Foreign Policy Struggle: US Conflicts with Britain & Native Americans in 18th Century, Lecture notes of French

Download Foreign Policy Struggle: US Conflicts with Britain & Native Americans in 18th Century and more Lecture notes French in PDF only on Docsity! 198 The New Republic Step-by-Step InstructionSE CT IO N Objectives As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content. • Explain how territorial expansion brought Americans into conflict with the British and with Native Americans. • Describe American relations with Britain, France, and Spain. • Analyze how the political parties’ debates over foreign policy further divided them. Prepare to Read Background Knowledge Ask students to recall why the first political parties formed. Ask them to predict how well they think the parties will work together during crises that the nation will face. Set a Purpose
WITNESS HISTORY Read the selec- tion aloud, or play the audio. Witness History Audio CD, A Great Orator Speaks Ask According to Red Jacket, how were the Native Americans treated in the peace treaty of 1783? (They were not considered at all.) What effect did this have on U.S. relations with Native Amer- icans? (It prevented peace because Native American interests were not considered.)
Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this ques- tion as they read. (Answer appears with Section 2 Assessment answers.)
Preview Have students preview the Section Objectives and the list of Terms and People.
Using the Paragraph Shrinking strategy (TE, p. T20), have students read this section. As they read, have students identify supporting details about early U.S. foreign policies. Reading and Note Taking Study Guide Use the information below and the following resource to teach students the high-use word from this section. Teaching Resources, Vocabulary Builder, p. 11 High-Use Word Definition and Sample Sentence unify v. to bring together; to make into one unit At first, George Washington’s presidency was able to unify the country. L3 L3 WITNESS HISTORY AUDIO S E C T IO N The Struggle Over Foreign Policy Objectives • Explain how territorial expansion brought Americans into conflict with the British and with Native Americans. • Describe American relations with Britain, France, and Spain. • Analyze how the political parties’ debates over foreign policy further divided them. Terms and People Little Turtle Battle of Fallen Timbers French Revolution John Jay XYZ Affair Alien and Sedition Acts Virginia and Kentucky resolutions Aaron Burr Reading Skill: Identify Supporting Details Record details about early U.S. foreign policies in a chart like this one. Why It Matters In addition to building a government, making peace with Native Americans, and maintaining control over expanded borders, the young United States had to establish itself in the interna- tional community during a volatile time. By 1793, Britain and France had resumed war, and both threatened efforts by the United States to stay neutral. Debate over America’s response to a war and to a revolution in France affected the nation’s foreign policy as well as its domestic structure. Section Focus Question: How did foreign policy challenges affect political debate and shape American government? Conflict in the Ohio Valley Although the United States had gained a vast new territory west of the Appalachians from the Treaty of Paris, the British kept their forts on the American side of the Great Lakes. Hoping to limit American settlement in the Northwest Territory, the British pro- vided arms and ammunition to the Miami Indians and their allies, who were actively resisting American expansion into their lands. In 1790, Native Americans led by the war chief Little Turtle defeated a small force sent by President Washington to stop attacks against settlers. In 1791 in the Ohio Valley, British guns helped a confeder- acy of many Indian nations, again led by Little Turtle, to crush a larger American force commanded by General Arthur St. Clair. But the tide turned in August 1794 when federal troops led by General Anthony Wayne defeated the Native American confederacy at the Battle of Fallen Timbers, named for the fallen trees that
