United States History I Unit I: Colonization & Revolution - PowerPoint Presentation

Slide1

United States History I

Unit I: Colonization & RevolutionSlide2

Lesson 1 Objectives

Students will be able to:

Explain the goals of the course;

Describe the expectations established by the instructor;

Explain the course methodology that will be used throughout the semester; and

Explain the theories on how the first Americans came to inhabit the Americas.Slide3

Problem 1. The Beringian Standstill Hypothesis

“The First People Who Populated the Americas,” Melissa Hogenboom

(

March 30, 2017).

http://

www.bbc.com/earth/story/20170328-the-first-people-who-populated-the-americas

What

is the hypothesis made by researchers according to the author

?

How

did the travelers become genetically distinct from Asians according to the article

?

Did

all of the migrants come into North America in one group or in smaller groups from Beringia? Explain

.

Are

there any weaknesses in the standstill hypothesis

?

Given

what you have learned, when do you believe the first Americans arrived in the

Americas and how did they get here? What evidence can you use to support your conclusion?Slide4

Lesson 2 Objectives

Students will be able to:

Explain the types of people that inhabited the Americas before European contact;

Identify where the major state-level sedentary societies developed;

Explain the types of people who lived in the West African kingdoms prior to the 1500s;

Explain the societies, cultures, political structures, and economies of the indigenous Americans and West African peoples;

Explain where, why, and how African kingdoms grew powerful;

Explain what African slavery was like and contrast it to the Portuguese slavery model; and

Describe the developments in exploration begun by the Portuguese in the 1400s.Slide5

Arrival

of The Paleo-Indians

Land Bridge Theory

:

Paleo-Indians

-

hunter-gatherers

who

arrived in the Americas 15,000 years ago during the last ice age.

Followed large migratory animals

(

mammoths, mastodons, and giant bison)

from Asia by crossing the

Beringian land bridge

, which was exposed because sea levels were 360 feet lower than today.

The tip of South America was reached 11,000 years ago.

Coastal Route Theory

:

The first Americans were coastal hunter-gatherers who

arrived 40,000 years ago in small boats

, eventually inhabiting coastal regions of the Americas.

The climate warmed 12,000 to 10,000 years ago.

L

arge animals were killed off and native peoples hunted, gathered, & fished. This allowed populations to grow.

Expansion:

Eventually

i

ndigenous

people spread throughout North and South America

and became diverse.

By 1492 there were 375 distinct language groups in the Americas.

Permanent

civilizations

developed due to the

domestication of wild plants

and the establishment of complex

agriculture

.

Most cultivated the

“

Three Sisters

” (corn, squash, and beans).Slide6

Sedentary State-Level Civilizations

Andes Mountains

:

Inca

(Ecuadorian & Peruvian Andes).

Mesoamerica

:

Olmec

(Central America);

Maya

(Yucatan and Central America)

;

Aztec

(Central Valley of Mexico)

; and

Mixtec

(Oaxaca region of Mexico).

American Southwest

:

Hohokam

(arid Arizona) known as canal-builders

;

Pueblo

such as the Hopi and Zuni (arid Northeastern Arizona); and

Anasazi

(Four Corners region) known as cliff-dwellers

.

Mississippi Valley

:

Mississippian (mound builders)- largest city was Cahokia

at the confluence of the Missouri, Tennessee, Ohio, and Mississippi Rivers.

Great Plains:

Great Plains natives lived in grasslands and hunted bison

.

Eastern Woodlands

(from Texas to the Atlantic):

Cherokee

,

Choctaw, Chickasaw,

Creek,

Seminole

, and Natchez (Southeast);

Algonquian

(Northeast

, Great Lakes Region & Canada) lived in wigwams; and

Iroquois

(Northeast)

lived in longhouses and included the Iroquois Confederacy (living under the Great League of Peace Alliance):

Mohawk

, Oneida, Onondaga, Cayuga, and

Seneca.Slide7

Indigenous cultural Similarities

Politically:

Lacking a central political leader

,

power was often

shared

.

Religiously:

Spirits

were all around them

, in most living, and inanimate things; spirits could help or hinder humans.

Ceremonies

were held to influence

farming or hunting

; there was a

single

Creator

.

Land Ownership:

Common

resource

to be shared and not owned by individuals.

Social Status:

Social standing was important. Generosity and gifting were important traits.

Tools:

By 1492, they had not yet developed metal tools, machines, gunpowder, and long-distance navigational capability.

Communication & Information:

Oral tradition

as opposed to written language (Aztec

& Maya

-

written languages and glyphs

)

.

Gender Relations:

Matrilineal

societies

; women could own property

,

took care of the house, children, and farming.

Europeans- seen as just another group

among many in their lives.Slide8

Indigenous Cultural Differences

By 1492, there were

375 language groups

and many different local variations and dialects.

S

ocial

systems and

social

ordering varied greatly

from one group to another.

Although most indigenous groups believed in one Creator being, there were

many different

creation

myths

and

religions

.

Each

group had its

own diplomatic agenda- enemies, friends, and trading

partners

.

Each

group’s

identity centered on its immediate social group

(tribe, village, chiefdom, or

confederacy) and its

own

worldview

.

There

was

no sense

that all

indigenous peoples were

united as one

. They saw themselves as

distinct and separate

groups

.Slide9

Quick Check

Groups A & C: List as many traits as you can which Native American civilizations shared with Europeans.

Groups B & D: List as many traits as you can in which Native American civilizations differed from Europeans. Slide10

Wealthy West African Kingdoms

Along the

Niger and Senegal Rivers, rich trading kingdoms

developed to trade in Saharan

salt

and

gold

found along the Atlantic coast.

Ghana

: 300-1200:

Ghana supplied

much of the gold found in the Mediterranean

region.

It had large towns, advanced architecture, complex trade, and was political stability.

Mali

: 1200-1400:

Invasions weakened Ghana and a

new and larger kingdom resulted

.

Mansa Musa

- most famous ruler of Mali and

increased the role of Islam

(Muslim faith), which helped establish the University at Timbuktu.

Songhai

: 1400-1500:

Mali weakened after the death of Mansa Musa and in

1468 Songhai conquered Mali

.

Songhai continued the Muslim faith, grew rich in trade, and became the largest, richest, and most powerful West African kingdom.

Other Smaller West African Kingdoms:

Benin (tropical forest along the Gulf of Guinea); and

Hausa (seven cities in Nigeria & Niger).Slide11

Cultural Characteristics of African Kingdoms

Like the indigenous peoples of the Americas, there was

no sense

that all

African

peoples were

united as one

. They saw themselves as

distinct

and

separate

groups.

Religion:

Traditional beliefs varied

, but most included a

S

upreme

Creator

, the idea that

spirits

were all around

and

in most living and inanimate

objects, and

w

hen a person died, he would also become one of the spirits that

could intervene in human affairs

.

Over time,

Islam

was adopted in many parts of Africa. In many other places, what resulted was

a

mixture of Islam and traditional beliefs

.

Land Ownership:

Land belonged to

extended family

networks

dating back to ancient ancestors.

Peasants worked the land for an official loyal to the king

who received tribute/taxes but peasants could not be removed or sold away from the land.

Land was

worked in common for the benefit of the whole village

and the harvest was shared.

Wealth:

Wealth

- based on

how many

slaves

or

wives

a man owned

and not individual property.Slide12

West African Slave Trade

Slavery was important to West African economy.

Slaves

were

traded

just like gold, salt, ivory, and other valuables.

West African rulers

combined to sell approximately

1,000 slaves per year to Arab traders

(who brought them to the Mediterranean) prior to the 1400s.

Who

B

ecame Slaves?

Conquered or captured in war

;

Criminals

or undesirables

;

Owed a

debt

; or

Sold themselves into slavery

.

Traditional

F

eatures of West African Slavery:

Slaves were

adopted into the family

of their masters.

Slaves

could

marry

and their children were not automatically slaves

.

Slaves could become important officials or soldiers.

Slaves

could accumulate wealth

, purchase slaves of their own, or buy their own freedom back.

Slavery was

not based on

racial

superiority

or inferiority.Slide13

Quick Check

Groups 1 & 3: List as many traits as you can which African civilizations shared with Europeans.

Groups 2 & 4: List as many traits as you can in which African civilizations differed from Europeans. Slide14

Portuguese Exploration of Africa

With

advances in maritime technology (compass, astrolabe,

&

quadrant),

Portugal

began exploring the islands off the coast of

Africa

in the early 1400s:

Canary Islands

(controlled by Castile but conquered by Portugal in 1402 (ceded back to Castile in 1418));

Madeira

(uninhabited) 1420;

Azores

1431 (inhabited for only 150 years at that time); and

Cape Verde Islands

(uninhabited) 1455-1456.

1443

-

Portuguese fortress on island of

Arguin

(Mauritania) as a base for African exploration.

1469

-

the

Portuguese Fernão Gomes

received the exclusive right to

explore Africa for 5 years

. 1471- Gomes reached the

gold rich West African kingdoms

(re-named the “Gold Coast”).

Portuguese Trade Networks in West Africa:

Goods:

pepper,

salt

, ivory,

gold

, copper, and African

slaves

.

West African kings

allowed Portuguese to establish fortified

Atlantic trading posts

&

fortresses

to keep out other Europeans.

1482- first major European trading fort, which traded in slaves.

By 1500

, Europeans purchased an average of

1,800 slaves per year

. At first,

most worked on sugar plantations

on Madeira, in the Azores, or in the Canaries (these plantations became the models for America).Slide15

Problem 2.

Olaudah Equiano

The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African. Written by Himself.

Vol. I, Ch. II (pp. 46-71) (1789).

http

://

docsouth.unc.edu/neh/equiano1/equiano1.html

Who

captured Equiano and how

?

Describe

Equiano’s journey from his village to the coast

.

When

did Equiano first realize his fate?Slide16

Lesson 3 Objectives

Students will be able to:

Explain how the Crusades and Renaissance led to the Age of Exploration;

Describe the Portuguese efforts to establish trade in Africa and to discover an oceanic trade route to Asia around the tip of Africa;

Describe the Spanish efforts in finding a western oceanic trade route to Asia;

Describe Columbus’s four voyages to the “New” World;

Explain how the

Conquistadors

were able to defeat great native empires in the “New” World such as the Aztec and Incan Empires;

Compare the

Reconquista

to the conquest of the Americas; and

Define and describe the Columbian Exchange and explain how it changed the world on both sides of the Atlantic.Slide17

Middle Ages

The Fall of the Roman Empire:

476 A.D. the Western

Roman Empire

fell

and Western

Europe descended into the

Middle Ages

, a time of constant war, famine, disease, poverty, and instability

.

One-third of Europeans died from

Black Death

.

Feudalism

developed when the poor turned to the rich for

protection and land in exchange for loyalty and labor.

The wealthy

lords

and knights controlled

fiefs

granted to them by upper lords (who in turn received fiefs from the king). On their fiefs, lords and knights

built large castles as defensive structures

in order to protect the local people in times of attack or war. The rest of the time, the

serfs

(peasants who accepted feudal obligations in exchange for protection and land to work)

provided their lords with labor and a portion of their crops

.

People were devoted to the Church

in the hopes of going to heaven after a life of suffering on Earth.

Crusades

:

In 1095, Pope Urban II called for the Christian knights of Europe to assemble and engage in holy wars against the Muslims for control of the Holy Land (Jerusalem), called the Crusades.

By 1291,

Crusaders lost all the land they gained

. Nevertheless, their exposure to Middle Eastern and Asian goods and ideas during the Crusades peaked their interest.

European

demand for

Eastern

spices, silks,

&

gems rose and

trade

began between the Middle East & Europe

.

The

Silk

Road

:

The problem was that

until the late 1400s the only way to get Eastern products

was to use a network of Muslim tradesmen who traveled over the long and dangerous distance known as the Silk Road. They needed

a way to get Eastern products faster, quicker, & cheaper

.Slide18

Renaissance

Renaissance

was a period

in European history between the 14

th

and 16

th

centuries

that was a

secular

age

and encouraged

freedom of thought, importance of the individual,

&

renewed interest in classics

.

The Renaissance included interest in:

Arts and sciences

;

Foreign lands;

Printing press

invented by Johannes Gutenberg

in 1430s

.

Information and knowledge about the world, science, and religion

was now available to more people.

Reading the Bible on their own for the first time, many began to

question Church authority leading to

Reformation

;

Others read about

mysterious lands and fortunes

,

books like

The Travels of

Marco Polo

(1298); and

O

thers read about

science, technology, engineering, astronomy,

navigation

, and

sailing

.

I

ndividualism and experimentation.

Reconquista

(Re-Conquest)

:

In 1492, the Portuguese & Spanish

(King

Ferdinand

(of Aragon) and Queen

Isabella

(of Castile)) finally expelled the Muslims out of the Iberian Peninsula

by seizing Grenada.

Inspired a new zeal in spreading the Catholic faith.Slide19

Portuguese Exploration

Prince Henry the Navigator

: in 1419

founded a

school of

navigation

and exploration

and sponsored several expeditions along the West African coast.

New Maritime Technology:

Navigation tools:

compass

,

astrolabe

, and

quadrant

.

Caravel

:

smaller and sturdier

ship

with a stern rudder & three masts

(square and triangular

lateen sails

).

African Trade:

Mid-1400s- Portuguese wanted to trade for

African gold, ivory, and slaves

.

Portuguese

wanted to find a

direct trade route

to Asia by

rounding

the tip of Africa

.

1488

-

Bartolomeu

Dias

- rounded the tip of Africa

but returned home after facing a mutiny attempt, severe storms, and a lack of supplies (he renamed the tip of Africa, the Cape of Good Hope).

1498-

Vasco da Gama

- first European to reach Asia by sea

. He rounded the tip of Africa, reached Mozambique,

&

with Chinese traders and an Arab pilot, sailed across the Indian Ocean to reach Calicut, India.

1500

-

Pedro

Álvares

Cabral

-

led 13 merchant ships on da Gama’s route but went

so far west

into the Atlantic that he landed in modern-day

Brazil and claimed the land for Portugal. Cabral completed the voyage to Asia

and set up peaceful trade in India.Slide20

Quick Check

Group A: List the reasons Europeans suddenly became interested in Asia.

Group B: List the reasons why Europeans became interested

in sea travel.

Group C: List the obstacles Europeans faced in traveling to Asia prior to the Renaissance.

Group D: List the ways the printing press change life in Europe in the early 1400s.Slide21

Spanish Exploration & Columbus

Western Trade Route:

Spanish hoped that other

islands

might lie further to the

west

and that eventually the islands would lead to

China

.

King Ferdinand and Queen Isabella

finally sponsored

Christopher Columbus’s

voyage westward in

1492

.

Columbus:

A

mariner from Genoa & trained by the Portuguese.

A Catholic who

wanted to convert the Chinese to Christianity

and to recruit them in

another Crusade against the Muslims

.

I

nfluenced by Viking stories and

knew the world was round

, though he

underestimated the size of the Earth

.

Columbus’s First Voyage:

3 ships (

Niña

,

Pinta

, &

Santa Maria

) & 90 men

and set sail August 3, 1492;

Reached the Bahamas on October 12, 1492 and

named the first island San Salvador

(33 days from the Canaries);

Columbus landed, gave thanks to God, and

claimed the land for

Spain

and also explored the coasts of Cuba and Hispaniola

;

He left 38 men at La Navidad on Hispaniola to form a settlement and brought back 10 natives to convert to Christianity.

Columbus justified

claiming land because the people were

not Christians

.

Division of the “New” World:

1493, Pope

d

ivided the new world

between

Portugal and Spain

and established the

Line of Demarcation

.

1494 Treaty of

Tordesillas

-

Portugal and Spain

changed the division

and gave Portugal part of eastern Brazil.Slide22

Columbus’s Later Expeditions

1493

-

Columbus

made a

s

econd

voyage

(exploration, colonization of La Isabella, & search for gold- 17

ships & 1,000 men).

Dominica

, Guadeloupe, Montserrat, Antigua, St. Martin, St. Croix, the Virgin Islands, Puerto Rico, Hispaniola

(discovered

the settlers

were

killed), Cuba, and

Jamaica. Then he returned to

Spain.

1498

-

Columbus

made a

t

hird

voyage

(exploration

of Portuguese claims- 6 ships

).

Trinidad

, Venezuela, Margarita Island, Tobago, Grenada,

Hispaniola. Then he

returned to

Spain

in chains

,

charged with

mismanagement

(acquitted of these charges by King Ferdinand).

1502

-

Columbus

made a

f

ourth voyage

to the “New World”

(

exploration for a westward passage to Asia

- 4 ships

).

Martinique

, Honduras, Nicaragua, Costa Rica,

Panama.

Columbus heard of a

strait to the “

other ocean

”

and sailed up the Río Belén in Panama but it was a trap and Columbus’s crew was

attacked by natives

.

Most of his men died and his

ships were damaged

. Columbus

and

a small group fled, hit a storm that destroyed their only ship,

and

were

beached in

Jamaica for

over a year

. Finally, one of Columbus’s men rowed a canoe to Hispaniola and a rescue vessel finally picked up the sickly Columbus, who returned

to

Spain in 1504.

Columbus

died in 1506 believing he reached

Asia

. He never realized he discovered a new continent.Slide23

Quick Check

Groups 1 & 3: Why did the Spanish have reason to believe that they could reach Asia by sailing west? Why did they want to reach Asia? Do you think Columbus was a devout Catholic or just used Catholicism to justify his actions? Explain.

Groups 2 & 4: Was Columbus a hero or villain? Why?

Should we celebrate him today?Slide24

Other Spanish Expeditions

The

reasons future Europeans explored after Columbus

fell into three general categories known as “

the three G’s

”:

Gold

- to obtain wealth;

Glory

- for national glory and fame; and

God

- to spread Christianity.

John Cabot

- sailing for England, reached Newfoundland

in 1497. He set up

England’s land claim

in North America.

Amerigo Vespucci

- exploring for Portugal 1499-1502 and later for Spain,

announced the land was not an Asian island, but rather a new continent

, inhabited by new people; the

Americas

were named after him

.

Vasco Núñez de Balboa

- exploring for Spain, the

first to cross the isthmus of Panama and see the Pacific

in 1513.

Ferdinand Magellan

- sailing for Spain, the

first to

circumnavigate

the globe

1519-1522 (

his crew did

, since he was killed by natives in the Philippines during the Battle of Mactan in 1521).

Juan Ponce de León

- exploring for Spain,

conquered Puerto Rico

.

I

n 1513,

searched for the mythical “Fountain of Youth” in modern-day Florida

and the Southeastern U. S.

Juan Rodriguez Cabrillo

- exploring for Spain, explored the

Pacific coast to present-day Oregon

in 1530s and 1540s.

Álvar Núñez Cabeza de Vaca

,

Hernando de Soto

, and

Francisco Vásquez de Coronado

-

each explored for Spain,

looked for the fabled “

Seven Cities of Gold

,”

and explored the Gulf region and modern-day Southwestern U.S.Slide25

Spanish Empire in the Americas

Aztecs

:

1519,

Spanish

c

onquistadors

(conquerors), led by

Hernán Cortés

learned of the Aztec capital of

Tenochtitlán

and the gold it contained

.

Cortés gained native

allies

,

kidnapped

the Aztec emperor

Montezuma

, and demanded gold

.

Cortés and his 200,000 native allies defeated Montezuma

and gained vast Aztec gold, which only encouraged more conquistadors.

Inca

:

1530s Spanish conquistadors under

Francisco Pizarro

defeated the Incan Empire

in the Peruvian Andes using a similar model to Cortés. He arrived during a civil conflict for the throne between Atahualpa and his brother Huáscar. He then

kidnapped

Atahualpa

at Cajamarca

, paralyzing the Inca. Pizarro

demanded large quantities of gold

. Once 24 tons of Incan gold was supplied he

assassinated Atahualpa

.

Spanish Justification:

The Spanish argued that they were there to

convert

the natives to Christianity.

Upon arriving in an area they read the

requiermiento

. Any native

resistance

was grounds to justify war, plunder, and confiscate native property and lands.

Mirror image

of the

Reconquista

over the Muslims in Iberia.

Spanish Advantages

: Guns, Germs, and Steel (Jared Diamond book).

Weapons

(steel-edged swords, pikes, crossbows, & guns);

Horses and War Dogs

(

B

ull Mastiffs);

Native Allies

; and

Disease

(smallpox, diphtheria, bubonic plague, & cholera).Slide26

Quick Check

Groups A & C: List the Spanish advantages in conquests against Native Americans.

H

ow so few Spanish were able to conquer so many natives?

