SAT II History Episode 1 Part 6 pps

Patriots); (3) shortages of supplies for the military; (4) lack of a large, well equipped navy; (5) few Native American allies (most of the Iroquois League fought with the British in an effort to keep the Americans from their lands); (6) lack of European allies until late in the war; (6) lack of unity (Loyalists and those indifferent to the cause); and (7) a weak central government, for example, lacking the power to levy taxes. • As early as 1776, France had been secretly sending arms, supplies, and money to the new United States. In 1778, France recognized the colonies as a separate nation and agreed to enter the war as an ally. France lent the new nation money and sent a large contingent of well-trained and well-equipped soldiers to reinforce the Conti- nental Army as well as a fleet that effectively hindered British troop movements. Spain and the Netherlands joined the war against Great Britain. Russia, Prussia, Denmark, Sweden, and Portugal formed the League of Ar med Neutrality against the British navy. • Historians estimate that from 20 to 30 percent of the colonists remained Loyalists. Although Loyalists lived in all states, the largest numbers lived in New York, Georgia, and South Carolina. Many were officeholders, wealthy landowners and merchants, and professionals—people who had financial ties to Great Britain. At the end of the war, some 80,000 fled, about half to Canada. Their property was confiscated by the states and sold. • Although the fighting ended in 1781, the Peace of Paris (Treaty of Paris) was not ratified until 1783. Benjamin Franklin, John Jay, John Adams, and Henry Laurens negotiated the following concessions: (1) independence, (2) the territory between the Appalachians and the Mississippi River from the Great Lakes to Florida (the latter returned to Spain), (3) fishing rights in the Gulf of St. Lawrence and off Newfoundland, (4) payment by both countries of debts owed prior to the war, (5) agreement by Congress to ask states to allow Loyalists to sue for the value of their confiscated property; and (6) agreement by Great Britain to remove its troops from U.S. soil. Government Under the Articles of Confederation Test-Taking Strategy The weaknesses of the Articles were important, but the most significant act of the new government was its establishment of a policy for settling new lands and creating new states. • From 1781 until 1789 when the U.S. Constitution was ratified, the new nation was governed under the Articles of Confederation. Because the former colonies were fighting against strong external control of their affairs, their leaders shaped a document that allowed each state a great deal of freedom at the cost of a weak central government. State governments were similar to their colonial governments and divided power among a governor, legislature, and judiciary, with most power reserved to the legisla- ture. Although each state constitution included a bill of rights, political power rested with the wealthy. Voting was restricted to REVIEWING THE COLONIAL PERIOD TO 1789 95 Peterson’s n SAT II Success: U.S. History www.petersons.com propertied white men, and although slavery was prohibited in Northern states, the Southern economy continued to depend on it. • Under the Articles of Confederation, the new nation accomplished the following: (1) signed the Peace of Paris ending the Revolution- ary War, (2) established a policy for settling new lands and creating new states (Land Ordinance of 1785, Northwest Ordinance of 1787), and (3) established the departments of Foreign Affairs, War, Marine, and Treasury. ARTICLES OF CONFEDERATION WEAKNESSES CONSEQUENCES No chief executive; the Congress worked through committees No coordination of committees and no uniform domestic or foreign policy Required nine of thirteen states to approve laws (each state had one vote) Rarely delegates from all thirteen states in Congress at once; often voted as blocs of smaller states (5) versus larger states (8) Required all states to approve amendments Never get agreement of all thirteen states, so Articles never amended No power to levy or collect taxes; Congress could raise money only by borrowing or asking states for money No reason for states to agree to requests; Congress always in need of money to fight the war No power to regulate interstate commerce Led to disputes between states and inability to regulate trade with foreign nations to protect American business No power to enforce treaties No power to force British to abide by the Peace/Treaty of Paris of 1783 No power to enforce its own laws Only advise and