unit 4 resources - pc\|macimages.pcmac.org/sisfiles/schools/tx/weslacoisd/centralmiddle/... · unit...

$: Unit 4 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/TX/WeslacoISD/CentralMiddle/... · Unit 4 Resources Use the following ... Section 2 Day 3 Section 3 Day 4 Chapter 8 Review$
254A

Unit 4 Resources

Use the following tools to easily assess student learning in a variety of ways:

• Performance Assessment •Activities and Rubrics • Interactive Tutor

• Chapter and Unit Tests Self-Assessment CD-ROM• Section Quizzes • MindJogger Videoquiz• Standardized Test Practice Workbook • ExamView® Pro Testmaker CD-ROM

•The American Republic to 1877Visit The American Republic to 1877 Web site for historyoverviews, activities, assessments, and updated charts and graphs.• www.socialstudies.glencoe.comGlencoe Social StudiesVisit the Glencoe Web site for social studies activities,updates, and links to other sites.• www.teachingtoday.glencoe.comGlencoe Teaching TodayVisit the new Glencoe Web site for teacher developmentinformation, teaching tips, Web resources, and educationalnews.• www.time.comTIME OnlineVisit the TIME Web site for up-to-date news and specialreports.

SUGGESTED PACING CHARTSUGGESTED PACING CHARTUnit 4(1 Day)

Day 1Introduction

Chapter 8 (5 Days)

Day 1Chapter 8 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Chapter 8ReviewDay 5Chapter 8Assessment

Chapter 9 (6 Days)

Day 1Chapter 9 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 9ReviewDay 6Chapter 9Assessment

Chapter 10 (5 Days)

Day 1Chapter 10 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Chapter 10ReviewDay 5Chapter 10Assessment

Unit 4 (2 Days)

Day 1Wrap-Up/Project Day 2Unit 4 Assessment

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESUnit 4 Map Overlay Transparencies Cause-and-Effect Transparency 4

CAUSE-AND-EFFECT TRANSPARENCY 4

Copyright © by The McGraw-Hill Companies, Inc.

Change and Expansion

C A U S E S E F F E C T SRegional interests; Differingviews of Constitution Two-party political system

United States doubles in sizeUnited States buys LouisianaTerritory

Embargoes, war, tariffs Increased demand forAmerican goods

Distribution of goodsincreases

Industrial Revolution Growth of cities and towns

Transportation improves

Louisiana Purchase and Western Exploration, 1803-1807BaseMap


Map Transparency 44

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www.tx.tarvol1.glencoe.com

www.tx.tarvol1.glencoe.com

http://www.tx.tarvol1.glencoe.com

http://www.tx.tarvol1.glencoe.com

http://www.socialstudies.glencoe.com

http://www.teachingtoday.glencoe.com

http://www.time.com

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Unit 4 ResourcesASSESSMENT INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

B I B L I O G R A P H Y

Readings for the StudentHakim, Joy. The New Nation, 2nd Edition.Oxford University Press, 1999.

White, Alana. Sacagawea: Westward withLewis and Clark. Enslow, 1997.

Readings for the TeacherAmbrose, Stephen E. Lewis and Clark:Voyage of a Discovery. NationalGeographic Society, 1998.

Piersen, William Dillon. From Africa toAmerica: African American History fromthe Colonial Era to the Early Republic1526–1790. Prentice Hall International, 1996.

Multimedia ResourcesVHS. Thomas Jefferson. Produced by KenBurns, Carmella Rockwell. PBS Home Video:Turner Home Entertainment, 1997.

VHS. The West, Episode 1, The People.Insignia Films and WETA-TV. The West FilmProject, 1996.

Additional Glencoe Resources for This Unit:

Glencoe Skillbuilder InteractiveWorkbook CD-ROM, Level 1Reading in the Content AreaSupreme Court Case StudiesInterpreting Political CartoonsAmerican Art and MusicAmerican BiographiesAmerican Art Prints Strategies and Activities

Cooperative Learning Activity 4

Citizenship Activity 4 Hands-On History Activity 4 History Simulations and Problem Solving 4

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★ Cooperative Learning Activity 4 ★★

(continued)

Election Campaign of 1796

BACKGROUNDSince the early days of this country, candidates for political office have

expressed their opinions and tried to persuade others to adopt their view-points in political campaigns. In 1796 Thomas Jefferson and John Adams facedeach other in the presidential election. The issues they raised in that electioncampaign continue to be debated today.

GROUP DIRECTIONS1. Form two parties, Federalist and Republicans, and conduct the presidential

campaign of 1796 between Jefferson and Adams. 2. Use your textbook and the information in the shaded box below to help

you define the issues debated in the 1796 election.3. To spread your message

and persuade people tovote for your candidate,prepare campaignposters, buttons, slo-gans, speeches, banners,flyers, and debates.

4. Finish the campaignwith speeches for bothJefferson and Adams.Then hold a class voteto see who wins.

★

★

1796 Campaign Issues• State government versus federal government

• National bank

• Interpretation of the United States Constitution

• Attitude toward Great Britain

• Attitude toward France

Cooperative Group Process1. Gather the members of your party to plot campaign strategy. Assign each group

member to find out your candidate’s position on one of the issues in this elec-tion. Select a campaign manager, a public relations or media director, speech-writers, and researchers.

2. Use information from Chapter 8 and other references to clarify your candidate’sposition on the issue assigned to you. Write a short summary that can be usedin the campaign ahead.

3. From the information gathered individually, prepare a statement of your candi-date’s views. Make sure each member of the group receives a copy of the state-ment. Use this statement to create campaign materials: buttons, slogans, songs,and so on.

★

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Serving on a Jury: A Civic DutyWHY IT’S IMPORTANT

What role do citizens play in courts? What does a jury do? What is theresponsibility of a juror? Who can be on a jury?

BACKGROUNDThe Seventh Amendment to the Constitution assures individuals the

right to a trial by jury. Juries in both federal and state courts are made up ofcitizens. Jurors are summoned, or called, for duty by mail. Jurors must bewilling to take time off from work and give up their free time. Jury duty isa citizen’s responsibility.

Juries are important because they give an individual accused of a crimean opportunity to be judged by several individuals with different view-points rather than by one person with one viewpoint. This process, guaran-teed by the United States Constitution, helps to keep trials fair and just.

QUESTIONS TO ASK

1. Why are juries important?

��

��

2. What qualities do you think a good juror should have?

��

��

3. Why is participating on a jury important?

��

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4. Do you agree with this statement made by ChiefJustice John Jay in 1794: “. . . juries are the bestjudges of facts. . . .”? Why or why not?

��

��

��

DID YOU KNOW?Today over 30 states use teen courts, or peercourts, to prosecuteteens for offenses suchas skipping school,underage drinking, andtraffic offenses. Teensserve as prosecution anddefense lawyers, thejury, and, in some cases,the judge. Verdicts fromthese courts are legallybinding, and sentencesusually involve commu-nity service.

Citizenship Activity 4

(continued)

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Hands-On History Activity 4

(continued)

Water WheelingWaterwheels change the energy of falling water into mechanical energy that

can be used for running machinery. Try to create a waterwheel to see howpeople harnessed the power of water.

BACKGROUNDWaterwheels once turned heavy millstones that ground grain into flour. The

turning mill wheel, through a series of gears, turned two large, flat stones thatcrushed the grain between them. The rotation pushed the flour to the edges.Waterwheels also provided power for blacksmiths, paper makers, andlumberyards.

★

In Europe water-wheels first appearedin early medieval times.In the mid-1800s, morethan 20,000 mills pow-ered by waterwheelsoperated in England

alone.

FASCINATINGFACTS

MATERIALS• 12 plastic cups,

3-oz size• 2 plastic plates,

8� or 9� size• 2 empty thread

spools• masking tape,

1� wide• scissors• ruler• dishpan• 2 one-pound coffee

cans filled with stones

• 2 yardsticks• 12 rubber bands• water pitcher• 18� piece of stiff

wire, a coat hanger will work

• rubber cement• pliers for wire

cutting• one large, 3� nail• 1⁄8� drill

★

21

Nail

Spool

Two platesglued bottomto bottom

Spools areglued to plates

3 oz plasticcups

Maskingtape

Plasticplates

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★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

History Simulations and Problem Solving 4—Teaching Strategy

The Louisiana Purchase★

TopicThe purchase of the Louisiana Territory

from France and President ThomasJefferson’s decision to go ahead with thepurchase

ObjectiveIn a group setting, the students will

explore the issues that decided America’spurchase of the Louisiana Territory. Eachgroup will choose a member to act as anadviser to President Jefferson.

Materials

• Reproduce the fact sheets on pages 15and 16 (one copy of each fact sheetper student).

Procedure1. Appoint one student to portray

Thomas Jefferson. This student will beresponsible for becoming familiar withthe issues on page 16.

2. Divide the class into six small groups.Each group will have to research oneof the issues on page 16.

3. Present the issues on the LouisianaPurchase. Tell students that they are togather as much information as possi-ble to guide President Jefferson in hisdecision making. Remind studentsthat the Constitution does not give thepresident the power to acquire newterritory for the United States.Students should come up with argu-ments for and against the president’sassuming such power.

4. Give students one week to researchtheir topics. Then have them discusstheir findings in their groups in severalsessions, lasting about 15 minutes, inthe week before the simulation.

5. On the day of the simulation, have adesignated spokesperson from eachteam represent the team in a meetingwith the president. Remind each stu-dent that the goal is to present accu-rate information to support a point ofview with regard to the purchase. Thestudent playing President Jeffersonwill act as monitor. Display the mapof the Louisiana Territory for speakersto refer to during the discussion.

6. Allow a few minutes for the studentportraying President Jefferson to pres-ent a decision with regard to the pur-chase.

BackgroundThe Louisiana Purchase was met with

overwhelming popular enthusiasm. TheSenate agreed with President Jeffersonand ratified the treaty on October 20,1803. The Spanish gave up physicalpossession of Louisiana to France in aceremony at New Orleans on November30, 1803. In a second ceremony onDecember 20, 1803, the French turnedthe Louisiana Territory over to theUnited States. As a result of theLouisiana Purchase and other popularpolicies, Jefferson was overwhelminglyreelected in 1804.

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Economics and History Activity 4

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The Power of SteamBACKGROUND

The American Revolution brought great changes to the lives of the peo-ple of the United States. The new government wrestled with the challeng-ing problems of a growing nation. Congress was forced to deal with newdemands in managing the economy of a large nation.

Along with the changes in government, another revolution was takingplace in the United States—the Industrial Revolution. The machines andinventions of the Industrial Revolution brought about new ways in howmany people worked and lived.

The Steam EngineThe early inventions required a mill to be located near a flowing river to

power the great gears that turned the machines. This all changed with theinvention of the steam engine, which was used to power machines. By1850 steam engines powered the textile and other industries. Steam loco-motives and steamships brought products from the farms to the peopleliving in the cities. Cities grew because people could live in the city, work,and buy their food and clothing.

The factories found in the cities looked toward a more efficient systemto produce goods. By the end of the1800s, the answer was found—theassembly line. In an assembly line, goods move along a line while workersstay in one place doing the same job over and over. The product is fin-ished by the time it reaches the end of the assembly line. The assemblyline was a far more efficient system than the cottage industry previouslyused. In this system, one family would produce a product, working on thesame product from start to finish.

DIRECTIONS: Answer the following questions.1. Why did the steam engine eliminate the need for an industry to be

located near a water source?

��

��

2. How do you think the steam engine affected the growth of cities?

��

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3. How did factories improve on the cottage industries used before?

��

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Economics and History Activity 4

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Interdisciplinary Connection 4

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★ ★ ★ ★ ★ ★ ★ ★ ★ ★Interdisciplinary Connection 4

THE ENGLISH LANGUAGEThe English language is a blend of words

from many sources. Sometimes words comefrom another language. Tomato, potato,and chocolate, for example, originated asNative American words that became partof the English language. New technologyoften gives the language new words aswell. Words such as modem, byte, and soft-ware come from computer technology.

Sometimes a person’s name becomes anew word, called an eponym. Creators ofnew inventions, for example, may find the invention named for them in either aflattering or critical way. Gerrymanderingis an example of a critical eponym.

THE GERRYMANDERThe word gerrymandering was formed

to name a practice first used in the UnitedStates by the Massachusetts legislature.According to the United States Constitution,a state’s population should determine thenumber of representatives in the House of

Representatives. The Constitution, how-ever, does not explain how districts are tobe divided within states.

Sometimes state legislators draw thedistrict lines with a self-serving purposein mind. In 1812 the Republican majorityin the Massachusetts legislature voted toredraw the lines between the state’s sena-torial districts. When they examined themap, they identified some areas withFederalist majorities. They then redrewthe lines so that most of the Federalistvoters would be concentrated within ahandful of districts. As a result, the Fed-eralist voters could not elect as manystate senators as before. Thus, the Rep-ublicans maintained a majority of seats in the state senate.

Newspaper editor Benjamin Russellnamed the practice. Russell noticed thatthe outline of one sprawling districtlooked like a salamander. Russell’spaper showed the outline in a politicalcartoon, adding claws, wings, and ahead with fangs and a forked tongue.He called the district a Gerrymander. Theterm combined the word salamander withthe name of the Republican governor ofMassachusetts, Elbridge Gerry. Thoughthe legislature drew the districts, Gerrywas blamed.

GERRYMANDERS GO NATIONALOther states enthusiastically copied the

idea. They drew their own gerrymanders,or districts drawn to favor one party.

What happened to the man afterwhom this practice was named? In 1812,the same year the word gerrymander wascoined, James Madison was elected pres-ident of the United States. ElbridgeGerry became his vice president.

History and Language Arts

Gerrymander

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American Literature Reading 4

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★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★American Literature Reading 4

(continued)

Of Ghosts and Sailing Ships

GUIDED READING As you read the selection, look for clues that tell youwhat is about to happen.

“The Salem Ghost Ship”retold by Frank Shay

We were all Salem men aboard the brig Neptune andwe were ending a sixteen months’ voyage on the short-est day of the year. We’d be home in Salem in time forChristmas. Salem’s a town that holds its peoplewherever they roam. . . . There’s an oldlegend that says no matter where hisbody dies, the spirit of a true Salem manalways returns.

Captain Abner Low had taken JackSomers and me along with him. . . .We had started out with the usualYankee cargo of rum, Lowell cottons,codfish, cheese, clocks, furniture, andshoes . . . and now we were return-ing, returning home to Salem, with a rich haul from Europe, Africa, and Asia. . . .

[The captain] instructed us inarithmetic and the simple problems ofnavigation. Our more practical education was in the hands of “Sails,” theelderly sailmaker. It was this character who taught us to knot, reeve[reduce the sail area to slow the ship], and splice, to hand, reef [to run arope through a hole in a block], and steer. . . . From old Sails we learnedthe lore of the sea, . . . Sails loved talking about the ghost ships. . . .

Even though we were sure Sails was pulling our legs, we loved hearingthe stories as much as he loved telling them. Before we’d put the firstpatches on our sea breeches, we were sneaking peeks at the horizon, hoping to catch a glimpse of a phantom ship. We hadn’t seen a one.

About the Selection Many sailors who left colonial ports to trade withother nations did not make the trip back home. Disease, storms, and faminewere just a few of the dangers that took sailors’ lives. Many of the legends thatarose about sea life helped people deal with their helplessness in the face oftragedies at sea. The following legend tells the story of a young sailor’s firstencounter with the Salem Ghost Ship on the last leg of the triangular trade.

★

Unit 4 PosttestsUnit 4 Pretests

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The New Republic, 1789–1825DIRECTIONS: Matching Match the items in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. first president of the United States

�� 2. immigrants living in the country who are not citizens

�� 3. capital of the United States

�� 4. bringing manufacturing steps together in one place

�� 5. loyalty to one region of the country

�� 6. explorers of land west of the Mississippi River

�� 7. toll roads

�� 8. patriotic poem by Francis Scott Key that was turnedinto a song

�� 9. traditions

�� 10. to withdraw

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question. (4 points each)

�� 11. Which of the following is the highest judicial authority in the United States?A. president C. CongressB. Supreme Court D. Senate

�� 12. Freedom of speech, press, and religion areA. liberties. C. taxes.B. leaders. D. political parties.

