Download The Struggle Over Foreign Policy

WITNESS HISTORY
Step-by-Step
Instruction
In 1792, government officials met
with Native Americans in Philadelphia
to discuss treaty issues and continuing
skirmishes between settlers and Indians in the Northwest. In response to a plea from President Washington
for peace, a famous Seneca orator replied,
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question and
master core content.
• Explain how territorial expansion brought
Americans into conflict with the British
and with Native Americans.
• Describe American relations with Britain,
France, and Spain.
• Analyze how the political parties’ debates
over foreign policy further divided them.
“When you Americans and the king made peace
[in 1783], he did not mention us, and showed us no
compassion, notwithstanding all he said to us, and all
we had suffered . . . he never asked us for a delegation to attend our interests. Had he done this, a
settlement of peace among all the western nations
might have been effected. . . .
—Red Jacket, 1792
”
䊱
Washington presents Red Jacket with a peace medal (above right) at the 1792 meeting.
The Struggle Over Foreign Policy
Prepare to Read
Background Knowledge
L3
Ask students to recall why the first
political parties formed. Ask them to
predict how well they think the parties
will work together during crises that
the nation will face.
Set a Purpose
L3
쐍 WITNESS HISTORY Read the selec-
tion aloud, or play the audio.
Witness History Audio CD,
A Great Orator Speaks
Ask According to Red Jacket,
how were the Native Americans
treated in the peace treaty of
1783? (They were not considered at
all.) What effect did this have on
U.S. relations with Native Americans? (It prevented peace because
Native American interests were not
considered.)
Objectives
• Explain how territorial expansion brought
Americans into conflict with the British and
with Native Americans.
• Describe American relations with Britain,
France, and Spain.
• Analyze how the political parties’ debates
over foreign policy further divided them.
Terms and People
Little Turtle
Battle of Fallen Timbers
French Revolution
John Jay
XYZ Affair
U.S. Foreign Policy
Native
Americans
Question and write it on the board.
Tell students to refer to this question as they read. (Answer appears
with Section 2 Assessment answers.)
쐍 Preview Have students preview
the Section Objectives and the list
of Terms and People.
Using the Paragraph
Shrinking strategy (TE, p. T20),
have students read this section. As
they read, have students identify
supporting details about early U.S.
foreign policies. Reading and Note
Taking Study Guide
198
The New Republic
Alien and Sedition Acts
Virginia and Kentucky
resolutions
Aaron Burr
Reading Skill: Identify Supporting
Details Record details about early U.S. foreign
policies in a chart like this one.
쐍 Focus Point out the Section Focus
쐍
AUDIO
A Great Orator Speaks
SECTION
SECTION
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Britain
France
Why It Matters In addition to building a government, making
peace with Native Americans, and maintaining control over expanded
borders, the young United States had to establish itself in the international community during a volatile time. By 1793, Britain and France
had resumed war, and both threatened efforts by the United States to
stay neutral. Debate over America’s response to a war and to a
revolution in France affected the nation’s foreign policy as well as
its domestic structure. Section Focus Question: How did foreign policy
challenges affect political debate and shape American government?
Conflict in the Ohio Valley
Although the United States had gained a vast new territory west
of the Appalachians from the Treaty of Paris, the British kept their
forts on the American side of the Great Lakes. Hoping to limit
American settlement in the Northwest Territory, the British provided arms and ammunition to the Miami Indians and their allies,
who were actively resisting American expansion into their lands. In
1790, Native Americans led by the war chief Little Turtle defeated a
small force sent by President Washington to stop attacks against
settlers. In 1791 in the Ohio Valley, British guns helped a confederacy of many Indian nations, again led by Little Turtle, to crush a
larger American force commanded by General Arthur St. Clair.
