Period 3 (1754 -1800)

Quiz Date(s) ________________

Test Date ________________

Vocabulary Due Date__________

High Ewald 2015-2015

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:

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”

2 – Oct 20th/21st Sugar Act vs. Navigations Act Grenville Currency Act

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

10 Thomas Paine’s Common Sense “The Cause of America” John Lock Thomas Jefferson Declaration of Independence

11 – Oct 22nd/23rd Seven Years War Continental Army & militias “home field advantage” General Gage

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

20 – Oct 28th/29th Oneida Iroquois Choctaw & Creek John Sullivan Americanized

21 – Oct 28th/29th “kingdom of slaves” Otis vs. Jefferson voluntary emancipators The Selling of Joseph “freedom petitions” Black Pioneers

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

HOMEWORK MUST BE HANDWRITTEN! HOMEWORK IS AN INDEPENDENT ACTIVITY & DUPLICATE

ASSIGNMENTS WILL NOT RECEIVE CREDIT

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 Event British (re)Action & Description of Policy* Colonial Response & Results* 1760 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

Date Event British (re)Action & Description of Policy* Colonial Response & Results* 1767 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

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?

Women

Author/Title/Type (ex. Letter)

Information

Urban

Author/Title/Type (ex. Letter)

Information

Rural (Farmers)

Author/Title/Type (ex. Letter)

Information

French

Author/Title/Type (ex. Letter)

Information

Conclusion: Which group made the greatest contribution to the cause of American Independence? Why did this group make the MOST significant contribution? (Consider motivations & current status)

Name APUSH Date 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).

1800

1796

Domestic Issues

Foreign Issues

Federalist Candidates

Democratic- Republican Candidates

Outcome - Significance

Presidential Election 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 Whiskey Rebellion Jay’s Treaty

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?

The National Bank Sedition Act Election of 1800

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?

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

a. Strong central government

b. Industrial growth & alliance with England

c. Feared anarchy

2. Thomas Jefferson

a. Limited government; Strong states

b. Agrarian growth & alliance with France

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. 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

3. 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. 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)

2. 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