Presidents 2-5 Review

Slide 1

"The year is 1796. For the first time ever, Americans are seeing political parties battle for the presidency. Washington is stepping down—no third term for him—so the race is ON!"

• John Adams (Federalist): Wants a strong central government and closer ties with Britain.

• Thomas Jefferson (Democratic-Republican): Wants more power for the states and favors France.

The election is insanely close. Adams wins with 71 electoral votes—just barely scraping past the 70 needed for a majority. Jefferson comes in second with 68 votes and, under the rules of the time, becomes the vice president.

SLIDE 2

"Okay, so Adams is now president. But he barely settles into office before the U.S. has a massive international crisis on its hands."

France is furious that the U.S. signed a treaty with Britain (Jay’s Treaty), so they start stopping American ships and seizing our goods. This is a big deal because we rely on trade. 

Think about how Perrysburg would react if all the food deliveries just stopped. No trade means no supplies, and America’s economy starts to struggle.

But Adams doesn’t want to rush into war, so he tries to handle things carfully—he sends a team to negotiate with France. But when they arrive…

The French officials—who we call ‘X, Y, and Z’ because their names were kept secret demand a huge bribe ($250,000 upfront and a $12 million loan) just for the privilege of negotiating (or talking)! The U.S. diplomats refuse. That’s like someone saying, ‘You want to solve a problem? Pay me first.’ This becomes known as the XYZ Affair.

How do you think the American public reacted when they found out France was basically trying to extort (Force, blackmail) us?”

[Let students respond]

SLIDE 3
When this scandal is leaked to the American public, people LOSE IT. The newspapers explode with headlines like 'Millions for defense, but not one cent for tribute!'—meaning Americans would rather spend money building a navy than giving in to France's demands.

Americans started calling for war. In June 1798, Congress responded by suspending trade with France, cutting off any economic relationship. The tension is rising! Who do you think was the loudest in pushing for war?”

[Let students think—guide them toward Federalists, who wanted a stronger government]

The Federalists, who believe in a strong national government, want war. They see this as an insult and think America should flex its muscles.

The Democratic-Republicans, led by Jefferson, aren’t so sure. They support France and think Adams is just trying to make them look bad.

Meanwhile, Adams builds up the U.S. Navy, preparing for a possible war with France. 

But in 1800, Napoleon takes over in France, and both sides agree to a treaty, ending the conflict.”

XYZ VIDEO-  watch

SLIDE 4
“Now, the Federalists—who control Congress—decide to take things even further. "With tensions at an all-time high, the Federalists see an opportunity. They pass laws to limit foreign influence and strengthen their power.

• First, they change the waiting time to become a U.S. citizen from 5 to 14 years. This is known as the Alien act. Why do you think they did that?”

[Guide students toward the idea that many immigrants supported the Democratic-Republicans, so this law weakened their political influence]

• “Next, they pass a law allowing the president to deport any immigrant he considers dangerous—without a trial. That’s a lot of power, right?

• But here’s the most controversial law: the Sedition Act. This made it illegal to criticize the government. Imagine getting arrested just for posting a tweet complaining about the president! In reality, 11 people were convicted and sent to prison under this law.

Imagine your school makes a new rule: No one is allowed to complain about school lunches, homework, or teachers.If you do, you get detention. Now, a few students write posts online about how unfair the rule is… and they get in trouble.

Discussion Questions:

• How would this rule make you feel?

• Would it be fair if students got in trouble just for speaking their opinions?

SLIDE 5
“Now, who do you think suffered the most under the Alien and Sedition Acts?”

[Let students guess]

Newspaper editors and Jeffersonian politicians get thrown in jail for speaking out. 

Some Americans are terrified—others are FURIOUS.

Fact: One guy, a Congressman from Vermont, was arrested for calling President Adams a “repulsive old bald tyrant.” What do you think—was that fair, or was Adams being too sensitive?

• Have any of you ever heard your parents say something bad about the president? Should they be thrown in jail for that?

What do you think the point was in passing this law? The Federalists say it’s to protect national security, but really, it’s about silencing their enemies.

SLIDE 6
“But not everyone just accepted these laws. Two big-name Democratic-Republicans—Thomas Jefferson and James Madison—fight back. They write the Kentucky and Virginia Resolutions, which argue that states have the power to ignore unconstitutional federal laws. This introduces a bold idea: nullification—the belief that a state can reject a federal law it disagrees with.