But the tide turned in August 1794 when federal troops led by
General Anthony Wayne defeated the Native American confederacy
at the Battle of Fallen Timbers, named for the fallen trees that
Use the information below and the following resource to teach students the high-use word
from this section. Teaching Resources, Vocabulary Builder, p. 11
High-Use Word
Definition and Sample Sentence
unify
v. to bring together; to make into one unit
At first, George Washington’s presidency was able to unify the country.
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covered the battle site. Wayne’s decisive victory forced the Native Americans to
accept his peace terms. In the Treaty of Greenville, Native American leaders
ceded most of the present state of Ohio to the U.S. government. This also opened
the Northwest Territory to settlement.
Teach
Conflict in the
Ohio Valley
Why was the Battle of Fallen Timbers significant?
American Relations With Europe
Instruct
While the British were helping Native Americans take a stand against the
United States, the young nation struggled to chart a sure course in the area of
foreign policy.
Responding to the French Revolution In 1789, Americans welcomed
news of the French Revolution, a republican uprising in France. Grateful for
French help during the American Revolution, Americans now saw the French
as fellow republicans in a hostile world of aristocrats and kings. In 1793, however, leaders of the French Revolution began executing thousands of opponents,
including the French king and his family. They also declared war on the monarchies of Europe, including Great Britain.
In response, Americans divided along party lines. The Democratic Republicans regretted the executions but still preferred the French Republic to its
monarchical foes. Jefferson regarded the French Revolution as “the most sacred
cause that ever man was engaged in.” But the Federalists decided that the
French revolutionaries were bloody anarchists out to destroy religion and social
order. They suspected that the Democratic Republicans meant to do the same.
L3
쐍 Introduce: Key Term Ask stu-
Battle of Fallen Timbers
An engraving from the mid-1800s
shows the 1794 battle that weakened
Native American resistance. General
Anthony Wayne, commander in chief
of the United States Army, is shown
below and on horse.
Proclaiming Neutrality By 1793, Britain and France were at war. Both American political parties agreed that the United States was too weak to get tangled
in the war and too dependent on trade with Britain, which provided nearly
90 percent of American imports. That trade generated most of the federal revenue, which came primarily from tariffs and only secondarily from excise taxes.
dents to find the key term Battle
of Fallen Timbers (in bold), and
explain that it was a battle between
U.S. soldiers and Native Americans.
Tell students to read to find out the
result of the Battle of Fallen
Timbers.
쐍 Teach Using the Think-Write-Pair-
Share strategy (TE p. T23), discuss
the conflicts in the Northwest Territory. Ask How did the British
encourage conflict in the Northwest Territory? (They provided
arms and ammunition to Native
American groups opposing U.S.
settlement.) Why did the British
want to limit U.S settlement in
the area? (Sample answer: The
British hoped to regain control of
the area or at least to limit U.S.
expansion.)
쐍 Analyzing the Visuals Have stu-
dents compare the images on this
page and the previous page to apply
what they have learned about the
conflicts in the Northwest Territory.
Ask students to describe each image
and then summarize the events that
led to the deteriorating relationship
between Native Americans and the
United States.
Independent Practice
Have students create a cause-andeffect chart to summarize the conflict
between the United States and Native
Americans in the Ohio Valley.
Monitor Progress
The French and American Revolutions The
French and American Revolutions were linked in many
ways. French philosophers of the Enlightenment had
inspired American Patriots with their views on liberty
and human rights. The French had also aided the
Patriots in their struggle. Without French help, the colonists might not have won the war. However, the costs
of the war strained the French economy, and the new
U.S. government was in no position to pay back its
debts quickly.
This financial strain, coupled with several bad harvests in the late 1780s, left France on the verge of
a widespread famine and economic collapse. The
desperate situation fueled the political instability and
public outrage that led to revolution. Like the American revolutionaries, the French rebels wrote a declaration of independence. Called the Declaration of the
Rights of Man and of the Citizen, it promoted many
of the same ideals as the American Declaration of
Independence, including the rights to liberty, equality,
and property. The revolutions of France and the
United States shared many ideas, but had very different outcomes. Historians have often turned to these
two events to illustrate the sometimes fragile nature
of political transformation.
