Date Period _ Welcome to AP United States History (APUSH). I am so excited to be your teacher for the 2018-2019 school year. This course is an exciting journey through American History. Our study will begin with the exploration of North America through the establishment of the British Colonies in this region. To prepare for the exhaustive material that we will be studying in the fall, I am assigning period packets that will be due before each Period Exam. Completion of this packet will assist in deepening your understanding of the period we will be studying. All assignments and requirements I give are specifically designed to prepare students for the in-depth AP Exam that will determine student college credit. On this test, College Board will expect students to be able to analyze both primary and secondary sources (many of which are NOT found in any college textbook), describe an accurate historical context for a specific historical development, describe similarities and/or differences between historical developments, describe causes and/or effects of specific historical developments, and describe patterns of continuity and/or change over time. In order to assist my students, I will follow College Board guidelines to provide quality education to all of my students. Period 3 Packet: DUE on Thursday, November 8 th (at the beginning of class no exceptions). My Expectations: 1. All work will be completed in your handwriting. On the AP Exam you will be expected to handwrite your short and extended responses; therefore, you will NEVER submit typed work in this course. 2. You MUST complete all assigned work on your own! If you choose to copy another student s work, you will receive a -0- (repeated offenses will face additional punishments). 3. You will do your BEST on each assignment! 4. READ DIRECTIONS CAREFULLY failure to follow instructions could mean a lower grade! Assignment Completion: You may use the Internet AND your textbook to complete all assignments in this class; however, since you will be using the Internet to complete this work, it is important to note that Wikipedia is NOT a reputable source for answers. Please search.org,.edu, and.gov sites for answers. You will also be allowed to use my teaching website to access the text, lecture, and documents/articles for this course. Please go to (https://fordr.weebly.com) and click on the AP US History links. In an effort to supplement the textbook glossary, I have linked the American Pageant 14 th Ed. Glossary and the American Pageant 14 th Ed. People to Know Glossary. Both these, and your textbook glossary will assist you in finding the answers to the vocabulary for each period we will study. Assignments for Period 3: 1754-1800 q Part I Textbook Reading Calendar: o Textbook Reading -8: The American Revolution to Securing the Republic (pgs. 171-304) q Part II Vocabulary: Please define the vocabulary/key terms. You MUST use your own paper for this part. Additionally, you MUST write a thorough definition (found in the glossaries)! q Part III Graphic Organizers: Follow the instructions provided to complete the graphic organizers. REMEMBER: you will need computer access to watch the videos. q Part IV Primary and Secondary Sources: Read the attached primary and secondary sources, annotating for Point of View (POV), purpose, author s thesis, and any A-ha Moments (places where you connect the history we are studying to the article you are reading. Complete all of this work in DARK BLUE or BLACK ink only. College Board requires this ink choice on the AP Examination writing section. Please understand that any assignment that is not completed in DARK BLUE or BLACK ink will receive a -0-. Vocabulary/Key Terms Quiz: For each unit of study, you will be given a vocabulary quiz to ensure understanding of these terms and names. VOCABULARY QUIZ: Wednesday, NOV. 7, 2018. I will choose any 30-40 words on this list, so please study your vocabulary!
