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Step-by-Step
Instruction
WITNESS HISTORY
When George Washington gave his Inaugural Address
in 1789, he was well aware of the extraordinary responsibility of leading “the experiment entrusted to the
hands of the American people.” An official at the inauguration described the ceremony in a letter to his wife:
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question and
master core content.
• Describe the steps Washington’s administration took to build the federal government.
• Analyze Hamilton’s plans for the economy
and the opposition to them.
• Explain how a two-party system emerged
in the new nation.
“It was with difficulty a passage could be made by the
troops through the pressing crowds, who seemed to be
incapable of being satisfied by gazing at this man of the
people. . . . The streets were lined with the inhabitants as
thick as the people could stand. . . . The houses were
filled with gentlemen and ladies, the whole distance
being half a mile, and the windows to the highest stories
were illuminated by the sparkling eyes of innumberable
companies of ladies, who seemed to vie with each other
to show their joy on this great occasion.
—Elias Boudinot, April 30, 1789
”
䊱
Prepare to Read
Background Knowledge
Set a Purpose
L3
쐍 WITNESS HISTORY Read the selec-
tion aloud, or play the audio.
Witness History Audio CD,
The First Inaugural
Ask What was the purpose of this
letter? (to describe what happened
the day that George Washington
became President to someone who
was not present) Why were people
so excited to see Washington?
(Sample: He was a popular war hero,
and his inauguration signaled a
great moment in the country’s history.)
Women pay respect to the new President.
Government and Party Politics
L3
Explain to students that there were not
always political parties in the United
States and that, when they did develop,
parties were not the same as they are
today. Discuss predictions about why parties might have emerged, and then have
students read to check their predictions.
AUDIO
The First Inaugural
SECTION
SECTION
A button from Washington’s inauguration 䊳
Objectives
• Describe the steps Washington’s administration
took to build the federal government.
• Analyze Hamilton’s plans for the economy
and the opposition to them.
• Explain how a two-party system emerged in
the new nation.
Terms and People
administration
precedent
Cabinet
tariff
loose construction
strict construction
Whiskey Rebellion
political party
Democratic Republican
Reading Skill: Summarize Summarize
information about the early American government
in an outline like the one below.
I. Building the Federal Government
A. Electing Washington as President
B. Forming
Cabinet
Imagethe3349-TK
C. Setting up the Judiciary
II.
Why It Matters In 1789, the leaders of the new federal government of the United States gathered in New York City. Besides ideals,
they had very little to guide them. The newly ratified Constitution
was clear on some points but vague on others. It was also entirely
untested. Those who had written the Constitution, along with the
new President, George Washington, knew full well that a good start
would secure the daring experiment in republican union. But early
mistakes could doom it. Section Focus Question: How did debate over
the role of government lead to the formation of political parties?
Building the Federal Government
The new government started out with huge problems. It had
inherited a national debt of $52 million from the Confederation—a
huge burden for a nation with a farm economy and only about 3 million
people. With no navy and an army of only around 400 men, the United
States was not respected by other countries. At New Orleans, the
Spanish closed the Mississippi River to American trade. Along the
Great Lakes, the British kept forts within American territory.
Electing a President Fortunately, the new government enjoyed
extraordinary leaders. In 1789, the new electoral college unanimously elected George Washington as President of the United
States. As a revolutionary leader, Washington enjoyed widespread
respect and popularity. Yet he took the difficult job reluctantly.
쐍 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
with Section 1 Assessment answers.)
쐍 Preview Have students preview
the Section Objectives and the list
of Terms and People.
쐍
Using the Structured
Read Aloud strategy (TE p. T20),
have students read this section. As
they read, have students use an
outline to summarize information
about the early American
government. Reading and Note
Taking Study Guide
192
The New Republic
Use the information below and the following resource to teach students the high-use word
from this section. Teaching Resources, Vocabulary Builder, p. 11
High-Use Word
Definition and Sample Sentence
suppress
v. to put an end to with force
The British government tried to suppress the protests against the Stamp Act.
