quebec Act and Coercive Acts) First Continental Congress Suffolk Resolves Battles of Lexington & Concord Second Continental Congress Olive Branch Petition Thomas Paine’s Common Sense Declaration of Independence Briefly answer the questions in the chart below, being sure to read and answer the entire question to make sure that you are familiar with each for the focus writings, discussions, quizzes and essay tests in class. How did the French & Indian War pave the way for direct British post-war policy in the years 1760-64: conflict between the British and the thirteen colonies? War DebtsCommercial Regulation- Native AmericansWhy did the Stamp Act of 1765 provoke a more negative and dramatic response on the part of the colonies than the Sugar Act of 1764? Consider the distinction between external/indirect taxation and internal/direct taxation. Colonial Protest to the Stamp Act: Britain’s response in the Declaratory Act Result: Colonial Reaction to the Townshend Duties (Acts)- Did the events in Boston on March 5, 1770, constitute a “massacre”? Why or why not? How did this represent a shift in their position on the issues of taxati on and legislation? What factors drove colonial leaders to declare independence by July 1776? Consider their reaction to the Intolerable Acts, the outbreak of war, and the influence of Thomas Paine’s Common Sense. APUSH: Chapter 6 Identifications & Short Essay Questions Identifications: Patriots (Whigs) Loyalists (Tories) Continental Army Battle of Saratoga Battle of Yorktown Peace of Paris (1783) egalitarianism & natural aristocracy gradual emancipation republican motherhood bicameral legislatures property requirements Jefferson’s Statute for Religious Freedom Articles of Confederation Continentals Newburgh Conspiracy Ordinance of 1785 (townships/sections) Northwest Ordinance of 1787 Shays’s Rebellion Philadelphia (Constitutional) Convention Virginia Plan/New Jersey Plan/Connecticut Compromise Constitution of the United States Checks and balances/separation of powers/electoral college/federalism Three Fifths Compromise (slavery issue) Ratification/Federalists/Anti-Federalists/The Federalist Papers Ch. 6 Questions to ponder 1. What advantages and disadvantages did each side have in the American Revolutionary War? 2. Why could the Revolutionary War be more accurately described as a civil war? 3. What happened at the Battle of Saratoga and why is it considered the turning point in the Revolutionary War? 4. What were at least three weaknesses of the national government established under the Articles of Confederation? 5. What was Shays’s Rebellion and why did it lead to the calling of the Constitutional Convention? 6. Explain the differences between the Virginia Plan and the New Jersey Plan, both of which were presented at the Constitutional Convention of 1787. Explain how the Connecticut Compromise resolved the differences between the two proposals. APUSH: Chapter 7 Identifications & Short Essay Questions Identifications: Identify each of the following terms in order to make sure that you are familiar with each for focus writings, discussion, quizzes, and essay tests in class. George Washington/Cabinet/Judiciary Act of 1789 Bill of Rights/Chisholm v. Georgia/11th Amendment Alexander Hamilton/Report on Public Credit/funding and assumption of debt Report on the National Bank/First Bank of the United States Elastic (“necessary and proper”) clause/loose interpretation Report on the Subject of Manufactures/tariffs/excise taxes/Whiskey Rebellion Henry Knox/Indian Non-Intercourse Act Citizen Genet/Proclamation of Neutrality Anthony Wayne/Battle of Fallen Timbers/Treaty of Greenville Jay’s Treaty Pinckney’s Treaty Federalists/Republicans/Election of 1796 XYZ Affair/Quasi-War Alien & Sedition Acts Kentucky & Virginia Resolutions/states’ rights/interposition/nullification Election (revolution?)of 1800 Judith Sargent Murray/”On the Equality of the Sexes”/republican motherhood Richard Allen/Absalom Jones/African Methodist Episcopal (AME) Church Eli Whitney/cotton gin Ch. 7 Short Essay Questions: Be sure you know the information for the other two just in case you see them down the line.) How did the Washington Administration help get the new republic on its feet politically and economically? What was the whiskey rebellion and was Washington correct in his handling the crisis? Why or why not? Consider issues related to: Structure of government- Preservation of individual liberties- Economic policy (Hamilton’s Plan)- What were the Alien & Sedition Acts and were they justified? Explain why or why not and offer your opinion of the Kentucky and Virginia Resolutions. What (if any) gains did women and African-Americans make in American society in the 1790s? To what extent were the ideals of the American Revolution achieved for these two groups by 1800? Cite specific examples from the text. How did the Washington Administration handle foreign and Indian policy challenges? Did it take the correct approach? Consider relations with France, Britain, Spain and Native Americans. OBJECTIVE- Analyze the opposing viewpoints that converged on the eve of the American Revolution in order to draw conclusions regarding the inevitability of the war for American independence. DRILL 1. Identify what each of the following symbols represent: a. Horseb. Man on the horsec. Man carrying the flag- 2. Describe the conditions depicted in the illustration that resulted in the horse throwing off his “master.” 