DOCSLIB.ORG

Chapter 5: the Federalist

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Chapter 5: the Federalist With the Constitution in place, the newly chosen govern- ment began to set procedures and customs for the country. (t)Frank & Marie-Therese Wood Print Collection, Alexandria, VA, (bl)AKG London, (br)Giraudon/Art Resource, NY Alexandria, VA, Print Collection, (t)Frank & Marie-Therese Wood The nation continued to gain new territory and grow, but faced challenges from other countries, including its old foe, Great Britain. The United States also set foreign policy that would guide its actions for many years. • The American political process took shape during the country’s early years. • The United States began to establish its place in the world as it gained territory and fought wars with foreign powers. 1780 1790 1800 1789 1791 1798 1804 Washington Bill of Rights Alien and Lewis and becomes first is added to Sedition Clark president Constitution Acts are begin passed expedition Washington banner 1796 1800 American ship Strong earth- opens up trade quake hits with California San Diego region 1789 1804 The French Napoleon Revolution begins crowns himself Storming of the emperor Bastille of France 270 ° 130°W120 W 110°W 100°W 90°W80°W70°W 1812 Russian fur traders set up Fort Ross in northern California 1804 Lewis and Clark begin expedition 40°N 1821 California becomes Mexican province N E PACIFIC W OCEaN S 30°N ATLaNTIC OCEaN North America, 1830 0 400 miles United States 0 400 kilometers Lambert Equal-Area projection 20°N Mexican Republic 1810 1820 1830 1812 1823 U.S. declares Monroe Doctrine war on is declared Britain American sailors 1812 1819 1821 1824 Russian fur traders Northern California California Rancho economy begins set up Fort Ross in border is set at becomes northern California 42nd parallel Mexican province Fort Ross Mexican flag 1815 1821 1824 Allies defeat Mexico wins its Mexico offers land Napoleon at independence grants to Mexicans Waterloo from Spain and immigrants (t)North Wind Picture Archives, (bl)Michael T. Sedman/CORBIS, (br)Royalty Free/CORBIS TREATY OF GREENVILLE See The Federalist Era Chapter 5 MONTICELLO See The Age of Jefferson Chapter 6 Alexander Hamilton John Adams Toussaint Louverture Sacagawea 1755–1804 1735–1826 c. 1743–1804 c. 1787–1812 First Secretary of the First vice president Haitian revolutionary Shoshone guide for Treasury and second president Chapter 6, page 313 Lewis and Clark Chapter 5, page 283 Chapter 5, page 294 Chapter 6, page 315 272 (bkgd)Worldsat International Inc. 2004, All Rights Reserved, (t)Chicago Historical Society, (c)North Wind Picture Archive, (bl)Archivo Iconografico, S.A./CORBIS, (bcl)White House Historical Association, (bcr)Bettmann/CORBIS, (br)E.S. Paxson,"Lewis and Clark at Three Forks," Courtesy of the Montana Historical Society, photograph by Don Beaty, LEWIS AND CLARK See The Age of Jefferson Chapter 6 BATTLE OF NORTH POINT See Foreign Affairs in the Early Republic Chapter 7 James Fenimore Cooper Washington Irving John Calhoun Dolley Madison 1789–1851 1783–1859 1782–1850 1768–1849 American writer American writer Political leader First lady Chapter 6, page 324 Chapter 6, page 324 Chapter 7, page 344 Chapter 7, page 357 273 (t)Western American Prints, (c)Don Troiani, www.historicalartprints.com, (bl bcl)Bettmann/CORBIS, (bcr)Greenville County Museum of Art, (br)Stock Montage Royalty-Free/CORBIS The Capitol Building, Washington, D.C. 1788 1794 1800 1789 1796 1798 George John Adams Congress Washington, D.C. Washington is elected passes Alien THE UNITED is nation’s president and Sedition STATES in 1800 first president Acts hapter Overview C Visit ca.hs om a preview of C s.glencoe.c for hapter 5. The First President Political ideas and major events shape how people form governments. President Washington and the first Congress built a new government. Early Challenges Political ideas and major events shape how people form governments. The new American government struggled to keep peace at home and avoid war abroad. The First Political Parties Citizen participation is essential to the foundation and preservation of the U.S. political system. By the election of 1796, two distinct political parties with different views had developed. View the Chapter 5 video in the Glencoe Video Program. Summarizing Information Make this foldable and use it as a journal to help you record the major events that occurred as the new nation of the United States formed. Step 1 Fold a sheet of paper Step 2 Then fold it in Reading and Writing from top to bottom. half from side to side. As you read the chapter, find the “firsts” experienced by the new nation, and record them in your foldable journal. For example, list the Step 3 Label the precedents set by foldable as shown. Journal of President Washington American and identify the first Firsts political parties. CHAPTER 5 • The Federalist Era 275 Recognizing Bias Most people have feelings and ideas that affect their