As students fill in their charts, circulate to make sure that they understand
U.S. foreign policy regarding Native
American groups. For a completed version of the flow chart, see Note Taking
Transparencies, B-35.
Answer
It opened the Northwest Territory for
U.S. settlement.
Chapter 6 Section 2
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American Relations
With Europe
If the United States entered the conflict, it could bankrupt the federal government. In 1793, President Washington, therefore, issued a proclamation of American neutrality, which became a foundation of American policy toward Europe
until the twentieth century. The powerful British navy tested that neutrality by
seizing American ships trading with the French colonies in the West Indies.
Those seizures added to American outrage at the British policy along the new
nation’s western frontier.
L3
Instruct
쐍 Introduce: Key Term Write the
key term French Revolution on the
board. Ask students to predict how
Americans might respond to a revolution in France, considering that
the French had recently helped
Americans during theirs. Have students read to find out whether their
predictions were accurate.
Signing Treaties With Britain and Spain To avoid war with Britain,
Washington sent Chief Justice John Jay to London to negotiate a compromise
with the British. In the Jay Treaty of 1794, the British gave up their forts on
American soil, but they kept most of their restrictions on American ships. The
treaty also required Americans to repay prewar debts to the British. Washington and the Federalists favored this compromise, but the Democratic Republicans denounced the Jay Treaty as a sellout. After a heated debate, the Senate
narrowly ratified the treaty, keeping the peace.
In 1795, the United States also signed a treaty with Spain. American settlers
needed to move their goods down the Mississippi River to New Orleans, where
they could be shipped to markets in the East. But, Spain controlled the
Mississippi River and New Orleans. To ensure a free flow of trade, an American
diplomat, Thomas Pinckney, negotiated a favorable treaty with the Spanish,
who feared that an Anglo-American alliance might threaten their American
possessions. Pinckney’s Treaty guaranteed Americans free shipping rights on
쐍 Teach Ask How did the two
political parties differ in their
views of the French Revolution?
(The Democratic Republicans supported it. The Federalists did not
support it because they believed that
the revolutionaries were anarchists.)
On what did the two parties
agree? (that America should stay
neutral in the war between France
and Britain) How did their views
on the French Revolution reflect
the philosophies of the parties?
(The Democratic Republicans supported weak federal government and
the ideals of liberty the French revolutionaries put forth. The Federalists
supported a strong federal government to maintain order and believed
that the French revolutionaries had
no respect for order.) Why was it
important for the United States
to sign a treaty with Spain?
(Spain controlled the Mississippi
River and the port of New Orleans,
and the United States wanted to
ensure a free flow of trade for American goods.) What do you think
were Washington’s greatest
achievements as President? (Possible response: He unified the nation
and set many important presidential
precedents, especially when he gave
up the presidency after two terms.)
INFOGRAPHIC
AUDIO
Americans Debate the
French Revolution
As the French Revolution grew increasingly
violent, American debate about it sharpened
along party lines. Jefferson and his followers
praised the Revolution, while Hamilton and other
Federalists opposed it. Newspapers like the one on
the far right (top) stoked the fires of the debate.
The Democratic Republican Response
Jefferson penned the introduction to a treatise
Thomas Paine wrote defending the French
Revolution (far left), which sold a million and a
half copies. Though the Democratic Republicans
decried the violence, they believed it was
necessary to bring about democracy. Jefferson
wrote about the bloodshed in 1793: “Were there
but an Adam and an Eve left in every country,
and left free, it would be better than it is now.”
A 1789 French painting shows revolutionaries planting a “liberty tree” in France.
L4 Advanced Readers
L4 Gifted and Talented Students
Have students conduct research on the French Revolution and take on the roles of members of George
Washington’s Cabinet to conduct a discussion about
what position, if any, the United States should take
on the French Revolution.
