THE UNITED STATES OF NORTH AMERICA,

Transcription

1 CHAPTER EIGHT THE UNITED STATES OF NORTH AMERICA, CHAPTER OVERVIEW This chapter covers the problem of trying to blend or hold local community sentiments with national ones now that the war and the unifying factor of common enemy were gone. A new constitution was developed that was stronger nationally than the old Confederation Articles. Washington as the first president set many precedents for the government of the new nation. Thomas Jefferson and Alexander Hamilton debated the future of the nation in their views of interpreting the new constitution. Political factions developed into the Federalist and Republican Parties. Writers and artists helped to develop a national culture. CHAPTER OBJECTIVES After reading this chapter and applying the study methods recommended, students should be able to: 1. Discuss the motivations, issues, and process of ratification of the new constitution. 2. Outline the crises faced by the administrations of Washington and Adams and explain their effects on the national government. 3. Compare the ideas of the opposing factions particularly as they are represented by the arguments and policies of Alexander Hamilton and Thomas Jefferson, including the development of party politics. 4. Discuss the problem of the struggle for liberty balanced against the need for unity faced by the nation from 1787 to 1800, particularly the example of the Whiskey Rebellion and the community of Mingo Creek farmers. 5. Illustrate how the revolutionary generation of writers, artists and other intellectuals built a national culture. 6. (Making Connections) Explain how the experiences in colonial government and the arguments leading up to the Revolution affected the development of a national government. CRITICAL THINKING/READING SKILLS AMERICAN COMMUNITIES: Mingo Creek Settlers Refuse to Pay the Whiskey Tax. What was the Whiskey Tax, the purpose behind it and why did the Mingo Creek settlers of Pennsylvania refuse to pay it? What were issues of local autonomy and national unity present here and what implications did they have for community development? What was the condition of many farm families at Mingo Creek? How was George Washington viewed? How did they view speculators? What was the extent of commitment of the government to fighting the Indians? How did it illustrate the conflict between conservatives like Washington and radicals like Jefferson? How did Washington react? What was the outcome of the event? What issues had the whiskey rebels raised? 101

2 FORMING A NEW GOVERNMENT: Why was the constitution initially proposed and how did it reflect the issues of local and national authority? Nationalist Sentiment: What ideas and events led to sentiment for a strong national government? What groups were likely to be nationalists? Who were the most significant leaders of the nationalists? The Constitutional Convention: What states were represented at the Constitutional Convention? What was their charge? Who were the major leaders and what groups did they represent? What prominent people and groups were missing? What were the major issues represented by the Virginia and New Jersey Plans? What was the ratification procedure? What views were there on monarchy and executive power? Ratifying the New Constitution: How did ratification occur? What were the pros and cons of ratification as given by each side? What groups were generally for or against? Which states were the strongest anti-federalist ones? What was the dilemma succinctly stated by Mercy Otis Warren? What was Madison s argument on the constitution? How was Pennsylvania an example of the alignment of forces for and against ratification? Why was Massachusetts a critical state in ratification? How did the other states vote? Shaping the Bill of Rights: What was the Bill of Rights and why had it been excluded from the Constitution originally? What were the roles of Mason and Madison? What rights were included in the final ten? How was this connected to the Anti-Federalists? THE NEW NATION: What would be the issues that faced the new nation and the new federal government? What important precedents or patterns were set up in these early years? How were nationalism and localism balanced in people and institutions? Who were the important leaders and what views did they represent? The Washington Presidency: What actions of the Washington presidency were significant in setting precedents for the nation? What was the conflict behind Mr. President? How was the cabinet formed and what was its significance? An Active Federal Judiciary: What type of judiciary was established under the first Congress? How did the arguments reflect nationalists versus localists? What compromise was set up and what principle developed? Hamilton s Controversial Fiscal Program: What were the basic elements of Hamilton s fiscal recommendation in his Report on the Public Credit? What major issues were involved? How was the state debt issue settled? How was the site of the nation s capital affected by economic and political compromise? What were the strict and loose construction arguments and which leaders were connected with them? How successful was Hamilton s program for U.S. economic health? The Beginnings of Foreign Policy: What international issues faced the new nation? How did Washington and Hamilton, on one hand, and Jefferson and Madison, on the other, present the sides in the debate? What problems of foreign policy did the French Revolution present for the new nation? How did it tie in with American issues of liberty and authority? How was it resolved? The United States and the Indian Peoples: What steps did Washington take in Indian affairs? What other issues affected the West? What potential changes in Indian relations were incorporated in the Northwest Ordinance and in the Intercourse Act of 1790? Who was Little Turtle and what was the success of his confederacy? Spanish and British Hostility: What was the nature of both Spanish and British hostility? How were various Indian nations involved? 102

