The Rise of Sectionalism and the Federalist Era

1. The Rise of Sectionalism and the Federalist Era Time Line 1763 Proclamation Line 1789 3/5ths Comp. 1794 Jay Treaty 1796 Pres. Election 1800 Pres. Election 1803 Louisiana Purchase 1820 Missouri Compromise The Gap Widens The Civil War Sectionalism: Loyalty to the interests of one’s own region over that of the nation Some of the Issues: Slavery - Representation - Tariffs - State’s Rights - New Territories - Relations with Europe

2. The Federalist Era

3. A Team of Rivals • Washington’s Tasks • Initiate this experiment in self-government • No models of this form of government existed in the world • Build foreign confidence in USA’s viability • Keep states UNITED

4. What was the Federalist Era? The Federalist Era is the name given to the period from 1789 to 1801. It encompasses the presidencies of George Washington and John Adams respectively.

5. The Federalist Era The Federalist Era began with George Washington’s unanimous victory in the Election of 1789, a feat he would duplicate in 1792. An entirely new government and procedures for operating it had to be established.

6. The Federalist Era Following up on promises made during ratification, a Bill of Rights was approved by Congress and submitted to the states. Other major events included passage of the Tariff of 1789, consideration of Alexander Hamilton’s Economic Plan and the rise of partisan politics.

7. Historical Background Proclamation Line of 1763 A Vulnerable Frontier and British Self Interest Mercantilism

8. Constitutional Convention Despite beliefs of unalienable rights for all men, the founders had to compromise their views when it came to the slavery issue.

9. Constitutional Convention Richard Hofstadter "a Constitution against parties." Despite beliefs of unalienable rights for all men, the founders had to compromise (the art of politics) their views when it came to the sectional issues. Representation - NJ Plan - Connecticut Compromise - Virginia Plan Slavery - 3/5ths Compromise Historian Garry Wills has postulated that without the additional "slave" votes, Jefferson would have lost the presidential election of 1800. Also, "...slavery would have been excluded from Missouri...Jackson's Indian removal policy would have failed...the Wilmot Proviso would have banned slavery in territories won from Mexico....the Kansas-Nebraska bill would have failed...."

10. THREE FIFTHS COMPROMISE Representatives and direct taxes shall be apportioned among the several states which may be included within this Union, according to their respective numbers, which shall be determined by adding the whole number of free persons, including those bound to service for a term of years, and excluding Indians not taxed, three-fifths of all other persons.

11. Seats in House of Representatives Without the 3/5 Compromise With the 3/5 Compromise 1793 1812 1833

12. Personality, Perception and Ideology Which Way Did the Nation Go? Who Won?

13. HAMILTON’S PLAN • EXCISE TAX ON WHISKEY • PROTECTIVE TARIFF- To protect American industry from British competition • ASSUMPTION OF STATE DEBT • NATIONAL BANK • INDUSTRIALIZATION

14. Northern View • Need an American Policy that will support our UNITED States of America • Stimulate our industry and protect our factories • We cannot support foreign trade • Better to buy American- will keep money in America • Protect against the dependence on foreign goods by placing a tariff

15. JEFFERSONIAN VIEW • STATES RIGHTS- VA and KY Resolutions • FARMERS • FRENCH REVOLUTION • COMMON MAN • AGRARIAN SOCIETY

16. Southern View • Foreign cotton is serving as a major competition to our domestic cotton • It is British policy to buy cotton that buys the most manufactured goods from them • The protective tariff will destroy our cotton economy as it will result in ending trade between the British and the United States • Tariff favors the interests of the northern factory system only

17. WESTWARD MOVEMENT Settlers, Traders and Land Speculators Americans moving west found their interests threatened by Indians, British, and Spanish.

