U.S. History Day 7

1. U.S. History Day 7 Political Freedoms - Objective 1.02: Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.

2. Do Now • Looking at these pictures and using your prior knowledge, what are some of the characteristics the U.S. Founding Fathers had in common?

3. Exit Ticket • Which of the following was NOT part of Alexander Hamilton’s Economic Plan? • An excise tax on whiskey • A national bank • The removal of all tariffs • The federal government absorbs the states’ debts from the American Revolution

4. Exit Ticket 2) The Virginia and Kentucky Resolutions had a lasting impact on the United States in that they did which of the following? • Assured that the balance of power between slave states and free states would remain consistent in Congress. • Outlawed the formation of a national bank, thereby thwarting Hamilton’s plan. • Prevented President Washington from seeking a third term. • Introduced the “doctrine of nullification” in which states refuse to follow federal laws they feel are in violation of the Constitution.

5. Exit Ticket 3) Why might Marbury v. Madison be considered one of the most important Supreme Court cases of all-time?

6. States and Capitals Quiz • Remember it’s cumulative: you’ll have all seven from last time. • Next seven states: • Alabama, Mississippi, Texas, Oklahoma, Arkansas, Louisiana, Missouri • US Senators from North Carolina: Richard Burr, Kay Hagan • US House of Representatives Congressman from your district (1st): G.K. Butterfield • North Carolina State Senator representing your district (4th): Angela Bryant • North Carolina House of Representatives delegate from your district (32nd): Nathan Baskerville • Governor of North Carolina: Pat McCrory

7. I. Political Freedoms in the New Nation Objective 1.02

8. A. All Men Created Equal? • All groups fought for independence, but not all groups received the same freedoms • Only 6% of the people living in the U.S. were able to vote when George Washington was elected President

9. Stations • Answer the following questions for each group of people at the station: • What political freedoms did this group of people have? • Any questions written on the primary sources. • For African-Americans: Why didn’t rights improve for slaves?

10. American Indians • No protection under the Constitution – seen as separate from Americans • Tecumseh – main leader of groups in the Ohio Valley • Treaty of Fort Wayne – some Native Americans sold 3 million acres to white settlers, Tecumseh got upset • Tecumseh fought the U.S. because he wanted Native Americans to unite to protect their lands

11. Class Reading • Tecumseh’s Protest of the Treaty of Fort Wayne • Highlight key points, underline words you’re having trouble with.

12. African-Americans • Slaves • Some fought in the war, but for the most part still no freedom • Slaves were considered property of owners, no right to vote • Free Black Men • Much more freedom, but they still had restrictions on voting • Still faced heavy discrimination, exclusion from schools • Rights varied by region

13. Phillis Wheatley • Slave before the American Revolution, freed after the war • Intellectually gifted, very gifted writer and poet • Recognized internationally • Wrote a poem to George Washington – “Ode to General Washington” • Received warmly by Washington • Washington wrote back and Wheatley visited • Importance: First signs of racial tolerance in the United States among major leaders

14. Women • Not given the right to vote by the Constitution • Letter from Abigail Adams, wife of John Adams (second President): • What was she fighting for?

15. E. Wage Earners and Landless Farmers • Most could not vote because of voting restrictions • You were required to own a certain amount of land/property, so even these white people could not vote.

16. Write your own “Ode to Washington” • Imagine you live in the late 1700’s or early 1800’s. Write a letter, poem or song to President George Washington, like Phillis Wheatley did. • Your writing should be from the point of view of one of the disadvantaged groups we have talked about today. You should say what rights you want and why you have earned those rights.

17. Group Charts • At the bottom of your notes, create a chart with the following groups at the top: • Founders of the Constitution • Native-Americans • Slaves • Free Black Men • Women • Wage Earners and Landless Farmers • Each of these groups should have a column underneath where you will write all of the rights that each group had or didn’t have.

18. Exit Ticket • 1) How are the initial suffrage requirements of the young United States best summarized? • A. Only males could vote. • B. Only white males could vote. • C. Only white males owning property could vote. • D. Only Northern white males owning property could vote.

19. Exit Ticket • 2) What most likely would have happened if the cotton gin had not been invented? A. The South would have industrialized. • B. Slavery would not have increased so much. • C. The South would have freed all its slaves. • D. Slaves would have gone north to work in factories.

20. Exit Ticket • 3) Why is General George Washington’s response to Phillis Wheatley an important event in U.S. History?