200
The New Republic
At the end of the discussion, students should come
to an agreement about what stance the United
States should have taken and then should evaluate
whether greater U.S. involvement in the conflict
might have changed history and, if so, in what ways.
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the Mississippi River and access to New Orleans. The treaty also established
the northern boundary of Spanish Florida.
The removal of British forts, victories over Native Americans, and secure
access to New Orleans encouraged thousands of Americans to move westward.
By 1800, nearly 400,000 Americans lived beyond the Appalachian Mountains.
By selling land to these settlers, the federal government gained revenue that
helped to pay off the national debt.
Washington’s Farewell In 1792, Washington had won reelection without
opposition, but he declined to run again in 1796. In ailing health, he longed to
escape the political turmoil by returning to his beloved plantation, Mount Vernon. He also recognized that the young nation needed him to set an example by
walking away from power, proving that he was no king. His voluntary retirement after two terms set a precedent honored by all Presidents until the 1940s.
Washington retired with a record of astounding achievements. On the frontier, the Indians had been defeated, the western lands opened to settlement, and
the Whiskey rebels suppressed. He had kept the nation out of the war in
Europe. A booming foreign trade boosted tariffs, which funded the government
and the national debt. Many historians have concluded that without Washington’s skillful leadership, the nation may not have survived the harsh tests of the
early 1790s. In a farewell address, Washington offered sound political advice for
his successors, calling on them to temper their political strife in favor of national
unity and to avoid “entangling alliances” that might lead to overseas wars.
What treaties were signed during Washington’s presidency?
쐍 Quick Activity Draw students’
attention to the Infographic on these
two pages and have them answer the
Thinking Critically questions. Then,
discuss with students the opposing
viewpoints shown in the images in
the Infographic. Ask students to use
the information in the feature to create a compare-and-contrast chart
summarizing the positions of the
two U.S. political parties on the
French Revolution.
Independent Practice
Have students read the Primary
Source: Analyzing Washington’s Farewell Address worksheet and answer
the questions that accompany it.
Teaching Resources, p. 18
Monitor Progress
As students complete the worksheet,
circulate to ensure that students are
able to interpret the language of the
address correctly.
The Federalist Response
While the Federalists sympathized with the French
drive for democracy, they distrusted the common
people who were bringing it about. Adams wrote
that public affairs should be left to “the rich, the
well-born and the able.” In cartoons like the one
above on the right, Federalists attacked Jefferson
for worshipping the French and destroying the
American Constitution.
A 1792 French painting captures Thinking
Critically
the violent side of the Revolution.
1. Identify Point of View What do each
of the paintings suggest about their
authors’ viewpoints toward the French
Revolution?
2. Recognize Ideologies What did the
parties’ response to the Revolution
reveal about their basic ideas regarding
political power and government?
Answers
L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers
Have students read the Primary Source: Farewell
Address worksheet and complete the questions. As
they read Washington’s Farewell Address, encourage
students to circle any unfamiliar words in the speech
and look them up in the dictionary. Ask students to
write a definition in their own words for each word in
the speech they circled. Then, tell students to write
sentences using the words to discuss content in this
section. Teaching Resources, p. 17
Treaty of Greenville, the Jay Treaty,
Pinckney’s Treaty
Thinking Critically
1. Sample response: The first suggests that it
was planting liberty in the country. The
second suggests that it was a violent and
bloody conflict.
2. The Democratic Republicans’ support of
the French Revolution reflected their distrust of a strong central government and
the need to protect human rights. The
Federalists’ opposition to the French Revolution reflected their desire for a strong
central government, order, and stability.
Chapter 6 Section 2
201
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The Parties Debate
Foreign Policy/The
Election of 1800
The Parties Debate Foreign Policy
The Federalist candidate, John Adams, narrowly defeated Thomas Jefferson
in the 1796 presidential election. The nation voted along regional lines, with
Jefferson winning most of the southern electoral votes and Adams carrying
almost all of the northern states. Due to an awkward feature of the Constitution, Jefferson, as the second place finisher, became Adams’s Vice President.
