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South Dakota State University HIST 151 - US History I (to 1877) Concepts addressed: Early Years of the New Nation (1791-1829) I. The Washington Presidency 1791-6 a. Hamiltonians vs. Republicans b. Debt reduction c. Bank of the US d. Neutrality Act e. Citizen Genet f. Jay's Treaty g. Opening the Mississippi h. Indian issues i. Whiskey Rebellion j. Washington's Farewell Address k. The District of Columbia II. The Adams Presidency 1796-1801 a. The XYZ Affair b. The Alien and Sedition Act c. The Virginia and Kentucky Resolutions, 1796 d. The election of 1800 III. The Jefferson Presidency (The Revolution of 1800) a. Midnight Judges b. John Marshall, Chief Justice i. Marbury v. Madison ii. McCulloch v. Maryland iii. Dartmouth College v. Woodward c. The Louisiana Purchase d. The Second Bank of the US e. State expansion of the franchise f. The Lewis and Clark Expedition g. Zebulon Pike IV. Early national expansion a. The trans-Appalachian Frontier b. Growth of Slave population c. Growth of Print Media d. Growth of Cities e. Government land acts f. The Indian Intercourse Act of 1790 g. Indian Issues i. The Cherokee - Sequoyah ii. The Shawnee 1. Tecumseh 2. Tippecanoe iii. The Creek V. International Relations a. The Non-Importation Act, 1806 Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. b. James Madison Becomes President c. The Non-Intercourse Act d. The War of 1812 i. William Henry Harrison ii. The Burning of the Capital iii. Ft. McHenry iv. The Treaty of Ghent, 1814 v. The Battle of New Orleans, 1815 e. The Rush-Bagot Treaty, 1817 f. The Adams-Onis Treaty, 1819 g. The Monroe Doctrine, 1822 VI. Postwar Culture a. Westward migration b. The Rise of Cotton c. The Second Bank of the US d. The Panic of 1819 e. The Missouri Compromise f. Industrialization i. Slater's mill ii. The Cotton Gin g. Transportation i. The Clermont ii. Roads and Turnpikes iii. Gibbons v. Ogden iv. The Erie Canal h. Commercial Expansion in International Trade i. Increasing immigration ii. Growth of cities 1. Spread of epidemic diseases 2. Widening gap between the classes 3. The change in gender roles 4. The Second Great A wakening VII. John Quincy Adams' Presidency 1824-28 Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. .

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John Adams, Alexander Hamilton, and the Quasi-War with France
John Adams, Alexander Hamilton, and the Quasi-War with France David Loudon General University Honors Professor Robert Griffith, Faculty Advisor American University, Spring 2010 1 John Adams, Alexander Hamilton, and the Quasi-War with France Abstract This paper examines the split of the Federalist Party and subsequent election defeat in 1800 through the views of John Adams and Alexander Hamilton on the Quasi-War with France. More specifically, I will be focusing on what caused their split on the French issue. I argue that the main source of conflict between the two men was ideological differences on parties in contemporary American politics. While Adams believed that there were two parties in America and his job was to remain independent of both, Hamilton saw only one party (the Republicans), and believed that it was the goal of all “real” Americans to do whatever was needed to defeat that faction. This ideological difference between the two men resulted in their personal disdain for one another and eventually their split on the French issue. Introduction National politics in the early American republic was a very uncertain venture. The founding fathers had no historical precedents to rely upon. The kind of government created in the American constitution had never been attempted in the Western World; it was a piecemeal system designed in many ways more to gain individual state approval than for practical implementation. Furthermore, while the fathers knew they wanted opposition within their political system, they rejected political parties as evil and dangerous to the public good. This tension between the belief in opposition and the rejection of party sentiment led to confusion and high tensions during the early American republic.
