history 1 a

cabinet: a group that includes the heads of the executive departments and that advises the president on national policy executive branch: the branch of the government that carries out, or executes, laws express power: the power specifically identified and granted to the federal government in the Constitution implied power: the power suggested in the wording of the Constitution but not This painting shows George Washington being sworn in as the first President of the United States. The key events and decisions of Washington's presidency would help lay the foundations for the nation's future. First, let's look at the problems the United States had faced under its first national government created by the Articles of Confederation after independence from Great Britain was declared. Section 2 00:00:02Under the Articles of Confederation, the United States was weak and divided. The Constitution created a stronger federal government, but the new nation still needed a leader who could unite the people. The nation's leaders knew that the first President of the United States needed to be someone with strong public support. 00:00:21George Washington was the overwhelming choice to become the first President of the United States. His qualifications included being a war hero of the Revolutionary War. As general of the victorious Continental Army, Washington had earned a great deal of public admiration and respect. President of the Constitutional Convention-- in this position, Washington had shown his dignity and his 00:00:44dedication to the law of the land. And, as the first presidential election, Washington won a unanimous victory. This means he received every single vote from the Electoral College, the constitutional system for choosing the nation's president. Washington knew he was taking on an enormous responsibility. He wrote about this in a letter to a friend. 00:01:09"My station is new. I walk on untrodden ground. There is scarcely any part of my conduct which may not hereafter be drawn into precedent." Now what some of these words mean is, untrodden means new, scarcely means hardly, hereafter means in the future, and drawn into precedent means to be used as an example. Section 4 00:00:01By the end of this lesson, you should be able to do the following. Describe the challenges faced by the new nation during Washington's first term. Explain Alexander Hamilton's plan to help the nation's finances. And contrast Jefferson's opinions on the interpretation of the Constitution with the opinions of the Federalists. In the warm-up, you learned that the electoral college unanimously chose Washington to become the first president of the United States. However, Washington still faced many challenges when he took office. You're going to study those challenges first in this lesson. Then you're going to learn about Alexander 00:00:17Hamilton and his ideas. And finally, you're going to learn about Thomas Jefferson's response to Hamilton and these challenges. But first we'll look at what these challenges were and how Washington responded to them. We'll examine the issues Washington faced with the organization of the executive branch, threats posed by foreign nations, and the massive debt facing the 00:00:40federal and state governments. Section 2 00:00:01TEACHER: Washington needed help running the executive branch, and the executive branch is one of the three branches of government that houses the presidency. Now, he knew he couldn't do this all by himself, so in 1789, Congress set up four departments to carry out different tasks to help the President. The heads of these departments were served as Washington's cabinet, and the cabin is a group of advisers that help 00:00:26the President. And here you can see, here is Washington, and here is members of his very first cabinet. We have Henry Knox, Alexander Hamilton, Thomas Jefferson, and Edmund Randolph. Now, let's take a look at what these guys were doing. Now, the State Department was led by Thomas Jefferson, and he's going to advise the President on foreign policy, 00:00:48how we're going to interact with other nations. The treasury, headed under Alexander Hamilton, was economic policy. What do we do with our money? How are we going to pay debts back? The war was Henry Knox, and he advised him on military policy. And we have the office of the Attorney General with Edmond 00:01:07Randolph, and he advised Washington in all legal matters. Now, although the Constitution does not specify a cabinet, every president since Washington has had a cabinet, and the sets the precedence or example for future presidents. The federal government has grown greatly since Washington's time. Today, the cabin is made up of the Vice President and the 00:01:30heads of 15 different departments. Here, you can see the symbol for one, the Department of Education. Section 4 00:00:02Despite creating a Cabinet, Washington hadn't solved some of the major issues facing America. When Washington became president, the United States was a young, weak nation. It had a small military and was not wealthy. Relations with the European powers of great Britain and France were tense. Britain and France were enemies with each other. 00:00:21Each nation pressured the United States to take sides in the dispute. Secretary of state Thomas Jefferson favored close relations with France. But secretary of treasury Alexander Hamilton favored Great Britain. Which side would President Washington choose? Washington made his own decision. 00:00:43He wanted the United States to stay neutral in foreign policy. This means not helping or supporting either side. He believed that this policy would keep the United States from being drawn into foreign wars. So when France and England declared war on each other in 1793, Washington kept the United States from taking sides. 00:01:04However, staying neutral would prove to be very hard for the United States as it grew in strength and influence. Section 6 00:00:00TEACHER: In addition to foreign problems, Washington faced a big challenge at home. And that was what to do about the national debt. The federal and state governments were borrowing money to pay for the Revolutionary War. The federal government borrowed $52 million, which you can see right here on this pie chart. This is the federal government. 00:00:19That's $52 million in 1790 dollars. But if you equate that to today, that's $4 trillion that the federal government borrowed. Now the state government, here in blue, they borrowed $25 million, which would be roughly close to 2 trillion just for the states to pay for this war. These debts were causing a huge economic problem in the United States. 