Chapter 7 Planning Guide

Chapter 7 Planning Guide Launching the Nation Chapter Overview Reproducible Resources Technology Resources CHAPTER 7 PLANNING GUIDE CHAPTER 7 pp. 230 257 Overview: In this chapter, students will learn how the nation s leaders organized their new government by paying off the national debt, dealing with foreign and domestic conflicts, and forming political parties. Section 1: Washington Leads a New Nation The Big Idea: President Washington and members of Congress established a new national government. Section 2: Hamilton and National Finances The Big Idea: Treasury secretary Alexander Hamilton developed a financial plan for the national government. Differentiated Instruction Teacher Management System:* Instructional Pacing Guides Lesson Plans for Differentiated Instruction Interactive Reader and Study Guide: Chapter Graphic Organizer* Chapter Resource File:* Focus on Writing Activity: A Nobel Nomination Social Studies Skills Activity: Making Group Decisions Chapter Review Activity Differentiated Instruction Teacher Management System: Section 1 Lesson Plan* Interactive Reader and Study Guide: Section 1 Summary* Chapter Resource File:* Vocabulary Builder Activity, Section 1 Biography Activity: Martha Washington Biography Activity: Alexander Hamilton Differentiated Instruction Teacher Management System: Section 2 Lesson Plan* Interactive Reader and Study Guide: Section 2 Summary* Chapter Resource File:* Vocabulary Builder Activity, Section 2 Economics and History Activity: The National Debt History and Geography Activity: The Nation s Capital Interdisciplinary Projects: Planning the Nation s Capital Drama Skit; Student Almanac Primary Source Activity: Jefferson and Hamilton Disagree about Government Power Presentations with Video CD-ROM Differentiated Instruction Modified Worksheets and Tests CD-ROM Primary Source Library CD-ROM for United States History Interactive Skills Tutor CD-ROM Student Edition on Audio CD Program History s Impact: United States History Video Program (VHS/DVD): The Impact of Political Parties* Daily Bellringer Transparency: Section 1* Daily Bellringer Transparency: Section 2* Quick Facts Transparency: Hamilton s Economic Plan* Internet Activity: Washington, D.C.: Then and Now Section 3: Challenges for the New Nation The Big Idea: The United States faced significant foreign and domestic challenges under Washington. Differentiated Instruction Teacher Management System: Section 3 Lesson Plan* Interactive Reader and Study Guide: Section 3 Summary* Chapter Resource File:* Vocabulary Builder Activity, Section 3 Primary Source Activity: President George Washington s Farewell Address Political Cartoons Activities for United States History, Cartoon 7: The French Revolution Daily Bellringer Transparency: Section 3* Map Transparency: Pinckney s Treaty* Map Transparency: Fighting in the Northwest Territory* Internet Activity: The French Revolution 229a Section 4: John Adams s Presidency The Big Idea: The development of political parties in the United States contributed to differing ideas about the role of the federal government. TEACHER S EDITION Differentiated Instruction Teacher Management System: Section 4 Lesson Plan* Interactive Reader and Study Guide: Section 4 Summary* Chapter Resource File:* Vocabulary Builder Activity, Section 4 Biography Activity: Abigail Adams Daily Bellringer Transparency: Section 4* Map Transparency: The First Political Parties*

SE Student Edition Print Resource Audio CD TE Teacher s Edition Transparency CD-ROM go.hrw.com Learning Styles Video OSP Teacher s One-Stop Planner * also on One-Stop Planner Review, Assessment, Intervention Quick Facts Transparency: Launching the Nation Visual Summary* Spanish Chapter Summaries Audio CD Program Progress Assessment Support System (PASS): Chapter Test* Differentiated Instruction Modified Worksheets and Tests CD-ROM: Modified Chapter Test OSP Teacher s One-Stop Planner: ExamView Test Generator (English/Spanish) Holt Online Assessment Program (HOAP), in the Holt Premier Online Student Edition PASS: Section 1 Quiz* Online Quiz: Section 1 Alternative Assessment Handbook PASS: Section 2 Quiz* Online Quiz: Section 2 Alternative Assessment Handbook PASS: Section 3 Quiz* Online Quiz: Section 3 Alternative Assessment Handbook PASS: Section 4 Quiz* Online Quiz: Section 4 Alternative Assessment Handbook Power Presentations with Video CD-ROM Power Presentations with Video are visual presentations of each chapter s main ideas. Presentations can be customized by including Quick Facts charts, images from the text, and video clips. Constitution Study Guide Supreme Court Case Studies Document-Based Questions Interactive Multimedia Activities Holt Interactive Online Student Edition Complete online support for interactivity, assessment, and reporting Interactive Maps and Notebook Standardized Test Prep Homework Practice and Research Activities Online HOLT History s Impact United States History Video Program (VHS/DVD) The Impact of Political Parties Suggested use: as a chapter introduction Developed by the Division for Public Education of the American Bar Association, these materials are part of the Democracy and Civic Education Resources. Teacher Resources KEYWORD: SR8 TEACHER Student Resources KEYWORD: SR8 US7 Current Events Chapter-based Internet Activities and more! CHAPTER 7 PLANNING GUIDE LAUNCHING THE NATION 229b

Differentiating Instruction How do I address the needs of varied learners? The Target Resource acts as your primary strategy for differentiated instruction. ENGLISH-LANGUAGE LEARNERS & STRUGGLING READERS TARGET RESOURCE English-Language Learner Strategies and Activities Build Academic Vocabulary Develop Oral and Written Language Structures Spanish Resources Spanish Chapter Summaries Audio CD Program Teacher s One-Stop Planner: ExamView Test Generator, Spanish PuzzlePro, Spanish SPECIAL NEEDS LEARNERS TARGET RESOURCE Differentiated Instruction Modified Worksheets and Tests CD-ROM Vocabulary Flash Cards Modified Vocabulary Builder Activities Modified Chapter Review Activity Modified Chapter Test Additional Resources Differentiated Instruction Teacher Management System: Lesson Plans for Differentiated Instruction Chapter Resources: Vocabulary Builder Activities Social Studies Skills Activity: Making Group Decisions Quick Facts Transparencies: Hamilton s Economic Plan Launching the Nation Visual Summary Student Edition on Audio CD Program Online Chapter Summaries in Six Languages Interactive Skills Tutor CD-ROM Additional Resources Differentiated Instruction Teacher Management System: Lesson Plans for Differentiated Instruction Interactive Reader and Study Guide Social Studies Skills Activity: Making Group Decisions Student Edition on Audio CD Program Interactive Skills Tutor CD-ROM ADVANCED/GIFTED AND TALENTED STUDENTS TARGET RESOURCE Primary Source Library CD-ROM for United States History The Library contains longer versions of quotations in the text, extra sources, and images. Included are point-of-view articles, journals, diaries, historical fiction, and political documents. Additional Resources Differentiated Instruction Teacher Management System: Lesson Plans for Differentiated Instruction Political Cartoons Activities for United States History: Cartoon 7: The French Revolution Pre-AP Activities Guide for United States History: Launching the Nation Chapter Resource File: Focus on Writing Activity: A Nobel Nomination Primary Source Activity: Jefferson and Hamilton Disagree about Government Primary Source Activity: President George Washington s Farewell Address 229c TEACHER S EDITION

Differentiated Activities in the Teacher s Edition Explaining Hamilton s Economic Plan, p. 239 Native American Conflict Time Lines, 246 Differentiated Activities in the Teacher s Edition Late 1700s Domestic Conflicts Chart, p. 247 Differentiated Activities in the Teacher s Edition Résumé for Washington, p. 235 Presidential Farewell Addresses, p. 248 Record of the XYZ Affair, p. 251 How can I manage the lesson plans and support materials for differentiated instruction? With the One-Stop Planner, you can easily organize and print lesson plans, planning guides, and instructional materials for all learners. The One-Stop Planner includes the following materials to help you differentiate instruction: Interactive Teacher s Edition Calendar Planner and pacing guides Editable lesson plans All reproducible ancillaries in Adobe Acrobat (PDF) format ExamView Test Generator (Eng & Span) Transparency and video previews Professional Development What teacher training resources are available to help me grow professionally? In-service and staff development as part of your Holt Social Studies product purchase Quick Teacher Tutorial Lesson Presentation CD-ROM Intensive tuition-based Teacher Development Institute Teaching American History Online 2 Module Professional Development Course Convenient Holt Speaker Bureau face-to-face workshop options PRAXIS Test Prep interactive Web-based content refreshers* Ask A Professional Development Expert at http://www.hrw.com/prodev/ DIFFERENTIATED INSTRUCTION PLANNING GUIDE * PRAXIS is a trademark of Educational Testing Service (ETS). This publication is not endorsed or approved by ETS. LAUNCHING THE NATION 229d

Chapter Big Ideas Section 1 President Washington and members of Congress established a new national government. Section 2 Treasury secretary Alexander Hamilton developed a financial plan for the national government. Section 3 The United States faced significant foreign and domestic challenges under Washington. Section 4 The development of political parties in the United States contributed to differing ideas about the role of the federal government. 7 CHAPTER 1789 1800 Launching the Nation SECTION 1 Washington Leads a New Nation 234 SECTION 2 Hamilton and National Finances 238 Quick Facts Hamilton s Economic Plan Biography Benjamin Banneker Primary Source Role of a Citizen SECTION 3 Challenges for the New Nation 243 Primary Source Washington s Farewell Address SECTION 4 John Adams s Presidency 250 Primary Source The XYZ Affair Focus on Writing The Chapter Resource File provides a Focus on Writing worksheet to help students write their Nobel nomination. CRF: Focus on Writing Activity: A Nobel Nomination FOCUS ON WRITING A Nobel Nomination Every year a few people are nominated for a Nobel Prize for their work to improve the world. In this chapter you will read about four great Americans Washington, Hamilton, Jefferson, and Adams. Then you ll choose one of these great leaders and write a Nobel Prize nomination for him. 1785 1789 George Washington becomes the first president. 1789 The French Revolution begins. Key to Differentiating Instruction Below Level Basic-level activities designed for all students encountering new material At Level Intermediate-level activities designed for average students Above Level Challenging activities designed for honors and gifted and talented students Standard English Mastery Activities designed to improve standard English usage 230 CHAPTER 7 Introduce the Chapter Organizing the New Government 1. Remind students that the U.S. Constitution created a new system of government for the United States. However, the work was not yet done. The nation s leaders still needed to establish and organize this new government. 2. Write the following question for students to see: What might your first actions be as part of the nation s new government? Give students a few minutes to predict some of the new government s first actions. Write students predictions for the class to see. At Level 3. Then ask students what they think some of the challenges facing the nation s new government might be. Make a list of students predictions. 4. Tell students to determine the accuracy of their predictions as they read the chapter. Verbal/Linguistic Alternative Assessment Handbook, Rubric 11: Discussions 230 CHAPTER 7

HOLT History s Impact video series See the Video Teacher s Guide for strategies for using the chapter video Launching the Nation: The Impact of Political Parties. Explore the Picture The Washington Monument Of the many statues and monuments dedicated to George Washington, the Washington Monument is perhaps the most famous. The monument was designed by architect Robert Mills, who also designed the U.S. Treasury Building and the Patent Office. Construction began in 1848, but was halted for various reasons in the mid-1850s. Building finally resumed in 1880, and the monument was officially opened to the public in 1888. Built of granite covered with marble, the monument rises more than 555 feet and is topped by an aluminum pyramid. It remains the world s tallest masonry structure. Analyzing Visuals The Washington Monument symbolizes Washington and his leadership. What adjectives might describe the monument? possible answers impressive, towering, influential, powerful, dignified, elegant go.hrw.com Online Resources Chapter Resources: KEYWORD: SR8 US7 Teacher Resources: KEYWORD: SR8 TEACHER Explore the Time Line 1. When did Washington become the first U.S. president? 1789 2. What other event began that same year? French Revolution 3. What did Native American leaders sign in 1795? Treaty of Greenville 4. Who was elected as the second president of the United States in 1796? John Adams Connect to the Arts and Humanities The Nation s Capital During Washington s presidency, the nation s capital was moved to a site along the Potomac River. This site became the city of Washington, D.C. French engineer Pierre Charles L Enfant designed the layout of the new capital. L Enfant envisioned a city with fountains, gardens, and public parks and a system of boulevards radiating out from the city center. Today, Washington, D.C. is a cultural center as well as the seat of the nation s government. LAUNCHING THE NATION 231