3. What can you infer is the artist’s outlook on American Independence? Explain. CREDIT: Artist unknown. "The Horse America, Throwing His Master." Westminster, William White, August 1, 1779. To Form a More Perfect Union: An Introduction to the Congressional Documents, Documents from the Continental Congress and the Constitutional Convention, 1774-1789, American Memory collections, Library of Congress. AP U.S. History – High/Ewald Name: GUIDELINES FOR THE FOUNDERS DINNER PARTY During the American Revolution, many significant individuals, who lead the nation into a struggle for independence. Many of these individuals differed on how and whether or not the young American republic should declare its independence. Those differences erupted in intense political debates over such issues as how the colonies should be governed, revolutionary war strategy, what side should be supported, and the extent of power the colonists had. To study these critical decades in U.S. history, you will be asked to join with other classmates to research and debate the same issues that these individuals grappled with as the American republic was born. Dinner Party Each person will be assigned figure from early American History which they will need to research thoroughly. You will need to research the individual to find information regarding their views on a variety topics as well as personal information. The information you research you will use to answer questions posed to you in a “dinner party” setting, as you portray this individual. Once researched you will then use the information you’ve obtained to hold a conversation as this historical figure. Personal information You will need to research all personal information you could potential need to have in a conversational type setting. Including, but not limited to, personal information (i.e., birthday, family, spouse), political career, role in the American Revolution and the events leading up to it, and any other potentially pertinent information. Issues Discussed English and Colonial relationship Related Issues: causes of the revolution (sugar act, tea act, Boston Tea Party, etc.), French and Indian war, Albany Plan of Union, Lexington and Concord, Sons of Liberty, First Continental Congress Revolutionary War Related Issues: battles of the revolution, foreign involvement, George Washington’s leadership, Issues faced during the war, Olive Branch Petition, Common Sense, Declaration of Independence, Second Continental Congress, Outside participants (Slaves, French, Loyalists, etc.), Treaty of Paris Research Once you complete your research you will need turn in a copy of the information you’ve researched in the library and at home. The format you turn in is up to you, but it will need to include the personal information and issues discussed listed above. Be sure to label the information appropriately and include all of the above information. Format The dinner party will take place on October 9th/10th in class. You will participate in a simulated “dinner party”, where you will portray the individual you have researched. Over the course of the “dinner party” the individuals will discuss a variety of topics using the information you gathered while conducting your research. You may use your information as a guide but do your best to know where your individual stands on the issues above. Throughout the discussions you will obtain information about each of the other participants. As an assessment for this activity you will need to take the information you learned about each participant and write a thank you note to four of the attendants. Of the four you will choose two “allies” and two “opponents” and write thank you notes to them for their participation in the event, including the use of the information that you’ve obtained. Thank you notes should be approximately a half a page in length for each participant. Participants 1. John Dickinson 11. Edmund Burke 21. George Grenville 2. Samuel Adams 12. James Otis, Jr. 22. Lord Rockingham 3. John Hancock 13. John Wilkes 23. Charles Townshend 4. Thomas Paine 14. Soame Jenyns 24. Lord Hillsborough 5. Thomas Jefferson 15. George Washington 25. Joseph Galloway 6. Benjamin Franklin 16. Josiah Tucker (High only) 26. Thomas Hutchinson 7. Patrick Henry 17. Stephen