Nullification crisis ppt
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American ambassadors were sent to Paris to negotiate with France after tensions arose between the two countries. France demanded money from the U.S. during these negotiations. In response, President John Adams signed the Alien and Sedition Acts in 1798, making it harder for French immigrants, or aliens. Specifically, the Acts increased the residency requirement for citizenship from 5 to 14 years, allowed the President to deport dangerous aliens without trial, and made it illegal to publish false and malicious writing against the government. This divided the Federalist and Democratic-Republican parties on whether the laws were necessary to ensure national security or an overreach of federal power.
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3) Through difficult challenges at home and abroad like the Whiskey Rebellion, he demonstrated the authority of the federal government and preserved the young nation's unity.
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John Adams handled the conflict with France by sending diplomats to discuss neutral rights after French ships began seizing American vessels. The French agents demanded a bribe and loan before negotiating, known as the XYZ Affair. Adams told Congress but avoided war, instead strengthening the navy. The Federalist party split over whether to go to war with France, with Hamilton wanting war and Adams wanting to avoid it. The Alien and Sedition Acts raised states' rights issues by allowing deportation of aliens and criticism of government to be outlawed, which Jefferson and Republicans opposed by arguing states could nullify federal laws.
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John Adams handled the conflict with France by sending diplomats to discuss neutral rights after French ships began seizing American vessels. The French agents demanded a bribe and loan before negotiating, known as the XYZ Affair. Adams told Congress but avoided war, instead strengthening the navy. The Federalist party split over whether to go to war with France, with Hamilton wanting war and Adams wanting to avoid it. The Alien and Sedition Acts raised states' rights issues by allowing deportation of aliens and criticism of government to be outlawed, which Jefferson and Republicans opposed by arguing states could nullify federal laws.
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John Adams was elected as the second US President in 1797 as a member of the Federalist Party. Conflict arose when France rejected a treaty favoring England and seized American ships, demanding a bribe for negotiations. Adams avoided war by building up the Navy. The Federalist Party split over whether to go to war, weakening Adams. He lost re-election in 1800 to Thomas Jefferson, marking the decline of the Federalist Party and the end of the Federalist era.
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Hw#24 sectionalism
Westward expansion increased sectionalism in the United States by deepening economic and social differences between regions. As new lands opened in the West, the North focused on industry and opposed slavery's expansion, while the South wanted to protect its agricultural economy based on plantation slavery. Henry Clay believed sectionalism was harmful to the country by dividing loyalty to regions rather than the nation as a whole.
Hw#24 the california gold rush of 1849
The California Gold Rush began in 1848 when gold was discovered by James Marshall at Sutter's Mill near Sacramento. Word of the discovery quickly spread, with some 80,000 prospectors, called "forty-niners", traveling to California in 1849 hoping to strike it rich. The influx of miners and settlers transformed California, leading to its statehood in 1850. While some miners succeeded in finding gold, others faced harsh conditions and discrimination, especially Chinese immigrants. The Gold Rush spurred major economic and population growth in California and the western United States.
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John Adams faced many challenges in his presidency, including lack of prestige after George Washington, powerful political parties, and the threat of war with France. The XYZ Affair damaged relations with France further when American delegates were bribed. In response, the Federalist party cracked down with the Alien and Sedition Acts, angering Republicans and leading to their loss of power in the 1800 election, where Thomas Jefferson defeated Adams in a bitter campaign. Adams established important precedents like a peaceful transfer of power despite political divisions.
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Hw#33 labor unions
Labor unions used collective bargaining and strikes to attempt to improve working conditions for workers. Through collective bargaining, unions would negotiate with employers to reach agreements on issues like wages, hours, and safety conditions. If negotiations failed, unions would call strikes as a tactic to put pressure on employers. However, early strikes were often met with violence from employers, police, and use of federal troops. Over time, unions continued to organize and use strikes to gain bargaining power and protections, such as the Wagner Act which legally protected the right to unionize.
Hw#31
Industrialization and urbanization in the United States had some negative impacts. Industrialization led to poor working conditions in factories and pollution from manufacturing. Urbanization resulted in overcrowded cities with inadequate housing, infrastructure, and public services for the large populations that migrated to urban areas for work in the late 19th century.
Hw#28
The document discusses whether late 19th century American industrialists should be remembered as "robber barons" or "captains of industry". It provides context on trusts, monopolies, and laissez-faire economic policies that allowed businesses like Carnegie Steel, Standard Oil, and J.P. Morgan's companies to consolidate power with little government interference. While some viewed the industrialists' tactics critically and called them robber barons, others maintained they acted as captains of industry by increasing productivity and jobs.
