Chapter 11 - please take notes

Chapter 11
The Triumphs and Travails of the Jeffersonian Republic
1800-1812

Federalist and Republican Mudslingers
Thomas Jefferson became the victim of one of America's first "whispering campaigns."  The Federalists accused him of having an affair with one of his slaves.

The Jeffersonian "Revolution of 1800"
Thomas Jefferson beat John Adams to win the election of 1800 by a majority of 73 to 65 electoral votes.
Revolution of 1800: the term given to the election of 1800; no Federalist became president after this election.

Responsibility Breeds Moderation
Unlike his predecessors, after Jefferson's election, he dismissed few public servants for political reasons.
Jeffersonian Restraint
Jefferson quickly pardoned the prisoners of the Sedition Acts.  The Naturalization Law of 1802 reduced the requirement of 14 years of residence to the previous 5 years.
Jefferson also did away with the excise tax.
Albert Gallatin: Secretary of Treasury to Jefferson; believed that a national debt wasn't a blessing; he reduced the national debt.
The "Dead Clutch" of the Judiciary
Judiciary Act of 1801: passed by the expiring Federalist Congress; created 16 new federal judgeships and other judicial offices.  The new Republican-Democratic Congress quickly repealed the act and kicked out the 16 newly seated judges.  One Federalist judge, Chief Justice John Marshall, was not removed.  He served under presidents including Jefferson and others for 34 years.  He shaped the American legal tradition more than any other person.
James Madison was the new Secretary of State.
Marbury vs. Madison (1803) - James Madison, the new secretary of state, had cut judge Marbury's salary; Marbury sued James Madison for his pay. The court ruled that Marbury had the right to his pay, but the court did not have the authority to force Madison to give Marbury his pay. Most importantly, this decision showed that the Supreme Court had the final authority in determining the meaning of the Constitution.
Samuel Chase: a Supreme Court justice that the Democratic-Republican Congress tried to impeach; he was not removed due to a lack of votes in the Senate.

Jefferson, a Reluctant Warrior
Jefferson preferred to make the military smaller.
Jefferson was forced to change his thoughts of not using military force when the leader of Tripoli informally declared war on the United States.  Jefferson sent the new navy to Tripoli and after 4 years of fighting, a deal was reached.  The U.S. paid Tripoli $60,000 for the release of captured Americans.

The Louisiana Godsend
Napoleon Bonaparte convinced the king of Spain to give Louisiana land area to France in 1800.
Not wanting to fight Napoleon and France in western America, Jefferson sent James Monroe to join Robert Livingston in Paris in 1803 to buy as much land as he could for $10 million. 
Napoleon decided to sell all of Louisiana and abandon his dream of a New World Empire for 2 reasons:

1) He failed to re-conquer the island of Santo Domingo, for which Louisiana was to serve as a source of foodstuffs.

2) Because Britain controlled the seas, Napoleon didn't want Britain to take over Louisiana. Selling the land to America removed this possibility and it gave Napoleon much-needed cash. He also hoped giving the land to America would help make America a world-power that would disrupt the ambitions of the British king.

Robert Livingston: along with James Monroe, he negotiated in Paris for the Louisiana land area; signed a treaty on April 30, 1803, ceding Louisiana to the United States for $15 million.  The Americans had signed 3 treaties and gotten much land to the west of the Mississippi.  820,000 square miles at 3 cents/acre.  (Louisiana Purchase)
Louisiana in the Long View
Jefferson sent his personal secretary, Meriwether Lewis and a military officer, William Clark to explore the northern part of the Louisiana Purchase.

The Aaron Burr Conspiracies
Aaron Burr: Jefferson's first-term vice president; after being dropped from Jefferson's cabinet, he joined a group of extremist Federalists who plotted the secession of New England and New York; Alexander Hamilton uncovered the plot.  Burr challenged Hamilton to a duel and Hamilton accepted.  Hamilton refused to shoot and he was shot and killed by Burr.
General James Wilkinson: the corrupt military governor of the Louisiana Territory; made an allegiance with Burr to separate the western part of the United States from the East and expand their new confederacy with invasions of Spanish-controlled Mexico and Florida; betrayed Burr when he learned that Jefferson knew of the plot; Burr was acquitted of the charges of treason by Chief Justice John Marshall and he fled to Europe.

A Precarious Neutrality
Jefferson was reelected in 1804, capturing 162 electoral votes, while his Federalist opponent (Charles Pinckney) only received 14 votes.
England was the power of the seas, and France had the power of land.
England issued a series of Orders in Council in 1806.  They closed the European ports under French control to foreign shipping.  The French ordered the seizure of all merchant ships that entered British ports.
Chesapeake Affair: a royal ship attacked the U.S. frigate, the Chesapeake, after the Americans refused to returned four alleged British deserters.

The Hated Embargo
In 1807, Jefferson passed the Embargo Act.  It banned the exportation of any goods to any countries.  With the act, Jefferson planned to force France and England, who both depended on American trade, to respect America and its citizens, who had been killed and captured by both countries.  The embargo significantly hurt the profits of U.S. merchants and was consequently hated by Americans.
The act was repealed in 1809 and a substitute act was enacted: The Non-Intercourse Act.  It opened up trade to every country except France and Britain.
The embargo failed because Jefferson overestimated the dependence of Britain and France on America's trade. Britain was able to trade with the Latin American republics and France had enough land in Europe to support itself.

