II. Politics in the Young Nation
Ms. Ellison
(copy)
A. alien: a foreigner
B. sedition: behavior or language stirring up rebellion against the gov’t or nation
1. As a result of different philosophies of government, conflicting interpretations of the Constitution, different economic
and regional interests, and disagreement over foreign affairs, different political parties emerged in the new United States.
The two leading parties of the 1790s were the Federalists, led by Alexander Hamilton, and the Democratic-Republicans,
led by Thomas Jefferson. Of the seven differences between the two parties listed in the chart on p. 269, what are the three
that you think are the most important? Why? Copy and complete the chart below.
DIFFERENCES BETWEEN FEDERALISTS AND
WHY I THINK THE DIFFERENCE IS IMPORTANT
DEMOCRATIC REPUBLICANS
2. John Adams, a Federalist, became the second U.S. President. The Democratic-Republican Thomas Jefferson became
Vice President. At this time, conflict between Britain and France raged. To punish the U.S. for seeming to support the
British, the French seized American ships carrying cargo to Britain. In an undeclared naval war, the U.S. and France
fought and seized each other’s ships from 1798-1800. This hostility with France made many Americans suspicious of
European immigrants living in the U.S. They feared that the immigrants would take sides with France in the event of an
all-out land war. Describe the Alien, Naturalization, and Sedition Acts that were passed in response to this fear. The
information on p. 271 will help you. Use the format below:
Alien Act: ______________
Naturalization Act: ____________
Sedition Act: ____________
3. The passing of the Alien, Naturalization, and Sedition Acts concerned many Americans. In your own words, explain in
as much detail as you can why people were concerned. See the “Domestic and Foreign Affairs” section, p. 271. Begin
your response with the italicized stem below.
Some Americans were concerned about the Alien, Naturalization, and Sedition Acts because _________
4. With the next presidential election approaching in 1800, the Federalists urged President Adams to step up the war with
France, hoping to “benefit politically from the patriotic feelings that war would unleash.” Explain in as much depth as you
can how a war could help a political party. Begin your response with the italicized stem below.
A war could help a political party by ____
5. Read the background article about Japanese internment during World War II. Summarize the article using the italicized
format below:
WHO:
WHAT:
WHERE:
WHEN:
WHY:
HOW:
6. In your own words, explain the “stunning irony” mentioned in the last paragraph.
The stunning irony was that ___
7. How were Americans’ concerns during WWII similar to Americans’ concerns in the 1790s?
Similarities between 1790s and WWII:
8. If you were arguing that the Sedition Act was illegal, which part(s) of the Constitution would you cite? Why?
If I were arguing that the Sedition Act was illegal, I would cite ___ because ___
9. If you were arguing that the Japanese Internment was illegal, which part(s) of the Constitution would you cite? Why?
If I were arguing that Japanese Internment was illegal, I would cite ___ because ___
Japanese Relocation During World War II (From National Archives, www.archives.gov)
Background
The [Japanese] attack [on Pearl Harbor] launched the United States fully into … the world
war. The attack on Pearl Harbor also launched a rash of fear about national security, especially on
the West Coast. In February 1942, just two months after Pearl Harbor, President Roosevelt as
commander-in-chief, issued Executive Order 9066, which had the effect of relocating all persons of
Japanese ancestry, both citizens and aliens, inland, outside of the Pacific military zone. The
objectives of the order were to prevent [spying] and to protect persons of Japanese descent from
harm at the hands of Americans who had strong anti-Japanese attitudes.
… Roosevelt's order affected 117,000 people of Japanese descent, two-thirds of whom were
native-born citizens of the United States… Within weeks, all persons of Japanese ancestry--whether
citizens or enemy aliens, young or old, rich or poor--were ordered to assembly centers near their
homes. Soon they were sent to permanent relocation centers outside the restricted military zones.
For example, persons of Japanese ancestry in western Washington State were removed to the
assembly center at the Puyallup Fairgrounds near Tacoma. From Puyallup to Pomona, internees
found that a cowshed at a fairgrounds or a horse stall at a racetrack was home for several months
before they were transported to a permanent wartime residence. Relocation centers were situated
many miles inland, often in remote and desolate locales. Sites included Tule Lake, California;
Minidoka, Idaho; Manzanar, California; Topaz, Utah; Jerome, Arkansas; Heart Mountain, Wyoming;
Poston, Arizona; Granada, Colorado; and Rohwer, Arkansas.
As four or five families with their sparse collections of clothing and possessions squeezed into
and shared tar-papered barracks, life took on some familiar routines of socializing and school.
However, eating in common facilities and having limited opportunities for work interrupted other social
and cultural patterns…
One of the most stunning ironies in this episode of American civil liberties was articulated by
an internee who, when told that the Japanese were put in those camps for their own protection,
countered "If we were put there for our protection, why were the guns at the guard towers pointed
inward, instead of outward?"