00:00:44These debts caused citizens to lose confidence in the state and national governments. They worried the government would go broke. The federal government had trouble borrowing money to pay for services. Why risk lending money to someone who may not pay you back? Also at this time, each state was allowed to 00:01:02print its own money. And only the national currency, the so-called Continental Dollar, which you can see right here, was issued by the Continental Congress. And it was nearly worthless. So having all this different types of money caused problems. So imagine if you went somewhere in the United States 00:01:20from your home state, or you're buying goods and go somewhere else, and they say we can't take this money. But you know what we did? We fixed this problem, because we created this, which is a bill that everybody has. And if you look at the back of it, it says the United States of America. It doesn't say a state, doesn't say anywhere else. 00:01:37So this is accepted everywhere. And that was a problem they were facing when each state was printing in its own money. Section 8 00:00:02You learned that the United States faced a terrible debt problem during Washington's presidency. Now, we'll look how the United States dealt with this problem, and the process created another model for the nation's future. We'll look at Alexander Hamilton's plan to solve the debt, strengthen the national government, and improve the economy of the United States. Section 9 00:00:01Alexander Hamilton was born in the British West Indies. Seeing his skill and hard work, family and friends raised money for him to attend college in New York. When the Revolutionary War broke out, Hamilton became a personal aide to General Washington, earning the future president's trust. This trust helped Hamilton become the first Secretary of the Treasury. 00:00:22Hamilton supported a strong national government. This is one reason why he created a bold plan to fix the problem of the national debt. Hamilton had a 3 part plan to improve the economy of the United States. First, he wanted to pay off the state and federal government's debts. Then he wanted to create a national bank 00:00:42of the United States. Finally, he wanted to encourage more manufacturing and trade. First, let's look at the issue of debt. Hamilton's plan was bold. He wanted the federal government to pay off the entire national debt and also take responsibility for the state debts. 00:01:02He argued that paying the states' debts would increase the power and influence of the national government. Paying the debts would show the rest of the world the United States was economically strong and responsible. Paying off the entire debt would also encourage business leaders at home and abroad to support the US government. To pay off these debts, Hamilton proposed raising money by creating two types of federal taxes. 00:01:27First, he proposed tariffs. Most of the taxes would be tariffs. A tariff is a tax on goods imported into the United States. The original tariffs were set at 8%, so if you bought a good for $1, the tariff would be $0.08. Doesn't seem like a lot, but it will add up. Other taxes were put on goods produced in the United States. 00:01:51The people who made these goods paid the taxes. One of the new excise taxes was on whiskey. Section 11 00:00:02Hamilton's plan was opposed by two main groups-- first, people who did not trust the idea of a strong national government. Under Hamilton's plan, the federal government would grow more powerful; second, states like Virginia that had little war debt. These states did not want higher taxes on their imports just to pay back debts owed by other states. 00:00:24Many of these opponents, including Thomas Jefferson, were Southerners who also wanted the new national capital to be in the South. You can see here the image here suggests a location along the Potomac River. The solution was a compromise. Bank supporters voted for a Southern capital and Southerners voted for the debt plan. 00:00:45Congress approved the debt plan in 1790. The United States eventually paid its debts. Washington, DC was completed in 1800 and became the national capital. But Hamilton didn't stop there. The next step in Hamilton's plan to boost the US economy was the creation of a national bank. Hamilton wanted to create a national bank that was much 00:01:08larger and more powerful than any state bank. This bank could issue a valuable national currency, [? our ?] coins or dollar bills-- having a single currency for the nation would promote trade; loan money to the federal government and to businesses-- this would promote economic growth; and hold the government's money in a safe place. 00:01:33Congress established the national bank in 1791. The bank was a great success at first. People were eager to put their money into the bank. But some people, including Thomas Jefferson, seen here, were not happy. They argued that the national bank was too powerful. Critics also said the Constitution did not give Congress the power to create a national bank. 00:01:57We'll focus on details of this debate over what powers the government has according to the Constitution in the next section. Hamilton also wanted to increase support for US manufacturing. He proposed by placing high tariffs on imported goods. This would make goods manufactured in the US cheaper by comparison. 00:02:18He hoped that increasing manufacturing, for example by using machines such as this one shown here, which helped make cloth, would improve the US economy. But his ideas had little support at the time. Many Americans believed that farming was more important and that farmers made better citizens than factory workers did. Also, people did not want to pay higher 00:02:41prices on imported goods. Section 13 00:00:01You've seen how Alexander Hamilton's economic plans helped the United States repay its debt and create a national bank. But not everyone was happy with Hamilton's policies. In particular, Thomas Jefferson said that the national bank was unconstitutional. The debate between the two would shape American government and politics for years to come. 00:00:22Now, we'll look at how their different ideas about how to interpret the constitution led to a national argument and the creation of the first political parties. Section 14 00:00:01Thomas Jefferson was a statesman and leader from Virginia, was the author of the Declaration of Independence, and disagreed with many of Hamilton's plans and ideas. Thomas Jefferson believed in strict construction. This is the idea that the federal government can do only what the constitution specifically says it can do. These specific powers are called express powers. 00:00:28In the bank debate, Jefferson pointed out that the Constitution does not specifically give Congress the power to create a national bank. Note that this quote is not from Jefferson, it's just a paraphrase. Because of this, Jefferson and his supporters such as James Madison said that creating a national bank was unconstitutional. 00:00:49Hamilton believed in loose construction. This is the idea that the federal government has the powers that are necessary and proper to carry out its specific named constitutional duties. Hamilton argued that the government needed a national bank to carry out its specific constitutional duties, like collecting taxes or regulating trade. Therefore, Hamilton thought that creating a national bank 00:01:16was constitutional because it was an implied power that helped the federal government do a job. Section 16 00:00:00TEACHER: Let's review some of the key political and economic divisions between Hamilton and Jefferson. Now, we're going to compare and contrast. And a good way to do this is to make two columns, one of each person. Then we can take a good look at them and see how they're similar and where they're different. Now, Hamilton supported loose construction of the 00:00:19Constitution. That meant there were some implied powers, some things that were not necessarily written down, but what the government could do based on what was written down. He supported a national bank, which is not in the Constitution. But that goes back that loose constructionism of implied powers. 