The newly re-elected Abraham Lincoln sought to unite the American people by interpreting the waning conflict as a divine judgment upon both sides of the war. This lesson will examine Lincoln's Second Inaugural Address to determine how he sought to reunite a divided country through a providential interpretation of the Civil War.
This lesson focuses on the problems under the Articles of Confederation between 1783 and 1786 leading to the 1787 Convention. Through examination of primary sources, students will see why some prominent American founders, more than others, believed that the United States faced a serious crisis, and that drastic changes, rather than minor amendments, to the Articles were necessary.
This lesson will examine the economic, military and diplomatic strengths and weaknesses of the North and South on the eve of the Civil War. In making these comparisons students will use maps and read original documents to decide which side, if any, had an overall advantage at the start of the war.
Abraham Lincoln felt that the attempt of seven states to leave the American union peacefully was, in fact, a total violation of law and order. This lesson will examine Lincoln's First Inaugural Address to understand why he thought his duty as president required him to treat secession as an act of rebellion and not a legitimate legal or constitutional action by disgruntled states.
Did changes in state constitutions tend to affect the voting population? In this lesson, students discuss the general trend in the first half of the 19th century to extend the right to vote to more white males.
From 1781 to 1782 he was “President of the United States in Congress Assembled” under the Articles of Confederation. As the presiding officer of Congress, Hanson was responsible for initiating a number of programs that helped America gain a world position.
—John Hanson Statue on the website The Architect of the Capitol, a link from the EDSITEment resource CongressLink
At the time the Founders were shaping the future of a new country, John Adams suggested the President should be addressed as “His Excellency.” Happily, others recognized that such a title was inappropriate. Though the proper form of address represents only a small detail, defining everything about the Presidency was central to the idea of America that was a work-in-progress when the nation was young.
In this lesson, students look at the role of President as defined in the Articles of Confederation and consider the precedent-setting accomplishments of John Hanson, the first full-term “President of the United States in Congress Assembled.”
Gilbert Stuart portrait of George Washington
Credit: Courtesy of American Memory
“… the executive authority, with few exceptions, is to be vested in a single magistrate. This will scarcely, however, be considered as a point upon which any comparison can be grounded; for if, in this particular, there be a resemblance to the king of Great Britain, there is not less a resemblance to the … khan of Tartary, to the Man of the Seven Mountains....”
—Alexander Hamilton in The Federalist Papers 69 on the EDSITEment-reviewed website Avalon Project at the Yale Law School
“if you adopt this government, you will incline to an arbitrary and odious aristocracy or monarchy…” —Anti-Federalist Paper Cato #5 Executive Power on the Constitution Society website, a link from the EDSITEment resource Internet Public Library
At the time the Founders were shaping the future of a new country, John Adams suggested the President should be addressed as "His Excellency." Happily, others recognized that such a title was inappropriate. Though the proper form of address represents only a small detail, defining everything about the Presidency was central to the idea of America that was a work-in-progress when the nation was young.
In this curriculum unit, students look at the role of President as defined in the Constitution and consider the precedent-setting accomplishments of George Washington.
Note: This unit may be taught either as a stand-alone unit or as a sequel to the complementary EDSITEment curriculum units, Background on the Patriot Attitude Toward the Monarchy and Lost Hero: Who Was Really Our First President?
…the Federalist Papers, is a series of 85 essays written by Alexander Hamilton, John Jay, and James Madison between October 1787 and May 1788. The essays were published anonymously, under the pen name "Publius," in various New York state newspapers of the time.
The Federalist Papers were written and published to urge New Yorkers to ratify the proposed United States Constitution, which was drafted in Philadelphia in the summer of 1787. In lobbying for adoption of the Constitution over the existing Articles of Confederation, the essays explain particular provisions of the Constitution in detail. For this reason, and because Hamilton and Madison were each members of the Constitutional Convention, the Federalist Papers are often used today to help interpret the intentions of those drafting the Constitution.
It is impossible to conceal from ourselves or the world what has been before observed, that endeavors have been employed to foster and establish a division between the Government and people of the United States. To investigate the causes which have encouraged this attempt is not necessary; but to repel, by decided and united councils, insinuations so derogatory to the honor and aggressions so dangerous to the Constitution, union, and even independence of the nation is an indispensable duty.
