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The Federalist

The Federalist

The Era netw rks There’s More Online about the people and 1789–1800 events of the CHAPTER 9 ESSENTIAL QUESTIONS • What are the characteristics of a leader? Lesson 1 • Why does confl ict develop? • How do governments change? The First President

Lesson 2 Early Challenges

Lesson 3 The First Political Parties The Story Matters . . . is thoughtful and smart. Like other women of her day, she does not lead a public life. Yet to her husband—patriot and now President —she is a trusted adviser. During her husband’s presidency, she watches with a keen eye as the fi rst political parties form. She helps her husband identify his true friends— and his secret enemies. Her involvement in politics shocks some. For a time, it even costs her a dear friendship with Thomas Jeff erson. The division of the nation into diff erent political parties was a trying time for the . It was one of the challenges facing the young nation in the Federalist Era.

◀ Abigail Adams played a major role in the career of John Adams, one of the leading fi gures in early American history.

The Granger Collection, NYC 249

243_245_DOPA_SE_MS_C09_CO_659693.indd 243 PDF PROOF 2/10/11 12:27 PM Program DOPA Component Student Vendor Six Red Marbles Grade Middle School FL CHAPTER 9 Place and Time: United States 1789 to 1800

In 1790 the United States occupied the eastern areas of the continent, but people The United States 1790 were moving to the West. N There were fewer states than 40°N today, but some were larger W E than they are now. Other S countries controlled much of the land that now makes UNCLAIMED 70°N ARCTIC OCEAN up the nation. Some areas RUSSIA TERRITORY

were claimed by more than ARCTIC CIRCLE one country. Russian 60°N America (Russia) 180° Bering Sea 160°W 140°W Step Into the Place 50°N 0 800 miles 0 800 km MAP FOCUS The United States PACIFIC OCEAN Albers Equal-Area projection New Spain in 1790 was concentrated on the 140°W (Spain) East Coast and surrounding areas. 30°N PACIFIC OCEAN 1 LOCATION Look at the map. Where is your state located? Did your state exist in 1790? 2 LOCATION What other countries had territory near the new United States?

3 CRITICAL THINKING Making Inferences What does this 20°N PACIFIC map suggest about why settlers in 160°W OCEAN the United States were moving west? 0 200 miles

0 200 km 0 200 miles Oblique Mercator projection 155°W 0 200 km 20°N Lambert Azimuthal Equal-Area projection

130°W 120°W House Historical Association White PHOTO:

G 1789 • becomes 1791 Bill of Step Into the Time fi rst president Rights added to • Judiciary Act passes Constitution TIME LINE What events on U.S. PRESIDENTS this time line suggest that the U.S. EVENTS United States was early in its 1788 1790 1792 history as a nation? WORLD EVENTS 1789 • Lavoisier’s table of 1792 France 1 33 elements published declares war on a • begins Austria

250 The Federalist Era

243_245_DOPA_SE_MS_C09_CO_659693.indd 244 PDF PROOF 2/25/11 1:18 PM Program DOPA Component Student Vendor Six Red Marbles Grade Middle School FL MAP Explore the interactive NGSSS covered in Place and Time netw rks version of this map on NETWORKS. Students will understand the following benchmarks from There’s More Online! TIME LINE Explore the interactive the Florida Next Generation Sunshine State Standards. version of this time line on SS.8.A.1.2 Analyze charts, graphs, maps, photographs and time lines; NETWORKS. analyze political cartoons; determine cause and eff ect. SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history. SS.8.G.6.2 Illustrate places and events in U.S. history through50°N the use of narratives and graphic representations. Disputed between Disputed between and Rupert’s Land Massachusetts Rupert’s Land (Great Britain) and Colony of New (Great Britain) Brunswick 60°W (Great Britain)

Disputed between Mass. and Vermont LAIMED RITORY N.H. New Mass. 40°N Claimed by York Connecticut R.I. Conn. (Spain) Pennsylvania N.J. Northwest Territory Md. Del. w Spain pain) North Unorganized Carolina ATLANTIC OCEAN Territory South Carolina Georgia 30°N States Territories Other Countries Disputed areas

Disputed between United States and East Florida West Florida West Florida (Spain) (Spain)

Gulf of Mexico PHOTO: Historical Association White PHOTO: 100°W 90°W 80°W 70°W

GeorgeG WashingtonW hi t JohnJh AAdamsd 1789–1797 1797–1801 1800 • Congress meets in 1795 Nation’s fi rst chief justice, 1798 • Alien and Capitol for fi rst time , retires from the Sedition Acts pass • Supreme Court • XYZ aff air occurs founded

92 1794 1796 1798 1800 ce 1793 China rejects British 1794 France temporarily 1799 Rosetta Stone r on attempts to open trade abolishes slavery discovered in Egypt

251

243_245_DOPA_SE_MS_C09_CO_659693.indd 245 PDF PROOF 2/25/11 1:18 PM Program DOPA Component Student FL Vendor Six Red Marbles Grade Middle School FL netw rks The C There’s More Online! The ex summ CHARTS/GRAPHS The First Cabinet offi ces politic GAME Leaders Crossword head t nation GRAPHIC ORGANIZER Lesson 1 Leaders and Roles money choice SLIDE SHOW The Supreme Court The First President Depar Washi ESSENTIAL QUESTION What are the characteristics of a leader? Congr Th many It Matters Because presid and his administration established many execut customs and processes that are still in place today. NGSSS covered in a cabi “Washington Takes Offi ce” Co SS.8.A.3.12 Examine the infl uences of George power Washington’s presidency in the formation of Washington Takes Offi ce the new nation. the cab LA.8.1.6.1 The student will use new GUIDING QUESTION What decisions did Washington and the new Congress have to make senato vocabulary that is introduced and taught directly. about the new government? Presid LA.8.1.6.2 The student will listen to, read, and voted discuss familiar and conceptually Under the Articles of Confederation, the United States had challenging text. several presidents. Their job was to lead Congress, and they dismis LA.8.1.6.3 The student will use context clues approv to determine meanings of unfamiliar words. were not strong chief executives. The government under the LA.8.6.2.2 The student will assess, organize, power synthesize, and evaluate the validity and Articles was weak and ineffective. When delegates met to reform reliability of information in text, using a the government, they wrote a new Constitution that included a variety of techniques by examining several sources of information, including both strong executive branch headed by a single president. Estab primary and secondary sources. On April 30, 1789, George Washington took the oath of The fi r offi ce as the fi rst president of the United States under that new formin Constitution. John Adams became vice president. favore Washington knew that his actions and decisions would entire set precedents (PREH • suh • duhnts), or traditions, that would the exi help shape the nation’s future. “No slip will pass unnoticed,” reache

he said. Washington worked closely with Congress to create eld / Getty (cr) Library Images, of Congress Act of an effective government. In those fi rst years, the president and court s Congress created departments within the executive branch and laws a set up the court system. Congress added the Bill of Rights to had th the Constitution. Washington set the standard for how long a The ac president should serve and for how the nation should relate to a stron The Granger Collection, NYC The other nations. Brakefi Tom (cl) Granger Collection, NYC, The (l) judicia Reading HELPDESK