Hopkins (High only) 27. General Gage 8. John Adams 18. Lord Dartmouth 28. Daniel Leonard 9. Robert Morris 19. William Pitt 29. William Smith (Cato) 10. Edmund Randolph 20. Lord North 30. King George III Student Name: Historic Figure Objective/Goals Idenitfy the position of your character as a Loyalist or a Patriot. Include the major argument that supports your character’s position. Profile Inlcude the biographical information about the details of your character’s birth and death. Identify the colony, country, or region your character lived or worked. Education of your charcter or titles of nobility. Skills Summary Legislation Passed (Acts…etc.) Paphlets Literature Speaches Treaties Treatises Professional Experience OCCUPATIONS o Position of Service and length of time served o Governors or Monarchy served under o Success of Service or Enterprise Primary Source EXERPTS FROM DOCUMENTS WRITTEN OR SPEECHES GIVEN BY YOUR CHARACTER Argument IDENIFY EACH OF THE POINTS THAT YOUR CHARACTER USED TO SUPPORT HIS/HER ARGUMENT. CATAGORIZE THE POINTS AS POLITICAL, SOCIAL, OR ECONOMIC EXAMPLES. THE POINTS LISTED IN THIS SECTION WILL BE PRESENTED IN THE DEBATE AND THEREFORE WILL BE WRITTEN ON THE DEBATE NOTECARDS YOU CREATE. Friends & Foes LIST THE ALLIES AND EMEMIES OF YOUR CHARACTER. THE INDIVIDUALS LISTED COULD HAVE HAD LEGITIMATE ENCOUNTERS WITH YOUR CHARACTER IN PERSON OR THROUGH THE PRESS; HOWEVER, YOU MAY BASE THE RELATIONSHIP ON THEIR VIEWS ALONE. Citations LIST ALL PRIMARY AND SECONDARY SOURCES USED IN COMPLETING YOUR RESEARCH FOR THE DEBATE. AP U.S. History – High/Ewald – First Quarter Name: THE ROAD TO REVOLUTION (1760-1775) *Be sure to include the Social, Political and Economic effects of the Events. Date 1760 Event Writs of Assistance -James Otis, Jr. 1763 Proclamation of 1763 -Pontiac’s Rebellion 1764 Sugar Act -External, Indirect Tax 1765 Stamp Act -Internal, Direct Tax -Sam Adams -Son’s of Liberty -Stamp Act Congress -Declaratory Act British (re)Action & Description of Policy* Colonial Response & Results* Date 1767 Event Townshend Acts -External, Indirect Tax -John Hancock’s Liberty -“Spinning Bees” 1770 Boston Massacre -Crispus Attucks -Sam Adams -Sons of Liberty -Committees of correspondence 1773 Tea Act -British East India Company -Boston Tea Party 1774 Intolerable Acts -Coercive Acts -Quebec Act -First Continental Congress 1775 Lexington & Concord -General Gage -Minute Men British (re)Action & Description of Policy* Colonial Response & Results* Name American Revolution Documents “…assemblies have been frequently dissolved, contrary to the rights of the people, when they attempted to deliberate on grievances; and their dutiful, humble, loyal, and responsible petitions to the crown for redress, have been repeatedly treated with contempt…” “Knowing, to what violent resentments and incurable animosities, civil discords are apt to exasperate and inflame the contending parties, we think ourselves required by indispensible obligations to Almighty God, to your Majesty.” “…towards further defraying the expenses of defending, protecting, and securing, the said dominions…resolved to give and grant unto you Majesty the several rates and duties herin mentioned…For every ream of blue paper for sugar bakers, ten pence halfpenny.” “And whereas it is just and reasonable, and essential to our Interest, and the Security of our Colonies, that the several Nations or Tribes of Indians with whom We are connected, and who live under our Protection, should not be molested or disturbed in the Possession of such Parts of Our Dominions and Territories as, not having been ceded to or purchased by Us, are reserved to them.” “Resolved. That these United Colonies are, and of the right ought to be, free and independent States that they are absolved from all allegiance to the British Crown, and that all the political connections between them…ought to be, totally dissolved.” “We hold these truths to be self evident: that all men are created equal…The history of the present king of Great Britain is a history of injuries and usurpations…” “I am by no means fond of inflammatory measures. I detest them. I should be sorry that anything should be done which might justly displease our sovereign or our mother country. But a firm, modest exertion of a free spirit should never be wanting on public occasions.” “The Cause of America is in a great Measure the Cause of all Mankind…Society in every state is a blessing, but Government even in its best state is but a necessary evil…” “The summer solder and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman.” “A noble sight – to see th’ accursed TEA Mingled with Mud ---and ever for to be: For King and Prince shall know that we are FREE.” “His Brittanic Majesty acknowledges that said United States…to be free sovereign and independent states, that he treats them as such, and for himself, his heirs, and