Oct. 1 Period 2 Test Corrections Part I: Reading Calendar Date Period _ Monday Tuesday Wednesday Thursday Friday 2 ACE the SAQ #6 The American Revolution 3 Get HIPP #5 The American Revolution Olive Branch Petition 4 Reading Quiz American Revolution Activity 5 Get HIPP #6 The American Revolution 8 Get HIPP #7 The American Revolution Path to Empire GO 9 Reading Quiz The American Revolution (LEQ WRITING DAY) Give Me Liberty Speech (Read pgs. 171-178a) 10 PSAT Testing The American Revolution (Read pgs. 178b-187a) The Decision to Break 11 1 st 9 Weeks Binder 9 Weeks PTK Quiz The American Revolution (Read pgs. 187b-195a) Dec. of Independence GO 12 End of Nine Weeks Chapter 6 The Revolution Within Women in Revolution (Read pgs. 195b-201) 15 Teacher Planning Day 16 Get HIPP #8 Chapter 6 The Revolution Within HW: Study People to Know 17 ACE the SAQ #7 Chapter 6 The Revolution Within Complete 9 Weeks Binder 18 Reading Quiz Chapter 6 The Revolution Within (Read pgs. 205-213a) 19-6 Mini-Test The American Revolution (Read pgs. 213b-221a) 22 Get HIPP #9 Chapter 7 Founding a Nation (Read pgs. 221b-229a) 23 Get HIPP #10 Chapter 7 Founding a Nation (Read pgs. 229b-235) 24 ACE the SAQ #8 Chapter 7 Founding a Nation Constitution Scavenger Hunt HW: Study for American Revolution Test 25 Reading Quiz Chapter 7 Founding a Nation Articles of Confederation GO (Read pgs. 239-247a) 26 Thesis Practice #4 Chapter 7 Founding a Nation Constitution Fears GO (Read pgs. 247b-256a) 29 Get HIPP #11 Chapter 8 Securing the Republic (Read pgs. 256b-266a) 30 Get HIPP #12 Chapter 8 Securing the Republic (Read pgs. 266b-270) 31 Reading Quiz Professional Development (1/2 Day) (Read pgs. 273-281a) NOV. 1 ACE the SAQ #9 Chapter 8 Securing the Republic (Read pgs. 281b-290a) 2 Thesis Practice #5 Chapter 8 Securing the Republic (Read pgs. 290b-297a) 5 Get HIPP #13 Chapter 8 Securing the Republic DBQ #1 DBQ #1 Outline Jefferson v. Hamilton GO 6 DBQ #1 Outline DUE Chapter 8 Securing the Republic (Study Vocabulary) HW: Group the Documents for the DBQ 7 Period 3 Vocab. Quiz Chapter 8 Securing the Republic HW: Study for Per. 3 Exam (Read pgs. 297b-304) 8 Period 3 Packet DUE! Period 3 Exam (Chapters 5-8) ESSAY DBQ #1 Outline 9 Period 4 Packet GIVEN! Period 3 Exam (Chapters 5-8) Multiple Choice
Date Period _ Part II: Vocabuary/Identifications Part II Directions: Vocabulary/Key Terms provide you with the necessary information to assist in understanding AP US History. For each term assigned on your study guide, please provide a detailed definintion to assist in understandign these chapters. BE SPECIFIC!!! I WILL NOT grade anything that is NOT in YOUR handwriting!! Answer this portion on your own paper. As you answer, please keep these in the order shown and numbered correctly. Thank you J 1. Alien and Sedition Acts 2. Anti-federalists 3. Articles of Confederation 4. Barbary Wars 5. Battle of Bunker Hill 6. Battle of New Orleans 7. Battle of Saratoga 8. Battle of Yorktown 9. Battles of Lexington and Concord 10. Bill of Rights 11. Boston Massacre 12. Boston Tea Party 13. Committee of Correspondence 14. Common Sense 15. Constitutional Convention Define 3 words EACH NIGHT! 16. Continental Congress 17. Declaration of Independence 18. Declaratory Acts 19. Division of Power 20. Embargo Act 21. Empire of Liberty 22. Federalism 23. Fort McHenry 24. Free blacks 25. Freedom Petitions 26. Haitian Revolution 27. Hartford Convention 28. Hessians 29. impressment 30. Intolerable Acts 31. Jay s Treaty 32. Lewis and Clark Expedition 33. Lord Dunmore s Proclamation 34. Louisiana Purchase 35. Loyalists 36. Marbury v. Madison 37. New Jersey Plan 38. Northwest Ordinance of 1787 39. Ordinance of 1784 40. Ordinance of 1785 41. Quartering Act 42. Radical Whigs 43. Republic 44. Republican Motherhood 45. Revolution of 1800 46. Shays s Rebellion 47. Sons of Liberty 48. Stamp Act 49. Sugar Act 50. The Federalist 51. The Wealth of Nations 52. Three-fifths Compromise 53. Townshend Acts 54. Treaty of Greenville 55. Treaty of Paris (1781) 56. Virginia and Kentucky Resolutions 57. Virtual representation 58. War of 1812 59. Whiskey Rebellion 60. Writs of assistance 61. XYZ Affair People to Know: The following people are significant during the first nine weeks study of American history. For the AP exam, you will need to know who these individuals are quickly. Each Nine Weeks, you will have a People to Know Quiz. The following individuals are the People to Know for Period 3. Please know these, and the people from the previous Period Packets, by the PTK Quiz on Oct. 11. Identify 5 people EACH NIGHT! 1. Admiral de Grasse 2. Baron von Steuben 3. Benedict Arnold 4. Benjamin Franklin 5. Charles ( Champaign Charley ) Townshend 6. Comte de Rochambeau 7. Crispus Attucks 8. Ethan Allen 9. George Grenville 10. George Rogers Clark 11. George Washington 12. John Adams 13. John Burgoyne 14. John Hancock 15. Joseph Brant 16. King George III 17. Lord Charles Cornwallis 18. Lord Dunmore 19. Lord North 20. Marquis de Lafayette 21. Nathanael Greene 22. Paul Revere 23. Richard Henry Lee 24. Richard Montgomery 25. Samuel Adams 26. Tecumseh 27. Thomas Hutchinson 28. Thomas Paine 29. William Howe