Understanding Themes Introduce students to the two main themes of this chapter politics and economics by asking students to make a list of different items that might need to be addressed by the new government created by the U.S. Constitution. Remind students that the previous government was weak at the national level. Point out to students that although the Constitution formed the new government, many political and economic decisions still had to be made by the new government. Inferences about History Focus on Reading Have students write two inferences about daily life, current events in the news, or pop culture. Tell them to make one of the inferences an educated guess and the other one a weak guess. After several minutes, have students hand in their inferences. Read several inferences aloud and allow students to guess which inferences are based on an educated guess and which are not. Discuss with the class what makes a good inference, noting the importance of reliable facts and sound judgment. Reading and Skills Resources Reading Support Interactive Reader and Study Guide Student Edition on Audio CD Program Spanish Chapter Summaries Audio CD Program Social Studies Skills Support Interactive Skills Tutor CD-ROM Vocabulary Support CRF: Vocabulary Builder Activities CRF: Chapter Review Activity Differentiated Instruction Modified Worksheets and Tests CD-ROM: Vocabulary Flash Cards Vocabulary Builder Activity Chapter Review Activity OSP Holt PuzzlePro 232 CHAPTER 7

You Try It! Read the following passage and answer the questions that follow. Economic Differences Hamilton wanted new forms of economic growth. He wanted to promote manufacturing and business. He even suggested that the government award a prize to companies that made excellent products. In addition, Hamilton wanted to pass higher tariffs. Known as protective tariffs, these taxes would raise the prices of foreign products. Hamilton hoped this would cause Americans to buy U.S. goods. As a result, American manufacturing would be protected from foreign competition. Jefferson worried about depending too much on business and manufacturing. He believed that farmers were the most independent voters... Jefferson wanted to help farmers by keeping the costs of the goods they bought low. Lower tariffs would help keep prices low. From Chapter 7, p. 240 241 After you read the passage, answer the following questions. 1. Which two questions can be answered directly from the text above and which one requires that you make an inference? a. Who wanted higher tariffs, Hamilton or Jefferson? b. Why do you think Hamilton and Jefferson had different views on the importance of manufacturing? c. Which man wanted to help the farmers? 2. To answer question b, it might help to know that Hamilton lived in New York City and Jefferson was from the more rural area of Virginia. Use that information and information in the passage to explain why one man valued manufacturing more than the other. Key Terms and People Chapter 7 Section 1 George Washington (p. 234) electoral college (p. 234) Martha Washington (p. 234) precedent (p. 235) Judiciary Act of 1789 (p. 236) Section 2 Alexander Hamilton (p. 238) national debt (p. 238) bonds (p. 238) speculators (p. 239) Thomas Jefferson (p. 239) loose construction (p. 242) strict construction (p. 242) Bank of the United States (p. 242) Section 3 French Revolution (p. 243) Neutrality Proclamation (p. 244) privateers (p. 244) Jay s Treaty (p. 245) Pinckney s Treaty (p. 245) Little Turtle (p. 246) Battle of Fallen Timbers (p. 247) Treaty of Greenville (p. 247) Whiskey Rebellion (p. 247) Section 4 political parties (p. 250) Federalist Party (p. 250) Democratic-Republican Party (p. 250) XYZ affair (p. 252) Alien and Sedition Acts (p. 253) Kentucky and Virginia Resolutions (p. 253) Academic Vocabulary In this chapter, you will learn the following ELA academic words: agreement (p. 237) neutral (p. 244) As you read Chapter 7, remember that you need to combine what you already know with the information in the chapter to make inferences. Key Terms and People Introduce the key terms and people for this chapter by having students define or describe each term or person. Then have students write a paragraph in which they use at least seven key terms or people. Remind students to use each term correctly. Verbal/Linguistic Focus on Reading See the Focus on Reading questions in this chapter for more practice on this reading social studies skill. Reading Social Studies Assessment See the Chapter Review at the end of this chapter for student assessment questions related to this reading skill. LAUNCHING SECTION THE NATION TITLE 233 To help students learn how to make inferences, have students create a T-chart. Ask students to label one column of the chart Inside the Text, and the other column Outside the Text. Then have students pay attention to the details in the passage above to complete the first column, and use their own outside knowledge on the subject to complete the second column. Students should then use the information in each column to make an inference. Answers You Try It! 1. answered directly a and c; inference b; 2. Because Hamilton was from an urban area that relied on manufacturing, he supported laws that favored manufacturing. Jefferson, on the other hand, did not feel strongly about manufacturing because he was from a region that relied economically on farming. 233

Bellringer If YOU were there... Use the Daily Bellringer Transparency to help students answer the question. Daily Bellringer Transparency, Section 1 Launching the Nation Daily Bellringer Section 1 Review the Previous Chapter Unscramble the letters in each underlined word to reveal the solution to each clue. 1. MNAEDMETN Clue: This item is an addition to the U.S. Constitution. 2. TVEO Clue: The president can do this to cancel laws Congress has passed. 3. FRATD Clue: This action calls up citizens for required military service. Preview Section 1 If YOU were there You are a seamstress in New York City in 1789. You ve joined the excited crowd in the streets for inauguration day. Church bells are ringing, and people are cheering. Even though you were just a young child during the Revolution, Washington is your hero. Now you watch as he takes the oath of office. You are proud to see that he is wearing a suit of American-made cloth! What would you think America s future would be like under President Washington? Review Answers: 1. amendment; 2. veto; 3. draft Consider ABILITIES he offers: He will serve the people as president instead of rule as king. He is a popular war hero and great leader, but also modest. He knows how to lead and take action under pressure. Consider DIFFICULTIES he faces: He must create policies and procedures for the government. He has no examples to follow. Some citizens still feel more loyal to their state or to Britain. Academic Vocabulary Review with students the high-use academic term in this section. agreement a decision reached by two or more people or groups (p. 237) CRF: Vocabulary Builder Activity, Section 1 Taking Notes Have students copy the graphic organizer onto their own paper and then use it to take notes on the section. This activity will prepare students for the Section Assessment, in which they will complete a graphic organizer that builds on the information using a critical thinking skill. 1 SECTION What You Will Learn Main Ideas 1. In 1789 George Washington became the first president of the United States. 2. Congress and the president organized the executive and judicial branches of government. 3. Americans had high expectations of their new government. The Big Idea President Washington and members of Congress established a new national government. Key Terms and People George Washington, p. 234 electoral college, p. 234 Martha Washington, p. 234 precedent, p. 235 Judiciary Act of 1789, p. 236 TAKING NOTES 234 CHAPTER 7 As you read, take notes in a graphic organizer like the one below on why and how George Washington was chosen as president. Reasons chosen George Washington as president How chosen Washington Leads a New Nation If YOU were there... You are a seamstress in New York City in 1789. You ve joined the excited crowd in the streets for inauguration day. Church bells are ringing, and people are cheering. Even though you were just a young child during the Revolution, Washington is your hero. Now you watch as he takes the oath of offi ce. You are proud to see that he is wearing a suit of American-made cloth. What would you think America s future would be like under President Washington? BUILDING BACKGROUND George Washington was more than just a popular war hero. People naturally looked to him as a national leader. He had taken part in the Continental Congresses and in creating the Constitution. He helped establish and strengthen the new national government. The First President Americans believed in George Washington. They saw him as an honest leader and a hero of the Revolution. Many believed he should be the first U.S. president. Washington had been looking forward to retirement and a quiet life on his Virginia farm. When he hesitated at becoming a candidate for the presidency, his friends convinced him to run. Fellow politician Gouverneur Morris told him, Should the idea prevail [win] that you would not accept the presidency, it should prove fatal... to the new government. Morris concluded confidently, Of all men, you are the best fitted to fill that office. In January 1789 each of the 11 states that had passed the Constitution sent electors to choose the first president. These delegates formed a group called the electoral college a body of electors who represent the people s vote in choosing the president. The electoral college selected Washington unanimously, and John Adams became his vice president. Washington s wife, First Lady Martha Washington, entertained guests and attended social events with her husband. She described the At Level Washington Leads a New Nation Materials: blank note cards 1. Teach Ask students the questions in the Main Idea boxes to teach this section. 2. Apply Give each student three note cards. Have students write one of the section s blue heads on each card. On the back of the first two cards, have students record the actions that Washington and Congress took and the precedents they set to organize the national government. On the back of the third card, have students record Americans expectations for the new government. Verbal/Linguistic 3. Review As you review, have students share the information on their note cards. 4. Practice/Homework Have each student take on the role of an American in 1790 and write a journal entry describing his or her emotions about Washington s election. Alternative Assessment Handbook, Rubrics 1: Acquiring Information; and 15: Journals 234 CHAPTER 7

Main Idea The First President In 1789 George Washington became the first president of the United States. Describe By what process was George Washington elected president? The 11 states that had passed the Constitution selected electors, who unanimously voted for Washington. Analyze How might the idea of Republican Motherhood have influenced women in the new nation? possible answer encouraged them to take a greater interest in politics, education, and social concerns CRF: Biography Activity: Martha Washington Main Idea Organizing the Government Congress and the president organized the executive and judicial branches of government. Describe How did cabinet members and the president interact? Cabinet members advised the president. Make Inferences Why do you think Washington chose Jefferson and Hamilton for important cabinet positions? They were experienced government leaders and had participated in the Constitutional Convention. CRF: Biography Activity: Alexander Hamilton Differentiating Instruction Advanced/Gifted and Talented Materials: photocopies of a model résumé 1. Tell students that a résumé is a record of a person s qualifications and experience, which a person submits to apply for a job. Instruct students to create a résumé for George Washington as if he were applying for the job of U.S. president. 2. Provide students with photocopies of a proper résumé to use as a model. Above Level 3. Students résumés should provide information about Washington s leadership experience and communicate why he would be good for the job of president. 4. Conclude by discussing with the class why Americans elected Washington as their first president. Verbal/Linguistic Alternative Assessment Handbook, Rubric 31: Résumés Answers Analyzing Visuals possible answers Style of dress, setting, and equipment would be more modern; Secret Service would be present. Reading Check Americans saw him as an honest leader and a hero of the Revolution, and many believed he should be the first president. 235

Main Idea Organizing the Government Congress and the president organized the executive and judicial branches of government. Explain What was the purpose of the Judiciary Act of 1789? set up three levels of federal courts and defined their powers and relationships to the state courts Summarize How were federal judges selected? The president nominated them, and Congress either approved or rejected candidates. Info to Know A Rough Start When George Washington became president, there was no White House to live in. Instead, the president and First Lady Martha Washington lived in a house on 3 Cherry Street in New York City. Although nicknamed the Palace, the house was not tremendously glamorous. For example, the ceilings were so low that one woman s hat caught fire when she brushed against the chandelier. Answers Reading Check established executive departments and cabinet; established the federal court system by passing the Judiciary Act of 1789 236 Critical Thinking: Identifying Points of View Letters to President Washington 1. Have students discuss the expectations that Americans had for their new national government. Remind students of the problems that Americans had been facing under the Articles of Confederation. 2. Divide the class in half. Assign one half the role of American farmers in 1790. Assign the other half the role of merchants or manufacturers in New York City in 1790. 3. Have each student write a letter to President Washington from the point of view of his or At Level her assigned role. In their letters, students should congratulate Washington on his election and share their hopes and concerns for the new national government. 4. Ask for volunteers to read their letters aloud. Conclude by having students compare and contrast America in 1790 with America today. Verbal/Linguistic Alternative Assessment Handbook, Rubric 41: Writing to Express