00:00:37He wanted a stronger national government. He favored manufacturing and trade. And he favored Great Britain, which would be a political. Now, Jefferson was a strict constructionist. He viewed if it wasn't written in the Constitution, then you're not going to do it. So the government couldn't do things unless they were specifically written in the Constitution, 00:00:58like a national bank. It's not written there. So for Jefferson, we're not going to have it. That's strict constructionist. He wanted a more limited national government. He favored agriculture. And he favored France. So do our compare and contrast study here, you can see of 00:01:14economic policies right there-- there are some economic policies-- here is some political policies. These are political. This is economic. So we can make a comparison between the two men. Now, out of this, the first political parties are going to develop from Hamilton and Jefferson. 00:01:34The Federalist party was formed because they were supporters of Hamilton. The Democratic-Republican party are formed by supporters of Jefferson. And this is going to create divisions in government which we see today in the Democratic and Republican parties. Washington's Presidency In the warm-up, you learned that the electoral college unanimously chose Washington to become the first president of the United States. However, Washington still faced many challenges when he took office. You're going to study those challenges first in this lesson. Then you're going to learn about Alexander 00:00:17Hamilton and his ideas. And finally, you're going to learn about Thomas Jefferson's response to Hamilton and these challenges. But first we'll look at what these challenges were and how Washington responded to them. We'll examine the issues Washington faced with the organization of the executive branch, threats posed by foreign nations, and the massive debt facing the 00:00:40federal and state governments. Section 2 00:00:01TEACHER: Washington needed help running the executive branch, and the executive branch is one of the three branches of government that houses the presidency. Now, he knew he couldn't do this all by himself, so in 1789, Congress set up four departments to carry out different tasks to help the President. The heads of these departments were served as Washington's cabinet, and the cabin is a group of advisers that help 00:00:26the President. And here you can see, here is Washington, and here is members of his very first cabinet. We have Henry Knox, Alexander Hamilton, Thomas Jefferson, and Edmund Randolph. Now, let's take a look at what these guys were doing. Now, the State Department was led by Thomas Jefferson, and he's going to advise the President on foreign policy, 00:00:48how we're going to interact with other nations. The treasury, headed under Alexander Hamilton, was economic policy. What do we do with our money? How are we going to pay debts back? The war was Henry Knox, and he advised him on military policy. And we have the office of the Attorney General with Edmond 00:01:07Randolph, and he advised Washington in all legal matters. Now, although the Constitution does not specify a cabinet, every president since Washington has had a cabinet, and the sets the precedence or example for future presidents. The federal government has grown greatly since Washington's time. Today, the cabin is made up of the Vice President and the 00:01:30heads of 15 different departments. Here, you can see the symbol for one, the Department of Education. Section 4 00:00:02Despite creating a Cabinet, Washington hadn't solved some of the major issues facing America. When Washington became president, the United States was a young, weak nation. It had a small military and was not wealthy. Relations with the European powers of great Britain and France were tense. Britain and France were enemies with each other. 00:00:21Each nation pressured the United States to take sides in the dispute. Secretary of state Thomas Jefferson favored close relations with France. But secretary of treasury Alexander Hamilton favored Great Britain. Which side would President Washington choose? Washington made his own decision. 00:00:43He wanted the United States to stay neutral in foreign policy. This means not helping or supporting either side. He believed that this policy would keep the United States from being drawn into foreign wars. So when France and England declared war on each other in 1793, Washington kept the United States from taking sides. 00:01:04However, staying neutral would prove to be very hard for the United States as it grew in strength and influence. Section 6 00:00:00TEACHER: In addition to foreign problems, Washington faced a big challenge at home. And that was what to do about the national debt. The federal and state governments were borrowing money to pay for the Revolutionary War. The federal government borrowed $52 million, which you can see right here on this pie chart. This is the federal government. 00:00:19That's $52 million in 1790 dollars. But if you equate that to today, that's $4 trillion that the federal government borrowed. Now the state government, here in blue, they borrowed $25 million, which would be roughly close to 2 trillion just for the states to pay for this war. These debts were causing a huge economic problem in the United States. 00:00:44These debts caused citizens to lose confidence in the state and national governments. They worried the government would go broke. The federal government had trouble borrowing money to pay for services. Why risk lending money to someone who may not pay you back? Also at this time, each state was allowed to 00:01:02print its own money. And only the national currency, the so-called Continental Dollar, which you can see right here, was issued by the Continental Congress. And it was nearly worthless. So having all this different types of money caused problems. So imagine if you went somewhere in the United States 00:01:20from your home state, or you're buying goods and go somewhere else, and they say we can't take this money. But you know what we did? We fixed this problem, because we created this, which is a bill that everybody has. And if you look at the back of it, it says the United States of America. It doesn't say a state, doesn't say anywhere else. 00:01:37So this is accepted everywhere. And that was a problem they were facing when each state was printing in its own money. Section 8 00:00:02You learned that the United States faced a terrible debt problem during Washington's presidency. Now, we'll look how the United States dealt with this problem, and the process created another model for the nation's future. We'll look at Alexander Hamilton's plan to solve the debt, strengthen the national government, and improve the economy of the United States. Section 9 00:00:01Alexander Hamilton was born in the British West Indies. Seeing his skill and hard work, family and friends raised money for him to attend college in New York. When the Revolutionary War broke out, Hamilton became a personal aide to General Washington, earning the future president's trust. This trust helped Hamilton become the first Secretary of the Treasury. 