Taking Notes: Describing Name Role Content Vocabulary preced As you read, use a table like this one to George Washington • precedent becomes describe important fi gures in the nation’s Vice President • cabinet cabine early years. Use as many as seven rows. • bond 252 The Federalist Era

246_251_DOPA_SE_MS_C09_L1_659693.indd 246 PDF PROOF 9/26/11 6:48 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL The Cabinet The executive branch of government took shape during the summer of 1789. Congress set up three departments and two offi ces within the executive branch. Washington chose leading political fi gures to head them. He picked to head the State Department, which handles relations with other nations. He named Alexander to manage the nation’s money at the Department of the Treasury. was the choice to look after the nation’s defense as the secretary of the Department of War. To address the government’s legal affairs, Washington chose to be attorney general. President Washington (far right) Congress also created the offi ce of postmaster general. relied on the expert advice of this cabinet. Henry Knox is seated at left. The three department heads and the attorney general had Next to him are Thomas Jeff erson, many important duties. Among them was giving advice to the Edmund Randolph (back turned), and president. Together, this group of top . executive advisers formed what is called a cabinet. Congress was unsure how much power the president ought to have over the cabinet. In a vote on this question, senators were evenly divided. Vice President John Adams broke the tie. He voted to allow the president the power to dismiss cabinet offi cers without Senate approval. This established presidential m power over the whole executive branch. Establishing the Court System The fi rst Congress also faced the job of forming the nation’s court system. Some favored a uniform legal system for the entire nation. Others favored keeping the existing state systems. The two sides reached an agreement in the Judiciary

eld / Getty (cr) Library Images, of Congress Act of 1789. This act established a federal court system. The states kept their own laws and courts, but the federal courts had the power to reverse state decisions. The act marked a fi rst step in creating a strong and independent national The Granger Collection, NYC The (l) The Granger Collection, NYC, (cl) Tom Brakefi Brakefi Tom (cl) Granger Collection, NYC, The (l) judicial system.

precedent something done or said that Academic Vocabulary becomes an example for others to follow uniform of the same form with others cabinet a group of advisers to a president

Lesson 1 253

246_251_DOPA_SE_MS_C09_L1_659693.indd 247 PDF PROOF 2/25/11 1:17 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL The Constitution established the Supreme Court as the fi nal authority on many issues. President Washington chose John Jay T to lead the Supreme Court as chief justice. The Senate approved GU Jay’s nomination. Making Comparisons A In 1791 Congress created a The Bill of Rights m federal court system with three levels. Th ose three levels today Americans had fought a revolution to gain independence ap include the district courts at from British control. They did not want to replace one unjust ec the lower level, the appeals government with another one. As protection from the powers H courts in the middle, and the th Supreme Court at the top. Use of a strong national government, many Americans wanted the the Internet to research this Constitution to include a bill of rights. It would guarantee civil po system, and create a chart or liberties. In fact, some states had agreed to ratify the Constitution diagram that compares the go powers of each level. For more only with the promise that a bill of rights be added. information about making To fulfi ll this promise, introduced a set of Re Th comparisons, read inking amendments during the fi rst session of Congress. Congress an Like a Historian. passed 12 amendments, and the states ratifi ed 10 of them. In fi n December 1791, these 10 amendments, together called the Bill of fi n Rights, became part of the Constitution. H The Bill of Rights limits the power of government. It protects individual liberty, including and the rights Th of people accused of crimes. The Tenth Amendment says that pl any power not listed in the Constitution belongs to the states or m the people. Madison hoped this amendment would help protect m Americans against a national government that was too powerful. ab ha ✓ PROGRESS CHECK al Listing What were three important actions taken by Washington and the

fi rst Congress? eld / Getty Images Brakefi Tom go w The Supreme Court Building, built in of 1935, is the seat of the Supreme Court na of the United States. na be de in go T C pl na Library [LC-DIG-pga-03160] of Congress to Reading HELPDESK ci

Reading Strategy: Determining Cause and Eff ect LA.8.6.2.2 bond certifi cate that promises to repay borrowed du A cause is an event that triggers some event. An eff ect is the event that occurs money in the future—plus an additional amount of money, called interest. m as a result of the cause. Read about the Bill of Rights. Identify the cause that re triggered the eff ect—the ratifi cation of the Bill of Rights. 254 The Federalist Era

246_251_DOPA_SE_MS_C09_L1_659693.indd 248 PDF PROOF 2/10/11 12:26 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL NGSSS covered in The New Economy “The New Economy” GUIDING QUESTION SS.8.A.3.12 Examine the infl uences of George How did the economy develop under the guidance of Alexander Hamilton? Washington’s presidency in the formation of the new nation. As president, Washington focused on foreign affairs and military MA.8.A.1.6 Compare the graphs of linear and non-linear functions for real-world matters. He rarely suggested new laws and almost always situations. approved the bills that Congress passed. For the government’s economic policies, the president depended on Alexander Hamilton, secretary of the treasury. Hamilton was in his early thirties when he took offi ce, but he had bold plans and clear policies in mind. on Hamilton faced a diffi cult task. The federal and state governments had borrowed money to pay for the American A lexander Hamilton shaped the new Revolution. They now owed millions of dollars to other countries nation’s economy. and to American citizens. As a result, the nation faced serious ▶ CRITICAL THINKING fi nancial trouble. Hamilton tried to improve the government’s Explaining Why did Hamilton propose f fi nances and strengthen the nation at the same time. that the federal government pay off the states’ wartime debts? Hamilton’s Plan s The House of Representatives asked Hamiltonlton to make a plan for the “adequate support of the publicc credit.” This meant that the United States needed a way to borrow t money for its government and economy. Too be ul. able to borrow in the future, the governmentnt had to prove it could pay back the money itt already owed. Hamilton proposed that the federal

Tom Brakefi eld / Getty Images Brakefi Tom government take over and pay off the states’s’ wartime debts. He argued that paying off the debt as a nation would build national credit and make it easier for the nation to borrow money. Hamilton also believed that federal payment of state debts would give the states a strong interest in the success of the national government. The Plan Faces Opposition Congress agreed to part of Hamilton’s plan—to pay the money owed to other nations. However, Hamilton’s plan Library [LC-DIG-pga-03160] of Congress to pay off the debt owed to American citizens caused protest. When borrowing money from citizens during the , the govern-- ment issued bonds. These are notes that promisemise repayment of borrowed money in the future..