Main Idea Americans Expectations of Government Americans had high expectations of their new government. Identify What did farmers want from the new national government? fair tax laws; the right to settle western lands; no interference from the government Summarize What was daily life like in early national America? Most people lived in rural areas and farmed; some lived and worked in towns; most cities were small, but the nation did have a few large cities, such as New York City. Section 1 Assessment Answers 1. a. represented the people s vote; voted to elect George Washington as the first president b. entertained guests, attended social events with her husband, ran presidential household 2. a. created executive departments, the heads of which served as a cabinet to the president b. created three levels of federal courts, defined their powers and relationships to state courts c. possible answers creation of courts of appeals, because Americans could appeal rulings; creation of federal district courts, because provided justice across the country 3. a. New York City; was one of the largest U.S. cities and a center of economic activity b. wanted improved trade free from too many restrictions, protection, and a stable economy 4. Sample answer Washington s Decisions: chose cabinet members; Acts of Congress: organized executive and judicial branches of government, passed the Judiciary Act of 1789 5. possible answers first U.S. president; set many precedents, established practice of cabinet meetings Close Have students discuss if they would have liked to have been the first U.S. president. Review Online Quiz Section 1 Assess SE Section 1 Assessment PASS: Section 1 Quiz Alternative Assessment Handbook Reteach/Classroom Intervention Interactive Reader and Study Guide, Section 1 Interactive Skills Tutor CD-ROM Answers A Rural Nation They had different interests. To farmers, land was important; to business owners, laws to help their businesses grow were important. Reading Check It was one of the largest cities; it was a center of economic activity. 237

SECTION Bellringer If YOU were there... Use the Daily Bellringer Transparency to help students answer the question. What You Will Learn Daily Bellringer Transparency, Section 2 Daily Bellringer Launching the Nation Section 2 Review Section 1 Indicate whether each sentence below is TRUE or FALSE. If the sentence is false, change the underlined word to make the sentence true. 1. The electoral college unanimously chose George Washington as the first president of the United States. 2. Thomas Pinckney became President Washington s vice president. 3. The heads of the executive departments served as Washington s bureau members, or top advisors. 4. The Judiciary Act of 1789 created three levels of state courts and defined 2 Main Ideas 1. Hamilton tackled the problem of settling national and state debt. 2. Thomas Jefferson opposed Hamilton s views on government and the economy. 3. Hamilton created a national bank to strengthen the U.S. economy. Hamilton and National Finances If YOU were there... You live on a plantation in North Carolina in the 1790s. You have just heard that the federal government plans to pay most of the northern states debts from the war. Now your neighbors are outraged about this idea. It means more taxes and tariffs! New York and Massachusetts are far away, they say. Why should North Carolina farmers have to pay northern debts? Would you pay other states war debts? Why? their powers. Preview Section 2 If YOU were there You live on a plantation in North Carolina in the 1790s. You have just heard that the federal government plans to pay most of the northern states debts from the war. Now your neighbors are outraged about this idea. It means more taxes and tariffs! New York and Massachusetts are far away, they say. Why should North Carolina farmers have to pay northern debts? Would you pay other states war debts? Why? The Big Idea Consider the NATION: The entire nation gained liberty because of the war. The entire nation s economy will benefit from having war debts paid. This action will set a precedent. Treasury secretary Alexander Hamilton developed a financial plan for the national government. Consider each REGION: economic differences amount of involvement in the war amount owed by each state Review Answers: 1. T; 2. F, John Adams; 3. F, cabinet members; 4. F, federal Building Vocabulary Key Terms and People Alexander Hamilton, p. 238 national debt, p. 238 bonds, p. 238 speculators, p. 239 Thomas Jefferson, p. 239 loose construction, p. 242 strict construction, p. 242 Bank of the United States, p. 242 Preteach or review the following terms: mint a place to make coins (p. 241) monopoly sole or exclusive control (p. 241) tariff an extra charge on goods (p. 241) CRF: Vocabulary Builder Activity, Section 2 TAKING As you read, take notes NOTES on the economic prob- lems facing the nation when Alexander Hamilton became secretary of the treasury, as well as Hamilton s solutions to the problems. Economic Problems Taking Notes Have students copy the graphic organizer onto their own paper and then use it to take notes on the section. This activity will prepare students for the Section Assessment, in which they will complete a graphic organizer that builds on the information using a critical thinking skill. 238 Solutions 1. 2. 3. 4. 5. 6. BUILDING BACKGROUND Some of the new nation s biggest problems were economic. The national and state governments had run up huge debts during the war. But the proposed solutions to these problems revealed differences in regional viewpoints. Southern planters and northern businesspeople had very different views of how the national economy should develop. Settling the Debt Alexander Hamilton seemed born with a head for economics. While still in his teens, he helped run a shipping company in his native British West Indies. Family friends then sent him to the American colonies for an education. Hamilton eventually married into a wealthy New York family and began practicing law. He served as Washington s aide and as a delegate to four Continental Congresses. National Debt As secretary of the treasury, Hamilton s biggest challenge was paystates ing off the national debt money owed by the United States from the Revolutionary War. The United States owed about $11.7 million to foreign countries and about $40.4 million to U.S. citizens. During the war the government raised money with bonds. Bonds are certificates of debt that carry a promise to buy back the bonds at a higher price. price But the government could not afford to keep this promise. Bondholders who needed money sold CHAPTER 7 At Level Hamilton and National Finances 1. Teach Ask students the questions in the Main Idea boxes to teach this section. 2. Apply Have students, working either individually or in pairs, use the blue and red headings in this section to create an outline of the information. Tell students to write at least two supporting details under each heading. Encourage students to write their supporting details in sentence form. Verbal/Linguistic 238 3. Review Have students share information from their outlines with the class. Create a master outline for the class to see and use it to correct any student errors. 4. Practice/Homework Have each student use the information in his or her outline to create a five-question quiz about the section content. Verbal/Linguistic Alternative Assessment Handbook, Rubric 37: Writing Assignments CHAPTER 7

Hamilton s Economic Plan Alexander Hamilton developed a three-point plan to solve the nation s financial problems. their bonds for less than the original value to speculators, or people who buy items at low prices in the hope that the value will rise and they can sell the items for a profit. Hamilton wanted to pay the foreign debt immediately and gradually repay the total value of all bonds. The second part of his plan caused disagreements because paying full value would allow speculators to make a profit. Hamilton thought this was fair. He said, He [the speculator] paid what the commodity [bond] was worth... and took the risks. Thomas Jefferson disagreed. He thought the idea cheated bondholders who had sold their bonds at low prices. Jefferson wrote, Immense sums were thus filched [stolen] from the poor and ignorant. But more politicians agreed with Hamilton. In 1790 the government exchanged old bonds for new, more reliable ones that were guaranteed. States Debts 1 2 3 The states owed $25 million for Revolutionary War expenses. Hamilton wanted the federal government to pay for $21.5 million of this debt. Hamilton believed that this action would help the federal government. He Differentiating Instruction Struggling Readers 1. Have students examine the above Quick Facts: Hamilton s Economic Plan. Go over the various elements of Hamilton s economic plan as a class. 2. To help students better understand the nation s economic problems and Hamilton s financial plan, compare them to aspects of an individual s personal finances, such as credit card debt, IOUs, balancing a checkbook, checking and savings accounts, and so on. Deal with the Debt Take on the foreign and domestic debt by replacing creditors old, low-value bonds with new, interest-bearing bonds Take over most of the states $25 million Revolutionary War debts Gain Revenue Pass a tariff to both bring in money and help American manufacturers Stabilize the Banking System Create a national bank Create a national mint thought that paying the states debts would help the national economy. Debtor states would not have to spend so much on repayment and would have money to develop business and trade. Increased business and trade would put more money back into the national economy. The South, however, did not want to help the federal government pay the debts of other states. States such as Virginia and North Carolina did not have many war debts. They thought Hamilton s idea was unfair. Patrick Henry said he did not believe that the Constitution gave Congress the power to pay state debts. Hamilton knew that he needed the help of southern representatives to get his plan approved. Moving the Capital Hamilton also knew that he had something to bargain with. Southern officials wanted to change the location of the nation s capital. Many southerners thought that having the capital in New York gave the northern states too much influence over national policy. Hamilton, Jefferson, and James Madison met in June 1790. Hamilton would build investor confidence in the stability of the new nation would free up state money for business and trade LAUNCHING THE NATION 239 Below Level 3. Have students go through the Quick Facts chart and explain Hamilton s economic plan in their own words point by point. Verbal/Linguistic, Visual/Spatial Alternative Assessment Handbook, Rubric 11: Discussions CRF: Economics and History Activity: The National Debt Quick Facts Transparency: Hamilton s Economic Plan Main Idea Settling the Debt Hamilton tackled the problem of settling national and state debt. Explain What economic problem did the young nation face, and how did Alexander Hamilton propose to solve it? high national debt; pay the foreign debt immediately; gradually pay back the full value of bonds Identify Points of View Why did Jefferson oppose paying the full value of bonds? would reward speculators and cheat the original bondholders who sold at low prices Make Judgments Do you think Hamilton s plan for the federal government to take over state war debts was fair to southern states? possible answers yes, all the states benefited from the Revolutionary War and should help pay for it; no, southern states had few war debts and should not pay. CRF: Economics and History Activity: The National Debt CRF: History and Geography Activity: The Nation s Capital CRF: Interdisciplinary Projects: Planning the Nation s Capital Drama Skit; Student Almanac Quick Facts Transparency: Hamilton s Economic Plan Info to Know The Confusing National Debt When he accepted the position of treasury secretary, Alexander Hamilton faced a large and confusing national debt with several different creditors. The debt included IOUs written by the quartermaster, the officer in charge of army supplies; winning tickets from lotteries that the government had held to raise money and could not repay; and certificates that soldiers had received when the government had been unable to pay them for their military service. It was Hamilton s task to sort through this paperwork in an attempt to reduce the national debt. LAUNCHING THE NATION 239

