The Federalist Era: (1789-1801)
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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). -
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 -
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. -
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 -
Chapter 9 Revolutionary Legacies, 1789–1803
Chapter 9 Revolutionary Legacies, 1789–1803 Learning Objectives: After reading Chapter 9, you should be able to: 1. Understand the varied political viewpoints that were competing for prominence at this time. 2. Explain the continued dependence on slavery in the American South. 3. Identify and discuss the primary beneficiaries of the new country. 4. Understand that Republican ideology had profound effects on many aspects of America. 5. Discuss the presidency of George Washington and the problems he encountered. 6. Explain the effects of European political decisions on America. Time Line 1787 Free African Society founded in Philadelphia 1789 The French Revolution began George Washington assumed presidency of the United States Judiciary Act of 1789 First U.S. tariff on imported goods 1790 Congress agreed to fund national debt Naturalization law limited U.S. citizenship to free white persons 1791 Bill of Rights ratified by the states Congress issued charter to Bank of the United States Samuel Slater constructed first American cotton-spinning machine 116 1792 Washington was reelected to a second term French revolutionaries beheaded the king and began “Reign of Terror” America restricted membership in the militia to white men Vindication of the Rights of Women, Mary Wollstonecraft 1793 France and England went to war over territorial claims in Europe and West Indies Washington issued Neutrality Proclamation British Navy seized 300 American merchant ships; sailors taken hostage under impressments Eli Whitney invented the cotton gin 1794 Battle of Fallen Timbers Whiskey Rebellion Fall of the Ohio Confederacy France outlawed practice of slavery 1795 Chief Justice John Jay dispatched to England to negotiate status of British forts in U.S. -
Chapter 6: Federalists and Republicans, 1789-1816
Federalists and Republicans 1789–1816 Why It Matters In the first government under the Constitution, 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, West, and South. The new government faced special challenges in foreign affairs, including the War of 1812 with Great Britain. The Impact Today During this period, fundamental policies of American government came into being. • Politicians set important precedents for the national government and for relations between the federal and state governments. For example, the idea of a presidential cabinet originated with George Washington and has been followed by every president since that time • President Washington’s caution against foreign involvement powerfully influenced American foreign policy. The American Vision Video The Chapter 6 video, “The Battle of New Orleans,” focuses on this important event of the War of 1812. 1804 • Lewis and Clark begin to explore and map 1798 Louisiana Territory 1789 • Alien and Sedition • Washington Acts introduced 1803 elected • Louisiana Purchase doubles president ▲ 1794 size of the nation Washington • Jay’s Treaty signed J. Adams Jefferson 1789–1797 ▲ 1797–1801 ▲ 1801–1809 ▲ ▲ 1790 1797 1804 ▼ ▼ ▼ ▼ 1793 1794 1805 • Louis XVI guillotined • Polish rebellion • British navy wins during French suppressed by Battle of Trafalgar Revolution Russians 1800 • Beethoven’s Symphony no. 1 written 208 Painter and President by J.L.G. Ferris 1812 • United States declares 1807 1811 war on Britain • Embargo Act blocks • Battle of Tippecanoe American trade with fought against Tecumseh 1814 Britain and France and his confederacy • Hartford Convention meets HISTORY Madison • Treaty of Ghent signed ▲ 1809–1817 ▲ ▲ ▲ Chapter Overview Visit the American Vision 1811 1818 Web site at tav.glencoe.com and click on Chapter ▼ ▼ ▼ Overviews—Chapter 6 to 1808 preview chapter information. -
The Federalist Era
historysage.com The Federalist Era THE FEDERALIST ERA (1789-1801) DOMESTIC POLICY I. America c. 1790 A. Population nearly 4 million in 1790 census: doubling every 25 years. 1. About 90% of Americans lived on farms 2. Relatively few large towns existed: -- Exceptions: Philadelphia, NY, Boston, Charleston, Baltimore 3. 5% lived east of the Allegheny mountains -- New states: Kentucky, 1792; Tennessee 1796; Ohio 1803; B. Finances of the new nation were precarious 1. Public debt was enormous; revenue had significantly declined 2. Worthless paper money, both state & national, was in heavy circulation. C. Foreign challenges by Britain and Spain threatened the unity of the U.S. II. President Washington's Administration A. Washington unanimously elected president by the Electoral College in 1789 – only Presidential nominee ever to be honored unanimously. 