�� 13. A secretary of the treasuryA. helps set economic policy. C. leads the Senate.B. helps set foreign policy. D. is the vice president.

Name �� Date �� Class ��

ScoreUnit 4 Pretest, Form A

(continued)

Column B

A. precedentsB. turnpikesC. sectionalismD. Washington, D.C.E. George

WashingtonF. aliensG. factory systemH. Lewis and ClarkI. “Star-Spangled

Banner”J. secede

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The New Republic

DIRECTIONS: Matching Match the items in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. first vice president

�� 2. issued by James Monroe

�� 3. opened Ohio to settlers

�� 4. second vice president

�� 5. a government check and balance

�� 6. doubled the size of the United States

�� 7. died as a result of a dual

�� 8. favored war with Great Britain

�� 9. wrote “The Star-Spangled Banner”

�� 10. worked at Boston Manufacturing Company


�� 11. A tax on imported goods is calledA. an export tax. C. a tariff.B. a goods tax. D. a property tax.

�� 12. What did President George Washington consider to be a grave danger to thenew nation?A. expanding westward C. Treaty of ParisB. federal taxes D. growth of political parties

�� 13. What early political party stood for a vigorous federal government?A. Antifederalist Party C. Republican Party B. Federalist Party D. Democratic Party


ScoreUnit 4 Posttest, Form A

(continued)

Column B

A. Alexander HamiltonB. Thomas JeffersonC. Francis Scott KeyD. John AdamsE. War HawksF. Treaty of GreenvilleG. Monroe DoctrineH. Louisiana PurchaseI. Lowell girlsJ. judicial review

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENT HANDS-ON ACTIVITIESHANDS-ON ACTIVITIES

CHAPTER XX Chapter Title254

New Republic

1789–1825

Pitcher honoring

Washington’s

inauguration, 1789

Daniel Boone Escorting

Settlers Through the

Cumberland Gap by

George Caleb Bingham

Why It MattersAs you study Unit 4, you will learn

how the young United States chose its

leaders and established its policies.

The following resources offer more

information about this period in

American history.

Primary Sources LibrarySee pages 598–599 for primary source

readings to accompany Unit 4.

Use the American History Primary Source Document Library

CD-ROM to find additional primary

sources about the new republic.

The

Unit OverviewUnit 4 describes the challengesfaced by the new American gov-ernment. Chapter 8 explores theorganization and policies ofWashington’s administration.Chapter 9 describes the War of1812. Chapter 10 describes theindustrial and westward growthof the nation.

Unit ObjectivesAfter studying this unit, students will be able to:1. List highlights of the new

government.2. Identify and discuss the

importance of various aspectsof the Jefferson era.

3. Discuss the IndustrialRevolution and its effects;explain how sectionalismdeveloped and summarizethe Monroe Doctrine.

Why It Matters Activity

Ask students to think about howthe affairs of foreign countriesimpact the policies of the UnitedStates government. Discuss howforeign policy issues affect thelives of Americans. SS: 8.30E

If time does not permit teaching eachchapter in this unit, you may want touse the Reading Essentials andStudy Guide summaries.

Out of Time?

TEAM TEACHING ACTIVITYScience Have the class work with the Science or Health teacher (or the school nurse) to investi-gate how diseases such as cholera and yellow fever—a deadly threat in early cities—have beenbrought under control in the developing world. Cholera—which is spread by fecal-contaminatedfood and water—is still prevalent in parts of Asia, Africa, and South America where public sanitationis poor. Yellow fever, caused by a virus carried by mosquitoes, has been largely eliminated. Discusshow modern transportation methods provide a means for quicker transfer of dangerous diseasesfrom continent to continent. L2 SS: 8.28B, 8.29A; ELA: 8.13C; SCIENCE: 8.3A

IntroducingUNIT 4

IntroducingUNIT 4

254

“Observe good faithand justice toward

all nations.”—George Washington, 1796

SERVICE-LEARNING PROJECTSERVICE-LEARNING PROJECTHelp students understand the importance of becoming an actively involved citizen. Have studentsvisit a city council or county board meeting. As a class, discuss the importance to residents of thedecisions made at the council or county meeting. Discuss a community issue important to yourclass. Have students write letters to the local paper expressing their views on the issue. Plan a way to make the issue and its possible solution known to local government. L2 SS: 8.32A;ELA: 8.15ARefer to Building Bridges: Connecting Classroom and Community through Service-Learning inSocial Studies from the National Council for the Social Studies for information about service-learning.

CD-ROMAmerican History Primary Source Document Library CD-ROM

Use the American History PrimarySource Document Library CD-ROMto access primary source documentsrelated to issues facing the new Americangovernment and westward expansion.

IntroducingUNIT 4

IntroducingUNIT 4

George Caleb Bingham painted this oilon canvas work in 1851 and 1852. Thepainting shows Daniel Boone hero-ically leading his people through hos-tile terrain to a promised land in theWest. The woman on the horse sym-bolizes the civilizing influence that willdevelop the culture of the frontier.Bingham shows the rocks and treesparting and a heavenly light shiningdown on the settlers, symbolizing thesupport of Providence for Americansettlement of the frontier. Ask: Whatmight the surrounding darknesssymbolize? (Accept reasonable suggestions. Answers may include:danger, uncertainty, or unfavorablecircumstances—fatigue, hunger, illness—preceding arrival in Kentucky.)

More About the Art

255

Glencoe LiteratureLibrary

The Middle School American History Literature Library from Glencoe consists of novels and available related readings. Study Guides offer instructional support and student activities.

256A

Chapter 8 Resources

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT

GEOGRAPHYGEOGRAPHY

Why It Matters ChapterTransparency 8

Graphic Organizer 3


W hy It Matters 8A New Nation Chapter

Region 1946–1955 1956–1965 1966–1975 1976–1985 1986–1995

Western Europe 33,067 6,752 1,004 1,626 –5,411*

Eastern Europe 823 501 226 1,209 12,352

Near East Asia and South Asia 4,944 16,828 17,195 50,793 29,164

Africa 147 2,272 3,610 11,074 16,231

Far East Asia and Pacific 9,678 16,199 34,780 9,635 –8,396

Western Hemisphere 1,248 5,181 6,816 9,860 15,415

U.S. Government Foreign Aid, 1946–1995(in millions of dollars)

*Negative figures (–) occur when the region pays back more money to theUnited States than the United States pays to the region.

Sources: The American Almanac 1994–1995 Table 1318; Statistical Abstract of the United States 2000 Table 1

Graphic Organizer 3:

Web Diagram


Time Line Activity 8

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Time Line Activity 8★

The Living Constitution (1789–Present)

DIRECTIONS: Read the following background information. Then examine thetime line. Use what you learn to answer the questions.

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Vocabulary Activity 8

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class

Vocabulary Activity 8★

DIRECTIONS: Understanding Definitions Select the term that answerseach question below. Write the correct term in the space provided.

national debt caucus speculator alienimpressment tariff nullify deportsedition bond cabinet partisan

1. What word was used to refer to President George Washington’s department

heads and the attorney general? ��

2. What is the amount of money a nation’s government owes? ��3. What is a paper note that promises to repay money in a certain length of time?

��

4. Who is someone who risks money in order to make a larger profit? ��

5. What is a tax on imports? ��

6. What word refers to the British practice of forcing American sailors into the

service of the British navy? ��

7. What political term means favoring one side of an issue? ��8. What is a meeting by members of a political party to choose candidates for

office? ��

9. What is someone called who lives in a country but is not a citizen? ��

10. What term refers to activities aimed at weakening established governments?

��

11. What term means to send out of the country? ��

12. What term means to overturn legally? ��

DIRECTIONS: Using Vocabulary Use each of the following termscorrectly in a complete sentence. Write the sentences on a separatesheet of paper.

inauguration precedent unconstitutionalneutrality implied powers states’ rights

Workbook Activity 8

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A New Nation

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question.

�� 1. Some states had supported the Constitution on the condition thatA. no amendments be added. C. a bill of rights be added.B. a bill of goods be added. D. states could nullify amendments.

�� 2. As a Democratic-Republican, Thomas Jefferson favoredA. a strong federal government, a national bank, and protective tariffs.B. strong state governments, state banks, and free trade.C. strong state governments, state banks, and protective tariffs.D. a weak federal government, a national bank, and no tariffs.

�� 3. Who did George Washington nominate as chief justice of the United States?A. Henry Knox C. James MadisonB. John Jay D. Edmund Randolph

�� 4. Alexander Hamilton proposed a tariff to encourage United States citizens toA. trade with other nations. C. buy British products.B. consume less. D. buy American products.

�� 5. Jefferson favored the French in the 1793 British-French War becauseA. he thought a French victory would drive the British out of North America.B. he was an admirer of the French Revolution.C. he hoped France and the United States would become strong allies.D. he wanted France to establish new colonies in North America.

�� 6. The Whiskey Rebellion of July 1794 was an armed protest by farmers inwestern Pennsylvania againstA. the use of whiskey. C. whiskey made from corn.B. the sale of imported whiskey. D. a special tax on whiskey.

�� 7. What did the Native Americans agree to do in the Treaty of Greenville?A. surrender land in present-day Ohio C. fight at the Battle of Fallen TimbersB. combine forces with the French D. move north of the Ohio River

Workbook Activity 8★


C

B

B

D

A

D

A

(continued)

Critical Thinking SkillsActivity 8

Name Date Class

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SOCIAL STUDIES OBJECTIVE: Analyze information by identifying cause-and-effect relationships

LEARNING THE SKILLWhen determining cause and effect, look for an event (the cause) that

makes something else happen (the effect). For example, when theAmerican colonists won the Revolutionary War, the British lost a largepart of their landholdings in North America. The loss of the war was thecause that resulted in the effect of the loss of large British landholdings onthe continent.

APPLYING THE SKILLDIRECTIONS: Read each passage and fill in both the cause and the effect onthe lines below it.1. Americans had long feared strong governments. They had fought a revolution to

throw off one and did not want to replace it with another. Some people thoughtthe new Constitution needed to include specific statements guaranteeing personalliberties. In December 1791, ten amendments protecting essential rights wereadded to the Constitution. They became known as the Bill of Rights.

Cause Effect

______________________________ ______________________________

______________________________ ______________________________

2. In 1790 Secretary of the Treasury Alexander Hamilton proposed that the new gov-ernment pay off the millions of dollars of debt owed by the states to other nationsand individuals. Southern states opposed this plan because they owed much lessmoney than Northern states did. To win support for this plan with Southernstates, Hamilton agreed to support a proposal from Virginia and Maryland tolocate the new national capital in the South.

Cause Effect

______________________________ ______________________________

______________________________ ______________________________

3. Britain and France went to war in 1793. President Washington hoped that theUnited States would remain neutral and issued the Proclamation of Neutrality.But several hundred Americans volunteered to serve on French ships thatseized British vessels and stole their cargoes. The outraged British then seizedAmerican merchant ships trading with the French and forced their crews intothe British navy.

Cause Effect

______________________________ ______________________________

______________________________ ______________________________

Critical Thinking Skills Activity 8 Determining Cause and Effect

( i d)

Take-Home ReviewActivity 8

Attorney Generalto handle the government’slegal affairs

A NEW NATIONGeorge Washington, as first president of the United States, had a huge task before him. Heand Congress established procedures and precedents for the new government to follow.

Reviewing Chapter 8• George Washington took the oath of office as first president on April 30, 1789. John Adams became

the vice president. To establish the organization of the executive branch of government, Congressestablished a cabinet with three branches. This is how the executive branch is organized:

Take-Home Review Activity 8

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Executive Branch of Government

State Departmentto handle issues withother nations

Two other offices

War Departmentto provide for nationaldefenseTreasury Department

to deal with financial matters

Postmaster Generalto oversee the postal service

President Cabinet Vice President

• The first political parties formed: the Federalist Party and theRepublicans or Democratic-Republicans. In 1796 John Adams, aFederalist, was elected president and Thomas Jefferson, aRepublican, became vice president.

1. Federalists This group wanted a strong federal government,believed in implied powers, and supported a government inwhich elected officials ruled for the people.

2. Republicans or Democratic-Republicans This group wanted tolimit government power and ensure peoples’ rights and libertiesby having ordinary people participate in government.?

DID YOU KNOW?When Washingtongave his farewellspeech, New YorkCity was the capi-tol of the UnitedStates. He gavehis famous speechat FrauncesTavern, a restau-rant in downtownManhattan. Thislandmark restau-rant remainedstanding until thesummer of 2000,when it finallyclosed its doors.

Linking Past andPresent Activity 8

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Name Date Class

27

Linking Past and Present Activity 8

The City of Washington, D.C.

Major Pierre-CharlesL’Enfant was a well-known French engineer

and architect when President GeorgeWashington appointed him to designthe United States capital in 1791. Hesurged ahead with an ambitious planthat included grand plazas, publicsquares, and parks connected by wideboulevards. L’Enfant, aided by AfricanAmerican Benjamin Banneker and oth-ers, did much of this work withoutauthorization from hissuperiors. By 1792President Washingtondismissed him.L’Enfant’s planswere set aside.

In 1901 theMcMillan ParkCommissionrevivedL’Enfant’s plans.Washington’sstreets are laid outlike the spokes ofwheels. The WhiteHouse is at the center ofone wheel; the Capitol is atthe center of the other.

Life has changed sinceL’Enfant designed a cityin the wilderness more

than 200 years ago. Hundreds of thou-sands of people live in the area. In 1800about 3,000 people lived in Washington,D.C.; today it is home to more than600,000 people. Every year thousands ofpeople visit the capital. To many, the cityis a monument to the ability ofAmericans to govern themselves.

Instead ofhorses, peoplenow ride intrains, cars,planes, and sub-ways. With thedevelopment ofthe automobile,

highways andexpresswayswere built to

handle themassive

amount of trafficto, from, and through

the nation’s capital. In 1976the capital’s subway system

began service. One of the Metrostations is L’Enfant Plaza.

T H E N N O W

DIRECTIONS: Recalling Facts Answer the questions below on a separate sheet of paper.1. Why did President Washington hire Pierre-Charles L’Enfant?2. Why was L’Enfant dismissed from his job?3. Drawing Conclusions How have changes in transportation affected city planning?4. Determining Cause and Effect Why do people place so much importance on

Washington, D.C.?5. Making Inferences Why do you think the founders of the United States wanted

the capital to be so grand?

CapitolLatitude . . . . . . . . . 39Longitude . . . . . . . . 77

Primary SourceReading 8

Name Date Class

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★ Primary Source Reading 8 ★★

Launching the New GovernmentInterpreting the Source This song may have first been sung during the

presidential election of 1796 to the tune of “Yankee Doodle.” As you read, think about how the singers may have sounded as they expressed their beliefs in song.

DOCUMENT-BASED QUESTIONSDIRECTIONS: Answer the following questions on a separate sheet of paper.1. What is the main idea expressed in this song?2. What are some words to describe the mood of this song?3. What song today reminds you most of this one? Explain why you think

they are similar.

DIRECTIONS: Creating a Poster Create a poster to encour-age American voters to exercise their right to vote or to reg-ister to vote if they have not done so. Include catchy

slogans, appropriate drawings, and patriotic symbols. Display yourposter in the classroom.

� � � � � � � � � � � � ��

SOURCE: “The Right of Free Elections.” In Songs, Odes, and Other Poems on National Subjects, compiled by Wm. McCarty,Philadelphia, 1842. Reprinted in The Annals of America, Vol. 3, Encyclopædia Britannica, 1968.

While some on rights, and some on wrongs,Prefer their own reflections,

The people’s right demands our songs—The right of free elections.

For government and order’s sake,And law’s important sections,

We should support, and pleasure takeIn frequent free elections.