00:00:22Hamilton supported a strong national government. This is one reason why he created a bold plan to fix the problem of the national debt. Hamilton had a 3 part plan to improve the economy of the United States. First, he wanted to pay off the state and federal government's debts. Then he wanted to create a national bank 00:00:42of the United States. Finally, he wanted to encourage more manufacturing and trade. First, let's look at the issue of debt. Hamilton's plan was bold. He wanted the federal government to pay off the entire national debt and also take responsibility for the state debts. 00:01:02He argued that paying the states' debts would increase the power and influence of the national government. Paying the debts would show the rest of the world the United States was economically strong and responsible. Paying off the entire debt would also encourage business leaders at home and abroad to support the US government. To pay off these debts, Hamilton proposed raising money by creating two types of federal taxes. 00:01:27First, he proposed tariffs. Most of the taxes would be tariffs. A tariff is a tax on goods imported into the United States. The original tariffs were set at 8%, so if you bought a good for $1, the tariff would be $0.08. Doesn't seem like a lot, but it will add up. Other taxes were put on goods produced in the United States. 00:01:51The people who made these goods paid the taxes. One of the new excise taxes was on whiskey. Section 11 00:00:02Hamilton's plan was opposed by two main groups-- first, people who did not trust the idea of a strong national government. Under Hamilton's plan, the federal government would grow more powerful; second, states like Virginia that had little war debt. These states did not want higher taxes on their imports just to pay back debts owed by other states. 00:00:24Many of these opponents, including Thomas Jefferson, were Southerners who also wanted the new national capital to be in the South. You can see here the image here suggests a location along the Potomac River. The solution was a compromise. Bank supporters voted for a Southern capital and Southerners voted for the debt plan. 00:00:45Congress approved the debt plan in 1790. The United States eventually paid its debts. Washington, DC was completed in 1800 and became the national capital. But Hamilton didn't stop there. The next step in Hamilton's plan to boost the US economy was the creation of a national bank. Hamilton wanted to create a national bank that was much 00:01:08larger and more powerful than any state bank. This bank could issue a valuable national currency, [? our ?] coins or dollar bills-- having a single currency for the nation would promote trade; loan money to the federal government and to businesses-- this would promote economic growth; and hold the government's money in a safe place. 00:01:33Congress established the national bank in 1791. The bank was a great success at first. People were eager to put their money into the bank. But some people, including Thomas Jefferson, seen here, were not happy. They argued that the national bank was too powerful. Critics also said the Constitution did not give Congress the power to create a national bank. 00:01:57We'll focus on details of this debate over what powers the government has according to the Constitution in the next section. Hamilton also wanted to increase support for US manufacturing. He proposed by placing high tariffs on imported goods. This would make goods manufactured in the US cheaper by comparison. 00:02:18He hoped that increasing manufacturing, for example by using machines such as this one shown here, which helped make cloth, would improve the US economy. But his ideas had little support at the time. Many Americans believed that farming was more important and that farmers made better citizens than factory workers did. Also, people did not want to pay higher 00:02:41prices on imported goods. Section 13 00:00:01You've seen how Alexander Hamilton's economic plans helped the United States repay its debt and create a national bank. But not everyone was happy with Hamilton's policies. In particular, Thomas Jefferson said that the national bank was unconstitutional. The debate between the two would shape American government and politics for years to come. 00:00:22Now, we'll look at how their different ideas about how to interpret the constitution led to a national argument and the creation of the first political parties. Section 14 00:00:01Thomas Jefferson was a statesman and leader from Virginia, was the author of the Declaration of Independence, and disagreed with many of Hamilton's plans and ideas. Thomas Jefferson believed in strict construction. This is the idea that the federal government can do only what the constitution specifically says it can do. These specific powers are called express powers. 00:00:28In the bank debate, Jefferson pointed out that the Constitution does not specifically give Congress the power to create a national bank. Note that this quote is not from Jefferson, it's just a paraphrase. Because of this, Jefferson and his supporters such as James Madison said that creating a national bank was unconstitutional. 00:00:49Hamilton believed in loose construction. This is the idea that the federal government has the powers that are necessary and proper to carry out its specific named constitutional duties. Hamilton argued that the government needed a national bank to carry out its specific constitutional duties, like collecting taxes or regulating trade. Therefore, Hamilton thought that creating a national bank 00:01:16was constitutional because it was an implied power that helped the federal government do a job. Section 16 00:00:00TEACHER: Let's review some of the key political and economic divisions between Hamilton and Jefferson. Now, we're going to compare and contrast. And a good way to do this is to make two columns, one of each person. Then we can take a good look at them and see how they're similar and where they're different. Now, Hamilton supported loose construction of the 00:00:19Constitution. That meant there were some implied powers, some things that were not necessarily written down, but what the government could do based on what was written down. He supported a national bank, which is not in the Constitution. But that goes back that loose constructionism of implied powers. 