Lesson 1 255

246_251_DOPA_SE_MS_C09_L1_659693.indd 249 PDF PROOF 2/25/11 2:03 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL PROTECTIVE TARIFFS T H BREAKDOWN OF COST In the late 1700s, American industries Hat made in U.S. of lacked experience. As a result, it often cost American manufacturers more to 7 fu make a product than it cost foreign Tariff: m 6 Profit: $2 makers. To raise the price of imported 5 $1 an products, the U.S. government used Profit: $6 $1 w tariff s. This helped protect American 4 industries by making foreign-made 3 Cost to Hat made in Britain goods more expensive and, therefore, produce: Cost to w 2 $5 produce: less attractive to American buyers . 1 $4 no th 0 $7 ECONOMICS SKILL U.S. Britain w W Tariff s aff ected the price consumers paid for goods. Ta While waiting for repayment, many bond owners— 1 COMPARING Use the H fi gures above to create a line shopkeepers, farmers, and soldiers—sold their bonds. They m graph for the cost of producing accepted less money than the bonds’ stated value. Often, the Th 100 hats in the United States and buyers of these bonds were speculators, people who risk money A 100 hats in Britain. Which is in hopes of making a large profi t in the future. greater? MA.8.A.1.6 lit Now, Hamilton was proposing to pay off the old bonds at lo 2 COMPARING Now graph the full value. This would make the speculators rich. The original cost of buying 100 American- go made and 100 British-made hats bondholders would get nothing. Many people were upset by this ta with the tariff . Which is greater? idea. One newspaper said Hamilton’s plan was “established at MA.8.A.1.6 the expense of national justice, gratitude, and humanity.” w 3 CRITICAL THINKING Even stronger opposition came from the Southern states. go Speculating How might the accumulated These states had , or built up, much less debt than op issue of U.S.-imposed tariff s the Northern states. Several had already repaid their debts. Yet impact U.S. relations with Britain? Hamilton wanted the entire nation to pay all the debt together. ✓ Southern states complained about having to help pay other Ex states’ debts. go Compromise and a Capital To win support for his plan, Hamilton worked out a compromise with Southern leaders. If they voted for his plan to pay off the state LESSONLE 1 REVIEW debts, he would support locating the nation’s capital in the South. Congress ordered a special district to be laid out between Re Virginia and along the banks of the . 1. There, George Washington chose the site for the new capital city, later named Washington, D.C., in his honor. While workers prepared the new city, the nation’s capital shifted from New York to . 2. Reading HELPDESK Academic Vocabulary accumulate to build up or collect compromise a settlement of a disagreement reached by each side giving up some of what it wants in order to reach an agreement 256 The Federalist Era

246_251_DOPA_SE_MS_C09_L1_659693.indd 250 PDF PROOF 2/10/11 12:26 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL The Fight for a National Bank Hamilton also asked Congress to create a national bank—the Bank of the United States. The proposed bank would hold government funds and make debt payments. It would also issue a single form of money for use throughout the nation. At that time, different states and banks issued their own currencies. Having a national currency would make trade and all other fi nancial actions much easier. Madison and Jefferson opposed a national bank, believing it would help the wealthy. They argued that the Constitution did not give Congress the power to create a bank. Hamilton believed the Constitution indirectly gave Congress power to create a bank when it gave Congress power to collect taxes and borrow money. Washington agreed, and Congress created the national bank. Tariff s and Taxes Hamilton believed that the United States needed more manufacturing. He proposed high tariffs—taxes on imports. The tariffs would raise money for the government and protect y American industries from foreign competition. The South had little industry and opposed such tariffs. Congress passed only low tariffs. Hamilton also called for national taxes to help the government pay the national debt. Congress approved several is taxes, including a tax on whiskey made in the United States. Hamilton’s ideas created confl ict. Jefferson and Madison worried that Hamilton was building a dangerously powerful government run by the wealthy. They began to organize opposition to Hamilton and the policies he favored.

✓ PROGRESS CHECK Explaining Why did some people oppose Hamilton’s plan to pay off government bonds?

te LESSON 1 REVIEW

Review Vocabulary Answer the Guiding Questions 1. Use the following two words in a sentence about 3. Recalling What decisions did Washington and the the fi rst Washington presidency. LA.8.1.6.1 fi rst Congress have to make about the new government? SS.8.A.3.12 rk a. precedent b. cabinet 4. Summarizing How did the economy develop 2. Explain the signifi cance of the word bond to this era under the guidance of Alexander Hamilton? SS.8.A.3.12 of United States history. LA.8.1.6.1 5. EXPOSITORY WRITING Why do you think George Washington’s presidency was so important in the development of the young nation? Write a paragraph to explain. SS.8.A.3.12 Lesson 1 257

246_251_DOPA_SE_MS_C09_L1_659693.indd 251 PDF PROOF 2/10/11 12:26 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL netw rks covery Chall at Line, 91 1795 Fort Washi There’s More Online! Greenville Northw BIOGRAPHY John Jay Fort Washington (Cincinnati) stir up

GAME Fill in the Blank ver Ri o region hi Ky. GRAPHIC ORGANIZER Va. Native Eff ects of Treaties treatie MAP Native American Campaigns Lesson 2 Fightin PRIMARY SOURCE Treaty of Ag Greenville Early Challenges under VIDEO America’s First Hero Territo ESSENTIAL QUESTION Why does confl ict develop? Native than 6 U.S. fo It Matters Because Am George Washington’s strong leadership brought stability to the them a involv NGSSS covered in young government. “Trouble in the New Nation” urged SS.8.A.3.12 Examine the infl uences of George of the Washington’s presidency in the formation of the new nation. Trouble in the New Nation in Ohi LA.8.1.6.2 The student will listen to, read, and GUIDING QUESTION What challenges on the frontier did the new government face? Na discuss familiar and conceptually challenging text. north Washington faced diffi cult challenges while in offi ce. Britain LA.8.1.6.3 The student will use context clues sent A to determine meanings of unfamiliar words. and France were pushing the United States to get more involved in their confl icts. President Washington stood fi rm against this pressure. Native Americans, aided by the British and Spanish, fought the westward advance of American settlers. In addition, there was growing unrest from within the American population. The The new government wanted to collect taxes on some products made in the United States. In 1791 Congress passed a tax on the manufacture and sale of whiskey, a type of alcohol made from grain. farmers were especially upset by

