Download Time Period 3

APUSH PRIME TIME: October
10th, 2014
Write in paragraph form – at least two
paragraphs. This will be collected for a writing
grade. Be specific and use evidence.
1. How did the American identity develop in
Colonial Society in the 18th century?
a. How did sub-identities of people interact
with each other and how did this form the
larger conception of the American national
identity?
b. What were the ideas, beliefs, traditions,
religions, and gender roles that
migrants/immigrants brought with them?
How did these factors impact both people
and U.S. society?
Essential Question
1. What was the cause of the French
and Indian War?
2. Why is it argued to be the first
World War?
3. What are the effects of the war on
the American colonists?
The 7 Years War
(French and Indian War)
Significance:
Immediate effects of the War:
• Gave the British unchallenged supremacy in
North America.
• The American colonies did not feel threatened
by the Spanish, French, or the Native
American allies.
• The English and colonists are going to
change in the way they view each other.
The 7 Years War
(French and Indian War)
• The British View:
• The British came away with a low opinion of the colonial
military abilities.
• British felt the colonist were unable and unwilling to defend
the new American frontiers.
• The Colonial View:
• The colonist were proud of their record in the wars and
developed confidence that they could provide their own
defense.
• They were not impressed with the British leadership and
method of warfare.
Reorganization of the British
Empire
• More serious than the resentful feelings was
the British governments shift in colonial
policies.
• Pontiac’s Rebellion: (1763) Chief Pontiac led a
major attack against colonial settlements on
the western frontier, upset that European
settlers were moving in.
• Instead of relying on colonial forces, the
British sent regular British troops to stop the
Native uprising.
• Proclamation of 1763: To stabilize the
frontier, prohibited colonists from settling
west of the Appalachian Mts.
The 7 Years War
(French and Indian War)
Significance:
Immediate effects of the War:
• Gave the British unchallenged supremacy in
North America.
• The American colonies did not feel threatened
by the Spanish, French, or the Native
American allies.
• The English and colonists are going to
change in the way they view each other.
The 7 Years War
(French and Indian War)
• The British View:
• The British came away with a low opinion of the colonial
military abilities.
• British felt the colonist were unable and unwilling to defend
the new American frontiers.
• The Colonial View:
• The colonist were proud of their record in the wars and
developed confidence that they could provide their own
defense.
• They were not impressed with the British leadership and
method of warfare.
Reorganization of the British
Empire
• More serious than the resentful feelings was the British
governments shift in colonial policies.
• Pontiac’s Rebellion: (1763) Chief Pontiac led a major
attack against colonial settlements on the western
frontier, upset that European settlers were moving in.
• Instead of relying on colonial forces, the British sent
regular British troops to stop the Native uprising.
• Proclamation of 1763: To stabilize the frontier,
prohibited colonists from settling west of the
Appalachian Mts.
• infuriated the colonists, most went westward anyways
Essential Questions
Time Period: 3.1-3.3
1.What were the most significant causes of the
American Revolution?
2.Were the colonies justified in revolting against
England?
STANDARDS: (AP FRAMEWORK – US HISTORY 2015)
•Themes: WOR-1, WX1-2, ENV-1, ID-4, POL-1, CUL-1, PEO-5
DBQ Thesis “Formula”
• X. However, A, B, and C. Therefore, Y.
• “X‟ represents the strongest point against your
argument OR explanation of the complexity of topic.
• “A, B, and C‟ represent the three strongest points for
your argument.
• “Y‟ represents the position you will be taking – in
other words, your stand on the prompt.
Prime Time: APUSH
October 21st, 2014
“The people, even to the lowest ranks, have
become more attentive to their liberties, more
inquisitive about them, and more determined
to defend them than they were ever before
known or ad occasion to be” – John Adams
1765
1. Describe the Townshend Acts.
2. Identify two other acts that the
Parliament enacted on the colonies.
AP Vocabulary Terms
• Repeal: (v) to officially make (a law) no longer valid
• Declaratory: (adj.) declaring a legal right or
interpretation
• Coercive: using force or threats to make someone do
something : using coercion
• Dissident:
(n): disagreeing
especially with an
established religious or political system, organization,
or belief
Declaratory Act
• Declaratory Act: accompanied the
repeal of the Stamp Act 1765 and the
changing and lessening of the sugar
act.
• Stated that the Parliament's authority
was the same in America as in Britain
and asserted Parliament's authority
to pass laws that were binding on
the American colonies, such as the
Stamp Act.
• Stamp Act Congress: (1765) gathering
of elected representatives from
several of the American colonies to
devise a unified protest against new
British taxation.
The Boston Massacre
• Most Bostonians resented the British
troops who had been quartered in their
city to protect customs officials from
being attacked by the Sons of Liberty.