Hw#4 principles of the constitution
The document outlines the six key principles of the US Constitution:
1. Separation of powers which divides government into three branches
2. Checks and balances where each branch limits the power of the others through veto powers and overrides
3. Popular sovereignty whereby the government derives its power from the people
4. Republicanism ensuring government is run by elected representatives of the people
5. Federalism dividing power between national and state governments
6. Supremacy of national laws and judicial review giving the national government authority over states and the Supreme Court power to invalidate laws.
Hw#4 principles of the constitution
The document outlines the six key principles of the US Constitution:
1. Separation of powers which divides the government into three branches.
2. Checks and balances where each branch limits the power of the others through veto powers, judicial oversight, and legislative overrides.
3. Popular sovereignty which establishes that the government's authority comes from the people.
Hw#4 mercantilism
Mercantilism was an economic system where countries aimed to export more than they imported in order to accumulate wealth. Under this system, colonies provided raw materials to their "mother country" since importing goods was discouraged. Great Britain passed laws like the Navigation Acts to enforce mercantilism and benefit themselves. However, they needed more labor from colonies to produce goods like wood and cotton. This led to the growth of the transatlantic slave trade, as slaves provided a source of free labor that could meet the increasing demands of mercantilism.
Hw#31 immigration
The document discusses three waves of immigration to the United States: Old immigrants from northern Europe between 1600-1850 who settled on farms in the Midwest; New immigrants from southern and eastern Europe between 1860-1920 who moved to cities in the Northeast and worked in factories and mines; and modern immigrants since 1965 from Latin America and Asia. It notes the reasons for immigration included economic opportunities, religious/political persecution, and the promise of freedoms in the US. New immigrants initially arrived at Ellis Island or Angel Island and faced inspections before entering the country. Their expectations of America contrasted with the difficult living conditions they encountered in urban tenements and sweatshops. The massive immigration during this period resulted in a population shift from rural to urban
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This document discusses different approaches taken by Booker T. Washington, W.E.B. Du Bois, and Marcus Garvey to address problems faced by African Americans after the Reconstruction era. Washington advocated for vocational training and cooperation between blacks and whites to achieve economic prosperity and social equality. Du Bois argued for consistent advocacy of civil and social rights to ensure equal opportunities and safety. Garvey promoted the creation of black nations in Africa as the only solution due to overcrowding in America threatening African Americans. Students are asked to determine which approach they feel would be most effective.
Reconstruction
This document discusses the Supreme Court case Plessy v. Ferguson (1896). The key details are:
- In 1890, Louisiana passed a law requiring "equal but separate accommodations" for black and white races on railway trains.
- In 1892, Homer Plessy, who was of mixed race, refused to move to the segregated car for black passengers and was arrested.
- The case went to the Supreme Court to determine if the law violated the 13th and 14th Amendments.
- The Court ruled against Plessy, establishing the "separate but equal" doctrine that allowed racial segregation if facilities were equal, which effectively upheld Jim Crow laws.
Lincoln's actions ppt
Lincoln tried to preserve the Union during the Civil War in several ways:
1) In his first inaugural address, he pledged there would be no war unless the South started it and that his goal was to preserve the Union and stop the spread of slavery, not necessarily end it.
2) He suspended habeas corpus in 1861 to arrest Confederate sympathizers and prevent rebellion.
3) He issued the Emancipation Proclamation in 1863, which freed all slaves in rebelling Confederate states and changed the purpose of the war to one of freeing slaves in addition to preserving the Union.
4) He called for a military draft in 1863 to bolster the Union army.
Slavery compromises
The document summarizes several compromises that were attempted in the United States in the 1800s to address the issue of expanding slavery into new western territories:
- The Missouri Compromise of 1820 allowed Missouri to enter the union as a slave state but banned slavery in territories above the 36°30' parallel, except Missouri.
- The Compromise of 1850 admitted California as a free state, organized Utah and New Mexico with popular sovereignty, and strengthened the Fugitive Slave Act.
- The Kansas-Nebraska Act of 1854 also organized the territories of Kansas and Nebraska with popular sovereignty, fueling tensions and violence known as "Bleeding Kansas" over the slavery issue.
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The document discusses sectionalism in the United States brought about by the westward expansion and the issue of whether new territories should enter the union as slave or free states. It provides discussion questions and tasks for students, including having them read positions from Calhoun and Webster on the issue and respond with a mock tweet agreeing with one of them.
Homestead & pacific railway acts copy
The United States encouraged settlement of the West through two key laws:
1. The Homestead Act of 1862 gave land to settlers who farmed the land for 5 years, aiming to encourage migration. However, many struggled to meet requirements or afford keeping the lands.
2. The Pacific Railway Act provided land grants and funding to railroad companies to build a transcontinental railroad, linking the East and West coasts and facilitating migration. This increased migration to the Western interior but also brought challenges.