L3
Instruct
Adams Confronts Crisis With France Although honest and dedicated,
쐍 Introduce: Key Term Ask stu-
dents to find the key term XYZ
Affair (in bold) in the text, and use
the Color Transparency: The XYZ
Affair to explain that it was a scandal concerning the French government during the administration of
John Adams. Color Transparencies
A-22
쐍 Teach Ask How did Adams com-
pare with Washington? (Adams
was dedicated to the country but not
as well-liked as Washington.) How
did U.S. policy toward France
change under Adams’s administration? (The former allies became
enemies as a result of conflict on the
seas and the XYZ Affair.) Have students examine the political cartoon
and answer the questions that
accompany it. Ask Were the Alien
and Sedition Acts justified under
the circumstances? Explain.
(Example: No; they were tools to suppress political opposition, and no
emergency is important enough to
take away the right to free speech.)
Why do you think the Framers
did not foresee the problem that
emerged during the election of
1800? (Sample answer: They probably
did not think that a tie would occur.)
쐍 Analyzing the Visuals Direct
students’ attention to the map on
the next page. Ask them to point out
which geographic locations supported the Democratic Republicans
and which supported the Federalists.
Independent Practice
Have students read the Biography:
John Adams worksheet and answer
the questions. Ask students to write a
few sentences explaining how Adams’s
personality both helped and hindered
him. Teaching Resources, p. 16
Monitor Progress
As students complete their worksheets,
circulate to make sure that they understand how Adams’s experiences affected
his political choices.
Answer
Analyzing Political Cartoons
Factionalism between the parties was
destructive and out of control; the image
portrays Congress as ridiculous with members who were prone to violence.
202
The New Republic
Vocabulary Builder
unify –(YOO nuh fì) v. to bring
together; to make into one unit
Adams could also be stubborn and pompous. Lacking tact, he made few friends
and many enemies. Those foes included Hamilton, who had retired from public
office but who tried to control the Federalist Party and the national government
from behind the scenes. His meddling weakened the Adams administration.
A French crisis briefly unified the nation. The Jay Treaty of 1794 had
offended the French as a betrayal of their 1778 treaty of alliance with the
United States. To show their irritation, in 1796 the French began seizing American merchant ships. Adams sent envoys to Paris to negotiate peace. But three
French officials—known in code as X, Y, and Z—demanded humiliating terms,
including $250,000 in bribes. Adams broke off negotiations. Called the XYZ
Affair, the insult roused public sentiment against France. In 1798, the Federalist majority in Congress expanded the army and authorized a small navy, which
won some surprising victories over French warships. To pay for the expanded
military, Congress imposed unpopular taxes on stamps and land.
The Alien and Sedition Acts The Federalists exploited the war fever by
passing the controversial Alien and Sedition Acts in 1798. The Alien Act authorized the President to arrest and deport immigrants who criticized the federal
government. Because most immigrants
supported the Democratic Republicans,
the Federalists made it difficult for them
to become citizens. The Sedition Act made
it a crime for citizens to publicly discredit
the federal government. Arguing that criticism undermined trust in the government,
the Federalists used this act to silence Democratic Republican opposition.
The Sedition Act did allow juries to
acquit defendants who could prove the literal truth of their statements. But that
still put the burden of proof on the defendants, reversing the tradition of presuming someone innocent until proven guilty.
In the end, the federal government convicted ten men of sedition, including those
in Massachusetts who erected a liberty
pole comparing the Federalists to the
Loyalists who had supported the British
Analyzing Political Cartoons
king.