Madison's Gamble
James Madison became president on March 4, 1809.
Congress issued Macon's Bill No. 2. It reopened American trade with the entire world, but it had a clause stating that if Britain or France repealed its commercial restrictions, then the U.S. would reinstate its trading embargo against the non-repealing country. Napoleon convinced James Madison to give Britain three months to lift its Orders in Council.  Madison did, but Britain chose not to lift its Orders in Council, and Madison had to re-enact the United States's trade embargo, but this time just against Britain. 
Macon's Bill No. 2 led to the War of 1812.

Tecumseh and the Prophet
Twelfth Congress: met in 1811; the "war hawks" wanted to go to war with the British and wanted to eliminate the Indian threats to pioneers.
Tecumseh & Tenskwatawa: Shawnee brothers who unified many Indian tribes in a last ditch battle with the settlers; allied with the British.
William Henry Harrison: governor of the Indiana territory; defeated the Shawnee at the Battle of Tippecanoe.

Mr. Madison's War
On June 1, 1812, Madison asked Congress to declare war on the British and it agreed.
The Democratic-Republicans who supported the war ("war hawks") felt that the country had to assert American rights to the world.  They wanted to invade Canada, the Indians' stronghold, because the Indians were being armed by the British to attack the settlers.
The Federalists were opposed because they supported Britain.

Unit 4

Today we are going to start reading chapter 11.  Here is an overview of Unit 4.

Unit Goal: Students will be able to analyze and evaluate how the United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them. 

Unit 4: 1800-1848 – The American Pageant chapters 11-17; Don’t Know Much About History pages 141-195. 

Content: Definition of democratic practices; expansion of the vote; market revolution; Louisiana Purchase, War of 1812, territorial and demographic growth; two-party system; Andrew Jackson; and role of the federal government in slavery and the economy.

Activities:

History Log – notes and short answers on reading assignments.

Primary Sources Analysis: Letter to Mercy Otis Warren, Monroe Doctrine, The Nullification Proclamation, Self Reliance, Jackson’s First Message to Congress, Jackson’s Veto of the Bank, John O’Sullivan on Manifest Destiny, William B. Travis Letter from the Alamo, contrasting illustrations of the “Trail of Tears”, James Madison’s War Message. 

Viewpoints: Looking at various sources students will decide whether the War of 1812 was the 2^nd War for Independence or a War for Territory.

Six Degrees of Separation: From Jefferson to the Reform Era.

Students will reflect on Seneca Falls – in what ways was it a consequence of pre-1848 reform activities and what did it contribute to the movement for women’s rights afterward?  Students will write an essay that makes an argument in response to this question.

During this unit students will discuss possible answers to the following essential questions:

Identity: How did debates over American democratic culture and the proximity of many different cultures living in close contact affect changing definitions of national identity?

Work, Exchange, and Technology: How did the growth of mass manufacturing in the rapidly urbanizing North affect definitions of and relationships between workers, and those for whom they worked?  How did the continuing dominance of agriculture and the slave system affect southern social, political, and economic life?

Peopling: How did the continued movement of individuals and groups into, out of, and within the United States shape the development of new communities and the evolution of old communities?

Politics and Power: How did the growth of ideas of mass democracy, including such concerns as expanding suffrage, public education, abolitionism, and care for the needy affect political life and discourse?

America in the World: How did the United States use diplomatic and economic means to project its power in the western hemisphere?  How did foreign governments and individuals describe and react to the new America Nation?

Environment and Geography: How did environmental and geographic factors affect the development of sectional economics and identities?

Ideas, Beliefs, and Cultures: How did the idea of democratization shape and reflect American arts, literature, ideals, and culture?

Wednesday - Monday

Wednesday,

Today we are going to take a UNIT 3 test.

Thursday - Monday

You will need to read chapter 11 and take notes.  Remember start with a chapter thesis statement. 

Review

In groups I want you to do the following things:


Six Degrees of Separation - How did we get to from 1754 to 1800?

Then, answer the following questions.  Make sure you back up your answers with specific examples. 

Identity: How did different social group identities evolve during the revolutionary struggle?  How did leaders of the new United States attempt to form a national identity?

Work, Exchange, and Technology: How did the newly independent United States attempt to formulate a national economy?

Peopling: How did the revolutionary struggle and its aftermath reorient white-American Indian relations and affect subsequent population movements?

Politics and Power: How did the ideology behind the revolution affect power relationships between different ethnic, racial, and social groups?

America in the World:How did the revolution become an international conflict involving competing European and American powers?

Environment and Geography: How did the geographical and environment characteristics of regions open up to white settlements after 1763 affect their subsequent development?

Ideas, Beliefs, and Culture: Why did the patriot cause spread so quickly among the colonists after 1763?  How did the republican ideals of the revolutionary cause affect the nation’s political culture after independence?


