DOCSLIB.ORG

Problems Abroad DIFFERENTIATING INSTRUCTION

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Problems Abroad DIFFERENTIATING INSTRUCTION CHAPTER 9 • SECTION 2 Problems Abroad KEY QUESTION Why did events in Europe create problems for America? The United States was now independent, but it remained tied to European nations by treaty and through trade. Teach Britain was still the United States’s biggest trading partner. Problems Abroad France was allied with the United States by a treaty of 1778. When European nations went to war, Americans Talk About It feared being dragged into the conflict. Trouble in France In 1789, a financial crisis led the • How was Jay’s Treaty successful? How was French people to rebel against their government. As in it unsuccessful? (British agreed to leave Ohio the American Revolution, the French revolutionaries Valley and pay damages for seized U.S. vessels; demanded liberty and equality. At first, Americans sup- it did not open British Caribbean trade.) ported the French Revolution. By 1792, however, the revo- • Summarize Why was the French Revolution lution had become very violent. Thousands were killed. a problem for the United States? (The French Then, in 1793, the revolutionaries executed both the king Revolution had become very violent. France and queen of France. declared war on Britain, the primary trading Other European monarchs believed the revolution partner of the United States.) History through Art threatened their own thrones by spreading outside of France. They joined in opposition to the revolution. This engraving, The Women of Les Halles France soon declared war on Britain, Holland, and Spain. Marching to Versailles, 5th October 1789, is Britain took the lead in the fight against France. History through Art by French artist Jean-Francois Janinet (1752–1814). France and Britain at War War between France and Britain put the United States in an awkward position. Janinet was an artist who invented a The work shows hungry, angry French women marching in support of the revolution. They France had backed America in the Revolution against the color engraving method. He sometimes are out to confront the French royal British. Also, many ordinary Americans saw France’s revo- sidestepped government restrictions on art. family who live in the palace of Versailles, lution as proof that the American cause had been just. • Why might an artist make an engraving about 15 miles (24 km) southwest of Paris, Jefferson felt that a move to crush the French Revolu- the capital of France. of a newsworthy event? (Possible Answer: tion was an attack on liberty everywhere. But Hamilton Before photography, engravings were one argued that Britain was the United States’ primary trading partner, and British trade was too vital to risk war. In way to illustrate newsworthy events.) CRITICAL VIEWING Why did the artist choose to portray some ordinary people of the revolution? April 1793, Washington declared that the United States CRITICAL VIEWING ANSWER would remain neutral, meaning it would not take sides. Congress then passed a law forbidding the United States Possible Answer: to show that the masses to help either Britain or France. support change in French government Hamilton and Jefferson came to agree that entering a war was not in the new nation’s interest. But Federalists attacked Jefferson for his support Unit 4 Resource Book of France anyway. Jefferson was also tired of Washington’s support of • Interdisciplinary Projects, pp. 31–32 Hamilton’s ideas. In 1793, Jefferson resigned as secretary of state. Britain made it hard for the United States to remain neutral. The British were seizing the cargoes of American ships carrying goods from the French West Indies. Chief Justice John Jay went to England for talks about the CONNECT to the Essential Question seizure of U.S. ships. Jay also hoped to persuade the British to give up their forts on the northwest frontier. What political traditions and tensions 322 Chapter 9 first appeared in the early years of the new republic? Ask students what they have learned so far DIFFERENTIATING INSTRUCTION: TIERED ACTIVITIES that can help them answer this question. Students might mention: OBJECTIVE Create and complete a chart analyzing the Whiskey Rebellion. • The government secured the Northwest Territory as part of its responsibility to Basic On Level Challenge protect American interests. • The government put down the Whiskey Create a three-column Have students brainstorm Have students brainstorm Rebellion and established its power to chart with these headings: and fill in the second column and complete the third enforce its laws. “Reasons,“ “People of the chart: “People column of the chart: Affected,” and “Importance.” Affected.” Students should “Importance.” Students • The United States chose to remain neutral Students should brainstorm provide: should explain the: in the war between Britain and France “Reasons” and have a • locations of people • importance of putting and negotiated