Fighting Over the Sedition Act A 1798 cartoon shows a fight that
The Virginia and Kentucky Resolutions
broke out in Congress between Federalist Roger Griswold (with cane)
In two Democratic Republican states, the
and Democratic Republican Matthew Lyon (with tongs). Lyon, the first
state legislatures passed controversial
person tried and jailed under the Sedition Act, was considered a Democratic Republican hero and won reelection while in his jail cell.
resolves in response to the acts. Written by
What is the cartoonist’s view of Congress during the Adams administraJefferson and Madison in 1798 and 1799,
tion? How can you tell?
the Virginia and Kentucky resolutions
Congressional Pugilists Little is known about
the political cartoon on this page “Congressional
Pugilists.” The Library of Congress has three original
copies of the print, all inscribed with “Congress Hall,
in Philada. Feb.15.1798.” Given Philadelphia’s role in
government and the active press in the city, it was
probably published there. The cartoon portrays an
actual altercation between Representatives Matthew
Lyon of Vermont and Roger Griswold of Connecticut.
The two men exchanged insults. Then, Lyon spit on
Griswold, and they came to blows. Although such an
incident might have ended their political careers, each
man continued in public service for the rest of his life.
An Irish immigrant, Lyon enjoyed a series of firsts:
he was the first member of have an ethics violation
charged against him following the Griswold incident.
He was the first (and only) Congressman elected
while in jail, where he landed after being the first to
violate the Alien and Sedition Acts. He was also the
first Congressman to serve two separate states, Vermont and Kentucky, where he moved in 1801.
Griswold left Congress in 1805 to serve in the
Connecticut state government, first as a supreme
court justice, then as lieutenant governor, and finally
as governor until his death in 1812.
0198_hsus_te_ch06_s02_su.fm Page 203 Wednesday, April 18, 2007 9:49 AM
declared the Sedition Act unconstitutional. The
resolves even hinted that states had the power to
nullify federal laws that were unconstitutional.
Though this doctrine of nullification threatened to
dissolve the union, no other state legislatures
adopted it. Instead, the presidential election of 1800
would decide the balance of federal power and states’
rights.
Presidential Election of 1800
VT
12 )
8
-A
) 6 (F
4 (F-A ) 6 (F-P)
-P
4 (F
24 )
30
-J
) 2 (DR
8 (DR-J ) 1 2 (DR-B)
1
-B
R
(D
8
)
7 (F-A
7 (F-P)
Indiana
Territory
What was the XYZ Affair?
NY
Terr. NW .
R
o f O h io
The Election of 1800
Spanish
Territory
8
4 (DR-J)
4 (DR-B)
PA
VA
MD
42
-J)
21 (DR-B)
21 (DR
Assess and Reteach
NH
CT
NJ
ute d
Dispitory
t er r
MA
32 A)
F16 ( (F-P)
16
RI
8
18 ) 4 (F-A)
)
A
9 (F--P) 3 (F-PJ)
9 (F
1 (F
14 )
A
7 (F--P)
7 (F
By 1800, the Sedition Act and the new federal
DE
20 )
KY
6
-J
)
5 (DR -B)
taxes had become very unpopular. Sensing that
(F-A
6
R
3
NC
5 (D -A) 3 (F-P)
3 (DR-J)
(F
N
T
5
trend, in 1799 Adams had suspended expansion of the
)
3 (DR-B)
5 (F-P
SC
army and sent new diplomats to France to seek peace.
GA
Terr. South
4
2
)
8
o f O h io R.
16
(DR-J
Those moves angered many Federalists, including
4 (DR-J)
-J) 8 R-B)
B) 8 (DR -B) 8 (D -A)
Miss. Terr. 4 (DRHamilton, who worked to undermine Adams’s reelec4 (F )
8 (DR
4 (F-P
tion. Adams lost the heated election to Jefferson.
FL
Jefferson and his running mate, Aaron Burr, tied.