Washington presents Red Jacket with a peace medal (above right) at the 1792 meeting. U.S. Foreign Policy FranceBritainNative Americans A Great Orator Speaks In 1792, government officials met with Native Americans in Philadelphia to discuss treaty issues and continuing skirmishes between settlers and Indians in the North- west. In response to a plea from President Washington for peace, a famous Seneca orator replied, “When you Americans and the king made peace [in 1783], he did not mention us, and showed us no compassion, notwithstanding all he said to us, and all we had suffered . . . he never asked us for a delega- tion to attend our interests. Had he done this, a settlement of peace among all the western nations might have been effected. . . .” —Red Jacket, 1792 0198_hsus_te_ch06_s02_su.fm Page 198 Wednesday, April 18, 2007 9:49 AM Chapter 6 Section 2 199 covered the battle site. Wayne’s decisive victory forced the Native Americans to accept his peace terms. In the Treaty of Greenville, Native American leaders ceded most of the present state of Ohio to the U.S. government. This also opened the Northwest Territory to settlement. Why was the Battle of Fallen Timbers significant? American Relations With Europe While the British were helping Native Americans take a stand against the United States, the young nation struggled to chart a sure course in the area of foreign policy. Responding to the French Revolution In 1789, Americans welcomed news of the French Revolution, a republican uprising in France. Grateful for French help during the American Revolution, Americans now saw the French as fellow republicans in a hostile world of aristocrats and kings. In 1793, how- ever, leaders of the French Revolution began executing thousands of opponents, including the French king and his family. They also declared war on the monar- chies of Europe, including Great Britain. In response, Americans divided along party lines. The Democratic Republi- cans regretted the executions but still preferred the French Republic to its monarchical foes. Jefferson regarded the French Revolution as “the most sacred cause that ever man was engaged in.” But the Federalists decided that the French revolutionaries were bloody anarchists out to destroy religion and social order. They suspected that the Democratic Republicans meant to do the same. Proclaiming Neutrality By 1793, Britain and France were at war. Both Amer- ican political parties agreed that the United States was too weak to get tangled in the war and too dependent on trade with Britain, which provided nearly 90 percent of American imports. That trade generated most of the federal reve- nue, which came primarily from tariffs and only secondarily from excise taxes. Battle of Fallen Timbers An engraving from the mid-1800s shows the 1794 battle that weakened Native American resistance. General Anthony Wayne, commander in chief of the United States Army, is shown below and on horse. Teach Conflict in the Ohio Valley Instruct
Introduce: Key Term Ask stu- dents to find the key term Battle of Fallen Timbers (in bold), and explain that it was a battle between U.S. soldiers and Native Americans. Tell students to read to find out the result of the Battle of Fallen Timbers.
Teach Using the Think-Write-Pair- Share strategy (TE p. T23), discuss the conflicts in the Northwest Terri- tory. Ask How did the British encourage conflict in the North- west Territory? (They provided arms and ammunition to Native American groups opposing U.S. settlement.) Why did the British want to limit U.S settlement in the area? (Sample answer: The British hoped to regain control of the area or at least to limit U.S. expansion.)
Analyzing the Visuals Have stu- dents compare the images on this page and the previous page to apply what they have learned about the conflicts in the Northwest Territory. Ask students to describe each image and then summarize the events that led to the deteriorating relationship between Native Americans and the United States. Independent Practice Have students create a cause-and- effect chart to summarize the conflict between the United States and Native Americans in the Ohio Valley. Monitor Progress As students fill in their charts, circu- late to make sure that they understand U.S. foreign policy regarding Native American groups. For a completed ver- sion of the flow chart, see Note Taking Transparencies, B-35. Answer It opened the Northwest Territory for U.S. settlement. The French and American Revolutions The French and American Revolutions were linked in many ways. French philosophers of the Enlightenment had inspired American Patriots with their views on liberty and human rights. The French had also aided the Patriots in their struggle. Without French help, the col- onists might not have won the war. However, the costs of the war strained the French economy, and the new U.S. government was in no position to pay back its debts quickly. This financial strain, coupled with several bad har- vests in the late 1780s, left France on the verge of a widespread famine and economic collapse. The desperate situation fueled the political instability and public outrage that led to revolution. Like the Ameri- can revolutionaries, the French rebels wrote a decla- ration of independence. Called the Declaration of the Rights of Man and of the Citizen, it promoted many of the same ideals as the American Declaration of Independence, including the rights to