3 Domestic and International Crises: What were the issues in the crisis of 1794 both at home and abroad? How did Washington deal with them? How did these crises affect Washington s reaction to the Whiskey Rebellion? How serious was the rebellion and what was the outcome? What did Washington s government demonstrate? Jay s and Pinckney s Treaties: What were the issues these treaties dealt with and what were the terms of the treaties? Why were the British and Spanish more anxious than before to reach agreement? How did ratification of one treaty assure the ratification of the other? Washington s Farewell Address: What appeals did Washington make in his Farewell Address? What part of the message did Jefferson reinforce in 1801? FEDERALISTS AND REPUBLICANS: Who were the Federalists and the Republicans and what were their major beliefs? How did these parties form? What was the intention of the framers of the Constitution? What role did Madison and Hamilton play in the organization of factions? Identify: Friends of Order. The Rise of Political Parties: On what issues did factions first appear and what were their basic beliefs? Who were the major leaders of each group? What role did these coalitions play in the presidential election of 1796? Where were these partisan organizations the strongest? The Adams Presidency: What difficult position did Adams find himself in as president? What was the XYZ Affair and how did it help his popularity? What country was the U.S. in conflict with and what were the results? The Alien and Sedition Acts: What were the provisions of the Alien and Sedition Acts? What was their intent? How were they used in a fractional way? Why did the Republicans incur this reaction? What resolutions did Madison and Jefferson author and what ideas were expressed in them? The Revolution of 1800: What was the revolution of 1800 and what political changes took place? What divided the Federalists and what was the result? How did each party present themselves in the campaign? Where was Jefferson s major support? What transformation took place in political participation? THE RISING GLORY OF AMERICA: What contributions would the revolutionary generation make to building a national culture? Art and Architecture: Who were the major Americans to achieve prominence in art and architecture? What works were they most known for? What was the general theme of most of the paintings? How was this nationalism also evident in architecture? What variety of people were involved in construction of the federal capital city? What types of homes did average Americans live in and how did that reflect the social system of the time compared to the present? The Liberty of the Press: How did the press get involved in the Federalist Republican feud and what effect did this have on the concept of liberty of the press? What proportion of papers did the U.S. have compared to other countries? What Republican lawyers became involved in defending liberty of the press and what arguments did they present in their writings against the Sedition Act? What was Jefferson s view? Birth of American Literature: What types of books and themes of books dominated the book market in this revolutionary era? What was the role of Mason Locke Weems in the selling and promoting of books? 103