Groups B & D: What was the typical Spanish “game plan” in conquering Native American groups? How did the Spanish justify plundering and making war against Native American groups? Slide27

Columbian Exchange

Columbian Exchange- exchange of

plants

,

animals

,

diseases

,

people, and ideas

between the Americas and “Old” World.

Introduced into the

“Old” World

from the Americas:

Plants:

corn

,

potato

,

tomato

, sweet potato, pepper,

cacao

, avocado, cashew, cotton, cranberries, peanut, pineapple, pumpkin, quinoa, strawberry, sunflower, tobacco, vanilla, zucchini…

Animals: guinea pig, alpaca, llama, & turkey…

Disease: syphilis…

Introduced into the

Americas

from the Old World:

Plants: sugar cane, coffee, banana, orange, grapes, apple, peach, pear

, mango, watermelon, asparagus, carrot, broccoli, cabbage, cauliflower, spinach, kale, eggplant, garlic, onion, pea, rice, barley, rye, oats, millet, wheat, turnip..

Animals:

horses

, donkeys, mules,

pigs

,

cattle

,

sheep

, goats,

chickens

…

Disease

:

measles

, chicken pox,

smallpox

,

diphtheria, influenza, leprosy, malaria, yellow fever,

bubonic plague,

typhoid, typhus, cholera, whooping cough…

New animals roamed the American landscape, rooted up native fields, ate, and destroyed crops.

New crops introduced into Europe enriched and improved their diets and overall health

.

European population growth

from 80-million in 1492 to 180-million by 1800.

New

diseases

introduced into the Americas from the “Old” World

devastated the native populations.

1492, native populations were estimated to have been about

90 million

people

.

1650, native populations were

under 20 million

people, mostly due to exposure to disease for which they had no immunity.Slide28

Problem 3. Columbus’s Discovery Letter

Letter of Christopher Columbus to

Sant

Ángel

(King Ferdinand’s Minister of

Finance) (1493).

http

://www.ushistory.org/documents/columbus.htm

Why

did Columbus write a letter to Luis de

Sant

Ángel

?

How

did Columbus describe the people that he encountered? Why do you think he portrayed them as he did

?

How

did Columbus use Christianity in his letter? Was he a religious man

?

Where

did Columbus think he was according to the letter

?

Was

Columbus’s encouraging enough to warrant a second expedition?Slide29

Lesson 4 Objectives

Students will be able to:

Describe the structure of the Spanish colonial government and its division into viceroyalties;

Describe the social caste system established by the Spanish to clearly define people into different social classes;

Describe the different types of Spanish settlements and how towns were organized;

Explain the economic goals of Spanish colonization;

Describe the role of missionaries in the “New” World and explain why the Pueblo Revolt of 1680 took place;

Describe the structure of the French colonial government;

Explain how the French interacted with the natives and how that differed from the Spanish;

Describe the economic goals of French colonization; and

Formulate historical arguments in favor of and against the humanity and rights of Native Americans in the 1500s using primary sources from the era as

evidence

.Slide30

The Spanish Empire

Spanish Empire

:

Spain, the Philippines, South America

(except for Brazil),

Central America, Southern North America

, and several Caribbean Islands.

Spanish

galleons

transported large quantities of

gold and silver

from the “New” World back to Spain.

Cities and towns were set out in a grid pattern

with a great central

plaza

. The highest social classes lived closest to the central

plaza

. Each town included: churches, hospitals, monasteries, government buildings, and schools.

Governing the Empire:

Encomiendas

-

large tracts of land and the natives who lived on it

, granted to Spaniards to

entice them to settle in Americas

.

Three Types of Settlements:

Pueblos

- towns

with central marketplaces;

Misiones

- religious settlements

for conversion and education;

Presidios

- forts

(often established near

misiones

).

Spanish Empire divided into

two Viceroyalties

, each ruled by the Council of the Indies, a Viceroy, and an Archbishop.

Nueva España

(New Spain)- in México City

(México, North & Central America, and the Caribbean).

Perú

- in Lima

(all of

South America

except for Brazil).

The Spanish developed a complex

s

ystem of

racial

h

ierarchy

(the Spanish social

c

aste

s

ystem

(

castas

)

):

Peninsulares

- 100% Spanish born in Spain;

Criollos

- 100% Spanish born in the “New” World;

Mestizos

- born of mixed Spanish and Native American parents;

Indios

- Native American; and

Esclavos

- Slaves.Slide31

Spanish Settlements In North America

Florida

:

The Spanish settlement to counter foreign

pirates

attacking Spanish treasure ships and the

French

Huguenots

(Protestants), who were attempting to colonize the coast

. Fort Caroline (present-day Jacksonville) was destroyed in 1562, and in

1565,

St. Augustine

became a Spanish

presidio

to prevent further settlement attempts by the French.

St. Augustine became the first permanent Spanish settlement in North America

but few settlers arrived until friars established

misiones

nearby. By 1763, Florida had only 4,000 Spanish residents.

New Mexico

:

1590s

-

Juan de Oñate established the New Mexico colony

and the

misión

settlement of

Santa Fe

became its capital in 1610. 50

misiones

were established in New Mexico. The friars required that natives abandon and destroy idols, dress, cook, eat, and speak like Spaniards but

many natives

privately held onto their traditional beliefs

or mixed their beliefs with Christian beliefs (syncretism).

In the 1660s and 1670s, the friars discovered the Pueblo secrets, brought the violators before a branch of the Inquisition, and ordered harsh punishments against them.

Pueblo Revolt

of 1680-

fed up with their treatment, a

shaman named Popé

led the Pueblo and Apache natives in a war against the Spanish,

killing 400 colonists, destroying many

misiones

in

the most complete and successful victory of natives over Europeans ever in North America

.

Internal conflict continued with the Pueblo and Apache and soon after Popé died in 1690, the

Spanish reclaimed New Mexico in 1692

.Slide32

Quick Check

Groups 1 & 3: List the typical physical and geographical characteristics of Spanish colonization.

Groups 2 & 4: List the typical social ordering and organization of Spanish colonization.

All Groups: Did the Spanish goals in the “New” World change over time from their initial goals?Slide33

French Settlements In North America

French Exploration:

1534

-

Jacques Cartier

explored coastal North America for France, looking for a Northwest Passage to Asia.

Because of Cartier

the French claimed land in North America along the St. Lawrence River, into Canada, along the Great Lakes, and down the Mississippi River, called

Nouvelle France

(New France).

Trade in

Nouvelle France

:

French did not look to establish large permanent settlements and

never had a significant population

of settlers.

Instead, they

traded

with Native Americans

in fish, whales, seals,

&

animal furs (especially beaver)

.

Trade with natives:.

Most native groups

wanted French metal arrowheads, tools, knives, hatchets,

kettles and to keep the French away from rivals.

The French had little incentive to take native lands, capture, enslave, or fight against the natives.

Québec:

1608,

Samuel de Champlain

(under orders from a French trading company) built a fortified trading post at

Québec

- the first permanent European settlement in Canada

.

French were

sometimes brought into native conflicts.

1609, the French were brought into a Montagnais, Algonquin, and Huron attack against the Iroquois near Lake Champlain. After, the Iroquois attacked French settlements for nearly 150 years.

Jesuit Missionaries

in

Nouvelle France

:

Jesuits

converted many natives in

Nouvelle France

but allowed

a high degree of freedoms and allowed natives to maintain their

traditional social structures

.Slide34

Living in Nouvelle France

Government:

The French king appointed a military-governor

g

eneral,

Intendant

civil administrator), and a Catholic bishop.

Settlement was slow.

1700, there were only 19,000 French colonists

(life was difficult with hard work clearing land, cold winters, and native raids).

Coureurs

de bois

(woodsman or fur traders) married native women and had

mixed children-

métis

.

Alliance: 1701, the French formed an alliance with the Algonquian peoples of the Great Lakes Region

.

Réne-Robert Cavelier, Sieur de

La Salle & Louisiana

:

1673, Jesuit priest

Jacques Marquette

and

fur trader

Louis Joliet located the

Mississippi

River

.

1682,

La Salle

tried to find a Northwest Passage to Asia

; he headed south

along the Mississippi River all the way to the Gulf of Mexico

, claiming land for France, and naming it Louisiana to honor King Louis XIV.

1718, the French

founded

New Orleans

, which became the most important trading town in

Nouvelle France

.

1731, only 2,000 French settlers and 4,000 African slaves lived in the Louisiana Territory.

Rival England: French maintained the Great Lakes, St. Lawrence River, Mississippi River, and New Orleans

mainly to prevent England, from further expanding

.Slide35

Quick Check

Groups A & C: List the ways that French settlements in North America physically and geographically differed from Spanish settlements.

Groups B & D: List the ways French treatment of Native Americans differed from Spanish treatment of Native Americans.Slide36

Problem 4. Bartolomé De

Las

Casas:

Hero or Villain?

https

://

www.youtube.com/watch?v=9XWXlxAlRm0

Was Bartolomé de Las Casas a hero or a villain? Explain.

Bartolomé de Las Casas:

New Laws in the Spanish Empire:

Passed in

1542

, the

New Laws prevented native enslavement

.

Native slavery was replaced by the

Repartimiento

System- natives were free and entitled to wages but still had to complete a fixed amount of labor each year (many abuses remained).

Importation of African Slaves Began

.

Black Legend

:

Las Casas’s book,

A Very Brief Account of the Destruction of the Indies

, painted the Spanish and Catholics in a horrendous light throughout Europe

. The Black Legend portrayed the image of Spain as a

uniquely brutal and exploitative

colonizer.

The Black Legend persisted, became one of the

motivations for Protestant settlement

of the “New” World, and the Protestant effort to convert the natives.

Increased tensions between Catholics and Protestants in the years following the Reformation.

Martin Luther’s 95 theses were nailed on the door of the Castle

C

hurch in Wittenberg, Germany on October 31, 1517. Slide37

Problem 5.

Bartolomé De Las Casas

v

. Juan Ginés de Sepúlveda Debate

Bartolomé

De Las Casas v. Juan Ginés de Sepúlveda

Debate.

Debate Questions:

What

arguments did Las Casas use to argue that Native Americans were human beings, with souls, and capable of Christianity?

What

arguments did

Sepúlveda

use to argue that Native Americans were savages and justly enslaved?Slide38

Lesson 5 Objectives

Students will be able to:

Describe the goals of the first English settlements in North America;

Hypothesize as to what happened to the Roanoke settlers;

Describe the Jamestown settlement, its failures and successes;

Describe the causes and effects of Bacon’s Rebellion; and

Describe the settlement of the other Southern Colonies by England.Slide39

English Motives For SettlemenT

& The First Attempts

Problems in England (

Push

Factors):

Financial Issues:

Growing

population

; Stagnant

economy

; and Increased

poverty

.

Protestant Reformation:

1534, King

Henry VIII

broke with the

Catholic

Church

when the Pope refused to grant him a divorce from Catherine of Aragon

and

established the Church of England

, but many in England claimed that it was

still far too Catholic and needed to be purified and made more Protestant-like

.

Anti-Catholic sentiment continued as a result of the

Black Legend

; English-Protestant America would be an improvement over the brutal Catholic Spanish.

Irish

containment

(mid-1500s to 1600s) & attempt to conquer Ireland (beginning with Henry VIII’s Tudor Conquest in 1536) which was expensive and rather unsuccessful. The “wild” Irish were compared to the “wild.”

Nationalism

& Glory

: England’s attempt to start colonies in the “New” World.

Wealth

: Business opportunity; Individual opportunity; and Vast territories of land for the taking.

American Solution:

Send the surplus population of poor workers to America

to make money for private businesses in mining and plantation crops.

Sir Humphrey

Gilbert

(Newfoundland in 1582) &

Sir Walter

Raleigh

(Roanoke in 1584

) each led

failed attempts at colonization in 1580s

.Slide40

Lost Colony of Roanoke

England’s Solution to Financial Problems:

Send poor workers to America

to make money.

Sir Walter Raleigh & the

Lost Colony of Roanoke

:

Queen Elizabeth I, permitted Raleigh to colonize in America.

1584- the first expedition

arrived at Roanoke. The ship returned to England in 1585 to obtain more supplies,

leaving 117 men

at the settlement.

1587- 115 men and women

arrived at Roanoke determined to establish a

permanent settlement

there. Unfortunately, they were undersupplied because not all of their ships completed the journey. As a result,

Governor

John White

returned to England for supplies

.

White’s return to Roanoke was delayed. When he returned in 1590 there was

no sign of the colonists. Only

two clues were found: the word

“

CROATOAN

” was carved onto a fence post and the letters “

CRO

” were found on a tree.

Everything on the island was dismantled, including the buildings, and no signs of struggle were detected.

Croatoan

was a nearby island

(modern-day Cape Hatteras) and it was

also a neighboring native group

. After a brief investigation the colonists could not be located.

Hypotheses on what could have happened:

Integration into nearby native groups;

Spanish

attack or kidnapping;

Native

attack or kidnapping; and

Moved

to more fertile or better land.Slide41

Jamestown Settlement

1606

,

King James I

granted a charter

(

promised by Elizabeth I in 1603) to

the

Virginia

Company of

London

(

Joint

Stock

Company

of wealthy Englishmen who

invested

money in the business).

Jamestown

(named after King James I): located on the James River on the

Chesapeake Bay

and served two important purposes for the English:

(1)

E

arn a

profit

for the Virginia Company

; and

(2)

Privateering

port

to raid Spanish treasure galleons on their way from Cuba to Spain.

Local natives-

Powhatans

who wanted to trade with the English but

constantly fought over land

(

Pocahontas

assisted in maintaining peace).

Captain

John Smith

saved the colony

from destruction, ordering the men to

plant food crops instead of searching for gold

and enforcing the policy

“you don’t work, you don’t eat!”

(There was no gold and business was initially a failure until

John Rolfe

illegally brought Spanish

tobacco

seeds

and tobacco or “

Green Gold

” saved the colony.)

Headright System

:

50 acres of land

to anyone who paid for a person’s ocean passage. Wealthy men often paid for many people’s passages (poor, indentured servants, and slaves), resulting in the accumulation of vast tracts of land.

Virginia House of

Burgesses

- America’s first elected assembly

(average men selected 2 seats).

Powhatan Problem- eventually the colonists took virtually all of the Powhatan lands and the two sides went to war again in 1622.

By 1632, the Powhatan

warriors were badly defeated, sick, and starving

and reluctantly

gave up their lands

to established peace. War raged on and off for 50-years.Slide42

Quick Check

Groups 1 & 3: List the ways that the English goals for settling in North America were similar and different compared to the Spanish.

Groups 2 & 4: List the ways that English treatment of Native Americans was similar and different compared to Spanish treatment of Native Americans.Slide43

Bacon’s Rebellion

Colonial Virginia:

Over time the fertile land in the tidewater region was all claimed and cultivated so

new settlers moved into the interior

(less fertile land).

Royal Governor William Berkeley raised taxes on planters and gave breaks to his wealthy politician friends.

1675

-

war again raged against natives near the Potomac River and the

settlers wanted to annihilate all of the natives. Berkeley did not agree and the colonists rebelled

.

Bacon’s Rebellion:

Nathaniel Bacon

and colonists rebelled against Governor Berkeley

for his failure to solve their

native

problems

and went around killing all natives that they could (hostile and peaceful alike).

Next, Bacon’s followers marched to Jamestown, drove Berkeley out, and

burned

the town.

Bacon died unexpectedly of disease one month later; the rebellion collapsed and Berkeley returned

but his reputation and credibility were ruined so the king appointed a new governor to replace him.

Bacon’s Rebellion proved that poor farmers needed to be taken seriously and would not tolerate a government catering only to the wealthy elite.Slide44

Settlement of the Other Southern Colonies

Two Types of English Colonies Emerged:

Royal

Colonies- belonged to the crown.

Proprietary

Colonies-

belonged to powerful individuals or companies

(often through charters

).

Maryland

(named after King Charles I’s wife Mary):

1632, Maryland became a Proprietary Colony

given to Lord

Baltimore

(the Calvert family) by the king as a refuge for persecuted English

Catholics

.

Carolina

(named after King Charles II):

1670, the Carolina Colony was established as a Proprietary Colony

given to 8 wealthy

aristocrats

known as the “Lords Proprietor,”

none of whom actually settled in Carolina.

1691, the Carolina Colony

split into North Carolina and South Carolina

and in 1729, the king took over.

Georgia

(named after King George II):

1732,

James

Oglethorpe

and a group of trustees established Georgia as a debtor’s colony and a buffer zone

between Spanish Florida and South Carolina. It was set up under

very strict rules

(no drinking, no gambling, no prostitutes, no slaves) to provide debtors with a way to pay back their debts as an

alternative to serving jail sentences

in England.

1752, colonists protested the strict rules, Georgia became a Royal Colony, and the regulations were lifted.Slide45

Problem 6. A Discourse Concerning

Western Planting

Richard

Hakluyt,

A Discourse Concerning Western Planting

(1584). Summary by

Elizabeth

Wambold

(Lehigh University).

http://digital.lib.lehigh.edu/trial/justification/roanoke/essay

/

Who

was the intended audience of Hakluyt’s work

?

What

were his most compelling reasons for English settlement of America

?

What

misconceptions about natives did Hakluyt perpetuate?Slide46

Problem 7. Captain John Smith

Captain John Smith,

Generall Historie of Virginia, Book

III

(1612).

http://

www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/colonial/jamestwn/colonist.html

Who

was the intended audience of Smith’s work?

What

challenges does Smith describe?Slide47

Lesson 6 Objectives

Students will be able to:

Explain who the Puritans and Separatists were, the differences between them, and the issues that they each had with the Church of England;

Explain how Plymouth was founded and the role of the Mayflower Compact;

Explain the motivations of the English settlers to emigrate to New England; and

Describe how each of the New England Colonies were founded.Slide48

Religious Unrest in England

1534, King

Henry VIII

of England broke away from the Catholic Church when the Pope refused to grant him a

divorce

from his wife,

Catherine of Aragon

.

Henry needed

a male

heir

so

he started his own church, the

Church of England

(or

Anglican

Church)

that was identical to the Catholic Church except: (1) king would be in charge, & (2) divorce was allowed.

Henry went through a total of

6

wives before his son Edward VI was born:

Catherine of Aragon (divorced);

Anne Boleyn (beheaded);

Jane Seymour (died);

Anne of Cleves (divorced);

Catherine Howard (beheaded); and

Catherine Parr (survived and was widowed; she gave birth to a son, Edward

who reigned for 6 years after Henry’s death).

There were many

Protestants

who thought the Church of England was too

Catholic

and should be more Protestant-like.

Puritans

- wanted to purify

and improve the Church of England to make it more Protestant-like.

Separatists

- wanted to separate or break away

from the Church of England and didn’t believe it was possible to change it enough.

Separatists and Puritans are often considered under the title of “Puritans” despite this distinction.

Calvinists- believed in

predestination

. They had a duty to live moral lives but

only God knew where they were destined to go

.

1600s- Puritans had to worship secretly

because the only legal religion was the Church of England. Slide49

Pilgrims

Liden, Netherlands:

Elizabeth I, James I, and later his son Charles I,

persecuted the Puritans

and other dissenting religious groups.

Puritans from

Boston

and

Scrooby

left England for

Liden

in the Netherlands to practice their faith freely

(Republic of the Seven United Netherlands).

Eventually their children were

becoming too Dutch

a voyage and colony in America seemed worth the risk.

Pilgrimage:

They

considered the voyage a

pilgrimage

(a journey to a holy place) and history named them the “

Pilgrims

.”

L

eft Southampton Harbor on August 15, 1620 on board

the

Mayflower

, a cargo vessel with other non-Puritans, and a smaller ship called the

Speedwell

.

F

orced to stop at Plymouth Harbor because the Speedwell was taking on water.

On September 15, 1620,

102

passengers boarded the Mayflower

and set out for the northernmost border of the

Virginia

Colony

.

Mayflower ended

up too far north at

Cape Cod

. With the winter, the Pilgrims stayed at Cape Cod.

After faced the hostile Nauset natives near the tip of Cape Cod they continued sailing until they reached the place that appeared ideal to them.

Being outside of the Virginia Colony, the Pilgrims held a meeting on the ship and

drafted an agreement as to how to govern their new colony; the document was called the

Mayflower Compact

.Slide50

Quick Check

Groups A & C: List the ways that the motivations of the Pilgrims differed from those of the Jamestown settlers.