Part III: Graphic Organizers & Annotated Readings Graphic Organizer 1: Path to Empire GO (Tuesday, Oct. 2, 2018) Directions: Fill in the following chart by explaining the rational for each British action and the rational for each Colonial reaction. (Why did Britain do it? Why did the colonies react they way they did?) British Action Proclamation of 1763 Rational for British Action Colonial Reaction Resentment and failure to comply Rational for Colonial Action Sugar Act Boston experimented with boycotts Currency Act Continuing resentment Stamp Act Boycotts, Violence, Petitions Repeal of the Stamp Act & Passage of the Declaratory Act Celebration or repeal, ignoring of Declaratory Act
British Rational for British Action Action Townshend Duties Colonial Rational for Colonial Reaction Action Boycotts, Petitions, Harsh Newspaper Articles Tea Act Boycott, Boston Tea Party, Protest Quartering Act 1774 Protest in Assemblies Coercive / Intolerable Acts Boycott, meeting of the First Continental Congress Lexington and Concord Paine s presented Common Sense
Annotated Reading 1: Complete for Homework on Wednesday, Oct. 3, 2018 Patrick Henry's "Give Me Liberty, or Give Me Death" (March 23, 1775) No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do opinions of a character very opposite to theirs, I shall speak forth my sentiments freely and without reserve. This is no time for ceremony. The questing before the House is one of awful moment to this country. For my own part, I consider it as nothing less than a question of freedom or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country. Should I keep back my opinions at such a time, through fear of giving offense, I should consider myself as guilty of treason towards my country, and of an act of disloyalty toward the Majesty of Heaven, which I revere above all earthly kings. Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it. I have but one lamp by which my feet are guided, and that is the lamp of experience. I know of no way of judging of the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years to justify those hopes with which gentlemen have been pleased to solace themselves and the House. Is it that insidious smile with which our petition has been lately received? Trust it not, sir; it will prove a snare to your feet. Suffer not yourselves to be betrayed with a kiss. Ask yourselves how this gracious reception of our petition comports with those warlike preparations which cover our waters and darken our land. Are fleets and armies necessary to a work of love and reconciliation? Have we shown ourselves so unwilling to be reconciled that force must be called in to win back our love? Let us not deceive ourselves, sir. These are the implements of war and subjugation; the last arguments to which kings resort. I ask gentlemen, sir, what means this martial array, if its purpose be not to force us to submission? Can gentlemen assign any other possible motive for it? Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies? No, sir, she has none. They are meant for us: they can be meant for no other. They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging. And what have we to oppose to them? Shall we try argument? Sir, we have been trying that for the last ten years. Have we anything new to offer upon the subject? Nothing. We have held the subject up in every light of which it is capable; but it has been all in vain. Shall we resort to entreaty and humble supplication? What terms shall we find which have not been already exhausted? Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could be done to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament. Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned, with contempt, from the foot of the throne! In vain, after these things, may we indulge the fond hope of peace and reconciliation. There is no longer any room for hope. If we wish to be free--if we mean to preserve inviolate those inestimable privileges for which we have been so long contending- -if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained--we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of hosts is all that is left us! They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance by lying supinely on our backs and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot? Sir, we are not weak if we make a proper use of those means which the God of nature hath placed in our power. The millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable--and let it come! I repeat it, sir, let it come. It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace-- but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!