—From John Adams—Special Message to the Senate and the House, May 16, 1797 on the EDSITEment resource The Avalon Project
As the end of the 18th century drew near, relations between the United States and France were deteriorating. President John Adams wanted to preserve American neutrality in conflicts between Britain and France. He sent a minister to France who was not received. President Adams then addressed a joint session of Congress on May 16, 1797, expressing his concern about the possibility of war with France and dissension at home caused by France and its supporters. In October, three commissioners appointed by Adams arrived in Paris in hopes of "restoring mutual confidence" between the countries. French Prime Minister Talleyrand's agents—known only as X, Y, and Z, and assumed to be acting on Talleyrand's orders—refused to receive the diplomats. They demanded a bribe, presumably for Talleyrand himself, and a large loan for France. The American people were incensed. War with France seemed inevitable; in fact, the U.S. is often described as being in an undeclared war with France following the XYZ affair.
At the same time, two opposing political parties were developing in the U.S. Tending to sympathize with France in foreign policy were the Thomas Jefferson-led Democratic-Republicans. Their loyalty was called into question by the Federalists, who dominated Congress during Adams's administration. It was a dangerous time both for the security of the young Republic and the freedoms its citizens enjoyed.
The Federalists clashed frequently with Democratic-Republicans who disagreed sharply with what they regarded as a philosophy of "huge public debt, a standing army, high taxes, and government-subsidized monopolies" (The Birth of Political Parties, Gilder Lehrman Institute of American History, a link from the EDSITEment-reviewed website History Matters). Could the Federalists, the party in control, wield the power necessary to protect America against those who opposed it without wielding that power against those who opposed them?
The Sedition Act touched off a lively debate about the right of free speech. It also presented an early test case to the citizens and government of the United States. In times of war or imminent danger, how do you balance the need for security with the rights of individuals? How can partisan politics affect the process of shaping security policies?
The Federalists, led by Alexander Hamilton, supported a strong central government that favored industry, landowners, banking interests, merchants, and close ties with England. Opposed to them were the Democratic-Republicans, led by Thomas Jefferson, who advocated limited powers for the federal government. Adams's Federalist leanings and high visibility as vice president positioned him as the leading contender for President in 1796…
The Adams presidency was characterized by continuing crises in foreign policy, which dramatically affected affairs at home. Suspicious of the French Revolution and its potential for terror and anarchy, Adams opposed close ties with France. Relations between America and France deteriorated to the brink of war, allowing Adams to justify his signing of the extremely controversial Alien and Sedition Acts. Drafted by Federalist lawmakers, these four laws were largely aimed at immigrants, who tended to become Republicans. Furious over Adams's foreign policy and his signing of the Alien and Sedition Acts, Republicans responded with the Kentucky and Virginia Resolutions, which challenged the legitimacy of federal authority over the states.
Republicans were equally incensed by the heavy taxation necessary for Adams's military buildup; farmers in Pennsylvania staged Fries's Rebellion in protest. At the same time, Adams faced disunity in his own party due to conflict with Hamilton over the undeclared naval war with France. This rivalry with Hamilton and the Federalist Party cost Adams the 1800 election. He lost to Thomas Jefferson, who was backed by the united and far more organized Republicans.
Several of the leading Republican publicists were European refugees. The threat of war with France sharpened hostility to aliens and gave Federalists an opportunity to impose severe restrictions…
25 June (1798) The Alien Act authorized the president to order out of the U.S. all aliens regarded as dangerous to the public peace and safety, or suspected of "treasonable or secret" inclinations. It expired in 1800…
14 July. Sedition Act made it a high misdemeanor, punishable by fine and imprisonment, for citizens or aliens to enter into unlawful combinations opposing execution of the national laws; to prevent a federal officer from performing his duties; and to aid or attempt "any insurrection, riot, unlawful assembly, or combination." A fine of not more than $2,000 and imprisonment not exceeding 2 years were provided for persons convicted of publishing "any false, scandalous and malicious writing" bringing into disrepute the U.S. government, Congress, or the president; in force until 3 March 1801.
The Sedition Act was aimed at repressing political opposition…
Republicans attacked the Alien and Sedition Acts as unnecessary, despotic, and unconstitutional.
Jefferson's revolutionary viewpoints soon shaped the beginnings of a profound split in American politics. On one side, centering on the figure of the secretary of the treasury, Alexander Hamilton, were those favoring an energetic federal government, a strong presidency, and ties to England. On the other side, centered on Thomas Jefferson, were those favoring a less dynamic national government, a limited presidency, and ties to revolutionary France.