liberty, equality, and property. The revolutions of France and the United States shared many ideas, but had very differ- ent outcomes. Historians have often turned to these two events to illustrate the sometimes fragile nature of political transformation. L3 0198_hsus_te_ch06_s02_su.fm Page 199 Wednesday, April 18, 2007 9:49 AM 202 The New Republic The Parties Debate Foreign Policy The Federalist candidate, John Adams, narrowly defeated Thomas Jefferson in the 1796 presidential election. The nation voted along regional lines, with Jefferson winning most of the southern electoral votes and Adams carrying almost all of the northern states. Due to an awkward feature of the Constitu- tion, Jefferson, as the second place finisher, became Adams’s Vice President. Adams Confronts Crisis With France Although honest and dedicated, Adams could also be stubborn and pompous. Lacking tact, he made few friends and many enemies. Those foes included Hamilton, who had retired from public office but who tried to control the Federalist Party and the national government from behind the scenes. His meddling weakened the Adams administration. A French crisis briefly unified the nation. The Jay Treaty of 1794 had offended the French as a betrayal of their 1778 treaty of alliance with the United States. To show their irritation, in 1796 the French began seizing Amer- ican merchant ships. Adams sent envoys to Paris to negotiate peace. But three French officials—known in code as X, Y, and Z—demanded humiliating terms, including $250,000 in bribes. Adams broke off negotiations. Called the XYZ Affair, the insult roused public sentiment against France. In 1798, the Federal- ist majority in Congress expanded the army and authorized a small navy, which won some surprising victories over French warships. To pay for the expanded military, Congress imposed unpopular taxes on stamps and land. The Alien and Sedition Acts The Federalists exploited the war fever by passing the controversial Alien and Sedition Acts in 1798. The Alien Act autho- rized the President to arrest and deport immigrants who criticized the federal government. Because most immigrants supported the Democratic Republicans, the Federalists made it difficult for them to become citizens. The Sedition Act made it a crime for citizens to publicly discredit the federal government. Arguing that crit- icism undermined trust in the government, the Federalists used this act to silence Dem- ocratic Republican opposition. The Sedition Act did allow juries to acquit defendants who could prove the lit- eral truth of their statements. But that still put the burden of proof on the defen- dants, reversing the tradition of presum- ing someone innocent until proven guilty. In the end, the federal government con- victed ten men of sedition, including those in Massachusetts who erected a liberty pole comparing the Federalists to the Loyalists who had supported the British king. The Virginia and Kentucky Resolutions In two Democratic Republican states, the state legislatures passed controversial resolves in response to the acts. Written by Jefferson and Madison in 1798 and 1799, the Virginia and Kentucky resolutions Fighting Over the Sedition Act A 1798 cartoon shows a fight that broke out in Congress between Federalist Roger Griswold (with cane) and Democratic Republican Matthew Lyon (with tongs). Lyon, the first person tried and jailed under the Sedition Act, was considered a Demo- cratic Republican hero and won reelection while in his jail cell. What is the cartoonist’s view of Congress during the Adams administra- tion? How can you tell? Analyzing Political Cartoons Vocabulary Builder unify–(YOO nuh fì) v. to bring together; to make into one unit The Parties Debate Foreign Policy/The Election of 1800 Instruct
Introduce: Key Term Ask stu- dents to find the key term XYZ Affair (in bold) in the text, and use the Color Transparency: The XYZ Affair to explain that it was a scan- dal concerning the French govern- ment during the administration of John Adams. Color Transparencies A-22
Teach Ask How did Adams com- pare with Washington? (Adams was dedicated to the country but not as well-liked as Washington.) How did U.S. policy toward France change under Adams’s adminis- tration? (The former allies became enemies as a result of conflict on the seas and the XYZ Affair.) Have stu- dents examine the political cartoon and answer the questions that accompany it. Ask Were the Alien and Sedition Acts justified under the circumstances? Explain. (Example: No; they were tools to sup- press political opposition, and no emergency is important enough to take away the right to free speech.) Why do you think the Framers did not foresee the problem that emerged during the election of 1800? (Sample answer: They probably did not think that a tie would occur.)