request states to abide by national laws No national court system; state courts interpreted national laws Difficult to get states to abide by state court decisions KEY PEOPLE Review Strategy See if you can relate these people to their correct context in the “Fast Facts” section. • Edmund Burke, Irish-born British politician • Thomas Paine, Common Sense, The Crisis SECTION 5. DRAFTING THE CONSTITUTION The weaknesses of the Articles were soon apparent. Although the new government could, among other powers, establish post offices, borrow and coin money, declare war, ask states for recruits to build CHAPTER 2 96 Peterson’s n SAT II Success: U.S. Historywww.petersons.com an army, and build and equip a navy, these powers meant little in reality. Each member of Congress was paid by his (no women allowed) state and voted according to his state legislature’s instruc- tions. Most importantly to the new nation ravaged by recent war, the Confederation Congress did not have the power to deal with the economic depression that hit the nation after the war or the nation’s growing sectional differences. Faced with mounting eco- nomic problems, including an unfavorable balance of trade, the states met several times to discuss solutions. FAST FACTS Working Out Compromises • In 1786, at the Annapolis Conference, delegates recommended a convention to make changes in the Articles. Meeting in Philadel- phia, the fifty-five delegates soon saw that a new document was needed. Competing interests put forth different plans, and the major areas of compromise were as follows: VIRGINIA PLAN NEW JERSEY PLAN FINAL U.S. CONSTITUTION Representation Based on wealth or population Equal representation for each state Senate: two representatives per state House: based on population Executive National executive chosen by Congress Executive Committee chosen by Congress President chosen by electors, in turn elected by the people Judicial National judiciary chosen by Congress National judiciary appointed by Executive Committee Supreme Court appointed by the president with Senate confirmation; lower courts established by Congress Legislative Two houses: upper elected by the people with lower elected by the upper house One house: appointed by state legislators Two houses: upper chosen by state legislatures (changed to direct election by Seventeenth Amendment); lower elected by the people REVIEWING THE COLONIAL PERIOD TO 1789 97 Peterson’s n SAT II Success: U.S. History www.petersons.com • Other compromises included in the U.S. Constitution are: (1) the Three-Fifths Compromise for counting slaves in determining taxes and representation for the House, (2) prohibition on importa- tion of slaves after 1808, (3) the right of Congress to regulate interstate commerce and foreign trade but not levy export taxes, and (4) a four-year term for the president. Ratification of the Constitution • Advocates and opponents soon squared off over ratification. Federalists favored ratification because they claimed that without a strong federal government, the nation would be unable to protect itself from external enemies or solve internal problems. Initially, they argued against a Bill of Rights as unnecessary but agreed to its addition to gain support. Anti-Federalists, mainly farmers and others from the inland areas, claimed (1) that the Constitution was extralegal because the convention had not been authorized to create a new document, (2) that it took important rights away from the states, and (3) that the Constitution needed a Bill of Rights to guarantee individual liberties. • By June 1788, nine states had ratified the Constitution, but without Virginia and New York, the union would have little chance of survival. In Virginia, Patrick Henry led the fight against ratifica- tion. Only promises that Virginian George Washington would be the first president and that a Bill of Rights would be added con- vinced Virginians to vote “yes.” The fight in New York enlisted Alexander Hamilton, James Madison, and John Jay to write a series of essays called The Federalist in defense of the Constitu- tion. Once New York ratified, and the new government took office in March 1789, Rhode Island and North Carolina became the last of the original states to ratify. KEY TERMS/IDEAS Test-Taking Strategy See if you can relate these terms and ideas to their correct context in the “Fast Facts” section. • Great Compromise, Roger Sherman; New Jersey Plan, William Patterson; Virginia Plan, Edmund Randolph • right of deposit, New Orleans, Spanish interference with trade • sectionalism: social, cultural, economic, and political • Shays’s