At this point, there’s no official process for deciding if a federal law is unconstitutional. So Jefferson and Madison argue that states should have the power to decide. They introduce a big idea—nullification—which means a state can reject a federal law if they think it’s unconstitutional.

Their argument doesn’t really go anywhere in 1799, but it WILL come back in the future—especially during the Civil War. Why do you think states might like the idea of nullification?”

[Let students discuss]

“Exactly! This idea will be used later by states that want to break away from the Union. 

Now, Even though the Federalists are in control right now, the political tide is shifting. The people don’t forget about the Sedition Act, and Adams’ popularity takes a nosedive When the next election rolls around in 1800.

"The year is 1800. The country is still young, and it is time for another election. 

• The current president, John Adams (a Federalist), believes in a strong central government. But remember, he was not very popular at this time because of the Alien and Sedition acts.

• But his opponent, Thomas Jefferson (a Republican), thinks the states should have more power. 

In 1796 (the last election), the Federalist Party supported John Adams for president, but split its vote, allowing Jefferson, the Democratic-Republican candidate, to secure the vice presidency. Electors originally cast two ballots without designating a presidential or vice-presidential choice, resulting in Adams governing with the leader of the opposition as his vice president.

(SLIDE 7)

The 1800 election was a rematch between Adams and Jefferson. 

• Adams ran with Charles Cotesworth Pinckney, while Jefferson’s running mate was Aaron Burr.

• There was no popular vote; state legislatures appointed electors. 

• Article II, Section 1, of the Constitution required electors to cast two ballots, with no separate vote for Vice President. Parties had to ensure vice-presidential candidates received one fewer vote than presidential candidates.

• The system was created without any expectation or understanding that organized parties would soon dominate US politics. So once the first parties started putting up both presidential and vice presidential candidates, it quickly became clear that there was a huge potential problem.

To avoid a repeat of 1796, where opposing parties held the presidency and vice presidency, the parties aimed for unity among their electors. 

• The Federalists succeeded, with one elector voting for John Jay to secure Adams’ lead. 

• However, the Democratic-Republicans failed to coordinate, resulting in a tie between Jefferson and Burr (both republicans), each receiving 73 votes.

Under the existing rules, a tie was to be decided by the House of Reps.

• At this time it was a lame-duck Federalist-controlled House of Representatives (an official in the final period of office, after the election of a successor.) 

• Each of the 16 states in the House gets ONE vote to decide who will be President.

(SLIDE 8)

Almost all the Federalists wanted to support Burr rather than elect their political enemy Jefferson. They viewed Jefferson as a radical who supported the French Revolution and feared he would bring similar chaos to the United States.

•  The Federalists plotted to throw the election to Burr.

• Even though Burr was also a Democratic-Republican, was seen as more flexible. The Federalists hoped they could influence him or make deals with him.

• Supporting Burr was their best chance to keep some control in the government.

Now, Burr could have thrown cold water on this scheme by letting it be known he wouldn’t accept the presidency (or that he’d resign from it if the House installed him, thus making vice president Jefferson the president). 

• But at this point, burr saw an opportunity, Burr thought he could take the election from Jefferson.

• Burr started openly campaigning.

• Burr was looking like the candidate that would win since so many of the Federalists supported him (Feds were in control of HOR)

This is where Alexander Hamilton steps in. As a very educated and well respected politician, people wanted his opinion as to who to vote for. Even though Hamilton hates Jefferson, he hates Burr even more. He secretly works behind the scenes to convince Federalists that Jefferson is the better choice.

• He argued that while he disagreed with Jefferson’s politics, Jefferson at least had principles—while Burr only cared about his own power.

• Hamilton warned that Burr was “too ambitious and untrustworthy” to be President.

• Hamilton told his fellow Federalists that Jefferson was “by far not so dangerous a man” as Burr. In other words, he saw Jefferson as the lesser of two evils.

(SLIDE 9)

Voting in the House of Representatives began on February 11, 1801, and on the first ballot Jefferson was the choice of eight states, while Burr was supported by six, and two were split.

The contingent election between Jefferson and Burr became a true constitutional crisis. So finally, enough Federalist House members finally abandoned their support of Burr and Jefferson ultimately won the House election on the 36th ballot after a week of voting. Federalists in Maryland and Vermont did not vote, giving those states to Jefferson.