Analyzing the Visuals Direct students’ attention to the map on the next page. Ask them to point out which geographic locations sup- ported the Democratic Republicans and which supported the Federalists. Independent Practice Have students read the Biography: John Adams worksheet and answer the questions. Ask students to write a few sentences explaining how Adams’s personality both helped and hindered him. Teaching Resources, p. 16 Monitor Progress As students complete their worksheets, circulate to make sure that they under- stand how Adams’s experiences affected his political choices. Answer Analyzing Political Cartoons Factionalism between the parties was destructive and out of control; the image portrays Congress as ridiculous with mem- bers who were prone to violence. Congressional Pugilists Little is known about the political cartoon on this page “Congressional Pugilists.” The Library of Congress has three original copies of the print, all inscribed with “Congress Hall, in Philada. Feb.15.1798.” Given Philadelphia’s role in government and the active press in the city, it was probably published there. The cartoon portrays an actual altercation between Representatives Matthew Lyon of Vermont and Roger Griswold of Connecticut. The two men exchanged insults. Then, Lyon spit on Griswold, and they came to blows. Although such an incident might have ended their political careers, each man continued in public service for the rest of his life. An Irish immigrant, Lyon enjoyed a series of firsts: he was the first member of have an ethics violation charged against him following the Griswold incident. He was the first (and only) Congressman elected while in jail, where he landed after being the first to violate the Alien and Sedition Acts. He was also the first Congressman to serve two separate states, Ver- mont and Kentucky, where he moved in 1801. Griswold left Congress in 1805 to serve in the Connecticut state government, first as a supreme court justice, then as lieutenant governor, and finally as governor until his death in 1812. L3 0198_hsus_te_ch06_s02_su.fm Page 202 Wednesday, April 18, 2007 9:49 AM Chapter 6 Section 2 203 Assess and Reteach Assess Progress
Have students complete the Section Assessment.
Administer the Section Quiz. Teaching Resources, p. 23
To further assess student under- standing, use Progress Monitoring Transparencies, 43. Reteach If students need more instruction, have them read the section summary. Reading and Note Taking Study Guide Adapted Reading and Note Taking Study Guide Spanish Reading and Note Taking Study Guide Extend See this chapter’s Professional Devel- opment pages for the Extend Online activity on patriotic music of the early republic. Answers an incident in which French officials demanded humiliating terms from U.S. envoys that were trying to negotiate peace The election of 1800 was much more hotly contested than that of 1796 and ended in a tie; however, in 1800, two men of different parties were not forced to serve together, as had happened in the 1796 election. Section 2 Assessment 1. Sentences should demonstrate students’ understanding of the relationship between each of the terms or people and American foreign policy in the 1790s. 2. Foreign policy issues, such as the French Revolution, further divided the two par- ties, polarized the government, and caused deep conflicts. 3. Concept webs should focus on one topic from the section and then indicate which outer circle students believe would be a manageable idea for a research paper. 4. Possible response: The British probably wanted to protect their own interests in North America and may also have thought that Native Americans had a right to retain their lands in that area. 5. The Federalists, who believed in a strong federal government, order, and stability, wanted to avoid foreign conflicts and to ally themselves with countries that could help the United States economically, such as Britain. The Democratic Repub- licans, who distrusted strong federal government and were concerned with protecting liberties, wanted to ally them- selves with countries that shared the same principles, such as revolutionary France. 