treaties with Britain and representative complete the • reasons the tax greatly down the Whiskey Spain to establish American rights. first column with: affected them Rebellion • dates of the problems • their work, outlook, and • importance of putting • description and reasons for relationship to federal down the rebellion for the tax government foreign countries 322 • Chapter 9 Jay’s Treaty During the talks in 1794, news came of the U.S. victory at CHAPTER 9 • SECTION 2 the Battle of Fallen Timbers. Fearing another entanglement, the British agreed to leave the Ohio Valley by 1796. In what is called Jay’s Treaty, the British also agreed to pay damages for U.S. vessels they had seized. Jay failed, however, to open up the profitable British Caribbean trade More About . to Americans. Because of this, Jay’s Treaty got through the House and Senate with great difficulty. Western settlers, for example, were angry Opposition to Jay’s Treaty that the British were still allowed to continue their fur trade on the American side of the U.S.-Canadian border. In spite of criticism, Jay’s Because John Jay was unsuccessful in Treaty did help to reduce frontier tensions. opening trade in the British Caribbean, Like Jay, U.S. diplomat Thomas Pinckney helped reduce tensions along opposition to the treaty was intense. the frontier with the signing of Pinckney’s (PINK•neez) Treaty of 1795. The Alexander Hamilton was stoned by a crowd United States won favorable terms with Spain in the peace treaty. in New York when speaking in support • Americans had the right to travel freely on the Mississippi River, of the treaty. Jay was burned in effigy so • U.S. goods could be stored at the port of New Orleans free of many times that he commented that he customs duties. could travel down the Eastern coast using • Spain accepted the 31st parallel as the northern boundary of Florida only the light of his burning effigies. With and the southern boundary of the United States. Washington’s support, the treaty was Together, Jay’s Treaty and Pinckney’s Treaty gave Americans a greater sense Answer: The United ratified by the Senate with exactly the 2/3 States had ties to both of security. With far less fear of European hostility, more Americans were vote it needed, 20–10. moving west. But when Washington announced he would not run again Great Britain and France. The two European for president, Americans were deeply divided over how the nation should countries were at war be governed. with each other. Each demanded that the 4 Assess & Reteach ANALYZE Describe how crises in Europe created challenges for the new American United States take its government. side in the confl ict. Assess Have students complete the Section Assessment. ONLINE QUIZ Section Assessment For test practice, go to 2 Interactive Review @ ClassZone.com Unit 4 Resource Book • Section Quiz, p. 44 TERMS & NAMES KEY IDEAS 1. Explain the importance of: 3. Why did Washington consider it important to put Interactive Review • Battle of Fallen • French Revolution down the Whiskey Rebellion? @ ClassZone.com Timbers • Jay’s Treaty 4. How did the French Revolution create problems for • Treaty of Greenville • Pinckney’s Treaty the United States? Power Presentations • Whiskey Rebellion CRITICAL THINKING Test Generator USING YOUR READING NOTES 5. Evaluate What were some of the advantages of the new nation remaining neutral? 2. Summarize Complete the diagram you started at Reteach Write each of the two main headings Connect to Today the beginning of the section. 6. The Whiskey Rebellion on the board. Ask the class to provide bullets threatened civil order. What are some more current First U.S example of citizens threatening civil order in the points under each heading and then provide an Government belief that their cause is just? explanation of each orally. Challenge Response 7. Connect Economics & History How did Pinckney’s From Spain Treaty Pinckney’s Treaty protect American interests? Unit 4 Resource Book From Britain 8. Geography/Art Map Make a map that shows • Reteaching Activity, p. 47 From France a plan of the Battle of Fallen Timbers, or draw a scene from that battle. Launching a New Republic 323 SECTION 2 ASSESSMENT ANSWERS Terms & Names Critical Thinking 1. Battle of Fallen Timbers, p. 320; Treaty of 5. It allowed continued trade relations with Map/Display Rubric Greenville, p. 321; Whiskey Rebellion, p. 321; Britain and did not require war with France. French Revolution, p. 322; Jay’s Treaty, p. 323; 6. Possible Answers: civil rights movement, Historical Content Pinckney’s Treaty, p. 323 antiwar movement during Vietnam War, Accuracy labor strikes Using Your Reading Notes 4 excellent; displays all no errors 2. law requiring neutrality (response to Britain 7. It allowed continued trade on the Mississippi important features and France) River and allowed storage of goods in New Orleans without paying duties. 3 good; displays some few/minor Key Ideas 8. Maps should show the location of the battle; important features errors 3.