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“
About ten o’clock I bade farewell to Mount Vernon, to
private life, and to domestic felicity, and with a mind oppressed with more anxious and
painful sensations than I have words to express, set out for New York.
—George Washington, April 16, 1789
Teach
”
Building the Federal
Government
Massachusetts patriot John Adams was elected Vice President. Washington’s
administration, or the officials in the executive branch of government, began
with just himself, Adams, and about a dozen clerks. Besides the newly elected
Congress, there were few other federal officers. There were also few set rules to
guide the administration. Quickly after taking office, Washington began setting
important precedents, or acts or statements that become traditions to be followed.
Instruct
쐍 Introduce: Key Terms Ask stu-
Setting Up the Judiciary The Constitution called for one Supreme Court
and several smaller ones, but intentionally left to Congress the details of organizing a federal court system. Madison, who had been elected to the House of
Representatives in the first Congress, helped to pass the Judiciary Act of 1789.
This act established a judiciary, or a system of courts. The U.S. judiciary was made
up of thirteen federal district courts, one for each state. Three circuit courts would
hear appeals from the state courts and a six-member Supreme Court would
decide contested cases. The Supreme Court also served as a trial court in certain
cases involving states or foreign affairs. The act also established the office of
Attorney General to prosecute and defend cases on behalf of the federal government. Washington appointed John Jay as the first Chief Justice of the Supreme
Court.
The First Cabinet
An engraving from the 1800s shows
the first Cabinet. Henry Knox was
the Secretary of War, and Edmund
Randolph was the Attorney General.
Setting Up the Cabinet One of Washington’s most
important precedents was the formation of a Cabinet,
or the group of federal leaders who headed the major
departments of the executive branch and advised the
President. The first four executive departments were
the departments of State, Treasury, and War, and the
Attorney General. The State Department, led by
Thomas Jefferson, conducted foreign policy. The War
Department supervised national defense. The Secretary
of the Treasury, Alexander Hamilton, managed the
nation’s finances. Nominated by the President, the
Cabinet members were approved by the Senate. In
1907, the Cabinet was officially recognized by law.
Thomas Jefferson
George Washington
Edmund Randolph
Why was setting up the Cabinet an
important precedent?
Hamilton’s Plans Stir Debate
Hamilton was tasked with paying off the young
nation’s immense debts and setting it on a course of economic security. An ardent Federalist, he believed that a
strong, centralized government was necessary to preserve the Union. As he developed his plans, Hamilton
faced fierce and vocal opposition from Antifederalists,
who feared that a strong national government would
threaten states’ rights and people’s freedoms. Their
struggles and debates made clear that two very different
views of government were solidifying in the new nation.
L3
dents to find the key terms administration and Cabinet (in bold) in the
text. Ask What is the difference
between an administration and
a Cabinet? (The administration
refers to all members of the executive
branch. The Cabinet refers to the
heads of major departments who
advise the President.)
쐍 Teach Display Color Transpar-
ency: The First President, and have
students review the Primary Source
quotation. Discuss how Washington’s emotions on taking office differed from the public’s emotions
about his presidency. Using the
Numbered Heads strategy (TE,
p. T23), discuss the main aspects of
the new U.S. federal government.
Ask What was one precedent
that Washington set? (Sample
response: He formed a Cabinet of
department heads to advise him.)
Why did later Presidents follow
his precedents? (Possible response:
They probably respected his judgment and had seen how well his
actions worked for his administration.) Color Transparencies A-21
쐍 Analyzing the Visuals Direct
students’ attention to the engraving
of the first Cabinet. Ask How do
you think Washington decided
whom to choose for his Cabinet?
(Possible answer: He probably selected
men whom he respected or who had
good reputations.)
Henry Knox
Alexander Hamilton
Independent Practice
Have students organize the information about the early form of the federal
government in the form of a concept
web with a center oval labeled “Early
U.S. Government.”
