Day by day plans. XYZ Affair - PDF Free Download

Day by day plans XYZ Affair

XYZ Affair

Essential Question: Which is more important national security or personal freedom and rights? Essential Understanding: Throughout history governments balance back and forth between protecting the nation and the people. Students will know: ü The difference between the Jay s treaty and XYZ affair. ü The difference between the Sedi?on Act and the Patriot Act. ü The?meline of the events from Jay s Treaty to the Sedi?on Acts. Students will be able to: ü Iden?fy, analyze the ideas of na?onal security vs. personal rights. ü Know the following terms: Federalist, An?- federalist, Nego?a?ons, treaty, delegates. ü Analyze and make connec?ons to the Sedi?on Act to the Patriot Act.

Standards Texas Knowledge and Skills (8.5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. Readiness A Describe major domes?c problems faced by the leaders of the new republic such as maintaining na?onal security, building a military, crea?ng a stable economic system, se[ng up the court system, and defining the authority of the central government; (8.5) Readiness E Iden?fy the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine; Common Core Standards ELA. Literacy RH 6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. ELA. Literacy RH 6-8.2 Determine the central ideas or informa?on of a primary or secondary source; provide an accurate summary of the source dis?nct from prior knowledge or opinion. ELA- Literacy RH 6-8.7 Integrate visual informa?on with other informa?on in print and digital text. ELA- Literacy RH 6-8.8 Dis?nguish between a primary and secondary source on the same topic.

Terms of Use & Technology Side Note Terms of Use: Thank you so much for purchasing this product I have worked a long?me on it. I hope your students enjoy it as much as mine do. I do request that you only use this for your students alone. If others would like it please send them to my site h`p://www.teacherspayteachers.com/store/ms- Furnas- At- Chubby- Bunnys- Ink or pay the licensing fee. I request that you do not post these online or represent them as your own. I look forward to your con?nued support Technology required: In my classroom we use two different free web based programs- www.edmodo.com and www.reminder101.com. The first, Edmodo, is like Facebook for the classroom. The site is completely secure. Students cannot friend each other online, instead you control everything. You, the teacher create groups and the students log in (no email necessary) and when they create a student account they plug in your class code. When they log in they are given a parent code for their parents to see what they add and to have access to the resources you post. It is on this site that I keep their calendar, and have them turn in all e- assignments. There are mul?ple benefits of having a class site. First, when they are turning in assignments on Edmodo is the site keeps classes or groups separate making it super easy to enter grades. Second, it gives them a safe forum that you can monitor for them to collaborate and share ideas. The students update a status and can ask ques?ons or post comments, pictures, video links, ar?cles whatever you are wan?ng them to discuss. The site has a huge library of How to videos for teachers and parents. h`ps://support.edmodo.com/home#teacher Reminder101 is a one way text message. You give students and parents a code they text the number and enter the code. Then when you have upcoming events, or updates you want to send out you enter it on the website and they get a text that they can t respond to. Thank you, V. Furnas

Suggested Calendar Day 1 Day 1 Goal- What is more important personal rights or na2onal security? 1. Write the ques?on on the board and as students enter have them write their response in their spirals. Give them?me discuss it with their table teams. (I usually seat them in teams of 3-4) (5 minutes) 2. I hang up the two signs in the hall or a long wall. As a class we discuss what they decided. I explain that it is like a spectrum. That some na?ons believe that the only importance is Na?onal Security and some put much more into personal rights. I explain that one na?on can change where it falls on the spectrum over history. (15 minutes) a. I ask for volunteers and we go out into the hall as a class or a space in the classroom. I ask them as series of ques?ons and have volunteers stand and explain. b. For example: a. Where do they believe the United States falls on the spectrum right now? b. Where did we fall on the spectrum under the Ar?cles of Confedera?on? c. Why is there a difference? d. Why do some events, foreign or domes?c change where we fall on the spectrum? 3. Returning to their seats. I have table shoulder partners each set of partners will tackle one of the readings and comprehension ques?ons. (25 minutes) Needed Materials: Print and post the two placards for the na?onal security vs. personal rights and freedoms spectrum. Print a class set of the Jay s treaty and XYZ reading and ques?ons. I have both color and black and white for your preference. Remember you will have half of the class reading each so I print 15 of both with the comprehension ques?ons on the back.