Our agricultural interest, marts,And mercantile connections,

With manufactures, science, arts,Must thrive by free elections.

To thwart the schemes of factious bands,Who for us plan subjections,

The cause of liberty demandsOur votes at all elections.

Should enemies beset us round,Of foreign, fierce complexions;

Undaunted we will stand our ground,Upheld by free elections.

We‘ll never from our duty swerve,Let who will make objections;

But while we live, unchanged preserveThe freedom of elections.

The Right of Free Elections

Geography and HistoryActivity 8

Name Date Class

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GEOGRAPHY AND HISTORY ACTIVITY 8★

DIRECTIONS: Write your answers to questions 1–6 on the map. You mayabbreviate if you wish.1. Location In the early years of the republic, the United States had con-

flicts with two northern European countries. Color each country a dif-ferent color and write the country’s name in the correct location.

2. Label the capital cities of the two countries you identified on the map.

What is the approximate distance between these two cities? ��

3. Write the names of the two other important European capital citieswhose locations are shown by dots on the map. Identify the countriesin which they are found.

4. Draw a line between New York and the capital of the European islandcountry you labeled earlier. Use the map scale to estimate the distancebetween the two cities. If a sailing ship traveled 100 miles (160 kilome-ters) a day, about how many days would it have taken to travelbetween the two cities?

distance = �� ; travel time = ��5. Another European country made important settlements in and around

New York City in the early colonial years. Draw a circle around thiscountry and write the letters AC (for American colonies) within the circle.

6. Circle the southern European country that also established earlycolonies in what is now the southern part of the United States.

ATLANTICOCEAN

AFRICA

N

E

S

W

0

0 1,000 2,000 kilometers

1,000 2,000 miles

The United States and Europe

Mediterranean Sea

New York City

ICELAND

GREENLAND

UNITEDSTATES

CANADA EUROPE

The following standards are highlighted in Chapter 8:Section 1 VI Power, Authority, & Governance: A, B, E, F, H, ISection 2 III People, Places, & Environments: B, H, ISection 3 VI Power, Authority, & Governance: A, B, C, D, F, H

Meeting NCSS Standards

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT ENRICHMENTENRICHMENT

Foldables arethree-dimensional,

interactive graphic organizers that helpstudents practice basic writing skills,review key vocabulary terms, and identify main ideas. Every chapter con-tains a Foldable activity, with additionalchapter activities found in the Readingand Study Skills Foldables booklet.

Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

Timesaving Tools

Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™

••

256B

Chapter 8 Resources

The following videotape programs are available from Glencoe as supplements to Chapter 16:

• Civil War Journal (Set 1) (ISBN 1-56501-200-3)• Civil War Journal (Set 2) (ISBN 1-56501-326-3)

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

The following videotape programs are available from Glencoe as supplements to Chapter 8:

• George Washington: Founding Father (ISBN 1-56501-377-8)*• Thomas Jefferson: Philosopher of Freedom (ISBN 1-56501-502-9)*

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

*Available individually or in The American Republic to 1877 Video Library.

R

R

Standardized Test PracticeWorkbook Activity 8

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A New Nation


Column A

�� 1. first vice president

�� 2. leader of the Miami people

�� 3. pro-British

�� 4. political meetings

�� 5. arrested under the Sedition Act


�� 6. With which of the following did Congress establish a federal court system?A. Bill of Rights C. Judiciary Act of 1789B. Hamilton’s Plan D. Report on the Public Credit

�� 7. What department handles relations with other nations?A. State Department C. Treasury DepartmentB. War Department D. Foreign Department

�� 8. To open Ohio to white settlement, Anthony Wayne forced 12 NativeAmerican nations from the Great Lakes region to sign theA. Treaty of Greenville. C. Treaty of the Great Lakes.B. Shawnee Treaty. D. Anthony Wayne Treaty.

�� 9. A person favoring one side of a political issue isA. partisan. C. a party favor.B. a faction. D. implying power.

�� 10. The Democratic-Republicans believed inA. state banks. C. rule by the wealthy class.B. a national bank. D. protective tariffs.

�� 11. The Democratic-Republicans believed in strong state governments andA. rule by the wealthy class. C. a strong federal government.B. a national bank. D. rule by the people.


ScoreChapter 8 Test, Form A

(continued)

Column B

A. Matthew LyonB. FederalistsC. John AdamsD. Little TurtleE. caucuses

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A New Nation


Column A

�� 1. first secretary of treasury

�� 2. deals with financial matters

�� 3. deals with nation’s defense

�� 4. Jefferson’s running mate in 1796

�� 5. crisis with France


�� 6. What are the first 10 amendments that were added to the Constitution?A. Report on Public Credit C. Judiciary Act of 1789 B. Bill of Rights D. American Government Plan

�� 7. The amount the nation’s government owes is called theA. national loan. C. national plan.B. national debt. D. national credit.

�� 8. Most Americans considered Jay’s TreatyA. dishonorable. C. an act of treason.B. honorable. D. an act of courage.

�� 9. George Washington warned that political parties wouldA. divide the nation. C. help the nation. B. create lively debate. D. destroy states’ rights.

�� 10. Which view did Thomas Jefferson not hold?A. rule by wealthy class C. strong state governmentB. pro-French ideas D. pro-state banks

�� 11. Federalists believed inA. free trade. C. a national bank. B. state banks. D. rule by the people.


ScoreChapter 8 Test, Form B

(continued)

Column B

A. XYZ affairB. Alexander HamiltonC. War DepartmentD. Treasury DepartmentE. Aaron Burr

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Name __________________________________ Date ____________________ Class ____________

Social Studies Objective: The student will analyze information by making inferences.

Using diagrams, charts, and other data sources requires careful reasoning skills. Sometimes youhave to draw conclusions based on the evidence in a source. This is known as making an inference.Making an inference involves combining the limited facts at hand and your general knowledge toform a reasonable conclusion.

★ Practicing the SkillRead the paragraph below. Complete the activity that follows.

Despite general distrust of political parties,toward the end of Washington’s second term aspresident Americans began to divide into opposinggroups and formed factions, as political partieswere then called.

One group, or party, came to be called theFederalists. They generally supported the policiesof Alexander Hamilton and stood for a vigorousfederal government. They admired Britain becauseof its stability, and distrusted France because of theviolent changes following the French Revolution.Federalist policies tended to favor shipping andbanking interests and their strongest support camefrom the Northeast, especially New England, andfrom wealthy plantation owners in the South.

Opposition to the Federalists becameorganized in the early 1790s. Thomas Jeffersonand James Madison were the leaders of this anti-Federalist party, which came to be called theRepublicans, or the Democratic-Republicans.

The Republicans wanted to leave as muchpower as possible to the state governments. Theyfeared that a strong federal government wouldendanger people’s liberties. They supported theFrench and condemned what they regarded asthe Washington administration’s pro-Britishpolicies. Republican policies appealed to smallfarmers and urban workers, especially in theMiddle Atlantic states and the South.

The Federalists also favored a looseinterpretation of the Constitution. In otherwords, they believed that the federal governmenthad implied powers that were not specificallymentioned in the Constitution. Hamilton usedthe idea of implied powers to justify a nationalbank. The Republicans disagreed. They believedin a strict interpretation of the Constitution. Intheir view, unless the Constitution specificallymentioned government powers in a particulararea, the government had no authority to act.

★ Learning to Make InferencesUse the following guidelines to help you use data to make accurate inferences.

• Observe the key features and details of thesource.

• Decide what general topic is being presented orillustrated.

• Review what you already know about the topic.

• Use logic and common sense to form aconclusion about the topic.

• If possible, find specific information that provesor disproves your inference.

ACTIVITY 8Making Inferences

Standardized Test Practice


Use with Chapter 8

An Architectural Exhibit

BACKGROUNDIn 1800 John and Abigail Adams moved into a new gray limestone building.They became the first family to occupy the official home of the presidents. Thebuilding has undergone many additions and changes over the years. Britishtroops burned the original structure during the War of 1812. Renovators usedwhite paint to cover the smoke stains on the walls. We know this residencetoday as the White House.

TASKYou are an architect. The history department of a local university plans anexhibit about historic buildings. They have hired you to create a bulletin boarddisplay featuring the White House. Your task is to illustrate the changes thathave been made to the original design.

AUDIENCEYour audience is your teacher, classmates, and other students and adults inter-ested in learning more about the history of the White House.

PURPOSEYour purpose is to help your audience visualize the architectural developmentof the White House and to help them recognize when these changes occurred.

PROCEDURE1. Consult the Performance Task Assessment Lists for a Bulletin Board Display

and an Individual Performance Task Management Plan to assist you inplanning and developing your project.

2. Research to learn as much as possible about the original design of theWhite House as well as what, when, and why structural changes occurred.

3. Locate magazine or newspaper pictures, photographs, or create originalscale drawings of the original structure and subsequent additions.

4. Sketch ideas of what you will place on the bulletin board and how you willorganize these materials.

5. Share your ideas with a classmate to obtain suggestions for improvement.6. Revise your work as appropriate and create your final bulletin board display.

ASSESSMENT1. Use the performance task assessment lists suggested to evaluate each stage

of your bulletin board plan.2. Check to see that you have included all elements.3. Organize all the materials that you plan to put on your bulletin board.4. Complete a final self-assessment before you share your project.

★

★

★

★

★

★

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★ Performance Assessment Activity 8

The following Spanish language materials are available in the Spanish Resources Binder:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activity• Spanish Take-Home Review Activity• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramAmerican History Primary Source Document Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 1The American Republic to 1877 Video ProgramAmerican Music: Hits Through History

ASSESSMENT AND EVALUATION

MULTIMEDIAMULTIMEDIA SPANISH RESOURCESSPANISH RESOURCES

HISTORY

Use our Web site for additional resources. All essential content is covered in the Student Edition.

You and your students can visit , the Web sitecompanion to The American Republic to 1877. This innovative inte-gration of electronic and print media offers your students a wealth ofopportunities. The student text directs students to the Web site for thefollowing options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.

tx.tarvol1.glencoe.com

Chapter 8 Test Form B

Chapter 8 Test Form A

Performance AssessmentActivity 8

ExamView® Pro Testmaker CD-ROM

http://tx.tarvol1.glencoe.com

http://www.aande.com

http://www.historychannel.com

256C

Chapter 8 Resources

SECTION 1The First President1. Describe what actions were taken to

launch the new government.2. Explain how Hamilton proposed to

strengthen the economy.

SECTION 2Early Challenges1. Understand how the federal govern-

ment asserted its power in the West.2. Examine how the United States tried

to stay out of European conflicts.

SECTION 3 The First Political Parties1. Describe how political parties got

started and what positions they supported.

2. Explain how John Adams andThomas Jefferson became candi-dates of opposing parties in the election of 1796.

Assign the Chapter 8 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

*Also Available in Spanish

SECTION RESOURCES

Reproducible Lesson Plan 8–1Daily Lecture and Discussion Notes 8–1Guided Reading Activity 8–1*Section Quiz 8–1*Reteaching Activity 8–1*Reading Essentials and Study Guide 8–1Enrichment Activity 8–1



Daily Focus Skills Transparency 8–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 8–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 8–3American Music: Hits Through HistoryVocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

256D

Chapter 8 Resources

Carolyn Steinbrink Shenandoah Middle SchoolShenandoah, IA

Illustrating Reading AssignmentsStudents will illustrate the main ideas of the chapter.They will need several sheets of plain paper and col-ored pens and pencils for this activity. First, have stu-dents write a list of the main ideas and topics theyencountered in their reading assignment, such asWashington’s actions as president, the WhiskeyRebellion, the rise of political parties, and so on. Asstudents read, have them create a design incorporat-ing these topics. The design itself should relate to themain ideas of the reading. For example, Washington’saccomplishments as president could be listed onbranches of a cherry tree or within the pillars of theWhite House. The finished product could be as sim-ple as a sketch of a road with the topics arranged onhighway signs in chronological order. As you discussthe chapter in class, have students share their art-work and explain their topics.

From the Classroom of…Teacher’s Corner

The following articles relate to this chapter.

• “L’Enfant’s Washington,” by Alice J. Hall, August 1991.• “The Peales: America’s First Family of Art,” by Otto Friedrich,

December 1990.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• 111 Years of National Geographic Magazine (CD-ROM)• National Geographic Desk Reference (Book)• Washington, D.C. (Video)

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

• American Music: Cultural Traditions• American Art and Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the Middle School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)• American Crafts Hands-On Activities• American Games Hands-On Activities• American History Flash Cards

ADDITIONAL RESOURCES FROM GLENCOEKEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Activities that are suited to use within the blockscheduling framework are identified by:

PRE-AP PRE-ADVANCED PLACEMENT activities

http://www.nationalgeographic.com

256

Why It Matters Activity

Ask students to speculate on the possibleproblems the new government mightencounter. Have each student state oneproblem they think Washington faced thata president today may also encounter.SS: 8.5A

256

A New Nation

1789–1800Why It Matters

George Washington’s administration faced the huge task of making the new govern-

ment work. The Constitution had created the office of the presidency, but Washington

established many procedures and customs.

The Impact TodayPresident Washington set many examples that presidents still follow. These include creat-

ing a cabinet, directing foreign affairs, and serving as chief legislator.

The American Republic to 1877 Video The chapter 8 video, “GeorgeWashington,” examines the issues that arose upon the establishment of the office of president.

1789• Washington becomes

first president

• Judiciary Act passed

1792• France declares

war on Austria

1793• Louvre opens

as public museum in Paris

1794• Slavery abolished in

all French colonies

Washington1789–1797

1794• Whiskey

Rebellion

CHAPTER 8 A New Nation

1790 1792 1794

1791• Bill of Rights added

to Constitution

IntroducingCHAPTER 8Introducing

CHAPTER 8

TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERThe Constitution organized the new government. Even though President Washington wanted toretire, he immersed himself in the needs of the new country and the new government. Criticallymissing from the Constitution was a set of laws identifying the rights of the people, rights for whichthe American Revolution had been fought. Review the reasons for the American Revolution. Thenask students what rights the people of the new nation should have. Write these ideas on the chalk-board. Discuss how the American Revolution influenced people’s desire for a Bill of Rights. SS: 8.4A, 8.20F; ELA: 8.11A

Refer to Activity 8 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

MJ

The American Republic to1877 Video ProgramTo learn more about George Washingtonand the first presidency, have studentsview the Chapter 8 video “GeorgeWashington” from The AmericanRepublic to 1877 Video Program.

Available in DVD and VHS

MindJogger VideoquizUse MindJogger Videoquiz to preview the Chapter 8 content.

Available in VHS

ELA: Page 256: 8.13D; Page 257:8.10L, 8.22B

Student Edition TEKS

257

Adams1797–1801

257

1795• Nation’s first chief justice,

John Jay, retires from court1800• Convention of 1800

resolves U.S./Frenchconflicts

1798• Alien and Sedition

Acts passed

• XYZ affair

1796• Jenner develops

smallpox vaccine

1799• Rosetta stone

discovered

HISTORY

Chapter OverviewVisit and click on Chapter 8—Chapter Overviews to pre-view chapter information.


Boston Harbor as Seen From Constitution Wharf by Robert SalmonSalmon recorded the emerging cities and scenic harbors of the young nation.


1796 1798

Journal ofAmerican

Firsts

Step 1 Fold a sheet of paper from top to bottom.

Step 2 Then fold it in half from side to side.

Step 3 Label the foldable as shown.

Summarizing Study Foldable Make thisfoldable and use it as a journal to help you recordthe major events that occurred as the new nationof the United States formed.

Reading and Writing As you read the chapter,find the “firsts” experienced by the new nation,and record them in your foldable journal. Forexample, list the precedents set by PresidentWashington and identify the first political parties.