successors, relinquishes all claims to the government, property, and territorial rights…” “By cruel Soldiers, five men were slain, Their everlasting happiness to gain; And when fierce Troops urg’d thick on ev’ry Side, They spurn’d their Fate, and spread Destruction wide Name American Revolution: regional contributions & financing Region (or Nation/Group) Description: Contribution or Involvement Primary Source: What contribution or involvement did your group have? Author/Title/Type (ex. Letter) Women Information Author/Title/Type (ex. Letter) Urban Information Author/Title/Type (ex. Letter) Rural (Farmers) Information Author/Title/Type (ex. Letter) French Conclusion: Which group made the greatest contribution to the cause of American Independence? contribution? (Consider motivations & current status) Information Why did this group make the MOST significant Name Date APUSH Pd Analyzing Thomas Paine’s Common Sense 1. Where in Common Sense does Paine state opinions and where does he state fact? 2. Where does Paine appeal to his reader’s logic and where does he appeal to his reader’s heart? Why are both appeals important? 3. How do you suppose the following constituencies reacted to Common Sense? A. British-born American land owners B. Indentured servants C. American-born aristocrats D. American-born commoners 4. Which 3 arguments in Common Sense would the English government be most likely to have attacked? Analyzing The Declaration of Independence 1. What is the main idea of paragraph 1 (“When in the course of human events…)? 2. In paragraph 2, what “truths” are held evident? 3. After paragraph 2, the rest of the Declaration of Independence is a list of grievances against the king and Parliament explaining why the colonists have decided to declare their independence. Of these grievances, which three do you think are the most valid? Why? Comparing the Changes in American Government: 1607-1789 Colonial Governments 1607-1776 Articles of Confederation 1781-1789 Constitution 1789-present Who had the power to tax? Who had the power to make laws? How was this legislature organized? How are legislators (law makers) chosen? Who was the executive authority (to enforce the laws)? Who had the power to create courts? Who had power to regulate trade? What were some advantages of this type of government? What were some disadvantages of this type of government? Analysis Questions: 1. What was the biggest change in American government from the colonial era to today? 2. What changes to our government do you envision occurring over the course of the next 100 years? Federalists and Jeffersonians -- Interpreting Primary Sources Reading 1: Those who labor in the earth are the chosen people of God, if ever he had a chosen people, whose breasts He has made His peculiar deposit for substantial and genuine virtue. -Thomas Jefferson, Notes on the State of Virginia Reading 2: While we have land to labor then, let us never wish to see our citizens occupied at a work-bench, or twirling a distaff....For the general operations of manufacture, let our workshops remain in Europe....The mobs of great cities add just so much to the support of pure government, as sores do to the strength of the human body. -Thomas Jefferson Reading 3: If I could not go to Heaven but with a party I would not go there at all. -Thomas Jefferson Reading 4: All communities divide themselves into the few and the many. The first are the rich and well born, the other the mass of the people.... The people are turbulent and changing; they seldom judge or determine right. Give therefore to the first class a distinct, permanent share in the government. They will check the unsteadiness of the second, and as they cannot receive any advantage by change, they therefore will ever maintain good government. -Alexander Hamilton Reading 5: Yesterday Expired, Deeply regretted by Millions of grateful Americans, And by all good men, The Federal Administration of the Government of the United States.... It found the United States bankrupt in estate and reputation; it hath left them unbounded in credit; and respected throughout the world. It found the treasuries of the United States and individual states empty; it hath left them full and overflowing.... It found the United States at war with the Indian Nations;--it hath concluded peace with them all....It found Great Britain in possession of all the frontier posts; it hath demanded their surrender, and it leaves them in the possession of the United States. It found the American sea coast utterly defenseless; it hath left it fortified. It found our arsenals empty; and magazines decaying; it hath left them full of ammunition and warlike implements. It found our country dependent on foreign nations for engines of defense; it hath left manufactories of cannon and muskets in full work.... It found our mechanics and manufacturers idle