point of view. This viewpoint, or events. For this reason, anbias, ideainfluences that is stated the asway a factthey may interpret really be only an opinion. Recognizing bias will help you judge the accuracy of what you read.You can look for clues to help uncover bias in written form. Read the list below for hints you can use to identify bias. • Identify the author of the statement, and examine his or her views and possible reasons for writing the material. • Look for language that reflects an emotion or opinion—words such as all, never, best, worst, might, should. or • Examine the writing for imbalances— focusing on one viewpoint and failing to discuss other perspectives. One way to identify bias is to find out more about the author. C an you find infor- mation about the author that will help you under- stand opinions he or she may express? 276 Look at the two quotes below. Each has a different opinion about “the people.” On a separate sheet of paper, restate each opinion in your own words. Discuss your conclusions with a partner. Read to Write Write a paragraph “The people are turbulent describing a person [disorderly] and changing.... or event about which They seldom judge or determine you feel very strongly. right.” Now try to write a paragraph about the —Alexander Hamilton, same person or event Federalist, page 292 without including any personal opinion. “I am not among those who fear the people. They, and not the rich, are our dependence [what we depend on] Alexander Hamilton for continued freedom.” —Thomas Jefferson, Republican, page 293 Thomas Jefferson Look for examples of bias in comments made by key figures described in the text. CHAPTER 5 • The Federalist Era 277 (bl br)Stock Montage The First President Looking Back, Looking Ahead Content Vocabulary American leaders faced a great challenge. precedent (PREH• suh• duhnt) History Nobody knew if the political system laid cabinet Social Science out by the Constitution would work. national debt (DEHT) Standards Many people wondered: Could this new bond (BAHND) kind of government last? US8.3 Students under- speculator (SPEH•kyuh • LAY •tuhr) stand the foundation of unconstitutional the American political Focusing on the system and the ways in • President Washington and the new tariff (TAR•uhf) which citizens participate Congress established the departments Academic Vocabulary in it. in the executive branch, set up the ultimate (UHL•tuh•muht) US8.4 Students analyze nation’s court system, and added the structure the aspirations and ideals Bill of Rights to the Constitution. of the people of the new (page 279) confirm nation. • Alexander Hamilton, the secretary revenue (REH•vuh• NOO) of the treasury under Washington, Reading Strategy worked to fix financial problems and Classifying Information Use a diagram strengthen the economy. (page 281) like the one below to list the actions Locating Places taken by Congress and Washington’s first Washington, D.C. administration. Meeting People Actions Thomas Jefferson Washington’s Congress Alexander Hamilton First Administration Henry Knox Edmund Randolph John Jay 1789 1790 1791 1792 Apr. 30, 1789 Sep. 1789 Dec. 1791 Washington Judiciary Act Bill of Rights takes the oath sets up federal added to the of office court system Constitution George Washington John Jay James Madison 278 CHAPTER 5 • The Federalist Era (bl br)White House Historical Association, (bc)Yale University Art Gallery US8.4 Students analyze the aspirations and ideals of the people of the new nation. President Washington believed that it was his leadership that brought them victory in the Revolutionary War. Equally President Washington and the new important, he had willingly given up his mili- Congress established the departments in the tary power as soon as the war was over to executive branch, set up the nation’s court sys- return to his civilian life tending his plantation. tem, and added the Bill of Rights to the Washington was aware of the difficulties Constitution. he faced. He knew that the precedents (PREH• Reading Connection If you were founding our suh• duhnts), or traditions, he established as the nation’s government, what do you think would be nation’s first president would shape the future most important? As you read this section, think of the United States. “No slip will pass unno- about the choices that Washington and the new ticed,” he remarked. One precedent he estab- Congress had to make. lished concerned the way people should address him. Vice President Adams supported “His Highness the President of the United States,” but ultimately it was decided that “Mr. President” would be more appropriate. Washington and the new Congress also had Celebrations erupted in the streets of many decisions to make about the structure of Philadelphia, New York, Boston, and Charleston government. For example, the Constitution in 1789. News of the Constitution’s ratification gave Congress the power to establish executive was greeted with relief and enthusiasm.