Main Idea Jefferson Opposes Hamilton Thomas Jefferson opposed Hamilton s views on government and the economy. Recall What did Hamilton think a strong central government should do? balance power between the masses and the wealthy Contrast How did Jefferson s and Hamilton s views on how to promote economic growth differ? Hamilton promote manufacturing and business and pass higher tariffs; Jefferson promote agriculture and keep tariffs low Develop Defend either Hamilton s or Jefferson s view of democracy. Answers should reflect an understanding of each point of view. CRF: Primary Source Activity: Jefferson and Hamilton Disagree about Government Info to Know Sectional Tensions The debate over Hamilton s economic plans revealed tensions between northern and southern states. Most speculators lived in the North. In the South, Virginians in particular hated Hamilton s programs. Virginia senator George Mason expressed his dismay, saying that Hamilton has done us more injury than Great Britain. go.hrw.com Online Resources KEYWORD: SR8 US7 ACTIVITY: Washington D.C.: Then and Now THE IMPACT TODAY Washington, D.C., and the surrounding areas are home to more than 7 million people today. The city is not only the nation s capital but also a major tourist attraction. 240 CHAPTER 7 promised to convince northern members of Congress to move the capital. Jefferson and Madison then agreed to gather support in the South for Hamilton s debt plan. The compromise worked. The national capital was moved to Philadelphia in 1791 for 10 years. For the capital s permanent location, Washington chose a place on the Potomac River that included part of both Maryland and Virginia. The land was made up of swamps and farms. This site would eventually become the city of Washington, D.C. READING CHECK Identifying Points of View How did southerners feel about the federal government paying state war debts, and how did Hamilton change their minds? B IOGRAPHY Benjamin Banneker (1731 1806) Benjamin Banneker was born to a free African American family in rural Maryland. He attended a Quaker school but was largely self-educated. He was a skilled mathematician and scientist. His mathematical skills prompted Thomas Jefferson to give him a job surveying the land for the new national capital. Draw Conclusions How was Benjamin Banneker s life different from most African Americans of the time? Jefferson Opposes Hamilton Hamilton and Jefferson did not cooperate for long. Instead, they began to disagree about how to define the authority of the central government. Hamilton believed in a strong federal government. Jefferson wanted to protect the powers of the states. Their conflict reflected basic differences in their opinions about democracy. Hamilton had little faith in the average individual. He once said that the people... seldom judge or determine [decide] right. Differing Views Hamilton wanted a strong central government that balanced power between the mass of the people and wealthier citizens. He believed that his approach would protect everyone s liberties while keeping the people from having too much power. Jefferson disagreed strongly with Hamilton s views of the average citizen s ability to make decisions for the country. He admitted that the people can not be all, and always, well informed. However, Jefferson believed that it was the right of the people to rule the country. Economic Differences Hamilton and Jefferson also fought over how the country s economy should grow. Hamilton wanted new forms of economic growth. He wanted to promote manufacturing and business. He even suggested that the U.S. Capitol in Washington, D.C. Answers Biography He was free, highly educated, and had a paying job. Reading Check Southerners thought the plan was unfair because southern states had few war debts; Hamilton agreed to get the national capital moved farther south. 240 Critical Thinking: Contrasting Hamilton vs. Jefferson 1. Lead students in a discussion contrasting Hamilton s and Jefferson s views. 2. Copy the graphic organizer for students to see. Omit the blue answers. Have each student copy the organizer and complete it by listing Hamilton s arguments for and Jefferson s arguments against Hamilton s economic plan. Verbal/Linguistic, Visual/Spatial Alternative Assessment Handbook, Rubric 13: Graphic Organizers At Level Hamilton Jefferson pay full value of bonds builds investor confidence; speculators took the risks, so fair protects American manufacturing from foreign competition necessary and proper ; gives central government a place to deposit money pass higher tariffs create a national bank rewards speculators; cheats bondholders who sold bonds at low prices hurts farmers by raising costs of imports elastic clause refers to necessity, not convenience

Main Idea National Debate Hamilton created a national bank to strengthen the U.S. economy. Identify What was the function of the Bank of the United States? to provide a safe place for the federal government s money; to make loans to the government and businesses; to stabilize the economy Summarize How did Hamilton s plan for a national bank address states rights? proposed limiting the bank s charter to 20 years; encouraged states to start their own banks to prevent a monopoly Evaluate Do you agree with loose construction or strict construction of the Constitution? Answers will vary but should reflect an understanding of each term. Connect to Economics Tariffs Nations usually establish tariffs for two reasons to provide a source of income for the government and to promote the development of domestic industries by raising the price of imports. Economic planners hope that making foreign goods more expensive will lead people to buy goods made in their own country. Cooperative Learning Strict and Loose Construction 1. Write the definitions of loose construction and strict construction for students to see. Ask students if they can think of examples of loose and strict construction at the school or in their community. 2. Organize the class into pairs. Have one partner from each pair create a brief description of his or her interpretation of loose construction. Have the other partner create a description of his or her interpretation of strict construction. At Level 3. Then have each pair write one to two paragraphs explaining how loose and strict construction affected debates over Hamilton s financial plan. Interpersonal, Verbal/Linguistic Alternative Assessment Handbook, Rubrics 9: Comparing and Contrasting; and 37: Writing Assignments Answers Analyzing Points of View Hamilton thought the average citizen was not interested in public affairs; Jefferson thought that educated citizens would act to preserve liberty. Reading Check Hamilton wanted a strong central government; did not trust the judgment of the masses; Jefferson wanted to protect the power of the states; believed in the average citizen s ability to make good decisions for the nation 241

Linking to Today The Federal Reserve The Federal Reserve, commonly called the Fed, serves as the nation s central bank today. The national government created the Federal Reserve system in 1913 to stabilize the nation s monetary and banking systems. The Fed supervises member banks, holds cash reserves, and moves money into or out of circulation. The Fed is organized into two levels national and district. At the national level, a 7-member Board of Governors makes the key decisions. At the district level, 12 Federal Reserve banks serve different regions of the nation. Close Have students discuss Hamilton s and Jefferson s differing views of democracy. Which view do students think most Americans hold today? Review Online Quiz, Section 2 Assess SE Section 2 Assessment PASS: Section 2 Quiz Alternative Assessment Handbook Reteach/Classroom Intervention Interactive Reader and Study Guide, Section 2 Interactive Skills Tutor CD-ROM Section 2 Assessment Answers Answer Reading Check They thought a national bank would strengthen and stabilize the nation s economy. 242 1. a. high national debt from Revolutionary War b. support for Hamilton s plan for state debts in exchange for national capital farther south 2. a. Jefferson protect states powers; Hamilton strong central government b. Hamilton favored manufacturing and trade, more common in the North; Jefferson favored farming, important to the southern economy. c. Answers should reflect an understanding of each man s viewpoint. 3. a. thought it gave the federal government too much power and that it was unconstitutional b. loose federal government can take necessary actions not prohibited; strict can do only what Constitution says c. possible answers safe place to deposit federal money; will stabilize the economy 4. Hamilton pay full value; wanted to promote manufacturing and business; higher tariffs; supported; Jefferson paying full price cheats bondholders; farming; lower tariffs to protect farmers and keep prices low; against 5. possible answer served in cabinet positions

Challenges for the New Nation If YOU were there... SECTION 3 Bellringer What You Will Learn You are the captain of an American merchant ship in the 1790s. Your ship has just picked up cargo in the French West Indies. You are headed back to your home port of Philadelphia. Suddenly, a British warship pulls alongside your ship. Marines swarm aboard. They order you into the nearest harbor and seize your goods. How would this incident affect your views of Great Britain? Main Ideas 1. The United States tried to remain neutral regarding events in Europe. 2. The United States and Native Americans came into conflict in the Northwest Territory. 3. The Whiskey Rebellion tested Washington s administration. 4. In his Farewell Address, Washington advised the nation. The Big Idea BUILDING BACKGROUND As the new nation tried to get organized, it faced economic problems and internal divisions. Even more difficult challenges came from conflicts in Europe. The United States could not avoid being caught up in fighting between France and Great Britain. The United States faced significant foreign and domestic challenges under Washington. If YOU were there... Use the Daily Bellringer Transparency to help students answer the question. Daily Bellringer Transparency, Section 3 Daily Bellringer Launching the Nation Section 3 Review Section 2 Read the statements below and determine whether Alexander Hamilton or Thomas Jefferson is speaking. 1. I served as Washington s secretary of the treasury. Who am I? 2. I served as Washington s secretary of state. Who am I? 3. I opposed the establishment of a national bank. Who am I? 4. I supported loose construction. Who am I? Preview Section 3 If YOU were there You are the captain of an American merchant ship in the 1790s. Your ship has just picked up cargo in the French West Indies. You are headed back to your home port of Philadelphia. Suddenly, a British warship pulls alongside your ship. Marines swarm aboard. They order you into the nearest harbor and seize your goods. How would this incident affect your views of Great Britain? Consider REASONS the British may have seized your cargo: thought your cargo was illegal trying to harm French trade trying to harm American trade Consider the RESULTS of the British seizing your cargo: loss of cargo means loss of money will anger merchants who were waiting for the cargo may lead to loss of your job or ship Key Terms and People Remaining Neutral Tensions between France and Britain began to build after the French people rebelled against their king. On July 14, 1789, citizens of Paris attacked and captured the Bastille, a hated fortress and prison that stood as a mighty symbol of royal power. The storming of the Bastille was one of the first acts of the French Revolution a rebellion of French people against their king in 1789. 1789 The French people overthrew their king and created a republican government. French Revolution, p. 243 Neutrality Proclamation, p. 244 privateers, p. 244 Jay s Treaty, p. 245 Pinckney s Treaty, p. 245 Little Turtle, p. 246 Battle of Fallen Timbers, p. 247 Treaty of Greenville, p. 247 Whiskey Rebellion, p. 247 TAKING As you read, take notes NOTES on the challenges French revolutionaries storm the Bastille. faced by the new nation during Washington s administration. Review Answers: 1. Alexander Hamilton; 2. Thomas Jefferson; 3. Jefferson; 4. Hamilton Academic Vocabulary Review with students the high-use academic term in this section. neutral unbiased, not favoring either side in a conflict (p. 244) CRF: Vocabulary Builder Activity, Section 3 Taking Notes Challenges LAUNCHING THE NATION 243 At Level Have students copy the graphic organizer onto their own paper and then use it to take notes on the section. This activity will prepare students for the Section Assessment, in which they will complete a graphic organizer that builds on the information using a critical thinking skill. Challenges for the New Nation 1. Teach Ask students the questions in the Main Idea boxes to teach this section. 2. Apply Create a three-column chart for students to see. Title the chart Washington s Presidency and label the columns Foreign Relations, Domestic Conflicts, and Farewell Address. Have students copy the chart and complete it by identifying and describing the main events and/or issues in each category. Verbal/Linguistic, Visual/Spatial 3. Review As you review the section, have students share the information in their charts. 4. Practice/Homework Have each student create a menu for a new restaurant celebrating Washington s presidency. Students should choose names for the restaurant and dishes that reflect the major events in his presidency. Verbal/Linguistic Alternative Assessment Handbook, Rubrics 7: Charts; and 37: Writing Assignments LAUNCHING THE NATION 243

Main Idea Remaining Neutral The United States tried to remain neutral regarding events in Europe. Recall What significant American event helped inspire the French Revolution? American Revolution Identify Cause and Effect How did Washington respond to conflicts between France and Great Britain? issued the Neutrality Proclamation, stating that the United States would not take sides in European conflicts Elaborate How did Edmond Genet and American privateers threaten U.S. neutrality? Their actions could have led Great Britain to attack the United States and draw it into war. Political Cartoons Activities for United States History, Cartoon 7: The French Revolution World Events American Influence In August 1789, French revolutionaries issued the Declaration of the Rights of Man and of the Citizen, a document modeled after the Declaration of Independence. The Marquis de Lafayette a Frenchman who had fought in the Revolutionary War alongside Washington helped write this document. Lafayette sent the key to the Bastille to President Washington, saying, It is a tribute which I owe to you, as a son to my adoptive father, as an aide-de-camp to my General, as a Missionary of Liberty to its Patriarch. go.hrw.com Online Resources KEYWORD: SR8 US7 ACTIVITY: The French Revolution Answers Focus on Reading The French revolted against their monarchy and put in place a republican government based on democratic principles. 244 FOCUS ON READING What can you tell about France before 1793 using this paragraph and what you already know about democracies? ACADEMIC VOCABULARY neutral unbiased, not favoring either side in a conflict Time Line 244 Many French citizens had been inspired to take action by the American Revolution. Many Americans, in turn, supported the French Revolution. They thought that France was creating the same kind of democracy as the United States. Some Americans worried about the French Revolution s violent riots and attacks on traditional authority. Revolutionaries shocked many Americans by beheading King Louis XVI in January 1793 and Queen Marie- Antoinette later that year. A few years after the French Revolution started, France and Great Britain went to war. Some Americans supported the French, while others backed the British. Some wanted to remain neutral. The Neutrality Proclamation The debate divided Congress and Washington s cabinet. Washington presented his opinion to Congress on April 22, 1793: The duty and interest of the United States require that they should with sincerity and good faith adopt and pursue a conduct friendly and impartial [unbiased] towards the belligerent [fighting] powers. George Washington, quoted in The Real George Washington by Parry et al. This Neutrality Proclamation stated that the United States would not take sides with any European countries that were at war. Washington believed his plan was the safest for the long run, but not everyone agreed. The Struggle for Neutrality April 1789 George Washington becomes president. July 1789 French citizens storm the Bastille. Some members of Congress criticized Washington s ideas. James Madison believed that the president had gone beyond his authority. He questioned Washington s right to issue the proclamation without the approval of Congress. The French Question France s new representative to the United States, Edmond Genet (zhuh-nay), asked American sailors to help France fight England by commanding privateers. Privateers were private ships hired by a country to attack its enemies. Washington told Genet that using American privateers violated U.S. neutrality. Jefferson wanted the French revolutionaries to succeed, but even he agreed that allowing France to use American privateers against England was a bad idea. Jefferson was still upset by U.S. policy toward France. He believed that the United States should back France because France had supported the United States during the Revolutionary War. Hamilton, on the other hand, was pro-british. He hoped to strengthen trading ties with Britain the most powerful trading nation in the world at the time. Jefferson thought that Hamilton had too much influence on the president s foreign policy and that Hamilton consequently interfered with Jefferson s role as secretary of state. Jefferson decided to resign from Washington s cabinet in 1793. April 1793 President Washington issues the Neutrality Proclamation. 1789 1793 Critical Thinking: Finding Main Ideas Neutrality Proclamation Press Release Materials: current White House press release (optional) 1. Ask students to imagine that they are press secretaries to President Washington. Have each student create a press release announcing the Neutrality Proclamation. If possible, provide a sample press release as a model. 2. The press release should summarize the contents of the proclamation and explain Washington s reasons for making it. October 1790 British-backed Little Turtle defeats U.S. forces under General Josiah Harmar. November 1794 Jay s Treaty sparks protest throughout the United States. At Level 3. Ask for a volunteer to role play the press secretary and to read aloud his or her press release to the class. Have other students play the role of reporters and ask questions. 4. Conclude by having students evaluate Washington s decision to have the nation remain neutral and whether they agree with it. Students should provide support for their points of view. Verbal/Linguistic Alternative Assessment Handbook, Rubric 42: Writing to Inform

