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Unit 4: Young Nation & Its Evolution

Unit 4: Young Nation & Its Evolution. Learning Targets 1-34. 1. I can name key members of our government’s first administration. George Washington President 1789-1797 Commander-in-Chief only unanimously elected President from Electoral College established two-term precedent.

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Unit 4: Young Nation & Its Evolution

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  1. Unit 4: Young Nation & Its Evolution Learning Targets 1-34

  2. 1. I can name key members of our government’s first administration. • George Washington • President • 1789-1797 • Commander-in-Chief • only unanimously elected President from Electoral College • established two-term precedent

  3. 1. I can name key members of our government’s first administration. • John Adams • Vice-President • 1789-1797 • President of the Senate

  4. 1. I can name key members of our government’s first administration. • Thomas Jefferson • Secretary of State • 1789-1797 • leader of Democratic-Republicans • also known as “Jeffersonians” • previously, “antifederalists”

  5. 1. I can name key members of our government’s first administration. • Alexander Hamilton • Secretary of the Treasury • 1789-1797 • leader of Federalists • proposed “Report on the Public Credit” • B.U.S. • “funding at par” • Assumption Act • protective tariff

  6. 1. I can name key members of our government’s first administration. • Henry Knox • Secretary of War • 1789-1797 • changed to Department of Defense • 1947

  7. 1. I can name key members of our government’s first administration. • Edmund Randolph • Attorney General • 1789-1797 • Department of Justice

  8. 2. I can identify the purpose of the Cabinet. • A dual capacity • administer government activities • advise the President • regarding department related decisions • on other general matters • Chosen by President w/ consent of Senate (50% + 1) • They serve at the pleasure of the President • Congress creates new Cabinet positions • 4 in first Cabinet • 14 today

  9. 3. I can explain the purpose of and controversy over the National Bank • Organization • 20 year charter (1791 – 1811) • 10 million operating capital • 1/5 funded by gov’t. (taxpayer dollars) (20%) • 4/5 funded through sale of stock (80%) • $400.00 per share • Services • issue national currency • hold federal funds/taxes • collect taxes (what today?) • grant loans • act as central bank for smaller state banks

  10. 3. I can explain the purpose of and controversy over the National Bank • Arguments • Favors wealthy, moneyed interests • Who can afford shares at $400.00 per? • Constitutional question? • “strict constructionist” view • not “enumerated” in constitution, not a delegated power • a “narrow” interpretation • Thomas Jefferson • “loose constructionist” view • a “broad” interpretation • an “implied” power, derived from delegated power to tax • use of “elastic clause”, it is “necessary and proper” to have a bank • Alexander Hamilton

  11. 4. I can explain how sectionalism impacted the location of our nation’s capital. • Sectionalism • placing the interests of one region or section of the nation over the interests of other regions • Northeast • Shipping, trade, manufacturing • South • Cash crop agriculture, low tariffs • West • Roads, canals,

  12. 4. I can explain how sectionalism impacted the location of our nation’s capital. • Assumption Act • 1791 • moved the Capitol from New York to Washington D.C. • along the Potomac River • in land set aside by the state of Maryland • to placate Southern leaders for passage of Alexander Hamilton’s Financial program: • funding at “par” of the state/national debt • face value • low “revenue tariff” • “excise” tax on goods produced within nation (Whiskey Rebellion) • Bank of the United States

  13. 5. I can distinguish between a strict and loose interpretation of the Constitution • “strict construction” • not “enumerated” (named or, listed) in constitution • not a delegated power • “If it isn’t stated in the Constitution, it is forbidden.” • Thomas Jefferson’s view of the Bank of the United States • “loose construction” • an “implied” power, derived from delegated power to tax • use of “elastic clause”, it is “necessary and proper” to have a bank • Alexander Hamilton’s view of the Bank of the United States

  14. 6. I can compare and contrast the political ideologies of the Federalists and Democratic-Republicans • Federalists: • national government should be a powerful central government • controlled by the “upper class”, who were aristocratic, wealthy, and well educated • too much democracy was to be feared • common man untrustworthy and ignorant • main aim of government to safeguard property and preserve law and order • government should encourage and support industry

  15. 6. I can compare and contrast the political ideologies of the Federalists and Democratic-Republicans • Federalists: • Leaders: • Alexander Hamilton, John Adams • Supporters: • manufacturers, merchants, bankers, holders of large estates; strong in Northeast, Middle States • Interpretation of Constitution: • “loose construction”, implied powers, strong central government