Rebellion, poor economic conditions in new nation • Virginia Bill of Rights, U.S. Bill of Rights CHAPTER 2 98 Peterson’s n SAT II Success: U.S. Historywww.petersons.com SECTION 6. THE U.S. CONSTITUTION You may be asked questions about what led to the passage of certain amendments, the consequences of certain amendments, or the significance of certain Supreme Court decisions. This section will give you the basic facts about the Constitution so that you have a context for understanding the significance of later events related to the Constitution. FAST FACTS • The U.S. Constitution consists of a Preamble, seven Articles, and twenty-six Amendments. Test-Taking Strategy Pay particular attention to amendments related to large themes in U.S. history, such as the Civil War (Thirteenth, Fourteenth, and Fifteenth Amendments). • The Constitution sets out the structure and powers of government but does not try to provide for every possibility. Knowing that they would not be able to provide solutions to all the circumstances that the nation would face in the future, the Framers developed the amendment process to allow later generations to change the government as situations arose. • The amendment process and the system of checks and balances enables the government to be both flexible and stable. • The U.S. Constitution is based on six principles of government: • Popular sovereignty: The people are the only source of governmental power. • Federalism: Government power is divided between a national government and state governments. • Separation of powers: Executive, legislative, and judicial powers are divided among three separate and co-equal branches of government. • Checks and balances: The three branches of govern- ment have some overlapping powers that allow each to check, that is, restrain or balance, the power of the other two. • Judicial review: The courts have the power to declare unconstitutional actions of the legislative and executive branches of government. • Limited government: The Constitution lists the powers granted to the federal government, reserved to the states, or shared concurrently. • The first ten amendments to the Constitution are known as the Bill of Rights and were added to satisfy the Anti-Federalists, who opposed ratification because the proposed Constitution did not spell out the rights of the people. • The Thirteenth, Fourteenth, and Fifteenth Amendments were passed after the Civil War to ensure the rights of newly freed slaves. These amendments figure prominently in the history of REVIEWING THE COLONIAL PERIOD TO 1789 99 Peterson’s n SAT II Success: U.S. History www.petersons.com PROVISIONS OF THE UNITED STATES CONSTITUTION ARTICLES Article I Establishes the Legislative Branch Make up of the House of Representatives and the Senate, elections and meetings, organization and rules, passing of laws, powers of Congress, powers denied to the federal government, powers denied to the states; Three-Fifths Compromise for apportionment was repealed by the Fifteenth Amendment; “necessary and proper clause;” “commerce clause” Article II Establishes the Executive Branch Term, election, qualifications of the president and vice president; powers of the president; duties of the president; impeachment Article III Establishes the Judicial Branch Federal courts, jurisdiction of federal courts; defines treason Article IV Relations among the states Honoring official acts of other states; mutual duties of states; new states and territories; federal protection for states Article V The amendment process Article VI Public debts, supremacy of national law, oaths of office; “supremacy clause” Article VII Ratification process AMENDMENTS First Amendment Freedoms of religion, speech, press, assembly, and petition Second Amendment Right to bear arms Third Amendment Restrictions on quartering of troops Fourth Amendment Protection against unlawful search and seizure Fifth Amendment Rights of the accused in criminal proceedings, due process Sixth Amendment Right to a speedy, fair trial Seventh Amendment Rights involved in a civil suit Eighth Amendment Punishment for crimes (cruel and unusual punishment) Ninth Amendment Powers reserved to the people (nonenumerated rights) Tenth Amendment Powers reserved to the states Eleventh Amendment Suits against states by a resident or by another state must be heard in state courts, not federal courts: repealed part of Article III CHAPTER 2 100 Peterson’s n SAT II Success: U.S. Historywww.petersons.com PROVISIONS OF THE UNITED STATES CONSTITUTION AMENDMENTS Twelfth Amendment Election of president and vice president Thirteenth Amendment