6. Sample response: Hinder—A President and Vice President from different parties might be unwilling to support each other’s policies, causing division in the administration. For additional assessment, have students access Progress Monitoring Online at Web Code nca-1621. L3 L3 L2 L2 L1 L4 2SECTION Assessment declared the Sedition Act unconstitutional. The resolves even hinted that states had the power to nullify federal laws that were unconstitutional. Though this doctrine of nullification threatened to dissolve the union, no other state legislatures adopted it. Instead, the presidential election of 1800 would decide the balance of federal power and states’ rights. What was the XYZ Affair? The Election of 1800 By 1800, the Sedition Act and the new federal taxes had become very unpopular. Sensing that trend, in 1799 Adams had suspended expansion of the army and sent new diplomats to France to seek peace. Those moves angered many Federalists, including Hamilton, who worked to undermine Adams’s reelec- tion. Adams lost the heated election to Jefferson. Jefferson and his running mate, Aaron Burr, tied. The voters had meant for Jefferson to become Pres- ident and Burr to become Vice President. But because the Constitution did not then allow a distinc- tion between electoral votes, the House of Represen- tatives had to decide between the two. Hamilton preferred Jefferson, so in early 1801 the Federalist congressmen allowed Jefferson to become Presi- dent. This peaceful transfer of power from one party to another set a valuable precedent. To avoid another electoral crisis, in 1804 the Constitution was amended to require elec- tors to vote separately for President and Vice President. Offended by Hamilton’s criticism, Burr killed him in a duel in 1804. Compare the election of 1796 to the election of 1800. Progress Monitoring Online For: Self-test with vocabulary practice Web Code: nca-1621 Comprehension 1. Terms and People What is the relationship between each of the following terms or people and American foreign policy during the 1790s? • Little Turtle • Battle of Fallen Timbers • French Revolution • John Jay • XYZ Affair • Alien and Sedition Acts 2. Reading Skill: Identify Supporting Details Use your completed chart to answer the Section Focus Question: How did foreign policy challenges affect political debate and shape American government? Writing About History 3. Quick Write: Narrow Your Topic Choose a topic from this section to research. Then, narrow it down by creating a concept web. Choose one of the outer circles as a manageable topic for a research paper. Critical Thinking 4. Identify Central Issues Why did the British support Native American resistance to westward expansion in the United States? 5. Recognize Ideologies How did American debates about foreign policy in the 1790s reflect the beliefs of the political parties? 6. Draw Inferences Does having a President and Vice President from different parties help or hinder government? Explain. Terr. South of Ohio R. Miss. Terr. Terr. NW of Ohio R. Indiana Territory Disputed territo ry Spanish Territory FL SC NC TN PA NY MD NJ CT KY 6 3 (DR-J) 3 (DR-B) GA 8 4 (DR-J) 4 (DR-B) 8 4 (DR-J) 4 (DR-B) 24 8 (DR-J) 8 (DR-B) 4 (F-A) 4 (F-P) 24 12 (DR-J) 12 (DR-B) VA 42 21 (DR-J) 21 (DR-B) 30 8 (DR-J) 8 (DR-B) 7 (F-A) 7 (F-P) 20 5 (DR-J) 5 (DR-B) 5 (F-A) 5 (F-P) VT 8 4 (F-A) 4 (F-P) MA 32 16 (F-A) 16 (F-P) NH 12 6 (F-A) 6 (F-P) RI 8 4 (F-A) 3 (F-P) 1 (F-J) 18 9 (F-A) 9 (F-P) 14 7 (F-A) 7 (F-P) DE 6 3 (F-A) 3 (F-P) 16 8 (DR-J) 8 (DR-B) Electoral Vote 73 73 65 64 1 Thomas Jefferson—Democratic Republican (DR-J) Aaron Burr—Democratic Republican (DR-B) John Adams—Federalist (F-A) Charles Pinckney—Federalist (F-P) John Jay—Federalist (F-J) Candidate and Party Presidential Election of 1800 0198_hsus_te_ch06_s02_su.fm Page 203 Wednesday, April 18, 2007 9:49 AM 204 The New Republic George Washington: Farewell Address Objectives • Identify the main ideas in a primary source. • Understand how a primary source reflects the time in which it was created. • Explain the significance of Washington’s Farewell Address. Background Knowledge Ask students to recall the development of political parties during Washing- ton’s administration and the results of that development. Tell students to continue reading to find out what Washington thought about political parties. Instruct Direct students to read the introduc- tion at the top of the page. When they have finished, ask What was the pur- pose of this speech? (to advise future Presidents on the basis of Washington’s own experience) What is the main idea of this excerpt? (that political parties and foreign influences are dan- gerous) Ask students to evaluate how well they think political leaders fol- lowed Washington’s advice between 1796 and 1800. Monitor Progress To confirm students’ understanding, ask volunteers to summarize the ideas in this excerpt in their own words. Dis- cuss with the class whether they think current political leaders follow Wash- ington’s advice. Answers Thinking Critically 1. They kindle animosity, make for dissention and violence, and create opportunities for foreign influence and corruption. 