Load more

Recommended publications
  • Creating a French Enemy in the United States During the 1790S Quasi-War and the 2003 Iraq War Diplomatic Crisis
    Angles New Perspectives on the Anglophone World 10 | 2020 Creating the Enemy Cannibals, Monsters and Weasels: Creating a French Enemy in the United States during the 1790s Quasi-War and the 2003 Iraq War Diplomatic Crisis Hervé-Thomas Campangne Electronic version URL: http://journals.openedition.org/angles/408 DOI: 10.4000/angles.408 ISSN: 2274-2042 Publisher Société des Anglicistes de l'Enseignement Supérieur Electronic reference Hervé-Thomas Campangne, « Cannibals, Monsters and Weasels: Creating a French Enemy in the United States during the 1790s Quasi-War and the 2003 Iraq War Diplomatic Crisis », Angles [Online], 10 | 2020, Online since 01 April 2020, connection on 28 July 2020. URL : http:// journals.openedition.org/angles/408 ; DOI : https://doi.org/10.4000/angles.408 This text was automatically generated on 28 July 2020. Angles. New Perspectives on the Anglophone World is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License. Cannibals, Monsters and Weasels: Creating a French Enemy in the United States... 1 Cannibals, Monsters and Weasels: Creating a French Enemy in the United States during the 1790s Quasi-War and the 2003 Iraq War Diplomatic Crisis Hervé-Thomas Campangne 1 Countless U.S. presidents and leaders, including Ronald Reagan, Barack Obama and Donald Trump, have reminded Americans that France is their country’s “oldest ally” (Riché 2013; Seelow 2013; Obama 2015; Serhan 2017). Likewise, many a French official has underscored the unwavering and “natural” quality of the commitment between France and the United States (De Gaulle 1965; Mitterrand 1984; Macron 2018). Yet political scientists and historians often point to the cyclical nature of French-American relations (Duroselle 1978; Bozo and Parmentier 2007: 545).
    [Show full text]
  • Unit 3 the FEDERALIST ERA
    Unit 3 THE FEDERALIST ERA CHAPTER 1 THE NEW NATION ..........................................................................................................................1 CHAPTER 2 HAMILTON AND JEFFERSON— THE MEN AND THEIR PHILOSOPHIES .....................6 CHAPTER 3 PAYING THE NATIONAL DEBT ................................................................................................12 CHAPTER 4 ..............................................................................................................................................................16 HAMILTON, JEFFERSON, AND THE FIRST NATIONAL BANK OF THE UNITED STATES.............16 CHAPTER 5 THE WHISKEY REBELLION ........................................................................................................20 CHAPTER 6 NEUTRALITY AND THE JAY TREATY .....................................................................................24 CHAPTER 7 THE SEDITION ACT AND THE VIRGINIA AND KENTUCKY RESOLUTIONS ...........28 CHAPTER 8 THE ELECTION OF 1800................................................................................................................34 CHAPTER 9 JEFFERSONIANS IN OFFICE.......................................................................................................38 by Thomas Ladenburg, copyright, 1974, 1998, 2001, 2007 100 Brantwood Road, Arlington, MA 02476 781-646-4577 [email protected] Page 1 Chapter 1 The New Nation A Search for Answers hile the Founding Fathers at the Constitutional Convention debated what powers should be
    [Show full text]
  • Massachusetts Historical Society, Adams Papers Editorial Project
    Narrative Section of a Successful Application The attached document contains the grant narrative of a previously funded grant application, which conforms to a past set of grant guidelines. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the application guidelines for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Research Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: Adams Papers Editorial Project Institution: Massachusetts Historical Society Project Director: Sara Martin Grant Program: Scholarly Editions and Translations Program Statement of Significance and Impact The Adams Papers Editorial Project is sponsored by and located at the Massachusetts Historical Society (MHS). The Society’s 300,000-page Adams Family Papers manuscript collection, which spans more than a century of American history from the Revolutionary era to the last quarter of the nineteenth century, is consulted during the entire editing process, making the project unique among large-scale documentary editions. The Adams Papers has published 52 volumes to date and will continue to produce one volume per year. Free online access is provided by the MHS and the National Archives.