Ratified as a result of the Civil War; abolishes slavery Fourteenth Amendment Ratified after the Civil War; defines the rights of citizens; replaces part of Article I by requiring that African Americans be fully counted in determining apportionment; sets out punishment for leaders of the Confederacy; promises payment for federal debt as a result of the Civil War but not for debts of the Confederacy. This amendment’s “equal protection under the law” provision figures prominently in later civil rights decisions by the Supreme Court. Fifteenth Amendment Ratified after the Civil War; grants the right to vote regardless of race, color, or previous servitude. Southern states defied the amendment until the 1960s when Congress passed various voting rights acts. Sixteenth Amendment Grants federal government the ability to tax income Seventeenth Amendment Provides for direct election of senators; replaces Article I, Section 3, paragraphs 2 and 3 Eighteenth Amendment Twenty-First Amendment Prohibits manufacture, sale, or transportation of alcohol Repealed Eighteenth Amendment Nineteenth Amendment Grants women the right to vote Twentieth Amendment Modified sections of Article I and the Twelfth Amendment relating to when the terms of office begin for members of Congress and the president and vice president; known as the “Lame Duck” Amendment because it shortened the time that a defeated legislator/ official served between the election and the new term of office Twenty-Second Amendment Limits presidential term to two terms if elected on his/her own and to one term if serving out the term of a predecessor for more than two years Twenty-Third Amendment Provides three presidential electors for the District of Columbia Twenty-Fourth Amendment Abolishes the poll tax for federal elections; part of the civil rights legislation of the 1960s Twenty-Fifth Amendment Provides for presidential disability and succession if the president is unable to perform his or her duties Twenty-Sixth Amendment Expands the right to vote to include 18-year-old citizens Twenty-Seventh Amendment Limits the ability of Congress to raise its own salary REVIEWING THE COLONIAL PERIOD TO 1789 101 Peterson’s n SAT II Success: U.S. History www.petersons.com Reconstruction. Beginning in the 1960s, the Supreme Court used the Fourteenth Amendment as the basis for many civil rights decisions. • The Constitution can be changed formally by the amendment process, but it can also be changed informally through (1) legisla- tion, (2) executive action (Executive Orders), (3) party practices (as one example, the Constitution does not mention political conven- tions to nominate presidential and vice-presidential candidates, but parties hold conventions every four years), (4) custom (secretaries of the Executive Departments make up the president’s Cabinet), and (5) court decisions. • The Supreme Court is the major shaper of judicial change. Since John Marshall’s tenure as chief justice, the tension between strict constructionist and loose constructionist views has existed on the Court and between its supporters and opponents. KEY PEOPLE • Anti-Federalists: opposed ratification of the Constitution on a number of issues, centered on (1) the increased powers of the central government over those listed in the Articles of Confedera- tion and (2) the lack of a listing of the rights of individuals; Thomas Jefferson, Patrick Henry, John Hancock, and Samuel Adams, among others • Federalists: supported ratification, basing their arguments on (1) the weaknesses of the Articles of Confederation and (2) the need for a strong government to guide the new nation; James Madison, John Adams, and Alexander Hamilton as chief advocates Review Strategy As you read Chapters 3 through 8, look for land- mark Supreme Court cases and other cases that have shaped national policies. • John Marshall: Chief Justice of the Supreme Court from 1801– 1835; known as the Great Chief Justice; would be called a judicial activist today. Under the Constitution, the powers of the Supreme Court were not spelled out. Marshall established the status and independence of the Supreme Court and led the Court in many rulings that set the basic principles of constitutional law for the United States. • Thurgood Marshall: argued Brown v. Board of Education of Topeka, Kansas (1954) that overturned the decision in Plessy v. Ferguson (1896); became the first African American Supreme Court Justice; liberal and judicial activist • Warren Court: named after Chief Justice Earl Warren (1953–1969); judicial activist. The Warren Court wrote many landmark decisions in civil