High Ewald
2015-2015
Quiz Date(s) ________________
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.
APUSH Period 3: Chapters 5-8 Homework
Identifications
Comparison & Contextualization:
HOMEWORK MUST BE HANDWRITTEN!
HOMEWORK IS AN INDEPENDENT ACTIVITY & DUPLICATE
ASSIGNMENTS WILL NOT RECEIVE CREDIT
Directions – For each of the following groups of vocabulary terms identify the relationship between the groups AND in your own words describe the
significance of the group. How do they relate? Understand that each term DOES NOT need to specifically defined but your definition MUST demonstrate
an understanding of all terms. (pg. 184-311) You MUST complete ALL BOLD groups. For the others you will each be assigned a number to complete as
a presentation to the class on a specified day. The presentation must include all of the terms and how they relate to each other. You must include a graphic
organizer that represents the information you are presenting that will be submitted to the teacher the class prior so copies can be made.
1 – Oct 20th/21st
Molasses Act
Board of Trade
writs of assistance
Seven Years War
James Otis “Virtual representation”
10
Thomas Paine’s Common Sense
“The Cause of America”
John Lock
Thomas Jefferson
Declaration of Independence
20 – Oct 28th/29th
Oneida
Iroquois
Choctaw & Creek
John Sullivan
Americanized
2 – Oct 20th/21st
Sugar Act vs. Navigations Act
Grenville
Currency Act
11 – Oct 22nd/23rd
Seven Years War
Continental Army & militias
“home field advantage”
General Gage
21 – Oct 28th/29th
“kingdom of slaves”
Otis vs. Jefferson
voluntary emancipators
The Selling of Joseph
“freedom petitions”
Black Pioneers
3
Sons of Liberty
Loyal Nine
Hutchinson
Stamp Act Congress
Declaratory Act
4 – Oct 20th/21st
Townshend Duties
Daughters of Liberty
nonimportation
board of customs commissioners
Committees of Correspondence
5
Hancock’s Liberty
Boston Massacre
Crispus Attucks
Paul Revere vs. John Adams
*Revere’s illustration &
questions in summary
6 – Oct 20th/21st
Wilkes & Liberty
Tea Act
East India Tea Company
Boston Tea Party
7
Coercive & Quebec Act
First Continental Congress
Suffolk Resolves
Patrick Henry
Committee of Safety
8 – Oct 20th/21st
Lexington & Concord
Gage & Paul Revere
Green Mountain Boys
Bunker (Breeds) Hill
9
Second Continental Congress
George Washington
Joseph Galloway
Olive Branch Petition
12 – Oct 22nd/23rd
Lord Dunmore
black regiments
“Liberty to Slaves”
First Rhode Island Regiment
13 – Oct 22nd/23rd
Sir William Howe
Princeton & Trenton
American Crisis
Hessians
14 – Oct 22nd/23rd
Saratoga
Burgoyne
Ben Franklin
Valley Forge
15
Loyalists
Charles Cornwallis
Benedict Arnold
Yorktown
Treaty of Paris 1783
16 – Oct 28th/29th
Pennsylvania Constitution
Thoughts on Government
property qualifications
enfranchisement
17 – Oct 28th/29th
Anglicans
Maryland Catholics
“virtuous citizenry”
Thomas Jefferson
American Christianity
18 – Oct 28th/29th
“free labor”
Primogeniture
Inflation
Wealth of Nations
19 – Oct 28th/29th
Loyalists
Treaty of Paris
oaths of allegiance
22 – Oct 28th/29th
Deborah Sampson
Abigail Adams
Mercy Otis Warren
marriage & property law
Republican Motherhood
23 – Oct 28th/29th
Articles of Confederation
Fort Stanwix
Land Ordinance
Northwest Ordinance
24 – Oct 28th/29th
international commerce
creditors
Shays’s Rebellion
25 – Nov 5th/6th
Alexander Hamilton
James Madison
checks & balances
separation of powers
Virginia vs. New Jersey Plans
26 – Nov 5th/6th
Someret case
slavery
3/5th Compromise
slave trade clause
27 – Nov 5th/6th
Constitutional Convention
Gouverneur Morris
Preamble
Congressional Powers
28
Federalist Papers
Alexander Hamilton
John Jay (Fed. #10)
James Madison
New York
29 – Nov 5th/6th
Anti-Federalists
John Hancock & Patrick Henry
Bill of Rights
10th Amendment
30 – Nov 5th/6th
“civic nationalism’
“ethic nationalism”
“We the People”
31 – Nov 5th/6th
Henry Knox
Battle of Fallen Timbers
Little Turtle
“civilized” “annuity” system
32 – Nov 5th/6th
abolition
Letters from an American Farmer
Naturalization Act
Notes on the State of Virginia
Benjamin Banneker
33 – Nov 9th/10th
Hamilton’s Financial Plan
National Credit
Reports on Manufactures
Bank of the United States
34
Compromise of 1790
James Madison
Thomas Jefferson
Alexander Hamilton
Pierre-Charles L’Enfant
35 – Nov 9th/10th
French Revolution
Edmond Genet
Jay’s Treaty
Francophile (love of France)
36 – Nov 9th/10th
Federalists
Democratic-Republicans
Whiskey Rebellion
domestic & foreign policy
37
Election of 1796
Washington’s Farewell Address
Pinckney, Burr, Jefferson, Adams
Fries Rebellion
38
“quasi war”
Alien & Sedition Acts
Virginia & Kentucky Resolves
Election of 1800
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 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).
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