L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers
Monitor Progress
Write the word precedent on the board. Explain
to students that the prefix pre- means “first” or
“before” and that the Latin root cede means “to
go.” Have students use that information to write a
meaning for the word. To help students understand
the significance of Washington’s presidency, ask
What kinds of things did George Washington
do first that later Presidents also did? (Sample
As students fill in their outlines, circulate to make sure that they construct the
outline in the correct format. For a completed version of the outline, see Note
response: formed a Cabinet) Explain to students that
the things that Washington did first set precedents
for other Presidents. Then, ask students to suggest
other words they may know with the prefix pre-.
(Note for students that one of these is the word prefix.) As they read the chapter, have students list other
words they find that have this prefix.
Taking Transparencies, B-34.
Answer
The Cabinet members provided leadership for the various parts of the executive
branch and helped advise the President.
Chapter 6 Section 1
193
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Hamilton’s Plans
Stir Debate
Hamilton’s Plan for Restructuring Debt
Result
Action
L3
Instruct
쐍 Introduce: Key Term Ask stu-
dents to find the key term tariffs (in
bold) in the text, and have a volunteer read the definition. Ask What
do you think is the purpose of a
tariff? (to raise revenue for the government and encourage U.S. businesses by making foreign goods more
expensive than domestic goods)
쐍 Teach Discuss aspects of Hamil-
ton’s economic plans and how they
began the evolution of political parties. Ask What were the two main
economic problems facing the
country in 1789? (debt and instability) How did Hamilton’s Federalist views affect his role as
Secretary of the Treasury? (He
believed in a strong federal government and pushed for greater federal
influence over the economy.) Why do
you think Antifederalists might
be against a National Bank?
(because it would give the federal
government control over state banks)
Have students describe Hamilton’s
economic strategy. Then, ask students to discuss how farmers and
southerners might have viewed
Hamilton’s strategy.
Stabilizing the Economy
Though Jefferson and Madison
fiercely opposed Hamilton’s plans,
Congress eventually adopted them.
The first bank of the United States,
founded in 1791, stands in Philadelphia.
The check above was drawn from the
bank in 1794. What did Hamilton plan
to do about states’ debts?
쐍 Analyzing the Visuals Have stu-
dents examine the chart on this
page, and note the emphasis on paying foreign debt. Ask students why
they agree or disagree with Hamilton’s reasoning that it was beneficial
to add to the nation’s overall debt to
pay off foreign debts.
Lasting Legacy
Pay foreign debt and interest
in full
Restore national credit
Established United States as
trustworthy
Federal government assumes
state debts
Bring stability to country;
stimulate economy
Unified country
Impose excise taxes and tariffs
Pay debts and increase
manufacturing
Established precedent of nation
paying its debts
Create national bank and
national currency
Help government regulate
economy and commerce;
generate income through loans
Created model on which today’s
Federal Reserve System is based
Handling the National Debt Hamilton despised the nation’s
agricultural economy as backward. He wanted to quickly develop a
commercial and industrial economy that could support a large federal government along with a strong army and navy. He saw the
national debt of $52 million and the additional $25 million in debts
owed by the individual states as assets. Rather than pay down those
debts using cash reserves, he meant to fund them by selling government bonds, which would pay annual interest to the holders. Such bonds
delighted investors, who welcomed an opportunity to reap annual profits.
To pay the annual interest on the bonds, Hamilton proposed new excise taxes
and high tariffs, or taxes on imported goods, to raise revenue for the federal government and protect struggling American manufacturers from foreign competition. He also asked Congress to charter a Bank of the United States that could
regulate state banks, strengthen the national government, and ensure that
business interests were closely aligned with those of the government.
Hamilton’s Strategy Hamilton saw three great benefits from his system.
First, it would establish the nation’s financial credibility, making it easier to
borrow money in the future. Second, it would buy political support from the
wealthiest Americans, which Hamilton believed was essential for the government’s stability. Third, it would enrich investors, who could then build new
ships, wharves, storehouses, and factories. In other words, his plan would promote the accumulation of capital needed for commercial and industrial growth.