Hw#23 the california gold rush of 1849
The California Gold Rush began in 1848 when gold was discovered at Sutter's Mill by James Marshall. News of the discovery spread quickly, attracting around 80,000 prospectors, known as "forty-niners", to California in 1849 hoping to strike it rich. The Gold Rush transformed California from a sparsely-populated territory into a major economic force, leading to its statehood in 1850. While some prospectors succeeded in finding gold, most failed and boom towns came and went as mining sites were depleted.
Manifest destiny ppt
1) Americans justified westward expansion through the belief in "Manifest Destiny", the idea that it was God's plan for America to control all of North America.
2) They expanded westward through various means such as treaties, purchases of territory like the Louisiana Purchase, and wars with Mexico which resulted in additional land acquisitions.
3) Between 1820 and 1850, 4 million Americans moved west, helping to populate and claim more of the western lands, furthering the cause of Manifest Destiny.
Mexican american war-causes (1)
The United States annexed Texas in 1845, which Mexico still claimed as its territory. This caused a border dispute between the Rio Grande and Nueces Rivers. Tensions escalated after U.S. troops occupied the Rio Grande, which Mexico saw as an invasion. In 1846, shots were fired between U.S. and Mexican soldiers, prompting President Polk to ask Congress to declare war on Mexico.
Indian removal
President Andrew Jackson's signing of the Indian Removal Act and its impact on Native Americans is examined. Students are asked to choose whether they want to hear from President Jackson defending the Act or from Native Americans explaining how it affected them. A political cartoon portrays Jackson and the treatment of indigenous people, and students are prompted to discuss whether the Cherokees were uncivilized and if Jackson should remain on the $20 bill.
Andrew jackson
Andrew Jackson advanced the cause of democracy in some ways but may have also inhibited it in others. He was described as a "common man" president who helped expand suffrage, but he also opposed the National Bank and centralized federal power in the presidency. Overall, the document discusses whether Jackson's presidency advanced or inhibited democracy in the United States.
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The document discusses how voting rights in the United States have changed over time. It notes that while the Constitution did not originally specify who had the right to vote, leaving it up to states, voting rights have been a source of controversy as groups like women, minorities, the poor, and youth have had to fight to gain this basic right. It describes an activity where students are assigned groups to research significant events that both limited and increased voting rights for that group over time.
Hw#17 voting rights
Voting rights in the US have expanded over time. Originally only white male landowners could vote. African Americans gained the right to vote with the 15th Amendment in 1870, but still faced barriers like literacy tests and poll taxes. The 24th Amendment banned poll taxes in 1964. The Voting Rights Act of 1965 reinforced protections. Women gained the right to vote in 1920 via the 19th Amendment. American Indians became citizens in 1924. The District of Columbia gained voting rights in 1961 under the 23rd Amendment. The 26th Amendment lowered the voting age to 18 in 1971.
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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Nullification crisis ppt
- 2. Do Now: 1. Why were American ambassadors (Pinckney, Marshall, and Gerry) sent to Paris, France? 2. According to the song, what France did was “not cool”. What did France do? 3. John Adams made peace with Napoleon (French leader) but made it “hard” for the French Aliens. How did Adams make it hard for French aliens?
- 3. • Extort: to get something by force, threats, or other unfair means. • Crooked: dishonest or illegal. • Revile: to criticize in an angry insulting manner. • Francophile: a person that greatly admires the French.
- 5. The XYZ Affair inspired this political cartoon in 1797. The French government is the monster with the dagger, demanding money from the Americans. Give me $10 million dollars!!!! Not a single penny!
- 6. The Alien and Sedition Acts (1798) Naturalization Act To be eligible for citizenship, an alien must prove 14 years of residence within the United States (previously 5 years). Alien Act President may deport any alien he views as “dangerous to the peace and safety of the U.S.” No trial or evidence required. No defense.
- 7. Sedition Act 1) Illegal to conspire to oppose any law of the United States. 2) Illegal for any person to write print or publish “any false, scandalous and malicious writing . . . . against the government.” The Alien and Sedition Acts (1798)
- 8. vs. Federalists Democratic- Republicans and the Federalists believed the Alien & Sedition Acts were necessary and proper to ensure the safety of the nation. and other Democratic- Republicans believed that the Alien & Sedition Acts were not necessary or proper.
- 9. & the • The states of refused to accept the Alien & Sedition Acts and believed they could nullify (reject, ignore) the law • The Resolutions represented the first time that States called for rejecting a National law.
- 10. Discuss…. • In your groups, take 2 minutes to discuss the question below; Be sure to complete • group work rubric • group chart.
- 11. Activity Read the and the Complete the graphic organizer.
- 12. 1. One person in the group reads a line from the text they selected. 2. Other members in the group discuss what they think of the line; making connections, sharing wonderings... 3. After the other members of the group have made comments, the original member shares his/her reasoning for choosing the line and what they thought about what others had said. 4. The group will rotate so that every member has a chance to “have the last word”
Editor's Notes
- Groups of 4-5