4 Women on the Intellectual Scene: What trends were there relative to women readers? What were the beliefs and assumptions of republican motherhood? What writer promoted these concepts and what were their specific contributions? What debates were there about his idea of educated women? What changes occurred in women s literacy rates? CONCLUSION: What various areas made up North America at this point? How did the United States compare to these in population and government? How well had Americans survived their first decade as the United States? KEY TERMS/VOCABULARY Identify the following terms: 1. Whiskey Rebellion 2. Alexander Hamilton 3. nationalists 4. Annapolis Convention 5. Confederation Congress 6. Thomas Jefferson 7. John Adams 8. George Washington 9. James Madison 10. Virginia Plan 11. bicameral legislature 12. New Jersey Plan 13. Great Compromise 14. Three-fifths rule 15. Council of Revision 16. constitutional monarchy 17. electoral college 18. Committee of Style 19. Federalists 20. Mercy Otis Warren 21. The Federalist 22. Anti-federalists 23. ratification 24. Bill of Rights 25. New York City 26. vice-president 27. veto power 28. Secretary of State 29. Treasury Secretary 30. Secretary of War 31. Attorney General 32. cabinet 33. Judiciary Act of John Jay 35. Chisholm v. Georgia 36. Ware v Hylton 37. Hylton v U.S. 38. Eleventh Amendment 39. Tariff of excise tax 41. state debts 42. national capital 43. Bank of the United States 44. strict constructionist 45. loose constructionist 46. French Revolution 47. Franco-American Alliance 48. Edmond Genet 49. Neutrality of Indian Intercourse Act 51. factories 52. Chief Little Turtle 53. General Josiah Harmar 54. General Arthur St. Clair 55. Canada Act 56. Fort Miami 57. General Anthony Wayne 58. Battle of Fallen Timbers 59. Treaty of Greenville 60. Jay s Treaty 61. Democratic Societies 62. executive privilege 63. Pinckney s Treaty 64. Washington s Farewell Address 65. Democratic-Republican Party 66. Friends of Order 67. Election of XYZ Affair 69. quasi-war 70. Naturalization Act 71. The Alien Act 72. The Alien Enemies Act 73. The Sedition Act 74. Albert Gallatin 75. Matthew Lyon 76. Roger Griswold 77. Virginia and Kentucky Resolve 78. Convention of Fries s Rebellion 80. Aaron Burr 81. Twelfth Amendment 82. Benjamin West 83. John Singleton Copley 84. Gilbert Stuart 85. Charles Wilson Peale 86. John Trumbull 87. Pierre Charles L Enfant 88. Asher Benjamin 89. Philip Freneau 90. Parson Weems 91. Joel Barlow 92. Thomas Paine 93. Michel-Guillaume Jean de Crevecoeur 94. John Filson 95. Noah Webster 96. Susann Haswell 97. William Hill Brown 104

5 STUDY SKILLS ACTIVITIES 1. Students could compare the Articles of Confederation with the Constitution of Examine which group of people was better served by each system of government. Divide into teams to be supporters and opponents of the Constitution and present to the class. 2. Role Playing Simulation: Signers of the Constitution (p. 107). The activity consists of students researching the signers of the Constitution. Students will discern the different interests of the delegates that were represented at the Convention. The students may research in depth each signer or use the summary sheet to learn more about the delegates. To aid in reinforcing the information, the students will attend a reception in class in which they will introduce themselves and then ask questions of each other. The conclusion will be to locate the appropriate delegate and have the delegate sign the student s activity sheet. The activity sheets are located on page Connections: Complete the two-column list Views of the Hamiltonians and Jeffersonians (p. 113). Then use the table to answer the essay prompt in Chapter Eight. Include the primary source documents 8-1, 8-2, and 8-4 located in the Documents Set to produce a good essay. Students need to analyze, not just describe, the documents. A student s answer must move into synthesis by generating an explanation of cause. Students should understand that Jefferson and Hamilton were separated by their view on which groups the powers of government should benefit. Continue the focus on good thesis statements, use of outside facts and primary source facts, and strong proofs in support of the student s position. 4. Cooperative Learning Collages: Have students divide into pairs and assign each pair an amendment or two if necessary. Students are to draw OR locate a magazine or newspaper picture indicating the right that is protected by the amendment. After completing their amendment, each pair will glue or tape their depiction on a poster as a class collage of amendments. The activity will help students to review the Constitutional amendments. A short quiz is provided on p. 114 to retest the activity. 5. Supreme Court Activity: Three Supreme Court cases are mentioned in Chapter Eight and discussed in depth on the activity sheets on pp : Chisholm v. Georgia (1793), Ware v. Hylton (1796), and Hylton v. United States (1796). 105