this tax. Their anger turned into violence in July 1794. An armed 40°N mob attacked tax collectors and burned down buildings. This protest, called the Whiskey Rebellion, alarmed government leaders. They viewed it as a challenge to the power of the new government. Washington sent federal troops to meet the challenge. His action sent a strong message to the public: The

government would use force to maintain order. Granger Collection, NYC The Montage/Getty (r) Images, Photos/Stock (c) Archive Reading HELPDESK Taking Notes: Determining Cause and Eff ect Treaty Effect Content Vocabulary Academ Treaty of As you read, use a diagram like this one to describe Greenville • mainta how the treaties mentioned in this lesson aff ected the Jay’s United States. Treaty Pinckney’s 258 The Federalist Era Treaty

252_255_DOPA_SE_MS_C09_L2_659693.indd 252 PDF PROOF 9/26/11 6:49 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL Challenges in the West Washington worried about ongoing European interest in the

Northwest Territory. The British and Spanish were trying to stir up Native American anger against American settlers in the Moving to Florida region. To block these efforts, Washington signed treaties with In the 1790s, some Americans Native American groups. Yet American settlers ignored the were moving south as well as west. Th e Spanish government treaties and moved onto lands promised to Native Americans. of Florida off ered land grants Fighting broke out between the two groups. to Americans who were willing Again, Washington decided to use force. He sent an army to move to Florida. However, Spanish limits on trade with under General Arthur St. Clair to restore order in the Northwest the United States discouraged Territory. In November 1791, St. Clair’s army met a strong many Americans from making Native American force led by , a Miami chief. More the move. than 600 U.S. soldiers died in the battle. It was the worst defeat U.S. forces had ever suffered against Native Americans. Americans hoped an alliance with France would help them achieve full control in the West. The possibility of French involvement led Great Britain to take action. In 1794 the British urged Native Americans to destroy American settlements west of the Appalachians. The British also began building a new fort in . Native Americans demanded that settlers who were living north of the leave the area. In response, Washington sent , a Revolutionary War general, to the region.

Native American Campaigns 1791–1795 GEOGRAPHY CONNECTION

Battle of N.Y. The United States fought with Native

Fallen rie Americans in the Northwest Territory e E Timbers Lak for control of land and resources. 1794 N Fort Fort PLACE In what present-day Northwest Defiance Pa. W 1 Territory Miami E e (British) state was most of the land ceded S River Fort by the Native Americans in the ash Laurens ab W Fort Recovery Treaty of Greenville? St. Clair’s defeat Treaty of Greenville Line, d 1795 2 CRITICAL THINKING 40°N 1791 Fort 0 50 miles Greenville Speculating Why do you think Route of General the Native Americans were willing 0 50 km 80°W Albers Equal-Area Arthur St. Clair to make the Treaty of Greenville projection Fort Washington Route of General with the United States? (Cincinnati) Anthony Wayne

ver Land ceded by Ri o Native Americans hi Ky. O Va. Fort (c) Getty Images, (r) The Granger Collection, NYC The (c) Getty (r) Images, Battle 84°W

Academic Vocabulary maintain to keep

Lesson 2 259

252_255_DOPA_SE_MS_C09_L2_659693.indd 253 PDF PROOF 2/10/11 12:26 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL In August 1794, Wayne’s army defeated more than 1,000 Few A Native Americans under chief . The Battle treaty. of Fallen Timbers, near present-day Toledo, Ohio, crushed the fault w Native Americans’ hopes of keeping their land. In the Treaty of end th Greenville (1795), Native American leaders agreed to surrender the Sen most of the land in what is now Ohio. in a clo

✓ PROGRESS CHECK Pinck Analyzing Why did Washington’s eff orts to gain the peaceful cooperation With of Native Americans in the West fail? Spanis about John Jay (1745–1829) that th Problems with Europe Britain John Jay attended college at the age agains of 14 and the First Continental GUIDING QUESTION Why did Washington want to remain neutral in foreign confl ict? Washi Congress at the age of 28. Later, with In 1789 France erupted in revolution. Americans cheered at fi rst Alexander Hamilton and James Thoma as the French rose up against their king. The French struggle Madison, he wrote essays for The settle d Federalist defending the Constitution. against royal tyranny was familiar to them. By 1793, however, gave th the revolution had turned terribly violent. Some Americans were George Washington appointed Jay the rig the fi rst chief justice of the United horrifi ed by the bloodshed. Public opinion became divided. States in 1789. To avoid war with When Britain and France went to war in 1793, some Wash Great Britain, Jay negotiated Jay’s Americans sympathized with France. Others supported Britain. After e Treaty. This unpopular treaty ruined Washington hoped that the United States could stay neutral and third t his chances for the presidency. not take either side. urged toward ▶ CRITICAL THINKING Washington Struggles to Stay Neutral perma Making Inferences What can you infer Staying neutral proved diffi cult. The French tried to draw the nation about Jay based on his accomplishments in life? United States into their confl ict with Britain. They sent Edmond Wa Genêt (zhuh • NAY) to ask American volunteers to attack growin British ships. President Washington issued the Proclamation read a of Neutrality, which prohibited Americans from fi ghting in the NGSSS covered in ✓ “Problems with Europe” war. The proclamation also barred French and British warships PRO SS.8.A.3.12 Examine the infl uences of George from American ports. Granger Collection, NYC The Explaini Washington’s presidency in the formation of the new nation. Britain also challenged Washington’s desire for neutrality. The British captured American ships that traded with the French. Then, they forced the American crews into the British LESSONLESSO 2 REVIEW navy. Americans were outraged by this practice of impressment. Washington sent John Jay, chief justice of the United Review States, to discuss a solution with the British. The result of this negotiation was called Jay’s Treaty. In the treaty, the British 1. Use t agreed to withdraw from American soil. There was no mention Unite

of impressment or British interference with American trade. Montage/Getty Images Photos/Stock Archive Answe Reading HELPDESK 2. Descr impressment seizing people Academic Vocabulary Build Vocabulary: Multiple Meaning Words the g against their will and forcing them to serve issue to deliver or hand out The word issue can also be a noun, meaning “a in the military or other public service troublesome subject,” as in the sentence, “I brought up the issue to the rest of the class.” 260 The Federalist Era