Finally - work on the following Essay Question:


Students will be able to analyze and evaluate how 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 nations, the United States.

This week

Today - we are going to review chapter 9.  Then discuss chapter 10.  Tomorrow, in groups, you will answer six degrees of separation, the Unit Questions, and work on the Unit Goal.  Wednesday, you will have a UNIT 3 Test.  Thursday we will move on to Unit 4. 

Students will be able to analyze and evaluate how 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 nations, the United States.

4- Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States, and how this war led  to 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.

3 - Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

2 - Students can explain how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

1 - Students can recognize how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

Identity: How did different social group identities evolve during the revolutionary struggle?  How did leaders of the new United States attempt to form a national identity?

Work, Exchange, and Technology: How did the newly independent United States attempt to formulate a national economy?

Peopling: How did the revolutionary struggle and its aftermath reorient white-American Indian relations and affect subsequent population movements?

Politics and Power: How did the ideology behind the revolution affect power relationships between different ethnic, racial, and social groups?

America in the World:How did the revolution become an international conflict involving competing European and American powers?

Environment and Geography: How did the geographical and environment characteristics of regions open up to white settlements after 1763 affect their subsequent development?

Ideas, Beliefs, and Culture: Why did the patriot cause spread so quickly among the colonists after 1763?  How did the republican ideals of the revolutionary cause affect the nation’s political culture after independence?

Six Degrees of Separation - How did we get to from 1754 to 1800?

Chapter 10

Launching the New Ship of State

1789-1800

Growing Pains

The American population was doubling every 25 years in the late 1700s.

Washington for President

George Washington was unanimously elected as President by the Electoral College in 1789.  He took the oath of office on April 30, 1789.  He established the cabinet.

Washington's cabinet consisted of: Secretary of State Thomas Jefferson, Secretary of the Treasury Alexander Hamilton, and Secretary of War Henry Knox.

Bill of Rights

James Madison wrote the Bill of Rights and helped get them passed by Congress in 1791.

The Judiciary Act of 1789 created the the federal court system, including the Supreme Court. It also created the office of attorney general.

John Jay became the first Chief Justice.

Hamilton Revives the Corpse of Public Credit

Alexander Hamilton set out to fix the financial system of America. One of his first objectives was to strengthen national credit. In this vein, he pushed for funding at par, which meant that the federal government would pay off its debts at face value plus interest. He also pushed for assumption, in which the federal government would pay states' debts.

States with large debts, like Massachusetts, accepted Hamilton's proposal, but states with small debts, like Virginia, did not want the government to assume state debts.  Hamilton's plan was passed by Congress in 1790 in a deal that placed the District of Columbia on the Potomac River (next to Virginia).

Customs, Duties, and Excise Taxes

Hamilton believed that a national debt was good for the country: the more creditors to whom the government owed money, the more people there would be with a personal stake in the success of the government.

Hamilton supported the first tariff law (1789), which imposed taxes on certain imports. This brought in much-needed revenue for the government and protected small American industries.

In 1791, Congress passed an excise tax on a few domestic items, including whiskey.

Hamilton Battles Jefferson for a Bank

Alexander Hamilton proposed a Bank of the United States that could print paper money and provide a stable national currency.  The national bank would also be a place where the Treasury could deposit monies.

Thomas Jefferson strongly opposed the Bank stating it was unconstitutional.  He felt that the states had the right to manage their own money.  Most of the opposition came from the south and most of the support came from the north.

Hamilton prevailed and the 1^st Bank of the United States was created in 1791.  Its charter lasted for 20 years and was located in Philadelphia.

Mutinous Moonshiners in Pennsylvania

The Whiskey Rebellion in Pennsylvania in 1794 was lead by distillers who strongly opposed the 1791 excise tax on whiskey.  The rebellion was ended when President Washington sent in federal troops.  Although the troops faced no opposition, a strong message was sent by the government stating that it would enforce the law.

The Emergence of Political Parties

Political parties had not existed in America when George Washington took office. 

The personal feud between Thomas Jefferson and Alexander Hamilton developed into a political rivalry.

In the 1790s, Jefferson and Madison organized their opposition to the Hamiltonian program but confined it to Congress.  In due time, this organized opposition grew and the two-party system emerged.

The Impact of the French Revolution

When Washington's first administration had ended in 1793, a formation of two political groups had emerged: Jeffersonian Democratic-Republicans and Hamilton Federalists.

Jeffersonian Democratic-Republicans: supported states' rights and a smaller government

Hamilton Federalists: supported a powerful federal government

The French Revolution started in 1789 and eventually involved many European countries. It began peacefully but entered a violent phase when France declared war on Austria in 1792.  Things started to get worse when King Louis XVI was beheaded in 1793, the church was attacked, and the head-rolling Reign of Terror was begun. 

Washington's Neutrality Proclamation

Jeffersonian Democratic-Republicans wanted to support the French in their war against the British. The Federalists were opposed.

Washington issued the Neutrality Proclamation of 1793 stating the country's neutrality from the Britain-France war.  He was backed by Hamilton.