Hamilton’s program was intended to redistribute wealth in two ways: from
farmers to merchants and from the South to the North. About eighty percent of
the nation’s debt was owed to merchants in the seaport cities of the Northeast.
During the 1780s, they had bought up notes issued by the Congress or by the
states. Those notes had lost most of their value but the merchants had bought
them anyway as an investment. Because they paid only a fraction of the original
value of the notes, and because Hamilton proposed paying them at full value,
the merchants would profit under Hamilton’s plan. But to pay those debts, the
federal government would tax the American people, who were mainly farmers.
Why did Hamilton want to add to the national debt?
Independent Practice
Have students review the information
below this blue heading and write a
letter from Hamilton to George Washington, explaining Hamilton’s plans
and the reasons behind them.
Opposing Hamilton
The southern states, which were overwhelmingly agricultural, had done a
better job of paying their own debts. Why, southerners wondered, should they
pay federal taxes to bail out the northern states? And why should their tax
Monitor Progress
As students complete their letters,
make sure that they correctly recall
Hamilton’s plans and his views about
the nation’s economy.
Answers
Caption He wanted the federal government to take over those debts.
He wanted to stabilize the economy
first, which required increasing the debt
to pay off earlier debt and give the
nation financial credibility.
194
The New Republic
L4 Advanced Readers
L4 Gifted and Talented Students
Have students read more about Alexander Hamilton
and his ideas on the national economy. Then, have students conduct research on a recent national economic
adviser, such as former Federal Reserve Chair Alan
Greenspan. Ask students to write a dialogue
between these two economic leaders, comparing
their views on what role the government should play
in stabilizing the economy.
Then, have students conduct further research on the
economy around 1790. Specifically, they should find
the total debt of each state, as well as the types of
industries common to each state. Have them use this
information to create an illustrated economic map of
the United States around 1790. Have them use symbols and construct a map key as well as data to
present economic information.
0197_hsus_te_ch06_s01_su.fm Page 195 Wednesday, April 18, 2007 9:24 AM
dollars flow into the pockets of creditors in the Northeast? Opposition to Hamilton’s plans grew steadily in the South.
Interpreting the Constitution To justify his ambitious program, Hamilton
interpreted the Constitution broadly, relying on its “implied powers” and its
clause empowering Congress to enact laws for the “general welfare.” His broad
interpretation, or loose construction, appalled his critics, including Jefferson
and Madison. They favored a strict construction, or limiting the federal government to powers explicitly granted by the Constitution. They opposed Hamilton’s
plans for assuming state debts. Fearing that a national bank would benefit the
North at the expense of the South, they also argued that the Constitution did
not authorize Congress to charter one.
Compromise Over a National Capital As Americans aligned themselves
either with Hamilton or with Madison and Jefferson, debate heated up. Jefferson declared that Hamilton’s system “flowed from principles adverse to liberty
and . . . calculated to undermine and demolish the republic.” Jefferson and
Madison insisted that Hamilton was betraying the American Revolution to
establish a “kingly government.” They pointed to Great Britain, where factories
made owners wealthy but kept most of the workers in poverty. Fearing that
industrial development led to greater inequality, they concluded that America
needed to keep a farm economy in order to sustain the Republic.
In 1791, by a narrow vote, Congress approved full funding of the federal debt,
the implementation of new excise taxes, and the creation of a national bank. But
in order to get southerners to agree to the assumption of state debts, Hamilton
promised that in ten years the national capital would move southward to the
banks of the Potomac River, between Maryland and Virginia. To honor the first
President, who was reelected in 1792, the new capital became known as Washington, District of Columbia.
The Whiskey Rebellion In western Pennsylvania, mountains made it difficult to transport bulky
bushels of grain to eastern markets. So people distilled their grain into whiskey, which was more
compact and of higher value. Rural farmers hated
the excise tax on whiskey, which reminded them of
the British taxes that had led to the Revolution. In
1794, farmers resisted the tax by intimidating and
attacking tax collectors.