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Not a Sixpence! the XYZ Affair and Integrity
No! No! Not a Sixpence! The XYZ Affair and Integrity Handout A: Narrative BACKGROUND In 1789, the United States government, designed by the Constitution, began operating as President George Washington was inaugurated into office and the First Congress and Supreme Court met. The Revolutionary War consensus around principles of liberty and self- government broke down in debate over specific political policies in the new republic. Foreign policy was one such area of contention, as Great Britain and other European nations went to war with France during the French Revolution and the rise of Napoleon Bonaparte. President George Washington issued a Proclamation of Neutrality in 1793, and the controversial French minister to the U.S., Citizen Genet, was recalled after he tried to inflame passions and persuade the American people and government to join the French side. During the wars, the British initially perpetrated attacks against American shipping and free trade when they seized American vessels and sailors. American diplomat John Jay attempted to resolve the dispute with the British with the 1795 Jay Treaty, but it failed to address the fundamental issue. As the European wars dragged on in the mid-1790s, John Adams was elected president. Weeks after assuming office, Adams had to deal with French violations of American neutral rights. Adams called a special session of Congress that met in May, 1797. He urged a build- up of the American military, especially the navy. Congress authorized the president to call up 80,000 militiamen, funded harbor fortifications, and approved the completion of three frigates. Adams stated, “We are not a degraded people, humiliated under a colonial spirit of fear and sense of inferiority, fitted to be the miserable instruments of foreign influence.” He subsequently dispatched envoys John Marshall, Charles Cotesworth Pinckney, and Elbridge Gerry to go to France to secure an agreement protecting American neutral rights and to end the French destruction of American shipping.
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Pen & Parchment: the Continental Congress
Adams National Historical Park National Park Service U.S. Department of Interior PEN & PARCHMENT INDEX 555555555555555555555555555555555555555555555555555555555555 a Letter to Teacher a Themes, Goals, Objectives, and Program Description a Resources & Worksheets a Pre-Visit Materials a Post Visit Mterialss a Student Bibliography a Logistics a Directions a Other Places to Visit a Program Evaluation Dear Teacher, Adams National Historical Park is a unique setting where history comes to life. Our school pro- grams actively engage students in their own exciting and enriching learning process. We hope that stu- dents participating in this program will come to realize that communication, cooperation, sacrifice, and determination are necessary components in seeking justice and liberty. The American Revolution was one of the most daring popular movements in modern history. The Colonists were challenging one of the most powerful nations in the world. The Colonists had to decide whether to join other Patriots in the movement for independence or remain loyal to the King. It became a necessity for those that supported independence to find ways to help America win its war with Great Britain. To make the experiment of representative government work it was up to each citi- zen to determine the guiding principles for the new nation and communicate these beliefs to those chosen to speak for them at the Continental Congress. Those chosen to serve in the fledgling govern- ment had to use great statesmanship to follow the directions of those they represented while still find- ing common ground to unify the disparate colonies in a time of crisis. This symbiotic relationship between the people and those who represented them was perhaps best described by John Adams in a letter that he wrote from the Continental Congress to Abigail in 1774.
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The Struggle Over Foreign Policy
0198_hsus_te_ch06_s02_su.fm Page 198 Wednesday, April 18, 2007 9:49 AM Step-by-Step WITNESS HISTORY AUDIO A Great Orator Speaks SECTION Instruction In 1792, government officials met with Native Americans in Philadelphia SECTION to discuss treaty issues and continuing skirmishes between settlers and Indians in the North- Objectives west. In response to a plea from President Washington As you teach this section, keep students for peace, a famous Seneca orator replied, focused on the following objectives to help “When you Americans and the king made peace them answer the Section Focus Question and [in 1783], he did not mention us, and showed us no master core content. compassion, notwithstanding all he said to us, and all • Explain how territorial expansion brought we had suffered . he never asked us for a delega- Americans into conflict with the British tion to attend our interests. Had he done this, a and with Native Americans. settlement of peace among all the western nations might have been effected....” • Describe American relations with Britain, —Red Jacket, 1792 France, and Spain. • Analyze how the political parties’ debates over foreign policy further divided them. ᮡ Washington presents Red Jacket with a peace medal (above right) at the 1792 meeting. Prepare to Read The Struggle Over Foreign Policy Background Knowledge L3 Objectives Why It Matters In addition to building a government, making • Explain how territorial expansion brought peace with Native Americans, and maintaining control over expanded Ask students to recall why the first borders, the young United States had to establish itself in the interna- political parties formed. Ask them to Americans into conflict with the British and with Native Americans.