1. Many believe Congress was willing to give the presidency power due to Washington's immense respectability 2. Took oath of office on April 30, 1789 in temporary capital of NYC. -- John Adams sworn in as vice president B. Washington's cabinet 1. Precedent: Consulting of cabinet members (department heads) in order to make decisions. 2. Constitution does not mention a cabinet 3. The cabinet has become an integral part of the "unwritten constitution." 4. In the beginning, only three full-fledged department heads existed: a. Secretary of State -- Thomas Jefferson b. Secretary of the Treasury -- Alexander Hamilton c. Secretary of War -- Henry Knox d. Edmund Randolph--Attorney General; became the 4th major cabinet member after passage of Judiciary Act of 1789. 5. Cabinet characterized by bickering between Hamilton and Jefferson. -
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. -
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. -
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: . -
Resources for Teachers." Turning Ideas Into Reality: the Executive Branch Fosters Engineering Excellence." an Institute for Pre-College Science and Social Studies Teachers (West Hartford
DOCUMENT RESUME ED 337 374 SO 021 299 AUTHOR Pierce, Preston E., Comp. TITLE Resources for TeacherS. "Turning Ideas Into Reality: The Executive Branch Fosters Engineering Excellence." An Institute for Pre-College Science and Social Studies Teachers (West Hartford, Connecticut, February 18-19, 24-26, 1989). Revised. INSTITUTION Ontario County, NY. Div. of Human Services. SPONS AGENCY Hartford Univ., West Hartford, CT. Coll. of Engineering. PUB DATE Feb 91 NOTE 72p.; Support also received from the United States Constitution Bicentennial Commission. PUB TYPE Reference Materials - Bibliographies (131) -- Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Educational Resources; Engineering; Federal Government; *Government Role; High Schools; *Library Materials; Science Education; Social Studies; *Technological Advancement; *United States History IDENTIFIERS *Nineteenth Century ABSTRACT A compilation of resources is provided for those interested in examining action taken by the executive branch of the federal government to foster scientific and engineering excellence in the United States in the nineteenth century. The resources are intended for use by pre-college secondary science and social studies teachers. Each of the resources listed in the bibliography section of the document can be obtained from any typical college library and from most public libraries by making use of interlibrary loans. The resources are divided into seven groups: historical references, reference works, non-print -
Hamilton Project Seeks to Advance America’S Promise of Opportunity, Prosperity, and Growth
4(% (!-),4/. An Education Strategy to Promote 02/*%#4 Opportunity, Prosperity, and Growth STRATEGY PAPER FEBRUARY 2007 Joshua Bendor, Jason Bordoff, and Jason Furman The Brookings Institution The Hamilton Project seeks to advance America’s promise of opportunity, prosperity, and growth. The Project’s economic strategy reflects a judgment that long-term prosperity is best achieved by making economic growth broad-based, by enhancing individual economic security, and by embracing a role for effective government in making needed public investments. Our strategy—strikingly different from the theories driving economic policy in recent years—calls for fiscal discipline and for increased public investment in key growth- enhancing areas. The Project will put forward innovative policy ideas from leading economic thinkers throughout the United States—ideas based on experience and evidence, not ideology and doctrine—to introduce new, sometimes controversial, policy options into the national debate with the goal of improving our country’s economic policy. The Project is named after Alexander Hamilton, the nation’s first treasury secretary, who laid the foundation for the modern American economy. Consistent with the guiding principles of the Project, Hamilton stood for sound fiscal policy, believed that broad-based opportunity for advancement would drive American economic growth, and recognized that “prudent aids and encouragements on the part of government” are necessary to enhance and guide market forces. THE Advancing Opportunity, HAMILTON Prosperity and Growth PROJECT THE HAMILTON PROJECT An Education Strategy to Promote Opportunity, Prosperity, and Growth Joshua Bendor Jason Bordoff Jason Furman The Brookings Institution FEBRUARY 2007 Abstract This paper discusses a framework for education policy, from early childhood through post-secondary edu- cation, along with major reform ideas consistent with that framework.