Social Studies TAKS tested at Grade 8: Obj 5:8.30BIntroducing

CHAPTER 8Introducing

CHAPTER 8

HISTORY

Introduce students to chapter content and key terms by havingthem access Chapter Overview 8at

Artist Robert Salmon specialized in maritime scenes, often showing detailed depictions of clipperships. Salmon was born in Whitehaven, England. He began his artistic career painting scenes fromLiverpool and Greenock, England. He sailed to the United States in 1828 and soon began paintingscenes from Boston Harbor. It is estimated that he completed about 1,000 paintings in his lifetime.Boston Harbor is an example of Salmon’s polished and carefully detailed painting style.

More About the Art

Purpose Students will make anduse a foldable to summarize keyconcepts after reading the chapter.This reading strategy requires stu-dents to read with the purpose ofidentifying and recording impor-tant “firsts” that occurred as thenew nation of the United Stateswas launched.

Have students completeReading and Study SkillsFoldables Activity 8.

As students read the chapter, have them review the time line on pages 256–257. Have studentsidentify how many years had passedfrom the time that the Bill of Rightswas added to the Constitution to otherworld and United States events. SS: 8.1B; ELA: 8.13D

SOCIAL STUDIES:Page 256: 8.1A, 8.1B, 8.21B,8.30C; Page 257: 8.1B, 8.21B,8.27A, 8.30B, 8.30C



http://www.glencoe.com/sec/socialstudies/ushistory/tar12003/tx/content.php4/635/1


258

April 6, 1789George Washingtonis elected president

April 30, 1789Washington takesthe oath of office

September 1789Judiciary Act sets upfederal court system

December 1791Bill of Rights addedto the Constitution


Main IdeaPresident Washington and the firstCongress tackled the work of estab-lishing a new government.

Key Termsprecedent, cabinet, national debt,bond, speculator, unconstitutional,tariff

Reading StrategyClassifying Information As you readthe section, re-create the diagrambelow and list the actions taken byCongress and Washington’s firstadministration.

Read to Learn• what actions were taken to launch

the new government.• how Hamilton proposed to

strengthen the economy.

Section ThemeGovernment and Democracy Presi-dent Washington and Congress tookactions that shaped the future of gov-ernment in our nation.

Guide to Reading

The First President

Washington banner

Actions

Washington Congress

Preview of Events✦1789 ✦1790 ✦1791 ✦1792

Social Studies TAKS tested at Grade 8: Obj 5:8.30C Obj 5:8.30A

Celebrations erupted in the streets of Philadelphia, New York, Boston, andCharleston in 1789. News of the Constitution’s ratification was greeted with relief andenthusiasm. All that was needed now was a leader to guide the new nation.

On April 6 the new Senate counted the presidential ballots. To no one’s surprise, thevotes were unanimous. Senator John Langdon wrote to General George Washington:“Sir, I have the honor to transmit to Your Excellency the information of your unanimouselection to the office of President of the United States of America.” Washington wasready to begin the difficult task of leading the country.

President WashingtonThe 57-year-old president-elect made his way slowly toward New York City, then

the nation’s capital. After the Constitutional Convention, George Washington hadlooked forward to a quiet retirement. Instead his fellow citizens elected him to thehighest office in the land. On April 30, 1789, Washington took the oath of office as thefirst president of the United States under the federal Constitution (there had been sev-eral presidents under the Articles of Confederation). John Adams became vice presi-dent. ; (See page 598 of the Primary Sources Library for an excerpt of an account of Washington’s First Inaugural.)

258

1 FOCUSSection OverviewThis section explains the taskfaced by the Washington admin-istration of establishing a newgovernment.

CHAPTER 8Section 1, 258–262CHAPTER 8

Section 1, 258–262

Guide to Reading

Answers to Graphic: Washington:nominated first chief justice of theSupreme Court, appointed cabinetheads; Congress: created the execu-tive departments, established a fed-eral court system, approved Bill ofRights, created a national bank

Preteaching VocabularyHave students look in a dictionary forthe word cabinet. Ask them to choosethe meaning they think will apply tothis section.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 8–1• Daily Lecture and Discussion Notes 8–1• Guided Reading Activity 8–1• Section Quiz 8–1• Reteaching Activity 8–1• Reading Essentials and Study Guide 8–1• Enrichment Activity 8–1

Transparencies• Daily Focus Skills Transparency 8–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Project transparency and havestudents answer the question.

Available as a blacklinemaster.

DAILY FOCUS SKILLS TRANSPARENCY 8-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: BTeacher Tip: Have students identify the data contained ineach column and row. Then tell them to compare the totalnumber of votes for each candidate.

UNIT

4Chapter 8

Interpreting Charts and Tables

Directions: Answer the following question based on the table.

Who received the second largest number of votes?

A George Clinton B John Adams C Aaron Burr D George Washington

George John George Thomas AaronState Washington Adams Clinton Jefferson BurrN.H. 6 6Mass. 16 16R.I. 4 4Conn. 9 9Vt. 3 3N.Y. 12 12N.J. 7 7Pa. 15 14 1Del. 3 3Md. 8 8Va. 21 21Ky. 4 4N.C. 12 12S.C. 8 7 1Ga. 4 4TOTAL 132 77 50 4 1

Electoral Vote for the Presidential Election of 1792

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 8–1

ELA: Page 258: 8.10F, 8.13E;Page 259: 8.8C


259CHAPTER 8 A New Nation

Perhaps no office in the new government cre-ated more suspicion among the people than theoffice of president. Many Americans feared thata president would try to become king, but theytrusted Washington. They believed that his lead-ership had brought them victory in the Revolu-tionary War.

Washington was aware of the difficulties he faced. He knew that the precedents, or traditions, he established as the nation’s firstpresident would shape the future of the United States. “No slip will pass unnoticed,” heremarked. One precedent he established con-cerned the way people should address him.Vice President Adams supported “His High-ness the President of the United States,” butultimately it was decided that “Mr. President”would be more appropriate.

Washington and the new Congress also hadmany decisions to make about the structure ofgovernment. For example, the Constitution gaveCongress the power to establish executivedepartments, but it did not state whether thedepartment heads would report to the presidentor to Congress.

The First CongressDuring the summer of 1789, Congress set up

three departments in the executive branch ofgovernment. The State Department would han-dle relations with other nations, the TreasuryDepartment would deal with financial matters,and the War Department would provide for thenation’s defense. Congress also created theoffice of attorney general to handle the govern-ment’s legal affairs and the office of postmastergeneral to direct the postal service.

To head the departments, Washington choseprominent political figures of the day—ThomasJefferson as secretary of state, AlexanderHamilton as secretary of the treasury, andHenry Knox as secretary of war. He appointedEdmund Randolph as attorney general. Wash-ington met regularly with the three departmentheads and the attorney general, who togetherbecame known as the cabinet.

Congress created the executive departments;opinion was divided, however, on how muchpower the president should have over them. For

example, should the president be able to replacean official that he had appointed and the Senatehad confirmed? Senators were evenly divided invoting on the issue.

Vice President Adams broke the tie by votingto allow the president the authority to dismisscabinet officers without the Senate’s approval.This decision strengthened the president’s posi-tion. It also helped create a greater separationbetween the legislative and executive branchesof government by establishing the president’sauthority over the executive branch.

Judiciary ActThe first Congress also had to decide how to

set up the nation’s court system. The Constitu-tion briefly mentioned a supreme court but hadleft further details about the courts to Congress.

Disagreements arose between those favoringa uniform, national legal system and thosefavoring state courts. The two groups reached acompromise in the Judiciary Act of 1789. Withthis act, Congress established a federal courtsystem with 13 district courts and three circuitcourts to serve the nation. State laws wouldremain, but the federal courts would have thepower to reverse state decisions.

The Supreme Court would be the finalauthority on many issues. Washington nomi-nated John Jay to lead the Supreme Court aschief justice, and the Senate approved Jay’snomination. With the Judiciary Act, Congresshad taken the first steps toward creating astrong and independent national judiciary.

Betsy Ross Flag Legend holds thatPhiladelphia seamstress Betsy Rossstitched the first Stars and Stripes in1776. Historical record does not sup-port this account, however. The popular“Betsy Ross flag,” with 13 stars arranged in a circle, did not appear until the early 1790s.

America’s Flags

259

2 TEACH


Section 1, 258–262

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYPresenting the National Capital Organize the class into small groups. Each group should choosean important building or monument in Washington, D.C. Have each group find or draw a picture ofits building or make a model of it. Each group should also write a paragraph about it. Some groupsmay choose to draw a diagram of the interior of the building. One group might choose to draw amap of the capital marking the location of various points of interest. Tasks within groups should bedivided according to the skills of the members. L1, SS: 8.10A, 8.31D; ELA: 8.24AELL

Finding Main Points Have students turn each subheadinginto a question. For example,“Judiciary Act” would become“What was the Judiciary Act?”Have students read the sectionand write one sentence summa-rizing the answer to each ques-tion. L1 SS: 8.30B; ELA: 8.10G

Daily Lecture and Discussion Notes 8–1

I. President Washington (Pages 258–259)

A. Although Washington thought he was going to retire to Mount Vernon after the war,he was elected the first president of the United States. On April 30, 1789, he took theoath of office. John Adams became vice president.

B. Washington was aware of the difficulties and decisions he had to face. He wouldestablish precedents that would shape the future of the United States. He would makemany decisions especially about the structure of government.

C. Congress set up a cabinet with three departments:

1. the State Department to handle relations with other nations, headed by ThomasJefferson

2. the Treasury Department to deal with financial matters, headed by AlexanderHamilton

3. the War Department to provide for the national defense, headed by Henry Knox

D. Congress created the office of attorney general to handle the government’s legalaffairs. Edmund Randolph was the first attorney general. Congress also establishedthe office of postmaster general to direct the postal service.

E. Washington met regularly with the three department heads, or secretaries, and the attorney general, which together became known as the cabinet.

F. Congress was divided as to how much power the president should hold over the exec-utive departments. The president appointed the department heads with the Senate’sapproval. Congress gave the president authority over hiring and firing cabinet officersso that he did not need the Senate’s approval to dismiss someone. This strengthenedthe president’s position and created a major separation between the legislature andthe executive branches.

G. The Judiciary Act of 1789 was actually a compromise act. One group in Congressfavored a national legal system, and a second favored state courts. The act establisheda federal court system with 13 district courts and 3 circuit courts. State laws wouldremain, but federal courts would have the power to reverse state decisions.


Daily Lecture and Discussion Notes

Chapter 8, Section 1

Did You Know? The dome that visitors see today on the UnitedStates Capitol is actually the second dome that topped it. The firstdome, designed by Boston architect Charles Bulfinch, was finishedin 1824. It was wood covered by copper. But by the 1850s, it wasthought to be too low and unimpressive. It was removed in 1856 tomake way for the new dome that still graces the building today.

turn

The Election of 1789 GeorgeWashington was chosen by the electors from just 10 states. Electionproblems prevented New York fromcasting its ballot, and Rhode Islandand North Carolina had not yet rati-fied the Constitution.

When?Who?What?Where?

SOCIAL STUDIES:Page 258: 8.1B, 8.5A, 8.23A,8.30A, 8.30B, 8.30C; Page 259:8.5A, 8.21B, 8.23A


respectively, or to the people.” With the TenthAmendment, Madison hoped to use the statesas an important line of defense against a too-powerful national government. ; (See pages

244–245 for the entire text of the Bill of Rights.)

Describing Why was the Bill ofRights created?

Economics

Financial ProblemsWashington himself rarely proposed laws,

and he almost always approved the bills thatwere passed by Congress. The first presidentconcentrated on foreign affairs and militarymatters and left the government’s economicpolicies to his dynamic secretary of the treasury,Alexander Hamilton.

The new nation faced serious financial prob-lems. The national debt—the amount thenation’s government owed—was growing.Hamilton tried to find a way to improve thegovernment’s financial reputation and tostrengthen the nation at the same time.

$

260 CHAPTER 8 A New Nation

Benjamin Bannekerwas born into a freeAfrican American familyin Maryland. He attendeda private Quaker school,but was largely self-educated. When hisfather died, Bannekersold the family farm anddevoted the rest of hislife to mathematics andnatural sciences.

Banneker’s skill inmathematics promptedThomas Jefferson to givehim a job surveying theland for the new nationalcapital at Washington,D.C. When French archi-tect Pierre L’Enfant wasremoved from the proj-ect, he took his detailedmaps with him. Ban-neker amazed everyone

by redrawing the missingmaps from memory! From1792 to 1802 he madeastronomical and tide cal-culations for a yearlyalmanac. Bannekerbecame a symbol forracial justice in a land notyet ready to grant him therights of citizenship,granted to others in theBill of Rights.

The Bill of RightsAmericans had long feared strong central

governments. They had fought a revolution tothrow off one and did not want to replace itwith another. Many people insisted the Consti-tution needed to include guarantees of per-sonal liberties. Some states had supported theConstitution on the condition that a bill ofrights be added.

To fulfill the promises made during the fightfor ratification of the Constitution, James Madi-son introduced a set of amendments during thefirst session of Congress. Congress passed 12amendments, and the states ratified 10 of them.In December 1791, these 10 amendments wereadded to the Constitution and became knownas the Bill of Rights.

The Bill of Rights limits the powers of gov-ernment. Its purpose is to protect the rights ofindividual liberty, such as freedom of speech,and rights of persons accused of crimes, includ-ing trial by jury. The Tenth Amendment pro-tects the rights of states and individuals bysaying that powers not specifically given to thefederal government “are reserved to the States

Social Studies TAKS tested at Grade 8: Obj 3:8.24D Obj 4:8.20B, 8.22B, 8.30A Obj 1:8.5E

260

Answer: to guarantee personal liberties; because some states were promised its addition if theysupported the Constitution


Section 1, 258–262

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSLogical/Mathematical Speculators bought the old state war bonds at 10 to 20 cents on the dollarand later sold them at full value, making huge profits. Have students solve word problems to calcu-late possible profits. Example: A man buys a bond worth $50. At 10 cents per dollar, how much didhe pay for the bond? ($5.00) Ignoring interest, what was the profit? ($45.00) If he bought 100 bonds,what was the profit? ($4,500.00) SS: 8.30H; MATH: 8.2A, 8.14A, 8.24B

Refer to Inclusion for the Middle School Social Studies Classroom Strategies and Activities in the TCR.

Guided Reading Activity 8–1Name Date Class

Guided Reading Activity 8-1★

DIRECTIONS: Recalling the Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.1. When and where was George Washington inaugurated as president?

��

2. Who was the first vice president? ��3. Why were people willing to trust Washington as president?

��

4. What executive departments were set up by Congress in 1789?

��

5. Who was the first head of the department described below?

a) handled relations with other nations ��

b) dealt with financial matters ��

c) provided for the nation’s defense��

6. How was the president’s authority over the executive branch established?

��

7. What did Congress establish with the Judiciary Act of 1789? ��

8. Who was the first chief justice of the United States?��

9. What was the Bill of Rights?��

10. When was the Bill of Rights added to the Constitution?��

11. What are bonds?��

12. Why did the South object to Alexander Hamilton’s plan to repay the bonds?

��

13. How did Hamilton win the support of the South? ��

14. Between which two states was the new capital district located? ��

15. What were three other proposals Hamilton made to build a strong economy?

��

16. Why did Thomas Jefferson and James Madison oppose Hamilton’s economicprogram?

��

In 1753 Benjamin Banneker built aclock entirely of wood, includinghand-carved gears. The clock isreported to have kept near-perfecttime for 50 years. Between 1791 and 1796, Banneker wrote a yearlyalmanac that included weather andtide predictions. Banneker sentThomas Jefferson a copy of his firstalmanac, along with a letter request-ing the abolition of slavery.

ELA: Page 260: 8.10K; Page 261:8.10K



Hamilton’s PlanIn 1790 Hamilton proposed that the new gov-

ernment pay off the millions of dollars in debtsowed by the Confederation government to othercountries and to individual American citizens.The states had fought for the nation’s independ-ence, Hamilton argued, so the national govern-ment should pay for the cost of their help.Hamilton also believed that federal payment ofstate debts would give the states a strong interestin the success of the national government.