  16. 6. I can compare and contrast the political ideologies of the Federalists and Democratic-Republicans • Federalists: • Views on democracy: • opposed extension of democracy, distrusted the “masses”, favored rule by the “best” people • Views on specific issues: • supported Hamilton’s program, a strong central bank, a “protective” tariff, and funding the national debt. • Foreign Affairs: • friendly to Great Britain, in sympathy with conservatism of the British government

  17. 6. I can compare and contrast the political ideologies of the Federalists and Democratic-Republicans • Democratic-Republicans: • national government should be weak, with limited power • to prevent tyranny • strong state governments • government run in the interests of all people by well-informed leaders • regardless of class background • people were to be trusted and given opportunity for education • main aim of government was protection of liberty • country better if population of independent, land-owning farmers

  18. 6. I can compare and contrast the political ideologies of the Federalists and Democratic-Republicans • Democratic-Republicans: • Leaders: • Thomas Jefferson, James Madison • Supporters: • Small farmers, plantation owners, laborers, small shopkeepers, (the non-propertied classes); strong in South, West • Interpretation of Constitution: • “strict interpretation”, “states’ rights”, weak central government

  19. 6. I can compare and contrast the political ideologies of the Federalists and Democratic-Republicans • Democratic-Republicans: • Views on democracy: • favored expansion of democracy, desired rule for the masses by educated leaders, opposed privileged, aristocratic rule • Views on specific issues: • opposed Hamilton’s program, favored state rather than central banking, against favors to industry (opposed protective tariff) • Foreign Affairs: • friendly to France and the revolutionary traditions

  20. 7. I can identify the influence of sectionalism on the election of 1796.

  21. 8. I can identify the president responsible for the Alien and Sedition Acts. • Alien and Sedition Acts • passed by Congress in 1798 • signed into law in 1798 • John Adams • President from 1797 – 1801 • Extra Credit: Find a primary source revealing John Adams’ personal feelings on the ideas behind the Alien and Sedition Acts!

  22. 9. I can define the Alien and Sedition Acts. • Alien Act - 1798 • Allowed the President to deport or jail any alien considered undesirable • Naturalization Act - 1798 • Raised from 5 to 14 years the residency requirement for immigrants to become U.S. citizens • Sedition Act - 1798 • Set fines/jail terms for anyone expressing opinions considered damaging to the government

  23. 10. I can articulate the problems with the Alien and Sedition Acts. • Alien Act • seemed politically motivated to target pro-French sentiments of Democratic-Republican Party • Genet Affair • Naturalization Act • seemed politically motivated to target immigrants more inclined to vote for candidates of Democratic-Republican Party • must be a citizen to vote • Sedition Act • seemed politically motivated to target editors, publishers, and politicians of the Democratic-Republican Party • were critical of government pro-British policies • violate the free speech/press provisions of the 1st Amendment

  24. 11. I can recognize the use of states’ rights in the Virginia and Kentucky Resolutions. • “States Rights” • the idea that since the states created the national government, they have the right to determine the constitutionality of federal laws!

  25. 11. I can recognize the use of states’ rights in the Virginia and Kentucky Resolutions. • Virginia and Kentucky Resolutions • Argue the “states’ rights theory” • that the “states” created the national government • therefore, Virginia and Kentucky claim the right to declare the Alien and Sedition Acts unconstitutional in those states • because they violated the Bill of Rights. • Synonymous with “Nullification” theory • the states declare “null and void” any federal law going beyond the powers granted by the Constitution to the central government. • Synonymous with the “compact theory” • the “states” created the national government • therefore they have the authority to declare laws unconstitutional!

  26. 11. I can recognize the use of states’ rights in the Virginia and Kentucky Resolutions. • “States Rights” theory … • … just an “idea”, argued at the time • raised the question, who/what declares laws unconstitutional? • answered with the case of Marbury vs. Madison • the federal courts determine constitutionality of laws! • “states rights” in general, destroyed by Civil War!

  27. 12. I can explain how Marbury v. Madison resulted in judicial review. • Election of 1800 • Democratic-Republicans win Presidency! • Democratic-Republicans win majorities in each House of Congress! • for first time in short history in the Senate! • Hence, • Judiciary Act of 1801 • Adams appoints several judges on his last day in office • “midnight judges” • seen as effort to hold on to Judicial Branch as Federalist stronghold

  28. 12. I can explain how Marbury v. Madison resulted in judicial review. • James Madison • Jefferson’s Secretary of State • ordered by Jefferson NOT to deliver “commissions” • keep Federalist judges from becoming judges • William Marbury • one of “midnight judges” • a Federalist • sues Madison for “commission” • “Marbury vs. Madison”

  29. 12. I can explain how Marbury v. Madison resulted in judicial review. • John Marshall • Federalist perspective on economics and politics • Chief Justice for 34 years • asserts notion of “supremacy of national government” over the states! • establishes principle of “judicial review” • declares part of Judiciary Act of 1789 unconstitutional • making mute Marbury’s claim • extracting himself from unenforceable decision • earning for Supreme Court the power of “judicial review”

  30. 13. I can explain the sequence of events that lead to Hamilton’s death.