6 Getting to Know the Signers of the United States Constitution Role Playing From the list below, assign students to be delegates to the Constitutional Convention. Each student is to research the delegate to learn the following: age at the time of the convention, state he represented, and two or three important issues he supported at the convention. The delegates will then attend a reception in which they introduce themselves to each other. After the introductions have been made, hand out the activity sheet. Students must locate the delegates who match the descriptions on the activity sheet. Have the delegate sign his name and write the name of the state he represents. Abraham Baldwin Richard Bassett Gunning Bedford Jr. John Blair David Brearley Jacob Broom Pierce Butler Daniel Carroll Jonathan Dayton John Dickinson William Few Thomas Fitzsimons Benjamin Franklin Nicholas Gilman Nathaniel Gorham Alexander Hamilton Jared Ingersoll Rufus King James Madison Jr. James McHenry Thomas Mifflin Gouverneur Morris Robert Morris William Paterson Charles Pinckney Charles Cotesworth Pinckney Edmund Randolph George Read John Rutledge Roger Sherman George Washington Hugh Williamson James Wilson Signers of the Constitution To save time, you might give each student a copy of the following to learn the important facts and then conduct the delegate reception. Abraham Baldwin age 32, Georgia. He stayed at the convention so Georgia was assured to have a quorum of its delegates present and enabled Georgia to vote. Strong support of public education. Richard Bassett age 42, Delaware. A lawyer and farmer, he helped establish the Methodist church in the U.S. and attended all the sessions except for a few in August. Gunning Bedford Jr. age 40, Delaware. Farmer who defended the interest of small states. John Blair age 55, Virginia. Supported Washington and Madison, which provided the third vote needed for Virginia to approve the Constitution. David Brearley age 42, New Jersey. First delegate elected by any state to the Constitutional Convention. Revolution clarified his attitudes toward government; believed in a strong government to protect citizen s rights. Jacob Broom age 35, Delaware. Supported the small states demand for equal representation and the election of the president by electors. 107

7 Pierce Butler age 43, South Carolina. At the Convention he moved for rules to keep the proceedings secret. A strong spokesman for Southern slaveholders. Daniel Carroll age 57, Maryland. Signed both the Articles of Confederation and the Constitution. Against the states paying members of Congress and giving the central government power to tax exports. Jonathan Dayton age 26, New Jersey. Youngest person to sign the Constitution. He supported small states demands for equal representation and opposed slavery. William Few age 39, Georgia. Known for his leadership during the Revolutionary War. He served as one of Georgia s first U.S. Senators. John Dickinson age 54, Delaware. Supported the balance between state and nation which describes our Federal System. Thomas Fitzsimons age 46, Pennsylvania. Irish immigrant who strongly supported a centralized government, considered an expert on trade and finances. Benjamin Franklin age 81, Pennsylvania. Oldest member at the Convention. Retired printer and statesman; he hosted the Convention; he was often the tension breaker in discussions. Nicholas Gilman age 32, New Hampshire. Did not arrive at the convention until July 23; there is not much record of his participation. Nathaniel Gorham age 49, Massachusetts. Proposed staggered terms for Senators and the appointment of judges by the president with the advice of the Senate. Alexander Hamilton age 30 or 32, New York. Lawyer; with Madison and Jay wrote The Federalist Papers, which helped the ratification of the Constitution; believed in a strong centralized government. Jared Ingersoll age 37, Pennsylvania. Lawyer; he considered the act of signing the Constitution as simply a recommendation to the states. Rufus King age 32, Massachusetts. Served in public office under the first six presidents of the U.S.; proposed common-sense solutions. James Madison Jr. age 36, Virginia. Known as the Father of the Constitution ; helped win ratification; much of what we know came through his careful notes of the proceedings. James McHenry age 33, Maryland. Unable to stay at convention due to his brother s illness. Fort McHenry at Baltimore where the Star-Spangled Banner was inspired was named for McHenry. Thomas Mifflin age 43, Pennsylvania. Politician, farmer, and merchant. He attended the entire Convention, but is only on record as seconding a motion. Gouverneur Morris age 35, Pennsylvania. Lawyer, businessman, writer; the most frequent speaker at the Convention, he wrote the Preamble. Robert Morris age 53, Pennsylvania. One of only two men who signed the three most important documents of the Era the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution; he nominated George Washington President of the Convention. William Paterson age 41, New Jersey. One of the main authors of the Constitution. His contribution was the New Jersey Plan which included the idea of a Congress composed of one house with each state having one vote; sometimes called the small state plan. 108