The voters had meant for Jefferson to become President and Burr to become Vice President. But
Electoral
because the Constitution did not then allow a distincCandidate and Party
Vote
tion between electoral votes, the House of Represen73
Thomas Jefferson—Democratic Republican (DR-J)
73
Aaron Burr—Democratic Republican (DR-B)
tatives had to decide between the two. Hamilton
65
John Adams—Federalist (F-A)
preferred Jefferson, so in early 1801 the Federalist
64
Charles Pinckney—Federalist (F-P)
congressmen allowed Jefferson to become Presi1
John Jay—Federalist (F-J)
dent. This peaceful transfer of power from one party
to another set a valuable precedent. To avoid
another electoral crisis, in 1804 the Constitution was amended to require electors to vote separately for President and Vice President. Offended by Hamilton’s
criticism, Burr killed him in a duel in 1804.
Assess Progress
L3
쐍 Have students complete the Section
Assessment.
쐍 Administer the Section Quiz.
Teaching Resources, p. 23
쐍 To further assess student under-
standing, use Progress Monitoring
Transparencies, 43.
Reteach
If students need more instruction,
have them read the section summary.
Reading and Note Taking
Study Guide
L3
Adapted Reading and
Note Taking Study Guide
L1 L2
Spanish Reading and
Note Taking Study Guide
L2
Extend
L4
See this chapter’s Professional Development pages for the Extend Online
activity on patriotic music of the early
republic.
Compare the election of 1796 to the election of 1800.
SECTION
22
Answers
Assessment
Comprehension
1. Terms and People What is the
relationship between each of the
following terms or people and
American foreign policy during the
1790s?
• Little Turtle
• Battle of Fallen Timbers
• French Revolution
• John Jay
• XYZ Affair
• Alien and Sedition Acts
Progress Monitoring Online
For: Self-test with vocabulary practice
Web Code: nca-1621
2.
Reading Skill:
Identify Supporting Details Use
your completed chart to answer the
Section Focus Question: How did
foreign policy challenges affect
political debate and shape American
government?
Writing About History
3. Quick Write: Narrow Your Topic
Choose a topic from this section to
research. Then, narrow it down by
creating a concept web. Choose one of
the outer circles as a manageable topic
for a research paper.
Section 2 Assessment
1. Sentences should demonstrate students’
understanding of the relationship
between each of the terms or people and
American foreign policy in the 1790s.
2. Foreign policy issues, such as the French
Revolution, further divided the two parties, polarized the government, and
caused deep conflicts.
3. Concept webs should focus on one topic
from the section and then indicate which
outer circle students believe would be a
manageable idea for a research paper.
Critical Thinking
4. Identify Central Issues Why did
the British support Native American
resistance to westward expansion in
the United States?
5. Recognize Ideologies How did
American debates about foreign policy
in the 1790s reflect the beliefs of the
political parties?
6. Draw Inferences Does having a
President and Vice President from
different parties help or hinder
government? Explain.
4. Possible response: The British probably
wanted to protect their own interests in
North America and may also have
thought that Native Americans had a
right to retain their lands in that area.
5. The Federalists, who believed in a strong
federal government, order, and stability,
wanted to avoid foreign conflicts and to
ally themselves with countries that could
help the United States economically,
such as Britain. The Democratic Republicans, who distrusted strong federal
government and were concerned with
protecting liberties, wanted to ally them-
an incident in which French officials
demanded humiliating terms from U.S.
envoys that were trying to negotiate
peace
The election of 1800 was much more
hotly contested than that of 1796 and
ended in a tie; however, in 1800, two
men of different parties were not forced
to serve together, as had happened in
the 1796 election.
selves with countries that shared the
same principles, such as revolutionary
France.
6. Sample response: Hinder—A President
and Vice President from different parties
might be unwilling to support each
other’s policies, causing division in the
administration.
For additional assessment, have students access
Progress Monitoring Online at Web
Code nca-1621.
Chapter 6 Section 2
203
0204_hsus_te_ch06_ps_su.fm Page 204 Wednesday, April 18, 2007 10:18 AM
George Washington:
Farewell Address
George Washington:
Farewell Address
Objectives
• Identify the main ideas in a primary
source.
• Understand how a primary source reflects
the time in which it was created.