rights and individual rights, including Brown v. Board of Education of Topeka, Kansas and Miranda v. Arizona. KEY TERMS/IDEAS DEFINED • elastic clause: Article I, Section 8; also known as the “necessary and proper clause”; grants Congress the right to make all laws CHAPTER 2 102 Peterson’s n SAT II Success: U.S. Historywww.petersons.com “necessary and proper” in order to carry out the federal govern- ment’s duties; this is an expressed power and the constitutional basis for implied powers • supremacy clause: part of Article VI; the Constitution, laws passed by Congress, and treaties of the United States have superior authority over laws of state and local governments • concurrent powers: powers, such as the right to tax and to establish and maintain courts, that are shared by the federal and state governments but exercised separately and simultaneously • denied powers: powers denied to all government; Article I, Sections 9 and 10 • enumerated powers: powers stated directly in the Constitution as belonging to the federal government; Article I, Section 8; Article II, Section 2; Article III; Sixteenth Amendment • expressed powers: also called enumerated powers • implied powers: based on the “necessary and proper” or elastic clause; powers required by the federal government to carry out its duties as stated in the Constitution; not listed, but based in expressed powers, such as the power to collect taxes implies the power to establish the Internal Revenue Service • inherent powers: belong to the federal government by virtue of being the federal government • reserved powers: powers that belong to the states; Tenth Amendment • judicial activism: theory that the Supreme Court, through its decisions, should shape national social and political policies • judicial restraint: theory that the Supreme Court, through its decisions, should avoid an active role in shaping national social and political policies • loose constructionist: one who argues that the Constitution needs to respond to changing times; the Warren Court, for example • strict constructionist: one who argues that the judiciary’s decisions need to be based on the Framers’ intent; Justice Clarence Thomas, for example REVIEWING THE COLONIAL PERIOD TO 1789 103 Peterson’s n SAT II Success: U.S. History www.petersons.com Chapter 3 REVIEWING THE NEW NATION TO MID-CENTURY Red Alert! See 10 Facts About the SAT II: U.S. History Test for basic information about the test format, pp. 2–5. As you review the information on the concepts, trends, events, and people who were important in the nation’s history between 1790 and 1898, remember that the College Board asks questions about political, economic, and cultural and intellectual history and foreign policy. As you review your course materials and read this book, look for trends, cause-and-effect relationships, differences and similarities, and the significance of events and actions on the development of the nation. Be prepared to analyze events and people’s motives and to evaluate outcomes. The who, when, and why is only part of what you need to learn. SECTION 1. THE NEW NATION, 1789–1800 Once nine states had ratified the Constitution, the members of the electoral college assembled in their states in February 1789 and voted for president and vice president. George Washington was unanimously chosen President, and John Adams, who received the next highest number of votes, was elected vice president. They took their oaths of office on April 30 and thus, began the new nation. FAST FACTS The Presidency of George Washington • The new government had to deal with (1) the national debt, (2) foreign affairs, and (3) its own frontier. However, it had to deal with these in the context of realizing the promises of the new Constitution for the new nation. The government under Washing- ton had to determine how to establish and maintain a balance between the powers of the federal government and the rights of the people and the states. • The Washington presidency is as important for the precedents it set as for the business of the nation that it conducted. Washing- ton established, among other precedents, (1) that the president was to be addressed as “Mr. President”; (2) that a president should serve only two terms (Franklin Roosevelt in 1940 was the first president to seek a third term, and the Twenty-Second Amendment turned Washington’s precedent into law); (3) that the president should be advised by able and experienced leaders; (4) that the 104 Peterson’s n SAT II Success: U.S. Historywww.petersons.com [...]