Jefferson was elected president (with Burr as vice president) on February 17 by a majority of 10 states to 4. Burr was installed as Jefferson’s vice president, but having proven himself untrustworthy, he was frozen out of any influence in the new administration, and was dropped from the ticket in 1804.

Hamilton had MAJOR influence on this election, He was literally the deciding factor, tipping the election to Jefferson.

Hamilton decision to support Jefferson further fueled the animosity between the two, culminating in their infamous duel in 1804

(SLIDE 10)

The 12th Amendment quickly followed the 1801 election. It was written, approved in Congress and ratified within three years, so that it was in effect for the 1804 election. 

1⃣ Electors now cast one vote for President and one vote for Vice President. This ensures that a President and VP are elected as a team instead of rivals accidentally getting stuck together.

2⃣ If no candidate wins a majority of electoral votes, the House of Representatives holds a special election called a contingent election to pick the President.

3⃣ Only the top three candidates with the most votes can be chosen by the House.

4⃣ The House gets to set the rules for how the election is run.

• The 12th Amendment made elections smoother and more fair.

• It stopped ties like the one in 1800 from happening again.

• It made sure the President and Vice President work together instead of being political enemies.

Importance of this election

• This election was a HUGE deal because it proved the U.S. could peacefully transfer power—even between rival political parties. (Adams was the same political party as washington)

• It led to the 12th Amendment (1804), which changed how Presidents and Vice Presidents were elected.

• Instead of electors casting two votes for President, they now cast one vote for President and one for Vice President.

Who was the federalist candidate for the election of 1800- Adams

Who was the democratic republican candidate for the election of 1800- Jefferson

Who was the democratic republican vice president candidate for the election of 1800- Burr

What were the results of the original election of 1800 (the first voting)- tie

Where did the vote go in order to settle the tie- House of reps

What impact did Alexander Hamilton's actions have on the outcome of the election- swayed the election so jefferson won

What amendment was passed because of this election- 12th

what changes did this amendment introduce to the electoral process?- required electors to cast separate votes for president and vice president.

Slide 2: 

Stay on slide 2: You are all in a Mr. Beast video. He offers you a HUGE plot of land—basically doubling the land you already have—for just $15 million. You know this land is worth WAYYY more than what he is selling it for (about $42.5 billion). The land has hundreds of unexplored miles. You don’t know exactly what’s on it, but it could have valuable resources. It also includes a major river that could help your economy grow. This is a lot of money, but you could realistically afford it.

Would you buy it?- Show of hands

Turn to the person next to you and discuss: Why would someone sell valuable land for such a low price? What risks might come with buying this land?

(Let students discuss for about 2 minutes.)- ask for some students to share out their thoughts

💀 Risks & Fears of Buying the Louisiana Territory

🔹 Unknown Land & Resources – No one knew what was actually in the territory. Was it usable farmland? Was it barren desert? Were there valuable natural resources? Jefferson had no idea.

🔹 $15 Million Was a Lot of Money – While the land was a bargain, it was still a huge financial commitment for the U.S.

🔹 Native American Resistance – The land was already inhabited by many Native American tribes, and the purchase would inevitably lead to conflict.

🔹 Fear of Governing Such a Large Territory – The U.S. now had twice as much land, but no clear plan on how to govern it, defend it, or get settlers to move west.

💰 Rewards & Benefits of the Purchase

✅ Doubled the Size of the U.S. – Overnight, the U.S. gained 828,000 square miles of land, stretching from the Mississippi River to the Rocky Mountains.

✅ Control of the Mississippi River – This ensured American farmers could continue to trade goods without relying on France or Spain.

✅ Access to New Resources – Though unknown at the time, the land held rich farmland, forests, and eventually massive deposits of gold, silver, and oil.

✅ Prevented European Expansion – By buying the land, the U.S. stopped France from building a North American empire and kept it from falling into British or Spanish hands.

✅ Encouraged Westward Expansion – The land provided endless opportunities for farming, settlement, and economic growth.

✅ Strengthened the Federal Government – The purchase set a precedent for future land acquisitions, making the federal government more powerful in shaping U.S. territory.

Slide 3: Alright, let’s step back into the real world—this isn’t just a Mr. Beast video. This actually happened in 1803, and instead of Mr. Beast, the seller was Napoleon Bonaparte (bow-nuh-part), the leader of France. 

The territory stretched west of the Mississippi River and included parts of 15 modern US states. 