Jay s Treaty Pinckney s Treaty There were other threats to U.S. neutrality. In late 1793 the British seized ships carrying food to the French West Indies. Hundreds of the ships were neutral American merchant ships. Also, British officers were helping Native Americans fight settlers. Washington wanted to prevent another war with the British. He sent Chief Justice John Jay to London to work out a compromise. The British knew the United States lacked a strong navy and that U.S. businesses relied heavily on British trade. However, the British did not want to fight another war in America. In November 1794 the two sides signed Jay s Treaty. Jay s Treaty settled the disputes that had arisen between the United States and Great Britain in the early 1790s. 1790s The British would pay damages on seized American ships and abandon their forts on the northwestern frontier. The United States agreed to pay debts it owed the British. The treaty was unpopular and sparked violent protests. Citizens and congressional leaders thought the treaty hurt trade and did not punish Britain enough for some of its actions. Southerners were especially angry that the treaty did not ask Britain to repay them for slaves that Britain had set free during the Revolutionary War. Washington did not like the treaty but believed it was the most that could be done. At his urging the Senate approved the treaty. American businesses faced problems as well. The Spanish disputed the border between the United States and Florida. Spain closed the port of New Orleans to U.S. trade in 1784. This hurt the American economy because all goods moving down the Mississippi to places in the East or overseas had to pass through New Orleans. Washington asked Ambassador Thomas Pinckney to meet with Spanish officials to discuss the problem. He asked the Spaniards to reopen New Orleans to U.S. trade. Pinckney also asked for the right of deposit in New Orleans. This right would allow American boats to transfer goods in New Orleans without paying cargo fees. Spanish minister Manuel de Godoy (gohthoy) tried to delay reaching an agreement, hoping Pinckney would become desperate and sign a treaty that favored the Spanish. He was worried that the United States and Great Britain might join against Spain after signing Jay s Treaty. Pinckney was patient, however, and his patience was rewarded. In October 1795, Godoy agreed to Pinckney s Treaty, which settled the border and trade disputes with Spain. Under the treaty Spain agreed to recognize the U.S. southern boundary as 31 N latitude. Spain s government also reopened the port at Main Idea Remaining Neutral The United States tried to remain neutral regarding events in Europe. Recall What conflicts with the British prompted Jay s Treaty? The British were seizing neutral American merchant ships and helping Native Americans fight settlers. Identify Points of View Why did some Americans protest Jay s Treaty? thought it hurt trade and failed to make the British pay for slaves the British freed during the Revolutionary War Evaluate How was Thomas Pinckney effective in dealing with the Spanish? He was patient, and Spain agreed to his terms recognized the U.S. southern boundary; gave American ships access to the port at New Orleans and the right of deposit. Map Transparency: Pinckney s Treaty Pinckney s Treaty SPANISH TERRITORY Did you know... UNITED STATES 31 N Pinckney's Treaty, 1795 30 N August 1795 The Treaty of Greenville ends fighting in the Northwest Territory. New Orleans 80 W 1795 October 1795 Pinckney s Treaty reopens the port of New Orleans. Gulf of Mexico N -ILES E W S +ILOMETERS 90 W ANALYSIS SKILL READING TIME LINES To what extent was President Washington successful in maintaining American neutrality? LAUNCHING THE NATION Critical Thinking: Identifying Cause and Effect Thomas Jefferson objected to the use of the word neutrality in President Washington s Neutrality Proclamation. Jefferson argued that using the word neutrality would lead Great Britain to continue practices on the high seas that Americans opposed. Washington agreed and removed the word. Thus, the word neutrality never actually appears in the Neutrality Proclamation. 245 At Level Two Treaties Chart 1. Divide the class. Have one half of the class create cause-and-effect charts for Jay s Treaty. Have the other half of the class create causeand-effect charts for Pinckney s Treaty. 2. Each student should draw a box in the middle of a piece of paper and write the name of his or her assigned treaty in the box. Above the box, students should identify and describe the events that led to the treaty. Below the box, students should explain the terms of the treaty and its results. 3. Then pair students who worked on different charts. Have students explain their charts to their partners. Encourage students to provide peer feedback on the accuracy of their partners charts. 4. Review the information in students charts as a class. Interpersonal, Visual/Spatial Alternative Assessment Handbook, Rubrics 6: Cause and Effect; and 7: Charts Answers Reading Time Lines successful except for conflicts with Native Americans; avoided conflicts with Spain through Pinckney s Treaty 245

Fighting in the Northwest Territory Main Idea Conflict in the Northwest Territory The United States and Native Americans came into conflict in the Northwest Territory. Recall Why did Native Americans in the northwest go to war in the early 1790s, and who led them? because Americans continued to settle the Northwest Territory; Miami chief Little Turtle Identify Cause and Effect What were the results of the Battle of Fallen Timbers? U.S. victory broke the strength of Indian forces in the region; led to Treaty of Greenville, under which Native Americans gave up much of their land for $20,000 worth of goods and acknowledgment of their remaining land claims Interpret What did Little Turtle mean when he said The trail has been long and bloody; it has no end? He knew that the U.S. Army would not stop fighting his people and that settlers would not stop coming. Northwest Territory Land ceded by Native Americans in Treaty of Greenville (1795) Indian victory SKILL ANALYZING VISUALS Fort 0 0 50 What types of weapons were used in the fighting in the Northwest Territory? 100 Miles 50 100 Kilometers New Orleans to American ships and gave them the right of deposit. Because it opened the frontier to more expansion, Washington and most other Americans believed that Pinckney s Treaty was a successful compromise. READING CHECK Summarizing Why did President Washington want the United States to remain neutral? Conflict in the Northwest Territory As the United States dealt with international conflicts, trouble was also brewing at home. Americans continued to settle the Northwest Territory despite Native Americans protests. Supplied by British traders with guns, Native Americans went to war. In 1790 a Native American alliance under the command of Miami chief Little Turtle defeated U.S. forces under General Josiah Harmar. Then in 1791, Native Americans defeated General Arthur St. Clair s troops. Map Transparency: Fighting in the Northwest Territory Interpreting Maps Interactive Map: Fighting in the Northwest Territory Place What victories did Native Americans achieve against U.S. forces in the early 1790s? Harmar s Battle, St. Clair s Battle ANALYSIS American victory 246 General Wayne Takes Command In 1792 President Washington gave command of the army in the West to General Anthony Wayne. Wayne s task was to bring troops to the frontier to fight against the Indians. In 1793 General Wayne arrived in Ohio. Many of his men were ill from smallpox and influenza, so they were unable to fight well. Wayne s troops moved north and built Fort Greenville, where they remained during the winter. They built additional forts for protection and to have supplies at hand. As the summer of 1794 neared, several Native American groups led by Little Turtle attacked a supply train near the fort. Wayne and his men responded. They attacked Native American towns and burned crops. The British no longer aided the Native Americans after this defeat, and Little Turtle realized that they were outmatched. He urged his people to seek peace. CHAPTER 7 Differentiating Instruction At Level English-Language Learners 1. Organize the class into small groups and have Answers Analyzing Visuals swords or sabers, shotguns or rifles Reading Check thought neutrality was the safest and most reasonable plan for the long run 3. Display the groups time lines in the classroom. each group create a time line of the conflicts that took place with Native Americans in the Northwest Territory in the early 1790s. Use them to lead a class review of the causeand-effect relationships among the events. 2. Time lines should include at least six key dates Alternative Assessment Handbook, Rubrics 14: Group Activity; and 36: Time Lines and entries for events from 1790 to 1795. Encourage the groups to provide annotations and illustrations to enhance their time lines. Interpersonal, Visual/Spatial 246

The trail has been long and bloody; it has no end. The [whites]... are many. They are like the leaves of the trees. When the frost comes they fall and are blown away. But when the sunshine comes again they come back more plentiful than ever before. Little Turtle, quoted in The Ohio Frontier by Douglas Hurt The End of Conflict On August 20, 1794, Native Americans fought Wayne s troops in the Battle of Fallen Timbers and were defeated. The battle was named for an area where many trees had been destroyed by a tornado. Wayne s forces burned Indians villages and fields. The strength of Indian forces in the region was broken. The frontier war soon ended. In August 1795, Native American leaders signed the Treaty of Greenville, which gave the United States claim to most Indian lands in the Northwest Territory. The treaty also guaranteed the safety of citizens there. In exchange, Native Americans received $20,000 worth of goods and an acknowledgment of their claim to the lands they still held. READING CHECK Finding Main Ideas What conflicts did the United States face in the late 1700s? The Whiskey Rebellion Other conflicts occurred on the frontier. Congress passed a tax on American-made whiskey in March 1791. The tax was part of Hamilton s plan to raise money to help pay the federal debt. He was also testing the power of the federal government to control the states actions. Reaction in the West People in areas such as western Pennsylvania were bitter about the tax. They were already angry with the federal government, which they believed did not protect settlers from Native American attacks and did not allow settlers enough opportunities for trade. The farmers corn crops were often made into whiskey, which was easier to transport than the corn. Because cash was rare, whiskey became like money in their region. The farmers believed that the tax was aimed specifically at them. Farmers who produced small amounts of whiskey for trade argued that they could not afford the tax. They believed they should be able to keep the money they had made from a product they created themselves. Protests in 1792 led President Washington to issue a proclamation saying that people had to obey the law. Westerners also disliked the fact that cases about the law were to be tried in a district court. These courts were usually far away from the people they affected and were a great inconvenience to them. Whiskey Rebellion Is Crushed The complaints of western Pennsylvanians were at first expressed peacefully. But by 1794 fighting had broken out. In what became known as the Whiskey Rebellion, farmers lashed out against the tax on whiskey. Protesters refused to pay the tax. They even tarred and feathered tax collectors. Some called themselves the new Sons of Liberty. Incidents of violence spread to other states. President Washington feared that the rebels threatened the federal government s authority. He believed he needed to make people understand that the Constitution gave Congress the right to pass and enforce the tax. Washington declared that he could no longer remain a passive [inactive] spectator in the event. He personally led the army in military action against the rebellion the first and only time an American president has done so. The army of about 13,000 men approached western Pennsylvania in November 1794. By this time most of the rebels had fled. The Whiskey Rebellion ended without a battle. READING CHECK Supporting a Point of View Defend the viewpoint of the Pennsylvania farmers who did not want to pay the whiskey tax. LAUNCHING THE NATION 247 Main Idea The Whiskey Rebellion The Whiskey Rebellion tested Washington s administration. Recall Why did Congress pass a tax on American-made whisky? to raise money to pay off the federal debt; to test the power of the federal government to control states actions Summarize What occurred during the Whiskey Rebellion? Western Pennsylvania farmers protests against the whiskey tax turned violent; Washington led forces against the rebels, who mostly fled. Evaluate What was the significance of the Whiskey Rebellion? helped emphasize the authority of the federal government to pass taxes and to put down domestic rebellions Answers Reading Check (left) They faced a border dispute with Spanish-controlled Florida and conflicts with Native Americans in the Northwest. Reading Check (right) possible answers They had made the whiskey and should have been able to keep the profits from its sale; they could not afford the tax and had to travel long distances to plead their case. Differentiating Instruction Struggling Readers 1. To help students explain the domestic conflicts the United States faced in the late 1700s, draw the graphic organizer for students to see. Omit the blue sample answers. 2. Have students copy the organizer and complete it by listing the key people, events, and issues in each conflict. Visual/Spatial Alternative Assessment Handbook, Rubric 13: Graphic Organizers Northwest Territory Native Americans went to war over American settlement in the region. Miami chief Little Turtle General Anthony Wayne Battle of Fallen Timbers U.S. victory broke Indian strength in region. Treaty of Greenville Domestic Conflicts, Late 1700s Below Level Whiskey Rebellion Congress passed a whiskey tax. Western Pennsylvania farmers protested tax. Fighting broke out. President Washington led army against the rebellion; rebels fled. showed authority of the federal government LAUNCHING THE NATION 247