8 Charles Pinckney age 29, South Carolina. One of the youngest members at the Convention. Supported a strong central government. Charles Cotesworth Pinckney age 41, South Carolina. Cousin to Charles Pinckney; lawyer and planter, strongly opposed any provision which threatened slavery. Edmund Randolph age 34, Virginia. Resolution, also called the Virginia or Large State Plan, called for two houses with representation based on population. Refused to sign the Constitution, saying his political position as governor did not allow him to sign. George Read age 54, Delaware. One of six Founding Fathers who signed both the Declaration of Independence and the Constitution. Favored strong national government. Proposed the president to be given the power to appoint members of the U.S. Senate. John Rutledge age 48, South Carolina. Head of delegation; favored a national government. Roger Sherman age 66, Connecticut. Signed Declaration of Independence, the Articles of Confederation, and the U.S. Constitution; suggested the Connecticut or Great Compromise. George Washington age 55, Virginia. President of the Convention. Helped win independence from Great Britain. Most work done in informal discussion outside the meetings. Hugh Williamson age 51, North Carolina. Spoke up at Convention in support of representation based on population. James Wilson age 45, Pennsylvania. One of the most vocal delegates; spoke for the rights of the people to elect members of Congress and the president. 109

9 Name: Signers of the Constitution Meet the other delegates during the Constitutional Convention reception. Discover which state the delegate represents and the issues he supports. Then locate the delegates who fit the following descriptions. Have the delegate sign his name and write the state he represents. This will be a timed assignment. 1. wrote the preamble to the Constitution 2. proposed staggered terms for Senate and the appointment of judges by president 3. kept notes of convention proceedings 4. wanted the people to elect members of Congress and the president 5. spoke for representation based on population 6. opposed provision that threatened slavery 7. suggested the Connecticut Compromise 8. proposed that the president appoint members of the U.S. Senate 9. known for his common sense solutions at the Convention 10. nominated George Washington as president 11. supported balance between state and nationfederal system 12. oldest delegate 13. with Madison and Jay wrote The Federalist Papers 14. supported small states demands for equal representation and opposed slavery 15. introduced the Virginia or large state plan 16. opposed having the states pay members of Congress 17. wanted to keep the proceedings secret 18. delegate from Delaware who defended the interests of small states 19. president of the Convention 20. supported election of the president by electors 21. one of the main authors of the Constitution from New Jersey Note: All delegates will NOT be used. 111

10 Answer Key: Signers of the Constitution 1. Gouverneur Morris, Pennsylvania 2. Nathaniel Gorham, Massachusetts 3. James Madison, Virginia 4. James Wilson, Pennsylvania 5. Hugh Williamson, North Carolina 6. Charles Cotesworth Pinckney, South Carolina 7. Roger Sherman, Connecticut 8. George Read, Delaware 9. Rufus King, Massachusetts 10. Robert Morris, Pennsylvania 11. John Dickinson, Delaware 12. Ben Franklin, Pennsylvania 13. Alexander Hamilton, New York 14. Jonathan Dayton, New Jersey 15. Edmund Randolph, Virginia 16. Daniel Carroll, Maryland 17. Pierce Butler, South Carolina 18. Gunning Bedford Jr., Delaware 19. George Washington, Virginia 20. Jacob Broom, Delaware 21. William Paterson, New Jersey Note: Not all delegates will be used 112