252_255_DOPA_SE_MS_C09_L2_659693.indd 254 PDF PROOF 9/26/11 6:50 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL Few Americans approved of this treaty. Washington also found fault with it but believed it would end the crisis. After fi erce debate, the Senate approved Jay’s Treaty in a close vote. Pinckney’s Treaty With Spain Spanish leaders were nervous about Jay’s Treaty. They feared that the United States and Great Britain would now work together against Spain in North America. Washington sent U.S. diplomat to Spain to When George Washington decided to settle differences between the nations. In 1795 Pinckney’s Treaty step down after two terms as gave the Americans free navigation of the and president, he set a precedent. No re the right to trade at New Orleans. president served more than two terms until Franklin Roosevelt began Washington Leaves Offi ce his third term in 1941. ▶ After eight years in offi ce, Washington decided not to seek a CRITICAL THINKING d Analyzing Visuals What does this third term as president. In his Farewell Address, Washington picture suggest about the public’s urged his fellow citizens to “observe good faith and justice feeling toward President Washington? toward all nations. . . . It is our true policy to steer clear of SS.8.A.3.12 permanent alliances.” These parting words infl uenced the nation’s foreign policy for more than 100 years. Washington also warned against something he saw as a growing threat to the young nation: political parties. You will read about this threat in the next lesson.

✓ PROGRESS CHECK

The Granger Collection, NYC The Explaining What was the signifi cance of Jay’s Treaty?

LESSON 2 REVIEW t. Review Vocabulary 3. Explaining What role did foreign nations play in 1. Use the word impressment in a sentence about the President Washington’s relations with Native United States during Washington’s presidency. LA.8.1.6.1 American groups? SS.8.A.3.12 4. Summarizing What was Washington’s approach Archive Photos/Stock Montage/Getty Images Photos/Stock Archive Answer the Guiding Questions to foreign policy, and why was it complicated? SS.8.A.3.12 2. Describing Describe the Whiskey Rebellion and ds the government’s actions in response to it. SS.8.A.3.12 5. PERSONAL WRITING A tribute is a speech showing respect and gratitude. Write a one- up paragraph tribute that you might have delivered on President George Washington’s retirement. SS.8.A.3.12 Lesson 2 261

252_255_DOPA_SE_MS_C09_L2_659693.indd 255 PDF PROOF 10/3/11 1:57 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL They d netw rks Naturalization Act 3FRVJSFEUIBUBMJFOTCFSFTJEFOUTGPSFEUIBUBMJFOTCFSFTJEFO federa ZFBSTJOTUFBEPGZFBSTCFGPSFUIFZJ E G  CG There’s More Online! CFDBNFFMJHJCMFGPS64DJUJ[FOTIJQ Washi CHARTS Jeff erson and Alien Acts one fac Hamilton "MMPXFEUIFQSFTJEFOUUPJNQSJTPOBMJFOTBOEFTJEFOUUPJNQS UPTFOEUIPTFIFDPOTJEFSFEEBOHFSPVTPVUF DPOTJEFSFE E he usu PGUIFDPVOUSZ GRAPHIC ORGANIZER Role of Federal Polit Government Lesson 3 The di PRIMARY SOURCE Jeff erson and Congr the Constitution Political Cartoon The First Political Parties distin SLIDE SHOW On The Two-Party System group ESSENTIAL QUESTION How do governments change? Consti power Instead It Matters Because imply Our nation’s two-party political system developed from Americans Congr taking opposing sides on political issues. NGSSS covered in carry o “Opposing Parties” Th SS.8.A.3.13 Explain major domestic and international economic, military, political, agains and socio-cultural events of John Adams’s Opposing Parties presidency. GUIDING QUESTION How did diff erent opinions lead to the fi rst political parties? this fa LA.8.1.6.1 The student will use new Consti vocabulary that is introduced and taught directly. The American people generally admired President Washington power LA.8.1.6.2 The student will listen to, read, and and his service to the nation. Still, harsh attacks appeared from limited discuss familiar and conceptually challenging text. time to time in newspapers. One paper even called Washington enume LA.8.1.6.3 The student will use context clues “the scourge and the misfortune of his country.” to determine meanings of unfamiliar words. De LA.8.6.2.2 The student will assess, organize, Most of the attacks on Washington came from supporters of differe synthesize, and evaluate the validity and Thomas Jefferson. They hoped to weaken support for the policies reliability of information in text, using a power variety of techniques by examining several of Alexander Hamilton, which the president seemed to favor. money sources of information, including both primary and secondary sources. In fact, by 1796, the supporters of Jefferson and Hamilton were govern beginning to form the nation’s fi rst political parties. Jeffers At that time, many Americans thought political parties were harmful to good government. The Constitution made no The R mention of parties because its authors saw no good use for them. The tw Washington disapproved of political parties, or “factions” as they House Historical Association White (r) he Granger Collection, NYC, citizen were known. He warned that they would divide the nation. govern To others, though, it seemed natural that people would name. disagree about issues. They also knew that people who hold too inv similar views tend to band together. Fed Washington’s cabinet was clearly divided on key issues. public Alexander Hamilton and Thomas Jefferson had very different decisio

views. They disagreed on economic policy and foreign relations. T Images/SuperStock, (c) (cl) Christie’s (l) Bettmann/Corbis, Bettmann/Corbis chang Reading HELPDESK Taking Notes: Comparing and Contrasting Issue Republicans Content Vocabulary partisa As you read, use a diagram like this one to Role of • • sedition or faction Federal • • nullify compare and contrast the goals of the fi rst two Government U.S. political parties. • alien • states’ rights 262 The Federalist Era