Primary Source Primary Source Washington s Farewell Address A Farewell Address Have students discuss if they think Washington s advice on political parties and foreign nations is applicable today. Then ask students to imagine that they are the current president of the United States. What advice would they give the nation if they were retiring today? Have each student make a bulleted list of topics that he or she would address. Verbal/Linguistic Alternative Assessment Handbook, Rubric 11: Discussions Connect to Science and Technology Getting the Word Out President Washington sent the draft of his Farewell Address to the publisher of the Philadelphia newspaper American Daily Advertiser. The Advertiser printed the address, and other newspapers soon picked it up. In this way, Americans slowly learned about the president s Farewell Address. Today, modern communications devices enable Americans to hear or read presidential messages immediately instead of waiting weeks or months. HISTORICAL DOCUMENT Washington s Farewell Address On September 19,1796, President George Washington s Farewell Address first appeared in a Philadelphia newspaper. In it, Washington wrote about the nation s economy, political parties, and foreign policy. While, then, every part of our country... feels an immediate and particular interest in union, all the parts combined cannot fail to find in the united mass... greater strength, greater resource, proportionally greater security from external danger, [and] a less frequent interruption of their peace by foreign nations;... I have already intimated 1 to you the danger of [political] parties in the state, with particular reference to the founding of them on geographical discriminations 2. Let me now take a more comprehensive 3 view, and warn you in the most solemn manner against the baneful 4 effects of the spirit of party, generally. If, in the opinion of the people, the distribution or modification 5 of the constitutional powers be in any particular wrong, let it be corrected by an amendment... Promote, then, as an object of primary importance, institutions for the general diffusion 6 of knowledge... As the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened... [Avoid] likewise the accumulation of debt,... not ungenerously throwing upon posterity 7 the burden, which we ourselves ought to bear... Observe good faith and justice towards all nations; cultivate 8 peace and harmony with all... The great rule of conduct for us, in regard to foreign nations, is... to have with them as little political connection as possible. It is our true policy to steer clear of permanent alliances with any portion of the foreign world... There can be no greater error than to expect, or calculate 9 upon real favors from nation to nation. It is an illusion, which experience must cure, which a just pride ought to discard. The duty of holding a neutral conduct may be inferred... from the obligation which justice and humanity impose on every nation... to maintain inviolate 10 the relations of peace and amity 11 towards other nations. 1 intimated: told 2 discriminations: differences 3 comprehensive: complete 4 baneful: destructive 5 modification: change 6 diffusion: spreading 7 posterity: future generations 8 cultivate: seek 9 calculate: plan 10 inviolate: unchanging 11 amity: friendship ANALYSIS SKILL ANALYZING PRIMARY SOURCES Washington lists the benefits of uniting the states under one government. In this phrase, Washington emphasizes his warning against the dangers of political parties. Washington points out the need for education. This is Washington s advice to the new nation about foreign policy. 1. What events happened before Washington left office that might have led to his warning against political parties? 2. Why did Washington suggest neutrality as a foreign policy? 248 CHAPTER 7 Critical Thinking: Comparing Primary Sources Above Level Answers Analyzing Primary Sources 1. disagreements between Jefferson and Hamilton; Jefferson s resignation 2. thought that alliances with other nations were illusions; that alliances could draw the nation into war 248 Presidential Farewell Addresses 1. Have students conduct research to find a farewell address from a recent U.S. president. Tell students to read the address and note the key points. 2. Next, have students complete Primary Source Activity: President George Washington s Farewell Address, in the Chapter Resource File. 3. Then have each student write an essay comparing the recent Farewell Address to Washington s. The essay should compare Research Required tone, major points, and issues. Encourage students to include quotes from each document to support the points in their essays. 4. Ask for volunteers to read their essays to the class. Verbal/Linguistic Alternative Assessment Handbook, Rubric 42: Writing to Inform CRF: Primary Source Activity: President George Washington s Farewell Address

Washington Says Farewell In 1796 Washington decided not to run for a third presidential term. He wrote that he was tired of public life and devoutly [strongly] wished for retirement. He also wanted to remind Americans that the people were the country s true leaders. With the help of Alexander Hamilton and James Madison, Washington wrote his Farewell Address. In it he spoke about what he believed were the greatest dangers to the American republic. Among these were the dangers of foreign ties and political conflicts at home. Washington warned against forming permanent ties with other countries because choosing sides could draw the United States into war. He also worried about growing political conflicts within the nation. Washington believed that disagreements between political groups weakened government. Political unity, he said, was a key to national success. Section 3 Assessment Reviewing Ideas, Terms, and People 1. a. Describe What did Washington s Neutrality Proclamation state? b. Compare and Contrast In what ways were Jay s Treaty and Pinckney s Treaty similar and different? 2. a. Identify Who were the leaders of American Indian and U.S. forces in the conflict in the Northwest Territory? b. Predict What are some possible consequences of the Treaty of Greenville for American Indians in the Northwest Territory? 3. a. Recall Why did Congress tax American-made whiskey? b. Explain How did the tax lead to the Whiskey Rebellion? c. Elaborate Why do you think that President Washington personally led the army against westerners in the Whiskey Rebellion? 4. a. Describe What warnings did Washington give the nation in his Farewell Address? b. Draw Conclusions Why did Washington not run for a third term as president? Washington left office warning the nation to work out its differences and protect its independence. Washington also warned against too much public debt. He thought the government should try not to borrow money. He wanted future generations to be protected from debt. He concluded his speech by looking forward to his retirement and praising his country. I anticipate... the sweet enjoyment... of good laws under a free government, the ever favorite object of my heart. READING CHECK Finding Main Ideas What issues did Washington believe were most dangerous to the future of the new nation? SUMMARY AND PREVIEW Americans responded to foreign and domestic conflict during Washington s presidency. In the next section you will read about the formation of political parties in the United States and the presidency of John Adams. Critical Thinking 5. Categorizing Review your notes on the challenges the young United States faced. Then categorize those challenges as either foreign or domestic in a graphic organizer like this one. Foreign Domestic Challenges FOCUS ON WRITING Online Quiz KEYWORD: SR8 HP7 6. Thinking about Washington, Hamilton, and Jefferson In this section you read about the activities of these three men during a difficult time for our country. What did you learn that you could add to a Nobel Prize nomination for any of these leaders? LAUNCHING THE NATION 249 Main Idea Washington Says Farewell In his Farewell Address, Washington advised the nation. Explain Why did Washington warn against growing political conflicts within the nation? thought they weakened government and that political unity was key to national success Drawing Conclusions Why do you think Washington s Farewell Address is considered a significant historical document? possible answer Because he was the nation s first president; it was the first presidential Farewell Address. CRF: Primary Source Activity: President George Washington s Farewell Address Close Have students review Washington s recommendations for the nation in his Farewell Address and then predict how well they were followed. Review Online Quiz, Section 3 Assess SE Section 3 Assessment PASS: Section 3 Quiz Alternative Assessment Handbook Section 3 Assessment Answers 1. a. The United States would not take sides in any European conflicts. b. similar compromises that settled disputes with foreign nations; different Americans were more satisfied with Pinckney s Treaty. 2. a. Little Turtle; U.S. generals Josiah Harmar, Arthur St. Clair, Anthony Wayne b. possible answer Native Americans there would continue to lose land to settlers. 3. a. to raise money to help pay the national debt b. Farmers in western Pennsylvania were angry about the tax; peaceful protests turned violent. c. show his support for federal authority to tax 4. a. warned the nation about the dangers of foreign ties, political divisions, public debt b. tired of public life and ready for retirement 5. Foreign wars in Europe; neutrality issues; relations with British, Spanish, French; Domestic economic problems; Native American conflict; Whiskey Rebellion; growing political conflict 6. Students should create additional entries for Washington, Hamilton, and Jefferson. Reteach/Classroom Intervention Interactive Reader and Study Guide, Section 3 Interactive Skills Tutor CD-ROM Answers Reading Check foreign ties, political conflicts, and public debt 249