... along Tippecanoe Creek in Indiana Territory, where many Native Americans came to hear the Prophet In 18 11, 11 1 www.petersons.com CHAPTER 3 Review Strategy Note the sectionalism that divided support for the War of 18 12 General William Henry Harrison, governor of the Indiana Territory, led a force of some 1, 000 against Tippecanoe The Prophet staged a surprise attack, and each side suffered heavy losses,... philosophy of government in which the government’s role would be limited www.petersons.com 11 0 Peterson’s n SAT II Success: U.S History REVIEWING THE NEW NATION TO MID-CENTURY Marbury v Madison (18 03; principle of judicial review) Case: With less than three months left in his term, President John Adams, in January 18 01, appointed a number of Federalists as justices to lesser federal courts for terms of... in 18 11, only to find that the French continued to seize U.S merchant ships The British began to blockade some U.S ports and continued to impress U.S sailors Then, on June 16 , 18 12, the British decided to suspend attacks on U.S ships because it needed U.S foodstuffs, and its merchants needed markets and trade goods However, not knowing this, the United States declared war on Great Britain on June 18 ... of the Judiciary Act of 17 89 has had great significance on U.S history Why? • • Peterson’s n SAT II Success: U.S History president can grant or withhold diplomatic recognition to foreign governments; (5) that federal troops can be used to enforce the law by virtue of the president’s power as commander in chief; (6) that the president is, in essence, the leader of his political party; (7) that the president... British were impressing U.S sailors suspected of deserting the British navy • Jay’s Treaty solved the most important issues The British agreed (1) to leave the frontier in 17 96 and (2) to grant the United States www.petersons.com 10 8 Peterson’s n SAT II Success: U.S History REVIEWING THE NEW NATION TO MID-CENTURY Review Strategy See Chapter 2 for a listing of the amendments to the Constitution, especially... Anthony Wayne, Blue Jacket, Northwest Territory, Treaty of Greenville • Washington’s Farewell Address: warnings against political parties, sectionalism, and foreign alliances SECTION 2 THE AGE OF JEFFERSON, 18 00 18 16 Jefferson called the election of 18 00 the “Revolution of 18 00” because it quietly handed the reins of government from the Federalists to the Republicans The election also demonstrated the... enthusiasm for this war and referred to it as “Mr Madison’s War.” Fighting the War of 18 12 • The Americans began the war thinking they could easily invade and capture Canada because the population was sparse, and most settlers were French, not British However, the U.S army was www.petersons.com 11 2 Peterson’s n SAT II Success: U.S History REVIEWING THE NEW NATION TO MID-CENTURY small—less than 7,000—and ill... secession against them This effectively ended the Federalists’ influence Peace Test-Taking Strategy Be sure to remember the significance of the War of 18 12 for the new nation Peterson’s n SAT II Success: U.S History • The Treaty of Ghent ended the War of 18 12 but did not settle the problems of neutrality, impressment, and boundaries between the two nations The issue of the border with Canada was sent to... nation that would, in time, replace local and state bank notes, thus stabilizing the value of the nation’s money system This would benefit the nation as a whole and business in particular 10 6 Peterson’s n SAT II Success: U.S History REVIEWING THE NEW NATION TO MID-CENTURY Review Strategy See Chapter 2 for a discussion of the Constitution’s powers Test-Taking Strategy The unintended result of the Whiskey... C Calhoun and Henry Clay, the program included (1) a protective tariff for American manufacturing that had grown up during the embargo and the war; (2) internal improvements, a national system of roads and canals paid for by revenue from the tariff to aid commerce between farmers in the Southern and frontier states 11 4 Peterson’s n SAT II Success: U.S History . COLONIAL PERIOD TO 17 89 10 3 Peterson’s n SAT II Success: U.S. History www.petersons.com Chapter 3 REVIEWING THE NEW NATION TO MID-CENTURY Red Alert! See 10 Facts About the SAT II: U.S. History Test. where many Native Americans came to hear the Prophet. In 18 11, REVIEWING THE NEW NATION TO MID-CENTURY 11 1 Peterson’s n SAT II Success: U.S. History www.petersons.com General William Henry Harrison,. state must be heard in state courts, not federal courts: repealed part of Article III CHAPTER 2 10 0 Peterson’s n SAT II Success: U.S. Historywww.petersons.com PROVISIONS OF THE UNITED STATES CONSTITUTION AMENDMENTS Twelfth