Steering the Course

36
Steering the Course Chapter 10: Launching the New Ship of State 1789-1800

description

Steering the Course . Chapter 10: Launching the New Ship of State 1789-1800. Major Issues Faced by the New Federal Government. representing “We the People”. managing the national government’s money. managing “We the People”. foreign affairs. political parties. states’ rights. - PowerPoint PPT Presentation

Transcript of Steering the Course

Page 1: Steering  the Course

Steering the Course

Chapter 10: Launching the New Ship of State1789-1800

Page 2: Steering  the Course

Major Issues Faced by the New Federal Government

•representing “We the People”• managing the national government’s money

• managing “We the People”• foreign affairs• political parties• states’ rights

Page 3: Steering  the Course

Representing “We the People”

Page 4: Steering  the Course

Representing “We the People”

George Washington was unanimously

elected by the Electoral College.

Page 5: Steering  the Course

Representing “We the People”

Washington selected the first Presidential “cabinet” (group of advisors):

• Secretary of State Thomas Jefferson

• Secretary of the Treasury Alexander Hamilton

• Secretary of War Henry Knox

Page 6: Steering  the Course

Jefferson

Hamilton

Knox

The First Presidential Cabinet

Page 7: Steering  the Course

Representing “We the People”

• The First Congress immediately set to work and passed the Bill of Rights (first ten amendments to the Constitution) which established guarantees of individual rights, protection from arbitrary acts of

government, and established the concept of states’ rights.

Page 8: Steering  the Course

Representing “We the People”

• Congress also passed the Judiciary Act of 1789 which created the Supreme Court,

lower courts and office of Attorney General.

Art Credit: “The Honourable Sir Joseph Walton,” Vanity Fair Print (Spy Cartoons), 1909 http://www.antiquemapsandprints.com/SCANSD/D-1957.JPG

Page 9: Steering  the Course

Managing the National Government’s Money

Page 10: Steering  the Course

Managing the National Government’s Money

Secretary of the Treasury Alexander Hamilton established the following fiscal policy:

• the national government assumed (took over) debts owed by the States

• government bonds would be paid at full value

**This resulted in the creation of a large national debt.**

Page 11: Steering  the Course

Managing the National Government’s Money

Hamilton believed that debt was an asset

– that creditors have a “personal stake” in the success of the debtor.

Page 12: Steering  the Course

Managing the National Government’s Money

The government raised money through

• customs duties derived from tariffs

• excise taxes (taxes on domestic goods)

Page 13: Steering  the Course

Managing the National Government’s Money

Hamilton felt it was appropriate for Congress to establish a national bank

(the Bank of the United States).

Article I, Section 8, Clause 18 of the Constitution states that government may do whatever is “necessary

and proper” to carry out its expressed powers.

Page 14: Steering  the Course

Managing the National Government’s Money

Hamilton’s view was that if the government could coin money and collect taxes, it would be “necessary and proper” for the national government to create a

bank.Thomas Jefferson and the States

passionately disagreed!

The future of the national bank will be “shaky.”

Page 15: Steering  the Course

Managing “We the People”

Page 16: Steering  the Course

Managing “We the People”•Taxation did not agree

with “we the people.”

•Backwoods farmers in Pennsylvania refused to pay their whiskey excise

taxes and “tarred and feathered” revenue

officers who attempted to collect the taxes.

Page 17: Steering  the Course

Managing “We the People”

Uncertain of who would respond, Washington summoned the state militias. The force that showed up “dispersed” the “rebellion.” So many showed up

that it has been said that Washington “used a sledgehammer to crush a gnat.”

Page 18: Steering  the Course

Managing “We the People”

The significance of the “Whiskey Rebellion” is that • State militias will answer a national call, and

• a new respect is established for the power of the national government.

Page 19: Steering  the Course

Political Parties

Page 20: Steering  the Course

Political PartiesThe “two-party” history in this country has roots in the

Revolutionary era “Whigs” and “Tories.”