• March 1770: A crowd of colonists harassed
the guards near the customs house.
• The guards fired into the crowd killing
five people, including African American
Crispus Attucks.
• Samuel Adams, angrily denounced the
shooting incident as a “massacre” and
used it to inflame anti-British feelings.
Renewal of the Conflict: 1770-1772
• Samuel Adams and a few other Americans
kept alive the view that British officials
were undermining colonial liberties.
• A device used to spread this ideas was the
Committees of Correspondence.
• Adams began the practice of organizing
committees that would regularly
exchange letters about suspicious
potentially threating British activities.
• The Virginia House of Burgesses took
the concept a step further when it
organized anticolonial committees in
1773.
The Gaspee
One incident frequently discussed in
the committee’s letters was that of the
Gaspee, a British customs ship that
had caught several smugglers.
•A group of colonists disguised as
Native Americans ordered the British
crew ashore and then set fire to the
ship.
•The British ordered a commission
to investigate and bring guilty
individuals to Britain for trial.
Boston Tea Party
• The colonists continued their refusal to
buy British tea because the British
insisted on their right to collect the tax.
• Hoping to help the British East India
Company out of its financial problems,
Parliament passed the Tea Act in 1773
• made the price of the company's tea – even with
the tax included – cheaper than that of
smuggled Dutch tea.
• Many Americans refused to buy the
cheaper tea because to do so would, in
effect, recognize Parliaments right to tax
the colonies.
Boston Tea Party
• December 1773: a group of
Bostonians disguised themselves
as Native Americans, boarded the
British ships, and dumped 342
chests of tea into the harbor.
• Many applauded the Boston Tea
Party as a justifiable defense for
liberty, but others thought the
destruction of property was far too
radical.
Prime Time: APUSH
October 22nd, 2014
“Those who would give up essential Liberty,
to purchase a little temporary Safety,
deserve neither Liberty nor Safety..” –
Benjamin Franklin
1. Use the following words in
sentences:
•repeal
•dissident.
2. Describe the Boston Massacre and
the Boston Tea Party.
Prime Time: APUSH
October 23rd, 2014
“Government, even in its best state, is but a
necessary evil; in its worst state, an
intolerable one.”– Thomas Paine
1.What did the British enact upon the
colonist after the Boston Tea Party
incident? Identify all parts of the
Intolerable Acts.
2. Describe what you believe were the
three most significant events in order
that will lead to the American
Revolution.
Essential Questions
Time Period: 3.1-3.3
1.What were the most significant causes of the
American Revolution?
2.Were the colonies justified in revolting against
England?
STANDARDS: (AP FRAMEWORK – US HISTORY 2015)
•Themes: WOR-1, WX1-2, ENV-1, ID-4, POL-1, CUL-1, PEO-5
Thomas Paine: The Father of the Revolution
• Author of the two most influential
pamphlets (Common Sense, and The
American Crisis).
• Wrote these articles at the start of the
American Revolution
• He inspired the rebels in 1776 to
declare independence from Britain.
• Referred to as the Father of the
American Revolution because of
Common Sense, the proindependence pamphlet he published
in 1776.
Common Sense Excerpts :Think, Pair, and Share
I.
II.
Independently read excerpts from Thomas Paine’s Common
Sense.
With the person next to you (or behind you if you are in the
last row) answer the following discussion questions.
1. Summarize the primary source in one paragraph.
2. What are the best arguments that Paine indicated for the
colonies to declare Independence from Great Britain?
3. What is America’s role in the World according to Paine?
4. What evidence suggests that Paine was inspired by
Enlightenment thinkers?
Primary Source Analysis:
Analyzing Varying Perspectives
Independently read the following documents, then in
groups summarize each document in a paragraph.
• Group B: Documents part A (1 and 2) pages: 127-129
• Group Y: Documents part B pages: 130-133
• Group G: Documents part C (1 and 2) pages: 134- 137
• Group E: Document part C (3-4) pages: 137-139
• Group O: Document part D (1-3) pages: 141-143
“Intolerable Acts”
• In GB, news of the Boston Tea Party
angered the King, Lord North, and
members of the Parliament.
• In retaliation, the British Government
enacted a series of punitive acts (the
Coercive Acts), together with a separate
act dealing with French Canada (The
Quebec Act).
• The colonists were outraged by these
various laws, gave the name “Intolerable
Acts.”
Coercive Acts “Intolerable Acts” (1774)
• There were four Coercive Acts directed mainly at punishing the
people of Boston and MA, and bringing the dissidents under
control.
1.
The Port Act: Closed the port of Boston, prohibiting trade in
and out of the harbor until the destroyed tea was paid for.
2.
The Massachusetts Government Act: Reduced the power of
the MA legislature while increasing the power of the royal
governor.
3.