Na?onal Security

Personal Rights & Freedom

Jay s Treaty Caused by Sought to resolve three key issues following the American Revolu?on: 1. Bri?sh exports flooded the US markets while American exports were blocked by trade restric?ons in Britain. 2. Bri?sh s?ll occupied northern forts they had agreed to leave. 3. Britain s impressment of American sailors and seizure of naval and military supplies. The French Revolu?on led to war between France and Britain in 1793. The Bri?sh feared that the an?- monarch feelings would impact their own government. In the United States divisions emerged between those that supported each side. Secretary of State Thomas Jefferson headed up the pro- French side. And Secretary of Treasury Alexander Hamilton was strongly pro- Bri?sh. President George Washington fearing Bri?sh retalia?on sent pro- Bri?sh Chief Jus?ce John Jay to nego?ate with the Bri?sh Government. John Jay tried to use a possible treaty with Danish and Swedish governments to defend their neutral status as a bargaining chip. However, Alexander Hamilton informed the Bri?sh that the US had no real inten?on to join the neutral armament. This leu John Jay with li`le leverage. The resul?ng treaty only addressed one concern- surrender of the northwestern posts. John Jay threatened that the US would join the Neutral armament. Alexander Hamilton told the Bri?sh the threat wasn t really under considera?on. The resul?ng treaty accomplished likle. 1. The only concession the Bri?sh made was to follow the original Treaty of Paris 1793 and surrender northwestern post. 2. Granted the US most favored na?on status as a way to address the trade issues. Seriously restricted trade to the West Indies. 3. The rest of the Bri?sh US issues had to be resolved in arbitra?on.

Jay s Treaty Comprehension Ques?ons Direc?ons: Read the ar?cle about Jay s Treaty and answer the ques?ons below. 1. Know the terms from the reading. a. An?- monarchy b. Treaty c. Retalia?on d. Nego?ate 2. Why do you think Thomas Jefferson interfered with the nego?a?ons with the Bri?sh? 3. Do you agree with what Thomas Jefferson did? Explain. 4. Where do you think the na?on was on the na?onal security vs. personal rights spectrum? Draw it in below and explain. Na?onal Security Personal Rights

Jay s Treaty Answer Key Comprehension Ques?ons Direc?ons: Read the ar?cle about Jay s Treaty and answer the ques?ons below. 1. Know the terms from the reading. a. An?- monarchy- a belief that the supreme power should not belong to a person or family. b. Treaty- formal agreement between two or more states, or na?ons. Usually it has to do with peace, alliance, commerce or other interna?onal rela?ons. c. Retalia?on- to avenge a wrong, by returning some kind of wrong. d. Nego?ate- To deal or bargain with another person or group in the process of preparing for an agreement like a treaty or contract. 2. Why do you think Thomas Jefferson interfered with the nego?a?ons with the Bri?sh? He was angry that the na?on was not nego?a?ng with the French and probably felt pe`y feelings of betrayal that Adam s plan was being chosen rather than his own. 3. Do you agree with what Thomas Jefferson did? Explain. (Answers will vary) Nope. He put his personal feelings of pride over the needs of the na?on. 4. Where do you think the na?on was on the na?onal security vs. personal rights spectrum? Draw it in below and explain. (Answers will vary.) Na?onal Security Personal Rights

XYZ Affair The French delegates asked that a large bribe, over a quarter of a million dollars be paid before nego?a?ons even began. The American officials refused and when an a`empt at further talks failed they returned home. Charles Maurice de Talleyrand- Perigord The French were angered when the Americans entered into Jay s Treaty in 1795. They saw it as a betrayal auer their alliance during the American Revolu?on. George Washington a`empted to replace the popular James Monroe with Charles Pinckney, but the French refused to accept him. In 1797, President John Adams sent a special delega?on to Paris made up of Elbridge Gerry, John Marshall and Ambassador to France, Charles Pinckney. Their goal was to nego?ate a new treaty that would replace the 1778 American- French Treaty of Amity and Commerce that the two countries signed during the American Revolu?on. When they arrived they were only given a few short minutes to meet with the French foreign minister Charles Maurice de Talleyrand- Perigord. Leu with three French officials- Jean Ho`enguer, Pierre Bellamy and Lucian Hauteval they later were known as X, Y and Z. Around the same?me Adams agreed to release the messages from the American delega?on. The messages s?rred up American public opinion against the French. Adams seized the opportunity to push for adding to the navy with 6 naval frigates and ten thousand men. However, he went too far. He and his Federalist passed the Alien and Sedi?on Acts in 1798. The act allowed the President to arrest and deport anyone who was not an American and was deemed dangerous. The act allowed the government to jail and fine anyone including ci?zens who cri?cized Congress of the President. Kentucky and Virginia passed resolu?ons declaring the Acts to be uncons?tu?onal and threatened to block their enforcement. Adams never forced a show down over state s rights and virtually no foreigners were deported. The damage to public opinion was done. The overstep led to Thomas Jefferson winning the elec?on of 1800.