Slide 4: (So lets add some context to this deal)

• New orleans, like the rest of the Louisiana Territory, was controlled by Spain. In 1795, the United States and Spain signed a treaty (Pickney’s Treaty). Spain gave the United States permission to navigate the entire Mississippi River and use the city of New Orleans to store crops and other items until they were ready to be exported.

•  By 1802, farmers, businessmen, trappers, and lumbermen were exporting more than one million dollars worth of goods from New Orleans to other countries. 

• Without this permission from Spain, the United States would not be able to do this. 

• Problem: Spain secretly returned Louisiana to France, cutting off U.S. trade access.

• Soon after becoming president, Thomas Jefferson learned this.

• This news worried President Jefferson and the farmers who depended on the Mississippi River.

Napoleon originally wanted a Western empire but ran into problems:

• Haitian Revolution (1791-1804) weakened France’s control in the Americas.

• War with Britain was draining French resources.

• Napoleon worried that the British would seize the Louisiana Territory if war broke out, making it a liability rather than an asset.

• Needs money more than land.

Slide 5: Here’s where things get a little fuzzy: President Thomas Jefferson had a dilemma.

• He believed in a strict interpretation of the Constitution, meaning the government should only do what the Constitution explicitly states.

• Jefferson had argued against using loose interpretations of the Constitution in the debate over the National Bank.

• But the Constitution didn’t say anything about buying land from another country.

• Jefferson considered proposing an amendment to the Constitution, but he worried that it would take too long. 

• Now, he had to decide: Should he stick to his principles, or make an exception for this once-in-a-lifetime deal?

Think-Pair-Share

• Do you think it would be hypocritical of Jefferson to make this purchase?

• Was making the purchase the right decision?

Slide 6: Let’s break down how the deal went down.

• Jefferson sends negotiators to buy New Orleans & Florida for up to $10 million.

• Napoleon surprises them by offering the entire Louisiana Territory for $15 million.

• April 30, 1803 – The deal is made, and the U.S. doubles in size overnight.

• Land acquired: 828,000 square miles (larger than France, Spain, Portugal, Italy, Germany, Holland, Switzerland & the British Isles combined).

• Cost per acre: Less than 3 cents ($371 million in today’s dollars, worth $1.2 trillion today).

Results of the Purchase:

• Doubles the size of the United States.

• Gives the U.S. full control of the Mississippi River.

• Strengthens the federal government and makes the nation more powerful.

• By any measure, it was one of the biggest land transactions in history 

• The Louisiana Purchase was full of risks and unknowns, but in hindsight, it became one of the best deals in U.S. history. At the time, though, Jefferson and Congress had no idea what they were really getting into—it was a true leap of faith.

Slide 3: Exploring the New Land – Lewis & Clark Expedition (7 minutes)

Teacher:
Once the United States bought Louisiana, there was one huge problem… we didn’t know what was out there!

That’s where Meriwether Lewis and William Clark come in.

President Thomas Jefferson wanted to learn everything possible about the newly acquired land. He tasked his personal secretary, Meriwether Lewis, with leading an expedition to explore the Louisiana Territory and beyond. Lewis chose his close friend, William Clark, as his co-leader.

• Jefferson sends them out in 1804 on the Corps of Discovery mission.

• Goals: Map the new territory and find a possible water route to the Pacific Ocean (a Northwest Passage, if it existed).

• Study the plants, animals, geography, and climate of the land.

In 1804, the Corps of Discovery set out from St. Louis, Missouri, traveling up the Missouri River into uncharted land.

They faced harsh weather, dangerous wildlife, and difficult terrain, navigating through dense forests, rivers, and mountains.

In 1805, they met Sacagawea, a Shoshone (sush-show-nee) woman, who became a key guide and interpreter. Her knowledge of the land and ability to communicate with Native American tribes is crucial to the success of the expedition.

By November 1805, the expedition reached the Pacific Ocean and spent the winter in present-day Oregon before heading back.

✔ Created detailed maps of the western U.S., which would later guide settlers.

✔ Documented new plant and animal species, including grizzly bears, prairie dogs, and bison.

✔ Strengthened U.S. claims to the Oregon Territory, which would be key for future expansion.

While Lewis and Clark explored the northwest, Zebulon Pike led another expedition to explore the southern and central parts of the Louisiana Territory.

✔ Find the source of the Mississippi River (first mission, 1805).