—From His Empire of Liberty on the EDSITEment resource The American President
The idea of a legitimate opposition—recognized opposition, organized and free enough in its activities to be able to displace an existing government by peaceful means—is an immensely sophisticated idea, and it was not an idea that the Fathers found fully developed and ready to hand when they began their enterprise in republican constitutionalism in 1788.
—Richard Hofstadter in The Idea of a Party System (University of California Press, 1970. p. 8.)
Fear of factionalism and political parties was deeply rooted in Anglo-American political culture before the American Revolution. Leaders such as George Washington and Thomas Jefferson hoped their new government, founded on the Constitution, would be motivated instead by a common intent, a unity. Though dominant, these sentiments were not held by all Americans. A delegate to the Massachusetts ratifying convention, for example, asserted that “competition of interest…between those persons who are in and those who are out office, will ever form one important check to the abuse of power in our representatives.” (Quoted in Hofstader, p. 36) Hamilton argued from a slightly different perspective in Federalist #70: “In the legislature, promptitude of decision is oftener an evil than a benefit. The differences of opinion, and the jarrings of parties in that department of the government, though they may sometimes obstruct salutary plans, yet often promote deliberation and circumspection, and serve to check excesses in the majority.”
Political parties did form in the United States and had their beginnings in Washington's cabinet. Jefferson, who resigned as Washington's Secretary of State in 1793, and James Madison, who first began to oppose the policies of Alexander Hamilton while a member of the House of Representatives, soon united, as Jefferson wrote in his will, "in the same principles and pursuits of what [they] deemed for the greatest good of our country" (on the Thomas Jefferson Digital Archive, a link from the EDSITEment-reviewed website The American President). Together, they were central to the creation of the first political party in the United States. In the meantime, those who supported Hamilton began to organize their own party, thus leading to the establishment of a two-party system.
In this unit, students will read the philosophical and policy statements of Hamilton, Jefferson, Madison, and others to better understand the nature and positions of the first political parties in the United States.
Competent latter-day authorities differ over the approximate date of origin of these parties. Among the dates indicated for their definite emergence are 1787-88 (C.A. Beard), 1791-92 (J.S. Bassett: D. Malone), 1792-1793 (N. Cunningham) and 1798 (O.G.Libby).
Additional information on the positions of the Federalists and Anti-Federalists may be found in the EDSITEment lessons Before and Beyond the Constitution: Chief Executives Compared: The Federalist Papers and The Constitutional Convention: Four Founding Fathers You May Never Have Met.
Whether it be called the Civil War, the War between the States, the War of the Rebellion, or the War for Southern Independence, the events of the years 1861-1865 were the most traumatic in the nation's history. The secession of the southern states, and President Lincoln's decision to prevent them forcibly from leaving the Union, triggered a conflict that would see fighting on battlefields as far apart as Pennsylvania and Texas, Missouri and Florida, and would leave nearly a million Americans on both sides dead or wounded. Indeed, casualties in the Civil War exceeded those of every other war in which the United States has ever participated, combined.
But the sheer costs of the war were matched by its importance. It was fought over two basic questions-whether it was legal under the U.S. Constitution for a state to leave the constitution, and whether the practice of chattel slavery was consistent with the nation's founding principles. The Union victory established that the answer to both questions was no.
This curriculum unit will introduce students to several important questions pertaining to the war. In the first, they will examine original documents and statistics in an attempt to determine the strengths and weaknesses of each side at the start of the conflict. The second addresses the two turning points of the war-the concurrent battles of Gettysburg and Vicksburg-as well as the morality of the Union's use of "total war" tactics against the population of the South. Finally, in the third lesson students will examine a series of case studies in Abraham Lincoln's wartime leadership; by using primary sources they will be asked to assess whether, based on his performance during his first term of office, he deserved a second.
Review each lesson plan. Locate and bookmark suggested materials and links from EDSITEment-reviewed websites. Download and print out selected documents and duplicate copies as necessary for student viewing. Alternatively, excerpted versions of these documents are available as part of the downloadable PDF, such as this one for Lesson Plan One.
Download the Text Documents for each lesson, available as PDFs, such as this one for Lesson Plan One. This file contains excerpted versions of the documents used in the first and second activities, as well as questions for students to answer. Print out and make an appropriate number of copies of the handouts you plan to use in class.
If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets. Finally, History Matters offers pages on "Making Sense of Maps" and "Making Sense of Oral History" which give helpful advice to teachers in getting their students to use such sources effectively.