Groups B & D: List the reasons why the Pilgrims were so upset living in England and in the Netherlands.Slide51

Plymouth Plantation

December 21, 1620, Pilgrims chose a location

on a high hill overlooking the harbor and called it

Plymouth

.

A

shore they

encountered

Samoset

who greeted them in broken English

.

A Pawtuxet native named

Squanto

arrived to help

(he knew English better because he was kidnapped by Captain Thomas Hunt, sold into slavery in Spain, escaped to England, and purchased his passage back home).

Building a Town- 1621:

January of 1621- the first house was built

and served as a hospital. The men continued to build additional houses.

End of the first winter,

only 47 of the 102 original passengers survived

.

Without food, the Pilgrims

relied on the local natives for assistance

.

Spring

-

Squanto

taught the Pilgrims how to plant in Plymouth’s sandy soil (using

dead fish as fertilizer

)

.

Fall

-

the

settlers and local

Wampanoag

had a 3-day harvest celebration

that would later become known as the first

Thanksgiving

(waterfowl, venison, fish, lobster, clams, berries, fruit, pumpkins, and squash were on the menu).

When John Carver died in April of 1621,

William Bradford

became the second governor

of Plymouth Colony. Together, with the

sachem of the Wampanoag people,

Massasoit

, the Pilgrims had a

relatively peaceful coexistence

.

W

hen Massasoit died, the peace did not last.

S

econd generation of settlers and natives was not as devoted to peace as the first generation. Natives

continued to lose their land

to the settlers

and lost many people to European diseases. Survivors were expected to adopt English ways.

Pilgrims were

intolerant

of religious differences

or political opposition- not welcome in Plymouth.Slide52

New England Colonies

Massachusetts Bay Colony

:

1630

-

a large group of

Puritans led by

Rev. John Winthrop

arrived in Boston Harbor

with a mission to establish a new religious colony to serve as an

example for the rest of the world, as a “City upon a

hill

.”

Massachusetts Bay Puritans spread to Maine

&

New Hampshire,

founding the

New Hampshire

Colony

in 1622.

No Catholics, Baptists, or Quakers were allowed. On October 9, 1635,

Roger Williams was banished

for stating that civil authorities should not be allowed to punish religious crimes and for speaking out against the confiscation of native land. On March 22, 1638,

Anne Hutchinson was banished

for holding prayer meetings, criticizing certain ministers, and for suggesting that individuals could know God’s will directly.

Rhode Island Colony

:

Roger Williams

founded

Providence Plantation

in 1636

, and purchased the land directly from the natives.

Rhode Island and Providence Plantations

adopted a policy of Separation of Church and State and became a colony accepting of various religions

; it attracted Baptists, Quakers, and Jews, among others.

Connecticut & New Haven Colonies

:

Puritans from Massachusetts searched for fertile farmland

, which they found in the

Connecticut River Valley

.

Rev. Thomas Hooker

took a group of parishioners and founded

Hartford

in 1636

.

Rev. John Davenport

took a wealthy parishioners from London in

1637

and founded the

New Haven

Colony

.

1665

-

Connecticut and New Haven Colonies

merged

.Slide53

Quick Check

Groups 1 & 3: Why do you believe the Puritans were so unwelcoming of people with different religious or political beliefs given the persecution that they faced in England?

Groups 2 & 4: List the differences between the New England Colonies and the Southern Colonies.Slide54

Problem

8

. Mayflower Compact

William Bradford,

Of Plymouth Plantation

, ed. Samuel Morison,

75-6. Mayflower Compact (1620).

http://

www.pilgrimhallmuseum.org/mayflower_compact_text.htm

What

was the Mayflower Compact and why was it written

?

Who

were the parties to the document

?

What

did the Mayflower Compact say as to how Plymouth Colony would be governed

?

Was

the Mayflower Compact necessary? Explain.Slide55

Problem 9. City Upon A Hill

John

Winthrop

,

“City

upon a

Hill” (1630).

https://

www.mtholyoke.edu/acad/intrel/winthrop.htm

Who

was the intended audience of Winthrop’s speech

?

How

does Winthrop suggest that the people should act

?

Explain

the use of Winthrop’s metaphor “A City Upon A Hill.”Slide56

Lesson 7 Objectives

Students will be able to:

Explain the colonial reactions to those who the religious hegemony deemed outsiders to their Puritan beliefs; and

Describe the events that led to the Salem Witch Trials and explain how the hysteria in Salem spiraled out of control

.Slide57

Puritan Superstition and Religion

Puritan Paranoia:

Puritans punished dissenters to their religion

, whom they considered to be

heretics

.

They were also

extremely superstitious

- anything bad had to be due to

magic or witchcraft

.

Witchcraft- A Worldwide Threat:

1600s

-

Catholics and Protestants

in Europe and the Americas

believed

witchcraft was real

and

witches received

magical

powers from

entering

a

contract with the

devil

. 30,000-40,000

suspected witches were

executed.

Exodus

, Chapter 22: Verse 18 states: “Thou shalt not suffer a witch to live

,”

the

Bible supported witch hunts

.

Malleus

Maleficarum

was used as a guide for finding and punishing

witches

&

Massachusetts, Puritans also used a book called

Memorable Providences

written by

Rev.

Cotton Mather to find

witches.

Religious Devotion:

It

was

expected that

all Puritans attended

church

services

on a weekly basis and on required holy

days.

Everything

the Puritans did had to

be

according to the

Bible

. If

they

strayed

they acted

against

God.

Puritans

believed

in

evil

and thought

the

devil appeared

and

tempted

people

to act against

God.

Anything

strange or different

from the ordinary was questioned as the

work of the

devil

.Slide58

Witchcraft in Salem

Life in Salem:

1600s

-

500

people lived in Salem Village

(now

Danvers

) a farming

village

near

the

forest

&

outskirts of Salem

Town.

Typical

Puritan town that viewed women as inferior to

men

who

should be submissive and obedient to

men

.

1692

-

minister

in Salem Village was

Reverend Samuel

Parris

(likely

to be

replaced soon-

many

were

not

pleased).

Discovery of Witchcraft:

One

day,

Rev.

Parris

caught

his daughter Elizabeth Parris and her cousin Abigail Williams behaving

strangely.

Parris

soon learned

his

slave Tituba,

Elizabeth

,

Abigail,

and several

village

girls were listening to stories about

witchcraft

, playing games, and trying to tell the

future

with magic and voodoo learned from

Tituba.

T

he guilt-stricken

girls began to

display

bizarre behaviors and

act strangely- the community couldn’t explain it.

Doctors

could not explain the girls’ symptoms and believed

it was

the

work of Satan and

witches

.

Eventually

,

three women were

named as witches (all

easy targets

)

:

Tituba

: a

slave

from Barbados;

Sarah Good

:

town beggar

; and

Sarah Osborne

:

bed-ridden and elderly

.

G

irls received

attention and fame

in the town and accused more people

of signing the devil’s

book.

Later accusations

were

more

surprising

and included respected and

church-going

Puritans.

Literally

everyone

was a suspect

. The girls had all of the power. Anyone who crossed them the wrong way was likely

to get

accused of witchcraft, their reputations ruined,

their property confiscated and sold at auction.Slide59

Salem Witchcraft Trials

Judges:

John Hawthorne

&

John

Corwin

.

Evidence that

would not

be

allowed in other types of trials was allowed in witchcraft proceedings:

Spectral

evidence

: evidence

of

a

specter

of a person (only seen by an afflicted person)- ghost, bird, cat, etc

.

Courtroom a

ntics

,

screaming

,

pointing

, and

convulsing

were considered strong

evidence.

9

people

in the village

signed

the

Devil’s Book

according to Tituba (Tituba, Sarah Good, Sarah Osborn, and six others that she could not read

). This

was evidence that witches were among

them, leading

to hysteria

.

January

to September 1692,

20

men and women were accused, tried, and

executed

for

witchcraft

.

Bridget

Bishop

was the first

to be

tried and hanged on Gallows Hill on

June 10,

1692.

The End of the Hysteria:

January, 1693-

only after the girls planned to accuse Governor Phips’s

wife

of witchcraft, he closed the court at Salem

and transferred the remaining cases to Superior Court. Spectral evidence was not allowed. 49 of the 52 people awaiting trial or punishment were

released (held

based purely on spectral

evidence).

1697

-

Rev.

Samuel Parris was removed as minister of Salem

Village.

1711

-

Massachusetts passed a

law giving 600 pounds of restitution and

restoring the rights and good

names.

1957

-

Massachusetts formally apologized for the events of 1692. Slide60

Quick Check

Group A: How did religion play a role in the Salem Witch trials?

Group B: Why did the teenage girls act the way that they did?

Group C: What is hysteria and how did it occur in Salem?

Group D: How did the Salem Witch Trials come to an end?Slide61

Problem 10. Trial of Bridget Bishop

Examination

of Bridget Bishop, as Recorded by Samuel

Parris &

Examination

of Bridget Bishop, as Recorded by Ezekiel

Cheever (April 19, 1692).

http://

salem.lib.virginia.edu/texts/tei/swp?div_id=n13

What

is Bridget Bishop accused of doing to the afflicted girls

?

Does

Bishop confess to anything

?

How

are the afflicted girls influencing the trial

?

Does

religion enter into the courtroom examination of Bishop? When and how

?

Did

Bridget Bishop get a fair trail

?

Why

are primary sources important to historians? Why not simply read a textbook to find out what happened?Slide62

Lesson 8 Objectives

Students will be able to:

Explain the efforts

that the

English made to Christianize the natives and describe the goals of “Praying Towns”;

Describe the causes and effects of the Pequot

War; and

Describe the causes and effects of the

King Philip’s

War.Slide63

Pequot War

1630s- trade and land disputes

led to war between New England Colonists and the natives.

Pequot War

:

Puritans accused the Pequots of murdering a white fur trader

.

Pequot denied the accusations but the

Puritans allied themselves with native enemies of the

Pequots

:

Narraganset

and

Mohegan

.

The War:

July 1636- Colonists, Narraganset, and Mohegan peoples attacked the Pequot.

In one Pequot Village, the Colonists set

fire

to the entire village, killing 600-700 (mostly women and children).

This shocked the native allies.

September 21,1638- the fighting ended and peace was re-established, but at a high cost to the natives.

Results of the Pequot War:

Virtually eliminated the Pequot from existence

and the war methods of the English served as an example of their viciousness to the other native peoples of New England.Slide64

Praying Indians

1646- Massachusetts legislature passed “An Act for the Propagation of the Gospel Amongst the Indians.”

G

ave

Rev. John Eliot

financial aid for

missionary schools to

convert

natives to Christianity and teach them

English

ways

.

October 28, 1646- Eliot preached his first

sermon in the

Massachusett

language

in the wigwam of Waban the first convert in Nonantum (present-day Newton). 1663- Eliot translated the Bible into the Massachusett language.

By

1675, 20% of the New England natives lived in

Praying Towns

.

Praying Towns: Newton, Littleton, Chelmsford, Grafton, Marlborough, Hopkinton, Canton, Uxbridge, Natick, Deer Island, Martha’s Vineyard, and Woodstock CT.

Many

criticized

Praying Towns because

acculturation

was imposed

on the natives:

Christianity;

Clothing;

Manners and customs;

Gender roles;

Farming methods

(women forced into the home and no longer allowed to farm);

Literacy; and

Property ownership.Slide65

King Philip’s War

King Philip’s War

- major uprising of New England native peoples against English settlements from 1675-1678

.

Deadliest war

in the history of European settlement of North America

in proportion to the population

.

Cause of King Philip’s War:

Metacomet

(second son of Massasoit whose English name was King Philip) became the Sachem of the Pokanoket peoples and Grand Sachem of the

Wampanoag

Confederacy in 1662

after the death of his older brother Wamsutta (first son of Massasoit who was sachem after Massasoit died in 1661 and was called Alexander by the English).

After the death of his father and mysterious death of his brother, Metacomet met with leaders of several Algonquian groups.

A “Praying Indian”

John Sassamon told the governor of the Plymouth

Colony that Metacomet was gathering native allies to attack.

Metacomet went to court and the Colonial officials admitted that they didn’t have any evidence but

s

hortly after the trial

Sassamon’s dead body was found

in a frozen pond.

Plymouth officials arrested three natives for the murder of Sassamon. A trial was held and the

three were executed

on June 8, 1675.

The War:

June 20, 1675- Raid at Swansea; August 1675- Siege of Brookfield; September 12, 1675- Battle of Bloody Brook; November 2, 1675- The Great Swamp Fight; February 1676- Lancaster Raid; March 12, 1676- Plymouth Plantation Campaign; April 21, 1676- Attack at Sudbury; & May 8, 1676- Battle at Turner’s Falls.

The Results of the King Philip’s War

On August 12, 1676, Metacomet was shot and killed by a native named John Alderman at Mount Hope in Bristol, Rhode Island. His body was beheaded, drawn, and quartered and his head was on display at Plymouth for the next 20 years. Alderman was given Metacomet’s right hand as a reward.

Natives

destroyed

12

towns and killed over

1,000

Colonists

.

1676 because the natives ran out of ammunition and the defeated

natives lost much of their remaining

land

.

By

1700

, the 92,000 Colonists in New England outnumbered the

mere 9,000 natives still living there

.Slide66

Quick Check

Groups 1 & 3: List the causes and results of the wars between colonists and natives in New England in the 1600s.

Groups 2 & 4: List the successes and failures of the Praying Towns in colonial New England?Slide67

Problem 11. the Capture of Mary Rowlandson

Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson

By

Mrs. Mary Rowlandson (1675

).

Full

Version:

http://

www.gutenberg.org/files/851/851-h/851-h.htm

How

did the Natives overtake Mary Rowlandson’s family? What tactics did they use

?

What

role did religion play in her life? What evidence from her narrative can you provide to support your conclusion

?

Did

Mary Rowlandson survive her captivity? How do you know

?

How

do you suppose she had the will to survive given her fearfulness of what might happen to her?Slide68

Lesson 9 Objectives

Students will be able to:

Describe the Dutch and Swedish Colonies in North America;

Explain how the Middle Colonies were founded and for what purposes;

Describe the different waves of immigrants to North America;

Describe the role of slavery in the different regions;

Explain how the Transatlantic Slave Trade worked, including the Middle Passage;

Describe the Triangle Trade and its different parts; and

List the relatively few slave revolts that occurred in the colonial period.Slide69

New Netherlands

Between the English Chesapeake Colonies and New England,

Dutch

and

Swedish

trading companies began to arrive in the early 1600s

.

The Dutch West India Company:

1609

-

Dutch West India Company

arrived to trade in America and established

New Netherlands.

G

overnment of New Netherlands consisted of a governor and advisory council, all appointed by the Company

.

New Netherlands

tolerated various religions

including Jews and made no attempt to convert natives.

Fort Orange

(Albany) was founded in 1624 and

New Amsterdam

(Manhattan) was founded in 1626.

Dutch population

in America remained

low

up to the 1660s.

English & Dutch became bitter trade rivals and resented each other in North America.

1664, the

English navy forced the Dutch Governor

Peter Stuyvesant

to surrender New Netherlands

, the colony transferred to the English, and was

re-named

New York

(after the Duke of York).Slide70

New Sweden

In

Delaware

, the Swedes also looked to set up a trading colony in North America in the early 1600s.

New Sweden

Company

:

1

638, the New Sweden Company established a colony in Delaware and built

Fort Christina

(Wilmington).

The economy of the Swedish Colony focused on

farming grain

and on the

fur trade with natives

.

Many settlers

were actually

from Finland and introduced the

log cabin

to North America.

At its largest, New Sweden extended into present-day Delaware, New Jersey, Pennsylvania, and Maryland.

1655

-

after a

violent confrontation with the

Dutch

, the Dutch took over the Colony of New Sweden

and the colony was

absorbed into New Netherlands

.

1664

-

when the English forced the Dutch out of New Netherlands, the

English

took over

all of the land formerly known as New Sweden.Slide71

Other Middle Colonies

New Jersey

When the English took over New Netherlands in

1664, the Duke of York removed a portion of the Colony and named it

New Jersey

(it had 2 sections).

East New Jersey

- settled by English

Puritans and Scots

.

West New Jersey

- settled by English

Quakers

.

Pennsylvania

Colony of Pennsylvania began as

repayment of a debt

that King Charles II owed to aristocrat

William Penn

. Instead of paying him money, he gave Penn a colony.

William Penn was a Quaker

and he was despised by his fellow gentlemen in England.

Colony became a

Quaker refuge

and in 1682 Penn arrived with 2,000 colonists (mostly Quakers).

Fertile farmland

was a major “

pull factor

” that attracted 18,000 settlers by 1700.

Quakers- type of Protestant religion that believed:

E

ach person should follow his “inner light” to understand the Bible and God;

W

omen and men should be equal; and

W

ar was wrong (pacifism).

Middle Colonies

were generally

welcoming to diverse people and diverse

religious

beliefs

.Slide72

Quick Check

Groups A & C: List the ways that the Dutch and Swedish Colonies in North America were similar to the English

colonies.

Groups B & D: List the ways that the Dutch and Swedish Colonies in North America were similar to the French colonies.Slide73

Immigrants to the Colonies

Early Immigration (1600s)

:

90%

were

from England

.

Half

arrived as

indentured servants

(worked 4-7 years to pay off their initial voyage

to America).

A

fter 1660 immigration from England slowed due to better political, religious, and economic conditions in England.

Immigration in the 1700s

:

Scottish

Immigrants came in three waves: (1) From the Scottish

Lowlands

; (2) From the Scottish

Highlands

; and (3) From

Ulster

(Northern Ireland)

.

Ulster immigrants were

Protestants known as the Scots-Irish

(or Scotch-Irish) and many moved to the Piedmont (back country) areas of Virginia and Pennsylvania.

German

Immigrants: came mainly from the Rhine River Valley and

n

orthern Switzerland.

German immigrants had a number of “push factors” such as: war, taxes, religious persecution, and political instability.

Labor- initially indentured servants performed labor, but later, planters turned to African slavery.

Early slavery was just like indentured servitude

.

By 1650,

race-based slavery

was seen as a permanent condition

.Slide74

Slave Trade

British Slaves:

1700s- the British Colonies

(Thirteen Colonies, Canada,

&

Caribbean)

imported 1,500,000 African slaves

(

250,000

)

of whom were sent to the

Thirteen Colonies

.

African Slave Trade:

African slaves were purchased by Europeans in African ports from African people (they were captured by other Africans)

;

The

Middle Passage

(ocean journey from Africa to America)

was part of the Triangle Trade.

Triangle

Trade

:

Europeans sailed to

Africa

buying slaves in exchange for manufactured goods

and rum

;

T

hey sailed to the

Americas

selling the slaves in exchange for American goods, rum, and raw materials

;

T

hey sailed to

Europe

selling the American goods and raw materials from which they could make manufactured products

; and the cycle started all over again.

10% of all slaves died in the Middle Passage and others caught diseases, were malnourished, or psychologically distraught.Slide75

Slavery in America

Slavery varied greatly by

location

, type of

labor

, and individual slave

master

.

Challenges: new lands, new languages, new religions, and no family or friends from home.

T

he

only thing that bonded slaves

who were forced to work together was

skin color

.

N

ew slave culture emerged, which blended the music, customs, food, and religion

of Africa, the Caribbean, and America.

Regional Differences:

Societies

W

ith Slavery

: New England & the Middle Colonies-

limited number of slaves (economy

&

society would function without them).

Most were employed as household slaves, dock workers, or farm hands.

Slave Societies

: Chesapeake & the Deep South- large number of slaves (

economy and social structure depended upon slavery

).

Chesapeake

slaves raised labor-intensive tobacco, rice, indigo, and sugar

(40% of the population).

Deep South

plantation slaves who worked long hours in the fields growing cash crops such as rice, sugar, & cotton

(1800- cotton).

Slaves raised their own crops/animals, cooked, made clothing, and worked for their masters 12

hr

/day, 6 day/week.

Slave

Revolts

were rare

:

Stono Rebellion (1739);

New York City Conspiracy (1741);

Gabriel’s Conspiracy (1800);

German Coast Uprising (1811); and

Nat Turner’s Rebellion (1831).

Methods of

resistance included: breaking tools, pretending to be sick, or running away

. Slaves who ran away often hid in native villages, Florida, or in

maroon

communities (living secretly in swamps or forests)

.Slide76

Quick Check

Groups 1 & 3: Who was to blame for African slavery? Explain.

Groups 2 & 4: Who was to blame for race-based slavery? Why did race-based slavery develop? Explain.Slide77

Problem 12. The Confession of Nat turner

Thomas R. Gray, The Confessions of Nat Turner, 1831

http://www.natturnerproject.org/gray-pg3

Why

did Nat Turner plan and execute his revolt

?