✔ Explore the Great Plains and Rocky Mountains (second mission, 1806).

✔ Assess Spanish-controlled territory in the Southwest.

• Pike traveled through present-day Colorado, where he attempted to climb what is now known as Pikes Peak, but was forced to turn back due to harsh conditions.

• His team was eventually captured by Spanish authorities in what is now New Mexico, as they had unknowingly crossed into Spanish territory.

• The Spanish released them in 1807, but Pike’s reports provided valuable information on the land, Native American tribes, and military strength of Spain in North America.

✔ Gave Americans their first descriptions of the Great Plains and Rocky Mountains.

1. Who sold the Louisiana Territory to the United States?

2. How much was the Louisiana Territory sold for?

3. Why was the Mississippi River and New Orleans important for American farmers and businesses?

4. How did the Louisiana Purchase affect the size of the United States?

5. Why was the purchase considered a great deal for the U.S. financially?

6. Why was the Louisiana Purchase a dilemma for Thomas Jefferson?

Slide 7: Exploring the New Land – Lewis & Clark Expedition (7 minutes)

Quick review of the Louisiana Purchase

Teacher: Once the United States bought Louisiana, there was one huge problem… we didn’t know what was out there!

That’s where Meriwether Lewis and William Clark come in.

President Thomas Jefferson wanted to learn everything possible about the newly acquired land. He tasked his personal secretary, Meriwether Lewis, with leading an expedition to explore the Louisiana Territory and beyond. Lewis chose his close friend, William Clark, as his co-leader.

• Jefferson sends them out in 1804 on the Corps of Discovery mission.

• Goals: Map the new territory and find a possible water route to the Pacific Ocean (a Northwest Passage, if it existed).

• Study the plants, animals, geography, and climate of the land.

In 1804, the Corps of Discovery set out from St. Louis, Missouri, traveling up the Missouri River into uncharted land.

They faced harsh weather, dangerous wildlife, and difficult terrain, navigating through dense forests, rivers, and mountains.

In 1805, they met Sacagawea, a Shoshone (sush-show-nee) woman, who became a key guide and interpreter. Her knowledge of the land and ability to communicate with Native American tribes is crucial to the success of the expedition.

By November 1805, the expedition reached the Pacific Ocean and spent the winter in present-day Oregon before heading back.

✔ Created detailed maps of the western U.S., which would later guide settlers.

✔ Documented new plant and animal species, including grizzly bears, prairie dogs, and bison.

✔ Strengthened U.S. claims to the Oregon Territory, which would be key for future expansion.

While Lewis and Clark explored the northwest, Zebulon Pike led another expedition to explore the southern and central parts of the Louisiana Territory. He went on 2 different missions.

✔ Find the source of the Mississippi River (first mission, 1805).

✔ Explore the Great Plains and Rocky Mountains (second mission, 1806).

✔ Assess Spanish-controlled territory in the Southwest.

• Pike traveled through present-day Colorado, where he attempted to climb what is now known as Pikes Peak, but was forced to turn back due to harsh conditions.

• His team was eventually captured by Spanish authorities in what is now New Mexico, as they had unknowingly crossed into Spanish territory.

• The Spanish released them in 1807, but Pike’s reports provided valuable information on the land, Native American tribes, and military strength of Spain in North America.

Significance: Gave Americans their first descriptions of the Great Plains and Rocky Mountains.

(Show slide 8&9)

Slide 10: Judiciary Act of 1801

Teacher:
"Alright, let’s start with a big political move made by the Federalists right before they lost power. Picture this: It’s early 1801, and the Federalists, who had controlled Congress and the presidency under John Adams, are about to lose both. Adams had lost the election to Thomas Jefferson, and the Democratic-Republicans were about to take over.

"But before leaving office, the Federalists passed a law called the Judiciary Act of 1801. This law created 16 new federal judge positions—and who do you think they appointed? Mostly Federalists, of course!

"Adams, knowing that Jefferson and his party would soon take control, stayed up late on his last night in office signing appointments for these judges. That’s why they became known as the ‘Midnight Judges.’ While many of the positions were filled by Federalists, there were also independents and Democratic-Republicans nominated to fill positions. The Senate approved of the nominations and the Democratic-Republicans in Congress only actively oppossed one of the nominations.  

"Why do you think Adams and the Federalists wanted to stack the courts with their own judges? (Pause for discussion.)