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Federalists and Republicans 1789–1820
Federalists and Republicans 1789–1820 Why It Matters In the nation’s new constitutional government, important new institutions included the cabinet, a system of federal courts, and a national bank. Political parties gradually developed from the different views of citizens in the Northeast, South, and West. The new government faced special challenges in foreign affairs, including the War of 1812 with Great Britain. After the war, a spirit of nationalism took hold in American society. A new national bank was chartered, and Supreme Court decisions strengthened the power of the federal government. The Impact Today Policies and attitudes that developed at this time have helped shape the nation. • Important precedents were set for the relations between the federal and state governments. • Washington’s caution against foreign involvement has powerfully influenced American foreign policy. • Many Americans have a strong sense of national loyalty. The American Republic Since 1877 Video The Chapter 4 video, “The Battle of New Orleans,” chronicles the events of this pivotal battle of the War of 1812. 1798 • Alien and Sedition 1789 Acts introduced 1794 1804 • Washington elected • Jay’s Treaty • Lewis and Clark president signed explore and map Louisiana Territory L Washington J. Adams Jefferson 1789–1797 L 1797–1801 L 1801–1809 L 178519## 1795 1805 M M M M 1793 1799 1805 • Louis XVI guillotined 1794 • Beethoven writes • British navy during French • Polish rebellion Symphony no. 1 wins Battle of Revolution suppressed by Russians Trafalgar 150 Painter and President by J.L.G. Ferris 1808 • Congress bans 1812 international slave • United States declares trade war on Great Britain 1823 1811 • Monroe Doctrine 1819 declared • Battle of Tippecanoe • Spain cedes Florida fought against Tecumseh’s to the United States; Shawnee confederacy Supreme Court HISTORY decides McCulloch v.
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Art of Storytelling
History and the Art of Storytelling: Two Tales from the Early American Republic, Each Told in Two Different Ways Minnesota River Valley: Rich in American History Summer Institute, Part I Presented by Ryan C. MacPherson, Ph.D. South Central Services Cooperative, North Mankato, Minn., 10 June 2010 For free copies of these teaching materials, visit: http://www.ryancmacpherson.com/presentations/15/91 © 2010 by Ryan C. MacPherson, www.ryancmacpherson.com . All Rights Reserved. Permission is granted to duplicate for classroom use. 111 Tale #1: Women’s Rights in the Atlantic World during the Age of Enlightenment High School Curriculum, NAEP Historical Period 3 Recommended Reading: DuBois, Ellen Carol, and Lynn Dumenil, eds. “Mothers and Daughters of the Revolution, 1750-1800.” In Through Women’s Eyes: An American History with Documents . 2d ed. Boston: Bedford/St. Martin’s, 2009. Pp. 122-85. Lewis, Jan. “Did the Constitution Create a Republic of White Men?” In What Did the Constitution Mean to Early Americans? Edited by Edward Countryman, 113-40. Boston: Bedford/St. Martin’s, 1999. Kerber, Linda K. Women of the Republic: Intellect and Ideology in Revolutionary America. Chapel Hill: University of North Carolina Press, 1980. Teacher’s Guide 3 Answer Key 4 Primary Sources and Student Worksheets 5-7 Tale #2: From the XYZ Affair to the Alien and Sedition Acts Middle School Curriculum, NAEP Historical Period 3 Recommended Reading: Herring, George C. “None Who Can Make Us Afraid.” In From Colony to Superpower: U.S. Foreign Relations since 1776 . Oxford: Oxford University Press, 2008. Pp. 56-92. Simon, James F.