What

were the most shocking parts of the confession

?

Was

there any chance that he would be successful in his revolt

?

What

do you suppose were the consequences for Nat and those who took up arms and rebelled with him

?

What

do you suppose were the consequences of Nat Turner’s Revolt for the innocent slaves in Southampton, throughout Virginia, and across America after Nat Turner’s Revolt

?

Who

was Thomas R. Gray?Slide78

Lesson 10 Objectives

Students will be able to:

Explain the theory of mercantilism as it applied to the Colonies;

Explain the purpose of the Navigation Acts and list their general requirements;

Describe the Colonial economy in each of the different regions;

Describe the social differences in each of the different regions;

Describe the foundations of English freedoms and government, and how those ideals transferred to the Colonies;

Explain the philosophical beliefs of the Enlightenment, the Scientific Revolution, and Natural Law Theory; and

Explain how the Second Great Awakening changed religion in the Colonies and inspired common people to question authority. Slide79

Colonial American Economy

Mercantilism

: economic theory that a

nation builds

wealth

and power by developing industries and exporting manufactured goods in exchange for gold and silver.

Colonies exist

for the

sole economic benefit

of the

mother country

.

England had plenty of labor but few natural resources. The Colonies supplied England with natural resources and then become customers for English finished products.

Navigation

Acts

:

Series of

laws

passed by Parliament

(English legislative body)

to

control trade

in the Colonies

.

Act of 1651: Goods had to be

shipped on English

ships

, with English

crews

, and English

captains

and Colonies had to

buy goods from England

or another English colony.

Act of 1660:

Valuable

goods like tobacco, indigo, sugar, or cotton could only be shipped to England

.

Staple Act of 1663: Colonies had to

buy

foreign products

through England

and not on their own.

Violations of Navigation Acts carried stiff penalties like loss of ship, loss of cargo, or heavy fines.

Success of the Navigation

Acts:

England’s

economy improved

but

Colonists had to pay

more.Slide80

regional Economic Differences

Colonial Economy (

1700

):

M

ost Colonists

were

farmers

who lived near the coast

.

New England

:

Small

subsistence farms

(grew only enough for family consumption)

, growing wheat, rye, corn, and potatoes (similar to England).

Exported lumber and fish

(key port of Boston).

Middle Colonies

: With a

better climate and soil

conditions,

medium-sized farms

were possible. These farms grew more than just family consumption and

exported the surplus

(excellent wheat crop) (key ports of New York City and Philadelphia).

Southern Colonies

: With the

best climate and soil

conditions, large

plantation

farms grew

cash crops

for export such as tobacco, rice, sugar, indigo, and cotton by 1800

(key port of Charleston).

Chesapeake- tobacco;

North Carolina- cattle and lumber; and

South Carolina & Georgia- rice and indigo.Slide81

regional Social Differences

Population

:

New England

- middle class families (

rapid

population growth

);

Chesapeake & South- mostly single men (

slow

population growth

).

Cultural, Ethnic

Diversity, and Religious Tolerance-

Middle

Colonies

.

Life Expectancy: New England- age

70

, Chesapeake- age

45

.

Women: All colonies,

women were legally

restricted

from owning land, voting, juries, or politics

.

Primogeniture

laws- all property owned by a woman became property of

husband

upon marriage.

Towns:

New England

- people were concentrated into

towns in order to support the church and schools

.

South

- people were

spread out greater distances

and had few schools.

Colonial Universities (most graduates became ministers):

Harvard

University in Cambridge, Massachusetts (1636);

College of William & Mary

in Williamsburg, Virginia (1693); and

Yale

University in New Haven, Connecticut (1700).Slide82

Quick Check

Group A: List the characteristics of life in the New England Colonies. Be sure to include social, economic, and farming activities.

Group B:

List the characteristics of life in the

Middle

Colonies. Be sure to include social, economic, and farming activities.

Group C:

List the characteristics of life in

the Southern

Colonies. Be sure to include social, economic, and farming activities.

Group D: Which of the three colonial regions would have been the best to live in? Explain.Slide83

Government

English government was a Constitutional Monarchy dating back to the

Magna Carta

in 1215

, which granted key rights to the people and limited the power of the king.

James II: in 1685, he revoked Colonial charters and consolidated the American Colonies. He eliminated self-government and appointed royal governors and councils but in

1689, King James II was overthrown in the

Glorious Revolution

and replaced by Protestants, William & Mary.

William & Mary:

King William and Queen Mary signed the

English Bill of Rights

, protecting:

Right to

Habeas Corpus

(charged with a crime after an arrest);

No standing

army

in times of peace

; and

Right to

due process

(to go through the legal system).

After the Glorious Revolution, England allowed

local self-government in the Colonies once again

but expected officials to strictly enforce the

Navigation Acts

and to help in wars fought against France & Spain.

Salutary

Neglect

: the

Navigation Acts and Mercantilism were

rarely enforced

and Colonists traded freely or smuggled for nearly 100 years. They

grew accustomed to broad governmental powers and self-government without interference

. England thereby committed salutary neglect.Slide84

Enlightenment Thinking

Enlightenment

- eighteenth century movement when political philosophers believed all of

society’s problems could be solved by

reason and science

.

Scientific

Revolution

-

Scientists used

observation

and

experimentation

to learn about the physical world

and challenged the existing power of religion to explain the natural world.

Natural

Laws:

John Locke

challenged the unlimited power of kings and believed that

people had natural rights that were derived from God

(and thereby could not be taken away).

I

dea of natural laws also challenged the authority of the Church as intermediary between people and God.

Altogether-

kings

and

religion

lost power

as the result of Enlightenment thinking.Slide85

Great Awakening

The Great Awakening:

religious

movement

in the British Colonies in the

1730s and 1740s

, which was heavily inspired by

evangelical preachers who gave emotional

sermons

.

Sermons

inspired listeners to

repent

their sins

, to accept divine grace, and to find their own salvation.

Famous preachers,

Jonathan Edwards

&

George Whitefield

, traveled across the Colonies in 1739-1740 holding

revivals

and giving moving sermons that inspired the people of America in profound religious ways.

New Denominations:

Many new churches branched off

of existing ones and new denominations were created.

New acceptance and

tolerance for religious diversity

began.

Challenging Authority:

The idea that the common person could enjoy the same relationship with God as ministers caused people to believe that the common person should also have similar legal and political rights as the elite in society.

The

idea of

questioning

those in

authority

led to individualism and a push for equality in society

. Slide86

Quick Check

Groups 1 & 3: List the ways the Enlightenment changed thinking in Colonial America.

Groups 2 & 4: List the ways

the Great Awakening changed thinking in Colonial America.Slide87

Problem 13. “Sinners in the Hands

of an Angry God”

Johnathan Edwards, “Sinners in the Hands of an Angry God” (1739).

http://

edwards.yale.edu/archive?path=aHR0cDovL2Vkd2FyZHMueWFsZS5lZHUvY2dpLWJpbi9uZXdwaGlsby9nZXRvYmplY3QucGw/Yy4yMTo0Ny53amVv

If

God is so angry with man, why do you suppose he does not send them to hell

?

Why

does Edwards use such strong language throughout his Sermon

?

What

is Edwards’s ultimate message?Slide88

Lesson 11 Objectives

Students will be able to:

Explain how Britain and France were frequent rivals in Europe and America;

Explain how conflict over land in the Ohio Country led to war with France and its native allies;

Describe the role of natives in the French & Indian War;

Explain how the war started, how the tides of war changed, and the results of the Treaty of Paris;

Explain why Pontiac’s War occurred and how tensions mounted between British settlers in the frontier;

Summarize the Proclamation of 1763 and its purpose; and

Explain the Albany Plan of Union and why it failed. Slide89

Competition for North America

In 1750

British

territory went to the

Appalachian

Mountains

(1.5 million).

In 1750

French

territory went from

Appalachian to

Rocky

Mountains but was sparsely populated (70,000).

Britain vs. France:

1689-1748 Britain and France fought several wars in Europe and

Britain wanted to push France out of North America

.

Native Americans traded and peacefully coexisted with the French (less likely to take land).

Ohio Country:

Between

the

Great Lakes

and the

Ohio River Valley

.

Both Britain and France claimed the land.

France began building forts to prevent against British expansion into the Ohio Country.

French built

Fort

Duquesne

in western Pennsylvania, greatly angering the British Governor of Virginia, Robert Dinwiddie, who ordered

George Washington

and his Virginia militia to evict the French in 1753.

After failing the first time, Washington was sent a second time

to evict the French &

built Fort

Necessity

.Slide90

Seven Years War Ignites

French & Indian War-

1754 North American

branch of the larger

Seven Years War

(between France and Britain in Europe).

Prime Minister William Pitt

promised that the

Colonists would not have to pay

the expense of the war.

Assassination:

May 28, 1754-

Washington

marched to a French encampment and

ambushed the sleeping French

scouting soldiers. They took

21 prisoners including the French military officer,

Jumonville

.

Washington’s native ally,

Tanacharison

(“

Half King

”)

struck down

Jumonville

with a

tomahawk

,

killing him.

While the British won the battle that day, they ultimately lost the Battle of Fort Necessity in July 1754.

I

n his

surrender documents, Washington acknowledged the

assassination

of Jumonville

(which he claimed was translated to him as “the loss of” or “the death of” and not “the assassination of”). This fateful moment

started the beginning of the French & Indian War

and the larger Seven Years War.

Early British Losses:

British lost nearly every engagement early

in the war. British Commander General Edward Braddock was ambushed and killed on his way to Fort Duquesne in 1755.

1756-1757- French under General Louis-Joseph de Montcalm destroyed British forts at Lake Ontario

&

Lake George (Fort Oswego, Fort Ticonderoga, & Fort William Henry).

Natives allied with the French raided British settlements

in Pennsylvania and Virginia.

Tide of the War Changes: 1758, as French

supplies

were cut off by the British and many

natives

deserted, the British began to win key battles

along the St. Lawrence River, and in Quebec, Montreal, and Fort Duquesne (re-named Pittsburgh).

1763 Treaty of

Paris

: Although fighting in America ended with the 1760 British defeat of Montreal, the treaty that ended the Seven Years War was signed in 1763. The

British kept

Canada

, the

Great Lakes

Region, the

Ohio River Valley

,

Florida

,

and all the land up to the

Mississippi

River

.Slide91

Pontiac’s Rebellion

Pontiac’s Rebellion

:

The British victory in the French & Indian War opened up the frontier (and native lands) for

British settlers;

starting in

1763, natives began fighting over the loss of their

lands

in the Ohio River Valley & Great Lakes

.

Mississauga, Ottawa, Potawatomi, Ojibwa, Wyandot, Miami, Kickapoo, Mascouten, Delaware, Shawnee, and Seneca natives took up arms against British forts and settlers.

Native raids on British settlements

were frequent in Pennsylvania, Virginia, and Maryland.

The rebellion was

named after Pontiac, the chief

who led the attack against Detroit.

In the end, the

natives ran out of

gunpowder

and

ammunition

and they failed to defeat the British at several key forts: Detroit, Niagara, and Pitt.

Proclamation of 1763

:

Despite the British victory in the French & Indian War and against the natives in Pontiac’s Rebellion, the British thought it would be best to

keep settlers out of native territories for their own safety and security

.

“And whereas it is just and reasonable, and essential to our Interest, and to the security of our Colonies,…the several Nations or Tribes of Indians with whom We are connected, and who live under our Protection,

should not be molested or disturbed in the Possession of such Parts of our Dominions and Territories…as are reserved to them

, or any of them, as their Hunting Grounds.”

Colonists disregarded

the Proclamation and settled the frontier anyways and the Proclamation angered them.

War debt, which amounted to

70 million pounds

doubled the national debt to 140 million pounds. It also angered the Colonists as Parliament planned to

begin taxation of the Colonies to pay for the war, despite William Pitt’s promise

.

Albany

Plan of Union

- 1754

Benjamin Franklin

proposed to set up a Congress of the Colonies

to work together in war and peace. Ultimately, the

plan failed

because none of the colonies wished to give up its autonomy, nor did Britain like the idea of giving more power to the Colonies.Slide92

Quick Check

Groups A & C: How did the French and Indian War impact the relationship between Britain and its American Colonies?

Groups B & D: How did the French and Indian War impact the relationship between the British Colonists and Native Americans?Slide93

Problem 14. Capitulation of George Washington

George Washington, Articles of Capitulation, July 3,

1754.

https://www.nps.gov/fone/learn/historyculture/capitulation.htm

Why

did George Washington give this statement

?

For

what has he taken responsibility

?

Does

history fault Washington for this failure?Slide94

Lesson 12 Objectives

Students will be able to:

Explain the structure of the British and Colonial governments;

List and describe the new laws passed by Parliament that taxed the Colonies;

Describe how the Colonists protested against the new laws;

Explain the British response to those protests;

Describe the Boston Massacre;

Describe the Boston Tea Party;

Explain the British response to the Boston Tea Party; and

Explain why the First Continental Congress met and what it resolved to do.Slide95

British & Colonial Governments

British Government (three branches)

:

1. Executive Branch-

Monarch

.

2. Legislative Branch

Upper House-

House of Lords

(nobles with inherited power).

3. Legislative Branch

Lower House-

House of Commons

(wealthy commoners who were elected).

Constitution- a collection of laws and traditions

accumulated over centuries (

unwritten

).

Colonial Governments (three branches

(except for Pennsylvania)):

1. Executive Branch-

Governor

(appointed by the king) (only Connecticut and Rhode Island elected the governor).

2. Legislative Branch

Upper House-

Council

(members were appointed and served for life).

3. Legislative Branch

Lower House-

Elected Assembly

(wealthy colonists who were elected).

Constitution- official legal document (written)

.

Wealthy elite

in Britain and the Colonies

had all of the power- average people had little say

.

Royal governors were paid by

c

olonial assemblies (so most tried to get along), but with Britain’s newly planned taxes, governors would soon be paid by the crown to ensure loyalty.

Salutary Neglect

- while Britain technically always controlled the colonial governments, the Colonies grew accustomed to local self-government.

Protests began when Parliament, over 3,000 miles away, began to tax them instead of their own elected assemblies.

Colonists argued that this violated the principle of “

consent of the governed

.”Slide96

New Laws & Taxes Cause Conflict

Salutary Neglect

also occurred with regards to

trade

and

mercantilism

- colonial merchants (like John Hancock) grew rich from

free trade

,

smuggling

, and

failing to pay the required taxes

.

New Laws & Taxes:

1764

Sugar

Act

- existing law (newly enforced) which

taxed imported molasses

into the Colonies.

1765

Quartering

Act

- required Colonists to

house and supply British troops

stationed in the Colonies.

1765

Stamp

Act

-

new tax on nearly all printed materials

in the Colonies, including newspapers, books, playing cards, court documents, contracts, and land deeds. (

First direct tax on the Colonies)

.

Protest of the Stamp Act-

Parliament could not tax

the Colonies because they

did not send representatives

to Parliament

, thereby violating the principle of

“consent of the governed.”

British responded

that the Colonists

were “

virtually represented

”

because Parliament

considered the good of all British subjects

when it passed laws. In fact, most British subjects were not represented (

only 3% were directly represented

by voting for representatives in Parliament).Slide97

Protest to British Taxation

Three Types of Protest:

intellectual

protests,

economic boycotts

, and

violent intimidation

.

Intellectual Protests (Enlightenment philosophy):

John Locke

argued people have natural rights derived from God

, such as

life, liberty, and property

. He also believed that government exists only for the good of the people. Patrick Henry argued only colonial assemblies could directly tax the people.

Economic Boycotts: Nine colonies sent delegates to the

Stamp Act Congress

in New York City in October, 1765 and agreed to boycott British goods

in order to force Britain to back down on its taxation-

Non-Importation Agreements

and

Boycotts

hurt British businesses

.

Violent Intimidation:

Samuel Adams organized the “

Sons of Liberty

” to violently oppose British taxes and policies

and to assault British officials enforcing the laws and collecting the taxes (assaults, tar-and-feathering, arson, burning effigies, mob violence, property damage, intimidation, & threats).

Stamp Act was

repealed

in 1766, but Parliament also

passed the

Declaratory Act

- stating that

Parliament could tax the Colonies whenever it pleased.

1767

Townshend Acts

-

were indirect

taxes on everyday items imported into the Colonies like glass, lead, paint, paper, and tea

. Despite the indirect nature of the taxes- Colonists again protested.

In

1768,

John Hancock’s ship, the

Liberty

, was seized for smuggling

.

Riots raged in Massachusetts

and the governor requested additional troops.

4,000 additional troops arrived

in Boston, a town of 16,000 inhabitants. The new troops were rude, obnoxious, and competed with Colonists for

part-time jobs

.

March

5,

1770,

violence spilled over onto the streets of Boston at the Boston Massacre

.Slide98

Quick Check

Group 1 & 3: What was the principle of “consent of the governed”? How could Britain counter the argument that this principle was violated by British taxation?

Groups 2 & 4: List the three types of Colonial protests and provide examples of each. Which protests were most successful and why?Slide99

Boston Massacre

A

n

altercation

between dock workers and soldiers at

Gray’s Ropewalks

occurred on March 4, 1770.

March

5, 1770

, a British guard,

Private Hugh Wight

, stationed at the

Custom’s

House on King Street (now State Street

) in Boston

assaulted

a

wigmaker’s apprentice

named

Edward Garrick

.

Colonists

assembled near the

Custom’s House

.

The crowd began shouting at and

harassing the British sentry.

Fire bells sounded and the

crowd grew larger, louder

,

more

hostile,

&

started

throwing snow

and ice

.

A

small group of British

soldiers under

Captain Thomas Preston

came to his aid

. The crowd began taunting them

all and Preston

ordered a crowd of about 300 to disperse, but it

refused.

An

object

struck

Private Hugh

Montgomery,

his

weapon fired into the

crowd, several shots

rang

out

.

British soldiers

fired on an unarmed

crowd.

R

unaway slave,

Crispus

Attucks died instantly.

In

total,

11 civilians

were

shot (

3

died

instantly and

2

later died of their

injuries).

Massacre Trials were

defended by

Attorney

John

Adams

.

Preston

was

acquitted. Two

of his men were convicted of

manslaughter, pled “Benefit of the Clergy,” and had

their thumbs

branded.

A silversmith named

Paul Revere made the famous engraving called

The

Bloody

Massacre

and propaganda spread.Slide100

Boston Tea Party

1770

-

Parliament

repealed the Townshend Acts but kept a tax on tea

in place.

1773-

Tea

Act

- aimed to help the struggling

British

East India

Company

(giving an

license to sell surplus tea

in the Colonies). Company tea was even less expensive than smuggled tea.

The

Boston Tea Party

:

December 16, 1773,

thousands of

Colonists met at the Old South Meetinghouse to hear Samuel Adams speak

against the Royal Governor in

Massachusetts,

who closed Boston Harbor until the tea was

unloaded.

At the end of his speech

, he said

“there is nothing more we can do to save the

country,”

which was a signal for

50

Colonists

dressed

as

Mohawk Indians

to board three ships and

dump

90,000

pounds of tea

into

the

harbor

.

Sons

of Liberty

harassed and threatened officials

of the

Company

and British Tea Agents throughout the

Colonies.

E

arly 1774-

British responded with the

Coercive Acts

(known as

Intolerable Acts

in the Colonies):

1.

Boston Port

Act (closed the Port of Boston);

2.

Massachusetts Government

Act (removed right to elect officials and limited local Town Meetings);

3.

Administration of Justice

Act (trials of royal officials could be moved out of Boston); and

4.

Second Quartering

Act (expanded the prior act).Slide101

First Continental Congress

1774

-

at the same time Parliament passed the Coercive Acts, it also passed the

Quebec Act

, which

expanded the southern border of the Province of Quebec and gave Catholics the right to practice their religion freely

.

First Continental Congress

:

Meeting held in

Philadelphia

in 1774

and attended by

12

of the 13 Colonies (not Georgia).

C

alled to discuss

how to respond to the British

following the Coercive Acts.

O

nly thing agreed upon was a

non-importation

agreement

(boycott on British imports).

D

elegates decided to

establish local committees of correspondence

and enforce the boycotts and then to meet again in one year to assess their progress.Slide102

Quick Check

Groups A & C: Why was the Boston Massacre called the “

Bloody Massacre

”

or the “Boston Massacre”? How did the event change feelings towards Britain in the Colonies?