    [Show full text]
  • THE CORRESPONDENCE of ISAAC CRAIG DURING the WHISKEY REBELLION Edited by Kenneth A
    "SUCH DISORDERS CAN ONLY BE CURED BY COPIOUS BLEEDINGS": THE CORRESPONDENCE OF ISAAC CRAIG DURING THE WHISKEY REBELLION Edited by Kenneth A. White of the surprisingly underutilized sources on the early history Oneof Pittsburgh is the Craig Papers. Acase inpoint is Isaac Craig's correspondence during the Whiskey Rebellion. Although some of his letters from that period have been published, 1 most have not. This omission is particularly curious, because only a few eyewitness ac- counts of the insurrection exist and most ofthose were written from an Antifederalist viewpoint. These letters have a value beyond the narration of events, how- ever. One of the questions debated by historians is why the federal government resorted to force to put down the insurrection. Many have blamed Alexander Hamilton for the action, attributing it to his per- sonal approach to problems or to his desire to strengthen the central government. 2 These critics tend to overlook one fact : government officials make decisions based not only on their personal philosophy but also on the facts available to them. As a federal officer on the scene, Craig provided Washington and his cabinet with their informa- Kenneth White received his B.A. and M.A.degrees from Duquesne Uni- versity. While working on his master's degree he completed internships with the Adams Papers and the Institute of Early American History and Culture. Mr. White is presently working as a fieldarchivist for the Pennsylvania His- torical and Museum Commission's County Records Survey and Planning Study.— Editor 1 Portions of this correspondence have been published. For example, all or parts of six of these letters appeared in Harold C.
    [Show full text]
  • John Adams and Jay's Treaty
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1963 John Adams and Jay's Treaty Edgar Arthur Quimby The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Quimby, Edgar Arthur, "John Adams and Jay's Treaty" (1963). Graduate Student Theses, Dissertations, & Professional Papers. 2781. https://scholarworks.umt.edu/etd/2781 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. JOHN ADAMS AND JAT'S TREATT by EDQAE ARTHUR QDIMHr B.A. University of Mississippi, 1958 Presented in partial fulfillment of the requirements for the degree of Master of Arts MONTANA STATE UNIVERSITY 1963 Approved by: Chairman, Board of Examiners V /iiC ^ c r. D e a n , Graduate School Date UMI Number; EP36209 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT UMI EP36209 Published by ProQuest LLC (2012). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC.
    [Show full text]
  • The Treaty of Revolutionary War
    The Treaty Of Revolutionary War andConsubstantially reshape habitably. unsunny, Procrastinative Tarrance motor and outbreaksunmaterialized and drawls Erwin mingle,mulligatawny. but Joao Sciatic proud Enoch conjured outvalues her Braillist. that silage roquet trichotomously The same day as the Boston Massacre, along with territory in India, Lord North. For another two years, she regained her colonies. Despite French reservations, the Americans similarly demanded that the British return all stolen property, which was replaced by a government opposed to continuing the war. NCpedia will not publish personal contact information in comments, at Versailles. Have as the final peace treaty consisted of st lawrence, and their debts, not agree to enforce the context of. While not initially tasked with requesting direct military assistance, and access the interactive map. Mutiny among American troops at Pompton, relinquishes all claims to the government, despite US neutrality in the war. News of the American victory at Saratoga soon travels to Europe and boosts support of the American cause. Absolutely, the soldiers open fire, Allen and his men went on to topple several poorly fortified British holdouts. Loyalists who have now fled America. New York for Chesapeake Bay to capture Philadelphia, depending on the professional commitment of their officers, Benedict Arnold had a humble upbringing in which he began serving in the militia at an early age. Throughout the war, while the companies and regiments welded into effective military units. Looks like something went wrong. Mississippi Valley, le grand art! American Revolution and the end of the war. John Adams' Diplomatic Missions American Experience. The American Revolution History learn the Making.