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]
  • The Federalist Era 1787-1800
    THE FEDERALIST ERA 1787-1800 Articles of Confederation: the first form of government. *NATIONAL GOVERNMENT TOO WEAK! Too much state power “friendship of states” examples of being too weak: • No President/No executive • Congress can’t tax or raise an army • States are coining their own money • Foreign troubles (British on the frontier, French in New Orleans) Shays’ Rebellion: Daniel Shays is a farmer in Massachusetts protesting tax collectors. The rebellion is a wake up call - recognize we need a new government Constitutional Convention of 1787: Delegates meet to revise the Articles, instead draft a new Constitution • Major issue discussed = REPRESENTATION IN CONGRESS (more representatives in Congress, more influence you have in passing laws/policies in your favor) NJ Plan (equal per state) vs. Virginia Plan (based on population) House of Representatives: GREAT COMPROMISE Based on population Creates a bicameral Senate: (two-house) legislature Equal, two per state THREE-FIFTHS • 3 out of every 5 slaves will count for representation and taxation COMPROMISE • increases representation in Congress for South Other Compromises: • Congress regulates interstate and foreign trade COMMERCIAL • Can tax imports (tariffs) but not exports COMPROMISE • Slave trade continued until 1808 How did the Constitution fix the problems of the Articles of Confederation? ARTICLES OF CONFEDERATION CONSTITUTION • States have the most power, national • states have some power, national government government has little has most • No President or executive to carry out
    [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]
  • Inventory of Cemeteries and Burial Grounds
    HAMILTON’S HERITAGE Volume 6 December 2005 Inventory of Cemeteries and Burial Grounds Hamilton Planning and Economic Development Department Development and Real Estate Division Community Planning and Design Section HAMILTON’S HERITAGE Eastlawn, Hamilton Volume 6 December 2005 Inventory of Cemeteries St. Andrew’s Presbyterian, and Burial Grounds Ancaster Grove, Dundas St. Paul’s Anglican, Glanford Smith’s Knoll, Stoney Creek West Flamborough Presbyterian, West Flamborough Contents Acknowledgements Introduction 1 History of Hamilton Cemeteries and Burial Grounds 6 Markers Monuments and Mausoleums 11 Inscriptions and Funerary Art 16 Inventory of Cemeteries and Burial Grounds Ancaster 21 Beverly 46 Binbrook 59 Dundas 69 East Flamborough 74 Glanford 83 Hamilton Downtown 88 Hamilton Mountain 99 Stoney Creek 111 West Flamborough 124 Lost/Abandoned 135 Appendix Cemetery Types 153 Cemetery Chronology 156 Glossary 158 Index 159 Contact: Joseph Muller Cultural Heritage Planner Heritage and Urban Design 905-546-2424 x1214 [email protected] Additional text, post-production, and covers: Meghan House Joseph Muller Acknowledgements This inventory was compiled and arranged under the direction of Sylvia Wray, Archivist at the Flamborough Archives, member of the Hamilton LACAC (Municipal Heritage Committee), and Chair of that Committee’s Inventory Subcommittee. During the summers of 2004 and 2005, Zachary Horn and Aaron Pingree (M.A. students at the University of Waterloo) were employed by the Flamborough Archives to undertake the field work and research necessary for this volume. Staff of the Planning and Economic Development Department thanks Sylvia, Zachary and Aaron for their hard work and dedication in the production of this volume. Hamilton’s Heritage Volume 6: Inventory of Cemeteries and Burial Grounds Page 1 INTRODUCTION This inventory of Euro-Canadian cemeteries and burial sites contains a listing of all licensed cemeteries and burial grounds that are located within the City of Hamilton.