The Administration of Justice Act: allowed royal officials
accused of crimes to be tried in GB instead of the colonies.
4.
The fourth law expanded the Quartering Act to enable British
troops to be quartered in private homes and applied to all
colonies.
Quebec Act (1774)
• When the Coercive Acts were passed, the
British government also passed a law
organizing the Canadian lands gained from
France.
• Plan accepted by most French Canadians, but
resented by many in the 13 colonies.
• The Quebec Act
• Established Roman Catholicism as the
official religion of Quebec.
• Set up a government without a representative
assembly
• Extended Quebec’s boundary to the Ohio
River
Colonists Reactions
• The colonists viewed the Quebec Act as a
direct attack on the American colonies
• It took away lands they claimed along the Ohio
River.
• They also feared that the British would attempt
to enact similar laws in America to take away
their representative government.
• The predominantly Protestant Americans also
resented the recognition given to Catholicism.
Timeline Activity
Historical Thinking Skill: Contextualization and
Causation
Task:
I. Using class notes and textbooks notes, make a
timeline of events that we have discussed so far
that could be seen as a cause for the declaration of
War against the British (include the correct years)
II. ____________________________________________
Prime Time: APUSH
October 27th, 2014
1. Describe Thomas Paine’s
argument/justification for
the colonies to declare
independence from Great
Britain.
*Review:
2. What was one economic
reason for the colonist to
declare independence from
the British?
DBQ Analysis
• For every document write out on a separate piece of
paper the:
• Historical Context
• Intended Audience
• Point of View
• Purpose
• Organization/ How you will use the document in your
argument.
Connect to the bigger picture, use prior knowledge,
and ANALYZE NOT just SUMMARIZE.
Prime Time: APUSH
October 28th, 2014
1. What justifications did
Thomas Jefferson give for
the colonists to declare
independence from GB?
2. What does the new DBQ
essay for APUSH require
you to do to obtain a score
of a 7?
Essential Questions
Time Period: 3.1-3.3
1.What were the most significant causes of the
American Revolution?
2.Were the colonies justified in revolting against
England?
STANDARDS: (AP FRAMEWORK – US HISTORY 2015)
•Themes: WOR-1, WX1-2, ENV-1, ID-4, POL-1, CUL-1, PEO-5
The First Continental Congress
• The Intolerable Acts drove all the colonies except
Georgia to send delegates to a convention in
Philadelphia in 1774.
• The First Continental Congress: Purpose was to
respond to what the delegates viewed as
Britain's alarming threats to their liberties.
• Wanted to protest parliamentary infringements of
their rights and restore the relationship that had
existed before the 7 years war.
Actions of the Congress
1.
Immediate repeal of the Intolerable Acts
and for colonies to resist them by making
military preparations and boycotting
British goods.
2.
Passed the Declaration of Rights and
Grievances. Urged the king to restore
colonial rights.
3.
Created the Continental Association – a
network of committees to enforce the
economic sanctions
4.
Declared that if colonial rights were not
recognized, delegates would meet again
in May 1775.
Fighting Begins: April - June 1775
• Angrily dismissing the petition for the First
Continental Congress, the king’s government
declared Massachusetts to be in a state of rebellion
and sent additional troops to put it down.
• Lead to the first battles of the Revolution
• Lexington and Concord
• Bunker Hill
• Military Actions: Declaration of the Causes and
Necessities for Taking Up Arms
• George Washington (war hero of 7 Years War)
was appointed Commander in Chief of a new
colonial army, and to recruit an army from other
colonies.
The Second Continental Congress
• Soon after the fighting broke out, delegates to the Second Continental
Congress met in Philadelphia in May 1775.
• Congress was divided
• Peace Efforts:
• Congress adopted a policy of waging war while at the same time
seeking a peaceful settlement.
• Many in the colonies did not want independence, for they valued their
heritage and Britain's protection but wanted a change in the relationship
with GB.
• The delegates voted to send an “Olive Branch Petition” to King
George III
• Pledged their loyalty and asked the king to intercede with Parliament
to secure peace and the protection of colonial rights
King George’s Response to the Olive Branch
Petition
• Angrily dismissed the Congress’ plea and agreed to instead to
Parliament’s Prohibitory Act (August 1775)
• Declared the colonies in rebellion.
• Forbade all trade and shipping between Britain and the colonies.
JUSTIFCATION FOR WAR:
• Thomas Paine's pamphlet spread in 1776 –– argued independence it was
contrary to common sense for a large continent to be ruled by a distant
island.
• The Declaration of Independence:
• Five delegates, including Thomas Jefferson (from VA) –Jefferson
drafted the Declaration of Independence:
ADOPTED JULY 4TH, 1776
The Declaration of Independence
Task: (Writing Assignment: Paragraph form)
Bonus Assignment: Compare and contrast the
Declaration of Independence to another country’s
Declaration of Independence from an European
country during the late 1700s to early 1800s.