Opposition to the PlanCongress agreed to pay money owed to other

nations, but Hamilton’s plan to pay off the debt toAmerican citizens unleashed a storm of protest.When the government had borrowed moneyduring the American Revolution, it had issuedbonds—paper notes promising to repay themoney in a certain length of time. While waitingfor the payment, many of the original bond own-ers—shopkeepers, farmers, and soldiers—hadsold the bonds for less than their value. Theywere purchased by speculators, people who riskmoney in order to make a larger profit. Hamiltonproposed that these bonds be paid off at theiroriginal value. Opponents believed that Hamil-ton’s plan would make speculators rich, and

“established at the expense of national justice, gratitude, and humanity.”

The original bond owners felt betrayed by thegovernment because they had lost money ontheir bonds while new bond owners profited.

Even stronger opposition came from theSouthern states, which had accumulated muchless debt than the Northern states. Southernstates complained that they would have to paymore than their share under Hamilton’s plan.

Compromise Results in a CapitalTo win support for his plan, Hamilton com-

promised. He agreed to a proposal from South-ern leaders to locate the new nation’s capital inthe South after moving to Philadelphia whileworkmen prepared the new city for the federalgovernment. A special district would be laid outbetween Virginia and Maryland along the

banks of the Potomac River. This districtbecame Washington, D.C. In return, Southern-ers supported his plan to pay off the state debts.

Explaining Why did Hamilton’splan to pay off the debt to American citizens cause such astorm of protest?

America’s Architecture

The Capitol is the seat of the United States Congressin Washington, D.C. Built on a hill popularly called CapitolHill, the Capitol contains floor space equivalent to over 16acres. The dome of the United States Capitol, finished in1863, is one of the most famous landmarks in the UnitedStates. Other important parts of the Capitol include theRotunda directly under the dome, the Senate Chamber inthe north wing, the House Chamber in the south wing, andthe National Statuary Hall.


Section 1, 258–262

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYCivics Have students find out about the 14 departments that are now part of the cabinet (State, Treasury, Defense, Justice, Interior, Agriculture, Commerce, Labor, Housing and UrbanDevelopment, Transportation, Energy, Education, Health and Human Services, Veterans Affairs). Askstudents to write a paragraph describing the duties of each department and to use an almanac orthe Internet to find the names of the current secretaries. (The head of the Department of Justice iscalled the attorney general, not secretary.) L2 SS: 8.31D; ELA: 8.13C

Reteaching Activity 8–1

Section Quiz 8–1

Name Date Class

Reteaching Activity 8-1★

1. New York City

2. John Adams

3. Thomas Jefferson

4. Alexander Hamilton

5. Henry Knox

6. Edmund Randolph

COLUMN BCOLUMN A

DIRECTIONS: Matching Match each item in Column A with its correspondingitem in Column B. Write the correct letters in the blanks.

A. first secretary of war B. executive branch department heads

and the attorney generalC. first 10 amendments to the Constitution

guaranteeing personal liberties D. people who risk money to make a

larger profit E. the temporary capital of the United

States in 1789

★

Section Quiz 8-1


Column A

1. precedents

2. first attorney general

3. amount the government owes

4. tax on imports

5. first secretary of war

DIRECTIONS: Multiple Choice In the blank at the left write the letter of the


ScoreChapter 8

Column B

A. national debtB. tariffC. traditionsD. Henry KnoxE. Edmund Randolph

261

Answer: Hamilton proposed repay-ment of war bonds at their originallevel. Because average citizens hadsold the bonds far under their origi-nal value to speculators, it wasbelieved that Hamilton’s plan wouldmake speculators unfairly rich.

America’s Architecture

During the War of 1812, British troopscaptured and set fire to the Capitol.The building’s restoration was com-pleted in 1829.

3 ASSESSAssign Section 1 Assessment as homework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

SOCIAL STUDIES:Page 260: 8.5A, 8.5E, 8.22B,8.24D, 8.30A, 8.30C; Page 261:8.5A, 8.22A, 8.22C, 8.30C


Checking for Understanding1. Key Terms Write a paragraph for

each group of terms below. Group 1:precedent, cabinet. Group 2:national debt, bond, speculator.Group 3: unconstitutional, tariff.

2. Reviewing Facts Name three thingsthat Hamilton wanted to do to createa stable economic system andstrengthen the economy.

Reviewing Themes3. Government and Democracy What

compromise did Congress reach inestablishing a court system?

Critical Thinking4. Analyzing Primary Sources Hamil-

ton said about Washington, “He con-sulted much, pondered much,resolved slowly, resolved surely.” Didthis make Washington a good firstpresident? Explain.

5. Comparing Re-create the diagrambelow. Compare the views of Hamil-ton and Jefferson. In the boxes, write“for” or “against” for each issue.

Analyzing Visuals6. Picturing History Examine the pic-

ture of the U.S. Capitol on page 261.The Capitol is one of the most widelyrecognized buildings in the world.What members of the governmentserve in the Capitol? What does theU.S. Capitol symbolize to you?

economy stronger. He proposed a tariff—a tax onimports—to encourage people to buy Americanproducts. This protective tariff would protectAmerican industry from foreign competition.

The South, having little industry to protect,opposed protective tariffs. Hamilton did winsupport in Congress for some low tariffs to raisemoney rather than to protect industries. By the1790s the revenue from tariffs provided 90 per-cent of the national government’s income.

The final portion of Hamilton’s economic pro-gram concerned the creation of national taxes.The government needed additional funds tooperate and to make interest payments on thenational debt. At Hamilton’s request Congressapproved a variety of taxes, including one onwhiskey distilled in the United States.

Hamilton’s economic program gave thenational government new financial powers.However, his proposals split Congress and thenation. The opponents—including Jefferson andMadison—feared a national government withstrong economic powers dominated by thewealthy class. They had a very different visionof what America should become.

Comparing Summarize the argu-ments for and against protective tariffs.


Expository Writing You havebeen given the task of choosing thefirst cabinet members. Write a jobdescription for the secretaries ofstate, treasury, and war. Then inter-view classmates to see who wouldbe best suited for each position.

Issue Hamilton Jefferson

National bank

Protective tariff

National taxes

Social Studies TAKS tested at Grade 8: Obj 3:8.5B Obj 3:8.5B, 8.13A Obj 3:8.5B; Obj 5:8.30B

Building the EconomyHamilton made other proposals for building

a strong national economy. He asked Congressto create a national bank, the Bank of the UnitedStates. Both private investors and the nationalgovernment would own the Bank’s stock.

The Fight Over the BankIn 1792 there were only eight other banks in

the nation. All eight had been established bystate governments. Madison and Jeffersonopposed the idea of a national bank. Theybelieved it would benefit the wealthy. They alsocharged that the Bank was unconstitutional—that the Constitution had no provision for creat-ing such an institution. Hamilton argued thatalthough the Constitution did not specificallysay that Congress could create a bank, Congressstill had the power to do so. In the end the pres-ident agreed with Hamilton and signed the billcreating the national bank.

Tariffs and TaxesAt the time, most Americans earned their liv-

ing by farming. Hamilton thought the develop-ment of manufacturing would make America’s

262


Section 1, 258–262

1. Student work should reflect correctuse of terms. SS: 8.31A

2. Answers may include: pay offdebts, form a national bank, enacttariffs, and create national taxes.SS: 8.5A

3. The Judiciary Act of 1789 kept statelaws in place, but gave federalcourts power to reverse state decisions. SS: 8.5A

4. Answers should show that it isimportant to consult others, thinkcarefully about actions, and takeaction with confidence. SS: 8.23A

5. National Bank: Hamilton—for,Jefferson—against; Protective tariff:Hamilton—for, Jefferson—against;National taxes: Hamilton—for,Jefferson—against SS: 8.5B

6. members of the Senate and theHouse of Representatives; answersmay include an idea of nationalunity, democracy, and Americanpride SS: 8.30C; ELA: 8.22B

Interdisciplinary Activity Job descrip-tions should list characteristics andexperience suitable for these positions.SS: 8.31D; ELA: 8.15A

4 CLOSEA member of the House ofRepresentatives reacted to thejob ahead—launching the newgovernment—by exclaiming,“We are in a wilderness!” Havestudents explain the statement,giving specific examples fromthe section. ELA: 8.11A

Reading Essentials and Study Guide 8–1

Enrichment Activity 8–1

Answer: For: protective tariffs wouldprotect American industry from for-eign competition, encouraging peo-ple to buy American products;Against: protective tariffs would dolittle for those in the South who didnot have much industry to protect

Name Date Class

★ Enrichment Activity 8-1 ★★

What is an American?In the late 1700s St. Jean de Crèvecoeur, a Frenchman who had lived for

many years in the United States, published essays about being an American.Read these excerpts from his essay “What Is an American?”

. . . We have no princes, for whom we toil, starve, and bleed: we are the most perfectsociety now existing in the world. Here man is free as he ought to be; nor is this pleasingequality so transitory as many others are. Many ages will not see the shores of our greatlakes replenished with inland nations, nor the unknown bounds of North America entirelypeopled. Who can tell how far it extends? Who can tell the millions of men whom it willfeed and contain? . . .

. . . I could point out to you a family whose grandfather was an Englishman, whosewife was Dutch, whose son married a French woman, and whose present four sons havenow four wives of different nations. He is an American, who, leaving behind him all hisancient prejudices and manners, receives new ones from the new mode of life he has

For use with textbook pages 258–262

THE FIRST PRESIDENT

Study GuideChapter 8, Section 1

KEY TERMS

precedent An established tradition (page 259)

cabinet The Attorney General and department heads who serve as advisers to the president (page 259)

national debt Amount of money the national government owed (page 260)

bond Paper notes promising to repay money in a certain amount of time (page 261)

speculator People who risk money in order to make a larger profit (page 261)

unconstitutional Not provided for under the terms of the Constitution (page 262)

tariff A tax on imports (page 262)

ELA: Page 262: 8.10L, 8.11A,8.15A, 8.22B; Page 263: 8.13E



November 1791Little Turtle defeatsSt. Clair’s forces

March 1793Washington beginssecond term

July 1794Western farmers revoltin Whiskey Rebellion

August 1794Battle of FallenTimbers occurs

October 1795Spain opens MississippiRiver to American shipping

Far removed from the bustle of trade and shipping along the Atlantic coast, farm-ers on the western frontier lived quite differently. In fact, western ways seemedalmost primitive to travelers from the East. They seemed to notice only the poorroads and the boring diet of corn and salted pork. Living in scattered, isolatedhomesteads, frontier farmers were proud of their self-reliance. They wanted no“eastern” tax collectors heading their way.

The Whiskey RebellionHamilton’s taxes led to rebellion in western Pennsylvania. The farmers were

in an uproar over having to pay a special tax on the whiskey they made fromsurplus corn. In the backcountry most farmers lived by bartering—exchangingwhiskey and other items they produced for goods they needed. They rarely hadcash. How could they pay a tax on whiskey?

The farmers’ resistance was mostly peaceful—until July 1794, when federalofficers stepped up efforts to collect the tax. Then a large mob of people armedwith swords, guns, and pitchforks attacked tax collectors and burned downbuildings.

Main IdeaIn the 1790s, the new governmentstruggled to keep peace at home andavoid war abroad.

Key Termsneutrality, impressment

Reading StrategyClassifying Information As you readthe section, re-create the diagrambelow and list results of governmentactions during the early Republic.

Read to Learn• how the federal government

asserted its power in the West.• how the United States tried to stay

out of European conflicts.

Section ThemeGeography and History The newgovernment clashed over control ofthe Northwest Territory.

Early Challenges

Drawing of tax collector

Government action Results

Treaty of Greenville

Proclamation of Neutrality

Jay’s Treaty

Pinckney’s Treaty

Preview of Events

Guide to Reading

✦1790 ✦1792 ✦1794 ✦1796

Social Studies TAKS tested at Grade 8: Obj 5:8.30C Obj 3:8.5B, 8.13ACHAPTER 8

Section 2, 263–266CHAPTER 8

Section 2, 263–266

1 FOCUSSection OverviewThis section examines problemsencountered by the new UnitedStates government.

Guide to Reading

Answers to Graphic: Treaty ofGreenville: Native Americans gave up most of their lands in present-dayOhio for white settlement; Proclama-tion of Neutrality: prohibited Americancitizens from fighting in the war between France and England; Jay’sTreaty: British agreed to withdrawfrom American soil; Pinckney’sTreaty: gave Americans free naviga-tion of the Mississippi River

Preteaching VocabularyExplain that the term neutralitycomes from a Latin word meaning“neither.” Have students explain therelationship between the two terms.




MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

263




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: He was against them.Teacher Tip: Tell students that a point of view is aperson’s interpretation of a topic or an event. Encouragestudents to think about factors, such as a person’sexperiences, age, religion, or ethnic background, that canhave an effect on point of view.

UNIT

4Chapter 8

Identifying Points of View

Directions: Answer the following question based on the quote.

How did the author feel about political relations with foreign nations?

“The great rule of conduct for us, in regard to foreign nations, is in extending our commercial relations to

have with them as little political connection as possible. So far as we havealready formed engagements let them be

fulfilled, with perfect good faith. Here let us stop.”

Cooperation or Isolation?



SOCIAL STUDIES:Page 262: 8.5A, 8.5B, 8.13A,8.23A, 8.30A, 8.30B, 8.30C, 8.30D,8.31A, 8.31D; Page 263: 8.1B,8.5B, 8.13A, 8.30B, 8.30C


The armed protest, called the WhiskeyRebellion, alarmed government leaders. Presi-dent Washington and his advisers decided tocrush the challenge. The rebellion collapsed as soon as the army crossed the AppalachianMountains.

By his action, Washington served notice tothose who opposed government actions. If citi-zens wished to change the law, they had to do sopeacefully, through constitutional means. Gov-ernment would use force when necessary tomaintain the social order.

Explaining How did the WhiskeyRebellion affect the way government handled protesters?

Geography

Struggle Over the WestThe new government faced difficult problems

in the West. The Native Americans who livedbetween the Appalachian Mountains and theMississippi River denied that the United Stateshad any authority over them. On many occa-sions Native Americans turned to Britain andSpain to help them in their cause. Both countrieswelcomed the opportunity to prevent Americansettlement of the region.

Washington worried about European ambi-tions in the Northwest Territory. He hoped thatsigning treaties with the Native American tribesin the area would lessen the influence of theBritish and Spanish. American settlers ignoredthe treaties and continued to move onto landspromised to the Native Americans. Fightingbroke out between the two groups.

Washington sent an army under GeneralArthur St. Clair to restore order in the NorthwestTerritory. In November 1791, St. Clair’s forceswere badly beaten by Little Turtle, chief of theMiami people. More than 600 American soldiersdied in a battle by the Wabash River.

Many Americans believed that an alliancewith France would enable them to defeat thecombined forces of the British, Spanish, andNative Americans in the West. The British, whostill had forts in the region, wanted to hold on tothe profitable fur trade. The possibility of French

involvement in the region pushed the British tomake a bold bid for control of the West. In 1794the British government urged Native Americansto destroy American settlements west of theAppalachians. The British also began building anew fort in Ohio.

Battle of Fallen TimbersThe Native Americans demanded that all set-

tlers north of the Ohio River leave the territory.Washington sent another army headed byAnthony Wayne, a former Revolutionary Wargeneral, to challenge their demands. In August1794 his army defeated over 1,000 Native Amer-icans under Shawnee chief Blue Jacket at theBattle of Fallen Timbers (near present-dayToledo, Ohio). The Battle of Fallen Timberscrushed the Native Americans’ hopes of keep-ing their land. In the Treaty of Greenville(1795), the Native Americans agreed to surren-der most of the land in present-day Ohio.

Describing What did Native Amer-ican groups do to fight more effectively in the Northwest?

Problems With EuropeShortly after Washington was inaugurated in

1789, the French Revolution began. At first mostAmericans cheered upon hearing the news. TheFrench had helped the Americans in their strug-gle for independence, and their revolutionseemed to embody many of the ideals of theAmerican Revolution.