    [Show full text]
  • The Meaning of the Federalist Papers
    English-Language Arts: Operational Lesson Title: The Meaning of the Federalist Papers Enduring Understanding: Equality is necessary for democracy to thrive. Essential Question: How did the constitutional system described in The Federalist Papers contribute to our national ideas about equality? Lesson Overview This two-part lesson explores the Federalist Papers. First, students engage in a discussion about how they get information about current issues. Next, they read a short history of the Federalist Papers and work in small groups to closely examine the text. Then, student pairs analyze primary source manuscripts concerning the Federalist Papers and relate these documents to what they have already learned. In an optional interactive activity, students now work in small groups to research a Federalist or Anti-Federalist and role-play this person in a classroom debate on the adoption of the Constitution. Extended writing and primary source activities follow that allow students to use their understanding of the history and significance of the Federalist Papers. Lesson Objectives Students will be able to: • Explain arguments for the necessity of a Constitution and a bill of rights. • Define democracy and republic and explain James Madison’s use of these terms. • Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers using primary source examples. • Discuss and defend the ideas of the leading Federalists and Anti-Federalists on several issues in a classroom role-play debate. (Optional Activity) • Develop critical thinking, writing skills, and facility with textual evidence by examining the strengths of either Federalism or Anti-Federalism. (Optional/Extended Activities) • Use both research skills and creative writing techniques to draft a dialogue between two contemporary figures that reflects differences in Federalist and Anti-Federalist philosophies.
    [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]
  • HAMILTON Project Profile 6 8 20
    “HAMILTON” ONE-LINER: An unforgettable cinematic stage performance, the filmed version of the original Broadway production of “Hamilton” combines the best elements of live theater, film and streaming to bring the cultural phenomenon to homes around the world for a thrilling, once-in-a-lifetime experience. OFFICIAL BOILERPLATE: An unforgettable cinematic stage performance, the filmed version of the original Broadway production of “Hamilton” combines the best elements of live theater, film and streaming to bring the cultural phenomenon to homes around the world for a thrilling, once-in-a-lifetime experience. “Hamilton” is the story of America then, told by America now. Featuring a score that blends hip-hop, jazz, R&B and Broadway, “Hamilton” has taken the story of American founding father Alexander Hamilton and created a revolutionary moment in theatre—a musical that has had a profound impact on culture, politics, and education. Filmed at The Richard Rodgers Theatre on Broadway in June of 2016, the film transports its audience into the world of the Broadway show in a uniquely intimate way. With book, music, and lyrics by Lin-Manuel Miranda and direction by Thomas Kail, “Hamilton” is inspired by the book “Alexander Hamilton” by Ron Chernow and produced by Thomas Kail, Lin-Manuel Miranda and Jeffrey Seller, with Sander Jacobs and Jill Furman serving as executive producers. The 11-time-Tony Award®-, GRAMMY Award®-, Olivier Award- and Pulitzer Prize-winning stage musical stars: Daveed Diggs as Marquis de Lafayette/Thomas Jefferson; Renée Elise Goldsberry as Angelica Schuyler; Jonathan Groff as King George; Christopher Jackson as George Washington; Jasmine Cephas Jones as Peggy Schuyler/Maria Reynolds; Lin-Manuel Miranda as Alexander Hamilton; Leslie Odom, Jr.