Should be in paragraph form.paragraphs.
Prime Time: APUSH
October 29th, 2014
1. Describe the goals of the
First Continental Congress.
2. Add to the timeline the
Continental Congress, The
Olive Branch Petition,
Common Sense, and the
Declaration of
Independence
Project Wisdom: Making a Difference
• Discussion Questions for APUSH: (Participation Grade)
1. Why do we as human beings tend to band together and organize
ourselves into structured units such as the family, and then we
band those units together into larger ones such as the
community, or tribe? What are the benefits and disadvantages to
this – and how can individuals maximize the benefits and
minimize the disadvantages?
2.
How can we as a culture do more to draw out each individual’s
full potential to make a difference?
3.
What can YOU do around your own school and community to
MAKE A DIFFERENCE? – (What are you passionate about that
can inspire, help, or make a difference in someone’s life?)
Essential Questions
Time Period: 3.1-3.3
1.What were the most significant causes of the
American Revolution?
2.Were the colonies justified in revolting against
England?
STANDARDS: (AP FRAMEWORK – US HISTORY 2015)
•Themes: WOR-1, WX1-2, ENV-1, ID-4, POL-1, CUL-1, PEO-5
Thomas Paine: The American Crisis
“THESE are the times that try men's souls. The summer soldier
and the sunshine patriot will, in this crisis, shrink from the service
of their country; but he that stands by it now, deserves the love
and thanks of man and woman. Tyranny, like hell, is not easily
conquered; yet we have this consolation with us, that the harder
the conflict, the more glorious the triumph. What we obtain too
cheap, we esteem too lightly: it is dearness only that gives every
thing its value. Heaven knows how to put a proper price upon its
goods; and it would be strange indeed if so celestial an article as
FREEDOM should not be highly rated”
― Thomas Paine, The Crisis
Loyalists and Patriots Debate
Individually read the source assigned.
Then, in groups analyze the source and create a visual
to present to the class.
B: 141, R: 142, G: 143, Y: 144, O: 145 (both sources)
Answer the guiding questions:
1. Summarize and analyze the source by using H.I.P.P
2. Is the source from a patriot or loyalist perspective?
3. Describe the significance of the source and how it depicts the
clash between loyalists and patriots before the start of the war.
Prime Time: APUSH
November 3rd, 2014
1.
What do you think are the
strengths and weaknesses of the
American colonist as they face
off with the British? You may
draw a comparison chart of the
colonists vs. the British. Identify
at least three strengths and
weakenesses.
2.
What does the abbreviation
HIPPO represent and how is it
used in the DBQ?
Patriots and Loyalists
• 2.6 million people lived in the colonies at the time of
the Revolutionary War
• Around 20%-30% were Loyalists
• Patriots: The largest number of Patriots were from the
New England states and Virginia.
• African Americans: Washington made an offer that if enslaved
people would join their sides they would be free. Around 5,000
African Americans fought as Patriots.
• Loyalist: Most were wealthy, conservative, or
government officials were loyal to the crown.
• Native Americans: At first stayed out of the war, then joined with
the British since the British promised them limit on colonial
settlement
Initial American Losses
• The first three years of the war
1775-1777 went badly for George
Washington’s poorly trained and
equipped colonial army.
• Economic troubles added to the
Patriots prospects – British
occupation of American ports
resulted in a 95% decline in trade
and inflation was rampant.
Alliance with France
• Turning point with the victory at Saratoga in
New York 1777.
• Persuaded France to join the War against
Britain
• King Louis XVI was an absolute monarch who
had no interest in aiding a revolutionary
movement – but saw a chance to weaken his
country’s traditional enemy, the British.
• After Saratoga, the French allied itself with
the Americans (A year later, Spain and
Holland also entered the war against Britain).
Victory
• Yorktown: In 1781 , the last major battle
of the Revolutionary War was fought in
Yorktown, Virginia.
• Treaty of Paris: Cornwallis defeat at
Yorktown was a heavy blow to the Tory
party in Parliament that was conducting
the war.
• The war had became unpopular in Britain
• Large strain on the economy and the
government’s finances.
• Lord North and other Tory ministers
resigned and were replaced with Whig
leaders who wanted to end the war.
Paris Peace Treaty
• In Paris, 1783, a treaty of peace was singed – Provided
for the following:
1)Britain would recognize the existence of the United States
as an independent nation.
2)The Mississippi River would be the western boundary of
the Nation
3)Americans would have fishing rights off the coast of
Canada
4)Americans would pay debts owed to British merchants
and honor Loyalists claims for property confiscated during
the War.
Organization of a New Government
• By 1777, ten of the former colonies had written new
constitutions, however, a national constitution was
needed.