Groups B & D: How did the British react to the Boston Tea Party? Was the British reaction successful?Slide103

Lesson 13 Objectives

Students will be able to:

Explain how the American Revolution began at Lexington & Concord;

Discuss the early battles of the Revolution in Massachusetts at Bunker Hill and Dorchester Heights;

Explain why the Second Continental Congress was called to session and the issues that it faced;

Explain how Congress created a Continental Army and put George Washington in command;

Discuss the challenges Washington faced in terms of financing, training, and organizing the troops;

Discuss the impact of Thomas Paine’s book

Common Sense

; and

Explain the significance of the Declaration of Independence.Slide104

Lexington

Early Warning System:

April

18,

1775-

British

Commander

General

Thomas Gage

, received orders to march to

Concord

to confiscate

ammunition

and

capture

Samuel Adams

&

John

Hancock

.

Men

such as

Dr. Joseph Warren, William Dawes, Paul Revere, &

Dr. Samuel Prescott were part of an

early warning

system

to

alert colonial leaders and militias of British

activity.

W

ord

was spread to Hancock and Adams that the “Redcoats Are Out

!” or the “Regulars Are Out!”

and the Lexington militia

assembled

within a few

minutes-

minutemen

.

Lexington Green

:

1:00

a.m

. on April 19, 1775,

130 civilians gathered

on

Lexington Green

to face off against the

British.

2:00

a.m

.

there was no sign of the Redcoats, so Captain John Parker’s Lexington militia

waited in a nearby

tavern

.

4:30

a.m. they heard the British drums

and quickly assembled on Lexington Green.

There, they

faced off against 700 British soldiers under Lt. Col. Francis

Smith

.

Each side stood firm,

aiming

at one another, though neither seemed eager to

fight.

Suddenly shot

rang

out

-

“the

shot heard ‘round the

world

.”

N

obody

knows who fired the

shot that started

the

American

Revolution

.

In less than 2 minutes, 8 colonists were dead and 10 were

wounded.

Patriots

retreated

and the British continued

to

march towards

Concord.

It

took 6 weeks

for

word to reach London, but when it did, it was clear that the war had

begun.Slide105

Concord

The March to Concord:

From

Lexington to Concord, Patriot

militia

shot at the British

from behind trees and

stonewalls.

When British

finally arrived

at

Concord, they

found

the

storehouses empty

.

Skirmish

broke out at

Old North Bridge

near Concord

, where

400

Patriots defended the bridge against

the

British.

P

atriot

militia fired on the redcoats all along their 16-mile march back to

Boston.

In the end, out of 700 men, the

British

recorded (

273 casualties

):

73 dead;

174 wounded; and

26 missing.

The

Patriots

recorded (

94 casualties

):

49 dead;

40 wounded; and

5 missing.

Loyalists

- Colonists who remained loyal to the King

.

T

argeted and

abused by Patriots

. Property was burned, vandalized, and looted.

Most loyalists opposed British taxation but believed that they were bound to follow the laws of Great Britain and that resistance would only lead to war they were certain to lose.

Early on:

1/3 were Patriots, 1/3 were Loyalists, and 1/3 were Neutral

and wanted to be left alone.

Many

Native Americans sided with British

because they

promised not to take more land

.

Patriot John Adams said, “Swim or sink, live or die, survive or perish with my country- that is my unalterable determination.”Slide106

Quick Check

Groups 1 & 3: Was there any turning back after the Battles of Lexington & Concord? Explain.

Groups 2 & 4: Who started the American Revolutionary War? Explain.Slide107

Fort Ticonderoga

Benedict Arnold

:

S

erved in the French & Indian War for the British. After the war became

wealthy as a merchant

, but also a bitter and

arrogant man

.

Wanted to gain fame and glory

for himself

as a war hero for the Patriots

and convinced Massachusetts officials to send him to

Fort Ticonderoga

to get munitions for the Patriots.

Green Mountain Boys & Fort Ticonderoga:

30-miles from Fort Ticonderoga,

Arnold met Ethan Allen

, who had been

fighting a 5-year civil war between his

Green Mountain Boys

from Vermont and New York settlers over disputed land.

Assuming he would command the mission, Arnold gave Allen his orders, but the Green Mountain Boys refused to follow Arnold.

Allen

took control

and Arnold became second in command.

May 10, 1775-

overtook 50

sleeping

redcoats without firing a shot

and controlled the fort’s artillery.

Ethan Allen wrote back and never mentioned Arnold

, thus deeply wounding and disrespecting Arnold.

Colonial Militias Unite in

Boston:

Militias

began to converge on

Boston

.

At

the same

time,

the

Second Continental Congress

met in Philadelphia to discuss war and the formation of a Continental

Army

.

The rag tag group that assembled in Boston were hardly a military

force.

They

were mostly

farmers

and few had any

military experience.

T

heir mission to

support Boston was one of honor and

duty.Slide108

Battle of Bunker Hill

British Triumvirate of Reputation

:

Gage was

from command and

replaced

with three

of the best and

brightest

generals in

the British Empire:

Henry Clinton

- American-born

, competent, but socially

awkward.

John Burgoyne

- conceited

and

ambitious.

William Howe

- experienced

officer who fought alongside the Colonists in the French & Indian

War. Ironically

, he fundamentally disagreed with war against the

Colonists.

Battle of Bunker Hill

:

After

Lexington & Concord, the

Colonists

began

a siege of

Boston

.

Patriot

spies learned

the

British planned to

take

Bunker Hill

(above

Boston

).

All

night

Patriots

under

Col.

William Prescott

dug in on Bunker Hill

and

Breed’s Hill

, preparing trenches and

defenses.

In the morning,

General

William Howe ordered his men to

affix

bayonets and

charge

up the

hill

.

They

climbed and retreated

twice.

On the third time, the

Patriots ran out of

ammunition

.

The

British

won the battle, but at a very high cost in

casualties

. The Results:

British

: 1,000

of

2,300 were dead or

wounded.

Patriots: 271

of

1,600 were

dead or wounded.

Patriots gained a great deal of

confidence

from the battle despite

the defeat.Slide109

The Second Continental Congress

Second Continental Congress

:

With conflict

in Massachusetts, the Second Continental Congress

met again in

Philadelphia

.

Congress

created a

Continental Army

and unanimously made

George Washington

its

Commander

.

Being

a wealthy Virginian planter (a non-New Englander) and an

officer

made him the obvious choice to unite all of the

Colonies.

Continental Army:

In the summer of 1775, Washington headed for

Cambridge and found

a

rag tag force of untrained militia, filthy, and poorly

equipped

.

He

had to

begin from

scratch: administrative tasks and training

.

Washington called for more guns and ammunition but his requests were not

met.

To

make matters worse,

most men

enlisted

for

1-year

, so as soon as they were

trained

, their

enlistments were up

.

Olive

Branch

Petition

After Bunker

Hill

Congress

sent a final

offer of peace to King George,

III- the

Olive Branch

Petition

.

The

Petition called for American autonomy within the British

Empire.

October

26,

1775- the king

rejected

the Olive Branch Petition and called for a military

solution

.

He

sent

thousands of additional troops

to Boston to

reinforce new commander

General William

Howe.Slide110

Quick Check

Groups A & C: List the Patriot problems in 1775.

Groups B & D: List the British problems in 1775.Slide111

Dorchester Heights

Lord

Dunmore’s

Proclamation:

Southern

delegates

to Congress

urged Washington not to arm blacks

. In the end

Washington agreed

despite having Billy Lee, his personal slave and friend, beside him everywhere he

went.

T

he

British welcomed

blacks and

Royal Governor

of Virginia,

Lord

Dunmore

,

issued a proclamation that any

slaves

that joined the British army would

get

freedom

after the

war. Thousands fled their masters.

Dorchester Heights:

W

inter

of

1775- the Patriots

had little food, money, munitions, or

clothing.

January

25,

1776-

Henry Knox

returned to

Cambridge with

cannons &

supplies from Fort

Ticonderoga

.

Washington

made Knox the

Commander

of

Artillery

and used

the

cannons

at

Dorchester

Heights

.

March

4,

1776- Patriots fired

on the British from Cobble Hill, Lechmere, and

Roxbury (just a

decoy

) while his men hauled Ticonderoga’s

cannons

up

Dorchester

Heights

.

March

5,

1776

-

(6th

anniversary

of

Boston Massacre

)

British awoke to 20 cannons aimed

down at

them-

and began to

evacuate

Boston

.

By March 17, 1776,

120 ships with 9,000 redcoats and 2,000 loyalists left

Boston

.Slide112

Empire Strikes Back & Common Sense

The Empire Strikes Back:

April

,

1776-

Continental Army marched to

New York City

as the British

returned

with a large

armada.

130

warships and 25,000

British troops

arrived in

an attempt to quickly end the

rebellion.

British

plan was to take the

Hudson River

,

thereby

dividing

New England

from the other colonies.

Common Sense:

December 1775-

Thomas Paine

wrote his pamphlet,

Common Sense

, which denounced the King

and called for the establishment of a independent republic. It criticized Britain’s rigid social class structure and said a

republic

could best protect liberties

.

January 1776- it became an instant best seller with over

100,000 pamphlets

sold. Word

of

Common Sense

spread rapidly

throughout the

Colonies. It would later inspire revolutions around the world in the overthrow of absolute monarchs.

Enlistments

into the Continental Army exploded

after

Common Sense,

though Washington would have his work cut out for him in training the new

recruits.Slide113

Declaration of Independence

Debate in Congress:

With

the

British

evacuation of

Boston, Virginian

Richard

Henry Lee

called

for

Congress to vote for independence.

A committee was appointed

with the task of drafting the document: John Adams, Benjamin Franklin, Thomas Jefferson, Robert R. Livingston, and Roger Sherman.

Thomas Jefferson

was

the primary drafter of

the

Declaration of

Independence

. Jefferson

was a slave holder but knew that slavery was

wrong. He

knew that every word in the

Declaration

was critical and radical but the question remained-

who

would

to be a free American?

Who

would

to be “in” and who

would be

“out

”?

Declaration of Independence:

July

1,

1776,

after several drafts, Thomas Jefferson delivered the Declaration of Independence to

Congress.

Congress tore it apart

and

took

out 89 different

things, including anything related

to

slavery

. Congress

knew

slavery

was wrong but

if slavery was abolished,

half of the

colonies

would have

left.

July

2,

1776,

the Declaration was put to a vote and passed

- John Adams announced that forever July 2,

1776,

would be a day of celebration- he was off by 2 days as the

final changes

were

completed on

July 4,

1776

.

Copies

were

set to print and spread

throughout the

Colonies. Those

who

signed it

knew

they

committed treason and would be hanged if the revolution

failed.

In New York, a statue of King George was torn down and the lead melted to make 42,000 musket

balls

.Slide114

Quick Check

Groups 1 & 3: What was the significance of

Common Sense

? Explain.

Groups 2 & 4: Was Thomas Jefferson a hypocrite? Explain. Slide115

Problem 15. Declaration of Independence

Declaration of Independence, 1776.

https://

www.archives.gov/founding-docs/declaration-transcript

In

terms of format, how would you describe the first paragraph of the Declaration of Independence

?

What

is the purpose of the second paragraph and the list that follows

?

What

is the main point of the third and fourth paragraphs (the two immediately following the list of grievances

)?

Who

is the intended audience of the last paragraph? Explain.Slide116

Lesson 14 Objectives

Students will be able to:

Explain the how the British won the Battle of New York but Washington escaped through the fog to keep the Revolution alive;

Describe the British allies in the American Revolution and how they both helped and hurt the British war effort;

Describe the problems facing the Patriots early in the American Revolution;

Explain what each side did to handle the surge of prisoners of war

; and

Explain how the Battle of Trenton, and

American Crisis

, and Washington’s offer of $10 saved the American Revolution at the end of 1776.Slide117

Battle of New York

Preparations in New York:

S

ummer of

1776-

Continental Army dug in on the bluffs of

Brooklyn

Heights

,

overlooking New York Harbor and

waited

as

the

British brought more troops into their base at Staten Island

but

didn’t attack.

In July

, Washington released

the

first combat submarine

, called the

“

Turtle

,

”

a

one-man sub that snuck up to an enemy ship, drilled into the side of the boat, and attached an

explosive.

The

Turtle

failed at its only mission

and was spotted by the

British.

The

Battle of New York

:

July

12,

1776,

at 3:00 p.m

.,

the

British began firing their cannons

then

just as suddenly as they started, the

British

stopped

.

General Howe sent a message to General Washington to discuss peace, but because he

failed to properly address Washington as the

Commander

of the Continental Army, Washington never read

it.

L

ate August-

15,000 British

marched towards the Patriots in a

frontal

assault

. Americans struggled;

little did they know they were

actually fighting a

decoy

as the

bulk of Howe’s army

attempted

to flank

them.

The rebels retreated and

staggered back to Brooklyn

Heights

;

they were now

surrounded.

The Foggy Escape:

Washington

ordered a dangerous

nighttime retreat

across a narrow

waterway

separating

them from Manhattan.

An

eerie dense

fog

rolled in that night

, blanketing the area, making

visibility nearly non-existent

, and hiding the Patriots as

they escaped.

The next morning as the

British stormed into the Patriot camp, they found it

empty

.

This

failure of the British to end the war in 1776 was a critical

error.

At

the same time, it was clear to Washington that he had to abandon New York City if the Continental Army was to live to fight another

day.Slide118

Problems in 1776

Battle of Fort Washington

:

Only

one outpost remained

in Patriot

hands outside of New York City,

Fort

Washington

.

Washington’s inner circle of generals advised him to abandon the fort and order his 3,000 men to

retreat except

Nathaniel Greene

.

He

believed the fort could be saved and convinced Washington not to abandon

it;

he was

wrong.

Within a few hours,

Fort Washington

fell

.

When

the smoke

cleared

a woman

was found manning

one of the Patriot

cannons-

Molly Corbin

who took over after her husband was killed

(the British sent her home

).

The

Hessians

:

Along

with 8,000 redcoats, the British used thousands of Hessian soldiers in New York and New Jersey

Hessians were highly trained mercenary soldiers from an area

in modern-day

Germany

,

known for their distinctive oval

metallic hats

, bright uniforms, and

mustaches

, as well as

brutality, pillaging, and

assaults

.

Prisoners of War:

November 1776

-

Washington retreated into New Jersey

to re-group but

dozens of

Patriot

prisoners of war

died every day on British prisoner of war ships docked in New York

Harbor

.

British

were

not prepared to take so many prisoners

so they used abandoned buildings,

sugar

h

ouses

, and decommissioned warships as

jails.

P

risoners

received

terrible treatment; sickness and starvation

were everywhere; and the British treated the rebels as traitors, essentially leaving them to rot on

the ships.

Most who

died as prisoners of war were buried in shallow graves on the beaches of Long Island or in the

ocean.Slide119

Quick Check

Groups A & C: How did George Washington save the Revolution after the defeat at New York?

Groups B & D: Was the failure of the British to end the war in New York excusable?Slide120

Washington’s Challenges

Questions of Leadership: Throughout

the war

Washington’s

judgment

and

leadership

was

constantly

questioned

.

Even his

own generals,

like

General

Charles Lee

,

betrayed him.

General Lee and Joseph Reed exchanged letters about Lee’s plan to

get

Congress to remove

Washington.

He

intercepted the letter but elected to do nothing about

it.

Ironically,

around the same time,

Lee

was captured at a

tavern.

American Low Point:

Winter

of 1776 was

a

trying time

for

the Patriots who lacked clothes, food, and

supplies

.

Hessians

occupied New

Jersey

and upset locals including loyalists by

simply

taking

what they wanted and

assaulting people.

With

support dwindling and troops deserting,

Thomas Paine

(who

traveled

with

Washington),

took

action.

American Crisis

:

As

people

began

fleeing from Philadelphia in fear of a British attack,

Thomas Paine

went into the city to print his new pamphlet,

American Crisis

.

Paine revived the passion of the movement and explained that

“these are the times that try men’s

souls.”

His book was

read to the troops

and spread

everywhere;

confidence was

restored

but Washington

knew

he needed a victory to rally his

men.Slide121

Battle of Trenton

Battle of Trenton

:

Howe positioned

Hessian

regiments along the Delaware River for the winter of 1776 but they were spread thin. Washington knew that a

surprise attack

could greatly boost morale.

On Christmas Day 1776, Washington took his 5,000 troops and crossed the

Delaware River

under cover of night

. By 5:00 a.m. on December 26, 1776, his men began marching towards Trenton.

Hessians under

Colonel

Johann

Rall

were awaiting reinforcements under Dunlop but they never came. Patriots caught the

Hessians off guard and unprepared

. The battle lasted only one-hour.

Rall

was killed and Washington had an

offensive victory

.

Washington’s

new strategy

was to

wear down the enemy

, make surprise attacks, and retreat before losing too many men

.

December 31, 1776-

Washington

offered his men

$10

(month’s salary) to keep fighting.

M

ost of his men re-enlisted.

1776- Benjamin Franklin was in France

looking for French support

in the American Revolution.

France, and specifically the

Comt

e

de Vergennes

had been secretly giving

rifles, uniforms, gunpowder, and ammunition

to the Americans, but they wanted money, troops, and France’s navy.

Capture of Fort Ticonderoga

:

The British plan

was to

divide the

Colonies

by taking the

Hudson River

.

General Burgoyne

would march south from

Montreal to New York City

and

meet up with General

Howe along

the

way.

Burgoyne and 8,000 redcoats faced off against 2,500

Patriots at Fort Ticonderoga.

Skirmishing occurred

and with several

large cannons

on

Mount Defiance overlooking the fort

,

the

Patriots

surrenderd

Ticonderoga without a

fight

.Slide122

Quick Check

Groups 1 & 3: List the things that saved the American Revolution at the end of 1776

.

Groups 2 & 4: List the things that the Patriots needed from France.Slide123

Problem 16. Jefferson’s Draft on Slavery

Thomas Jefferson, Draft of the Declaration of Independence, 1776.

https://

www.loc.gov/exhibits/declara/ruffdrft.html

What

does Jefferson say in order to accuse the king for the existence of slavery

?

Is

his argument valid

?

Is

Jefferson a hypocrite?Slide124

Problem 17

. Events in Massachusetts:

George

Washington to William Fairfax

Letter of George Washington to William Fairfax

(1775).

http://

www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/shots/fair.html

How

does Washington describe the events that took place in Massachusetts in April

?

Based

on the letter, how would you describe Washington's attitude toward the events?Slide125

Lesson 15-16 Objectives

Students will be able to:

Use primary sources to write an essay explaining whether or not the colonists were justified in waging war and breaking away from Britain.

Clearly integrate evidence from the primary sources in writing a cohesive and well-constructed essay on the topic.Slide126

Lesson 17 Objectives

Students will be able to:

Explain how and why the Battle of Saratoga was the turning point in the war;

Explain what the French alliance meant to the Patriot war effort;

Describe the challenges facing the Patriots at Valley Forge and how they improved training even in the worst of conditions;

Explain what happened at the Battle of Monmouth Courthouse and the fall of Charles Lee as the second in command; and

Explain why and how Benedict Arnold betrayed the Patriots and switched to the British side midway through the American Revolution.Slide127

Battle of Saratoga

Battle of Brandywine Creek

:

Despite

the British

plan,

Howe

couldn’t pass up the opportunity to capture Philadelphia

.

His

13,000 redcoats

boarded

260 ships and set sail for Philadelphia

,

abandoning

Burgoyne in upstate New

York.

Washington heard about the British movement towards Philadelphia and positioned his forces on the banks of Brandywine

Creek.

September

11,

1777,

a

bloody battle

raged outside Philadelphia at Brandywine Creek

,

but by 4:00 p.m., the Continental Army began to break. Once

again,

the Patriots were fighting only half of the British

forces

while the other half was attempting to flank

them.

The

Patriots

retreated and

gave up

Philadelphia

to the

British.

Freeman’s Farm

:

General

Burgoyne had no idea

that

Howe

abandoned

him or the plan to take the Hudson

River

and continued on.

Burgoyne ordered the Colonists

to surrender

or his

natives would attack. A

girl named Jane

McCray was scalped leading to

anti-British propaganda

.

Patriot Daniel Morgan

fought using guerilla warfare and picked off every British officer except for

one

.

Battle of Saratoga

:

Patriot Generals

Horatio Gates and Benedict Arnold met to discuss war plans

but

an argument broke

out.

The

next

day

Arnold

disobeyed orders, led a charge, and organized snipers. He ordered one of those snipers to shoot British

General

Simon

Frasier

. Upon his

death,

the British were disorganized and fell

apart.