3%#4)/. Bellringer If YOU were there... Use the Daily Bellringer Transparency to help students answer the question. Daily Bellringer Transparency, Section 4 Daily Bellringer Launching the Nation Section 4 Review Section 3 In each pair below, select the event that came first. 1. Jay s Treaty OR Pinckney s Treaty 2. Battle of Fallen Timbers OR Little Turtle s defeat of U.S. forces 3. Neutrality Proclamation OR Washington s Farewell Address 4. Treaty of Greenville OR Whiskey Rebellion 7HAT 9OU 7ILL,EARNx -AIN )DEAS 4HE RISE OF POLITICAL PARTIES CREATED COMPETITION IN THE ELECTION OF 4HE 89: AFFAIR CAUSED PROBLEMS FOR 0RESIDENT *OHN!DAMS #ONTROVERSY BROKE OUT OVER THE!LIEN AND 3EDITION!CTS C TBOB QEBOB Rhn Zk^ Z g^plizi^k ^]bmhk bg Obk`bgbZ bg *021' RhnÍo^ chbg^] C^_& _^klhgíl ihebmb\ze izkmr% pab\a hiihl^l ma^ g^p ik^lb]^gm' Bg _Z\m% rhnk izi^k azl ikbgm^] fzgr Zkmb\e^l mazm \kbmb\bs^ abf% \Zeebg` abf `k^^]r Zg] _hhebla' Rhn [^eb^o^ mazmíl rhnk kb`am bg Z _k^^ \hngmkr' ;nm ghp <hg`k^ll azl izll^] Z ezp mazm fzd^l bm bee^`ze mh \kbmb\bs^ ma^ `ho^kgf^gm' Rhn \hne] [^ Zkk^lm^] _hk rhnk Zkmb\e^l LRIA VLR PQLM @OFQF@FWFKD QEB DLSBOKJBKQ EV Preview Section 4 If YOU were there You are a newspaper editor in Virginia in 1798. You ve joined Jefferson s political party, which opposes the new president. In fact, your paper has printed many articles that criticize him, calling him greedy and foolish. You believe that s your right in a free country. But now Congress has passed a law that makes it illegal to criticize the government. You could be arrested for your articles! Would you stop criticizing the government? Why? +PIO "EBNT T 1SFTJEFODZ Consider reasons to STOP: wrong to break the law fear being arrested fear having your newspaper office shut down Consider reasons to CONTINUE: The U.S. Constitution guarantees freedom of the press. In a democracy, different political views should be debated. Your actions may lead to positive change. Review Answers: 1. Jay s Treaty; 2. Little Turtle s defeat of U.S. forces; 3. Neutrality Proclamation; 4. Whiskey Rebellion Building Vocabulary 4HE "IG )DEA 4HE DEVELOPMENT OF POLITICAL PAR TIES IN THE 5NITED 3TATES CONTRIB UTED TO DIFFERING IDEAS ABOUT THE ROLE OF THE FEDERAL GOVERNMENT +EY 4ERMS POLITICAL PARTIES P &EDERALIST 0ARTY P $EMOCRATIC 2EPUBLICAN 0ARTY P 89: AFFAIR P!LIEN AND 3EDITION!CTS P +ENTUCKY AND 6IRGINIA 2ESOLUTIONS P Preteach or review the following terms: dignity seriousness, impressiveness (p. 251) resolution formal decision (p. 253) rivalry competition (p. 250) tribute payment by one ruler or state to another (p. 252) CRF: Vocabulary Builder Activity, Section 4 M:DBG@!S YOU READ TAKE NOTES GHM>L ON THE TWO POLITICAL PARTIES THAT EMERGED DURING THE ELECTION OF THEIR VIEWS ON GOVERNMENT THEIR CANDIDATES IN THE ELECTION AND THE OUTCOME OF THE ELECTION 5SE A GRAPHIC ORGANIZER LIKE THE ONE BELOW FOR YOUR NOTES %LECTION OF 0OLITICAL 0ARTIES 6IEWS ON 'OVERNMENT Taking Notes Have students copy the graphic organizer onto their own paper and then use it to take notes on the section. This activity will prepare students for the Section Assessment, in which they will complete a graphic organizer that builds on the information using a critical thinking skill. #ANDIDATES /UTCOME ;NBE=BG@ ;:<D@KHNG= 0EOPLE WITHIN THE NEW 5NITED 3TATES HAD DIFFERING VIEWPOINTS ON MANY ISSUES 0ERSONAL RIVALRIES AMONG POLITICAL LEADERS ALSO CREATED DIVISIONS IN THE NEW NATION 4RYING TO LIMIT DISSENT IN THE COUNTRY THE FEDERAL GOVERNMENT PASSED SEVERAL UNPOPULAR LAWS 4HE %LECTION OF 4HE ELECTION OF BEGAN A NEW ERA IN 5 3 POLITICS &OR THE lrst TIME MORE THAN ONE CANDIDATE RAN FOR PRESIDENT 0OLITICAL PARTIES GROUPS THAT HELP ELECT PEOPLE AND SHAPE POLICIES HAD BEGUN TO FORM DURING 7ASHINGTON S PRESIDENCY $ESPITE 7ASHINGTON S WARNINGS ABOUT POLITICAL PARTIES THE RIVALRY BETWEEN TWO PARTIES DOMINATED THE ELECTION!LEXANDER (AMILTON HELPED FOUND THE &EDERALIST 0ARTY WHICH WANTED A STRONG FEDERAL GOVERNMENT AND SUPPORTED INDUSTRY AND TRADE 4HE &EDERALISTS CHOSE *OHN!DAMS AND 4HOMAS 0INCKNEY AS CANDIDATES!DAMS KNEW HE WAS NOT WELL LIKED IN THE 3OUTH OR THE 7EST BUT HE HOPED PEOPLE WOULD SUPPORT HIM AFTER THEY THOUGHT ABOUT HIS YEARS OF LOYAL PUBLIC SERVICE 4HOMAS *EFFERSON AND *AMES -ADISON FOUNDED THE $EMOCRATIC 2EPUBLICAN 0ARTY )TS MEMBERS CALLED 2EPUBLICANS WANTED TO LIMIT THE FEDERAL GOVERNMENT S POWER 4HIS PARTY IS NOT RELATED TO TODAY S 2EPUBLICAN 0ARTY 4HEY CHOSE 4HOMAS *EFFERSON AND!ARON "URR AS THEIR CANDIDATES #(!04%2 At Level John Adams s Presidency 1. Teach Ask students the questions in the Main Idea boxes to teach this section. 2. Apply Have each student draw a box on a piece of paper and label the box Presidency of John Adams. Students should then connect the box to three, large empty boxes below it. In each box, tell students to describe an event in this section that divided Federalists and Republicans. Tell students to use the section headings as clues. Visual/Spatial 250 3. Review As you review the section, have students share the information they listed. 4. Practice/Homework Have each student create two bumper stickers, one expressing the view of the Federalist Party and one expressing the view of the DemocraticRepublican Party on a major event or issue in this section. Verbal/Linguistic Alternative Assessment Handbook, Rubrics 13: Graphic Organizers; and 34: Slogans and Banners CHAPTER 7

The First Political Parties, 1796 VT 4 NH 6 NY Federalists/North MA 16 12 Main Idea RI CT PA DR-14 F-1 TERRITORY NORTHWEST OF OHIO RIVER 70oW 3 MD DR-4 F-7 DR-20 F-1 4 John Jay The Election of 1796 7 DE KY John Adams 9 NJ VA Alexander Hamilton 4 NC DR-11 F-1 TN 3 SC &EDERALIST!DAMS 8 Republicans/South $EMOCRATIC 2EPUBLICAN *EFFERSON GA SOUTHWEST TERRITORY 4.UMBER OF ELECTORAL VOTES -ILES +ILOMETERS N 90oW E W S Thomas Jefferson James Madison Albert Gallatin GEOGRAPHY Map Transparency: The First Political Parties SKILLS INTERPRETING MAPS Region Which political party had more electoral votes in 1796? Party differences were based partly on where and how people lived. Businesspeople in the cities tended to support the Federalists. Farmers in more isolated areas generally favored the Democratic-Republicans. Both sides attacked each other. Republicans called Adams a royalist an insult to a man so involved in the Revolution. The Federalists accused the Republicans of favoring the French. In the end, Adams defeated Jefferson. At the time, the person who came in second in a presidential election became vice president. So, after months of campaigning against one another, Adams and Jefferson took office together. READING CHECK Finding Main Ideas How did the election of 1796 change the nature of politics in the United States? Biography President Adams and the XYZ Affair John Adams (1735 1826) Adams was well prepared for the presidency. In addition to serving as Washington s vice president, Adams had served in the Massachusetts state legislatures and attended the First Continental Congress. In 1779 he had been elected to the Massachusetts Constitutional Convention, where he wrote the first draft of the state constitution. John Adams had the challenging task of following Washington as president. The people had adored Washington. Adams would have to work hard to win the people s trust. A New President At first glance, John Adams did not appear well suited for the presidency. Although Adams had been a leading Patriot during the American Revolution and had later served as a foreign diplomat, he lacked Washington s dignity, and most people saw him as a cold and distant person. Still, many people even his opponents respected Adams. They recognized his hard work, honesty, and intelligence. CRF: Biography Activity: Abigail Adams LAUNCHING THE NATION Differentiating Instruction ah09se_c07.indd 251 Advanced/Gifted and Talented The rise of political parties created competition in the election of 1796. Recall Why was the election of 1796 different from the previous election? Political parties began to form and, as a result, more than one candidate ran for president. Make Generalizations What role did geography play in the two political parties? Federalists cities, North; Republicans farms, more isolated areas, South and West 251 Above Level 5/27/09 11:12:45 PM 1. Discuss the significance of the XYZ affair 3. Students should include Americans reaction with the class. Then ask students to imagto the affair as well as reasons for and against ine that they are official record keepers for declaring war on France. Congress and are taking notes on the congres- 4. Ask volunteers to present their work to the sional debates about the XYZ affair. class. Verbal/Linguistic 2. Have students write out the official record Alternative Assessment Handbook, Rubric 36: of the debates, including a time line of the Time Lines actual events of the XYZ affair. Answers Interpreting Maps Federalist Party Reading Check It saw the rise of political parties and more than one candidate for president for the first time. 251 MSH09TE_1877_CH07_230-259.indd 251 7/9/09 6:49:00 AM

Main Idea President Adams and the XYZ Affair The XYZ affair caused problems for President John Adams. Explain Why was following Washington a challenge for President Adams? Americans adored Washington but saw Adams as less dignified and somewhat cold. Recall What did Adams hope to accomplish by sending diplomats to France? improve French relations Summarize How did Adams react to the XYZ affair? informed Congress, asked it to expand the navy and create a peacetime army in case of war, and worked to reopen peace talks with France Make Judgments Do you think Adams should have pushed for war? Why or why not? Answers will vary but should reflect an understanding of the reasons for and against war at the time. CRF: Biography Activity: Abigail Adams Checking for Understanding True or False Answer each statement T if it is true or F if it is false. If false, explain why. 1. In the presidential election of 1796, political parties played a role for the first time. T 2. The XYZ affair almost led to war between France and the United States. T 3. The Democratic-Republican Party strongly supported the Alien and Sedition Acts. F, the Federalists supported the acts. Answers Interpreting Political Cartoons the woman is being robbed Reading Check Americans, angry about the French request for a bribe (tribute), were willing to fund the military to fight the French. 252 Primary Source THE XYZ AFFAIR POLITICAL CARTOON After the XYZ affair, French ships continued to attack American merchant ships. In this cartoon, the United States is represented by the woman. The men, symbolizing the French, are taking valuables from her. The people in the distance are other European nations. Why do you think this man is encouraging the woman to look away? ANALYSIS SKILL 252 CHAPTER 7 These people aren t helping the woman. What do you think the cartoon is suggesting by this? INTERPRETING POLITICAL CARTOONS How does the cartoon show that America is being preyed upon by the French? The United States and France Collaborative Learning One of Adams s first goals as president was to improve the relationship between the United States and France. You may remember that the French had once tried to hire American privateers to help them fight Great Britain, a practice Washington frowned upon. Adams sent U.S. diplomats to Paris to smooth over the conflict and to negotiate a treaty to protect U.S. shipping. When the diplomats arrived in France, they learned that French foreign minister Talleyrand would notspeak with them. Instead, they had a strange and secret visit from three French agents. Shockingly, the agents said that Talleyrand would discuss a treaty only in Talk-Radio History 1. Have students use a talk-radio format to hold a panel discussion on John Adams s presidency. Organize the class into three groups and assign each group one of the following topics: (a) the XYZ affair; (b) the Alien and Sedition Acts; and (c) the Kentucky and Virginia Resolutions. 2. Select two students in each group to sit on a panel and answer questions from callers. The other students will serve as callers. All exchange for a $250,000 bribe. The French government also wanted a loan of $12 million. The amazed diplomats refused these demands. In March 1798 President Adams told Congress that the peace-seeking mission had failed. He described the French terms, substituting the letters X, Y, and Z for the names of the French agents. Upon hearing the disgraceful news, Federalists in Congress called for war with France. The XYZ affair, as the French demand for a bribe came to be called, outraged the American public. Millions for defense, but not one cent for tribute! became the rallying cry of the American people. Preparations for War Fearing war, Adams asked Congress to expand the navy to a fleet of more than 30 ships. He thought war with France might be unavoidable. He also decided the United States should keep a peacetime army. Congress approved both measures. Although Adams had asked Congress for military support, he did not want to go to war with France. He was worried about its cost. So he did not ask Congress to declare war. Instead, he tried to reopen peace talks with France. Peace Efforts Adams s decision not to declare war stunned Federalists. Despite intense pressure from members of his own party, Adams refused to change his mind. American and French ships, however, began fighting each other in the Caribbean. Adams sent a representative to France to engage in talks to try to end the fighting. The United States and France eventually signed a treaty. Adams then forced two members of his cabinet to resign for trying to block his peace efforts. READING CHECK Identifying Points of View What did Americans mean when they said Millions for defense, but not one cent for tribute? At Level group members should help prepare questions and answers about the group s assigned topic. 3. Have each group conduct its talk-radio show for the class. Students should call in to the talk-radio show and ask questions. Panel members should respond. Then give students in other groups a chance to ask questions. Interpersonal, Verbal/Linguistic Alternative Assessment Handbook, Rubric 14: Group Activity