"Exactly! They wanted to keep influence in at least one branch of government—since judges serve for life and wouldn’t be replaced any time soon."

This is unfair and a bit distorted, perhaps by Jefferson. At the end of Adam's term, there was a vaccancy in the Supreme Court as the Chief Justice retired. Adams had to find a replacement. Therefore, President ADAMS nominated his Secretary of State, John Marshall, to be the new Chief Justice of the Supreme Court. The Senate approved the nomination. John Adams would write in 1825, "The proudest act of my life was the gift of John Marshall to the people of the United States." Today, John Marshall is still widely viewed as our nation's greatest Chief Justice of the Supreme Court. HOWEVER, there was probably no one THOMAS JEFFERSON HATED MORE than his COUSIN, JOHN MARSHALL. The Democratic-Republicans eventually got rid of the Judiciary Act of 1801, but John Marshall remained Chief Justice of the Supreme Court from 1801 - 1835. John Marshall is the reason Thomas Jefferson complained about the "Midnight Judges."

Slide 9: Marbury v. Madison (1803) – Judicial Review

Teacher:
"Now, this sneaky move by Adams led to one of the most important Supreme Court cases in U.S. history: Marbury v. Madison (1803).

"Here’s what happened: One of the midnight judges, William Marbury, didn’t get his official paperwork before Jefferson took office. Jefferson’s Secretary of State, James Madison, refused to deliver it. Marbury got mad and sued, saying he had a legal right to his position. The case made it all the way to the Supreme Court.

"The Chief Justice, John Marshall, had a tough decision. The Supreme Court ultimately ruled that the law that Marbury was using to argue his case was actually unconstitutional.

"This ruling established Judicial Review, which means the Supreme Court now had the power to declare laws unconstitutional. Think about how powerful this is—it means the Supreme Court can check the power of Congress and the president by striking down laws they believe violate the Constitution. Remeber, Jefferson had argued in the KENTUCKY & VIRGINIA RESOLUTIONS that he thought the power to declare an act unconstitutional should belong to the STATES. 

Significance: Enhanced the power of the Supreme Court and Federal Government by creating a powerful check on Congress.

"Before this, the Supreme Court wasn’t seen as that strong. But after Marbury v. Madison, it became an equal branch of government with real authority. 

Slide 10: The U.S. Caught Between France & Britain

Teacher:
"Let’s shift gears to foreign affairs. By the early 1800s, France and Britain were at war—again. And guess who got caught in the middle? The United States.

"We were trying to trade with both countries, but they each had a problem with that. If we traded with Britain, France would seize our ships. If we traded with France, Britain would do the same.

"One of the biggest issues was impressment. Impressment was when the British kidnapped sailors and forced them into the British Navy. Britain justified this by saying they were just taking back British deserters, but many innocent American sailors were also taken. Imagine being an American sailor, just doing your job, and suddenly the British Navy shows up, takes you, and forces you to fight in their war!

"How do you think Americans reacted to this?" (Pause for discussion.)

Slide 11: The Chesapeake-Leopard Affair & The Embargo Act

Teacher:
"The impressment issue boiled over in 1807 with a major conflict between Britain and the U.S.

"A British warship, the HMS Leopard, stopped an American ship, the USS Chesapeake. The British demanded to search for deserters, but the American captain refused. The Leopard opened fire, killing three Americans and seizing four sailors.

"This was a huge international incident. American newspapers called for war against Britain. People were furious!

"But instead of going to war, Jefferson chose a different strategy: The Embargo Act. An embargo is a government ban on trade. Basically, the U.S. said, ‘Fine! We won’t trade with either France or Britain!’

"Jefferson thought this would hurt Europe’s economy and force them to respect our rights. But instead, it backfired—it hurt the U.S. more than Britain or France. American merchants, farmers, and shipbuilders suffered badly, and the economy took a major hit.

"In 1809, just before leaving office, Congress repealed the Embargo Act because it was so unpopular. What do you think—was the Embargo Act a good idea or a mistake?" (Pause for discussion.)

Slide 12: Jefferson Leaves Office

Teacher:
"After two terms as president, Thomas Jefferson stepped down in 1809, following the precedent set by George Washington. Even though he could have run for a third term, Jefferson respected the idea that a president shouldn’t stay in power too long.

"This idea later became a formal rule in the 22nd Amendment, which limits the president to two terms.