Horatio

Gates

took all of the

credit

for the victory at Saratoga

despite the actions

of

Benedict

Arnold

.

After a 7-month campaign, General Burgoyne surrendered his 6,000 men. Those in

Britain

blamed Howe for abandoning him and the victory

solidified

French

support of the

Americans

.Slide128

Battle of Monmouth

Valley Forge

:

After

losing

Philadelphia, Washington’s

Army

set up

camp for the winter 23 miles north of Philadelphia at

Valley Forge

,

Pennsylvania.

It was a bad

winter

and

supplies and morale were low

.

Some

wanted Horatio Gates to

replace Washington. 2,500 men died of disease, cold, and starvation.

Frederick

Wilhelm Augustus Heinrich Ferdinand

Baron von Steuben

arrived. He was a Prussian

officer and knight who

trained

100 Continental Officers

in European drills (they would in turn train men

).

British Retreat to New York:

After

Saratoga,

Franklin

convinced King

Louis XVI

of

France

to support the

Americans

.

The

British decided to abandon Philadelphia and

move

to

New York

City

to defend against a French naval

attack

.

Battle of Monmouth Courthouse

:

June

28,

1778-

Washington ordered newly released

General

Charles Lee

to

attack

near Monmouth Courthouse.

Lee

didn’t attack and instead retreated

(104˚ day).

Furious

, Washington

rode ahead

and led an

attack.

20,000 soldiers fought an intense battle but

sunstroke

was the biggest

killer

.

W

omen like

Mary Hayes McCauley, later named

Molly Pitcher

, brought water

to the dehydrated

Patriots.

T

he

battle was a

draw

but the Americans gained confidence that they could hold their

own.Slide129

Quick Check

Groups A & C: Why was the Battle of Saratoga the turning point in the American Revolution?

Groups B & D: Why didn’t the British victory at Philadelphia (the Patriot capital) cause celebration in Great Britain?Slide130

Benedict Arnold’s Treason

John Paul Jones:

Scottish-born

sailor

John Paul Jones

, raided

British

coastal villages, burned British ships, and surprise attacked merchant

ships.

Jones hoped to

wear down the

British

desire to fight the

war. In

one expedition,

he

attacked the British warship,

the HMS

Drake

. After an hour, the

Drake

surrendered. Jones quickly boarded

it,

fled to

France, and renamed it the

Bon Homme

Richard

.

Benedict Arnold:

I

njured

at the Battle of Saratoga, George Washington appointed

Benedict Arnold the

military governor

of

Philadelphia

, which was

poor, starving, and regularly engaged in violent

protests.

As military governor, Arnold

closed

stores

to take an inventory of goods

in order to supply the

military,

angering

elected

governor of Pennsylvania

Joseph

Reed

.

Reed

accused Arnold of abuse of

power.

Arnold went before the Congress, which cleared

him,

but secretly

Reed gave Washington an

ultimatum.

E

ither punish

Arnold or Pennsylvania would withdraw its troops from the

army.

Washington

publicly

reprimanded

Arnold

. Unaware

of the ultimatum,

Arnold was

crushed

.

Treason

: The blows to his honor by

(1)

Washington

,

(2)

Ethan

Allen

,

and (3)

Horatio Gates

sent Arnold

over the

edge.

Arnold

contacted

British

head of

intelligence,

John

Andre

,

and made a

deal. Arnold

would give information about the Continental Army and surrender Fort Arnold (West Point) to the

British. The

British would give

him

20,000 pounds and the title of Brigadier

General.

John

Andre was caught by the Patriots, taken prisoner, and

hanged. Benedict

Arnold was able to escape to the British camp and served out the rest of the war as a

general in

the British

army.Slide131

Quick Check

Groups 1 & 3: Was Benedict Arnold’s treason understandable?

Groups 2 & 4: Can we forgive him for betraying the Patriots?Slide132

Problem 18. Benedict Arnold’s Proclamation

Proclamation by Brigadier-General Benedict Arnold (October 20, 1780).

http://

www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/homefrnt/arnold.html

In

the proclamation, how does Benedict Arnold try to recruit American soldiers to the British side

?

How

does he play on religious prejudices and distrust of the French

?

In

what ways are his arguments effective and in what ways are they ineffective?Slide133

Lesson 18 Objectives

Students will be able to:

Describe the British siege

of

Charleston and why the Patriots lost the city;

Describe the fighting in the Southern theater and how both sides divided their forces and fought several smaller battles in the South;

Explain how the Patriots and French converged at Yorktown, Virginia and essentially ended the war

; and

Summarize the key points of the Treaty of Paris, ending the American Revolution.Slide134

Siege of Charleston

Winter

of

1779-1780- worst

in recorded

history

with 26

snowstorms, 6 blizzards,

and

2 days above

freezing.

Patriots

were camped in

Morristown

, New Jersey

, only 30 miles west of New York

City.

British new

war strategy

- the southern strategy-

win in

the wealthy

South

where

with

more loyalists and more

exports under new commander Sir

Henry

Clinton.

Siege of Charleston

:

1779 Clinton was ordered

to take Charleston.

He

loaded 100 ships and 8,700 men

and left

New York

City.

Washington could

do nothing to stop

them

- he was

buried in snow in

Morristown.

Defense

of Charleston

was

left to a Massachusetts

farmer,

Major General Benjamin Lincoln

.

Lincoln readied

the city with earthen walls, trenches, and obstacles but

they were

useless without

more troops.

Clinton arrived 20-miles from Charleston on February 11,

1780,

and began to build parallel circles around the city to carry out a

siege

. Each day the circles would tighten around the city like a

noose

.

On May

12,

1780,

Lincoln had no choice but to surrender Charleston and his 5,000

men.

T

he Waxhaw Massacre

:

300

Patriots

fled Charleston

British

Lt. Col.

Banastre

Tarleton

and his cavalry caught up with

them

and the

Americans flew the

white flag

in

surrender

. Despite this,

Tarleton butchered the surrendering

Colonials

earning the nickname the

“

W

axhaw Massacre

,”

and adding more negative propaganda against the British.

British gave

a final

ultimatum:

pledge allegiance to the king or be considered a

rebel, which backfired.Slide135

British Divide Forces

Battle of Camden:

Sir

Henry Clinton returned to New York City

leaving

General

Charles Cornwallis

in command of the S

outh

.

July of 1780

-

Horatio Gates

commanded

the

southern

Continental Army and

fought Cornwallis

at Camden,

S.C.

(5,000 British vs. 3,000 Patriots

).

Gates

made a tactical error facing his weakest militia

against

the strongest

British

.

M

ilitia

quickly lost and

Gates

and

his men, fled for their

lives.

Gates’s

cowardly

ride destroyed

his

honor

.

Battle of Cowpens

:

Nathaniel

Greene

took over

the southern

forces

and learned

Cornwallis was on the march.

Greene divided his

forces.

Half went with Daniel

Morgan and

led

the British on a wild goose chase

in

the

backcountry. Half

remained with

Greene’s,

a

quicker regiment.

British also divided forces

. January

17,

1781-

Daniel Morgan faced off against Banastre Tarleton and his

men, putting

his

lesser-trained

militia

in the front and

ordering

them to fire two volleys and then fall

back. When British

charged, his well-trained

regular

army and

cavalry

attacked.

Within

an hour,

Tarleton

surrendered

.

Battle of Guilford Courthouse

:

Cornwallis

was obsessed with following

Greene

throughout the southern backcountry

.

Greene’s goal was to

wear down Cornwallis

After

Cornwallis burned extra

supplies

in a

bonfire

to burn the unnecessary

supplies

he caught up with Greene faced off at Guilford Courthouse on

February 22,

1781.

It was

a bloody

melee

,

in close

quarters,

and in hand-to-hand

combat. Cornwallis

had his men fire a cannon into the chaos, killing as many of his own men as

Patriots. The

Patriots retreated and Cornwallis won the skirmish but it proved

nothing.Slide136

Battle of Yorktown

Money Problems:

Though

Spain and France

financially supported

the

Americans,

the Continental

Congress did not have the right to

tax

the

people

and couldn’t

raise the money

it needed

for

war.

January

1,

1781- 200

New Jersey

militiamen rebelled. and Washington

ordered the six ringleaders

executed

by firing

squad (closest friends).

March 1781-

Admiral

François Joseph Paul

Comt

e

de

Grasse

headed for the Caribbean. After

unloading he

headed

to America with his fleet of

ships

.

Convergence at Yorktown:

1781- Clinton

ordered

Cornwallis

to

build

a base

at

Yorktown,

V.A.. The

French

wanted

to strike

at Yorktown;

Washington

agreed

.

Washington marched his Continental

Army

as well as

5,000 French ground troops

under

Marquis de Lafayette

to

Yorktown

.

Cornwallis begged

Clinton

for

reinforcements and supplies, but Clinton

did

not respond quickly

enough.

The End Game:

September

5,

1781-

Admiral de Grasse

defeated

the British

navy

in the

Chesapeake.

One by one Cornwallis’s escape routes were

blocked:

French controlled

York River;

Washington

took

south; and

French

ground troops took

north

and

west.

October

6,

1781-

17,000 French-Americans began

siege of

Yorktown

.

October

19,

1781-

the

British

surrendered.Slide137

Quick Check

Groups A & C: Draw the siege of Yorktown.

Groups B & D: Was Sir Henry Clinton to blame for the British defeat in the American Revolution?Slide138

Treaty of Paris

British Surrender:

King

George, III did not plan to give up, but 6 months after Yorktown, Parliament voted to end the

war.

In April, 1782,

peace negotiations began in

Paris

(Franklin, Adams, and Jay

).

Treaty of Paris:

preliminary

peace treaty

was reached on November 30,

1782.

Recognized

the

United States of

America

;

Gave

American

fishing rights off of

Nova

Scotia

;

Western boundary was set at

the

Mississippi

River

but

both could use the river; and

Treaty

l

eft

out

France and

Spain

.

1783

-

the official Treaty of Paris was

signed and

t

he

nations of Europe recognized

the U.S

.

By November

1783,

the

British, most of the loyalists, and freed slaves left the United States (many of the former slaves were brought to Canada as freedmen or

brought to

the West Indies as slaves

).

December

23,

1783,

Washington gave his farewell address

to

Congress,

retiring from all future public

service,

and returning home to Mount

Vernon.Slide139

Problem 19. Surrender at Yorktown

Correspondence and Terms of Surrender between George Washington and Lord Cornwallis at Yorktown October 17-19, 1781.

http://

www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/peace/yorktown.html

How

would you characterize the terms of surrender Washington offered Cornwallis

?

What

does Washington emphasize when he conveys the news of the surrender to the Continental Congress?Slide140

Lesson 19-20 Objectives

Lesson 19: Review- Students will review and refine their understandings of the unit content objectives.

Lesson 20: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.Slide141

United States History I

Unit II: A New NationSlide142

Lesson 21 Objectives

Students will be able to:

Explain the governments of the new “states”;

Explain what the Articles of Confederation were and what they established in the United States;

Explain the achievements of the Confederation government in establishing new western lands and organizing the governments of those territories under the Land Ordinance of 1785 and the Northwest Ordinance of 1787;

Explain the weaknesses of the Articles of Confederation; and

Explain why drafting a new Constitution was deemed necessary by many of the Founding Fathers.Slide143

New State Republics

After the Declaration, Congress told

each state to write a republican Constitution

(

people

elected representatives)

.

Fears existed over giving too much power to the common people (as in a

democracy

)

. Fears also existed over

putting too much power in the hands of a few (

oligarchy

) or a single person (

monarchy

).

The argument in favor of giving more power to the common man was that it would create a greater electorate with more districts and more representatives.

The argument against giving significantly more power to the

common man

was that

most were uneducated and owned little property

and would be driven by his own self-interest, make bad decisions, and ruin the new nation.

Legislatures would be the most important branch of any state government

:

Unicameral

Legislatures- one house legislatures

were adopted only in two states: Pennsylvania & Georgia.

Bicameral

Legislatures- two house legislatures

were adopted in all of the other states.

Religious Liberty- most states granted freedom of religion by 1780 (exceptions: Massachusetts and Connecticut).Slide144

Articles of Confederation

Articles of Confederation

-

America’s first

constitution

drafted in 1777 and ratified in 1781.

A league of friendship

or alliance of the states, where they agreed to work together.

John Dickinson created a loose confederation of thirteen states, with a

weak central

Congress

.

The new federal (national) government consisted of

representatives chosen by state legislatures

(not the people).

Each state had one vote

regardless of the number of representatives it sent to Congress.

There was

no president

(as we know it today)

or executive branch

.

Powers of Congress under the Articles of Confederation:

Conduct war and maintain peace;

Regulate foreign affairs; and

Deal with Native American

groups.

Major Problems with the Articles of Confederation:

No power of Congress to

tax

the people;

No ability of Congress to regulate

interstate commerce

;

No ability to force states to

contribute

money

to the national government;

7-9 states had to agree for any laws and 13 states had to agree to amend the Articles; and

No executive or judiciary existed

.Slide145

Northwest Territory

Northwest Territory

was the land

between the Ohio River and the Great Lakes

.

The

major achievement of the Confederation government was it

organized the Northwest Territory

for sale

to settlers and established a

method for

adding

new states

to the Union.

Land Ordinance of 1785

- created a system for selling public land by dividing the land up into a

grid

pattern

.

Towns were 6 square mile blocks, each subdivided into 36 sections. Each section was further subdivided into plots of 640 square acres to be sold by Congress for at least $1/acre.

W

ealthy bought up the 640 acre plots, subdivided, and sold them to common settlers.

Northwest Ordinance of 1787

- provided a government for the western territories

.

Congress-appointed territorial governor, secretary, and three judges.

F

reedom of religion, trial by jury, common law rights, and no slavery.

Once population reached

5,000 men, they could create an elected

assembly

.

Once population reached

60,000 men, it could request to become a

state

on equal standing.

States created from the Northwest Territories: Ohio, Indiana, Illinois, Michigan, and Wisconsin

but Native Americans (100,000) lost their lands. Slide146

Quick Check

Groups 1 & 3: List the successes of the Confederation government.

Groups 2 & 4: Were the Land Ordinance of 1785 and the Northwest Ordinance of 1787 successful? List the pros and cons.Slide147

Foreign Relations

Disputes with Spain:

Spain feared U.S. westward

expansion

(beyond the Appalachian Mountains) s a threat to its territories of Louisiana and Mexico, so to prevent it,

Spain forbade U.S. trade in

New Orleans

.

Frontier settlers were outraged because they

depended upon the Mississippi River and trade in New Orleans

to make money.

Disputes with Great Britain:

Great Britain remained bitter

from the American Revolution and

rejected the idea of

free trade

with the U.S. Instead it agreed to trade with the U.S. according to the old

Navigation Acts

(British ships, British crews, only certain goods, etc.), which restricted U.S. free trade.

Congress was too weak under the Articles of Confederation to develop a common policy towards Britain, so each state was on its own to deal with Britain.

Britain also

maintained

forts

on American territory in the west

. Again, Congress was too weak to demand that they leave American soil.Slide148

Economic Problems Under

The Articles of Confederation

Economically:

Congress

did not

have the ability to: establish a

common currency

;

r

egulate interstate commerce

; levy

taxes

; or

f

orce states to pay

their share (1781-1786, states only paid 1/6 of their share,

nearly

bankrupting

the country

).

Congress

found it difficult to amend

the Articles of Confederation to fix the economic problems because

all states had to agree to amend

the Articles.

Shay’s Rebellion

:

Unemployment

and taxes were high in the states and farm wages were too low to cover expenses. Farm

suppliers

foreclosed

on their debts, often repossessing family farms

.

States threatened

imprisoning

those who could not pay their taxes

.

1787

-

1,000 Massachusetts farmers, led by

Daniel Shays

, seized weapons at the

Springfield Armory

and shut down the courts

.

Massachusetts government raised an

army and put down the rebellion

but Shay’s Rebellion made it clear: the nation’s economy was in trouble and the Articles of Confederation were partially to blame.Slide149

Constitutional Convention

1787

-

most agreed the Articles of Confederation needed major revisions

and a special

convention

was called; in May 1787, delegates arrived in Philadelphia Pennsylvania (Independence Hall)

to revise

the Articles.

Federal Convention:

All states attended except for

Rhode Island

;

S

trict

rules of secrecy

;

Most leading statesmen were there (except for John Adams

&

Thomas Jefferson- U.S. diplomats in Europe).

Delegates:

Oldest

delegate was

Benjamin Franklin

(PA)- 81 years old;

Youngest

delegate was

Jonathan Dayton

(NJ)- 26 years old;

All were white men; all were wealthy; more than half were lawyers

; and

U

nanimously elected

George Washington to preside

over the convention.

Alexander Hamilton v. James Madison:

Hamilton

:

favored a change in government similar to the

British model

but infused with republicanism

.

Madison

: arrived early with his

Virginia Plan in hand

. He argued that a

strong national government

could rescue the democratic mistakes made by the states and the republican system was best. He favored

a large

republic

with many different interests to balance and “check” on each other.Slide150

Quick Check

Groups

A

&

C: List the international issues facing the U.S. after independence. Why were the Articles of Confederation inadequate to deal with each?

Groups

B

&

D: List the failures of the Articles of Confederation. Why was each so significant?Slide151

Problem 20: Articles of Confederation

Articles of

Confederation.

https

://www.loc.gov/search/?

fa=segmentof%3Arbpe.17802600%2F&st=gallery&sb=shelf-id

What

events from the 1700s are specifically addressed in the Articles of Confederation

?

What

specific powers are given to the Congress in the Articles of Confederation

?

Is

there any mention of a chief executive? Is there any mention of a judicial branch? If so, where

?

Which

provisions were passed specifically in the case of war

?

Were

the Articles of Confederation merely a friendship / loose alliance of states working together to coexist? Explain your answer with evidence from the document.Slide152

Problem 21: Northwest Ordinance of 1787

Northwest Ordinance of

1787.

https

://

www.ourdocuments.gov/doc.php?flash=true&doc=8&page=transcript

What

is the purpose of the Northwest Ordinance of 1787

?

Describe

the governments permitted in the Northwest Territories

?

What

provisions in the Ordinance aim to guarantee that the settlers will enjoy “life, liberty, and the pursuit of happiness”? Slide153

Lesson 22-23 Objectives

Students will be able to:

D

emonstrate

understanding of the unit objectives through a mock Constitutional Convention.Slide154

Lesson 24 Objectives

Students will be able to:

Explain the major components of the Virginia Plan and the New Jersey Plan;

Explain the Great Compromise that was adopted;

Explain the compromises that were agreed to with respect to slavery, such as the Three-Fifths Compromise, the Fugitive Slave Law, and the 20-year protection of the Slave Trade;

Summarize the major debates at the Constitutional Convention; and

Explain how the proposed Constitution was approved by the delegates at the Convention.Slide155

Constitutional Debates

Virginia Plan

:

Edmund Randolph from Virginia introduced the Virginia Plan, which was

drafted by James

Madison

.

Three branch

g

overnment: legislative, executive, & judicial;

Bicameral

legislature:

l

ower house elected by the people

&

upper house selected by the states. Representation in both houses based on the

population

of the state;

Legislative veto over any state law; and

Executive led by a

President

, with a 7-year term

to head the military, foreign affairs, and appoint executive and judicial officers (subject to Senate’s approval).

New Jersey Plan

:

Written and presented by William

Patterson

of New Jersey.

Three

b

ranch government: legislative, executive, & judicial;

Unicameral

legislature: one house called

Congress

w

ith representation based on

equality

;

Executive committee

instead of a chief executive

; and

States remained sovereign- similar to the Articles of Confederation.Slide156

Compromise at the Convention

Connecticut Compromise (“Great Compromise”)

:

Drafted by Roger

Sherman

of Connecticut & John

Dickinson

of Pennsylvania;

Three

b

ranch government: legislative, executive, & judicial;

Bicameral

legislature BUT Upper house (Senate)- based on

equality

, giving each state two Senators, and

Lower house (House of Representatives) based on the

population

of the state

.

Federalism

adopted- sharing of power between the states and national government.

Slavery:

The South worried it would receive less representation in the government and the North would outlaw slavery.

As a compromise to the South, three provisions in the proposed Constitution protected slavery:

1.

Three-Fifths Compromise

- each slave counted as 3/5 of a person in determining a states representation

in the House of Representatives and in the Electoral College;

2. Congress was

forbidden from outlawing the slave trade for

20-years

(1808 at the earliest);

3.