00:00:37He wanted a stronger national government. He favored manufacturing and trade. And he favored Great Britain, which would be a political. Now, Jefferson was a strict constructionist. He viewed if it wasn't written in the Constitution, then you're not going to do it. So the government couldn't do things unless they were specifically written in the Constitution, 00:00:58like a national bank. It's not written there. So for Jefferson, we're not going to have it. That's strict constructionist. He wanted a more limited national government. He favored agriculture. And he favored France. So do our compare and contrast study here, you can see of 00:01:14economic policies right there-- there are some economic policies-- here is some political policies. These are political. This is economic. So we can make a comparison between the two men. Now, out of this, the first political parties are going to develop from Hamilton and Jefferson. 00:01:34The Federalist party was formed because they were supporters of Hamilton. The Democratic-Republican party are formed by supporters of Jefferson. And this is going to create divisions in government which we see today in the Democratic and Republican parties. cabinet: a group that includes the heads of the executive departments and that advises the president on national policy executive branch: the branch of the government that carries out, or executes, laws express power: the power specifically identified and granted to the federal government in the Constitution implied power: the power suggested in the wording of the Constitution but not explicitly stated loose construction: the idea that the federal government has all powers necessary to carry out its constitutional duties neutral: a policy of not taking sides in foreign relations strict construction: the idea that the federal government has only those powers specifically named in the Constitution tariff: a tax on imported goods

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natural rights: the rights people are born with and not granted (or denied) by a government separation of powers: the theory that government should be split into three branches so no branch will acquire too much power social contract: the agreement of a people to form and obey a government Hi. I'm your instructor. And in this lesson we're going to be talking about the Enlightenment. This is time period in world history when new ideas about government, politics, and religion begin spreading across the world and influencing government. Take a look at our picture. 00:00:16It shows a group of Enlightenment thinkers meeting together to discuss the politics of the day. So let's get started. And first, let's talk about the way government was in Europe prior to the Enlightenment. Section 2 00:00:00Well for most of European history, monarchies ruled the countries of Europe. Now, a monarchy is the rule by a king or a queen. And that means that most of the power is in the hands of a single individual. Ordinary people like you and me had very little say in government, very little say in what the law was, or how those laws were enforced. 00:00:20And on top of that, people tended to have very few freedoms like freedom of speech or freedom of religion, things that we have come to enjoy as Americans today. Now, that began to change in Europe in 1215. In 1215, English nobles forced the English king to sign a document called the Magna Carta. Now, the Magna Carta did a couple of things. First, it guaranteed certain rights to English citizens. 00:00:46And then secondly, it established what is called rule of law that even kings and queens have to obey the law. Now, what we start to see happen as the Enlightenment begins is that people start to think about government. They begin ask some important questions about rights. Are people born with special rights that must be respected? Should citizens have more say in what their government does? 00:01:11And do people have the right to overthrow an unjust government? Well, we'll be learning more about these ideas in this lesson. Section 4 00:00:00But first let's take a look at our lesson objectives for this lesson. By the end of this lesson, you should be able to describe the impact of the Glorious Revolution and the English Bill of Rights on the colonies, to identify the political principles supported by a new thinkers in the Enlightenment, and explain the contributions of Enlightenment thinkers to political ideas in the colonies. Now let's take a look at our lesson question. How did the Glorious Revolution and the Enlightenment affect ideas about government? Well, in the warm up you learned in the 1600s people we're starting to ask questions about government. What rights do people naturally have? And do people have the right to overthrow an unjust government? 00:00:18Well, in this lesson we're going to answer this question by looking at two important events in Europe. The first is the Glorious Revolution in England. And the second is the Enlightenment. So let's start and take a look at what's going on in England in the late 1600s. Section 2 00:00:01Well, by the late 1600s, a new king had come to the throne. His name is James II and he believed that the American colonies were growing too independent, so he wanted more control over the colonies. Now in order to achieve that, he created something called the Dominion of New England. Now this combined the New England colonies with New Jersey and New York under a single body. 00:00:25It took away some of the colonies' rights to govern themselves. Now on top of that, he appointed a man named Sir Edmund Andros to become the royal governor of the Dominion of New England. And Andros was very, very unpopular in the colonies for many reasons. First, he took away many of the rights of self-government 00:00:45that the colonists had enjoyed. He created new taxes and land ownership laws. He limited town meetings, and we know how important those were to New England life. And he even held a Church of England service in a Puritan church without permission. Now as a result, the colonists are very happy and they feel that his actions were unfair. 00:01:05Now the reason why they felt they were unfair were for two reasons. First, they threatened the colonists' rights to property, to govern themselves, and to worship freely. And then second, they violated rights protected by the Magna Carta, which you learned about in the warm up. Section 4 00:00:00Now James II was extremely unpopular in England as well. And one reason why is because he was Catholic, and they felt that many of his policies supported Catholics in government too much. And so James is facing a great deal of opposition at home. He understands that people are considering raising an army to overthrow him. So he decides to flee England. 00:00:21And in his place, Parliament invites his Protestant daughter Mary, along with her husband, a Dutch nobleman named William of Orange, to rule England. Now this event is called the Glorious Revolution. It occurs in 1688. And the reason it's given this name is because there was no actual revolution. There was no bloodshed or fighting. 