2. the French Revolution which occured dur- ing his presidency Effects of Washington’s Address Despite the foreign policy problems that dominated the Adams administration, most political leaders took Washing- ton’s words very seriously. His Farewell Address was read annually in the Congress for decades. Starting in 1862, during the Civil War, it was again read periodi- cally in the Senate and has since been read in the Senate to mark Washington’s birthday every year since 1896. It also became one of the best-known speeches in the United States and was published in children’s readers, engraved on watches, and woven into tapestries. After Washington’s time, the United States encountered numerous foreign policy situa- tions, but tended to avoid entanglements until national security was directly threatened, as in World War I and World War II. Washington’s words were so powerful, in fact, that the United States did not join any formal league or alliance until the beginnings of the United Nations in 1945 and the military alliance NATO in 1949. L3 L3 George Washington: Farewell Address In 1796, Washington decided not to run for reelection. On September 19, his Farewell Address ran in a Philadelphia newspaper. In the address Washington thanked the nation and gave his reasons for leaving office after two terms. He also offered advice to those who would come after him, based on his experience and observations. He discussed regional differences, foreign policy, and political parties with amazing foresight.
George Washington, as painted by Gilbert Stuart in 1796 et me now take a more comprehensive view, and warn you in the most solemn manner against the baneful1 effects of the spirit of party generally. This spirit, unfortunately, is inseparable from our nature, having its root in the strongest passions of the human mind. It exists under different shapes in all governments, more or less stifled, controlled, or repressed; but, in those of the popular form, it is seen in its greatest rankness,2 and is truly their worst enemy. . . . It agitates the community with ill-founded jeal- ousies and false alarms, kindles the animosity of one part against another, foments3 occasionally riot and insurrection. It opens the door to foreign influence and corruption, which finds a facilitated access to the government itself through the channels of party passions. Thus the policy and the will of one country are subjected to the policy and will of another. . . . So likewise, a passionate attachment of one nation for another produces a variety of evils. Sympathy for the favorite nation, facilitating the illusion of an imaginary common interest in cases where no real common interest exists, and infusing into one the enmities of the other, betrays the former into a participa- tion in the quarrels and wars of the latter without adequate inducement or jus- tification. It leads also to concessions to the favorite nation of privileges denied to others which is apt doubly to injure the nation making the concessions. . . . The jealousy of a free people ought to be constantly awake, since history and experience prove that foreign influence is one of the most baneful foes of republican government. But that jealousy to be useful must be impartial.4 . . . Thinking Critically 1. Synthesize Information What does Washington say are the many “baneful effects” of political parties? 2. Draw Inferences What event was Washington think- ing of when he warned about “foreign influence”? 1. baneful (BAYN fuhl) adj. harmful; destructive. 2. rankness (RANGK nehs) n. state of being excessive and unpleasant. 3. foments (foh MEHNTS) v. stirs up. 4. impartial (ihm PAHR shuhl) adj. fair; not favoring one side. Washington asked Hamil- ton to revise his farewell address; Hamilton’s version appears to the right.  L 0204_hsus_te_ch06_ps_su.fm Page 204 Wednesday, April 18, 2007 10:18 AM