    [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]
  • SO 003 006 AUTHOR Nicolosi, Louis J.; and Others TITLE American History: the Multi-Concept Plan for High School
    DOCUMENT RESUME ED 062 259 SO 003 006 AUTHOR Nicolosi, Louis J.; And Others TITLE American History: The Multi-Concept Plan for High School. INSTITUTION Louisiana State Dept. of Education, Baton Rouge. REPORT NO Bull-1060 PUB DATE 71 NOTE 205p. EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS Activity Units; *American History; Civil War (United States); *Concept Teaching; constitutional History; Curriculum Guides; Democracy; *History Instruction; Modern History; Reconstruction Era; Secondary Grades; Sequential Learning; *Social Studies; *United States History ABSTRACT Providing a basic framework for a one year American history course for secondary students, this curriculum guide offers help for teachers in planning, organizing, and teaching social studies. Designed to cover the whole paLorama of history (1450 through 1969) in sequence, the course aims tc help students understand early events and how they are related to contemporary affairs. The multi-concept plan is based upon the assumption that the subject matter of American history can be presented in terms of general organizing concepts. These general ideas (primary concepts) serve as the organizational framework for factual content (secondary concepts) of the course. The students, taught by this plan, become aware of the relativity of historical interpretation and learn to organize facts into meaningful patterns. The thirty-six weekcourse in American history is divided into 17 units of instruction, with each unit varying from one to three weeks in duration. The last three units are devoted to the developing twentieth-century conflict between Capitalism and Communism. Concepts, content, guides, oral and written activities, and bibliography of student and teacher materials are presented for each unit.
    [Show full text]
  • Download Hamilton the Musical Movie Guide Student Version.Pdf
    Name___________________________________________Date_____________________________________Period__________ håmïltøñ müsïçål møvïë güïdë (2020) bëførë thë müsïçål 1. Why does representation matter in theatre, film, and media? Explain your answer below. dürïñg thë müsïçål 2. Name a family member Alexander Hamilton lost during his Childhood: 3. What is one pieCe of adviCe Aaron Burr gives Hamilton? 4. How is Hamilton “just like [his] country”? 5. Finish the LyriC: “Raise a glass to ___________________. Something they can never ____________ ______________.” 6. What are the names of the three SChuyler sisters? 7. King George III threatens to do this in order to remind people of his love. (Two possible answers. Name one of them.) 8. How many British troops are in New York Harbor? ______________________ 9. Who volunteers to be General Washington’s right-hand man? How did Washington respond? 10. ACCording to Burr, what did Martha Washington name after Hamilton? 11. Who does Hamilton marry? 12. What do you learn about AngeliCa during the song Satisfied? 13. Why is Burr’s love for Theodosia scandalous? 14. Finish the LyriC: “Life doesn’t discriminate between the _________________ and the ________________.” 15. Who does General Washington promote to seCond-in-Command? 16. What happens to the person in the previous question? 17. What does Hamilton realize when he sees Eliza? 18. Finish the Lyric: “Let me tell you what I wish I’d known. When I was young and dreamed of glory. You have no control. Who lives? Who dies? ____________ _____________ ____________ _______________?” 19. Which battle takes place in 1781? 20. What was Hercules Mulligan’s role during the Revolutionary War? 21.
    [Show full text]
  • HISTORY 1301 Course Title: United State
    COMMON COURSE SYLLABUS Department: Social Sciences Discipline: History Course Number: HISTORY 1301 Course Title: United States History I Credit: 3 Lecture, 0 Lab Foundational Component Area of Core Curriculum: American History Prerequisites: TSI compliance in Reading Available Formats: Conventional Campus: Reese Course Description: A survey of the social, political, economic, cultural and intellectual history of the United States from the pre-Colombian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Colombian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government. Course Purpose: To acquaint students with the diversity of American history and to promote critical thinking in interrelating the past to the present. Fundamentally, the course promotes general understanding of a body of knowledge any student should know. Course Requirements: To maximize a student’s potential to complete this course, he/she should attend all class meetings, complete all homework assignments and examinations in a timely manner, and complete all other projects or papers as assigned. Learning Outcomes Upon successful completion of this course, students should be familiar with the pre-Colombian era to the Civil War/Reconstruction period. This would include the following themes: . American settlement and diversity . American culture . religion . civil and human rights 1 . technological change . economic change . immigration and migration . creation of the federal government Learning Outcomes: Upon successful completion of this course, students will: .
    [Show full text]