Work: Read the Articles of Confederation (Pages
Fill out the graphic organizer.
Prime Time: APUSH
November 4th , 2014
1. How did the Patriots win the
Revolutionary War?
2. What was one negotiation of
the Paris Peace Treaty?
3. Describe the Articles of
Confederation.
Essential Questions
1. What caused the American Revolution?
2. How was the new nation formed and what challenges
did the new Americans face?
• APUSH Time Period 3 (1754-1800)
• American Revolutionary War: 1775-1783
• American Revolution: 1775-1789
APUSH Vocabulary
• Confederation: so known as confederacy or league, is a union of
political units for common action in relation to other units.
• Article: a separate part of a legal document that deals with a single
subject
• Ratification: approval of an act, the term applies to private contract
law, international treaties, and constitutions in federations such as the
United States and Canada.
• Ordinance: a piece of legislation enacted by a civic authority.
Organization of New Governments
• Leaders of the 13 colonies worked to change colonies into
independently governed states
• Each with its own constitution.
• The Revolutionary Congress that originally met in Philadelphia
tried to define the powers of a new central government,
• By 1777, ten of the former colonies had written new
constitutions.
• Each state constitution was the subject debate between
conservatives, who stressed the need for order, and liberals,
who were most concerned about protecting individual rights and
preventing future tyrannies.
State Governments
• List of Rights:
• Each state constitution began with a “bill” or “declaration” listing the
basic rights and freedoms
• Separation of Powers: (To safe guard Tyranny)
• Legislative powers to an elected two-house legislature
• Executive powers to an elected governor
• Judicial powers to a system of courts
• Voting: The right to vote was extended to all white males who
owned some property.
• Office Holding: Those seeking elected office were usually held to
a higher property qualification than voters.
Prime Time: APUSH
November 7th , 2014
Describe the accomplishments
under the Articles.
1.
1.
(Describe Northwest Ordinance)
2. Describe the significance of Shay’s
rebellion.
3. Describe an event or other
information that pertains to the
New nation that you learned in the
textbook.
Due today: Chapter 9 notes and Qs
Short Answer: (Write on PT)
Short Answer: (1 point for each part)
a) The Revolutionary War was in some respects a civil war in
which the British Patriots fought pro-British
Loyalists. Briefly explain who the Patriots were.
b) Briefly explain who the Loyalists were.
c) Briefly explain the role played in the war by one of the
following:
• a. African Americans
• b. American Indians
• c. France
Homework:
Due Monday: (Use textbook)
•Identify the goals of the Federalists and Anti-
Federalists.
•You may use a chart – identify at least three-five goals
for each.
Essential Questions
1. What caused the American Revolution?
2. How was the new nation formed and what challenges
did the new Americans face?
• APUSH Time Period 3 (1754-1800)
• American Revolutionary War: 1775-1783
• American Revolution: 1775-1789
Articles of Confederation
• At Philadelphia (1776) as Jefferson was writing the
Declaration of Independence, John Dickinson drafted
the first constitution for the United States
• Ratification of the Articles was delayed by a dispute over
the vast Native American lands west of the
Alleghenies
• Structure of the Government: The Articles established a
central government that consisted of just one body, a
congress.
• Each state was given one vote, with at least 9 votes out of 13
required to pass important laws.
Articles of Confederation
• Powers:
• Gave congress the power to wage war, make treaties, send diplomatic
representatives, and borrow money.
• Congress did not have the power to collect taxes or regulate commerce
(had to rely on upon states to vote in taxes).
• Accomplishments under the Articles of Confederation:
1. Won the War – (Paris Peace Treaty)
2. Land Ordinance of 1785: Congress established a policy for surveying and
selling western lands. One section of land in each township was for public
education
3. Northwest Ordinance of 1787: Set rules for creating new states – granted
limited state government to the developing territory and prohibited
slavery in the region.
Problems with the Articles:
The 13 states intended the central government to be weak – and it
was. The government faced three kinds of problems.
1. Financial: Most war debts were unpaid. States and
congress issued worthless paper. – Underlying problem
was that the congress had no taxing power.
2. Foreign: European nations had little respect for a
new nation that could not pay its debts nor take
effective and united action in Congress
1.
Britain and Spain threatened to take advantage of US
weakness by expanding their interest soon after the War
ended.
Problems with the Articles
3. Domestic:
•Shay’s Rebellion: (1786) Captain Daniel Shays, a
Massachusetts farmer and Revolutionary War veteran
•Led other famers in an uprising against high state taxes,
imprisonment for debt, and lack of paper money.
•Rebel farmers stopped the collection of taxes and forced
the closing of debtors.