00:00:41Instead, it was a peaceful revolution. William and Mary become the joint monarchs of England, and the Glorious Revolution brought about an end to the Dominion of New England. Remember, that was that organization that was so unpopular back in the colonies. Now something else happens along with the Glorious Revolution. 00:00:59In order to prevent future abuses by the monarchy, Parliament passes a set of laws called the English Bill of Rights. Now these laws are designed to limit the power of the monarchs-- not just William and Mary, but all future monarchs to come. Now this set of laws made Parliament, which represented the English people, the main ruling body of England. 00:01:21And it limited the power of monarch by requiring Parliamentary approval to do things like tax, raise an army, or suspend laws. Finally, it also granted freedom of speech to Members of Parliament as well as freedom of elections. Section 6 00:00:00Now these events shape the colonies in a couple of key ways. First, the Glorious Revolution ended the Dominion of New England in 1689. And the English Bill of Rights provided a model of representative government. Now, both of these events supported the idea that citizens have rights that the government has to respect. Section 8 00:00:00Let's take a look at our lesson question. How did the Glorious Revolution and the Enlightenment affect ideas about government? Well, in our last segment we talked about the Glorious Revolution and how it resulted in the English Bill of Rights. So colonists now had some expectation of rights that every citizen should have and that the government must respect. 00:00:18Now we're going to turn our attention to the Enlightenment. Let's take a look at how these new ideas about government are going to shape the colonies and their ideas about representative government. Section 9 00:00:00Well, first let's talk about this question. What what the Enlightenment? What is it all about? Well, the Enlightenment is a period of European history during the 1600s and 1700s. And you have to think about what's going on in Europe during this time. The Scientific Revolution is underway. 00:00:16So new sciences and technologies are being invented. And as a result, people are starting to learn a lot more about the world around them, the way the human body works, the way nature works, even what's going on in outer space with regard to the planets and the stars. And so what they're finding out is that what they're learning is very different from what 00:00:35everyone had always believed. So what they start to do is also question society, and government, and everything going on about the way society should work. So they start to use reason and scientific methods in order to understand the way the world works, as well as how society works, and how we can improve society and improve life for everyone. 00:00:57So one big thing that Enlightenment thinkers did was start to ask questions about government. And they asked three key questions. The first is, where does the government get its authority? Well, remember, during this time there are kings and queens. So people believed the authority came from God, because God chose which person was born into which family and 00:01:17who, therefore, would become the king. But Enlightenment thinkers start to question, well, is this the best way to do it? Just because we've always done it this way doesn't make it the best or the right way. Next they start to ask, what kind of rights do humans have? So what this means is, what kind of rights are we all born with? 00:01:35What kind of rights does everyone have the right to have? Does everyone have the right to live their life? Does everyone have the right to move wherever they want in order to find work? These are the kinds of questions that they're asking. And then finally, if human beings do have these rights, does the government have a 00:01:52responsibility to respect them? So one of the most important Enlightenment thinkers is a man named John Locke. And he was an Englishman. And he wrote many important works. But one of the most important is Two Treatises of Government. And there are two big ideas that come from this work, that 00:02:07we're going to talk about now. Now, John Locke, throughout his writings, had big ideas about democracy. And he wrote about those ideas. And these went on to influenced American government. But the big idea he is known for is that everyone is born with certain individual rights. 00:02:24So let's talk about these two big ideas that John Locke put forth. The first idea is the idea of natural rights. This means that everyone is born with certain rights. And John Locke believed that they were given to them by God. Now, as a result, they are not given by the government, and they can't be taken away from the government. 00:02:43And those natural rights are the rights to life, liberty, and property. And you've probably heard of these rights before. Thomas Jefferson included them in the Declaration of Independence. So what this means is that people have the right to live their lives the way they want them. They have the right to liberty. 00:03:01That means you can't be put in jail for no reason, that the government must justify why they take away someone's liberty. You also have the right to own property, keep property, And, again, the government can't just take what you own, without a good reason. Now the second big idea that John Locke put forth is called the social contract. 00:03:21And this means that there is an agreement between the government and the people. And let's talk about how that works. First, people agree to obey the government. So we agree to follow the laws, as long as the government defends our natural rights. Now, the government protects our rights. And if the government fails to protect our right to life, 00:03:41liberty, and property, we have the right to overthrow the government because it is unjust. So these ideas are very important, and they're going to set the stage for the American Revolution. Section 11 00:00:01Well, now you've learned about John Locke and his ideas of natural rights. Let's take a look at three other philosophers from the Enlightenment period. And let's take a look and see how they influenced American democracy. Now, the first is a French philosopher named Jean-Jacques Rousseau. 00:00:16Now, he wrote many works, including one called The Social Contract.z And you know that The Social Contract was first put forth by John Locke. And it means that people and their government have a contract whereby the people agree to obey the law, and in return, the government protects our natural rights. Well, Rousseau went a little bit further. He argued that government gets its authority from the consent 00:00:38of the people. Now, what this means is that people have the right to have a say in their government, in the laws that the government are passed, and how those laws will be enforced. And then if the people don't approve those laws, then the laws are likely unjust. So why this is important is that this is where we get our ideas of representative government. 00:00:58Right now we elect people to state legislatures. We elect people to Congress. And they have our consent to write laws for everyone. And again, if we don't like the laws that they've written, we can work to have those laws overturned. Or we can vote those legislators out of office. Now, the next individual we're going to take a look at is another Frenchman. 