  31. 14. I can describe the accomplishments of Thomas Jefferson as president. • Revolution of 1800 • peaceful transfer of power from Federalist Party to Democratic-Republican Party • re-establish revolutionary era principles • Louisiana Purchase • doubled size of U.S. territory • reduce threat of war w/ Britain & France • complete control of Mississippi River • “right of deposit” at New Orleans aids western farmers • promotes “western” expansion • Lewis & Clark Expedition • becomes “loose constructionist” • no constitutional provision for purchase of land • uses treaty-making powers of Constitution

  32. 14. I can describe the accomplishments of Thomas Jefferson as president. • Early policies • follows policy of “moderation” • keeps Bank of the United States • pays off debt • follows policy of neutrality • repeals “excise” tax on whiskey • repeals Naturalization Act • Alien & Sedition Acts expire • Cuts federal expenditures • reduces military spending • funding for army/navy to bare minimum • “Jeff’s”, “mosquito fleet” • Embargo Act – 1807 • avoids war with Britain & France

  33. 15. I can point out the ways in which Jefferson’s political views are represented in his accomplishments. • Inaugural Address • “equal & exact justice to all men” • “peace, trade, friendship w/ all nations” • pledges support of state governments • favors militia over “regular” army • reinforces civilian over military authority • encourages agriculture & commerce • urges simplicity in government • declares “freedom of speech & press” • Louisiana Purchase

  34. 15. I can point out the ways in which Jefferson’s political views are represented in his accomplishments. • Inaugural Address • “equal & exact justice to all men” • repeals Naturalization Act • allows Alien/Sedition Acts to expire • “peace, trade, friendship w/ all nations” • follows policy of neutrality • avoids war with Britain & France • Embargo Act - 1807 • pledges support of state governments • “Revolution of 1800” • repeals “excise” tax on whiskey • favors militia over “regular” army • funding for army/navy to bare minimum • reinforces civilian over military authority • follows policy of neutrality • repeals excise tax

  35. 15. I can point out the ways in which Jefferson’s political views are represented in his accomplishments. • encourages agriculture & commerce • keeps Bank of the United States • pays off debt • repeals excise tax • promotes westward expansion • Louisiana Purchase • urges simplicity in government • cuts federal expenditures • “Revolution of 1800” • peaceful transfer of power from one political party to another • declares “freedom of speech & press” • allows Alien/Sedition Acts to expire • Louisiana Purchase • keeps strict construction by use of treaty-making powers

  36. 16. I can predict the impact that the Louisiana Purchase will have on the development of the U.S. • Louisiana Purchase • doubled size of U.S. territory • acquisition of “natural resources” • reduce threat of war w/ Britain & France • U.S. will dominate North America • complete control of Mississippi River • aids trade, commercial growth • promotes “western” expansion • leads to “Manifest Destiny” • war w/ Mexico, threatened war with Britain • acquisition of Texas, Oregon • claims of Lewis & Clark Expedition

  37. 17. I can describe the relationship that Lewis and Clark had with the Native Americans, specifically Sacagawea.

  38. 18. I can summarize George Washington’s views on governing our nation. • "The Address of General Washington To The People of The United States on his declining of the Presidency of the United States,“ – 1796 • known as Washington’s Farewell Address • warns that independence, peace at home and abroad, safety, prosperity, and liberty are all dependent upon the unity between the states • supports the Constitution • be wary of those wishing to secede • right to alter/abolish government • only through the Amendment process • avoid “entangling alliances” • avoid political parties

  39. 19. I can determine whether or not our country follows Washington’s advice today. • Washington’s Farewell Address • avoid “entangling alliances” • advocates a policy of good faith and justice towards all nations • urges the American people to avoid long-term friendly relations or rivalries with any nation • only lead to unnecessary wars • Franco-American Alliance 0f 1778 • post Battle of Saratoga • ended by John Adams • Convention of 1800 • United Nations – 1945 • N.A.T.O. • North Atlantic Treaty Organization – 1947 • S.E.A.T.O. • Southeast Asia Treaty Organization - 1955