Fugitive Slave Law

- all states were required to help return runaway slaves

back to their owners.Slide157

Conclusion of the Convention

Conclusion of the Convention

39 men signed

the proposed Constitution and 3 refused

to sign it (George Mason and Edmund Randolph from Virginia and Elbridge Gerry from Massachusetts- mainly because it didn’t include a Bill of Rights).

Indirect Democracy was established for our Republic.

Property owning men voted for representatives to go to the House of Representatives only

.

State legislatures chose Senators.

Electoral College

was established to select the President and Vice President.

Judiciary was to be appointed by the President and approved by the Senate. Judges would serve for life.

Constitution became the

Supreme law of the U.S. in 1789

.

Constitution contains

some flexibility in the wording so that it can apply to an uncertain future

but the bones and structure of the document are solid.

Amendments

also provide the possibility of making drastic changes

if it becomes necessary but the procedure is intentionally difficult- approval by 2/3 of the Congress and ratified by 3/4 of the states.

So far the Constitution has

only been amended

27

times

.Slide158

Problem 22: Virginia Plan

Edmund Randolph’s Virginia Plan (1787).

https://

www.ourdocuments.gov/doc.php?flash=true&doc=7&page=transcript

Describe

the structure of the national government according to the Virginia Plan

?

What

ideas found in the Virginia Plan would eventually become part of the U.S. Constitution

?

What

ideas found in the Virginia Plan would not become part of the U.S. Constitution?Slide159

Problem 23: New Jersey Plan

William Patterson’s New Jersey Plan (1787).

http://

avalon.law.yale.edu/18th_century/patexta.asp

Describe

the structure of the national government according to the New Jersey Plan

?

What

ideas found in the New Jersey Plan would eventually become part of the U.S. Constitution

?

What

ideas found in the New Jersey Plan would not become part of the U.S. Constitution?Slide160

Lesson 25 Objectives

Students will be able to:

Explain the philosophical roots of the U.S Constitution;

Explain what federalism is and how powers are divided between the different levels of government (federal, state, and local);

List and describe the three branches of government (legislative, executive, and judicial);

Explain the requirements for ratification of the Constitution; and

Demonstrate an understanding of the key provisions

of

Articles I & II of the United States Constitution.Slide161

Constitutional Roots

Philosophical

Roots of the Constitution

:

Greece:

democracy

;

Rome:

republicanism

(Senate

);

England:

Magna

Carta

(Constitutional

Monarchy- limited

power of

king and increased

power of

Parliament); and

English

Bill of

Rights

.

European

Enlightenment

:

s

pread

of knowledge, reason, and science to improve

society.

Philosophers:

John Locke

(all people have natural rights of life, liberty, and property, and consent of the governed

).

Baron de Montesquieu

(power of the government should be separated and balanced against

itself).

Three

levels of government

in the U.S

.:

Federal

government (national

government

in Washington D.C

.);

State

government (in Boston

); and

Local

Government (

county, cities, &

towns

).

Federalism is the

sharing

of power

between the

national and state

governments.

Federal Powers:

tax

, r

egulate national

t

rade

,

currency

,

army

,

declare

w

ar

, &

“necessary

and

proper clause.”

State Powers:

tax

,

regulate local trade,

l

ocal

g

overnments

,

schools

, and p

olice

p

owers.

Federal & State Shared

Powers (Concurrent Powers):

t

axing

and m

aking

c

riminal

l

aws.

The Constitution = the

Supreme Law

of the

land

.Slide162

Constitutional Basics

Legislative

Branch (Article I)-

makes the

laws

:

2 House

Congress: Lower

House is the

House of Representatives

(proportional to

population

) and Upper

House is the

Senate

(

2 senators per state

).

Powers

: make taxes, coin money, regulate trade, declare war, raise an army, and pass all laws “necessary and

proper.”

Executive Branch (Article II)-

carries out

laws

:

President

, Vice-President, other

Officers.

Duties: commander in chief of military, foreign

relations.

President & Vice President are selected by the

Electoral

College

.

Judicial Branch (Article III)-

interprets the

laws

:

Supreme Court

(with 9 Justices) and Lower Federal Courts

(created by the Judiciary Act of 1789).

Checks and

Balances

:

each

branch-

check or limit the power of the other

branches.

Ratification (approval) of the Constitution

: required

at least

9 of the 13

states

.

Adoption:

Delaware- first

state to approve

on

December 7,

1787.

New Hampshire-

ninth state to approve

on

June 21,

1788.

2

largest states, New York &

Virginia didn’t approve it right away (Virginia demanded a Bill of Rights

).

Once

a Bill of Rights was promised, Virginia finally approved it.

1791-

the first 10 Amendments

were added and gave us a

Bill of Rights

.Slide163

Three Branches of Government

Legislative Branch

:

Lower House: House of

Representatives-

435

Voting

Members &

5

Non-Voting Members

(D.C., Puerto Rico, Guam, American Samoa, and the Virgin Islands

).

Upper House:

Senate-

100

Members:

2

from each

state

.

Congress makes the laws, controls spending, and regulates interstate

trade;

and “elastic

clause” of Article 1 Section 8

: to “make

all laws which shall be

necessary and proper

” in carrying out its duties

.

Executive Branch

:

President

, Vice President, Offices, Departments, and

Agencies

.

Executive

Branch

carries out

laws

.

Duties of the

President:

Chief Diplomat;

Commander

and Chief

of the

Military; & Head

of

State

.

Cabinet

is a group of advisors

to the President and includes his Secretaries and Department Heads

.

Judicial Branch

:

Supreme Court

(9 Supreme Court Justices- one of whom is Chief Justice)

Lower Federal

Courts:

1789

Congress passed the Judiciary Act and established

91 District

Courts

and

1891

14 Courts of Appeals

were added.

Marbury v.

Madison

:

established

judicial

review- judging the constitutionality of

laws

.Slide164

Quick Check

Groups 1 & 3: List the duties and powers of the legislative branch.

Groups 2 & 4: List the duties and powers of the executive branch & the judicial branch.Slide165

Preamble & Article I, § 1-2

Preamble

of the Constitution (States

the purposes of the Constitution

):

F

orm

a more perfect

union

;

Establish justice

;

Ensure

domestic

tranquility

;

Provide

for the common

defense

;

Promote

the general

welfare

; and

Secure

the blessings of liberty

to us and those who come after

us.

Article I: Legislative Branch

(Makes the Laws)

Section 1:

Creates

Congress

(bicameral legislature

):

House

of Representatives

(lower

house) and

Senate

(upper house)

Section 2:

The

House of Representatives

1. Representatives

chosen

every 2 years

2.

Qualifications:

m

ust

be at least

25

years

old;

a

U.S.

citizen

for at least

7

years;

&

live in the state

being represented

3. Proportional Representation: number

of

representatives

and

taxes-

based on the

population

of the

state; and a

Census

must be taken every

10

years

4. When

seats in the House become vacant a special election will fill them

5. Specific

Powers of the House

of

Representatives: to

select

a leader called the

Speaker of the

House;

to

select Officers of the

House; & the

sole power of

ImpeachmentSlide166

Article I, § 3

Article I: Section 3:

The

Senate

1.

Two

Senators

from every state,

each serves a

6 year

term

2. One-third

of the Senate is elected every two years (

staggered)

3.

Qualifications:

m

ust

be at least

30

years

old;

a

U.S.

citizen

for at least

9

years; and

live in the state

being represented

4.

Vice

President

of the U.S. is the

presiding officer

of the

Senate- has

no vote unless there is a

tie

5. The

President Pro Tempore is second in charge

after the Vice

President

6. Senate

has the

sole power to

try

impeachments

An

oath is

taken

The

Chief Justice of the Supreme Court presides over the hearing of an impeached

President

Two-thirds

of the Senate must vote for impeachment to convict

7. An

impeached

person who is convicted

is removed from office and may face charges under the

lawSlide167

Article I, § 4-6

Article I:

Section 4:

Elections

1. Election Rules:

States

make election

laws

but Congress

can intervene and change those laws

2. Congress

must be in session at least once per year

Section 5:

Lawmaking

Requirements

1. Quorum

&

Adjournment- A

majority of members is needed to do business:

quorum

but

a

smaller number may end business for the day:

adjournment

2. Each

house makes rules of conduct for members

3. Each

house

must keep a record

or journal of proceedings and votes

4. Neither

house can adjourn for more than 3 days without consent of the other

Section 6:

Pay

1. Members

of Congress are

paid for their services

from the U.S. Treasury and are

immune from arrest while in session or when going to or from session

(other than major felonies)

2. Members

of Congress cannot hold other government offices while serving in CongressSlide168

Article I, § 7

Article I: Section 7: Bills

1. All

tax laws must start in the House of

Representatives

2.

How

a Bill Becomes a

Law

R

epresentative

drafts a Bill (proposed

law) & introduces it

in the House of

Representatives

Bill

goes to House

Committee, which

collects evidence, holds hearings, makes amendments, and votes on the

Bill

Bill

goes to the whole House

which debates

and votes on the

Bill

Bill goes to the Senate Committee, which

collects evidence, holds hearings, makes amendments, and votes on the

Bill

Bill

goes to the whole

Senate, which debates

and votes on the

Bill

Bill

it goes back to the House

to consider

the Senate’s amendments and votes

again

A

Conference Committee rewrites any unacceptable

amendments

Both

houses

vote again

on the amended

Bill

If

both houses approve the Bill, it goes to the President of the

U.S.- if president

signs the Bill it becomes

law

;

OR…President can

Veto

(

reject)

the Bill

,

(if 2/3

of each house

approves

the vetoed Bill, it becomes law

without

President’s

signature)

OR…President

takes no action

on the Bill for 10 days while Congress is in session,

it becomes

a law without the President’s

signature

OR…President

takes no action on the Bill and Congress has adjourned,

the

Bill does not become a law (Pocket Veto)

Congress can override a Presidential Veto with a two-thirds

majoritySlide169

Quick Check

Groups A & C: List the president’s choices when a bill reaches his desk for signature. How can a bill become a law even if the President does not support it? Should a president use his veto powers just because he is of a different political party than the party that dominates in Congress? Explain.

Groups B & D: List all of the times a bill can fail in the process by which a bill becomes a law. Why do you suppose we have so many laws with all of these obstacles? Is the red-tape a good thing or a bad thing? Explain.Slide170

Article I, § 8

Article I: Section 8:

Expressed

or Enumerated Powers of Congress

1.

Tax

for the Common Defense and General Welfare

2.

Borrow

Money & Spending Money

3. Regulate

Commerce

4. Create

Immigration Law and Bankruptcy

Law

5. Coin

Money and Set Weights and

Measures

6. Regulate

and Punish Counterfeiting of

Money

7. Post Office

8.

Patents

and

Copyrights

9. Set

Up Lower Courts (Under the Supreme

Court)

10. Regulate

Maritime Law and Punish

Piracy

11.

Declare War

12. Raise

and Support an

Army

13 Maintain

a

Navy

14. Make

and enforce Military

Law

15. Call

Militias to End

Rebellions

16. Train

the National

Military

17. Make

Laws on Federal

Property

18.

Necessary

& Proper

Clause (To

make all

laws related to carrying out its other powers)Slide171

Article I, § 9-10

Article I, Section 9:

Powers Not Held By Congress

1. Congress

cannot pass laws regulating the

slave trade

until

1808

2.

Writ

of

Habeas Corpus

(show of cause for holding a prisoner)

cannot be suspended

unless there is a rebellion, invasion, or for public

safety

3.

No

Ex Post Facto

Laws

(law made after an act to make it illegal) of Bills of Attainder (cannot punish someone without a

trial)

4. Taxes

have to be set according to

population

5. No

states can be given preferential treatment regarding

imposts

or

duties

6. Money

cannot be taken from the treasury without following a

law

7.

Titles

of

nobility

are

illegal

Article I, Section 10:

Powers

Not Held by States

1.

No

State

can: form

t

reaties or alliances; coin money;

pass

B

ills

of Attainder or

Ex Post Facto

laws; or grant titles

of

nobility

2. No

State can

Set Import or Export Taxes or

Duties

3. No

State can

Engage in War

unless invaded or in imminent

dangerSlide172

Quick Check

Groups 1 & 3: List the ways that the Legislative Branch checks the powers of the Executive Branch according to Article I.

Groups 2 & 4: List the ways that the Legislative Branch checks the powers of the Judicial Branch according to Article I.Slide173

Problem 24: U.S. Constitution Preamble & Article I

United States Constitution Preamble & Article I.

https://

www.ourdocuments.gov/doc.php?flash=true&doc=9

Constitution Scavenger HuntSlide174

Lesson 26 Objectives

Students will be able to:

Demonstrate an understanding of the key provisions

of

Articles II & VII of the United States Constitution;

Demonstrate an understanding of the key rights and liberties contained within Amendments 1-10 of the United States Constitution (the Bill of Rights); and

Demonstrate an understanding of the purposes of Amendments 11-27 of the United States Constitution.Slide175

Article II, § 1

Article II: Executive Branch (enforces the laws), Section 1:

Executive

Power

1.

President

and

Vice

President

-

4

Year

Terms

2.

Election

by

Electoral College

appointed by each

state (

e

lectors

equal to the number of Senators and Representatives of a

state)

3. [Repealed

] Originally the top vote getter would be President and the runner up would be Vice President- now they run as a team

together

4. Congress

Determines Election

Day

5.

Qualifications

for President and Vice

President-

m

ust

be

born in the

U.S.

;

at

least

35

years

old;

a

resident of the U.S. for at least

14

years

6. If

the

President should die, resign, or be unable to perform, the

Vice President

takes

over

(Congress

will determine the sequence of who would become President if the Vice President should die, etc

.)

7. President

will be paid for his services

8. President

will take an Oath of

OfficeSlide176

Article II, § 2-4

Article II:

Section

2

:

Military Commander in Chief

1. President

is the

Commander in Chief of the Army and

Navy

and

can call upon principal advisors

in each executive department for advice

(the

Cabinet

).

President

has the

authority to

pardon

people (except in cases of impeachment)

2.

President

has the Power

to: Make

Treaties

(with consent of 2/3 of

Senate);

Appoint

Ambassadors

, Public Ministers, and Consuls (with consent of the

Senate);

Appoint

Supreme Court Judges

and other Officers of the U.S. (with the consent of the

Senate); Congress

appoints lower officers, judges, and department heads

3. President

can appoint interim officers while Senate is not in session

Section 3:

State

of the

Union

President

suggests laws and policies for Congress to

address and in

extreme circumstances the President can convene both

houses of Congress

President is also the Chief

of

State

:

deals

with foreign

affairs; and Chief

Executive

:

the

chief executor of the laws

Section 4: Reasons

for

Impeachment: (1)

Treason

;

(2)

Bribery

; (3)

Other

High Crimes

& MisdemeanorsSlide177

Quick Check

Groups A & C: List the ways that the Executive Branch checks the powers of the Legislative Branch according to Article II.

Groups B & D: List the ways that the Executive Branch checks the powers of the Judicial Branch according to Article II.Slide178

Article III

Article III:

Judicial Branch (Judges Meaning of Laws)

Section 1:

Judicial

power vested in one Supreme Court and inferior courts

established by Congress

Federal Judges hold offices

for life

so long as good

behavior and are

paid for their services

Section 2:

Authority

of Judicial Power

All cases

in law and equity

under:

Constitution

;

f

ederal

l

aws;

t

reaties

; cases

involving

high

officials

; cases

in admiralty and maritime

law; cases

where the U.S. is a

party and under

Diversity

Jurisdiction

- Controversies between

citizens

of different

states

Jurisdiction

of Supreme Court

(1)

Original

Jurisdiction: all cases involving ambassadors, public ministers, consuls, and where a state is a party

(2)

Appellate

Jurisdiction:

cases involving appeals

Criminal Trials in Federal

Courts- jury

t

rials

held in the state where the crime was committed

Section 3:

Treason

against the U.S.

1. Crime

of

Treason: (1) levying

w

ar

a

gainst U.S.; (2) giving

a

id

and

comfort

to

enemies

of U.S.

C

onviction

requires

(1) testimony

of at least 2 witnesses or

(2) confession

in open court

2. Congress

Sets Punishment for

TreasonSlide179

Quick Check

Groups 1 & 3: List the ways that the Judicial Branch checks the powers of the Executive Branch according to Article III.

Groups 2 & 4: List the ways that the Judicial Branch checks the powers of the Legislative Branch according to Article III.

All Groups: Why do you suppose the Constitution did not give more direction about the Judicial Branch?Slide180

Articles IV-VII

Article IV:

Relations Among the States

Section 1:

Full

Faith and Credit

Clause

:

e

ach

state must respect the laws and decisions of the other states

Section 2:

Privileges

and Immunities

Clause

:

(

1

)

c

itizens

of other states are given the same rights as citizens of a

state

;

(

2

)

Fugitives

of justice will be returned to the state he fled

from; and (3.)[Repealed

] Return of Fugitive Slaves

Section 3:

New

States

and

Territories: (1

)

n

ew

s

tates

can be admitted

but can’t be formed from an existing

state and (2) Congress

makes laws in unorganized territories

Section 4:

Each

State is Guaranteed a Republican Form of

Government

Article V: Amendments

Proposed

:

2/3 vote

of both houses

of Congress OR a national convention called by 2/3 of the state

legislatures

Ratified

(Approval): a Constitutional Convention in

3/4 of the states

OR approval of 3/4 of the state

legislatures

Article VI: National Supremacy

Section 1: All

debts incurred before the Constitution shall be valid against U.S.

Section 2:

Constitution

, Laws passed by Congress, and Treaties of the U.S. are the

Supreme Law of the Land

Section 3: Public

officers take an oath to support the Constitution

Article VII: Ratification

9

States must

ratify

(approve) the

Constitution to make it

officialSlide181

Amendments 1-10 (Bill of Rights)

Amendment 1: Protects

Right to Freedom of

Speech

,

Religion

,

Press

,

Assembly

, and

Petitioning

the Government

Amendment 2

:

Right

to

Bear Arms

and Maintain a Militia

Amendment 3

:

No

Mandatory

Quartering of Soldiers

Amendment 4

:

Right

against

Unreasonable Searches and Seizures

and the requirement to obtain a valid Search Warrant based on probable cause

Amendment 5

:

Right

to

Due Process

of the law (you must be charged with the crime and face a judge);

No Double Jeopardy

in criminal cases; Right

Not to Testify Against Oneself

in criminal trials

Amendment 6

:

Right

to Speedy and Public Trial; Right to Jury Trial and a lawyer; Right to Confront Witnesses Against You

in Criminal Cases

Amendment 7

:

Right

to Jury Trial in Civil Cases Over $20

Amendment 8

: Punishments

will be fair, No Excessive Bail;

No Cruel and Unusual Punishment

Amendment 9

:

Other

Rights

besides those Outlined in the Constitution Exist

Amendment 10

:

Any

Powers Not Delegated to the Federal Government are

Reserved for the State

Governments or to the PeopleSlide182

Quick Check

Group A: Was a Bill of Rights a necessary part of the Constitution or were these rights adequately addressed in the state constitutions? Explain.

Groups B & D: List the 5 most important rights given to individuals in the Bill of Rights? Explain.

Group C: Does the federal government today respect the Tenth Amendment? Explain.Slide183

Amendments 11-17

Amendment 11

:Explained

diversity jurisdiction

Amendment 12

: Changed how

President

and Vice President were E

lected

(

running-mates

)

Amendment 13

:

Abolishment

of Slavery

Amendment 14

: Rights

of Citizens and

Equal Protection Under the Law

No

state could make laws taking away rights

citizens

have as citizens of the United States without due process

Abolished the three-fifths compromise

Stopped people who engaged in Civil War from holding

office; and addressed debts

owed by the Union

and

Confederacy

during the Civil War

Amendment 15

:

Race

Cannot Be Used

in Determining

Who can

Vote

Amendment 16

: Authorized

an Individual

Federal Income Tax

(Not Proportional to State Population)

Amendment 17

: Changed how

Senators

Were Elected

(

c

hosen

by the People of a State not by State Legislatures)Slide184

Amendments 18-27

Amendment 18

:

Began

Prohibition

. Outlawed the Making, Selling, or Transporting of Alcohol [REPEALED BY THE 21

ST

AMENDMENT]

Amendment 19:Gave

Women the Vote

Amendment 20

: Established

New Start Dates for Congress &

President

(

reduced “Lame Duck” lengths

)

Amendment 21

: Repealed

the 18

th

Amendment-

Abolished Prohibition

Amendment 22

: Limited

Terms

for President at

2 (4-Yr Terms)

. The Exception is if a Vice President takes over for a President, he can finish the partial term if less than 2-years and then serve 2 additional terms for a maximum of

no more than 10-years

Amendment 23

: Gave

Washington D.C. Electors

for

President

Amendment 24

:

Prohibited

Poll Taxes

Amendment 25

: Clarified

the

Line of Succession of the

President

Amendment 26

: Made

the

Voting Age 18

Amendment 27

:

Pay

Increases

for Congress Cannot Take Effect Until

After an

ElectionSlide185

Problem 25: U.S. Constitution Article II-VII

United States Constitution Articles II-VII.

https://

www.ourdocuments.gov/doc.php?flash=true&doc=9

Constitution Scavenger HuntSlide186

Problem 26: U.S. Constitution Amendments 1-27

United States Constitution Amendments 1-27.

http://

hrlibrary.umn.edu/education/all_amendments_usconst.htm

Constitution Scavenger HuntSlide187

Lesson 27 Objectives

Students will be able to:

Explain the process of ratifying the proposed Constitution;

Explain the role of state ratifying conventions in the ratification of the proposed Constitution;

Explain the role of the Federalists and Anti-Federalists in the ratification debates as well as the essays that each wrote to support their views; and

List, define, and provide examples for each of the Seven Constitutional Principles.Slide188

Ratification Debates

All thirteen states really needed to ratify the proposed Constitution for it to be a success but it technically only needed nine of the states for it to become official.