Hamilton welcomed the opportunity to demonstrate the new power of the nation by suppressing
the Whiskey Rebellion. Washington agreed,
observing, “We had given no testimony to the world
of being able or willing to support our government
and laws.” Under Hamilton’s command, 12,000 militiamen marched west into the troubled region. The
rebellion quickly dissolved. Rather than resist
such overwhelming force, most rebels stayed home or
ran away. Hamilton arrested twenty suspects, but only
two were convicted. Jefferson mocked that “an insurrection was announced and proclaimed and armed against,
but could never be found.”
On what grounds did some people
oppose Hamilton’s plans?
The Whiskey Rebellion Most Americans who
resented the whiskey tax simply rebelled by not paying
it. Western Pennsylvania was different. The violence in
that region prompted federal action. At the home of tax
collector John Neville, a confrontation with an angry mob
led to gunfire. Neville and his family fled in terror as the
rebels burned his house to the ground. Then, the crowd
attacked a federal postal carrier and stole the mail to find
out whether anyone in the area was aiding the government. Because attacking a postal carrier was a federal
offense and the situation in general was so dangerous,
President Washington ordered troops into the area.
Opposing Hamilton
L3
Instruct
쐍 Introduce: Key Terms Ask stu-
dents to find the key terms loose construction and strict construction
(in bold) in the text and the definitions.
Ask students to provide examples of
loose construction and strict construction of the Constitution.
쐍 Teach Explain that opposition to
Hamilton’s proposals involved concerns over federal power as well as
concerns about economic fairness.
Ask Which side did Congress
support—Jefferson’s or Hamilton’s? (Hamilton’s) Why did Washington support Hamilton’s
response to the Whiskey Rebellion? (Washington believed that the
federal government needed to demonstrate that it would uphold the
law.) What do you think Jefferson
is implying about the Whiskey
Rebellion in the quotation on this
page? (Possible response: that it was
fabricated to make a point about the
power of the federal government)
쐍 Analyzing the Visuals Ask stu-
dents to study the political cartoon
on this page. Remind them that
political cartoons are drawn in a
particular style and with a certain
viewpoint. Discuss what this cartoon
tells them about this period in
American government.
Independent Practice
Analyzing Political Cartoons
The Whiskey Rebellion A cartoon published in 1794 added
to the intense debate over the Whiskey Rebellion.
1. Which figures in the cartoon are rebels? Which represent the
government?
2. Does the cartoonist side with the government or the rebels?
How can you tell?
Have students write two brief editorials about the Whiskey Rebellion that
might have appeared in a newspaper
in the 1790s. One letter should be from
a strict constructionist and the other
from a loose constructionist, with each
defending a particular viewpoint.
Monitor Progress
As students write their editorials, circulate to ensure that they understand
these two interpretations, especially
the strict constructionists’ opposition
to Hamilton’s plan.
Some rebels in western Pennsylvania used political
activism to get their message across. Several counties appointed members to an assembly to argue
their case before the federal government. Among
those representatives was Albert Gallatin. For his
role in representing the rebels, President Washington ordered Gallatin arrested, although he never
was. Ironically, Gallatin later served as Secretary of
the Treasury under Jefferson, where he took the
opportunity to reverse some of Hamilton’s policies.
Answers
Analyzing Political Cartoons
1. The small figures represent the rebels, and
the large figure represents the government.
2. The cartoonist seems to side with the
rebels, showing the larger and more powerful government stealing their whiskey.
They believed that he was interpreting
the Constitution too loosely.
Chapter 6 Section 1
195
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A Two-Party System
Emerges
A Two-Party System Emerges
The Whiskey Rebellion highlighted the growing division in American politics.
The federal government, headed by Washington and Hamilton, sought to secure
its power and authority. Meanwhile the opposition, led by Madison and Jefferson, grew stronger.
L3
Instruct
쐍 Introduce: Key Term Write the
key term political parties on the
board, and explain that the Framers
of the Constitution opposed political
parties. Ask Why do you think
this was so? (Sample answer: They
saw political parties as dangerous
factions that would undermine
national unity.)