18. Western View • Tariff opposition from cotton and tobacco planters in the South • Trade without a protective tariff will result in MISERY, BANKRUPCY, and, RUIN. • We buy from abroad everything we eat, drink and wear • Factories of the New England states need to succeed to buy wheat, corn, and hogs form the western farmers

19. Jay Treaty(1794) Most important immediate cause for formation of the Democratic-Republican party. Significance

20. Jay Treaty(1794) Supreme Court Chief Justice John Jay negotiated and signed between the US and Great Britain on November 19, 1794. Tensions between the two countries had increased since the end of the Revolutionary War. • British continued harassing American frontier settlers and U.S. ships on the oceans. • British remained in their northern frontier posts on U.S. soil • a. Violation of the Peace treaty of 1783 • b. Sold firearms and alcohol to Amerindians who attacked American settlers • British navy seized about 300 U.S. ships in West Indies starting in 1793 • Impressments: Hundreds of Americans forced into service on British vessels; hundreds of others imprisoned.

21. Federalists unwilling to go to war 1. U.S. depended on 75% of its customs duties from British imports. 2. Jeffersonians argued that U.S. should impose an embargo against Britain.

22. Washington sends Chief Justice Jay toLondon in 1794 1. Jeffersonians feared the Jay would sell out U.S. interests. 2. Hamilton secretly gave Brits U.S.’s bargaining strategy; Jay handicapped -- Hamilton feared a war with Britain and was willing to appease her.

23. Provisions: America won few concessions 1. British renewed their pledge to remove their posts from U.S. soil (as in 1783) 2. British consented to pay damages for recent seizures of American ships 3. British refused to guarantee against future maritime seizures and impressments or the inciting of Native Americans to further violence on the U.S. western frontier. 4. U.S. forced to pay pre-Revolution debts owed to British merchants

24. The Birth of the Democratic Republicans Jeffersonian outrage resulted in creation of the Democratic- Republican party. 1. South felt betrayed that northern merchants would be paid damages 2. Southern planters would be taxed to pay pre-Revolution debt

25. Presidential Candidates 1796

26. Outcome of the Presidential Election of 1796 Burr Pinckney

27. Presidential Election of 1800 a)Votes for Federalist electors have been assigned to John Adams and votes for Republican electors have been assigned to Thomas Jefferson. (b)Only 6 of the 16 states chose electors by any form of popular vote (c)Those states that did choose electors by popular vote had widely varying restrictions on suffrage via property requirements.(d)A faithless elector in New York voted twice for Aaron Burr, but this violated electoral college rules and so the second vote was re-assigned to Thomas Jefferson.

28. Outcome Charles Pinckney

29. Sitting Vice President Aaron Burr Former Sec. of the Treasury A. Hamilton July 11, 1804 Weehawken NJ

30. The Louisiana Purchase 1803 Who did the land belong to? Federalists: Spain - Democratic Republicans: France - Why would Jefferson’s support of the purchase lead to questions about his philosophical consistency? Eastern Seaboard would be threatened by new territories? Expansion of agrarianism and SLAVERY? Western farmers against Eastern merchants? Is this a violation of Jefferson’s strict interpretation of the Constitution?

31. INDUSTRIAL DEVELOPMENT AND WESTWARD MOVEMENT Sectional tensions mount with the addition of new territories…

33. Continued Incidents and Efforts • Tariff (1828) of Abominations • South Carolina’s Exposition and Protest 1828 • Nat Turner’s Slave Rebellion 1831 • Force Bill of 1832 • Compromise of 1833 • The Compromise of 1850 -Fugitive Slave Act 1850 • Kansas Nebraska Act 1854 • Bleeding Kansas 1854-1858 • Dred Scott v Sanford 1857 • Election of 1860 • Fort Sumter 1861

34. The Civil War 620,000 Dead Countless Civilian Dead and Wounded Was this war fought because of Slavery? Could the Slavery question have been solved without the Civil War? Did Compromise Work? Is Congress Better at Compromise Today?

35. ENGAGING STUDENTS IN THE STUDY OF HISTORY Investigating Historical Writing The Changing and Differing Interpretations of History • THE TEXTBOOK • Not historical facts, but an invitation to join the historical debate. • Every generation writes its own history. • Uncovering as Opposed to Covering History.