By 1793 the French Revolution had turnedbloody. The leaders had executed the king andqueen of France and thousands of French citi-zens. Public opinion in the United States startedto divide. The violence of the French Revolution,as well as its attack on religion and disregard ofindividual liberties, offended many Americans.Others hailed the new republic as a copy of theUnited States.

When Britain and France went to war in 1793,some Americans, particularly in the South,sympathized with France. Others, especiallymanufacturers and merchants who traded withthe British, favored Britain. Hamilton, Adams,and their supporters generally sided with the


Social Studies TAKS tested at Grade 8: Obj 1:8.5E

264


Section 2, 263–266

2 TEACH

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYMaking Matching Games Organize the class into small groups to invent matching games usinginformation in the section, such as key terms, names of people and places, events, and treaties.Suggest that extra points be awarded for students who cannot only match items but also explainhow they are related. Divide tasks, such as writing rules, creating cards, and monitoring play,according to the skills of group members. L1, SS: 8.30C, 8.31D; ELA: 8.20B, 8.24AELL

Taking Notes Have studentswrite a one-paragraph summaryof each of the four main parts ofthe section and answer thereview questions by referringonly to their paragraphs. L1 SS: 8.30C; ELA: 8.10G

Answer: It set a precedent for government to use force when necessary in order to maintain social order.

Guided Reading Activity 8–2Name Date Class


DIRECTIONS: Filling in the Blanks Use your textbook to fill in the blanksusing the words in the box. Use another sheet of paper if necessary.

Battle of Fallen Timbers Wabash River South farmers

Proclamation of Neutrality Appalachians British Spanish

manufacturers and merchants political parties Jay’s Treaty whiskey

President George Washington foreign affairs impressment

Treaty of Greenville Whiskey Rebellion

The Whiskey Rebellion

The (1) in western Pennsylvania objected to paying a special tax on

(2) . An armed protest called the (3) was crushed by an army led

by (4) .


I. The Whiskey Rebellion (Pages 263–264)

A. Farmers resisted paying a tax on the whiskey they made. They usually exchangedwhiskey and other items for goods they needed rather than buy goods with cash.They did not have money to pay a tax.

B. In July 1794, federal officers came into western Pennsylvania to collect a tax. Theresistance turned into an armed protest that was called the Whiskey Rebellion. A mob




Did You Know? The French Revolution of 1789 was partlyinspired by ideas from the earlier American Revolution. These ideas included the people’s right to take up arms against tyranny,the concept that there should be no taxation without representation,that all men should have liberal freedoms, and that a republic issuperior to a monarchy.

Answer: Native Americans turned toBritain and Spain to help them intheir cause.

ELA: Page 264: 8.10K; Page 265:8.10K, 8.13D


CHAPTER 8 A New Nation 265

British. Jefferson was pro-French. A French vic-tory, Jefferson reasoned, would help drive theBritish out of North America.

Washington hoped that the nation couldmaintain its neutrality—that is, that it wouldnot take sides in the conflict between France andBritain. As time went on, however, neutralitybecame increasingly difficult.

Washington Proclaims NeutralityThe French tried to involve the United States

in their conflict with Britain. In April 1793, theysent diplomat Edmond Genêt (zhuh•NAY) tothe United States. His mission was to recruitAmerican volunteers to attack British ships.

President Washington took action to discour-age American involvement. On April 22 heissued a Proclamation of Neutrality. It prohib-ited American citizens from fighting in the warand barred French and British warships fromAmerican ports. Genêt’s plans eventually failed,but he did manage to sign up a few hundredAmericans to serve on French ships. These shipsseized British vessels and stole their cargoesbefore Washington ended their adventures byclosing American ports.

Outraged by the French attacks at sea, theBritish began capturing American ships thattraded with the French. The British also stoppedAmerican merchant ships and forced their crewsinto the British navy. This practice, known asimpressment, infuriated the Americans. Britishattacks on American ships and sailors, alongwith the challenge in the West, pushed thenation closer to war with Great Britain.

A Controversial TreatyPresident Washington decided to make one

last effort to come to a peaceful solution withBritain. He sent John Jay, chief justice of theSupreme Court, to negotiate.

The British were willing to listen to Jay’s pro-posals. War with the United States would onlymake it harder to carry on the war with France,and the United States was Britain’s best market.

Ft. Washington(Cincinnati)

Ft. Defiance

Ft. Recovery

Ft. Miami

L a k eE r i e

Battle of FallenTimbers, 1794

St. Clair'sdefeat, 1791

Ohio R.

Wabash R.

NORTHWESTTERRITORY

KY.

VA.

PA.

N.Y.

Greenville TreatyLine, 1795

Land ceded byNative Americans

50 kilometers0

50 miles0

Lambert Equal-Areaprojection

N

S

EW

Native American Campaigns

Route of GeneralArthur St. Clair

Route of GeneralAnthony Wayne

Battle

Fort

Upon signing the Treaty of Greenville,12 Native American nations received$20,000 worth of goods to share.How did the treaty affect whitesettlement?

History

Social Studies TAKS tested at Grade 8: Obj 1:8.5E Obj 2:8.11A; Obj 5:8.30C

General Anthony Wayne’s forces marched north from Fort Wash-ington to fight the Shawnee chief Blue Jacket.1. Location When and where was St. Clair defeated?2. Location On what lake was Fort Miami located?

265


Section 2, 263–266

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVisual/Spatial Have students draw a political cartoon dealing with some aspect of the section.Possibilities include the Whiskey Rebellion from the point of view of farmers in westernPennsylvania, treaties with Native Americans from the point of view of the Native Americans, and Jay’s Treaty from the point of view of those who opposed it. SS: 8.31D; ELA: 8.24A


Answers:1. by the Wabash River near Fort

Recovery in 17912. Lake Erie



Section Quiz 8–2

Section Quiz 8-2


Column A

1. tax protest

2. pro-French

3. to not take sides

4. forced into British navy

5. agreement with Spain

DIRECTIONS: Multiple Choice In the blank at the left write the letter of the

★


ScoreChapter 8

Column B

A. neutralityB. the Whiskey RebellionC. Pinckney’s TreatyD. Thomas JeffersonE. impressment

Answer: It provided the opportunityto settle in most of present-day Ohio.

History

Reteaching Activity 8–2Name Date Class


DIRECTIONS: Organizing Facts Complete the diagram bywriting the letters of the words from the Fact Bank in thecorrect boxes.

The New Nation Faces Early ChallengesWestern French and

Whiskey Rebellion United States British Relations Washington’s Farewell

SOCIAL STUDIES:Page 264: 8.5E, 8.23A, 8.24C;Page 265: 8.5E, 8.11A, 8.30C


Checking for Understanding1. Key Terms Use the terms neutrality

and impressment in a sentenceabout Washington’s administration.

2. Reviewing Facts What message wasWashington sending to the Americanpeople when he used force to stopthe Whiskey Rebellion?

Reviewing Themes3. Geography and History How did

the Treaty of Greenville affect theland claims of Native Americans inthe Northwest Territory?

Critical Thinking4. Predicting Consequences What did

the United States have to gain byremaining neutral in foreign affairs?

5. Determining Cause and EffectRe-create the diagram below. In theboxes, list the cause and effects ofthe Whiskey Rebellion.

Analyzing Visuals6. Geography and History Review

the map on page 265. The NativeAmerican nations surrendered landthat makes up a large part of whatpresent-day state?

In Jay’s Treaty the Britishagreed to withdraw fromAmerican soil, to pay dam-ages for ships they hadseized, and to allow someAmerican ships to tradewith British colonies in theCaribbean. The treaty alsoprovided for settlement ofdebts from before 1776.

Despite these gains few Americans approved ofJay’s Treaty. They protested that the treaty did notdeal with the issue of impressment and did notmention British interference with American trade.Although Washington found fault with the treaty,he realized it would end an explosive crisis withGreat Britain. He sent the treaty to the Senate,which narrowly approved it after a fierce debate.

Treaty With SpainWhen Jay’s Treaty was made, Spanish leaders

realized that the United States and Great Britaincould work together against the Spanish Empirein North America. Thomas Pinckney was sent toSpain to try to settle the differences between thetwo nations. In 1795 Pinckney’s Treaty gave theAmericans free navigation of the MississippiRiver and the right to trade at New Orleans.

Describing Why did many Amer-icans protest Jay’s Treaty?

Washington’s FarewellIn September 1796, Washington announced

he would not seek a third term. By choosing toserve only two terms, Washington set a prece-dent that later presidents would follow.

Plagued with a variety of ailments, the 64-year-old president looked forward to retirement atMount Vernon. He also felt troubled over thedivisions that had developed in American politicsand with what he considered a grave danger tothe new nation—the growth of political parties.

Washington’s “Farewell Address” was pub-lished in a Philadelphia newspaper. In it heattacked the evils of political parties and entan-glement in foreign affairs. He also urged his fel-low citizens to

“observe good faith and justice toward allnation . . . Tis our policy to steer clear of perma-nent alliances.”

Washington’s parting words influenced thenation’s foreign policy for more than 100 years.The text is still read aloud in the United StatesSenate each year on Washington’s birthday. ;(See page 615 of the Appendix for an excerpt from Washington’s

Farewell Address.)

Summarizing What issues didWashington speak of in his Farewell Address?


Descriptive Writing A tribute is aspeech showing respect and grati-tude. Write a one-paragraph trib-ute that you might have deliveredif you had been asked to speak atGeorge Washington’s funeral.

Cause EffectsCause/Effect

WhiskeyRebellion

Chief Justice John Jay


266


Section 2, 263–266

4 CLOSEGeneral Henry Lee spoke thistribute upon Washington’sdeath: “First in war, first inpeace, first in the hearts of hiscountrymen.” Have students cite examples supporting thestatement. SS: 8.4B, 8.21B, 8.23A;ELA: 8.11A


Enrichment Activity 8–2

Answer: It did not deal with impressment or the British interference with trade.

Answer: the evils of political partiesand the dangers of entanglement inforeign affairs

Name Date Class


Give Me Liberty!Since liberty is an abstract noun it can mean different things to people


EARLY CHALLENGES


DRAWING FROM EXPERIENCEII

Have you ever been in a situation where two of your friends were arguing and you did not wantto take a side? Why did you want to stay neutral, or stay out of the argument?

In the last section, you read about how Washington and Congress established a cabinet of advisersand an economic plan for the new government. This section focuses on how the new governmentasserted its power in the West and tried to stay out of European conflicts.

ORGANIZING YOUR THOUGHTSII

KEY TERMS

neutrality Not taking sides in a conflict (page 265)

impressment The act of forcing men into military service (page 265)

ELA: Page 266: 8.10L, 8.11A,8.13D, 8.15C, 8.22B; Page 267:8.13D, 8.13E


1. Student work should reflect correct use of terms. SS: 8.31A

2. The government would not tolerateviolent protests. Laws had to bechanged peacefully, through constitutional means. SS: 8.5A

3. It allowed settlers to take NativeAmericans’ land. SS: 8.24C

4. Americans would not be killed inbattle; less money and propertyloss; better relations with othernations SS: 8.5E

5. Cause: farmers resistance to a taximposed on whiskey; Effects: 500people riot; armed troops sent tocrush the rebellion; citizens awarethat federal force used to maintain

peace; citizens made aware thatchanges in laws need to occurthrough peaceful and constitutionalmeans SS: 8.5A

6. Ohio SS: 8.10B; ELA: 8.13D

Interdisciplinary Activity Tributesshould cite some of Washington’sachievements and his strengths as a leader. ELA: 8.15C

267

1797John Adamsbecomes president

1798Congress passes Alienand Sedition Acts

1800Convention of 1800

1796Federalists nominate Adams for president;Democratic-Republicans nominate Jefferson

Main IdeaBy the election of 1796, two distinctpolitical parties with different viewsabout the role of the national govern-ment had formed.

Key Termspartisan, implied powers, caucus,alien, sedition, nullify, states’ rights

Reading StrategyClassifying Information As you readSection 3, create a diagram like theone below and list the differencesbetween the Federalists and theDemocratic-Republicans.

Read to Learn• how political parties got started and

what positions they supported.• how John Adams and Thomas Jef-

ferson became candidates of oppos-ing parties in the election of 1796.

Section ThemeGovernment and Democracy Differ-ent values fueled the rise of thenation’s first political parties.

The First Political Parties


The Washington presidency was known for its dignity and elegance. The presidentrode in a coach drawn by horses and accompanied by mounted attendants. He and hiswife, Martha, lived in the finest house in Philadelphia, the new nation’s capital. Theyentertained a great deal, holding weekly receptions. Each year a ball was held onWashington’s birthday. The president wore a black velvet suit with gold buckles, yellowgloves, powdered hair, an ostrich plume in his hat, and a sword in a white leathersheath. Despite these extravagances, Washington’s character and military record wereadmired by most Americans.

Opposing ViewsAlthough hailed by Americans as the nation’s greatest leader, George Washing-

ton did not escape criticism during his two terms as president. From time to time,harsh attacks on his policies and on his personality appeared in newspapers. Onepaper even called Washington “the scourge and the misfortune of his country.”

Issue FederalistsDemocratic-Republicans

Role of federal government

Preview of Events

Guide to Reading

✦1796 ✦1798 ✦1800

George Washington

Social Studies TAKS tested at Grade 8: Obj 1:8.5C; Obj 5:8.30B, 8.30C

267


Section 3, 267–272

1 FOCUSSection OverviewThis section examines disagree-ments between the Federalistsand Democratic-Republicans.

Guide to Reading

Answers to Graphic: Federalists:strong role of federal government,loose interpretation of the Constitu-tion, Democratic-Republicans: weakrole of federal government withstrong state governments, strict inter-pretation of the Constitution

Preteaching VocabularyUse the Vocabulary PuzzleMaker

CD-ROM to create crossword andword search puzzles.




MultimediaAmerican Music: Hits Through HistoryVocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: Answers will vary, but will probably supportHamilton’s viewpoint.Teacher Tip: Remind students that they should supporttheir points of view with facts.

UNIT

4Chapter 8

Supporting Points of View

Directions: Answer the following question based on the information presented.

Which of these men do you most agree with? Explain your answer.

Political Parties Develop

“. . . agriculture is, in agreat measure, periodicaland occasional, dependingon the seasons; . . .whilethat occupied in manymanufactures is constantand regular.”

—Alexander Hamilton

“Those who labor in the earth are the chosen

people of God. . . . While we have land to labor, then, let usnever wish to see our citizensoccupied at a workbench. . . .

Let our workshops remain in Europe.”

—Thomas Jefferson



SOCIAL STUDIES:Page 266: 8.5A, 8.5E, 8.10B,8.11A, 8.11C, 8.23A, 8.24C, 8.30A,8.30B, 8.30C, 8.31A, 8.31B, 8.31D;Page 267: 8.1B, 8.5C, 8.21B,8.22A, 8.23A, 8.30B, 8.30C


Most attacks on Washington had come fromsupporters of Thomas Jefferson. They were try-ing to discredit the policies of Washington andHamilton by attacking the president. By 1796Americans were beginning to divide into oppos-ing groups and to form political parties.

At that time, many Americans consideredpolitical parties harmful. Parties—or “factions”as they were called—were to be avoided asmuch as strong central government. Thenation’s founders did not even mention politicalparties in the Constitution.

Washington had denounced political partiesand warned that they would divide the nation.To others it seemed natural that people woulddisagree about issues and that those who heldsimilar views would band together.

In Washington’s cabinet Hamilton and Jeffer-son often took opposing sides on issues. Theydisagreed on economic policy and foreign rela-tions, on the power of the federal government,and on interpretations of the Constitution. Even


Washington had been partisan—favoring oneside of an issue. Although he believed he stoodabove politics, Washington usually supportedHamilton’s positions.

Political Parties EmergeIn Congress and the nation at large, similar

differences existed. By the mid-1790s, two dis-tinct political parties had taken shape.

The name Federalist had first describedsomeone who supported ratification of theConstitution. By the 1790s the word wasapplied to the group of people who supportedthe policies of the Washington administration.