256_261_DOPA_SE_MS_C09_L3_659693.indd 256 PDF PROOF 9/26/11 6:50 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL They did not share the same opinion on the power of the federal government or on the meaning of the Constitution. Even Washington was partisan (PAHR • tuh • zuhn)—clearly favoring one faction. The president believed he stood above politics, but Analyzing Political Cartoons he usually supported Hamilton’s views. Newspapers that supported Washington and Hamilton Political Parties Emerge ridiculed Th om as Jeff erson in The differences found in Washington’s cabinet also existed in print and in cartoons. In this cartoon, Jeff erson is throwing Congress and among the public. They formed the basis for two the U.S. Constitution into a distinct political parties that emerged at this time. fi re. Th e eagle is a symbol of the One party was the Federalists. Led by Hamilton, this United States. What is the eagle trying to do in this cartoon? group favored a strong federal government. They believed the For more information about Constitution gave government “implied” powers. These implied analyzing primary sources, powers are not enumerated, or listed clearly in the Constitution. read Th inking Like a Historian. Instead, Federalists believed the enumerated powers imply the power to do other things. Federalists believed Congress could make all laws “necessary and proper” to carry out its enumerated powers. The Democratic-Republicans, or Republicans, stood against the Federalists. Jefferson and Madison led this faction. They believed in a strict reading of the Constitution. They rejected the Federalist idea of implied powers. They believed congressional powers were limited to what is absolutely necessary to carry out the enumerated powers. Debate over the national bank highlighted these differences. The Constitution gave Congress specifi c es powers to do such things as issue and borrow money. To Hamilton, this implied that the federal government could create a bank to help with these tasks. Jefferson disagreed. The Role of the People m. The two parties also disagreed about the role of ordinary ey House Historical Association White (r) he Granger Collection, NYC, citizens in government. Federalists supported representative government, in which elected offi cials ruled in the people’s name. They did not believe it was wise to let the public become too involved in politics. Federalists thought that educated, wealthier men should hold public offi ce. They did not trust ordinary people to make good decisions. In Hamilton’s words, “The people are turbulent and

s. T Images/SuperStock, (c) (cl) Christie’s (l) Bettmann/Corbis, Bettmann/Corbis changing; they seldom judge or determine right.”

partisan fi rmly favoring one party Academic Vocabulary or faction distinct clearly diff erent from the others

Lesson 3 263

256_261_DOPA_SE_MS_C09_L3_659693.indd 257 PDF PROOF 2/10/11 12:25 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL The Republicans feared a strong central government controlled by only a few people. They believed that democracy J and liberty would be safe only if ordinary people took part GU fully in government. As Jefferson wrote in a letter, “I am not Jo among those who fear the people. They, and not the rich, are our w dependence [what we depend on] for continued freedom.” th Washington’s Reaction tw The growing differences between the parties—and between pr Hamilton and Jefferson—troubled President Washington. T He tried to get his two cabinet members to work out their differences. He wrote to Jefferson, trying to persuade him: “I . . . Th Hamilton led the , ardently wish that some line could be marked out by which both A which favored broad federal powers. of you could walk.” A They believed that wealthy, educated pu men should be elected to offi ce and Washington’s efforts to get Jefferson and Hamilton to control the government. work together failed. The split was so strong that Jefferson left ca the cabinet and his job as secretary of state. Soon afterward, Hamilton resigned as secretary of the treasury. The rival groups di and their points of view moved further apart. As the election of w 1796 approached, the two parties each prepared to seek control de of the presidency. Th

The Presidential Election of 1796 Th To prepare for the election, both parties held (KAW • to kuhs • uhz). At these meetings, members of Congress and other Fr leaders nominated, or chose, their parties’ candidates for offi ce. X Each party chose two presidential candidates, and the electors voted for any two. The Federalists chose John Adams A and Charles Pinckney. The Republicans chose Thomas Jefferson W and . There was no candidate identifi ed as a vice- an be Jeff erson and the Republican Party presidential candidate on the ballot. wanted to limit federal powers and The Federalists carried the region. Republican ci protect the powers of the states. They strength lay in the Southern states. Adams got 71 electoral votes, th thought it was important for ordinary winning the election. Jefferson fi nished second with 68 votes. A people to participate in government. Under the rules of the Constitution at that time, the person with if the second-highest electoral vote total—Jefferson—became vice president. The administration that took offi ce on March 4, 1797, th had a Federalist president and a Republican vice president. ac an ✓ PROGRESS CHECK Th Contrasting How did the election of 1796 diff er from the fi rst th

presidential elections? Images/SuperStock (b) Christie’s Granger Collection, NYC, The (t) su Reading HELPDESK

caucus a meeting of members of a Reading Strategy: Identifying Points of View LA.8.6.2.2 al political party to choose candidates for Most quotations express a person’s —what that person thinks or feels about a situation. cit upcoming elections Reread Hamilton’s and Jeff erson’s quotations on the role of the people. Study the details. Try to restate the quotations in your own words. Then explain each person’s point of view. 264 The Federalist Era

256_261_DOPA_SE_MS_C09_L3_659693.indd 258 PDF PROOF 2/10/11 12:25 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL racy John Adams as President t GUIDING QUESTION What important events occurred during the ? ot Modern Political Parties John Adams spent most of his life in public service. He was re our Today’s Democratic Party well-known as one of Massachusetts’s most active patriots in started as the Democratic- the period before and during the Revolutionary War. He served Republican Party, which Th om as Jeff erson and James two terms as vice president under Washington before becoming Madison helped create in the n president. His time in offi ce, however, was troubled. 1790s. Th e Federalists no longer exist. Th e modern The XYZ Aff air Republican Party was founded in the 1850s during the “I . . . The nation was in the middle of a dispute with France when antislavery movement. Th ese h both Adams took offi ce. The French viewed the 1794 Jay’s Treaty as an two political parties— Democrats and Republicans— American attempt to help the British in their war with France. To now dominate the political punish the United States, the French seized American ships that process, fi lling most offi ces left carried cargo to Britain. across the country. You can use President Adams sent a team to Paris to try to resolve the the Internet to learn about the d, Democratic and Republican roups dispute in the fall of 1797. French offi cials chose not to meet Parties of today. SS.8.A.1.3 on of with the Americans. Instead, the French sent three agents, who ntrol demanded a bribe and a loan for France from the Americans. The Americans refused. NGSSS covered in “John Adams as President” When Adams learned what had happened, he was furious. SS.8.A.1.3 Analyze current events relevant to The president urged Congress to prepare for war. In his report American History topics through a variety of electronic and print media resources. W • to Congress, Adams used the letters X, Y, and Z in place of the SS.8.A.3.13 Explain major domestic and international economic, military, political, ther French agents’ names. As a result, the event came to be called the and socio-cultural events of John Adams’s ffi ce. XYZ affair. presidency. ms erson When the public found out about the XYZ affair, many grew e- angry at foreign attempts to infl uence their government. They became more suspicious of aliens—residents who are not lican citizens. Many Europeans who had come to the United States in votes, the 1790s supported the ideals of the French Revolution. Some es. Americans questioned whether these aliens would remain loyal with if the United States went to war with France. vice In response to these concerns, Federalists in 1798 passed 1797, the Alien and Sedition Acts. Sedition (sih • DIH • shuhn) means activities aimed at weakening the government. The Alien and Sedition Acts allowed the president to imprison aliens. The president could also deport—send out of the country— those thought to be dangerous. President Adams was a strong