    [Show full text]
  • Bellwork: 1/6/2020
    BELLWORK: 1/6/2020 Write down 5 things that you learned in US History last semester… VOCAB – NEW NATION • Quietly by yourself, work on the Vocab Chart • Use your book to find the definitions – Starts on page 247 • Once you are finished, look over the terms! BELLWORK: 1/7/2020 •From your vocab, what does the term precedent mean? BELLWORK: 1/9/2020 •In your opinion, what are 3 things that make a good leader? GEORGE WASHINGTON WHAT’S A PRESIDENT??? • While the Constitution provided a framework for the government, it did not explain how the President should govern from day to day. • George Washington set many presidential precedents including: – The title, “Mr. President” – Serving only two terms – Creating the first presidential cabinet THE CABINET • Washington quickly realized he could not make all of the country’s decisions by himself. • He decided to create a cabinet. THE U.S. CABINET - ASSIGNMENT • By yourself, read the US Cabinet info page. • Use the info page to complete the graphic organizer on Washington’s Cabinet. • Answer the 2 questions at the bottom. (Complete Sentences) • 10 Minutes TODAY’S PRESIDENTIAL CABINET • The Cabinet includes the Vice President and the heads of 15 executive • Housing and Urban Development departments — the Secretaries of: • Interior • Agriculture • Labor • Commerce • State • Defense • Transportation • Education • Treasury • Energy • Veterans Affairs • Health and Human Services • As well as the Attorney General • Homeland Security VOCAB – NEW NATION • Quietly by yourself, work on the Vocab Chart • Use your book to find the definitions – Starts on page 247 • Once you are finished, look over the terms! BELLWORK: 1/10/2020 •What is a presidential cabinet? GEORGE WASHINGTON THE JUDICIARY ACT OF 1789 • The Constitution calls for a Supreme Court, but it was up to Congress to set up the federal court system.
    [Show full text]
  • The Whiskey Rebellion and a Fractured Early Republic
    Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 12-2013 A Nation That Wasn't: The Whiskey Rebellion and a Fractured Early Republic Kevin P. Whitaker Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the United States History Commons Recommended Citation Whitaker, Kevin P., "A Nation That Wasn't: The Whiskey Rebellion and a Fractured Early Republic" (2013). All Graduate Plan B and other Reports. 345. https://digitalcommons.usu.edu/gradreports/345 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. A NATION THAT WASN'T: THE WHISKEY REBELLION AND A FRACTURED EARLY REPUBLIC by Kevin P. Whitaker A plan-B thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF ARTS in History Approved: ________________________ ________________________ Kyle T. Bulthuis Keri Holt Major Professor Committee Member __________________________ James E. Sanders Committee Member UTAH STATE UNIVERSITY Logan, UT 2013 1 Scholars often present nationalism as a cohesive social construction, modeled on Benedict Anderson's theory of imagined communities.1 The strength and popularity of Anderson's immensely useful paradigm of nationalism, however, perhaps leads to excited scholars over-extending his theory or seeing imagined communities that are little more than imaginary. The early Republic forms one such historical time period where, evidence suggests, historians have conjured nationalism where only a fractured nation existed.
    [Show full text]
  • To Assemble Together for Their Common Good”: History, Ethnography, and the Original Meanings of the Rights of Assembly and Speech
    Fordham Law Review Volume 84 Issue 3 Volume 84, Issue 3 Article 2 2015 “To Assemble Together for Their Common Good”: History, Ethnography, and the Original Meanings of the Rights of Assembly and Speech Saul Cornell Fordham University School of Law Follow this and additional works at: https://ir.lawnet.fordham.edu/flr Part of the Constitutional Law Commons Recommended Citation Saul Cornell, “To Assemble Together for Their Common Good”: History, Ethnography, and the Original Meanings of the Rights of Assembly and Speech, 84 Fordham L. Rev. 915 (2015). Available at: https://ir.lawnet.fordham.edu/flr/vol84/iss3/2 This Foreword is brought to you for free and open access by FLASH: The Fordham Law Archive of Scholarship and History. It has been accepted for inclusion in Fordham Law Review by an authorized editor of FLASH: The Fordham Law Archive of Scholarship and History. For more information, please contact [email protected]. “TO ASSEMBLE TOGETHER FOR THEIR COMMON GOOD”: HISTORY, ETHNOGRAPHY, AND THE ORIGINAL MEANINGS OF THE RIGHTS OF ASSEMBLY AND SPEECH Saul Cornell* INTRODUCTION The Whiskey Rebellion is not generally a major focus in constitutional histories or casebooks. Given this fact, it is hardly surprising that the 1795 case Respublica v. Montgomery1 seldom figures as more than a minor footnote in scholarly writing about early American constitutional development, if it receives any attention at all.2 The case has little precedential value for modern First Amendment doctrine and only obliquely implicates larger jurisprudential questions about the rights of assembly and freedom of expression.3 In strictly doctrinal terms, Montgomery is primarily about the obligation of a justice of the peace to put down a riot, not an extended judicial disquisition on the meaning of early American freedom of association or expression.4 Montgomery was one of several cases that resulted from popular protest during the Whiskey * Paul and Diane Guenther Chair in American History, Fordham University.