"By the time Jefferson left office, the U.S. had doubled in size with the Louisiana Purchase, the Supreme Court had gained new powers, and tensions with Britain were rising.

"As we move forward, keep this in mind: How did the choices Jefferson made—like buying Louisiana and issuing the Embargo Act—shape the future of the United States?"

Slides on the Causes of the War of 1812

Teacher:
"Alright, today we’re shifting our focus to James Madison’s presidency and the causes of the War of 1812. 

If you remember yesterday we talked about how the U.S. got caught between France and Britain’s disagreements during Jefferson’s presidency. 

• Who was the President of the United States when the Embargo Act was passed

  • Jefferson

• What was the embargo act?

  • The Embargo Act was an attempt to avoid war by Jefferson

• What was the outcome of the embargo act?

  •  it ended up hurting American businesses. 

Now that Madison is president, tensions with Britain are still growing. 

Let’s break down the key causes of the War of 1812."

(Show Slide 1: Causes of the War of 1812)

Teacher:
Reason #1 Like we talked about yesterday "The first major cause was British interference with U.S. trade. Britain was at war with France, and they didn’t want American ships trading with their enemy. So, they started stopping American ships headed to France, sometimes even seizing their cargo.

Reason #2 "But that wasn’t the only thing making Americans angry. The second big issue was impressment- What is impressment? (we talked about it yesterday)

—the British were kidnapping American sailors and forcing them into the British Navy. 

this felt like a direct attack on American independence and sovereignty.

Reason #3

"Another cause was the belief that Britain was encouraging Native American resistance on the frontier. 

• Many American settlers, especially in the West, were expanding into Native American lands, which led to conflicts. 

• One of the most influential Native American leaders during this time was Tecumseh (tuh-cum-suh), a Shawnee chief who aimed to unite various tribes into a powerful confederation to resist American settlement.

• Tecumseh (tuh-cum-suh) gained a following among Native groups who wanted to push back against U.S. expansion. 

• They established Prophetstown in present-day Indiana as a center for their resistance movement. 

• Tecumseh was a skilled diplomat and warrior, traveling across different tribal nations to recruit allies in his fight against American encroachment.

The Battle of Tippecanoe (Tippa-canoe). (1811):

• While Tecumseh was away recruiting more allies, U.S. forces, led by Governor William Henry Harrison, attacked Prophetstown.

• The battle resulted in the destruction of Prophetstown and weakened Tecumseh’s confederation, but it did not completely stop Native resistance.

• After the battle, American soldiers found British-made weapons among the Native American forces, fueling suspicions that Britain was arming and encouraging them to resist U.S. expansion.

• Many Americans took the discovery of British weapons as undeniable proof that Britain was directly backing Native American resistance.

What do you think—was this solid evidence that Britain was backing Native American attacks, or could there be another explanation?"

• Britain had maintained trade networks with Native American tribes for years, supplying goods, including weapons, in exchange for furs and other resources.

• Some historians argue that while Britain may have provided arms and supplies, they were not actively pushing Native Americans to attack American settlers.

• Regardless of the extent of British involvement, the belief that Britain was stirring up Native resistance angered many Americans and contributed to rising calls for war.

(Show Slide 2: The War Hawks)

In Congress, a new generation of leaders saw the conflict with Britain as an opportunity to assert U.S. power. These men, known as the War Hawks, were mostly young, ambitious politicians from the South and West who aggressively pushed for war. Their leaders included:

• Henry Clay (Kentucky) – Speaker of the House and one of the most vocal advocates for war.

• John C. Calhoun (South Carolina) – A rising political figure who saw Britain as a threat to U.S. economic and national security.

• Felix Grundy (Tennessee) – Argued that war was necessary to protect American honor and expand U.S. territory.

Why did the War Hawks want war?

1. British trade restrictions hurt the U.S. economy.

   • Britain had imposed restrictions that made it harder for American farmers and merchants to sell crops like tobacco, rice, wheat, and cotton overseas.

   • Many War Hawks, representing agricultural regions, saw this as an attack on American prosperity.

2. Impressment of American sailors.

   • Britain continued seizing American ships and forcing U.S. sailors into service in the British Navy.

   • The War Hawks saw this as an insult to American sovereignty.

3. Desire to expand U.S. territory.

   • Some War Hawks believed war could give the U.S. an opportunity to seize British-held Canada and Spanish Florida (Spain was allied with Britain).