Debating the Whiskey Rebellion The Whiskey Rebellion, and its outcome,
fueled disagreement. The Federalists blamed the rebellion in part on a set of
political clubs known as the Democratic Societies. The clubs had formed to oppose
the Federalists. Although these clubs were small and scattered, Washington
INFOGRAPHIC
쐍 Teach Ask What were the first
American political parties? (the
Federalists and the Democratic
Republicans) How did they differ?
(The Federalists supported a strong
federal government, and the Democratic Republicans believed that the
states should have the greater power.)
How did the Whiskey Rebellion
influence the creation of these
parties? (Political groups called
Democratic Societies had supported
the rebellion. These clubs became the
basis for the Democratic Republican
Party. The Federalist Party formed in
reaction to the clubs.)
A farmer plows a North
Carolina field in 1787.
An early political cartoon honors
Washington and demonizes Jefferson.
Wealthy merchants stroll along
the harbor in New York City.
쐍 Quick Activity Have students
examine the Infographic. Then, have
them create a list of subjects on which
the two parties might have agreed.
Independent Practice
To learn more about the differences
between America’s first political parties, have students complete the Viewpoints: Federalists and Democratic
Republicans worksheet. Teaching
With the ink barely dry on the Constitution, distinct
political parties were already forming in the United States.
The intense debate over ideas that had surrounded the
writing of the Constitution shaped the rise of the Federalist
and Democratic Republican parties in the new nation.
Federalists
Democratic Republicans
• Led by Alexander Hamilton
• Favored a strong
centralized government
• Wanted to base economy
on industry and trade
• Were pro-British
• Supported a loose construction of the Constitution
• Led by Thomas Jefferson
• Thought states should have
more power
• Wanted to base economy
on farming
• Were pro-French
• Supported a strict construction of the Constitution
Resources, p. 15
Thinking Critically
Monitor Progress
1. Contrast What were the major
differences between the Federalists and
the Democratic Republicans?
As students complete their worksheets,
circulate to make sure that they understand how the views of Federalists and
Democratic Republicans differed.
Answers
Thinking Critically
1. Federalists: loose constructionists;
favored strong federal government, proindustry; Democratic Republicans: strict
constructionists; favored state power,
pro-agriculture
2. Possible answer: He opposed parties and
did not want to side with one faction over
another.
196
The New Republic
2. Draw Inferences Though George
Washington supported most Federalist
beliefs, he refused to declare himself a
Federalist. Why do you think this was so?
The Two-Party System Since the days of the
Federalists and Democratic Republicans, the United
States has had a two-party political system. For the
first 100 years of the country’s existence, several major
parties have come and gone, although generally only
two parties enjoyed any real power at any time. Since
the rise of the Republican Party in the 1850s, however,
the two major parties have been the Democrats and
Republicans. Numerous third (and sometimes fourth)
parties have arisen to challenge these two, such as the
Green Party and the Libertarian Party, but so far none
has succeeded in gaining as much support and power
as the two dominant parties.
Within each of the main parties, there are subgroups with views ranging from moderate to
extreme. However, in the Democratic Party, members
are generally loose constructionists and support government intervention in the economy and society. In
the Republican Party, members tend to be strict constructionists and more wary of government intervention in the economy or society.
0197_hsus_te_ch06_s01_su.fm Page 197 Wednesday, April 18, 2007 9:24 AM
denounced them as “the most diabolical attempt to destroy the best fabric of
human government and happiness.” Jefferson and Madison defended the societies, fearing that aristocracy would triumph if leaders were immune from constant
public scrutiny and criticism. They were alarmed that the Federalists had sent
so many troops to suppress popular dissent in western Pennsylvania. As debate
over the rebellion continued, the two sides gradually emerged as distinct political groups.
Assess and Reteach
Vocabulary Builder
suppress –(suh PREHS) v. to put
an end to with force
Political Parties Compete for Power The authors of the Constitution
wanted to avoid organized political parties, or groups of people who seek to win
elections and hold public office in order to shape government policy. They
deemed these groups to be “factions” that threatened the unity of a republic.