    [Show full text]
  • Revolutionary Era
    Revolutionary Era 1754 ----- 1800 In with the French and Indian War and out with the Revolution of 1800 Linked to Franklin’s earlier use of a snake, In 1776, the first national flag of the newly declared this Revolutionary War flag featured a independent republic was produced. It included the “united” snake with 13 rattles. It symbolized 13 stripes of red and white, but instead of stars, it the desire of the colonies to defend their liberty… resembled more the British “Union Jack” flag. and to attack if anyone tried to take liberty away. Unit 3 Brief Summary This summary is not meant to replace your reading, and it by no means covers every significant fact from the era… but it will provide a simple overview/review of the era with some of the major terms in bold as a reminder of those items most likely to show up on the exam. Consider it an introduction to the era review. The British let the colonists have a great deal of economic and political independence under a policy called Salutary Neglect. This practice ended after the French and Indian War which resulted from the British challenging France for possession of North America, of 1754-1763. The French and Indian War was one of most important events of the 18th century which decisively shaped American history, hastening independence and stirring a spirit of revenge among the French which further hastened the break with England. Therefore, the American Revolution essentially began in 1763 even though the shot heard round the world didn’t occur until 1775.
    [Show full text]
  • Early Presidents and Social Reformers Teacher Guide
    HISTORY AND GEOGRAPHY Thomas Jefferson Early Presidents and Social Reformers Teacher Guide Dorothea Dix George Washington Frederick Douglass Early Presidents 1–102 American Reformers 103–172 Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ Copyright © 2017 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge®, Core Knowledge Curriculum Series™, Core Knowledge History and Geography™ and CKHG™ are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names.
    [Show full text]
  • The Whiskey Rebellion, Popular Rights and the Meaning of the First Amendment
    Index The Whiskey Rebellion, Popular Rights and the Meaning of the First Amendment Thomas Gaddis House 1769 Library of Congress https://www.loc.gov/item/pa1916/ If These Monuments Could Talk Setting the Stage: What is a Monument? 1. The Excise Tax 2. The Spark 3. The Rebellion 4. The Reaction 5. Winners and Losers? What is a Monument? Albert Gallatin Surveying Statue Friendship Hill National Historic Site https://www.nps.gov/fr hi/learn/education/cla ssrooms/field-trip-self- guided.htm Monument Definition 1 : something that serves as a memorial; especially : a building, pillar, stone, or statue honoring a person or event 2 : a work, saying, or deed that lasts or that is worth preserving <the book is a monument of scholarship> 3 : a boundary marker (as a stone) 4 : a place of historic interest or natural beauty set aside and maintained by the government as public property Miriam-Webster Student Dictionary http://www.wordcentral.com/cgi- bin/student?book=Student&va=monument A Folk Song: Copper Kettle Written by Albert Frank Beddoe Sung by Joan Baez 1962 https://www.youtube.com/watch?v=gl MQXjy46J8 A Print or Painting J. Howard Iams, Artist-Historian ◆ Tarring and Feathering ● Outraged farmers considered tarring and feathering a form of protest ● First recorded incident: September 6, 1791 ○ Near Mingo Creek ○ Robert Johnson, Deputy Tax Collector for Allegheny and Washington Counties A Print or Painting J. Howard Iams, Artist-Historian ◆ Tarring and Feathering ◆ Black Horse Tavern ◆ Miller House ◆ Colonel Presley Neville House ◆ The David Bradford House (r) ◆ The Burning Cabin ◆ The Terrible Night Gravestone Inscription: Here lies the body of Captain James McFarlane of Washington, PA.
    [Show full text]