Embroilments with Britain

For years, the British had retained the frontier posts on U.S. soil, all in defiance of the peace treaty of 1783.  The London government did not want to abandon the valuable fur trade in the Great Lakes region, and British agents openly sold firearms to the Miami Confederacy, an alliance of 8 Indian nations who terrorized Americans.

The Jeffersonians felt that American should again fight Britain in defense of America's liberties.  The Federalists opposed this action because Hamilton's hopes for economic development depended on trade with Britain.

Jay's Treaty and Washington's Farewell

In a last attempt to avoid war, President Washington sent Chief Justice John Jay to London in 1794 to negotiate.  Opposed by Democratic-Republicans, Jay hammered out a treaty, Jay's Treaty, in which the British promised to evacuate the chain of posts on U.S. soil and pay for damages for the seizures of American ships.  Britain did not agree to anything about future maritime seizures or about supplying arms to Indians.  The treaty also called for the U.S. to continue to pay the debts owed to British merchants on pre-Revolutionary War accounts.

Jay's Treaty caused Spain, which feared an Anglo-American alliance, to strike a deal with the U.S.  In Pinckney's Treaty of 1795 with Spain, Spain granted the Americans free navigation of the Mississippi River and the large disputed territory north of Florida.

In his Farewell Address to the nation, Washington urged against permanent alliances.  He left office in 1797.

John Adams Becomes President

John Adams (Washington's Vice President) beat Thomas Jefferson to become to the 2^nd President in 1797.

Hamilton became the leader of the Federalist Party, known as the "High Federalists."

Unofficial Fighting with France

France was upset with Jay's Treaty and it started capturing American merchant ships.  President John Adams sent John Marshall to France to negotiate in 1797.  Hoping the meet Talleyrand, the French foreign minister, Adams's envoy was secretly approached by 3 go-betweens, later referred to as X, Y, and Z (Mme de Villette, Jean Conrad Hottinguer, and Lucien Hauteral).  The French spokesmen demanded a bribe of $250,000 just to talk to Talleyrand.  Angered by the intolerable terms, Marshall and the envoy returned to the U.S.

Infuriated with the XYZ Affair, America began preparations for war:  the Navy Department was created; the three-ship navy was expanded; the United States Marine Corps was re-established.

Adams Puts Patriotism Above Party

Because France did not want another enemy, it said that if the Americans sent another negotiator minister, then he would be received with proper respect.

Napoleon Bonaparte was the dictator of France.

Eager to free his hands of a potential enemy, Napoleon Bonaparte signed the Convention of 1800 with American representative John Jay.  It annulled the alliance between France and America that had existed since the Revolutionary War. The convention also called for France to return captured American ships and for the U.S. to pay the damage claims of American shippers (damages were caused by France).

The Federalist Witch Hunt

To decrease the number of pro-Jeffersonians, the Federalist Congress passed a series of oppressive laws aimed at "aliens", or foreigners who came to America and supported Jefferson. 

These Alien Laws raised the residence requirements for aliens who desired to become citizens from 5 years to 14 years.  They also stated that the President could deport or jail foreigners in times of peace or hostilities.

The Sedition Act stated that anyone who impeded the policies of the government or falsely defamed its officials would be liable to a heavy fine and imprisonment.

The Virginia (Madison) and Kentucky (Jefferson) Resolutions

Kentucky and Virginia passed resolutions that stated that the states had the right to refuse laws created by the government. Virtually no other state followed the two states' resolutions.

Federalists versus Democratic-Republicans

Hamilton Federalists supported a strong central government; they believed that the government should support private enterprise, not interfere with it; and they supported the British.

Jeffersonian anti-Federalists demanded a weak central government and supported states' rights.

 

U.S. History - Articles of Confederation and the Constitution

Today - we are going to continue to read and finish chapter 9.

First, lets talk about and review John Green and what we know about the Federation and Constitution. 

Retake Test

Today we are going to retake the tests from Tuesday and continue to read chapter 9.

When you get finished with the tests, continue to read chapter 9, or  - if you have headphones - finish Edpuzzle if you have not done so.

Chapter 9 will be due on Monday. 

U.S. History

Today we are going to talk about SNL Celebrity Jeopardy.

So, we are going to go over the tests.  You will retake these tomorrow.

Then we will begin reading or continue reading chapter 9.

HOMEWORK: Edpuzzle - Crash Course #8: "The Articles of Confederation/The Constitution"






First who was Alexander Hamilton?

Ben Jamming Frank lin

Saratoga

Today, we are going to SOAPSTONE a proclamation from the Saratoga compaign.

First let's discuss Benedict Arnold's protrait:

Tomorrow, you have a quiz on chapter 8.

SOAP the Document:  Making Primary Source Documents 
Come Clean! 
 
Source 

Who wrote the document?  

What is the author’s background/point of view?  

Whose point of view, given the topic, is 
missing?  

Do you consider the source a reliable one on this topic?  Why/why not? 

Occasion  

When was the document written?  

What does the date of the document tell you about its content? 

What other historical events were going on during this time? 

Audience  

To whom is the author writing?  

What type of document is this (diary entry, personal letter, public speech, 
etc.)?    

Does the private/public nature of the document inform you about its content 
(is the author sharing private thoughts, making a public pronouncement, 
etc.)? 