Annotated Reading 3 & Graphic Organizer 2: Complete for Homework on Friday, Oct. 5, 2018 Declaration of Independence Directions: Annotate the Declaration of Independence found below. After annotating, answer the questions on the worksheet provided. IN CONGRESS, July 4, 1776. The unanimous Declaration of the thirteen united States of America, When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world. He has refused his Assent to Laws, the most wholesome and necessary for the public good. He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them. He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only. He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures. He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people. He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within. He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands. He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers. He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries. He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people, and eat out their substance. He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures. He has affected to render the Military independent of and superior to the Civil power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation: For Quartering large bodies of armed troops among us: For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States: For cutting off our Trade with all parts of the world: For imposing Taxes on us without our Consent: For depriving us in many cases, of the benefits of Trial by Jury: For transporting us beyond Seas to be tried for pretended offences For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies: For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments: For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever. He has abdicated Government here, by declaring us out of his Protection and waging War against us. He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people. He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation. He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands. He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions. In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. Nor have We been wanting in attentions to our Brittish brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends. We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.
DECLARATION OF INDEPENDECE GRAPHIC ORGANIZER Author: Who wrote the Declaration of Independence? Purpose: What is the purpose of the Declaration of Independence, as stated in the introductory paragraph? Why was justifying revolution so necessary? Audience: What groups did the Continental Congress hope to sway by this document? How do you know that Jefferson addressed the Declaration of Independence to a literate audience? What other people had created a climate for revolution among the masses before 1776? Roots: What was the cause for issuing the Declaration of Independence? Merely declaring independence did not gain British recognition of colonial independence. What advantages could the colonies gain, then, by announcing their independence from England? In view of the possible advantages of a declaration of independence from England, what factors caused the colonies to proceed with great caution? Structure /content: According to Jefferson, who has the right to create a government? According to Jefferson, what is the purpose of a government? According to Jefferson, what should the people do if the government fails to fulfill its purpose?
Using your answers to the previous three questions, summarize Jefferson s major premise or assumption in the Declaration of Independence. If Jefferson assumed the right of revolution- as no other practical politicians before him had done-what did he have to prove to justify a declaration of independence from England? How then, did Jefferson organize the rest of the Declaration of Independence? Why did he list the violations in reverse order, that is pursuit of happiness first? Who is the he mentioned repeatedly in the Declaration of Independence? Why did Jefferson write vaguely about the complaints rather than listing the specific acts of the British than listing the specific acts of the British that had so alienated the colonists? To what specific acts might each of the follow refer? a. He has endeavored to prevent the population of these states _ b. He has erected a multitude of new offices, and sent hither swarms of officers to harass our people and eat out their substance. _ c. He has kept among us, in times of peace, standing armies. d. For quartering large bodies have armed troops among us. e. For protecting them, by a mock trial, from punishment for any murders which they should commit on the inhabitants of these states. f. For cutting off our trade with all parts of the world.