11 View of Powers of a Central Government Hamiltonians (Federalists) Jeffersonians (Democratic-Republicans) View of Interpretation of Federal Powers in the Constitution Economic Vision of America 113 Groups and Other American Leaders who Supported View View of the French Revolution Value of Order vs. Liberty Writings, Resolutions, Documents, Books Associated with View View of Freedom of the Press Election of 1800: View of the Hamiltonians and Jeffersonians a. candidates b. issues c. Program and Party image d. Areas of Support

12 Amendment Quiz 1. right to bear arms 2. rights of citizens; cannot be deprived of life, liberty, or property without due process of law year-old vote 4. freedom of speech 5. abolition of slavery 6. right of women to vote 7. income tax 8. repeal of Prohibition 9. changes to the election of the president and vice-president 10. limit on presidential terms 11. presidential disability and succession 12. powers reserved to the states 13. prohibition of alcoholic beverages 14. Lame Duck amendment 15. direct election of senators 16. powers reserved to the people 17. right of Washington, D.C. to vote in the presidential election 18. quartering of troops 19. bail and punishment 20. suits against states 21. abolition of poll tax 22. search and seizure 23. speedy and fair trial 24. civil suits 25. rights of an accused person 26. restraint on Congressional salaries 27. right to vote (Reconstruction Amendment) Answer Key: 1. 2nd Amendment 2. 14th Amendment 3. 26th Amendment 4. 1st Amendment 5. 13th Amendment 6. 19th Amendment 7. 16th Amendment 8. 21st Amendment 9. 12th Amendment nd Amendment th Amendment th Amendment th Amendment th Amendment th Amendment 16. 9th Amendment rd Amendment 18. 3rd Amendment th Amendment th Amendment th Amendment 22. 4th Amendment 23. 6th Amendment 24. 7th Amendment 25. 5th Amendment th Amendment th Amendment

13 SUPREME COURT CASES Chisholm v. Georgia (1793) The Case: Alexander Chisholm, a citizen of South Carolina, brought the case against the state of Georgia. During the American Revolutionary war his relative, a Loyalist, had his property confiscated by the state government of Georgia. Chisholm, as a citizen of South Carolina, sued the state of Georgia for compensation. Despite the state s contention that no individual could sue it without its consent, the Supreme Court took jurisdiction under Section 2, Article 111, of the Constitution. When representatives of Georgia failed to appear before the Court, a judgment by default was issued. The Court, under Chief Justice John Jay, held that supreme power was retained by citizens themselves and not by the state of Georgia. The Constitution made it clear that controversies between individual states and citizens of other states were under federal court jurisdiction. Significance: The decision threatened the finances of several states that had confiscated Loyalist property during the American Revolution. To keep this from happening, Congress proposed and the states ratified the Eleventh Amendment. The Eleventh Amendment barred Federal courts from jurisdiction in cases brought by citizens of one state against the government of another. As a matter of principle, states have continued to hear lawsuits by their own citizens. Ware v Hylton (1796) The Case: Under the 1783 Treaty of Paris, ending the Revolution, the fledgling U.S. government pledged that all private prewar debts owed British creditors would be paid in full. But a 1777 Virginia law provided that confiscation of such debts since owed to an alien enemy, could be discharged by payment of the money to the Virginia treasury. When British creditors asked Virginia to pay up and Virginia refused the controversy finally reached the U.S. Supreme court in The case center on the question: Did the Treaty of Paris override an otherwise valid state law? There was intense interest in the case since Virginians alone owed $2 million to British creditors. Representing Virginia debtors, John Marshall argued that state sovereignty would be gravely impaired if the 1783 treaty prevailed. Significance: The court ruled that a national treaty must always take precedence over state statutes. In dealing with foreign powers, it decreed the U.S. must speak with one voice, not many. The justices held that federal courts had the power to determine the constitutionality of state laws. The Court invalidated the Virginia law under the supremacy clause and established Supreme Court power. 115