in the streets for want of employ; it hath left them full of business, prosperous, contented, and happy. It found the yeomanry of the country oppressed with unequal taxes;--their farms, houses and barns decaying; their cattle selling at the sign-posts; and they driven to desperation and rebellion; it hath left their coffers in cash; their houses in repair; their barns full; their farms overstocked; and their produce commanding ready money, and a high price.... It found the United States deeply in debt to France and Holland; it hath paid all the demands of the former and the principal part of the latter....It found the United States without a swivel on float for their defense; it hath left a navy--composed of thirty-four ships of war.... It found the exports of our country, a mere song, in value; it hath left them worth above seventy millions of dollars per annum. -Boston Columbian Centinel , 1801 Reading 6: The Bible would be cast into a bonfire, our holy worship changed into a dance of Jacobin phrensy, our wives and daughters dishonored, and our sons converted into the disciples of Voltaire and the dragoons of Marat. -Yale College President Timothy Dwight, on the possibility of Jefferson's election Reading 7: Thomas Jefferson is a firm Republican,--John Adams is an avowed Monarchist....Thomas Jefferson first drew the declaration of American independence;--he first framed the sacred political sentence that all men are born equal. John Adams says this is all a false and a falsehood; that some men should be born Kings, and some should be born Nobles....Will you, by your votes, contribute to make the avowed friend of monarchy President?--or will you, by neglectfully staying at home, permit others to saddle you with Political Slavery? -1796 Jeffersonian election statement Questions To Think About 1. Describe the differences between the Federalists and the Republicans in their attitudes toward democracy, the role of government, and cities and manufacturing. 2. Do you consider the Federalists or the Republicans to be more realistic? more idealistic? 3. What was the purpose of Hamilton's program--to create a wealthy class and bind their loyalties to the national government or to build a strong and prosperous nation? 4. Why do you think the Federalists went down to defeat in 1800? FEDERALISTS VS. REPUBLICANS Using Ch. 7 of the The Enduring Vision (pp. 189-207), summarize the characteristics/positions for each party in the categories below and on the back page. Category FEDERALISTS REPUBLICANS Leaders (specific names) Regions of Support (and social groups) Views on … Federalism Popular Rule Interpretation of the Constitution Debt Central Bank Tariffs Use of Executive Force (e.g., the Whiskey Rebellion of 1794) Foreign Policy: Neutrality/Jay Treaty Alien & Sedition Acts (1798); Kentucky & Virginia Resolutions (1798) Hamilton vs. Jefferson Economical Views Hamilton 1. Believed in a public debt 2. Wanted to create a national bank to provide loans for businessmen, and to provide a place to deposit federal funds. 3. Believed that America should have a strong commercial society with a large industrial sector. 4. Believed that the government should foster business and contribute to the growth of capitalistic enterprise. 5. Favored a protective tariff to aid manufacturers Jefferson 1. Opposed the National bank saying that it was unconstitutional and wanted to encourage state banks. 2. Felt that no special favors should be given to manufacturers. 3. Preferred an agrarian society with some industrial alternative to agriculture. 4. Felt that the national debt was harmful to society and all debts should be paid off quickly. Social Views Hamilton 1. Believed that mostly the wealthy should run society 2. Hamilton was a supporter of the upper class and many taxes like taxes on whiskey harmed the lower to middle class most. 3. Believed that voting qualifications should be high meaning that he did not want any who lacked intelligence voting. 4. Hamiltonians were mostly merchants, bankers, manufacturers, or wealthy farmers. Jefferson 1. Believed that the "Common" people were capable of running the government 2. Believed that voting qualifications should be lower because common people had a say too. 3. Jefferson supported the lower and middle classes mostly. 4. Jeffersonians were mostly, artisans, shopkeepers, frontier settlers, or owners of small farms. Political Views Hamilton 1. Admired the British aristocracy and believed it should be a model for American Gov. 2. Believed in a strong central Gov. 3. Favored a broad interpretation of the constitution to strengthen central Gov. at expense of state rights. 4. Hamiltonians, under certain circumstances, favored restrictions on speech and the press. 5. Believed at the time that America should break official bonds with France and tie itself closely to Britain. Jefferson 1. Believed in a government more democratic than Britain's. 2. Jefferson wanted to reduce the number of federal office holders. 