Ratification

occurred in

specially elected state conventions

.

The

Federalists

(those who

favored ratification

of the proposed Constitution):

and included:

George Washington, John Adams, James Madison, Alexander Hamilton,

&

John Jay.

Federalist Papers

were a series of 85 essays written by James Madison, Alexander Hamilton, and John Jay during 1787-1788 that

urged

people to ratify the proposed Constitution

and argued that the Separation of Powers within the three branches would prevent against abuse of powers.

Federalist No. 10- argued for a strong central government; Federalist No. 51- explained checks and balances; and Federalist No. 78- explained the judicial branch.

Federalists

supported a strong central government as well as checks and balances

to protect liberties.

The

Anti-Federalists

(those who

opposed ratification

of the proposed Constitution):

and included:

Samuel Adams, John Hancock, George Clinton, Richard Henry Lee,

&

Patrick Henry.

Anti-Federalists believed the proposed Constitution

threatened state sovereignty

and several also

wrote essays

called the

Anti-Federalist Papers.

Anti-Federalists

supported a weaker central government and more power remaining with the states

. Most were middle and lower class farmers and most wanted to include a Bill of Rights.Slide189

Ratifying Conventions

By mid-January, 1788, five states ratified the proposed Constitution:

Delaware, Pennsylvania, New Jersey, Georgia, and Connecticut.

At the

Massachusetts Convention, Federalists promised that a Bill of Rights

would be added to the proposed Constitution immediately after ratification. Following this promise the following states ratified the proposed Constitution as well:

Massachusetts, Maryland, South Carolina, and New Hampshire.

By

early June, 1788, nine states had ratified

but the nation really need Virginia and New York to ratify.

June,

1788- Virginia narrowly ratified

.

July,

1788- New York narrowly ratified

after Alexander Hamilton (then governor) threatened New York City would secede from the state and become its own state.

North Carolina and Rhode Island both initially failed to ratify but ratified upon re-vote.

New York City

the

temporary capital

and Congress convened on March 4, 1789, in Federal Hall.

James Madison proposed a

Bill of Rights

. 10 amendments were ratified in 1791 (the

first 10 amendments

to the U.S. Constitution)

to protect individual freedoms and liberties (12 were initially proposed).Slide190

Seven Constitutional Principles

1.

Republican Government

- people elect their representatives in government.

2.

Popular Sovereignty

- all governmental power comes from the people.

3.

Limited Government

- government only has the specific powers given to it from the people and listed in the Constitution

(nobody is above the law).

4.

Separation of Powers

- division of powers into different branches to prevent a misuse of power by any one of the three branches

(each has specific powers and duties).

Legislative Branch- makes the laws;

Executive Branch- enforces the laws; and

Judicial Branch- interprets the laws.

5.

Federalism

- sharing of power between the national, state, and local governments.

6.

Checks and Balances

- built-in protections wherein each branch reviews and can challenge the acts of the other two branches.

7.

Individual Rights

- rights and liberties of the people protected by the Bill of Rights.Slide191

Quick Check

Groups 1 & 3: List the seven principles of government. Provide an example for each. Which is the most important and why?

Groups 2 & 4: List the Federalist arguments in favor of ratification of the Constitution and the Antifederalist arguments against ratification of the Constitution. Which had a stronger case? Why? Slide192

Problem 27: Federalist No. 10

James Madison, Federalist No. 10 (November 22, 1787).

https://

www.ourdocuments.gov/doc.php?flash=true&doc=10&page=transcript

What

was the main point of Federalist No. 10

?

How

did Madison support his main idea? What examples or evidence did he give

?

Was

his support for the Federalists convincing? Explain

.

Was

his intended audience the educated elite or the common person? Explain.Slide193

Problem 28: Federalist No. 51

James Madison, Federalist No. 51 (February 6,1788).

https://

www.ourdocuments.gov/doc.php?flash=true&doc=10&page=transcript

What

was the main point of Federalist No. 51

?

How

did Madison support his main idea? What examples or evidence did he give

?

Was

his intended audience the educated elite or the common person? Explain.Slide194

Problem 29: Anti-Federalist Papers

Anonymous (probably Samuel Bryan), Anti-Federalist “Centinel” No. 1 (Published October 5, 1787

).

http

://www.constitution.org/afp/centin01.htm

What

was the main point of

Centinel

No. 1

?

How

did the author support his main idea? What examples or evidence did he give

?

Was

his support for the Anti-Federalists convincing? Explain

.

Was

his intended audience the educated elite or the common person? Explain.Slide195

Lesson 28-29 Objectives

Students will be able to:

Use primary sources to write an essay comparing and contrasting the various arguments made during the Constitutional Debates at the time of the ratification of the Constitution.

Clearly

integrate evidence from both the Federalist and Anti-Federalist points of view in writing cohesive and well-constructed essays on the topic.Slide196

Lesson 30 Objectives

Students will be able to:

Explain the domestic and international challenges facing the Washington administration;

List and describe the precedents set by George Washington as the First

P

resident of the U. S.;

Explain the role and value of the Cabinet to

a

president and list the important figures who made up the first Cabinet;

Describe how the new court system was established in the U.S.;

Explain how Hamilton’s Plan built American credit and established the U.S. financially;

Explain what the Whiskey Rebellion was and how Washington addressed it;

Explain how Washington’s Proclamation of Neutrality kept the U.S. out of war between Britain and France in 1793;

Describe Jay’s Treaty and Pinkney’s Treaty; and

S

ummarize the Washington administration’s positions on foreign relations.Slide197

First President: George Washington

In 1789,

George Washington

was

unanimously

elected as the First President

of the United States and

John Adams

was elected as the

First Vice President

.

The Executive Branch:

At first, executive branch was just George Washington, John Adams, and some clerks with

few guidelines for the new president

.

S

everal major issues

facing the new administration existed:

courts, international relations, & a massive debt.

New

Court System

:

Constitution simply stated that there will be one Supreme Court and Congress will create lower courts.

Judiciary Act of 1789

-

set up 13 Federal District Courts

(one for each state) and 3 Circuit Courts of Appeals (the

Judiciary Act of 1891 created the 9 Courts of Appeals

that currently exist).

1869 the Circuit Justice Act permanently set the number of justices of the Supreme Court at 9.

Federal judges

were to

serve for life

(so long as good behavior).Slide198

Quick Check

Groups A & C: Why is it a good thing that federal judges serve for life?

Groups B & D: List the issues facing the first executive of the U.S. Which was the most challenging? Why?Slide199

Washington’s Precedents

Precedents

are acts or statements that become traditions to be followed in the future

.

Washington knew that everything he did would be watched

, scrutinized, and followed by future presidents.

Famous precedents set by Washington

:

Leaving after two terms

in office;

Foreign policy of

neutrality

;

Establishing a

Cabinet

of advisors;

Building a strong national government that demanded the

respect

of the people and foreigners;

Ceremonial

duties (saying “so help me God,” being called “Mr. President,” formally addressing Congress

;

Setting responsible fiscal policies for the country.

Washington established the best Cabinet in American history

. His Cabinet

Secretaries

(

each heading one of the nation’s federal departments

) chosen based on intelligence and expertise- they were individuals of varying opinions and

consisted of:

Thomas Jefferson

- Secretary of State;

Alexander Hamilton

- Secretary of the Treasury;

Henry Knox

- Secretary of War; and

Edmund Randolph

- Attorney General.Slide200

Hamilton’s Financial Plan

Reduce the Nation’s Debt

: which by 1789 was $52 million (combined state debts amounted to another $25 million).

Hamilton wanted to turn the debt into a positive- reduce the nation debt

and build international credit for the nation.

To Build Credit

:

Hamilton proposed that the federal government

adopt

(take on) all of the state debts and add them to the U.S. debts. Then, he proposed

paying off the large debt over time

, thereby showing the world that the U.S. pays its bills and can be trusted

,

building national credit

.

South disagreed

because nearly all of the state debt was owed by the North. In order to appeal to the South, a

compromise was reached

where the

capital

would be moved to the

South

within 10-years and named for George Washington (Washington, District of Columbia).

Hamilton’s Plan to Pay Off the Debt

:

Sell

western lands

and sell

government bonds

.

A tax increase

and high tariffs

on imported goods to pay the interest on the bonds.

Create a

national bank

, the Bank of the United States

, to manage the nation’s money.

Success of Hamilton’s Plan:

With the compromise the

nation built credit

,

the

war debts were paid off

, and the

South gained the nation’s capital

; the North benefitted from increased trade and business.

Failures

of Hamilton’s Plan: It

made speculators very rich and it

made wealthy northern business owners even wealthier

at the expense of poor southern farmers.Slide201

Quick Check

Groups 1 & 3: List the successes of Hamilton’s financial plan.

Groups 2 & 4: List the failures of Hamilton’s financial plan.Slide202

Domestic Problems in the New Nation

Whiskey Rebellion

:

Poor

farmers

in western Pennsylvania

, who distilled grain into whiskey locally,

refused to pay a new federal excise (luxury) tax on

whiskey

.

Farmers protested, attacked tax collectors, and led a small armed rebellion, chanting “no taxation without representation.”

Washington raised a 12,000-man militia

to march to western Pennsylvania and crush the rebellion by force, if necessary (they arrested 20 people but most people dispersed).

I

t showed the new government would enforce federal laws and demanded

respect

.

Division into Political Parties

:

George Washington wanted to avoid the division of the nation into

political parties

. They feared that political parties

threatened the unity of the republic. It was too late.

Federalists

(those who agreed with Alexander Hamilton and John Adams): Mostly wealthy northerners and industrial-minded men and merchants who

favored a strong central government

.

Democratic-Republicans

(Republicans for short were those who agreed with Thomas Jefferson and James Madison): Mostly southerners and commoners who believed the nation’s

economy should be based on agriculture and more power held by the states

.

There were men of both parties in every region, state, community, and social class.Slide203

International Problems for the New Nation

Northwest Territories & the Northwest Indian War

:

British continued to keep

military forts

on American soil in the Northwest Territories

(between the Ohio River & Great Lakes)

and began to

arm and incite Native Americans

to attack American settlements

to deter western expansion.

1790 attack by Little Turtle defeated U.S. troops in the Ohio Country starting the “Northwest Indian War” or “

Little Turtle’s War

.”

1791 Little Turtle and Blue Jacket defeated U.S troops near the

Wabash River

(623 U.S. troops were killed).

1794 General Anthony Wayne finally defeated the native confederacy at the

Battle of Fallen Timbers

and the natives were forced to sign a

peace treaty, giving up their remaining territory

in the Ohio River Valley.

1789-

French Revolution

: Many Americans were initially excited and

wanted the U.S. to side with the French rebels

.

1793

-

the French Revolution turned very

bloody

:

Louis XVI and Marie Antoinette were both beheaded by guillotine along with thousands of aristocrats and clergy and were beheaded by guillotine;

a

nyone who disagreed with the new republic

.

1793

-

France resumed its war against Britain and other European monarchies and asked the U.S. for assistance.

Washington responded with his

Proclamation of Neutrality

, keeping the U.S. out of European Wars,

which would be precedent followed by the United States until World War I in April 1917.Slide204

Jay’s Treaty & Pinkney’s Treaty

1794- the U.S. and Great Britain were on the verge of war again. Britain was

arming and inciting natives

in the Ohio Country; maintaining its

forts on American soil

;

and it begun a policy of

impressment

, kidnapping American sailors and forcing them to fight for the British navy.

It also continued enforcing its Navigation Acts, making trade with Britain and the U.S. difficult.

Jay’s Treaty:

To avoid war,

Washington sent Chief Justice of the U.S. Supreme Court,

John Jay

, to negotiate with Britain

. In the treaty:

British

gave up military forts on American soil

(but not in the disputed western territory)

;

continued to enforce the

Navigation Acts

with respect to American trade; and

America was forced to pay all its pre-war debt

owed to Britain.

Jay’s Treaty avoided war but was

not terribly favorable to the U.S.

and narrowly passed ratification. Republicans believed it was a Federalist “sell out” to Britain.

Pinkney’s Treaty

:

1795

-

Washington sent Charles Pinkney to Spain

to negotiate peace.

Spain began restricting American use of the

Mississippi

River and the Port of

New Orleans

because it feared American expansion as a threat to Louisiana and Mexico.

Pinkney’s Treaty avoided war; and

Spain agreed to continue to allow Americans to use the Mississippi River and trade in New Orleans.Slide205

Quick Check

Groups A & C: List the domestic (in the U.S.) problems faced by George Washington and how he handled each.

Groups B & D: List the foreign (international) problems faced by George Washington and how he handled each.Slide206

Lesson 31 Objectives

Students will be able to:

Explain the foreign and domestic issues facing the Adams administration;

Explain how Adams kept the U.S. out of war against France;

Describe the XYZ Affair and Adams’s preparations in case the negotiations with France failed;

List and explain the impact of each of the Alien & Sedition Acts; and

Describe the Election of 1800 and the election of Thomas Jefferson.Slide207

Problem 30: Washington’s Farewell Address

George Washington, Farewell Address (September 19, 1793

).

https

://

www.ourdocuments.gov/doc.php?flash=true&doc=15&page=transcript

What

reasons does George Washington give for stepping down after his second term as President of the U.S

.?

What

advice does Washington give to the country going forward

?

Does

Washington’s advice still hold true today?Slide208

Second President: John Adams

September 19, 1793-

Washington’s

Farewell

Address

:

Washington

stepped down after his

second

term

, encouraging other presidents to do likewise, and peacefully transferred power to their successors. In his farewell address he gave

advice to future leaders

of the U.S. With his ailing health, Washington retired to his home at Mount Vernon, Virginia, where he died on December 14, 1799.

Election of

John Adams

:

John Adams

(

First Vice President) was

narrowly elected as the Second President

. Winning 71 electoral votes to Thomas Jefferson’s 68.

As runner-up,

Thomas Jefferson

became the Second Vice President

.

Personality soon became a problem for John Adams as

h

e made few friends

and many viewed him as cantankerous, stubborn, and pompous.

John Adams’s presidency had few highlights:

Father of the U.S.

Navy

and founded the Navy in 1798, adding a Cabinet post in the process and naming Benjamin Stoddert as Secretary of the Navy.

Historians remember Adams’s presidency for two unfortunate events, which most likely cost Adams re-election in 1800. Slide209

XYZ Affair

After Jay’s Treaty, France felt betrayed by the U.S.

1796

-

the French began

seizing

American ships

on the open seas

. 1798

-

an undeclared naval “

Quasi-War

” with France occurred. There was a danger that it could result in a land invasion.

Adams began to build up the Army

again and put elderly George Washington in command, with Alexander Hamilton as his second (really Hamilton was in charge due to Washington’s advanced age).

He also pushed through the only Congressional

tax on property

ever in American history to build revenue for the conflict

, sparking a brief armed rebellion in

western Pennsylvania’s German-speaking farmers called

Fries’s Rebellion

.

1799

Adams sent diplomats

, Charles Pinkney, John Marshall, and Elbridge Gerry,

to France to de-escalate the conflict

.

Under France’s Finance Minister Talleyrand, the

French diplomats immediately demanded a

bribe

and loan in order to commence

negotiations

(customary in France and in Europe at the time).

XYZ Affair

, named after French diplomats X (Hottinguer), Y (Bellamy), and Z

(

Hauteval

).

Eventually Elbridge Gerry negotiated peace with France (nearly a year later) and Adams avoided war.Slide210

Alien & Sedition Acts

Tensions grew

between Republicans and Federalists.

Talk of secession and government overthrow

began. Some suspected French influence as the cause.

Federalists became defensive and suspicious

. They then passed a series of laws to protect the government against the influence of foreigners.

Alien & Sedition Acts

- series of laws passed to protect the America against dissention.

1798- Adams signed them.

Alien Act

- allowed the president to deport any foreigner, whom he considered dangerous to the country.

Sedition Act

- made it a crime to publish “false, scandalous, and malicious writing” against the government or its officials.

Naturalization Act

- increased residency requirement to 14-years for foreigners applying for citizenship.

Although

Adams did not promote any of the acts, he signed them all into law

.

H

e also did not use them frequently Alien Act- Adams did not sign a single deportation order. Sedition Act- 14 indictments but only 10 convictions (mostly politically motivated- alarming Republicans).

Kentucky

&

Virginia Resolutions

: Republicans

responded by passing the Virginia and Kentucky

Resolutions,

declaring

the Acts

unconstitutional

and stating

states could

nullify

, or legally overturn, any federal

laws

that

were unconstitutional

.

Election of 1800

-

Thomas Jefferson

and

Aaron Burr

tied with 73 votes

each (Adams had 65 and ended in third).

Republicans intended for Jefferson to win and Burr to win the Vice Presidency (Twelfth Amendment changed the method of voting in 1804).

N

either candidate received a majority, so the election went to the

House of Representatives to break the tie

,

re-voting 35

times and

o

n the

36

th

vote, Hamilton withheld his vote for Burr, making Jefferson the Third President.Slide211

Quick Check

Groups 1 & 3: Why might people argue that Adams was responsible for the XYZ Affair and Alien & Sedition Acts?

Groups 2 & 4: Did John Adams deserve the criticisms that he received from his presidency?Slide212

Problem 31: Alien & Sedition Acts

Alien & Sedition Acts of Congress (June 25, 1798 to July 14, 1798).

https://

www.ourdocuments.gov/doc.php?flash=true&doc=16&page=transcript

Were

the Alien & Sedition Acts drafted with good intentions for the country

?

What

was most troubling about the Alien & Sedition Acts

?

Do

you believe that the Alien & Sedition Acts were constitutional or not? Explain

.

Have

any other laws passed since 1798 resembled the Alien & Sedition Acts? If so, which ones? Explain.Slide213

Lesson 32 Objectives

Students will be able to:

Explain the challenges facing the presidency of Thomas Jefferson;

Describe the political and economic changes that Jefferson made as soon as he became president;

Explain the foreign policy issues facing President Jefferson and how he dealt with them;

Describe the Barbary War, its causes, and effects;

Explain how Jefferson kept the U.S. out of war with Great Britain and France during his presidency;

Describe the trade restrictions Congress passed during Jefferson’s presidency with the Non-Intercourse Act and the Embargo Act;

Explain how Chief Justice John Marshall’s ruling in the case of Marbury v. Madison shaped the role of the Supreme Court and established the principle of Judicial Review; and

Explain how Jefferson was able to make the Louisiana Purchase and its significance for the future of the U.S.Slide214

Economic & Political Changes With Jefferson

Thomas Jefferson’s Economic Reform

- when Thomas Jefferson took the presidency he immediately

downsized

the government. He:

(1) Cut

taxes

(stamps, alcohol, and property taxes);

(2) Cut

national spending

;

(3) Cut

government jobs

and streamlined government bureaucracy;

(4) Cut the

military

(army and navy); and

(5) Increased the sale of western land to make money for the government.

Politically-

Jefferson appealed to the

common man

(did not display his wealth or social status).

Jefferson delivered his inaugural address in regular

clothes.

He favored a smaller government and feared

a big government

threatened personal liberties. He also favored a

policy known as

laissez-faire

(let it be- let the people decide

).Slide215

Marbury v. Madison

Judicial

Changes: In

1801,

before

leaving office,

John

Adams made

many

judicial appointments (“

midnight judges

”)