Generally Federalists stood for a strong fed-eral government. They admired Britain becauseof its stability and distrusted France because ofthe violent changes following the French Revo-lution. Federalist policies tended to favor bank-ing and shipping interests. Federalists receivedthe strongest support in the Northeast, espe-cially in New England, and from wealthy plan-tation owners in the South.

Efforts to turn public opinion against Federal-ist policies began seriously in late 1791 whenPhilip Freneau (Freh•NOH) began publishingthe National Gazette. Jefferson, then secretary ofstate, helped the newspaper get started. Later heand Madison organized people who disagreedwith Hamilton. They called their party theRepublicans, or the Democratic-Republicans.

The Republicans wanted to limit govern-ment’s power. They feared that a strong federalgovernment would endanger people’s liberties.They supported the French and condemnedwhat they regarded as the Washington adminis-tration’s pro-British policies. Republican poli-cies appealed to small farmers and urbanworkers, especially in the Middle Atlantic statesand the South.

CitizenshipViews of the Constitution

One difference between Federalists andRepublicans concerned the basis of governmentpower. In Hamilton’s view the federal govern-ment had implied powers, powers that werenot expressly forbidden in the Constitution.

• Different philosophies of government

• Conflicting interpretations of theConstitution

• Different economic and regionalinterests

• Disagreement over foreign affairs

• Federalists and Democratic-Republi-cans propose different solutions

• The two parties nominate candidates

• Political parties become a way ofAmerican life

Thomas Jefferson and Alexander Hamilton emerged asthe leaders of the two opposing parties.

Analyzing Information How did the first two politicalparties emerge?

Social Studies TAKS tested at Grade 8: Obj 1:8.5C

268


Section 3, 267–272

2 TEACH

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYHolding a Panel Discussion Organize the class into small groups with half of each group repre-senting the Federalists and the other half the Democratic-Republicans. Have each group present a panel discussion in which students try to recruit people to their own party. Remind students thatto be effective recruiters, they cannot just disparage the beliefs of the other party; they must offersome attractive arguments for people to join their party. Students should prepare their argumentstogether before presenting the discussion. L2 SS: 8.22A, 8.30E; ELA: 8.13F

Choosing a Party Have studentsselect the political party theywould have joined and defendtheir choice orally or in writing.L1 SS: 8.22A, 8.31D; ELA: 8.15B

Use the rubric for givingan oral presentation on pages37–38 in the PerformanceAssessment Activities andRubrics.


I. Opposing Views (Pages 267–270)

A. Most Americans in the late 1700s considered political parties harmful and to be avoided.Political parties were not mentioned in the Constitution. Washington also denouncedthem.

B. By 1796 Americans were beginning to divide into opposing groups and form political




Did You Know? According to present-day writer George F. Will,Alexander Hamilton’s ideas are still affecting Americans today.“There is an elegant memorial in Washington to Jefferson, but noneto Hamilton. However, if you seek Hamilton’s monument, lookaround. You are living in it. We honor Jefferson, but we live inHamilton’s country, a mighty industrial nation with a strong central government.”––George F. Will, Restoration, 1992.

Answer: The two parties emergedbased on different philosophies ofgovernment, conflicting interpretationsof the Constitution, different economicand regional interests, and disagree-ment over foreign affairs.

Graphic Organizer Skills PracticeAsk: Why do you think Hamiltonand Jefferson were not able towork together in the Washingtonadministration? (Their views weretoo different on critical issues.)

ELA: Page 268: 8.8C, 8.10K;Page 269: 8.10K, 8.13D



Hamilton used the idea of implied powers tojustify a national bank. He argued that the Con-stitution gave Congress the power to issuemoney and regulate trade, and a national bankwould clearly help the government carry outthese responsibilities. Therefore, creating a bankwas within the constitutional power of Congress.

Jefferson and Madison disagreed with Hamil-ton. They believed in a strict interpretation ofthe Constitution. They accepted the idea ofimplied powers, but in a much more limitedsense than Hamilton did: Implied powers arethose powers that are “absolutely necessary” tocarry out the expressed powers.

The People’s RoleThe differences between the parties, however,

went even deeper. Federalists and Republicanshad sharply opposing views on the role ordi-nary people should play in government.

Federalists supported representative govern-ment, in which elected officials ruled in the peo-ple’s name. They did not believe that it was wiseto let the public become too involved in politics.Hamilton said:

“The people are turbulent and changing. . . .

They seldom judge or determine right.”Public office, Federalists thought, should be heldby honest and educated men of property whowould protect everyone’s rights. Ordinary peoplewere too likely to be swayed by agitators.

In contrast, the Republicans feared a strongcentral government controlled by a few people.They believed that liberty would be safe only ifordinary people participated in government. AsJefferson explained:

“I am not among those who fear the people;

they, and not the rich, are our dependence [what

we depend on] for continued freedom.”Washington’s Dilemma

Washington tried to get his two advisers towork out their differences. Knowing Jeffersonwas discontented, Washington wrote:

“I have a great sincere esteem and regard

for you both, and ardently wish that some line

could be marked out by which both [of] you

could walk.”Nevertheless, by 1793 Jefferson was so

unhappy that he resigned as secretary of state.Alexander Hamilton resigned, too, as secretaryof the treasury. The rival groups and theirpoints of view moved further apart.

The Election of 1796In the presidential election of 1796, candi-

dates sought office for the first time as membersof a party. To prepare for the election, the Fed-eralists and the Republicans held meetingscalled caucuses. At the caucuses members of

Leader: Alexander HamiltonFavored:• Rule by the wealthy class• Strong federal government• Emphasis on manufacturing• Loose interpretation of the

Constitution• British alliance• National bank• Protective tariffs

Leader: Thomas JeffersonFavored:• Rule by the people• Strong state governments• Emphasis on agriculture• Strict interpretation

of the Constitution• French alliance• State banks• Free trade

Federalists Democratic-RepublicansDifferences Between the First Political Parties

Analyzing Information Whichleader would American businessowners favor, and why?

Social Studies TAKS tested at Grade 8: Obj 3:8.5B Obj 1:8.5C; Obj 5:8.30B, 8.30C

Analyzing Information Which

leader would American business

owners favor, and why?

269


Section 3, 267–272

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVerbal/Linguistic Write this saying on the chalkboard: “Liberty for the whale means death for the minnow.” Have students explain its meaning. Then have them relate the statement to eachpolitical party, and discuss which party would support or refute it. SS: 8.22A; ELA: 8.11A


Guided Reading Activity 8–3

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class


DIRECTIONS: Outlining Locate the heading in your textbook. Then use theinformation under the heading to help you write each answer. Useanother sheet of paper if necessary.I. Opposing Views

A. Introduction—Which two cabinet members often took opposing sides of issues?

��

B. Political Parties Emerge1. By the 1790s to whom was the word Federalist applied?��

2. Which two leaders organized people into the Republican Party?��

C. Views of the Constitution—Which party believed in a strict interpretation of the Constitution? ��

D. The People’s Role—Who did the Federalists think should hold public office?

��

E. Washington’s Dilemma—What did Washington hope would happen betweenJefferson and Hamilton? ��

F. The Election of 1796—What were the results of the presidential election of 1796?

��

II. President John Adams

A. The XYZ Affair1. How did France punish the United States for signing Jay’s Treaty with

Great Britain?��

2. How did John Adams respond to the story about three French agents whodemanded a bribe and a loan for France?

��

3. How did Congress prepare for war with France?

��

B. Alien and Sedition Acts—In what year were the Alien and Sedition Acts passed?

��

C. Domestic and Foreign Affairs1. According to the Kentucky and Virginia Resolutions, what rights did the

states have? ��

2. What were the political results of Adams’s decision to seek peace with France? ��

Answer: Hamilton; He favored rule bythe wealthy, emphasized manufactur-ing, believed in strong tariffs toencourage the sale of manufacturedproducts in the states, and favored anational bank.

Chart Skills PracticeAsk: Which party would appeal to someone who favored states’rights? (the Democratic-RepublicanParty)

American Music: Hits ThroughHistory, “College Hornpipe/BelleCatherine”

History and theHumanities

SOCIAL STUDIES:Page 268: 8.5C, 8.22A, 8.30B,8.30C; Page 269: 8.5B, 8.5E,8.22A, 8.30B, 8.30C


Congress and other lead-ers chose their party’scandidates for office.

The Federalists nomi-nated Vice PresidentJohn Adams as theircandidate for presidentand Charles Pinckneyfor vice president.

The Republicans put forth former secretary ofstate Jefferson for president and Aaron Burr forvice president. Adams and Jefferson, who hadbeen good friends, became rivals. The Federal-ists expected to carry New England. The Repub-licans’ strength lay in the South, which wouldgive most of its votes to Jefferson.

In the end Adams received 71 electoral votes,winning the election. Jefferson finished secondwith 68 votes. Under the provisions of the Constitution at that time, the person with the sec-ond-highest number of electoral votes becamevice president. Jefferson therefore became thenew vice president. The administration that tookoffice on March 4, 1797, had a Federalist presi-dent and a Republican vice president.

Explaining Which political partywould a Boston factory owner most likely support?

President John AdamsJohn Adams had spent most of his life in public

service. One of Massachusetts’s most active patri-ots, he later became ambassador to France and toGreat Britain. He helped to negotiate the Treaty ofParis that ended the Revolution. Under Washing-ton, he served two terms as vice president.

The XYZ AffairWhen Adams took office, he inherited the dis-

pute with France. The French regarded Jay’sTreaty, signed in 1794, as an American attemptto help the British in their war with France. Topunish the United States, the French seizedAmerican ships that carried cargo to Britain.

Adams wanted to avoid war with France. Inthe fall of 1797, he sent a delegation to Paris totry to resolve the dispute. French foreign minis-ter Charles de Talleyrand, however, refused tomeet with the Americans. Instead, Talleyrandsent three agents who demanded a bribe and aloan for France from the Americans. “Not a six-pence,” the Americans replied and sent a reportof the incident to the United States. Adams wasfurious. Referring to the three French agents asX, Y, and Z, the president urged Congress toprepare for war. The incident became known asthe XYZ affair.

Undeclared War With FranceCongress responded with a program to

strengthen the armed forces. It established theNavy Department in April 1798 and set asidemoney for building warships. Congress alsoincreased the size of the army. George Washing-ton was appointed commanding general.

Between 1798 and 1800, United States andFrench naval vessels clashed on a number ofoccasions, although war was not formallydeclared. Adams’s representatives negotiated anagreement with France in September 1800 thatensured peace.

In the view of most Americans, France hadbecome an enemy. The Republican Party, friendlytoward France in the past, hesitated to turnaround and condemn France. As a result, in the1798 elections, Americans voted some Republi-cans out of office.


Did Johnny Appleseed scatter apple seeds in thewilderness? There was a real Johnny Appleseed. Johnny,whose real name was John Chapman, was born in Massa-chusetts in 1774. When the rich lands west of the OhioRiver were opened for settlement in the early 1800s, hewas the among the first to explore the new territory.Johnny Appleseed did not scatter seeds as he wandered,as many people believe. As he traveled, he would spotgood sites for planting. There he would clear the landand plant the seeds. His orchards varied in size. Somecovered about an acre. Others covered many acres.When settlers arrived, they found Johnny Appleseed’syoung apple trees ready for sale.

American Heroes

HISTORY

Student Web ActivityVisit and click on Chapter 8—Student Web Activitiesfor an activity on the firstpolitical parties.



270


Section 3, 267–272

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYArt Ask each student to draw a Federalist and a Democratic-Republican. Then have them write ashort statement for each of their characters that expresses the views of each group. Create a bul-letin board display with the cutout characters and their statements. L2 SS: 8.22A, 8.30E, 8.31D;ELA: 8.24A

Use the rubric for creating a bulletin board display on pages 40–41 in the PerformanceAssessment Activities and Rubrics.

Modern Political Parties Today’sDemocratic Party traces its roots toJefferson’s Democratic-Republicans.The modern Republican Party, how-ever, was not founded until 1854.

What?Who?Where?When?

Answer: the Federalist Party

HISTORY

Objectives and answers to the student activity can be found in the Web Activity Lesson Planfeature at

The Internet was firstused for voting during the 2000 ArizonaDemocratic Primary. Voters who votedvia the Internet received a confidentialpersonal identification number by mailprior to the election. Voters could log onto the voting Web site four days prior toElection Day and vote. As a result ofInternet voting, voter turnout increasedby 600 percent.


ELA: Page 270: 8.8C; Page 271:8.22B


http://www.glencoe.com/qe/qe36tx.php?&st=635&pt=2&bk=19



Alien and Sedition ActsThe threat of war with France made Ameri-

cans more suspicious of aliens, immigrants liv-ing in the country who were not citizens. ManyEuropeans who came to the United States in the1790s supported the ideals of the French Revo-lution. Some Americans questioned whetherthese aliens would remain loyal if the UnitedStates went to war with France.

Federalists in Congress responded with strictlaws to protect the nation’s security. In 1798 theypassed a group of measures known as the Alienand Sedition Acts. Sedition refers to activitiesaimed at weakening established government.

CitizenshipDomestic and Foreign Affairs

For some Americans, fears of a strong centralgovernment abusing its power seemed to becoming true. The Republicans looked to thestates to preserve the people’s liberties and stand

up to what they regarded as Federalist tyranny.Madison and Jefferson drafted documents ofprotest that were passed by the Virginia andKentucky legislatures.

The Virginia and Kentucky Resolutions of1798 and 1799 claimed that the Alien and Sedi-tion Acts could not be put into action becausethey violated the Constitution. The KentuckyResolutions further suggested that states mightnullify—legally overturn—federal laws consid-ered unconstitutional.

The resolutions affirmed the principle ofstates’ rights—limiting the federal governmentto those powers clearly assigned to it by theConstitution and reserving to the states all otherpowers not expressly forbidden to them. Theissue of states’ rights would arise again andagain in the nation’s early history.

As the election of 1800 approached, the Fed-eralists found themselves under attack. Theyurged Adams to step up the war with France.They hoped to benefit politically from the

The Alien and Sedition Acts

Naturalization ActRequired that aliens be residents for

14 years instead of 5 years before they became eligible for U.S. citizenship.

Alien ActsAllowed the president to imprison aliens, or

send those he considered dangerous out of the country.

Sedition ActMade it a crime to speak, write, or

publish “false, scandalous, and malicious” criticisms of the government.

Results• Discouraged immigration

and led some foreignersalready in the country toleave.

• Convicted 10 Republicannewspaper editors whohad criticized the Federal-ists in government.

Reaction• Opposition to Federalist

party grows.• Led to movement to

allow states to overturnfederal laws.

Why they were passedThe Federalist-controlled Congress

wanted to:• strengthen the federal government.• silence Republican opposition.

Social Studies TAKS tested at Grade 8: Obj 4:8.18B

271


Section 3, 267–272

Reteaching Activity 8–3

Section Quiz 8–3

Name Date Class


DIRECTIONS: Organizing Facts The numbered items are characteristics of the first political parties. Write the number of each item in the appropriate section of the chart.

The First Political PartiesFederalist Republican

Political Leaders

Policies/Laws

★

Section Quiz 8-3


Column A

1. political parties

2. to legally overturn

3. French foreign minister

4. Federalist

5. Democratic-Republican

DIR CTIONS: Multiple Choice In the blank at the left write the letter of the


ScoreChapter 8

Column B

A. Alexander HamiltonB. Charles de TalleyrandC. nullifyD. Thomas JeffersonE. factions

The Alien and Sedition Acts, passedby Congress in 1798, were supportedby the Federalists and intended tosilence opposition to an expected warwith France. The Federalists backedthe English government in most inter-national affairs. Ask: Do you thinkacts restricting free speech wouldbe tolerated today? (Students maynote how the influence of the Internethas affected people’s views aboutfree speech restrictions.)