Purpose 
Why was the document written?  What is the purpose of the document?  

What is the document saying?

Tone

What is the attitude of the speaker?

AP ESSAY

Viewpoints: Students will read “The War for Independence was Not a Social Revolution” by Howard Zinn and “The War for Independence was a Social Revolution” by Gordon S. Wood.  Using these articles as well as the primary documents from the period, students will write an essay responding to the following: Based on the arguments provided by Zinn and Wood as well as the primary source documents, to what extent did the American Revolution fundamentally change society?  In your answer, be sure to address the political, economic, and social effects of the Revolution in the period from 1775 to 1800.

Chapter 8

Today we are going to begin reading chapter 8

UNIT GOAL

Students will be able to analyze and evaluate how 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 nations, the United States.

4- Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States, and how this war led  to 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.

3 - Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

2 - Students can explain how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

1 - Students can recognize how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States. 

Identity: How did different social group identities evolve during the revolutionary struggle?  How did leaders of the new United States attempt to form a national identity?

Work, Exchange, and Technology: How did the newly independent United States attempt to formulate a national economy?

Peopling: How did the revolutionary struggle and its aftermath reorient white-American Indian relations and affect subsequent population movements?

Politics and Power: How did the ideology behind the revolution affect power relationships between different ethnic, racial, and social groups?

America in the World:How did the revolution become an international conflict involving competing European and American powers?

Environment and Geography: How did the geographical and environment characteristics of regions open up to white settlements after 1763 affect their subsequent development?

Ideas, Beliefs, and Culture: Why did the patriot cause spread so quickly among the colonists after 1763?  How did the republican ideals of the revolutionary cause affect the nation’s political culture after independence?
 

Monday

Today - we are going to go over your Don't Know Much About History information.

Then we are going to create quizlets with information, but first - let's look at a former student's quizlet.

You should have an email inviting you to join U.S. History Quizlet.

Things to know for the American Revolution

Okay - so how do we get from Lexington and Concord to the Constitution?

Lets look at a video and then in Don't Know Much About History look up the following things:



2nd Continental Congress

People: Sam Adams, John Adams, Thomas Jefferson, Thomas Paine, Patrick Henry, John Hancock, Ben Franklin.

Battle of Bunker Hill
Olive Branch Petition
 Ticongeroda
Battle of Quebec
Battle of Saratoga
Battle of Trenton
Battle of Long Island
Battle of Monmouth
Battle of Cowpens
Battle of Yorktown

William Howe
Richard Montgomery
Benedict Arnold
Daniel Morgan
Lord Charles Cornwallis
John Burgoyne
Nathanael Greene
Ethan Allen
Comte de Rochambeau
Admiral de Grasse

Texts: The Crisis, The Declaration of Independence, The Constitution, letters and proclamations from Benedict Arnold and Johnny Burgoyne. 

For a good review video explaining the Road to the Revolution - 1763-1775 go HERE

Quiz

Today we are going to take a quiz on "The Road to the Revolution".  If you get done early, you need to watch - if you have headphones - the video on EDPuzzle.

Tomorrow, we will begin the REVOLUTION.

Go luck.

The Road to the Revolution

Today we are going to finish - one way or another - chapter 7.

Make sure you know the following for tomorrow:


1763 - The Proclamation Act of 1763
1764- Sugar Act
1765 - Stamp Act
1767 - Townshend Act
1770 - Boston Massacre
1773 - Tea Act
1773- Boston Tea Pary
1774 - Intolerable Acts

Tomorrow, we will play a review game.

The Revolutionary War - the ROAD

Today we will continue to read. 

This weekend, I would like you to watch the following video and take notes:

WE ARE GETTING NEAR THE REVOLUTIONARY WAR

Today we are going to start chapter 7.

UNIT GOAL

Students will be able to analyze and evaluate how 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 nations, the United States.

4- Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States, and how this war led  to 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.

3 - Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

2 - Students can explain how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

1 - Students can recognize how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States. 

You need to know the importance of the following:

1763 - The Proclamation Act of 1763
1764- Sugar Act
1765 - Stamp Act
1767 - Townshend Act
1770 - Boston Massacre
1773 - Tea Act
1773- Boston Tea Pary
1774 - Intolerable Acts

The Road to the Revolution

UNIT GOAL

Students will be able to analyze and evaluate how 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 nations, the United States.

4- Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States, and how this war led  to 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.

3 - Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

2 - Students can explain how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

1 - Students can recognize how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States. 

You need to know the importance of the following:

1763 - The Proclamation Act of 1763
1764- Sugar Act
1765 - Stamp Act
1767 - Townshend Act
1770 - Boston Massacre
1773 - Tea Act
1773- Boston Tea Pary
1774 - Intolerable Acts

1st and 2nd Continental Congress

April 1775 - Lexington and Concord

People: Sam Adams, John Adams, Thomas Jefferson, Thomas Paine, Patrick Henry, John Hancock, Ben Franklin. 