36. What to think about? • Opposing Forces • Contradictory Interpretations • Consensus • Paradoxes • Questions and Considerations: • When was it written? • Who wrote it? • Where was it written? (Setting) • What was the intention of the writer? (Audience) • Are eye witness accounts reliable? • The Question of Bias

37. YES ABLE TO SATISFY BOTH SIDES AVOID CONFLICT OR WAR CIVIL WAR COULD HAVE BEEN AVOIDED NO SIMPLY PUT THE SLAVERY ISSUE ON THE SHELF CIVIL WAR RESULTS ANYWAY CIVIL WAR WAS INEVITABLE Possible Debate Scenario?Student AssessmentCould Compromise Have Worked?

38. Possible Debate Scenario: Slavery/Civil War

39. Research/Debate Guidelines • Each group researches their topic and divides it into subtopics • Each individual writes a two to four page paper on their subtopic analyzing the thesis (district citation policy) • Each individual in team pro/con/etc. Presents a one-two minute explanation of their research findings supported by visuals. Note cards can be used. • Following the individual presentations the other team has a time period (one minute each or ?) to question the other team. (Instruct them to develop their questions or arguments during the other teams presentation.) • Following the debate each team will have one minute to finalize their summative response. • Judges question and evaluate team members and the audience takes notes and asks questions.

40. Time Period Comparison • Heroes Hall of Fame • Any historical figure could be fit into this topic although some will work better than others • Criteria for Hall of Fame status should be set by the teacher. This could include courage, altruism, influence etc

41. Why the Shift from Web 1.0 to Web 2.0? Web 1.0: • Slow internet connections, computer illiteracy, one way communication, concerns over privacy and too much access. • Personal static web pages hosted on free web sites. Web 2.0: • Technological refinements, which included such adaptations as broadband, improved browsers, and the mass development of a variety of computer platforms. • Content is produced “bottom-up” with dynamically generated blogs and social networking sites.

42. WEB 2.0 and Education • Students Actively Create Consumable Information • User Generated • Participation, Collaboration and Distribution • Participation: YouTube, blogs, twitter, and other free communication/social networks • Collaboration: Research. writing, remixing, editing, joint production projects • Distribution: Sharing, hosting, evaluating the work of others

43. Critical Thinking in the Process Students: • Synthesize information from many diverse sources. Not page by page reading. • Must create a thesis and research that validates or disproves their thesis. • Must condense their research into a short presentation that relates to the proposed thesis. • Must evaluate the accuracy of the information they are collecting. • Write via multiple modes and create for an audience.

44. Critical Thinking and Assessment • Students are using media and computer/handheld technology that they are using on a daily basis in most cases. • Students are involved in self reflection and evaluation of their own work for publication. • Teacher and Peer assessment is readily available via web based: • BLOGS: Contraction of the term WEBLOG. It is usually maintained by an individual with regular entries of commentary and descriptions of events, can include graphics or video. • TUBES: A video sharing network in which users can create and upload video for publication. • SOCIAL NETWORKING: is a social structure made of individuals called "nodes," which are connected by one or more specific types of interdependency.

45. Teacher Tube… …is a site to provide anytime, anywhere professional development with teachers teaching teachers. As well, it is a site where teachers can post videos designed for students to view in order to learn a concept or skill. • Teachers can create a community of learners, including students. • The site allows teachers to upload VIDEOS, DOCUMENTS, AUDIO, PHOTOS, LESSON STRATEGIES, TUTORIALS, etc. • There are specific channels for each discipline that are loaded with an array of resources for teachers. • Teachers can set up a blog that can focus on any community of learners. www.teachertube.com

46. What is a Digital Story? • Story Telling is an Ancient Practice • The Story is: • About Three to Five Minutes Long • Using Still Pictures or Photos • Recorded in Your Own Voice • With Optional Music Soundtrack

47. Why Digital Story Telling? • Engages students in the study of history • Increase and diversify the levels of communication in the classroom • Investigate historical writing • Guided research applications • Prove or disprove a thesis • Promote higher levels of critical thinking • Promote creativity and value art as method in creating narrative • Differentiate instruction • Shift from text based process to media collage • Move away from the linear thinking involved in research reports • Infuse technical applications into the classroom STUDENTS READ AND WRITE IN CURRENT MEDIA FORMS PREPARES THEM FOR FUTURE CAREERS