XYZ Affair Comprehension Ques?ons Direc?ons: Read the ar?cle about XYZ Affair and answer the ques?ons below. 1. Know the terms from the reading. a. Treaty b. Alliance c. Delega?on d. Federalist e. An?- Federalist 2. Why did Talleyrand s people demand a bribe? 3. Why did John Adams make the message about the French demand public? Whose interest was he trying to protect? 4. How was the Alien and Sedi?on Act going too far? 5. Where do you think the na?on was on the na?onal security vs. personal rights spectrum? Draw it in below and explain. Na?onal Security Personal Rights

XYZ Affair Answer Key Comprehension Ques?ons Direc?ons: Read the ar?cle about XYZ Affair and answer the ques?ons below. 1. Know the terms from the reading. a. Treaty- formal agreement between two or more states, or na?ons. Usually it has to do with peace, alliance, commerce or other interna?onal rela?ons. b. Alliance- a formal agreement or treaty between two or more na?ons to cooperate for a special purpose. c. Delega?on- a person or group chosen to represent another or others. d. Federalist- a supporter of the Federal party in early US poli?cs. Supporter of the US Cons?tu?on of 1787. e. An?- Federalist- a person who opposed the ra?fica?on of the Cons?tu?on of 1789 and from then followed Thomas Jefferson s An?federal Party, who opposed extension of the powers of the federal government. 2. Why did Talleyrand s people demand a bribe? As punishment for the earlier treaty with Britain, Jay s treaty, but also because war is expensive and money is needed. 3. Why did John Adams make the message about the French demand public? Whose interest was he trying to protect? It was a way to publically shame the other party and to pass legisla?on that would hurt them. 4. How was the Alien and Sedi?on Act going too far? It was a clear a`ack on the Jefferson s An?- Federalist and stepped on the first amendment rights like free speech and freedom of the press. 5. Where do you think the na?on was on the na?onal security vs. personal rights spectrum? Draw it in below and explain. (Answers will vary) Na?onal Security Personal Rights

Suggested Calendar Day 2 Day 2 Goal- What is more important personal rights or na2onal security? 1. As students enter have them read over their comprehension ques?ons from the previous day and and add to their spiral answer to the ques?on on the board, What is more important personal rights or na?onal security? (5 minutes) 2. As a table team have them share their responses from their ar?cles and explain where the na?on fell in the spectrum at the?me they read about. Have them share out to the rest of the class. (10 minutes) 3. Give them to two flow maps. The flow maps are made so students can cut the page in half (hot dog) and then a`ach the right hand side to the bo`om of the leu to create a fold out?meline flow map of the events. (5 minutes) 4. Auer it is a`ached to their spiral I ask: When did domes?c problems become foreign ones and when did foreign problems become domes?c? Then I ask where did we fall on the spectrum during those two?me periods? (5 minutes) 5. Next I explain that we are s?ll trying to find the balance between na?onal and personal rights. I give the tables the two readings of the Alien Sedi?ons Acts and the Patriot s Act. I explain that they will create a double bubble, or Venn diagram of the two legisla?ve Acts. 6. Debriefing ques?ons have been included for closing. Needed Materials: Print and post the two placards for the na?onal security vs. personal rights and freedoms spectrum. Print enough of the flow maps for each child to have one. Also be prepared to give scissors and tape or glue to assemble the fold out?me line. I copy a class set of the Alien Sedi?on Acts and Patriot Act- front to back. I have the students create their own double bubble in their spirals. And we do it together on the board. (The key is included.)

Jay s Treaty Sought to resolve three key issues following the American Revolu?on: Jay s Treaty is signed. XYZ Affair French Revolu?on War with Britain 1. Bri?sh exports flooded the US markets while American exports were blocked by trade restric?ons in Britain. 2. Bri?sh s?ll occupied northern forts they had agreed to leave. 3. Britain s impressment of American sailors and seizure of naval and military supplies. Increased pira?ng of US trade ships Delega?on sent to France John Jay threatened that the US would join the Neutral coali?on. Alexander Hamilton told the Bri?sh the threat wasn t really under considera?on. The resul?ng treaty accomplished likle. 1. The only concession the Bri?sh made was to follow the original Treaty of Paris 1793 and surrender northwestern post. 2. Granted the US most favored na?on status as a way to address the trade issues. Seriously restricted trade to the West Indies. 3. The rest of the Bri?sh US issues had to be resolved in arbitra?on. 6 addi?onal naval ships French Foreign Minister sent three delegates (XYZ) to talk with the American nego?ators. French delegates say they won t nego?ate unless a bribe is paid. The Americans refuse to pay and go home. John Adams shared the informa?on with the American people and used it to get Enlarge Army by 10,000 Passage of the Alien and Sedi?on Act