00:01:19His name is Baron de Montesquieu. And he wrote a document called The Spirit of Laws. And it supports separation of powers, which says that the government should be split into branches so that no one branch or no one person has too much power. Now, think about how revolutionary this must have been for the time. During this time period, we have these monarchs in Europe 00:01:43with absolute authority, with no one telling them what to do. And Montesquieu says, hey, wait a minute. That's not a good idea. There's a better way out there that if we want laws to be fair and just, we should split power amongst more than one person. Now, let's take a look at what he proposed. 00:02:01He proposed three branches of government. The first would be the legislative branch that makes the laws. The executive branch would enforce the law. And then, finally, the judicial branch interprets the law. Now, if this looks familiar, it should. Because this is exactly how the Founding Fathers set up 00:02:18the US Constitution and our government. Right now our federal government has three branches set up in exactly this manner. Now, finally, let's take a look at our last philosopher. He's known as Voltaire. He was also French. And he argues in favor of religious toleration. Again, this is revolutionary for the time. 00:02:38At the time throughout Europe, if you lived in England and the monarch was a member of the Church of England and the head of that church, everyone was expected to worship at that church. If you were French, you lived in France, where the official religion was Roman Catholicism. Everyone was expected to be Roman Catholic. Well, Voltaire says that's not a good idea. 00:02:57He believed that everyone should be free to worship as they wanted, without persecution. And, of course, this is going to be very influential on the American colonists, especially men like Thomas Jefferson. Section 13 00:00:00Let's take another look at our lesson question. How did the Glorious Revolution and the Enlightenment affect ideas about government? Well, we now know what the Glorious Revolution was. It was a revolution in which James II was overthrown. William and Mary were put on the throne. But the most important thing is that a new bill of rights, the English Bill of Rights, were passed that limited the 00:00:20authority of the monarch and ensured certain rights were given to all citizens. The next thing we learned was the Enlightenment, how this philosophical movement started to spread new ideas about the authority of government, where government gets that authority, how government should be set up, and what kind of rights all people should have. Well, now let's take a look at how these events affected 00:00:43political thinking and ideas about government in the colonies. Section 14 00:00:00Well, you now know about some of the important ideas that came out of the Enlightenment. Let's take a look at how they affected American political thought. Well first, remember John Locke said that everyone was born with certain natural rights. Well Locke's ideas convinced many colonists that individuals were born with natural rights, as well. 00:00:18So one colonist who was affected was Thomas Jefferson. He called natural rights, however, unalienable rights. And you can see them in the Declaration of Independence. And Thomas Jefferson said that everyone was entitled to these unalienable rights. And among these were the right to life, liberty, and the pursuit of happiness. Next, we also believe that the government should represent 00:00:43the people. Remember, these ideas came from Locke as well as Rousseau. They argued that the government gets its power from the consent of the governed. So what that means is that we give our consent to the government. And we do it by electing officials to represent us. 00:00:58So that means that we have a say in the laws that get passed in this country and the laws that we are forced to follow. And one example of colonists using this idea was the ideas behind no taxation without representation. Now remember, this is one of the main ideas that's going to come up in the Revolution. Colonists said that because they had no representation in 00:01:20Parliament, that Parliament had no right to tax them. Next let's take a look at religious freedom. Remember, this idea came from Voltaire. And that is found in the First Amendment of the Constitution. The government in the United States is forbidden from establishing a religion. And people's right to practice their own religion is guaranteed. 00:01:41Next let's talk about an unjust government. Remember that Locke said that if a government is unjust, people have the right to overthrow that government if it doesn't protect people's life, liberty and property. And an example of this is the Glorious Revolution. John Locke wrote those ideas about the same time as the Glorious Revolution. And this is going to influence the colonists. 00:02:03Because they believe that they're being treated unjustly, that the government back in Britain is not protecting their rights, especially their right to property, the right to be free from taxation without representation. So colonial leaders are going to say the king had violated that right, and therefore they have the right to overthrow that government by the king, and the king had lost his 00:02:24right to rule them. Finally we will take a look at one last power. And that's that the government's power should be balanced. Remember, this came from Montesquieu, who said that separation of powers was essential to just government. And it's going to influence how the American government is organized. 00:02:42The US Constitution, for example, created a government modeled on his separation of powers. Remember, Montesquieu said that there should be three branches of government, an executive branch, a legislative branch, and a judicial branch. And we see this in the US Constitution. We have a legislative branch, the Congress. We have an executive branch headed up by the president. 00:03:04And then we have a judicial branch headed up by the US Supreme Court.