The Alien and Sedition Acts Many Democratic-Republicans continued to sympathize with France. Federalists, angered by their stand, called them democrats, mobocrats, and all other kinds of rats. In 1798, the Federalist-controlled Con- gress passed four laws known together as the Alien and Sedition Acts. These laws were said to protect the United States, but the Federal- ists intended them to crush opposition to war. The most controversial was the Sedition Act, which forbade anyone from publishing or voicing criticism of the federal government. In effect, this cancelled basic protections of freedom of speech and freedom of the press. The two main Democratic-Republican leaders, Thomas Jefferson and James Madison, viewed these acts as a misuse of the government s power. Attacking the problem at the state level, they wrote resolutions passed by the Kentucky legislature in 1798 and in Virginia in 1799. Known as the Kentucky and Virginia Resolutions, these documents Section 4 Assessment Reviewing Ideas, Terms, and People 1. a. Recall What two political parties emerged before the election of 1796? Who were the founders of each party? b. Analyze What effect did political parties have on the election of 1796? c. Elaborate Do you think it was difficult for Adams and Jefferson to serve together as president and vice president? Explain your answer. 2. a. Recall What was one of Adams s first goals as president? b. Make Inferences Why were Federalists shocked by Adams s decision to resume peace talks with the French? 3. a. Identify What did the Alien and Sedition Acts state? b. Explain What idea regarding states rights did the Kentucky and Virginia Resolutions support? c. Elaborate Would you have supported the Alien and Sedition Acts? Explain your answer. Section 4 Assessment Answers 1. a. Federalist Party, Hamilton; Democratic- Republican Party, Jefferson and Madison b. resulted in more than one candidate running for president for the first time c. possible answers yes, the bitter campaign would have made it difficult for them to get along; no, they were professionals and would have worked together for the good of the nation 2. a. to improve U.S. relations with France b. They had expected him to call for war. 3. a. forbade anyone from publishing or voicing criticism of the federal government argued that the Alien and Sedition Acts were unconstitutional. They stated that the federal government could not pass these acts because they interfered with state government. Madison and Jefferson pressured Congress to repeal the Alien and Sedition Acts. Congress did not, although it allowed the acts to expire within a few years. The Kentucky and Virginia Resolutions did not have the force of national law, but they supported the idea that states could challenge the federal government. This idea would grow to have a tremendous impact on American history later in the 1800s. READING CHECK Analyzing How did the Kentucky and Virginia Resolutions support the rights of states? SUMMARY AND PREVIEW Political parties formed to reflect different viewpoints. In the next chapter you will read about Thomas Jefferson s presidency. Critical Thinking 4. Contrasting Review your notes on the election of 1796 and the formation of political parties. Then create a chart like this one identifying how each of the terms listed below reflected party disagreements. XYZ Affair Alien and Sedition Acts Kentucky and Virginia Resolutions FOCUS ON WRITING Online Quiz KEYWORD: SR8 HP7 5. Gathering Information about John Adams Take some notes about John Adams s contributions that would support his nomination for the Nobel Prize. Then begin to compare and contrast all four leaders you have studied in this chapter. Which one will you nominate? LAUNCHING THE NATION 253 b. States could challenge the federal government. c. possible answers yes, kept the nation unified; no, violated free speech 4. Federalist many called for war; passed Alien and Sedition Acts; opposed the resolutions; Democratic-Republican many supported France; viewed acts as misuse of power; wrote resolutions to repeal Alien and Sedition Acts 5. possible answer kept the nation out of war despite conflicts (Adams s contributions) Answers Main Idea The Alien and Sedition Acts Controversy broke out over the Alien and Sedition Acts. Identify Why did the Federalistcontrolled Congress pass the Alien and Sedition Acts? to crush opposition to war against France; to keep Republicans from criticizing the government Elaborate How do you think Americans today would react to the Alien and Sedition Acts? Answers will vary but should reflect an understanding of the acts and how they limited freedoms of speech and of the press. Close Have students discuss how the development of two political parties shaped John Adams s presidency. Review Online Quiz, Section 4 Assess SE Section 4 Assessment PASS: Section 4 Quiz Alternative Assessment Handbook Reteach/Classroom Intervention Interactive Reader and Study Guide, Section 4 Interactive Skills Tutor CD-ROM Reading Check They supported the idea that states could challenge the federal government. 253

Social Studies Skills Analysis Critical Thinking Civic Participation Study Making Group Decisions Planning a School Improvement Project Ask students to imagine that they are on a committee to improve the appearance of the school. Organize students into small- to medium-sized groups. Have each group decide on a project for improving the school s appearance and a method for raising money to fund the project. Each group should appoint a member to take notes and record ideas. Remind the groups to give each member a chance to speak and to participate. Groups should also discuss how they will determine a final decision, such as by voting or by group consensus. Let the groups know in advance exactly how much time they have. When the time is up, have each group share its decisions with the class. Then have students apply the questions under Practice the Skill to the activity and discuss the answers. Interpersonal Alternative Assessment Handbook, Rubric 14: Group Activity CRF: Social Studies Skills Activity: Making Group Decisions Making Group Decisions Define the Skill Democracy is one of the most valued principles of American society. It is based on the idea that the members of society, or representatives they choose, make the decisions that affect society. Decisionmaking would be much more efficient if just one person decided what to do and how to do it. However, that method is not at all democratic. Making decisions as a group is a complicated and difficult skill. However, it is an important one at all levels of society from governing the nation to making group decisions at school, in the community, and with your friends. At every level, the skill is based on the ability of the group s members to interact in effective and cooperative ways. Learn the Skill Think about the job the first Congress faced after the Constitution was ratified. The nation was still millions of dollars in debt from the Revolutionary War. Congress had to find a way to pay these debts as well as raise money to run the government. Leaders like Jefferson and Hamilton had ideas about how to accomplish these goals. However, neither man could act alone. In a democracy the group in this case Congress must make the decisions and take the actions. This task was complicated by the fact that Jefferson and Hamilton disagreed on what to do. Each man s supporters in Congress pushed his point of view. Fortunately, its members were able to overcome their differences, compromise on goals and actions, and accept group decisions they might not have agreed with personally. Had they not possessed this ability and skill, the nation s early years might have been even more difficult than they were. Like that first Congress, being part of an effective group requires that you behave in certain ways. 1 Be an active member. Take part in setting the group s goals and in making its decisions. Participate in planning and taking group action. 2 Take a position. State your views and work to persuade other members to accept them. However, also be open to negotiating and compromising to settle differences within the group. 3 Be willing to take charge if leadership is needed. But also be willing to follow the leadership of other members. Practice the Skill Suppose that you are a member of the first Congress. With a group of classmates, you must decide what and who should be taxed to raise the money the government needs. Remember that you are an elected official. If you do something to upset the people, you could lose your job. When your group has finished, answer the following questions. 1. Did your group have a plan for completing its task? Did it discuss what taxes to pass? Compared to other members, how much did you take part in those activities? 2. How well did your group work together? What role did you play in that? Was it a positive contribution or a negative one? Explain. 3. Was your group able to make a decision? If not, why? If so, was compromise involved? Do you support the decision? Explain why or why not. 254 CHAPTER 7 Answers Practice the Skill Answers will vary, but students should indicate an understanding of the roles and obligations of group members in making decisions. Students should answer each question and adequately describe and evaluate the decision-making process in their groups. Students should also exhibit an understanding of compromise and negotiation. 254 Social Studies Skills Activity: Making Group Decisions Addressing Relations with France 1. Organize students into small groups. Have the groups review the material under the heading The French Question in Section 3. 2. Ask students to imagine that they are members of President Washington s cabinet. Their task is to recommend solutions for dealing with the situation with French representative Edmond Genet and his recruitment of American privateers. At Level 3. Remind students that they want to make France respect U.S. neutrality but not provoke a war with France. 4. Have each group come up with one to two courses of action. Remind the groups to give each member a chance to participate. 5. Have each group share its solutions with the class. Then have each group discuss its decision-making process. Interpersonal Alternative Assessment Handbook, Rubric 14: Group Activity

CHAPTER 7 Visual Summary Chapter Review Use the visual summary below to help you review the main ideas of the chapter. Visual Summary Review and Inquiry Have volunteers create a cluster diagram of the information in the visual summary for the class to see. Then ask students what the visual summary communicates that a cluster diagram cannot. Students should focus on the visual elements: image of Washington implies his dignity, strength, and influence in leading the country; the sail implies progress; the waves imply danger. Quick Facts Transparency: Launching the Nation Visual Summary Reviewing Vocabulary, Terms, and People Complete each sentence by filling in the blank with the correct term or person. 1. The established the structure of the federal court system and its relationship to state courts. 2. Federalists angered many Republicans when they passed the to protect the United States from traitors. 3. As president, Washington was able to establish several, or decisions that serve as examples for later action. 4. Farmers in western Pennsylvania protested taxes in the. 5. The was created in order to strengthen the U.S. economy. Comprehension and Critical Thinking SECTION 1 (Pages 234 237) 6. a. Recall What precedents did President Washington and Congress establish for the executive and judicial branches? b. Draw Conclusions Why did Americans select George Washington as their first president? c. Evaluate Do you think the newly established government met the expectations of its citizens? Why or why not? SECTION 2 (Pages 238 242) 7. a. Identify What changes did Alexander Hamilton make to the national economy? b. Contrast In what ways did Hamilton and Jefferson disagree on the economy? c. Evaluate Which of Hamilton s economic plans do you think was the most important to the new nation? Why? Reviewing Vocabulary, Terms, and People 1. Judiciary Act of 1789 2. Alien and Sedition Acts 3. precedents 4. Whiskey Rebellion 5. Bank of the United States Comprehension and Critical Thinking 6. a. departments and cabinet in the executive branch; Judiciary Act of 1789 to create three levels of federal courts b. thought he was honest, patriotic, and a good leader c. possible answers Yes, the citizens re-elected Washington so their expectations must have been met; no, the new government had too many problems. LAUNCHING THE NATION 255 Review and Assessment Resources Review and Reinforce SE Chapter Review CRF: Chapter Review Activity Quick Facts Transparency: Launching the Nation Visual Summary Spanish Chapter Summaries Audio CD Program Online Chapter Summaries in Six Languages OSP Holt PuzzlePro; GameTool for ExamView Quiz Game CD-ROM Assess SE Standardized Test Practice PASS: Chapter Test, Forms A and B Alternative Assessment Handbook OSP ExamView Test Generator, Chapter Test Differentiated Instruction Modified Worksheets and Tests CD-ROM: Chapter Test Holt Online Assessment Program (in the Premier Online Edition) Reteach/Intervene Interactive Reader and Study Guide Differentiated Instruction Teacher Management System: Lesson Plans for Differentiated Instruction Differentiated Instruction Modified Worksheets and Tests CD-ROM Interactive Skills Tutor CD-ROM go.hrw.com Online Resources Chapter Resources: KEYWORD: SR8 US7 LAUNCHING THE NATION 255