•January 1787 – Shay and his followers attempted to seize
weapons from an armory
The state militia of MA broke Shay’s rebellion
Significance of Shay’s Rebellion
• Some historians argue that the Shay’s
rebellion "fundamentally altered the
course of United States' history.“
• It forced the Federal government to
reconsider the extent of its own powers at
the U.S. Constitutional Convention
.
• It helped draw General George
Washington out of retirement and to his
Presidency, among influencing other
changes to America's new democracy.
Compare and Contrast the Articles of
Confederation with the US Constitution
Task:
Compare and contrast the Articles of Confederation
with that of the US Constitution.
I.
Identify at least three similarities and three differences.
II. What changes were made to the new constitution? (Compared to the
Articles of Confederation)
Problems with the Articles
Think-Pair-Share
1.With the person next to you – describe what you
believe to be issues with the articles.
1.Come to an agreement and write three issues with the
articles that might be disputed.
Prime Time: APUSH
November 10th , 2014
1.
Describe the goals of a Federalists
and an Anti-Federalists.
2.
Put the events in order:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Coercive Acts
Declaratory Act
Stamp Act
Quebec Act
Navigational Acts
Shays Rebellion
Articles of Confederation Created
Boston Tea Party
Declaration of Independence
Due today: Federalists vs. Anti-Federalists
Prime Time: APUSH
November 12th, 2014
1. Describe three
weaknesses of the Articles of
Confederation.
2. Describe the political
beliefs of Hamilton and
Jefferson.
Drafting the Constitution
Drafting the Constitution at Philadelphia
• Plan was to send 13 states to send delegates to
revise the Articles of Confederation, only Rhode
Island did not attend (did not trust the other states).
The Delegates:
• Most were well educated white men.
• Conducted their meetings in secret.
• The work was directed under James Madison
(became known as the Father of the Constitution.)
• Others included Benjamin Franklin, George Washington,
Alexander Hamilton, John Dickenson
Key Issues: Representation
• Representation:
• Issue whether the larger states should
have more representatives in Congress
than smaller states.
• The proposal was called the Virginia Plan:
Favored large states
• Countered by the Jersey Plan: Favored
small states
• Issue resolved with the Connecticut Plan
(The Great Compromise)
• Provided for a two house congress, In
Senate states would have equal
representation, but in the House of
Representatives, each state would have
represented according to size.
Key Issues: Slavery
• Slavery:
• Issue whether or not enslaved people
would be counted in the total state
populations.
• Delegates agreed to a Three-Fifths
Compromise (1787), counted each
enslaved individual as 3/5 a person for
the purpose of determining a states
level of taxation and representation.
• Delegates decided to guarantee slaves
could be imported for another 20
years, until 1808, then could vote to
abolish slavery.
Key Issues: Trade
• The Northern states wanted the central
government to regulate interstate commerce
and foreign trade.
• The South was afraid a tax on exports would
be placed on agricultural products such as
tobacco and rice.
• The Commercial Compromise allowed
Congress to regulate interstate and foreign
commerce, including placing tariffs (taxes) on
foreign imports, but prohibited placing taxes
on exports.
Key Issues: The Presidency
• Delegates debated over the president’s term of office –
some argued that the chief executive should hold office
for life.
• Debated the issue of electing a president
• Electoral College system: Each state a number of electors
equal to the total of that state’s representative size.
• Delegates feared that too much democracy might lead to
mob rule.
• Decided to allow the president to veto acts of Congress
• Ratification Process: September 17th, 1787:
Philadelphia convention approved the draft of the
Constitution to s submit to states for ratification. (9/13
had to approve)
Prime Time: APUSH
November 13th, 2014
1. What key issues were
addressed in the new US
Constitution?
2. Describe the following:
• 3/5 Compromise
• Electoral College
Electoral College
• 538 electors, corresponding to the 435 members of the
House of Representatives, 100 senators, and the three
additional electors from the District of Columbia.
AP Vocabulary
• Regulate (Regulation): To control or direct according to rule or law
• Implied Powers: a power that is reasonably necessary and
•
•
•
•
appropriate to carry out.
Enumerated Powers: is the list of specific powers granted to
Congress in the constitution.
Tariffs: a tax on goods coming into or leaving a country
Checks and Balances: a system that allows each branch of a
government to amend or veto acts of another branch so as to prevent
any one branch from exerting too much power
Veto: the power vested in one branch of a government to cancel or
postpone the decisions of another branch, especially the right of a
president, governor, or other chief executive to reject bills passed by
the legislature.
Federalists vs. Anti-Federalists
• Ratification was fiercely debated for
about a year (1787-1788)
• Supporters of the Constitution and its
strong federal government were referred to
as Federalists
• Opponents were Anti-Federalists
• Federalists Papers: Key element in
the Federalists campaign for the
Constitution, highly persuasive
essays written for a New York
newspaper by James Madison,
Alexander Hamilton, and John Jay.