   • Henry Clay and others saw the potential expansion as key to growing the American economy and securing land for settlers.

4. Retaliation for Native American resistance.

   • Many Americans believed Britain was fueling Native American attacks on the frontier.

   • War Hawks saw defeating both Britain and its Native allies as a way to secure American expansion in the West.

Discussion:
"Do you think the War Hawks were justified in wanting war, or should the U.S. have tried harder to negotiate peace? Why?" (Pause for student responses.)

Some believed war was necessary to defend national honor and stop British aggression. Others worried about the costs and consequences of fighting such a powerful country again.

The War Hawks successfully pressured President James Madison into taking action, and in June 1812, the U.S. declared war on Britain, marking the beginning of the War of 1812. However, as we’ll see, not all Americans supported the war, and the decision to fight Britain again would have major consequences for the young nation.

• Show video 

"Now, let’s dig into some firsthand accounts and documents from the time to understand how different groups viewed the war."

• June 1812, Congress declared war on Great Britain • Vote split along regional lines.
  • South and West want the war, Northeast did not

• Highlights of the War of 1812

1) Commodore Oliver Perry's Victory on Lake Erie,

September 10, 1813

• Perry's fleet attacked the British fleet on Lake Erie, near Put in Bay.

• Perry's own ship was no longer able to fight so he rowed to another vessel

• British surrendered

• Americans control Lake Erie

  Victory enabled General Harrison to recover Detroit.

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2) August 1814 – British Forces attack Washington D.C.

• President Madison and other government officials were forced to leave

• British set fire to the White House and the Capitol
3) The British attacked Baltimore but they were unsuccessful

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September 13, 1814 – British bombard Fort McHenry throughout the night

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Great Britain abandons their unsuccessful attack on Baltimore Francis Scott Key, a young American lawyer held on a British ship, was elated to see the American flag still waving over Fort McHenry when the fighting stopped

write a poem that would later become the National

Anthem

• “O say does that Star-Spangled Banner yet wave / O'er the land of the free and the home of the brave?”

4) The Battle of New Orleans, January 1815

• Americans under the command of General Andrew

  Jackson

• American victory

• Andrew Jackson becomes a national hero

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December 24, 1814 TREATY of GHENT •Brought an end to the War of 1812

restored pre-war boundaries
no territory changed hands
did nothing about neutral rights or impressment (a major cause of the war)
increased America's image around the world
increased American patriotism and unity
The USA repels a foreign invasion

“Era of Good Feelings” time period after the war of 1812

James Monroe, 1817-1825

• Adams-Onĩs Treaty 1819: Spain gives Florida to U.S. Southerners upset about Spanish controlled Florida

• Runaway slaves fled to Florida knowing Americans had no authority to recapture them

• Escaped slaves and Native Americans grouped together in Florida and called themselves SEMINOLES

• Seminoles – meaning “runaway”

• Seminoles raided American lands and Americans in Georgia raided

  Seminole land

• 1818, Secretary of War, John C. Calhoun, ordered US troops into Florida to stop Seminole raids

• Andrew Jackson destroyed several Seminole villages, and seized Spanish settlements of St. Marks and Pensacola. Jackson thenremoved the Spanish governor of Florida from power

• Spain was occupied with problems throughout its Latin American Empire so it gave all of Florida to the US in the Adams-Onĩs Treaty

• The treaty also established a western boundary of the Louisiana purchase

• Judicial Nationalism- Under Chief Justice John Marshall, the Supreme Court issued decisions that strengthened the National government

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Martin v. Hunter's Lessee - 1816
Established the Supreme Court as the nation's court of final appeal
Supreme Court had the right to hear all appeals of state court decisions involving federal statutes and treaties

McCulloch v. Maryland - 1819
Under the “necessary and proper clause”, the federal government had the power to create a national bank.
A state government can not interfere with any agency of the federal government attempting to do its constitutional jobs.
States cannot tax the national bank
The case established the supremacy of the Federal government over governments of the states

• Gibbons v. Ogden 1824
• John Marshal and the Supreme Court ensured that

federal law was supreme over state law in interstate transportation.

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The Monroe Doctrine 1823
The American continents were no longer available for colonization by any European power

• The United States would begin a long held policy of trying to prevent European powers from interfering in Latin American political affairs

• This hemisphere is safe in large part due to the Monroe Doctrine