This system evolved during the ratification of the Constitution with the “Federalists” and

the “Anti-Federalists.”

A personal feud between Hamilton and Jefferson further evolved into two political camps, the

“Federalists” and the “Jeffersonians.”

Page 21: Steering  the Course

Political Parties•Though “third” parties often form, they usually have

a single issue focus and are short lived.

•The party system gives the “common man” a voice in government and allows people to feel comfortable

voicing their opinions.

•Competition ensures sound democracy.

Page 22: Steering  the Course

Foreign Affairs

Page 23: Steering  the Course

Foreign Affairs

The French Revolution, which began as Washington was taking office, erupt into a “continent-wide” war.

President Washington issued a declaration of neutrality (the Neutrality Proclamation of 1793) and

warned Americans to be impartial. He feared that the economy of the U.S. was too fragile to participate in a

foreign war.

Page 24: Steering  the Course

Foreign Affairs

Though damaging to foreign relations between the U.S. and France, neutrality conveniently aided

American merchants as neutral nations are allowed to trade with “both sides.”

Washington’s farewell address after his 2nd term advised the avoidance of “permanent alliances.” Washington encouraged isolationism – keeping to

ourselves and avoiding foreign entanglements.

Page 25: Steering  the Course

Foreign Affairs

Britain continued to defy the Treaty of Paris of 1783. They maintained forts in surrendered territory, traded arms to natives and began to seize American merchant

ships and impress sailors into British naval service.

Page 26: Steering  the Course

Foreign Affairs

• Federalists felt that war would harm the fragile financial system, but Jeffersonians clamored

for war.

•Chief Justice John Jay was sent to England to negotiate.

Page 27: Steering  the Course

Foreign Affairs

England consented to pay damages on seized merchant ships but demanded that the U.S. pay pre-

Revolutionary war debts.• Jay’s Treaty was seen as an

“alliance” with Britain.• Jay was branded a “traitor” by

Jeffersonians and executed in effigy.

Page 28: Steering  the Course

Foreign Affairs

The French were offended at this “alliance” and also began seizing American ships.

After John Adams was elected President in 1796, he sent a commission to France to

smooth things over.

Page 29: Steering  the Course

Foreign Affairs

The commission was approached by French agents “X,” “Y” and “Z” who demanded $250,000 to set up a meeting with the French foreign minister. They also

demanded the promise of loans to France.

The commission returned home in indignation (unhappy).

Page 30: Steering  the Course

State’s Rights

Page 31: Steering  the Course

States’ Rights

•The election of 1796 resulted in the narrow margin election of Federalist John Adams as President

and Anti-Federalist Thomas Jefferson as Vice President. Congress was controlled by the

Federalists.

•The Federalists were seen as the “rich people’s” party, while the Jeffersonians were seen as the party

for the “common man.”

Page 32: Steering  the Course

States’ Rights

New immigrants to the U.S. were more attracted to the Jeffersonian Party. The Federalists feared the rapid

growth of that Party and losing control in government.

Page 33: Steering  the Course

States’ Rights

The Federalist controlled Congress passed a series of “Alien Acts,” one of which raised residency

requirements for citizenship from 5 years to 14 years. This would delay the addition of immigrants to the

Jeffersonian party.

Page 34: Steering  the Course

States’ Rights

The Sedition Act of 1798 restricted free speech and free press – in

direct contradiction to the Constitution – and was used to

silence outspoken Jeffersonians.

This law was conveniently written to expire in 1801 just in case the Federalists lost power in the election of

1800.

Page 35: Steering  the Course

States’ Rights

The States of Virginia and Kentucky each passed resolutions stating that they would not follow the

Alien and Sedition Acts on the grounds that they were unconstitutional.

These actions asserted the States’ rights to nullify (make void) national legislation when the States felt

that the government had exceeded its authority.

Page 36: Steering  the Course

States’ Rights

The Kentucky and Virginia Resolutions marked the beginning of a series of very heated debates regarding

the power of the national government versus the power of the State governments.

This issue will never be fully resolved.