• Reasons for believing in the
practicality of each major provision of
the Constitution.
The Ratification Process Under
Washington’s Presidency
• The Federalists won early victories in the
state conventions in Delaware, New
Jersey, and Pennsylvania – the first three
states to ratify.
• For other states to ratify, states wanted a
‘Bill of Rights’
• Anti-Federalists argued that a Bill of
Rights was needed to protect against
future tyranny
• The first ten amendments: “The Bill of
Rights” – protection against abuses of
power by the central (or federal)
government.
Organizing the Federal Government
• Members of the first Congress under the Constitution were
elected in 1788 and began their session in March 1789 in New
York City (then the nation’s temporary capital).
The Start of Checks and Balances:
• The Congress, the president as head of the executive branch,
and the Supreme Court as the top of the Judicial Branch.
• President Washington organized executive departments
• Secretary of State: Thomas Jefferson
• Alexander Hamilton: Secretary of the Treasury
• Henry Knox: Secretary of War
• Attorney General: Edmund Randolph
Federal Court System
• Only Federal Court mentioned in the
Constitution is the Supreme Court.
• Congress had the power to create other
federal courts with lesser powers and to
determine the number of justices making up
the Supreme Court.
• One of Congress’s first laws was the Judiciary
Act of 1789: established a Supreme Court with
one chief justice and five associate justices.
Prime Time: APUSH
November 14th, 2014
1. Compare and contrast the beliefs
of Federalists and Anti-Federalists.
2. Describe the following:
• Federalist Papers
• The Bill of Rights
3. Describe one event/concept that
you learned from the textbook
reading.
Due Today: Chapter 10 N and Qs
Hamilton’s Financial Program
• Hamilton (Secretary of Treasury) Financial Plan:
1. Pay off the national debt at face value and have the federal
government assume the war debts of the states
2. Protect the young nations industries and collect revenue by
imposing high tariffs on imported goods
3. Create a national bank for depositing government funds and printing
banknotes that would provide a basis for US currency.
Debt: Jefferson agreed to Hamilton's plan to pay off debt, in return the US
capital would be in the South along the Potomac (Washington D.C.)
National Bank: Jefferson argued constitution did not give Congress the right to
create a bank – Hamilton took a broader view of the Constitution – that
Congress could do whatever necessary to carry out Enumerated Powers.
Foreign Affairs
• The French Revolution: Americans generally supported the
French peoples aspiration to establish a republic (Jefferson and
his supporters were sympathetic)
• Proclaiming Neutrality (1793) – US would remain neutral
• “Citizen” Genet: Appeal to the American people support the
French
• The Jay Treaty (1794): facilitating ten years of peaceful trade
between the United States and Britain in the midst of the French
Revolutionary wars.
• The Pinckney Treaty (1795): and established intentions of
friendship with Spain.
Domestic Affairs
Political Parties:
•Federalists and Anti-Federalist was a
foreshadow that political parties would arise.
•1790s: The Federalists Era – Debates
between Hamilton and Jefferson
•The Federalist Party and opposition party
known as the Democratic-Republican party
was the first political parties in the US.
•The French Revolution further solidified the
formation of a national political party.
Political Parties
• The federalists were strongest in northeastern states
and advocated the growth of federal power.
• The Democratic-Republicans were strongest in the
southern states and on the eastern frontier and argued
for states rights.
• In 1796 President Washington announced that he would
retire to private life at the end of his second term.
• Washington wrote a Farewell Address in which he
spoke about policies and practices that he considered
unwise.
George Washington’s Farewell Address
1. Read and annotate the speech by George
Washington
2. Describe at least three policies and practices that
he warned Americans about.
Prime Time: APUSH
November 17th , 2014
1.Describe how the first two
political parties in the United States
formed.
2.Describe at least three policies
and practices that George
Washington warned Americans
about in his Farwell Address
Due Today: Washington’s Farewell
Address
This Week’s Tentative Schedule
Monday: Washington’s Farewell/Adams Election
Tuesday: Alien and Sedition Acts/Review for Exam
Wednesday: Exam (Multiple Choice)
Thursday: Exam (Writing Section)
Friday: Time Period 4 Overview/Recap Day
*Office Hours 2:45-3:45 this week in the library
AP Vocabulary
• Sedition: conduct or speech inciting people to rebel
against the authority of a state or monarch.
• Sectionalism: the placing of the needs of one section
of the nation over the needs of the whole nation.
• Alien: Someone from another country
• Naturalization: Legal process by which a citizen of
one country becomes a citizen of another.
The Whiskey Rebellion
• The Whiskey Rebellion (1794):
• Hamilton persuaded Congress to pass excise taxes on
particular on the sale of whiskey.