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Hist 201: U.S
Dakota Wesleyan University HIST 201: U.S. History I HIST 202: U.S. History II Concepts addressed: Early Years of the New Nation (1791-1829) George Washington's Presidency Judiciary Act of 1789 Secretary of Treasury Alexander Hamilton's economic programs Establishment of Bank of the United States and "loose" versus "strict construction" of the Constitution The Whiskey Rebellion Jay's Treaty Pinckney's Treaty The First American Party System John Adams's Presidency XYZ Affair Alien and Sedition Acts of 1798 Kentucky and Virginia Resolves The Election of 1800 Jefferson's Republican Agrarianism and his presidency Marbury v. Madison Louisiana Purchase The Lewis and Clark Expedition Conflict with Britain over neutral trading rights during Napoleonic Wars in Europe British Navy's practice of impressments Tecumseh Tenskwatawa (Shawnee Prophet) Battle of Tippecanoe Presidency of James Madison War Hawks War of 1812 Creek resistance Battle of New Orleans Hartford Convention Treaty of Ghent Settlement of the “Old Southwest" and “Old Northwest" Eli Whitney's cotton gin The "American System" of national economic development "Era of Good Feelings" and James Monroe's Presidency Henry Clay John C. Calhoun Foreign policy highlights of Monroe's Presidency: Rush-Bagot Treaty 1817, Adams-Onis Treaty 1819, Monroe Doctrine Panic of 1819 The Missouri Compromise The Election of 1824 Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. John Quincy Adams Andrew Jackson * Reviewing their class notes and readings, students should be able to identify these terms and concepts and situate them in their historical context.
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Federalists Vs. Democratic-Republicans
Federalists vs. Democratic-Republicans: America’s First Two-Party System Working with your partners, complete the chart using prior knowledge of events and issues in the 1790s. Political Party Federalists Democratic-Republicans Party Leaders John Adams (Massachusetts) Thomas Jefferson (Virginia) Alexander Hamilton (New York) James Madison (Virginia) Major Sources/Regions of Support Views on the Constitution (including the powers of the national and state governments) Views on Popular Participation in Government Views on Economic Policy (including debt, taxation, and the central bank) Views on Foreign Policy (including the conflict between Britain and revolutionary France) Views on the Alien & Sedition Acts of 1798 Federalists vs. Democratic-Republicans: America’s First Two-Party System Working with your partners, complete the chart using prior knowledge of events and issues in the 1790s. Political Party Federalists Democratic-Republicans Party Leaders John Adams (Massachusetts) Thomas Jefferson (Virginia) Alexander Hamilton (New York) James Madison (Virginia) Major Sources/Regions of Support merchants, landowners farmers, artisans, former Anti-Federalists Northern states (especially New England) New York and Southern states Views on the Constitution Favored: ORDER Favored: LIBERTY (including the powers of the national and *centralized government power – to protect *states’ rights – to guarantee individual liberties and state governments) the nation and the people’s liberties prevent excessive exercise of governing authority *implied powers
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President Adam's Dilemma
President Adam’s Dilemma Protecting U.S. Ships • Isolation sounded good, but it is often to very difficult to stay out of other countries’ conflicts. • Adams tried to follow Washington’s policy of neutrality. • This became very difficult with France. The Jay Treaty • In 1794 Britain refused to leave the Ohio Valley. • Instead of starting a war, Washington ordered John Jay to go to London and settle things with the British. • In 1794 the Jay Treaty was signed and the British removed their troops from the Ohio Valley. • France (still at war with Britain) saw the Jay Treaty as a violation of its own treaty with the US made in 1778. In 1796 the French navy began attacking U.S. merchant ships bound for Britain. Over the next year, French warships captured 316 American ships. Adams couldn’t stay neutral now! The XYZ Affair • Adams sent three men to ask the French to end the attacks. The prime minister refused to speak to them. • Instead they were met by secret agents identified as X, Y, and Z. • The agents told the Americans that no peace talks would be held unless they received $240,000 (4 million dollars today). • The Americans refused. “Millions for defense, but not one cent for tribute!” • The XYZ Affair outraged Americans. • Congress voted to recruit an army of 100,000 men, and to build 12 new ships. • Congress authorized U.S. warships to launch a “half war” on the seas. • Americans ships captured more than 80 armed French ships • Adams found himself very popular in the US.