Battle of Bunker Hill
Olive Branch Petition
 Ticongeroda
Battle of Quebec
Battle of Saratoga
Battle of Trenton
Battle of Long Island
Battle of Monmouth
Battle of Cowpens
Battle of Yorktown

William Howe
Richard Montgomery
Benedict Arnold
Thomas Paine
Lord Charles Cornwallis
John Burgoyne
Nathanael Greene
Ethan Allen
Comte de Rochambeau
Admiral de Grasse

British Ad:

More money, larger population (7.2 million to 2.5 million), a Navy (the most powerful navy in the world), and a professional army of 50,000 soldiers as well as being able to employ another 30,000 Hessian soldiers. 

British Disad:

Fighting away from home – 3000 miles, which added to delays in reinforcements, Military orders and supplies; morally ambiguous war, not every soldier agreed with the war, weak Parliament with 2^nd rate ministers, some Whigs thought that Americans were doing the right thing.  General population was against the war.   2^nd class Generals; a stubborn Monarch who was obsessed with power.

Had to send troops to Ireland

Americans Ad:

Home tuff – fighting a defensive war; good leadership – particularly Washington and Franklin; foreign aid (French and Spain wanted to get back at Britain); fighting a moral war; self-sustaining

Americans Disad:

Militia – untrained, unreliable, and served only a short time; disorganized and not united; lacked hard money; sectional jealousy and distrust; lacked a strong government (or a government until 1781); often short of supplies – food, clothing, shoes, guns, ammo; merchants sometimes sold supplies to British;

Possible Study Questions.

CHAPTER 7:  THE ROAD TO REVOLUTION: 1763—1775

The Deep Roots of Revolution

26.        Why does the author say that the American Revolution began when the first settlers stepped ashore?

Mercantilism and Colonial Grievances

Know:    Mercantilism, Navigation Laws, Royal Veto

27.        Explain the economic theory of mercantilism and the role of colonies.

28.        How did Parliament enact the theory of mercantilism into policy?

The Merits and Menace of Mercantilism

Know:    Salutary Neglect, John Hancock, Bounties

29.        In what ways did the mercantilist theory benefit the colonies?

30.        What economic factors were involved in leading colonists to be displeased with the British government?          

The Stamp Tax Uproar

Know:    George Grenville, Sugar Act, Quartering Act, Stamp Act, Admiralty Courts, Virtual Representation

31.        Why were the colonists so upset over relatively mild taxes and policies?

Forced Repeal of the Stamp Act

Know:    Stamp Act Congress, Nonimportation Agreements, Homespun, Sons of Liberty, Declaratory Act

32.        In what ways did colonists resist the Stamp Act?

The Townshend Tea Tax and the Boston "Massacre"

Know:    Townshend Acts, Indirect Tax, Boston Massacre, John Adams

33.        How did the Townshend Acts lead to more difficulties?

The Seditious Committees of Correspondence

Know:    George III, Lord North, Samuel Adams, Committees of Correspondence

34.        How did Committees of Correspondence work?

Tea Brewing in Boston

Know:    British East India Company, Boston Tea Party

35.        What was the cause of the Boston Tea Party, and what was its significance?

Parliament Passes the "Intolerable Acts"

Know:    Boston Port Act, Massachusetts Government Act, Administration of Justice Act, Quartering Act of 1774, Quebec Act

36.        What was so intolerable about the Coercive (Intolerable) Acts?

Bloodshed

Know:    First Continental Congress, Declaration of Rights, The Association, Tar and Feathers, Minute Men, Lexington and Concord

37.        What was the goal of the First Continental Congress?

Imperial Strength and Weakness

Know:    Hessians, Tories

38.        What were British strengths and weaknesses at the outset of the war?

American Pluses and Minuses

Know:    George Washington, Ben Franklin, Marquis de Lafayette, Continentals

39.        What were the American strengths and weaknesses at the outset of the war?

A Thin Line of Heroes

Know:    Valley Forge, Baron von Steuben, Continental Army

40.        What role was played by African-Americans in the Revolution?

French and Indian War - Results

Remember that their is a quiz tomorrow on the French and Indian War.

Some sites for you to review:

GO HERE
and go the SHMOOP

FRENCH AND INDIAN WAR

* What are the reasons the war starts and spreads to become a world war?
*What are the reasons the French lost?
*How does the British turn the tide of the War?
* What are the results of the war?
* How did the war begin?
*What was George Washington's role in the war and how did it prepare him for the Revolution?
* Why were the following people important:
Edward Braddock, Half-King, Marquis de Montcalm, James Wolfe, William Pitt.
* Discuss the Native Indians role and importance in the war. What battles did they fight in? How did they change the power structure? What agenda did they have?
* The French and Indian war begin over what area of land?
* Why did the Native Americans take captives? Was this an effective practice?

Why is the French and Indian War Important?  How does it set the colonies and the British on the road to the Revolutionary War?
What was the Albany Congress?  Why was it important?


What was the Proclamation Act of 1763?  Why is it important?

Today we are going to SOAPSTONE - Pontiac's Speech.  