  40. 19. I can determine whether or not our country follows Washington’s advice today. • Washington’s Farewell Address • avoid political parties • every government has recognized political parties as an enemy and has sought to repress them because of their tendency to seek more power than other groups and take revenge on political opponents • “… is itself a frightful despotism.” • felt they would divide the country • Federalists, Democratic-Republicans, National Republicans, Democratic, Whig, Republican, Free-Soil, Liberty, Greenback-Labor, Populist, Green, Republicratic, …

  41. 20. I can debate the value of having political parties in our nation. • History • not included in original drafting of Constitution! • Founding Fathers felt “factions” would divide/destroy nation • came into being over objections to Hamilton’s Financial Program • Functions • provide machinery to avoid deadlocks • allow compromise and to settle differences between groups within Party • present programs and policies • select candidates • provide political leadership • provide choices for voters

  42. 21. I can predict consequences of having good or bad relationships with other nations.

  43. 22. I can describe the concerns that Native Americans had regarding their future in the early 1800’s. • Jefferson to Congress – 1803 • “Two measures are deemed expedient. First to encourage them to abandon hunting …. Secondly, to Multiply trading houses among them … leading them thus to agriculture, to manufactures, and civilization…” • Zinn p. 126 • AP p. 98 • Native Americans encouraged to: • settle down on smaller tracts • do farming

  44. 22. I can describe the concerns that Native Americans had regarding their future in the early 1800’s. • As white settlers began to move west at the start of the nineteenth century, Native Americans became increasingly hostile. • loss of land to farmers, miners, etc… • loss of culture, ways of life, … • many did not wish to adopt the ways of whites • assimilation • adopting the culture or, ways of life, of another culture • Indian agents were supposed to instruct Indians on how to plow, raise cotton, spin, weave, care for domestic animals, and become skilled in carpentry or blacksmithing • Indians also wanted to keep their lands

  45. 22. I can describe the concerns that Native Americans had regarding their future in the early 1800’s. • “Five Civilized Tribes” • Creek, Choctaw, Cherokee, Chickasaw, Seminole • adopted agriculture, a government with bicameral legislature, a court system, a written constitution, a bilingual newspaper, • using an alphabet developed by Sequoya • owned slaves!

  46. 22. I can describe the concerns that Native Americans had regarding their future in the early 1800’s. • Tecumseh’s Confederation • Shawnee leader in Old Northwest • Indiana, Michigan, etc… • united Native-American tribes against white encroachment of their lands • “The land, belongs to all, for the use of each …” • fought against U.S. government in Creek War and War of 1812 • Confederation dissolved after Tecumseh’s death in 1813 • Eventually, Indian Removal Act of 1830 • forced removal of Native-Americans to the west • “Trail of Tears”

  47. 23. I can identify the causes of the War of 1812. • Causes of the War of 1812 • violations of “neutral rights” • “freedom of the seas” • impressment • “seizing our ships and impressing our sailors!” • national pride at stake • War Hawks (Henry Clay, John C. Calhoun) • defend nation’s “honor” • Economic difficulties • Embargo Act - 1807 • Closure of European ports • South and West blame New England for depression

  48. 23. I can identify the causes of the War of 1812. • Causes of the War of 1812 • Native-American unrest • Northwest • presence of British forts • believe British are inciting Native attacks • Tecumseh • South • raids into Georgia from Florida • Land Hunger • demands of Southerner’s, Westerner’s • expand into Canada, Florida

  49. 23. I can identify the events of the War of 1812. • Events of the War of 1812 • Invasion of Canada - 1812 • poorly equipped American army easily repulsed by British • Naval battles • some notable victories • “privateers” capture many British merchant ships • Battle of Lake Erie - 1813 • Oliver Hazard Perry defeats British forces • “We have met the enemy and they are ours.” • Thomas McDonough - 1814 • defeats British fleet on Lake Champlain NY • forces British to abandon plan to invade NY and New England

  50. 23. I can identify the events of the War of 1812. • Events of the War of 1812 • Chesapeake campaign • Washington D.C. captured by British – Spring 1814 • White House, Capitol, other buildings burned • Baltimore – Spring 1814 • Fort McHenry holds out after night of bombardment • inspires Francis Scott Key’s words • Southern campaign • Battle of Horseshoe Bend – March 1814 • Creek Indians, a British ally, defeated by Andrew Jackson • Battle of New Orleans – January 1815 • keep Mississippi River out of British hands • meaningless Battle as fought weeks after Treaty of Ghent signed • makes Jackson a national hero however

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