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Chapter 8 the Federalist Era (1789-1800)
Chapter 8 The Federalist Era (1789-1800) Section 3 The First Political Parties What do you think is the most important principle of Jefferson’s Republican party? A. Strong emphasis on states’ rights B. Accessibility of politics A. A to the average citizen B. B C. Strict interpretation of the Constitution C. C D. Protection of civil liberties D. D How did the Federalist and Republican Parties form, and on what issues did they disagree? Opposing Views • Even President Washington was not liked by everyone • Many of those were supporters of Thomas Jefferson • Political Parties began to form • People disagreed with each other, even in Washington’s cabinet (Hamilton and Jefferson) • Even Washington was partisan (Favored one side of an issue) • Washington usually favored Hamilton Political Parties Emerge • Similar differences existed in Congress • Two distinct political parties formed • Federalists- supported the policies of Washington’s administration • Democratic- Republicans (Republicans) Which of the following was NOT a United States political party? A. Democrats B. Revisionists C. Republicans A. A B. B D. Federalists C. C D. D Federalists • Stood for a strong federal government • Favored banking and shipping interests • Support in the Northeast and wealthy plantation owners of the South • 1791- Philip Freneau wrote the National Gazette that turned public opinion against the Federalist • (Jefferson, Secretary of State, helped it get started) • Jefferson and Madison later organized people who disagreed with Hamilton • Were called the Democratic-
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President John Adams and Four Chief Justices: an Essay for James F
NYLS Law Review Vols. 22-63 (1976-2019) Volume 57 Issue 3 Supreme Court Narratives: Law, History, Article 3 and Journalism January 2013 President John Adams and Four Chief Justices: An Essay for James F. Simon R.B. Bernstein New York Law School Follow this and additional works at: https://digitalcommons.nyls.edu/nyls_law_review Part of the Judges Commons, Law and Politics Commons, Legal History Commons, President/ Executive Department Commons, and the Supreme Court of the United States Commons Recommended Citation R.B. Bernstein, President John Adams and Four Chief Justices: An Essay for James F. Simon, 57 N.Y.L. SCH. L. REV. (2012-2013). This Article is brought to you for free and open access by DigitalCommons@NYLS. It has been accepted for inclusion in NYLS Law Review by an authorized editor of DigitalCommons@NYLS. VOLUME 57 | 2012/13 R.B. Bernstein President John Adams and Four Chief Justices: An Essay for James F. Simon 57 N.Y.L. Sch. L. Rev. 441 (2012–2013) ABOUT THE AUTHOR: Distinguished Adjunct Professor of Law, New York Law School, and Adjunct Professor of Political Science and History, Skadden, Arps Honors Program in Legal Studies, City College of New York. I thank my colleagues and friends at New York Law School—including Dean Emeritus James F. Simon and Professors William P. LaPiana, Edward A. Purcell, Jr., Marcey Grigsby, and Nadine Strossen, as well as co-panelists Akhil Reed Amar of Yale University, Richard D. Friedman of the University of Michigan Law School, and Lucas A. Powe, Jr. of the University of Texas at Austin.
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Families in the Revolution: Patriots in the Countryside
National Historical Park Adams National Park Service U.S. Department of Interior FAMILIES IN THE REVOLUTION: PATRIOTS IN THE COUNTRYSIDE Index 555555555555555555555555555555555555555555555555555555555555 a Letter to Teacher a Themes, Goals, Objectives, and Program Description a Resources & Worksheets a Pre-Visit Materials a Student Bibliography a Logistics a Directions a Other Places to Visit a Program Evaluation Dear Teacher, The Birthplaces at the Adams National Historical Park commemorate the only father-son presidents, John Adams and John Quincy Adams, and provide us with a unique setting where history seems to come to life. Our student-driven curriculum actively engages students in their own exciting and enriching learning process. This program will instill in students the realization that sacrifice, coopera- tion, and determination are necessary attributes for seeking justice and liberty, as evidenced by the Adams family. The American Revolution was one of the most daring popular movements in modern history. The colonists were challenging one of the most powerful nations in the world. Americans were facing what appeared to be insurmountable odds. While the story of the Revolution's battles, political debates, and confrontations are much studied, the impact of the war on individual families is sometimes overlooked. This program will examine the effects of war and military occupation on American patriot families. Two families, the Adamses and the Reveres, were committed to the revolutionary cause and their con- tributions took hardy tolls upon their family lives. John Adams and Paul Revere had such profound influence on the movement for American independence because they had families who shared their beliefs and who would, despite great personal risk, unselfishly give them advice, moral support, and love throughout the struggle.
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