• In western PA the refusal of a group of farmers to pay the
federal excise tax on whiskey
• Challenged the viability of the US government under the US
Constitution.
• Washington responded to this crisis by federalizing 15,000
state militiamen and placed them under command of
Alexander Hamilton
• Showed the power of the Federal Government
Settlement of Lands
• Native American wars led to the Treaty of Greenville –
Natives surrendered claims to the Ohio Territory and
opened it up to settlement.
• Western Lands – 1790s, the Jay Treaty and Native
Battle of Fallen Timbers gave the federal government
control of vast lands.
• Land Act 1796: Established a procedure for dividing
and selling federal lands at a reasonable price.
• Vermont (1791), Kentucky (1792), and Tennessee (1796)
became new states
Washington’s Farewell Address
1.
2.
3.
4.
•
Not to get involved in European affairs
Not to make “permanent alliances” in
foreign affairs
Not to form political parties
Not to fall into sectionalism
Washington’s decision to leave office after
two terms was that later presidents
followed his example – they would
voluntarily retire even though the Constitution
placed no limit on a president’s turner in
office.
John Adams Presidency
• The Vice President under Washington, John
Adams, was the Federalists candidate, while
Thomas Jefferson was the DemocraticRepublican candidate.
• Adams won by three electoral votes
US Conflicts
• American ships were being seized by the
French related to the French Revolution
• Adams sent delegates to Paris to negotiate
with the French government
XYZ Affair
• French ministers, known as X, Y, Z requested
bribes – American delegates refused.
• Alexander Hamilton believed that going to war the US could
gain French and Spanish lands in North America.
• Adams refused – The US army and navy was not strong
enough yet.
• Anger against France strengthened the
Federalists – the Federalists took advantage of
their victory by enacting laws to restrict their
political opponents.
Sedition Acts: Due Tuesday, November 18th
Part I (10 points)
I. Read the Alien and Sedition Acts. Analyze the
source using HIPP.
II. Write down at least three parts of the law that will
affect Americans.
Part 2 (5 points)
In your textbook or online look up the Kentucky and
Virginia Resolutions. Describe the resolutions and
reason behind passing the resolutions.
Prime Time: APUSH
November 18th , 2014
1.Describe the significance of the
Whiskey Rebellion. Compare and
contrast the Whiskey rebellion with
Shay’s Rebellion.
2. Describe the Alien and Sedition
Acts.
*Define the word nullification.
Due Today: Alien and Sedition
Acts
Sedition Acts: Due Tuesday, November 18th
Part I (10 points)
I. Read the Alien and Sedition Acts. Analyze the
source using HIPP.
II. Write down at least three parts of the law that will
affect Americans.
Part 2 (5 points)
In your textbook or online look up the Kentucky and
Virginia Resolutions. Describe the resolutions and
reason behind passing the resolutions.
Alien and Sedition Acts under Adams
• Opposition to Federalists, spurred on by
Democratic-Republicans, reached new heights
at this time with the Democratic-Republicans
supporting France still in the midst of the
French Revolution.
• As the unrest sweeping Europe was bleeding
over into the United States the nation seemed
ready to rip itself apart.
• The Alien Act and the Sedition Act were
meant to guard against this perceived threat
of anarchy.
• Democratic-Republicans denounced the
acts.
Alien and Sedition Acts (1798)
No protesting the government? No immigrants
allowed in? No freedom of the press. Lawmakers
jailed?
• Alien Act: laws included new powers to
deport foreigners as well as making it harder
for new Immigrants to vote
• Sedition Act: prohibited public opposition to
the government. Fines and imprisonment
could be used against those who "write,
print, utter, or publish . . . any false,
scandalous and malicious writing" against
the government. (Did this violate the 1st
amendment?)
The Kentucky and Virginia Resolutions
• The Kentucky and Virginia Resolutions
were political statements drafted in which
the KY and VA legislatures stated that the
federal Alien and Sedition Acts were
unconstitutional.
• Argued for states rights and strict
constructionism of the Constitution. Written
secretly by Thomas Jefferson and James
Madison.
• The Kentucky Resolutions of 1798 argued that
each individual state has the power to declare
that federal laws are unconstitutional and
void. The Kentucky Resolution of 1799 added
that when the states determine that a law is
unconstitutional, nullification would be
necessary.
Review Game
Exam: Time Period 3
7 Years War  Alien and Sedition Acts under John Adams
administration.
Key Events:
• 7 Years War
• British timeline of taxes and acts on the colonists
• Declaration on Independence
• American Revolution
• Articles of Confederation
• Federalists vs. Anti-Federalists (Hamilton vs. Jefferson)
• US Constitution
• George Washington’s administration (Whiskey Rebellion, Farewell
address)
• Federalists vs. Democratic-Republicans
• John Adams administration (Alien and Sedition Acts, French
Revolution)