• Explain the significance of Washington’s
Washington asked Hamilton to revise his farewell
address; Hamilton’s version
appears to the right. 䊳
In 1796, Washington decided not to run for reelection.
On September 19, his Farewell Address ran in a
Philadelphia newspaper. In the address Washington
thanked the nation and gave his reasons for leaving
office after two terms. He also offered advice to those
who would come after him, based on his experience and
observations. He discussed regional differences, foreign
policy, and political parties with amazing foresight.
Farewell Address.
Background Knowledge
L3
Ask students to recall the development
of political parties during Washington’s administration and the results
of that development. Tell students to
continue reading to find out what
Washington thought about political
parties.
Instruct
L3
Direct students to read the introduction at the top of the page. When they
have finished, ask What was the purpose of this speech? (to advise future
Presidents on the basis of Washington’s
own experience) What is the main
idea of this excerpt? (that political
parties and foreign influences are dangerous) Ask students to evaluate how
well they think political leaders followed Washington’s advice between
1796 and 1800.
et me now take a more comprehensive view, and warn you in
the most solemn manner against the baneful1 effects of the
spirit of party generally.
This spirit, unfortunately, is inseparable from our nature, having
its root in the strongest passions of the human mind. It exists under
different shapes in all governments, more or less stifled,
controlled, or repressed; but, in those of the popular
form, it is seen in its greatest rankness,2 and is truly
their worst enemy. . . .
It agitates the community with ill-founded jealousies and false alarms, kindles the animosity of one part
against another, foments3 occasionally riot and insurrection. It
opens the door to foreign influence and corruption, which finds a facilitated
access to the government itself through the channels of party passions. Thus
the policy and the will of one country are subjected to the policy and will of
another. . . .
So likewise, a passionate attachment of one nation for another produces a
variety of evils. Sympathy for the favorite nation, facilitating the illusion of an
imaginary common interest in cases where no real common interest exists, and
infusing into one the enmities of the other, betrays the former into a participation in the quarrels and wars of the latter without adequate inducement or justification. It leads also to concessions to the favorite nation of privileges denied
to others which is apt doubly to injure the nation making the concessions. . . .
The jealousy of a free people ought to be constantly awake, since history
and experience prove that foreign influence is one of the most baneful foes of
republican government. But that jealousy to be useful must be impartial.4 . . .
L
Monitor Progress
To confirm students’ understanding,
ask volunteers to summarize the ideas
in this excerpt in their own words. Discuss with the class whether they think
current political leaders follow Washington’s advice.
Answers
Thinking Critically
1. They kindle animosity, make for dissention
and violence, and create opportunities for
foreign influence and corruption.
2. the French Revolution which occured during his presidency
204
The New Republic
1. baneful (BAYN fuhl) adj. harmful; destructive.
2. rankness (RANGK nehs) n. state of being excessive and unpleasant.
3. foments (foh MEHNTS) v. stirs up.
4. impartial (ihm PAHR shuhl) adj. fair; not favoring one side.
Effects of Washington’s Address Despite the
foreign policy problems that dominated the Adams
administration, most political leaders took Washington’s words very seriously. His Farewell Address was
read annually in the Congress for decades. Starting in
1862, during the Civil War, it was again read periodically in the Senate and has since been read in the
Senate to mark Washington’s birthday every year
since 1896. It also became one of the best-known
speeches in the United States and was published in
䊱
George Washington,
as painted by Gilbert
Stuart in 1796
Thinking Critically
1. Synthesize Information
What does Washington say
are the many “baneful
effects” of political parties?
2. Draw Inferences What
event was Washington thinking of when he warned
about “foreign influence”?
children’s readers, engraved on watches, and woven
into tapestries. After Washington’s time, the United
States encountered numerous foreign policy situations, but tended to avoid entanglements until
national security was directly threatened, as in World
War I and World War II. Washington’s words were so
powerful, in fact, that the United States did not join
any formal league or alliance until the beginnings of
the United Nations in 1945 and the military alliance
NATO in 1949.