Alien Sedition Acts Concerned about a French invasion President Adams warned French influence must be exterminated. With the help of a Federalist majority in Congress four laws were quickly passed known as the Alien and Sedi?on Acts. 1. Naturaliza?on Act- Extended the?me requirement that immigrants had to live in the United States to become ci?zens from 5 years to 14 years. Since most immigrants favored the Republicans this delay would slow the growth of Jefferson s party. 2. Alien Enemies Act- Stated that if war was declared against a na?on then all of the male ci?zens of that enemy na?on could be arrested, detained and deported. If war had broken out with France it is es?mated that 25,000 French ci?zens living in the US at that?me. War was never declared and the law was never used. 3. Alien Friends Act- Allowed the president to deport any non- ci?zens suspected of plo[ng against the government during either war?me or peace?me. This law could have led to the a massive expulsion of new immigrants. It was limited for two years but no one was deported under the act. 4. Sedi?on Act- Outlawed conspiracies, to oppose any measure or measures of the government. Made it illegal for anyone to express any false, scandalous and malicious wri?ng, against Congress or the president. The act specifically did not protect the vice- president who at the?me was Thomas Jefferson. It punished any spoken or published words that had bad intent to defame the government or to cause the hatred of the people toward it. The law leu it to the jury to decide if the defendant had bad intent. And also gave the jury the job of determining punishment which could be six to five years in prison and a fine of up to $5,000.

Patriot s Act Passed in reac?on to the September 11, 2001 terrorist a`acks on the World Trade Centers. The act s actual name is Uni?ng and Strengthening America by Providing Appropriate Tools Required to intercept and Obstruct Terrorism Act of 2001. The intent of the act was to for?fy domes?c security and broaden the powers of law- enforcement agencies to stop any future terrorist. The bill was passed by a vote of 98-1 in the Senate, only Senator Russ Feingold voted against. The act is 342 pages long and amends over fiueen statutes, Provides addi?onal money to strengthen border security. Sec?on 412 expands the defini?on of a terrorist. Before a terrorist was anyone that was associated with groups designated as terrorist organiza?ons by the State Department. Auer it extended to anyone who any foreigner who uses dangerous devices or raises money for a terrorist group, whether or not he or she knows the group is engaged in terrorism. Sec?on 412 gives the a`orney general the power to detain foreigners. Expands surveillance with reduced checks and balances. Expands powers and penal?es without direct rela?on to terrorism. Sec?on 217 allows government spying on suspected computer trespassers with no need for a court order. Sec?on 503 allows for the collec?on of DNA and crea?on of a database fro all terrorists as well as the the category of any crime of violence. Expands the powers of the Foreign Intelligence Surveillance Act. Encourages coopera?on between law enforcement and foreign intelligence inves?gators.

Alien & SediVon Acts Patriots Act

Outlawed conspiracies to oppose any measure of the government. Outlawed sedi?ous libel Alien & SediVon Acts Sedi?on Act Series of 4 Acts Naturaliza?on Alien Enemies Act Extended the amount of?me required to live in the US before one could become a ci?zen. If in war all males of that warring na?on could be deported Encouraged informa?on sharing between agencies. Restricted personal rights in favor of na?onal security Passed in reac?on to a perceived foreign threat Patriots Act Ended some of the original checks and balances. Alien Friends Act Passed with only one vote against it in the Senate. Allowed the president to deport any nonci?zen believed to be plo[ng against the government Actual name of the act is Uni?ng and Strengthening America by Providing Appropriate Tools Required to intercept and Obstruct Terrorism Act of 2001.

Debriefing Discussion QuesVons 1. What was the Sedi?on Act? 2. Why was it passed? 3. How cons?tu?onal was the Sedi?on Act? 4. How did the Federalist and the Democra?c- Republicans (An?- federalist) differ when it comes to freedom of speech and the press? 5. Do you think that would have changed if they were in charge of the presidency? 6. In 1755, Benjamin Franklin wrote: Those who would give up essen?al liberty to purchase a li`le temporary safety deserve neither liberty nor safety. What did he mean by the quote? 7. What is the rela?onship between what he wrote and the two series of acts we have been discussing? 8. Each act passed has consequences. Some consequences are unintended. What were some of the unintended consequences of each act? 9. Was na?onal security worth all of the consequences of either act?

Credits and Citations

Citations of Resources John Jay s Treaty: John Jay's Treaty, 1794 95-1784 1800 - Milestones - Office of the Historian." John Jay's Treaty, 1794 95-1784 1800 - Milestones - Office of the Historian. N.p., n.d. Web. 13 Jan. 2014. XYZ Affair: BBC News. BBC, n.d. Web. 16 Jan. 2014. "XYZ Affair (1797-1798)." XYZ Affair. N.p., n.d. Web. 16 Jan. 2014. Grimm, Kevin. "XYZ Affair." George Washington's Mount Vernon. N.p., n.d. Web. 16 Jan. 2014. "The Alien and Sedi?on Acts: Defining American Freedom." The Alien and Sedi2on Acts. N.p., n.d. Web. 16 Jan. 2014. "USA PATRIOT Act." Kids.Net.Au. N.p., n.d. Web. 19 Jan. 2014.

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