3. Jefferson favored freedom of the press and speech. 4. Jefferson also had a broad interpretation of the constitution but many times, it was only to favor himself or the situation. 5. Wanted increased states rights and was suspicious of the central Gov. because of probable tyrannical overpowering like England. Probable feelings of modern day society Hamilton 1. In terms of economics, Hamilton's ideas of a national debt and series of taxes would hold true. Also, two national banks exist today. 2. In terms of social views, Hamilton's idea of the wealthy dominating government and running society did not hold true. Although most of the strong figures in government are very wealthy, society is really dominated by the middle to upper middle classes. 3. In terms of politics, Hamilton's idea of a government leaning more towards an aristocracy does not hold true today, for our government is and has been for a long time, a democratic government. However, there are many office holders today, and we do indeed have a very strong central Gov. Jefferson 1. Hamilton's ideas of a strong agrarian society dominated by the lower to middle class do not hold true today. Hamilton would probably support most of the economical features in society. 2. Jefferson’s social views are also not completely true for his system would strongly support the lower to middle class people, and modern-day society is run mostly by the middle to upper middle class (except for those like Bill Gates). 3. Jefferson’s political views of society might be most approved of. His democratic government idea runs today very smoothly, and his idea that all should be allowed to vote also exists today (the word "All" should be used carefully). Compare and contrast the social, political, and economic philosophies of Jefferson and Hamilton. Jefferson Hamilton Speculate on how Jefferson and Hamilton might react to the current conditions of American domestic and foreign affairs. Use current events as examples. Foreign Issues Federalist Candidates DemocraticRepublican Candidates Outcome Significance Presidential Election Issues 1796 1800 Domestic Issues 8 Early Challenges to the Young Republic Using the readings provided and your textbook for each challenge to the young republic, fill in the chart with the appropriate information Paying off the Debt What is the issue? Who are the participants in this event/issue? What problem does this present to the Young Republic? How might this impact the Young Republic? What is the Federalist point of view? What is the AntiFederalist point of view? How did the framers solve each issue? How would you solve each issue? Whiskey Rebellion Jay’s Treaty The National Bank What is the issue? Who are the participants in this event/issue? What problem does this present to the Young Republic? How might this impact the Young Republic? What is the Federalist point of view? What is the Anti-Federalist point of view? How did the framers solve each issue? How would you solve each issue? Sedition Act Election of 1800 The American Revolution: The Fight for Independence I. The Decision to Fight for Independence A. Lexington & Concord was only the beginning of pre-revolutionary conflicts: Battle of Bunker Hill, Olive Branch Petition, & King George’s view of colonial “open rebellion” B. Thomas Paine’s Common Sense (1776) persuaded ordinary people to sever ties with England & favor independence C. The Second Continental Congress voted for independence on July 2, 1776 & issued the Declaration of Independence D. Colonists were divided: Patriots vs. Loyalists vs. Neutrals II. Fighting the War for Independence A. England at the onset of the American Revolution 1. British advantages during the war included more troops, better officers, manufacturing, & a great navy 2. In reality, England faced an impossible task: long supply lines & defeating the Continental Army B. American “Professional Army” 1. Washington became committed to defending territory & using guerilla tactics 2. The Continental Army was the symbol of the “republican cause” but militias played an important role 3. African-American slaves, Native Americans, & women played important roles in the revolution C. The Early Years: 1776-1777 1. The Americans (“war of attrition”) & British (“divide & conquer”) used different strategies to win the war 2. Initial American defeats by General Howe led to thousands of “oaths of allegiance” by colonists 3. England failed to win a “decisive battle”…the American “victory” at Saratoga was the turning point in the war a. America gained an ally in France after Saratoga; The French navy helped turn the tide of the war b. The threat of a French invasion led England to offer an amicable end to the revolution D. The Final Campaign: 1781 1. General