g. For imposing taxes on us without our consent. h. For abolishing the free system of English laws in a neighboring province. i. For taking away our charters. j. He has abdicated government here, by declaring us out of his protection and waging war against us. k. He is at this time transporting large armies of foreign mercenaries to complete the works of death, desolation, and tyranny already begun with circumstances of cruelty and perfidy scarcely paralleled in the most barbarous ages. l. He has constrained fellow-citizens, taken captive on the high seas, to bear arms against their country m. What legal means of protest had the colonists taken to convince the British to change their ways? n. How had the British responded to these appeals? o. What conclusion did Jefferson then draw? p. How do we know that the colonists were God-fearing people? q. What rights of an independent country did Jefferson list? r. What sacrifices were the signers willing to make to gain their independence? Effects: What short range and long-range effects did the Declaration of Independence have? What often-quoted ideal by Jefferson was in the Declaration of Independence? In what respects are we still striving for the ideal today?
Graphic Organizer #3: Articles of Confederation (Complete on Thursday, October 18, 2018) Directions: Listed below are a series of facts about the Articles of Confederation. v Step 1: On your own paper, explain the significance of each term found in the Articles of Confederation. v Step 2: Divide the items into one of the four categories listed below (You will have ONE per box!). v Step 3: In the space provided, write a thesis sentence that states/implies a relationship among the categories. 1) No separate executive 2) Northwest Ordinance of 1785 and 1787 3) One vote per state 4) No federal courts 5) Shays Rebellion 6) British retention of forts in the Northwest 7) No regulation of interstate commerce 8) Boundary disputes between states 9) No power to tax 10) States taxes each other s goods 11) Kept the states together 12) Treaty of Paris, 1783 13) Federal aid to education 14) No National currency 15) Members often failed to attend Congress 16) Inability to protect settlers from Indians 17) Barbary pirates raided shipping 18) Inability to repay French loans 19) Spain s denial of the right of deposit at New Orleans 20) Little trade with Britain Accomplishments of A.O.C. Problems with Foreign Nations Domestic Problems Reasons that made it difficult to create solutions Thesis Statement:
Graphic Organizer #4: Constitution Fears (Complete on Friday, October 19, 2018) Instructions: Colonists experience with the British and the problematic Articles of Confederation created considerable apprehension about the placement of power in a new government. While developing a new constitution the Founding Fathers tried to create compromise between competing groups. Complete the chart below in order to understand the compromises made in developing The Constitution. Fear Faced By Founding Fathers Fear of a central government Reason for the fear Constitutional provision developed to ease the fear Fear of foreign powers Fear of large states Fear of losing individual rights Fear of other states Fear of strong executive branch Fear of the common people Fear of unwritten word Fear of weak central government
Graphic Organizer #5: Constitution Fears (Complete on Monday, October 29, 2018) Competing Visions of Government: The Federalists vs. the Republicans Directions: Identify the Hamiltonian and Jeffersonian perspective regarding the following topics. Each box requires a specific answer and a brief sentence to explain their rationale for this position. No one-word answers are acceptable. Hamilton (Federalist) Jefferson (Democratic-Republican) What was his vision of the role of government (National or State?) Payment of National & State Debts Tariff on Imported Goods The U.S. Economy: (Manufacturing or Farming?) Creating a National Bank Interpretation of the Constitution Whiskey Tax and Whiskey Rebellion Support for the French Revolution What is the fundamental idea at the heart of the Hamilton/Jefferson disagreement?
Analysis Questions: 1. Summarize the fundamental idea that is at the heart of the Federalists/Anti-Federalist disagreement. In what ways is this similar to the idea at the heart of the Hamilton/Jefferson conflict? In what ways is it different? 2. Who s vision for America, Hamilton s or Jefferson s, do you feel was most appropriate for America in 1790? Explain.