(t) The Granger Collection, NYC, (b) Christie’s Images/SuperStock (b) Christie’s Granger Collection, NYC, The (t) supporter of these laws.

alien a person living in a country who is not a sedition activities aimed at weakening Academic Vocabulary uation. citizen of that country the established government by inciting resolve to fi nd a solution; to restate resistance or rebellion to authority settle a confl ict

Lesson 3 265

256_261_DOPA_SE_MS_C09_L3_659693.indd 259 PDF PROOF 9/26/11 6:50 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL THE ALIEN AND SEDITION ACTS

Naturalization Act Why they were passed 3FRVJSFEUIBUBMJFOTCFSFTJEFOUTGPSFEUIBUBMJFOTCFSFTJEFO The Federalist-controlled Congress ZFBSTJOTUFBEPGZFBSTCFGPSFUIFZJEGCG wanted to: CFDBNFFMJHJCMFGPS64DJUJ[FOTIJQ tTUSFOHUIFOUIFGFEFSBMHPWFSONFOU tTJMFODF3FQVCMJDBOPQQPTJUJPO

Alien Acts "MMPXFEUIFQSFTJEFOUUPJNQSJTPOBMJFOTBOEFTJEFOUUPJNQS UPTFOEUIPTFIFDPOTJEFSFEEBOHFSPVTPVUF DPOTJEFSFE E Results Reaction PGUIFDPVOUSZ t%JTDPVSBHFEJNNJHSBUJPO t0QQPTJUJPOUP'FEFSBMJTU BOEMFETPNFGPSFJHOFST QBSUZHSPXT BMSFBEZJOUIFDPVOUSZUPMFBWF pr Sedition Act t$POWJDUFE3FQVCMJDBO t-FEUPNPWFNFOUUP th .BEFJUBDSJNFUPTQFBL XSJUF PSNFUPTQFBL XSJU OFXTQBQFSFEJUPSTXIP BMMPXTUBUFTUPPWFSUVSO QVCMJTIiGBMTF TDBOEBMPVT BOENBMJDJPVTwF TDBOEBMPVT BO IBEDSJUJDJ[FEUIF'FEFSBM GFEFSBMMBXT to DSJUJDJTNTPGUIFHPWFSONFOU JTUTJOHPWFSONFOU is

CHART SKILL Fr a 1 COMPARING How were the 2 SUMMARIZING What were the 3 CRITICAL THINKING Naturalization and Alien Acts alike? goals of the Sedition, Alien, and Determining Cause and Eff ec t What at Naturalization Acts? was one cause and one eff ect of the U Sedition Act? hu ag pr Domestic and Foreign Aff airs D Democratic-Republicans saw the Alien and Sedition Acts th as Federalist tyranny. They looked to the states to respond ✓ and protect people’s liberties. Madison and Jefferson wrote statements of protest that the Virginia and legislatures Sp passed as resolutions. House Historical Association White Re The Virginia and Kentucky Resolutions of 1798 and 1799 claimed that the Alien and Sedition Acts violated the Constitution. They declared that the states should not put them LESSONLE 3 REVIEW into action. The Kentucky Resolution further said that states could nullify (NUH • luh • fy)—legally overturn—federal laws Re they thought were unconstitutional. 1. The resolutions supported the principle of states’ rights. This principle held that the powers of the federal government were limited to those clearly granted by the Constitution. To Reading HELPDESK 2. nullify to legally overturn states’ rights the idea that states should have all powers that the Constitution does not give to the federal government or forbid to the states

266 The Federalist Era

256_261_DOPA_SE_MS_C09_L3_659693.indd 260 PDF PROOF 2/10/11 12:25 PM Program: DOPA Component: Student Vendor: Six Red Marbles Grade: Middle School FL Abigail Adams was the fi rst prevent the federal government from becoming too powerful, to occupy the White House. She lived the states should have all other powers not expressly forbidden there while the building was still to them. The issue of states’ rights would remain an important under construction. Adams found the unfi nished East Room so large that issue in American politics for many years. she used it for hanging the Meanwhile, the Federalists urged Adams to declare war on family laundry. France. Adams, however, resisted this pressure. Instead, he sent a representative to seek peace with France. In 1800 the French agreed to a treaty and stopped their attacks on American ships. Though it had benefi ts for the United States, the agreement with France was unpopular and hurt Adams’s chance for reelection. Rather than cheering the agreement, Hamilton and his supporters opposed their own president. The Federalists were now split. This improved Democratic-Republican hopes for winning the presidency in the 1800 election.

✓ PROGRESS CHECK s Specifying What was important about the Virginia and Kentucky

White House Historical Association White Resolutions of 1798 and 1799?

LESSON 3 REVIEW

Review Vocabulary Answer the Guiding Questions 1. Use the following words in a sentence about the 3. Contrasting What was the belief of those who development of political parties. LA.8.1.6.1 opposed the formation of political parties? What a. partisan b. caucus was the belief of those who supported them? SS.8.A.3.13 4. What happened in the XYZ aff air? SS.8.A.3.13 2. Use the following terms in a paragraph about the Recalling presidency of John Adams. LA.8.1.6.1 5. PERSONAL WRITING Choose the candidate that a. alien b. sedition you might have supported in the election of 1796 c. nullify d. states’ rights and make a campaign poster using words and illustrations to promote your candidate. SS.8.A.3.13 Lesson 3 267

256_261_DOPA_SE_MS_C09_L3_659693.indd 261 PDF PROOF 2/10/11 12:25 PM Program: DOPA Component: Student FL Vendor: Six Red Marbles Grade: Middle School FL CHAPTER 9 Activities C

Write your answers on a separate piece of paper. R C 1 Exploring the Essential Questions SS.8.A.1.4, SS.8.A.3.12 1 EXPOSITORY WRITING Washington was the fi rst of several generals who later became president. Think about this statement: A good general makes a good president. Is this an opinion or a fact? Do you agree or disagree? Explain.

2 21st Century Skills SS.8.A.3.12, SS.8.A.1.6 COMPARING AND CONTRASTING Compare and contrast the views of the Federalists and the Democratic-Republicans. 2

3 Thinking Like a Historian SS.8.A.1.1, SS.8.A.3.12 DRAWING INFERENCES AND CONCLUSIONS In the fi rst years of the United States under the Constitution, the fi rst political parties started to develop. This ran against the hopes and expectations of many of the people who had written the Constitution. Write a brief essay in which you attempt to explain why the country may have been better off without political parties.