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing Information Thomas Jefferson was a firm believer in states’ rights. He once said, “Ibelieve the States can best govern our home concerns, and the General Government our foreignones.” Ask students to restate Jefferson’s quote and explain how Jefferson’s words apply to theissues of the time, in particular to the establishment of a national bank. Ask students to write aone-page essay responding to Jefferson’s statement. Student essays should express a position foror against states’ rights and include supportive examples. L3/PRE-AP SS: 8.22A, 8.30E; ELA: 8.15B



SOCIAL STUDIES:Page 270: 8.5C, 8.5E, 8.22A,8.30A; Page 271: 8.5E, 8.18B,8.30C


Checking for Understanding

1. Key Terms Write a short newspaperarticle about the election of 1796 inwhich you use the following terms:partisan, implied powers, caucus.

2. Reviewing Facts Who was electedpresident in 1796, and who becamevice president?

Reviewing Themes

3. Government and DemocracyHow were the Federalists differentfrom the Republicans in how they felt about a powerful central government?

Critical Thinking

4. Drawing Conclusions Do you thinkthe development of political partieswas necessary? Why or why not?

5. Classifying Information Re-createthe diagram below. Provide informa-tion about the election of 1796 in thespaces provided.

Analyzing Visuals

6. Graphic Organizer Skills Study thediagram on page 271. Who arealiens? Why were the Alien and Sedi-tion Acts passed? How did their pas-sage affect the Federalist Party?

patriotic feelings that war would unleash.Adams refused to rush to war, especially for hisown political gain. Instead he appointed a newcommission to seek peace with France.

In 1800 the French agreed to a treaty andstopped attacks on American ships. Althoughthe agreement with France was in the bestinterest of the United States, it hurt Adams’schance for re-election. Rather than applauding

the agreement, Hamilton and his supportersnow opposed their own president. With theFederalists split, the Republican prospects for capturing the presidency improved. Theway was prepared for Thomas Jefferson in theelection of 1800.

Summarizing How did the peace

agreement with France affect the Federalists?


Art Choose the presidential candi-date for whom you would havevoted in 1796. Design a campaignposter or button using words andillustrations to help promote yourcandidate.

Presidential Election of 1796

Candidate

Party

Electoral votes

Winner (check column)

Vice President (check column)

Fighting in Congress The Sedition Act led to hard feelings,even violence. This cartoon provides a humorous look at afight in Congress. Federalist Roger Griswold attacks Republi-can Matthew Lyon with a cane. Lyon seizes a pair of firetongs and fights back. On the wall is a painting named“Royal Sport” showing animals fighting. How are theother members of Congress reacting to the fight?

Analyzing Political Cartoons

2 Roger Griswold1 Matthew Lyon 3 painting

1 2

3

Social Studies TAKS tested at Grade 8: Obj 1:8.5E; Obj 5:8.30B, 8.30C

272


Section 3, 267–272

4 CLOSEAsk: Why did Federalists wantto step up the war with France?(to stir up patriotic fervor in their favor)


Enrichment Activity 8–3Name Date Class


MonticelloThomas Jefferson

spent more than 50years designing and re-designing Monticello,which had three stories,Greek columns and thefirst dome in an Ameri-can home. The drawingto the right showsJefferson’s original first-floor plan and the addi-tions to the first floormade over the years.

Stairs

Stairs

Stairs

NorthTerrace

SouthTerrace

Parlor

West Portico

ast Portico

SouthSquareRoom N

orth

Squa

reRo

om

Nor

thO

ctag

onal

Room

Tea

Room

Libr

ary

SouthPiazza

orGreen-house

Entrance Hall

Jeffe

rson

’sC

abin

et DiningRoom

Jeffe

rson

’sB

edro

om

NorthPiazza

Columns


THE FIRST POLITICAL PARTIES


KEY TERMS

partisan Favoring one side of an issue (page 268)

implied powers Powers that were not specifically mentioned in the Constitution (page 268)

caucus Meetings held by political parties to choose the party’s candidates for office (page 269)

alien Immigrants living in a country who are not citizens (page 271)

sedition Activities aimed at weakening established government (page 271)

nullify To cancel (page 271)

states’ rights A theory in the Kentucky and Virginia Resolutions of 1788 and 1789, which said that a state could determine whether the federal government

Answer: They are amused by thefight.

Analyzing Political Cartoons

Answer: It split the party, allowingJefferson the opportunity to win the1800 presidential election.

1. Student work should reflect correctuse of terms. SS: 8.31A

2. John Adams; Thomas Jefferson3. Federalists supported a strong fed-

eral government; Republicans sup-ported strong state governments.SS: 8.5A, 8.22A

4. Some students may answer yesbecause people will always dis-

agree on some issues. Some students may answer no because parties divide the nation. SS: 8.5C

5. John Adams, Federalists, 71 electoral votes, winner; ThomasJefferson, Democratic-Republicans,68 electoral votes, vice presidentSS: 8.30C

6. people from other countries who

are not United States citizens; tostrengthen the federal governmentand silence Republican opposition;opposition to the Federalist Partyincreased SS: 8.30C

Interdisciplinary Activity Posters and buttons should accurately repre-sent the beliefs of each party and candidate. SS: 8.31D

ELA: Page 272: 8.10L, 8.11A,8.13E, 8.22B; Page 273: 8.13D,8.22B


273

TEACHReading a Flowchart This skillteaches students how to read aflowchart. Point out that thisflowchart reads from top to bot-tom, but that others may go fromleft to right. A more complicatedone might go in more than onedirection.

Have students think of everydaythings they do that might beexplained in a flowchart (any-thing having a process or sequenceof events).

Additional Practice

Social StudiesSocial Studies

ANSWERS TO PRACTICING THE SKILL1 arrow

2 The British took control of forts and stirred up troublebetween Native Americans and American settlers inthe Ohio Valley.

3 He sent troops into the Northwest Territory.

4 General Anthony Wayne is sent to gain control of theOhio River valley; Shawnee are defeated at Battle ofFallen Timbers; Native Americans are forced to signtreaty opening Ohio to white settlement.

Applying the Skill Students’ flowcharts should outline a logical sequence of events associated with joining aschool club.

Chapter Skills Activity 8Name Date Class

Chapter Skills Activity 8★

Reading a FlowchartA flowchart can make a sequence of events or the steps in a process easy to

follow. To read a flowchart, look for numbers or arrows that indicate sequence.

DIRECTIONS: This flowchart shows the sequence of events in the conflict between the United States and France that led to undeclared war between the two nations.Analyze the information in the chart. Then answer the questions below.

Conflict Between the United States and France

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 1

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

CHAPTER XX Chapter Title

Reading a Flowchart

Social StudiesSocial Studies

Why Learn This Skill?Sometimes determining a sequence of events can

be confusing, particularly when many events occur atthe same time. A flowchart can help you understandwhat is going on in a series of events.

Learning the SkillFlowcharts show the steps in a process or a

sequence of events. For example, a flowchart couldbe used to show the movement of goods through afactory, of people through a training program, or of abill through Congress. The following steps explainhow to read a flowchart:

• Read the title or caption of the flowchart to findout what you are studying.

• Read all of the labels or sentences on the flowchart.

• Look for numbers indicating a sequence, orarrows showing the direction of movement.

Practicing the SkillRead the flowchart on this page. It shows asequence of events that took place in the North-west Territory. Analyze the information in theflowchart; then answer the following questions.

1 What symbol is used to show the sequence of theevents?

2 What actions taken by the British set off thesequence of events that are reflected in the titleof the chart?

3 What action did Washington take in response totrouble in the Ohio Valley?

4 What information from the chapter could youadd to the flowchart to continue the sequence ofevents?

Great Britain holds forts in the Ohio Valley.

British stir up trouble between Native Americans and American settlers in the Ohio Valley.

President Washington sends troops into the Northwest Territory.

Federal troops are defeated by Miami chief Little Turtle.

Conflicts in the Northwest Territory

1790s

273

Applying the SkillMaking a Flowchart Imagine that a student

who is new to your school asks you how to sign up

for a sport or social club. Draw a flowchart outlin-

ing the steps the student should follow.

Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1, provides

instruction and practice in key social

studies skills.

Social Studies TAKS tested at Grade 8: Obj 1:8.1B Obj 5:8.30C

SOCIAL STUDIES:Page 272: 8.5A, 8.5C, 8.5E, 8.22A,8.30B, 8.30C, 8.30E, 8.31A, 8.31D;Page 273: 8.1B, 8.30B, 8.30C


CHAPTER 8Assessment and Activities

MJ

MindJogger VideoquizUse MindJogger Videoquiz to review the Chapter 8 content.

Available in VHS

Reviewing Key TermsStudents’ puzzles will vary but shouldreflect the instructions.

1. tradition SS: 8.31A2. group consisting of the secretary of

state, the secretary of the treasury,the secretary of war, and the attor-ney general SS: 8.31A

3. a tax on imports SS: 8.31A4. the condition of not taking sides in

a conflict SS: 8.31A5. the British practice of stopping

American merchant ships and forc-ing their crews into the British navySS: 8.31A

6. a meeting at which members ofCongress and other leaders choosetheir party’s candidates for office SS: 8.31A

7. term referring to activities aimed atweakening established governmentSS: 8.31A

8. theory stating that the people ofeach state have the right to nullify a federal law within that state SS: 8.31A

Reviewing Key Facts9. to supply the government with addi-

tional funds to operate and to makeinterest payments on the nationaldebt; some feared a national gov-ernment with strong economic pow-ers dominated by the wealthy classSS: 8.5B

10. It established a strong federal judici-ary by establishing the federal courtsystem with 13 district courts and 3 circuit courts. SS: 8.5A

11. They protested the whiskey tax. SS: 8.5A

12. powers that were not expressly forbidden in the Constitution

13. The French began seizing American ships that carriedcargo to British ports; the XYZ affair SS: 8.5E

14. John Adams; Thomas Jefferson SS: 8.5C

Critical Thinking15. In addition to guaranteeing the freedoms of speech,

press, and religion, the Bill of Rights protects the rightsof states and individuals by saying that powers notspecifically given to the federal government “arereserved to the States respectively, or to the people.”SS: 8.16C

16. He said that political parties were evil and warnedagainst entanglements in foreign affairs. SS: 8.5E

17. Federalists: Hamilton—believed in the constitutionalityof a national bank even though the power was notspecified in the Constitution; Democratic-Republicans:Jefferson/Madison—believed a national bank to beunconstitutional SS: 8.5B, 8.30C

Practicing Skills18. arrows SS: 8.30C

274

Reviewing Key TermsOn graph paper, create a word search puzzle using thefollowing terms. Crisscross the terms vertically and hori-zontally, then fill in the remaining squares with extra let-ters. List the definition of each term below the puzzle asclues. Share your puzzle with a classmate.

1. precedent 5. impressment

2. cabinet 6. caucus

3. tariff 7. sedition

4. neutrality 8. states’ rights

Reviewing Key Facts9. Why did Hamilton want national taxes? Why did some

oppose the taxes?

10. What was the importance of the Judiciary Act of 1789?

11. What caused farmers in western Pennsylvania to revoltduring the Whiskey Rebellion?

12. According to Hamilton, what are implied powers?

13. What actions by France led to an undeclared war withthe United States?

14. Who was elected president in 1796? Who was electedvice president?

Critical Thinking15. Analyzing Themes: Government and Democracy

Refer to the grievances listed in the Declaration ofIndependence. How were these grievances addressedin the Bill of Rights?

16. Analyzing Information What did President Washing-ton say in his Farewell Address about political partiesand foreign policy?

17. Comparing Re-create the diagram below. Comparethe positions of the Federalists and Democratic-Republicans on the national bank. In the boxes list the leaders and their positions.

A New Nation

Federal Government

• First Congress estab-

lishes three executive

departments

• Judiciary Act of 1789

passes

• Bill of Rights added to

the Constitution

• Nation’s capital moves to

Washington, D.C.

• National bank created

• Congress approves

tariffs

Early Challenges

• Whiskey Rebellion

put down

• Force and

treaties slow

Native American

resistance to

settlement

• Washington maintains

American neutrality

• Treaty with Spain allows

access to the Mississippi

River

First Political Parties

• Federalists emerge, pro-

moting a strong central

government

• Republicans want to

leave more power in the

hands of the states.

President John Adams

• Federalist John Adams

becomes second

president

• American and French

naval forces fight an

undeclared war

• Federalists in Congress

pass the Alien and

Sedition Acts

• Virginia and Kentucky

Resolutions advocate

states’ rights

The New Nation

National Bank

Federalists Democratic-Republicans

Leader: Leader:

Position: Position:

274

CHAPTER 8Assessment and Activities

275

Ask: What salary did GeorgeWashington receive as president?What does the president receivetoday? ($25,000; $400,000 plus a$50,000 taxable expense account per year)

Bonus QuestionBonus Question ??

Economics Activity24. Math Practice When you deposit money in a bank, you

receive interest—a payment for lending money to thebank. To figure simple interest, you need to know whatthe interest rate is. Say, for example, a local bank is offer-ing simple interest on savings accounts at 6 percent peryear. If you deposit $100, how much will you have in theaccount at the end of one year? At the end of four years?

Technology Activity25. Using a Computerized Card Catalog Search your local

library’s computerized card catalog for sources on MountVernon, George Washington’s home. Find the sources onthe library shelves, then use the information you found towrite a two-paragraph description that Washington mighthave written if he had ever wanted to sell his home.

Alternative Assessment26. Review the chapter and make a list of the differences

between the Federalist and Republican parties. Based onyour list, create a symbol to represent each of the parties.

Self-Check QuizVisit and click on Chapter 8—Self-Check Quizzes to prepare for the chapter test.


HISTORY

CHAPTER 8 A New Nation 275

Directions: Choose the bestanswer to the following question.

Certain grievances listed in the Declaration of Inde-pendence were addressed in the Bill of Rights.Which amendment addressed the quartering oftroops?

A 1st Amendment C 8th AmendmentB 3rd Amendment D 12th Amendment

Test-Taking Tip

Read the question carefully. The 12th Amendment was not part of the Bill of Rights, so it can be

eliminated as a possibility.

Practicing SkillsReading a Flowchart Alexander Hamilton promoted the creation of a national bank. Study the flowchart below. Then answer the questions that follow.

18. What is used to show the sequence of events?19. What happens after workers receive payment for work?20. What two parts on this flowchart show who receives

interest on their money?

Geography and History ActivityStudy the map on page 265. Then answer the questions thatfollow.

21. Movement In which direction did St. Clair’s troops move?22. Location Along what river was Ft. Washington located?

Citizenship Cooperative Activity23. Researching Work in groups of four to discuss and

develop answers to these questions:• How does the Bill of Rights reflect the principle of

limited government?• What are two individual rights protected in the Bill

of Rights?• Why would it be necessary to change the Con-

stitution?

People deposit savings in banks and receive

interest.

Banks loan money to businesses and receive

interest.

Businesses use loan money to make

products and pay workers.

Workers receive payment for work.

How Banks Work Today

HISTORY

Have students visit the Web site atto review

Chapter 8 and take the Self-CheckQuiz.

Answer: BQuestion Type: CivicsAnswer Explanation: The ThirdAmendment to the United StatesConstitution is based on the principlethat people have a right to privacy in their own homes. SS: 8.16A

Technology Activity25. Students’ paragraphs should reflect

knowledge about Mount Vernon. SS: 8.30A

Alternative Assessment26. Students should sketch symbols that

represent the positions and views ofthe Federalist and Republican Parties.SS: 8.31C

19. People deposit savings in banks and receive interest.SS: 8.30B

20. Banks receive interest on loans, and people receiveinterest on savings. SS: 8.30C

Geography and History Activity21. northwest SS: 8.10B22. the Ohio River SS: 8.10B

Citizenship Cooperative Activity23. Answers will vary but may include: the Bill of Rights

protects individual liberties and limits the role of government in the lives of citizens; freedom of speechand the right to a speedy and fair trial; to meet thechanging needs of the country. SS: 8.17A

Economics Activity24. $106; $124 SS: 8.30H; MATH: 8.14A, 8.15A




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