14 Hylton v U.S. (1796) The Case: In 1794, Congress passed a law entitled An Act to lay duties upon carriages for the conveyance of persons. The law placed a tax of sixteen dollars on each carriage owned by an individual or business. Hylton viewed the law as a direct tax in violation of the constitutional requirement that taxes passed by Congress must be apportioned according to the population and the number of representatives from each state. Significance: The Court held that the tax was legitimate and upheld the constitutionality of an act of Congress. CRITICAL THINKING: 1. Why are these court cases significant to the establishment of the Supreme Court as an independent branch of the new government? 2. Research how justices issued their decisions. Students will find that each just wrote for himself. There was no opinion of the Court as a whole, only the vote. 116

15 MAP SKILLS/CRITICAL VIEWING ACTIVITIES 1. The Ratification of the Constitution, a. In general what sections of the country favored ratification and which did not? b. Which area was disputed between the United States and Great Britain? c. From your studies, why were the anti-federalists against ratification of the Constitution? 2. The Spread of Settlement a. Which river system did most westward settlement follow between ? b. What other rivers had westward settlements? c. What two general areas or regions experienced the most new settlement between 1770 and 1780? 3. Spanish Claims to American Territory, a. What claim did the Spanish make that clashed with American claims before 1795? b. What future states were included in the Old Southwest? c. What action did Spain take on the Mississippi? d. What settlement was made and what were the terms? e. Why was the Mississippi so important? 4. The Election of 1800 a. Which areas were predominately Democratic Republican? b. Where were the Federalist strongholds? c. What states were more divided? d. What was the sentiment in areas not yet admitted as states? e. Who won the election? 5. Housing Values, 1798 Thomas Jefferson s quotation from Chapter Eight says, Architecture is worth great attention, as we double our numbers every twenty years, we must double our houses. It is, then, among the most important arts; and it is desirable to introduce taste into an art which shows so much. Locate the graph Housing Values, in Chapter Eight. Read the caption and look at the data. a. In what type of housing did the majority of people live? b. What does the data reveal about the majority of people and their housing in the 1790s? c. How did that reflect the social system of the era and compare it to the present? d. Did the culture follow Jefferson s advice? e. Research and make a graph of today s housing values. READING QUIZ MULTIPLE CHOICE: 1. To the settlers and squatters at Mingo Creek, George Washington was a. the hero of the Revolution. b. a greedy land speculator. c. too friendly with the Spanish. d. treasonous for supporting the French Revolution. 117

16 2. In dealing with the Mingo Creek whiskey rebels, President Washington a. did not take action because of political issues. b. worked for compromise to protect the republic. c. sent a larger army that he had commanded in the Revolution. d. placated them because the British were trying to take advantage. 3. Which one of the following was NOT an issue raised by Mingo Creek rebels? a. extent of federal government s authority b. the place of the West in politics c. meaning of the Revolution d. issue of continuing slavery 4. The new federal government committed over 80 percent of its operating budget to a. building an army and navy to fight the French and English. b. defeating the Indians. c. building a new capital in the District of Columbia. d. enacting Hamilton s economic plans. 5. Which one of the following was LEAST likely to be a nationalist? a. merchants c. Continental Army officers b. conservatives d. farmers 6. Which one of the following groups was the LEAST likely to be a leader or delegate to the Constitutional Convention? a. college graduate c. lawyers b. artisans and farmers d. plantation and slave owners 7. The Virginia Plan was to the larger states with nationalist aims as the Plan was to the smaller states with localist sympathies: a. Vermont c. Rhode Island b. Delaware d. New Jersey 8. One of the compromises at the Convention was over the slave population and was settled by the three-fifths rule. This meant a. three-fifths of a state s voters had to be white. b. up to three-fifths of slaves were eligible to vote. c. a slave s vote counted three-fifths of a white s. d. five slaves equaled three freemen in population representation. 9. Which one of the following was NOT an author of The Federalist? a. Thomas Jefferson c. Alexander Hamilton b. James Mason d. John Jay 10. The Federalist was a series of essays designed to win support for a. a bill of rights to be added to the Constitution. b. the ratification of the Constitution. c. the Articles of Confederation. d. Hamilton s economic programs. 11. Which one of the following is the RESULT of the others? a. writing of The Federalist essays b. ratification of the Constitution c. promise of a Bill of Rights d. Annapolis Convention 118