It is important for us, my brothers, that we exterminate from our lands this nation which seeks only to destroy us. You see as well as I do that we can no longer supply our needs, as we have done from our brothers, the French. The English sell us goods twice as dear as the French do, and their goods do not last. Scarcely have we bought a blanket or something else to cover ourselves with before we must think of getting another; and when we wish to set out for our winter camp they do not want to give us any credit as our brothers the French do.
When I go to see the English commander and say to him that some of our comrades are dead, instead of bewailing their death, as our French brothers do, he laughs at me and at you. If I ask for anything for our sick, he refuses with the reply that he has no use for us. From all this you can well see that they are seeking our ruin. Therefore, my brothers, we must all swear their destruction and wait no longer. Nothing prevents us: They are few in numbers, and we can accomplish it.
All the nations who are our brothers attack them – why should we not strike too? Are we not men like them? Have I now shown you the wampum belts [beaded belts symbolizing an agreement or treaty] which I received from our great father, the Frenchman [King Louis XV]? He tells us to strike them. Why do we not listen to his words? What do we fear? It is time.
­
Chief Pontiac of the Ottawa tribe addressing a gathering of Ottawa, Huron, and Potawatomie Indians, May 5, 1763

SOAP the Document:  Making Primary Source Documents 
Come Clean! 
 
Source 

Who wrote the document?  

What is the author’s background/point of view?  

Whose point of view, given the topic, is 
missing?  

Do you consider the source a reliable one on this topic?  Why/why not? 

Occasion  

When was the document written?  

What does the date of the document tell you about its content? 

What other historical events were going on during this time? 

Audience  

To whom is the author writing?  

What type of document is this (diary entry, personal letter, public speech, 
etc.)?    

Does the private/public nature of the document inform you about its content 
(is the author sharing private thoughts, making a public pronouncement, 
etc.)? 

Purpose 
Why was the document written?  What is the purpose of the document?  

What is the document saying? 

Tone

What is the attitude of the speaker?

Chapter 6

Today, in groups we are going to read chapter 6.  When you take notes I want you to write down the chapter thesis, and then make sure every thing you write down relates back to the thesis statement.  Don't just write things down.  Write notes that you think about and notes that relates back to the main idea of the chapter.

UNIT 3: 1754-1800 – The American Pageant chapters 5-10; Don’t Know Much About History.

Content: Colonial society before the war for independence; colonial rivalries; the Seven Years War; pirates and other democrats; role of women before, during, and after 1776; Articles of Confederation, the Constitution, the rise of political parties, national identity; work and labor (free and unfree); regional economical differences.

Key Concepts

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 nations, the United States.

3.2: In the late eighteenth 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.

3.3: Migration within North America, cooperative interactions and competitions for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity.
  FRENCH AND INDIAN WAR

* What are the reasons the war starts and spreads to become a world war?
*What are the reasons the French lost?
*How does the British turn the tide of the War?
* What are the results of the war?
* How did the war begin?
*What was George Washington's role in the war and how did it prepare him for the Revolution?
* Why were the following people important:
Edward Braddock, Half-King, Marquis de Montcalm, James Wolfe, General Forbes, William Pitt.
* Discuss the Native Indians role and importance in the war. What battles did they fight in? How did they change the power structure? What agenda did they have?
* The French and Indian war begin over what area of land?
* Why did the Native Americans take captives? Was this an effective practice?

Though most of the fighting ended on the 8th of September, 1760, the war officially ended with the signing of the Treaty of Paris on February 10, 1763.Although the war itself stemmed from a fairly simple motivation, its consequences were far- reaching. The French Indian War outcome decided the colonial fate of North America, and yet at the same time sowed the seeds of the eventual colonial revolution.
The Most Important French Indian War outcome resulted in France’s loss of all its North American possessions east of the Mississippi, except Saint Pierre and Miquelon, (two small islands off Newfoundland). France recovered the Caribbean Islands and Martinique, which were formerly occupied by British.
Another French Indian War outcome was Britain’s gaining control of French Canada, a colony containing approximately 65,000 French-speaking, Roman Catholic residents. The war altered the relationship between Britain and its colonies including economically, politically, and socially. It put Britain in debt and the Crown decided to fund repayment with harsh taxes on its colonies. These taxes were not appreciated by the colonies and contributed greatly to the American Revolutionary War.

The French Indian War outcome also had lasting and devastating effects for the Native American tribes of North America. The British took revenge against Native American nations that fought on the side of the French by cutting off their supplies and then forcibly compelling the tribes to obey the rules of the new mother country. With the French gone, the British government focused its attention on the Native American tribes that lay along its path. All these factors played a role to determine the multinational Indian revolt called "Pontiac’s War" that erupted directly following the French Indian War outcome.
OUTCOMES:

One of the most important outcomes of the French Indian War for America was that America had, at the end, men who were armed and who knew how to fight in armies, and men who were experienced at leading armies. Common citizens learned to fight with discipline, and many colonists became great leaders of their years. When the colonists became frustrated with the taxation and levies placed on them, they already knew how to take up arms and had experienced men to lead them. There is no denying that if there had never been a French and Indian War, there might not have been a Revolutionary War, at least not then. The French Indian War outcome in conclusion saw Britain emerge firmly entrenched as a world power.

UNIT GOAL

Students will be able to analyze and evaluate how 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 nations, the United States.

4- Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States, and how this war led  to 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.

3 - Students can analyze and evaluate how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

2 - Students can explain how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

1 - Students can recognize how Britain's victory over France in the imperial struggle for North American led to new conflicts among the British government, the North America colonist and the American Indians, culmination in the creation of a new nations, the United States.

Presentations

Okay - so we are going to look at your presentations today.

Then, we will spend 5-10 minutes writing a reflective journal on your blogs about what you learned through the project about the French and Indian War.  These journals should be at least a paragraph.

Lastly, we will begin reading Chapter 6 (using PQR3). 

Homework: video on EDPUZZLE. 

French and Indian War

Your projects are due tomorrow. 

You might be asked to write a reflection - what did I learn - blog tomorrow after you present your projects.

Remember, these projects should be visual guides.

Stono Rebellion and the French and Indian War

Today we are going to go over your primary sources and then outline the French and Indian War and begin your projects.

Good Luck!

Mr. F

French and Indian War

Today we are going to go over chapter 5 reading, look at the Stono Slave Rebellion (Primary Sources) and then look at a Power Point on the French and Indian War.  Tomorrow we will start projects on the French and Indian War.  Below are some videos that you should watch.  

Homework: Read the Stono Rebellion handouts and post a summary of one of primary sources.

The Battle of Carillon

Starting tomorrow:

FRENCH AND INDIAN WAR

You will be assigned one of the following 1) Battles; 2) Major Figures; 3) Reasons and Results. You will need to research and place your findings (along with maps and/or drawing/paintings) on a poster board to present to class.

1) English

Edward Braddock
George Washington
James Wolfe
William Pitt

Battle of Fort Necessity
Battle of Quebec
What are the reasons the war began?
What are the results of the war?

2) French

Battle of Monogahela
Siege of Fort William Henry
Battle of Carillon

Marquis de Montcalm
What are the reasons the war began?
What are the results of the war?

3) Native Americans

What are the reasons the war began?
What are the results of the war?
Who were the natives involved and what happened to them after the war?
What was the treaty signed that ended the war and what did it say?
Who were the Native American Leaders?

This is a project grade.

25 points for information (points will be subtracted for miss information)
25 points for visuals (points will be subtracted for visuals that do not belong or reflect the period and for sloppy work).

Chapter 5

Today we are going to read and finish chapter 5.  Please take notes.

Remember, if you are having troubles you can look at chapter outlines - go HERE

Please don't copy the outlines.  Remember, outlines are worth little compared with the actual tests.  The purpose of notes is to retain information and to create a study guide.

Homework: Finish Reading.

Tomorrow we need to look at some primary sources.

Chapter 5

Today we are going to continue to read chapter 5 and take notes.  Below are some questions to help direct you.  You should answer these by Tuesday.

First - let's do a couple of fun things:

1) Go HERE


2) Go HERE


3) If you finish reading, go here

Conquest by the Cradle

Know:             Thirteen Original Colonies

1.         What was the significance of the tremendous growth of population in Britain's North American colonies?

A Mingling of Races

Know: Pennsylvania Dutch, Scots-Irish, Paxton Boys, Regulator Movement

2.         What was the significance of large numbers of immigrants from places other than England?

The Structure of Colonial Society

Know:             Social Mobility

3.         Assess the degree of social mobility in the colonies.

Makers of America: The Scots-Irish

Know:             The Session

4.         How had the history of the Scots-Irish affected their characteristics?

Clerics, Physicians, and Jurists

Know:             Smallpox, Diphtheria

5.         Why has the relative prestige of the professions changed from colonial times to today?

Workaday America

Know:             Triangular Trade, Naval Stores, Molasses Act

6.         Describe some of the more important occupations in the colonies.

Horsepower and Sailpower

Know:             Taverns

7.         What was it like to travel in early America?

Dominant Denominations

Know:             Established Church, Anglicans, Congregationalists, Presbyterians

8.         How did the denominations in America affect relations with Great Britain?

The Great Awakening

Know:             Jonathan Edwards, George Whitefield, Old Lights, New Lights, Baptists

 9.        How was the religion encompassed in the Great Awakening different from traditional religion?  What was important about the difference?

Schools and Colleges

Know:             Latin and Greek

10.       What kind of education could a young person expect in colonial times?

A Provincial Culture

Know:             John Trumbull, Charles Wilson Peale, Benjamin West, John Singleton Copley, Benjamin Franklin

11.       Did Americans distinguish themselves in the arts during the colonial period?  Explain.

Pioneer Presses

Know:             John Peter Zenger

12.       Why was the jury verdict in the Zenger case important?

The Great Game of Politics

Know:             Royal Colonies, Proprietary Colonies, Self-governing Colonies, Colonial Assemblies, Power of the Purse, Town Meetings, Property Qualifications 

13.       How democratic was colonial America?

Colonial Folkways

14.       What were the advantages and disadvantages of living in America during the colonial period?

 Colonial America: Communities of Conflict or Consensus?

Know:             Nash's Urban Crucible Theory

15.       Were the colonies marked more by internal consensus or internal conflict?  Explain