Cornwallis was defeated at Yorktown & surrendered to Washington on October 19, 1781 2. Loyalist were treated poorly by both sides during the war & many left America after war III. The Treaty of Paris, 1783 A. The peace treaty of 1783 ended the war and gave America full independence from England was well as: 1. American gained all lands east of the Mississippi; Spain regained Florida; England kept Canada 2. England agreed to remove its army & colonists agreed to pay back debts (neither happened quickly) B. After 176 years of British rule, would the United States become a land of the elite or of the people? The Young Republic, 1788-1800: Washington’s Presidency & the American Party Politics I. Washington’s First Term (1789-1792) A. The Constitution created a general framework but lacked the details 1. Congress had to create a tax collection system, bureaucracy, & court system (Judiciary Act of 1789) 2. Washington defined the role of president & focused on domestic issues in his 1st term B. The 1st cabinet was composed of Knox (War), Hamilton (Treasury), Jefferson (States), Randolph (Attorney Gen) 1. Alexander Hamilton 2. Thomas Jefferson a. Strong central government a. Limited government; Strong states b. Industrial growth & alliance with England b. Agrarian growth & alliance with France c. Feared anarchy c. Feared aristocracy II. Hamilton's Plan for America A. Sec of Treasury Hamilton generated solutions for the national and state debts & economic slump 1. Report on Public Credit (1790) a. Funding national debt at face value b. Assumption of states’ debts c. Excise tax on whiskey 2. 3. Bank of the United States (1791) a. Proposed the creation of a private national bank (BUS) to regulate currency b. Opposed by Madison & Jefferson (strict construction) but the elastic clause helped defend the bank Report on Manufacturing (1791): Hamilton hoped to reduce U.S. dependence on Europe; Unsuccessful III. Washington’s Second Term (1793-1797) A. Washington was unanimously reelected, but his second term was dominated by foreign policy 1. 2. Franco-British War in 1793 divided Americans as to who to support a. Jefferson wanted to support France; Hamilton wanted to support England b. Washington issued the Proclamation of Neutrality (1793) Jay’s Treaty (1794) was an attempt to get British soldiers out of western forts & recognize U.S. neutrality a. The U.S. gained trade & the British left the west, but England refused to end impressment b. John Jay was very unpopular with Americans & the House challenged the Senate’s right to ratify 3. Jay’s Treaty scared Spain into the Treaty of San Lorenzo (Pinckney’s Treaty, 1795); resolved the New Orleans & FL 4. The Battle of Fallen Timbers with Indians led to the Treaty of Greenville (1794) & cessions in Ohio B. Disagreements over Hamilton’s financial plans & the Anglo-French wars led to America’s 1st political parties 1. Democratic-Republicans (Jeffersonian Republicans) favored states rights, strict construction, & ties to France 2. Federalists (Hamiltonians) favored a strong national government, loose construction, & ties to England 3. The parties distrusted each other & used partisan newspapers to destroy each other’s policies 4. The Whiskey Rebellion (1794) among western PA farmers confirmed each parties fears of the other C. Washington’s Farewell Address (1796) 1. Established the two-term precedent for future presidents 2. Warned against political parties & foreign involvement The Young Republic, 1788-1800: The Presidency of John Adams I. The Adams Presidency A. Political parties played a critical role in the 1796 election 1. Jefferson (Democratic-Republican) vs. John Adams (Federalist) 2. Adams won & the Federalists controlled the government until 1800 B. The Adams administration was plagued with problems 1. VP Jefferson (Republican) and retired Hamilton (Federalist) both undermined President Adams 2. Tensions with France erupted a. France reacted to Jay’s Treaty by seizing American ships & impressing sailors b. The XYZ Affair i. French officials “X”, “Y”, & “Z” demanded bribes from U.S. ambassadors ii. Anti-French sentiment in America rose & a “quasi-war” with France began iii. The U.S. increased its army & Adams created a navy iv. Hamilton & Adams grew further at odds Federalists used the Alien & Sedition Acts (1798) to attack Republicans Jefferson & Madison’s Virginia & Kentucky Resolves suggesting states nullify federal laws C. Adams’s Finest Hour 1. Adams sent an ambassador to improve relations with France in 1799 2. Diplomats negotiated an end to old French treaties & a resumption of West Indian trade 3. Paved the way for the Louisiana Purchase in 1803 II. Peaceful Resolution: The Election of 1800 A. Federalists were fatally divided in 1800 allowing Jefferson to defeat Adams B. The election of 1800 was revolutionary because of the peaceful transfer of political power