4 GEOGRAPHY ACTIVITY 3

The Election of 1796

NH 6 ELECTORAL VOTE TOTAL: 139 VT 4

NY MA16 12 49% 51% RI 4 68 71 4 Terr. PA CT 9 NW of 15* NJ 7 Ohio R. VA DE 3 221***1*** MD 11** KY 4 POPULAR VOTE NC 12**** TN 3 TOTAL: 66,841 SC Terr. 8 South of GA Ohio R. 4 46.6% 53.4% 5 31,115 35,726

* Fourteen electors in Pennsylvania voted for Jefferson and one voted for Adams . ** Seven electors in Maryland voted for Jefferson and four voted for Adams . Adams (Federalist) Mixed *** Twenty electors in Virginia voted for Jefferson and one voted for Adams . Jefferson (Democratic-Republican) Territories **** Eleven electors in voted for Jefferson and one voted for Adams . 6

ANALYZING MAPS SS.8.A.1.2, SS.8.A.3.13, SS.8.G.6.2 The map and graphs give results of the election of 1796, in which John Adams was elected president. How many electoral votes did Jeff erson get from his home state of Virginia? From which state did John Adams get his greatest electoral vote?

268 The Federalist Era

262_264_DOPA_SE_MS_C09_AS_659693.indd 262 PDF PROOF 2/25/11 1:20 PM Program DOPA Component Student Vendor Six Red Marbles Grade Middle School FL CHAPTER 9 Assessment

REVIEW THE GUIDING QUESTIONS NGSSS assessed in Choose the best answer for each question. Chapter 9 Activities SS.8.A.3.12 SS.8.A.1.1 Provide supporting details 1 With the , Congress for an answer from text, interview for oral history, check validity of A. placed state courts under federal courts. information from research/text, and identify strong vs. weak arguments. B. established a federal court system. SS.8.A.1.2 Analyze charts, graphs, C. blocked state laws in favor of federal laws. maps, photographs and time lines; analyze political cartoons; determine D. named judges for all federal and state courts. cause and eff ect. SS.8.A.1.4 Diff erentiate fact from SS.8.A.3.12 opinion, utilize appropriate historical 2 What was one reason Madison and Jefferson opposed the idea of a research and fi ction/nonfi ction national bank? support materials. SS.8.A.1.6 Compare interpretations of F. They believed it was unconstitutional for Congress to create a bank. key events and issues throughout American History. G. They wanted each state to create and form its own bank. SS.8.A.3.12 Examine the infl uences of George Washington’s presidency in H. They feared that banking activities would threaten the purchase of the formation of the new nation. municipal bonds. SS.8.A.3.13 Explain major domestic and international economic, military, I. They considered bank practices, such as charging interest, to be political, and socio-cultural events of unethical. John Adams’s presidency. SS.8.G.6.2 Illustrate places and events SS.8.A.3.12 in U.S. history through the use of 3 The Whiskey Rebellion was narratives and graphic representations. A. an armed uprising by farmers in Ohio. NGSSS assessed in B. a violent slave rebellion in Virginia. Chapter 9 Assessment C. a skirmish between U.S. soldiers and Native Americans in the SS.8.A.1.2 Analyze charts, graphs, Ohio Valley. maps, photographs and time lines; analyze political cartoons; determine D. a protest by Pennsylvania farmers over a new tax. cause and eff ect. SS.8.A.1.5 Identify, within both SS.8.A.3.12 primary and secondary sources, the 4 Pinckney’s Treaty allowed the U.S. to author, audience, format, and purpose of signifi cant historical F. purchase the state of . documents. G. use the Mississippi River and trade in New Orleans. SS.8.A.3.12 Examine the infl uences of George Washington’s presidency in H. take over lands in Florida and Georgia. the formation of the new nation. SS.8.A.3.13 Explain major domestic I. defend against the British impressment of sailors. and international economic, military, SS.8.A.3.12, SS.8.A.3.13 political, and socio-cultural events of 5 Which of the following is true about the Federalists? John Adams’s presidency. A. They supported representative government. B. They thought that there could never be too much democracy. C. They believed it was wise for the public to be involved in politics. D. Thomas Jefferson was their leader. SS.8.A.3.13 6 The Virginia and Kentucky Resolutions F. were drafted by Federalists opposing Republican uses of federal power. G. claimed that the Alien and Sedition Acts violated the Constitution. H. distributed land to settlers in Virginia and Kentucky. I. rejected the principle of states’ rights stated in the Constitution.

269

262_264_DOPA_SE_MS_C09_AS_659693.indd 263 PDF PROOF 2/10/11 12:25 PM Program DOPA Component Student FL Vendor Six Red Marbles Grade Middle School FL CHAPTER 9 Assessment (continued)

DOCUMENT-BASED QUESTIONS The following passage is taken from the Treaty of Greenville. “The Indian tribes who have a right to those lands, are quietly to enjoy them, hunting, planting, and dwelling thereon, . . . but when those tribes . . . shall . . . sell their lands they are to be sold only to the United States; and until such sale, the United States will protect all the said Indian tribes . . . against all citizens of the United States. . . . ” —from the Treaty of Greenville, 1795 SS.8.A.1.5, SS.8.A.3.12 7 Identifying What does the United States government promise Native Americans in this document? A. Money will be set aside from the sale of their lands. B. United States citizens will share Native American hunting lands. C. They will be protected until their lands are sold. D. They have the right to make war against others. SS.8.A.1.5, SS.8.A.3.12 8 Analyzing How does this document control the sale of Native American lands? F. Native Americans must sell their land only to the United States. G. Native Americans cannot sell their land to anyone. H. Native Americans are free to sell their lands to the highest bidder. I. Native Americans must share the profi ts from selling their land.

SHORT RESPONSE This 1798 cartoon shows an exchange between a Republican and Federalist over the Sedition Act. SS.8.A.1.2, SS.8.A.3.13 9 What is happening in the cartoon, and how are others reacting? SS.8.A.1.2, SS.8.A.3.13 10 What does the cartoon suggest about politics of the era?

EXTENDED RESPONSE SS.8.A.3.12, SS.8.A.3.13 11 Personal Writing You are a citizen of the United States in 1796. It is a presidential election year. Write a letter to a friend in another country in which you describe the political events of the Washington Administration and the upcoming election. Offer your thoughts about the two new political parties. Need Extra Help?

If You’ve Missed Question 1 2 3 4 5 6 7 8 9 10 11 Review Lesson 11223322333 CORBIS 270 The Federalist Era

262_264_DOPA_SE_MS_C09_AS_659693.indd 264 PDF PROOF 2/10/11 12:25 PM Program DOPA Component Student Vendor Six Red Marbles Grade Middle School FL

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