Despite these intentions, politicians decided to form two parties: the Federalists, led by Hamilton and John Adams, and the Democratic Republicans, led by
Jefferson and Madison.
Northerners, especially merchants, tended to favor the Federalists. In contrast, southerners, especially farmers, voted mainly for the Democratic Republicans. Still, Federalists and Democratic Republicans could be found in every
social class, in every type of community, in every region, and in every state.
Political elections were closely contested most of the time.
The first two Presidents and most of the governors, state legislators, and congressmen were Federalists. Their electoral success indicates that many common voters shared Federalist values. Voters credited the Federalists with the
new Constitution and with the nation’s increased prosperity and stability during the 1790s.
But many common people continued to support the Democratic Republicans.
They worried that the Federalists would concentrate wealth and power in the
hands of the elite. Many voters also believed that the Democratic Republican
Party offered more social mobility.
Who were the leaders of the two emerging political parties?
SECTION
11
below, explain its impact on early
American government.
• administration
• precedent
• Cabinet
• tariff
• loose construction
• strict construction
• Whiskey Rebellion
• political party
• Democratic Republican
L3
쐍 Have students complete the Section
Assessment.
쐍 Administer the Section Quiz.
Teaching Resources, p. 22
쐍 To further assess student under-
standing, use Progress Monitoring
Transparencies, 42.
Reteach
If students need more instruction,
have them read the section summary.
Reading and Note Taking
Study Guide
L3
Adapted Reading and
Note Taking Study Guide
L1 L2
Spanish Reading and
Note Taking Study Guide
L2
Extend
L4
Have students select one of the amendments to the U.S. Constitution and
write an essay that explains how both a
strict constructionist and a loose constructionist might view the amendment
and why each would hold that opinion.
Progress Monitoring Online
Assessment
Comprehension
1. Terms and People For each term
Assess Progress
For: Self-test with vocabulary practice
Web Code: nca-0611
2.
Reading Skill:
Summarize Use your completed
outline to answer the Section Focus
Question: How did debate over the role
of government lead to the formation of
political parties?
Writing About History
3. Quick Write: Frame Research
Questions Choose an event from this
section. Write two or three questions to
generate ideas for a research paper. For
example, if you choose the Whiskey
Rebellion, you could ask, “Why was it
in some people’s interest to call this
event a rebellion?”
Section 1 Assessment
1. Students’ sentences should reflect their
understanding of how each term affected
early U.S. government.
2. The first parties were formed from
groups divided mainly over the issue of
how much power the federal government
should have. Federalists believed in a
strong federal government, and Democratic Republicans believed that power
should be held mainly by the states.
3. Students’ questions should reference a
single topic from the section.
Answer
Critical Thinking
4. Predict Consequences Would the
federal government have survived if
the first President had not had
widespread respect? Explain.
5. Analyze Information Why did
Hamilton believe that wealthy
Americans were necessary to secure
the nation’s economic future?
6. Recognize Ideologies How did
Americans structure their debates
about the economy in terms of
interpreting the Constitution?
7. Draw Conclusions Is it possible to
govern a democracy without political
parties? Explain.
4. Possible answer: No; respect for Washington meant that most people listened
to him and followed his lead and his precedents. Without that respect, the government might have lost credibility,
leading to the dissolution of the Union.
5. Sample response: He believed that they
were needed to invest in new businesses
and to pay taxes; also, if wealthy people
do not support the government, they can
apply their resources to destroy it.
6. Because Hamilton was expanding control over the economy far beyond what
the Constitution specified, that became
John Adams and Alexander Hamilton for
the Federalists, Thomas Jefferson and
James Madison for the Democratic
Republicans
the focus of discussions about interpretations of the Constitution.
7. Possible answer: No; parties are needed to
organize campaigns and voters, but most
importantly, a strong minority party can
check the power of the majority power
and prevent it from becoming tyrannical.
For additional assessment, have students access
Progress Monitoring Online at Web
Code nca-0611.
Chapter 6 Section 1
197