17 12. Ratified in 1789, the Eleventh Amendment to the Constitution a. declared that no state could be sued by citizens of another. b. created separate ballots for president and vice-president. c. established a system of federal courts. d. spelled out the membership of the president s Cabinet. 13. The placement of the national capital on the boundary of Virginia and Maryland came about in a compromise to obtain enough votes to a. ratify Jay s and Pinckney s Treaties. b. pass Hamilton s assumption plan. c. ratify the Bill of Rights. d. pass the Alien and Sedition Acts. 14. To defend his National Bank s constitutionality, Hamilton proposed this argument: a. delegated powers c. nullification b. loose construction d. northern merchants 15. When Edmund Genet came to enlist American aid for France, he was most likely to get support from this group: a. Republicans c. Hamiltonians b. Federalists d. northern merchants 16. The Intercourse Act of 1790 was an attempt to solve problems in trade with a. British West Indies. c. Indian tribes. b. Spanish New Orleans. d. France Caribbean. 17. As a result of reaction to the XYZ Affair Americans a. increased the size of the army. b. declared war on France and its allies. c. allied itself more closely with England. d. began seizing British ships, 18. The Virginia and Kentucky Resolutions were an attempt to counter the Alien and Sedition Acts by defending a. the rights of the states. c. freedom of the press. b. executive privilege. d. implied powers. 19. Which one of the following was NOT a Jeffersonian concept? a. strict construction of the constitution b. belief in a strong congress c. agrarian purity and states rights d. an industrially-based national economy 20. One of the basic values of the Federalists showed quite clearly in their original name, the Friends of a. Order. c. France. b. Democracy. d. America. 119

18 CHRONOLOGY AND MAP QUESTIONS: 21. Which one of the following was the RESULT of the other three? a. Kentucky and Virginia Resolves b. Quasi-war with France c. Allen and Sedition Acts d. XYZ Affair 22. This event occurs the same year that Washington is inaugurated as president: a. Ohio Indians defeat St. Clair c. French Revolution b. Treaty of Greenville d. Whiskey Rebellion 23. Which one of the following lists the events in chronological order? (1) Jay s Treaty (3) Battle of Fallen Timbers (2) Indian Intercourse Act (4) Pinckney s Treaty a. 4,1,2,3 c. 3,2,1,4 b. 2,3,1,4 d. 1,4,2,3 24. The Federalist was published in a c b d Federalist majorities tended to be in coastal areas because these were more a. liberal. c. commercial. b. conservative. d. populous. 26. The line of settlement in the Backcountry mainly followed the a. St. Lawrence River. c. Great Lakes. b. northern coast. d. Ohio River. 27. The Old Southwest claimed by the Spanish before 1795 covered areas that were mainly the future states of a. Alabama and Mississippi. c. Louisiana and Texas. b. Florida and Georgia. d. Tennessee and Kentucky. 28. These states and/or areas were the stronghold of the Federalists in the 1800 election: a. the South and the middle states b. New England, the middle coast and territories c. Lower South and New England d. New York and Virginia SHORT ESSAY: 29. What role did The Federalist essays play in the ratification of the Constitution? 30. Why did Washington overreact to the Whiskey Rebellion? 31. How did the Alien and Sedition Acts undermine the Constitution of the United States? 120

19 EXTENDED ESSAY: 32. Analyze the respective influences Madison and Mason had on the U.S. Constitution. Evaluate whose role was more important in the context of U.S. history. 33. Contrast Washington s view of factions (as seen in his Farewell Address) and Madison s (as seen in The Federalist). 34. In what ways did the young republic fall short of the ideals of equality and liberty expressed in the Declaration of Independence? 121