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implied powers: the powers that are not stated explicitly in the Constitution judicial review: the Supreme Court's ability to declare that a law violates the Constitution unconstitutional: a word meaning in violation of the Constitution This photo shows the Supreme Court of the United States. The Supreme Court is the highest in the judicial branch of the federal government. In this lesson, you'll learn about several important Supreme Court cases. These cases were reviewed under the leadership of Chief Justice John Marshall. In these cases the Supreme Court explained the powers of 00:00:20the federal government and what its role should be. Before you learn about the Supreme Court cases, let's take a look at how Americans were divided on the role of the government. Section 2 00:00:01This lesson's about solving a very big question. What is the role of the federal government? This question led to divisions among the American people the late 1700s and early 1800s. Some people did not want the federal government have too much power. They preferred a limited government with more power given the different states. 00:00:20Others wanted a strong central government because that make the country safe and strong. Out of these divides emerged two political parties, the Federalists and the Democratic-Republicans. This division was reflected in the two political parties at the time, which both had different answers to this question. The Federalists and the Democratic-Republicans. 00:00:41The Federalists wanted a strong central government. The Democratic-Republicans wanted state governments to be more powerful. They favored a more limited national government. The Constitution outlined the role of the federal government, but Americans disagree on how to interpret it. The Federalists were looking at it more loosely. 00:01:00The Democratic-Republicans were following it to a letter, which is a very strict following of the Constitution. The Supreme Court was about to step in and decide what role the federal government should be. It would also define what powers belong to each of the three branches of government. John Marshall was the person who would lead the Supreme Court as it tackled for the first time these difficult 00:01:23questions on the roles and powers of the federal government. He fought in the Revolutionary War for three years. Marshall was elected to the Virginia legislature in 1789. He strongly supported the new national government. Marshall briefly served in the House of Representatives as a Federalist. Marshall's greatest accomplishment was serving as 00:01:43chief justice of the Supreme Court from 1801 to 1835, longer than any other chief justice. And as chief justice, he helped provide some clear answers to the major question we identified at the beginning of the warm up. What is the role of the federal government? Section 4 00:00:01As you have seen, Americans disagreed about the role of the Federal Government. Federalists wanted to be powerful, but Democrat Republicans wanted to limit its powers. The Supreme Court ruled on important issues that define the powers of the Federal Government. By the end of this lesson you should be able to explain how Marbury v. Madison defined the powers of the Supreme Court. 00:00:22You'll also be able to describe how McCulloch v. Maryland defined the powers of Congress and analyze the effects of Gibbons v. Ogden on the role of the Federal Government in business matters. How did the Supreme Court define the powers and the role of the federal government? That's a question we're going to answer during this lesson. You've learned about the debate over the role of the federal government in the United States in the early 1800s. You've also met John Marshall and learned that he helped shape the Supreme Court rulings as Chief Justice for 00:00:19more than 30 years. In this lesson, we're going to look at three important Supreme Court cases that helped to define the powers of the federal government. First we're going to talk about Marbury v. Madison in 1803. It was about figuring out the Supreme Court's job. Then we'll look at McCulloch v. Maryland in 1819, which was 00:00:37about figuring out the powers that the federal government has. And then last we'll talk about Gibbons v. Ogden in 1824, which is about how the federal government can regulate business. But let's start by taking a closer look at Marbury v. Madison. In examining this case, you will learn about how the 00:00:55Supreme Court introduced the concept of judicial review. Section 2 00:00:01In 1800, President John Adams lost his bid for re-election. But before he left office, he appointed several people to government jobs. On your left is William Marbury. He was appointed Justice of the Peace by President John Adams. Marbury was a Federalist. On your right is James Madison. 00:00:18Under the new President, Thomas Jefferson, he was the Secretary of State. He was also a Democratic-Republican. Marbury was appointed to be a judge as you just saw. Well, James Madison, the Secretary of State, had the job of delivering this appointment. Marbury couldn't take his job as a judge unless James Madison filed the right paperwork. 00:00:40Why didn't Madison do this? Remember, he was a Democratic-Republican. Marbury was a Federalist. Because Madison's party stood in opposition of Marbury's party, he refused to deliver Marbury's appointment. Marbury couldn't start his job. He was upset. Who wouldn't be? 00:00:58He wanted his job, and he took his case right to the Supreme Court since that's what the law told him to do. Section 4 00:00:01Just as you saw, Marbury decided to take his case to the Supreme Court. In 1789, Congress passed a law known as the Judiciary Act of 1789. That gave the Supreme Court the power to hear cases like Marbury's. When reviewing the case though, John Marshall and the other justices noted that the Constitution said that Marbury 00:00:20should take his case to another court first. Marshall wrote that the act contradicted the Constitution. It was unconstitutional. What did the ruling of Marbury v. Madison mean? Well, it meant three things. Marbury did not get his appointment. Sorry, Marbury, you came to the wrong court first. You need to go somewhere else. 00:00:39The Judiciary Act of 1789 was unconstitutional. But the most important thing that happened didn't have anything to do with Marbury at all. The most important effect was the Supreme Court declared a law to be unconstitutional. This power was called judicial review, which allows the Supreme Court to rule on any law and say whether or not it is constitutional. 00:01:03This is the first time the Supreme Court had declared a law unconstitutional. By doing so, the Supreme Court had established the principle of judicial review. In other words, the Supreme Court could decide whether or not a law upheld the Constitution. If a law was unconstitutional, the law would not take effect. It also meant the Supreme Court could now limit the 00:01:24powers of Congress. The framers of the Constitution had set it up so the three branches of the federal government would limit each others' powers. This is called the system of checks and balances. By claiming the right to decide whether or not laws violated the Constitution, the Supreme Court provided a check against Congress. Section 6 00:00:01Since the 1800s, the Supreme Court has repeatedly used the power of judicial review. One recent example is the United States v. Stevens in 2010. In United States v. Stevens in 2010, the Supreme Court evaluated a law that made it illegal to show images of animal cruelty. The law had a complicated definition of what this meant. 00:00:23Could someone get in to trouble for showing images of animal cruelty, even if they weren't mistreating the animals themselves? The Supreme Court declared the law was unconstitutional. They said it violated the First Amendment. The law was too broad and limited speech to a greatly. How could a person exactly define what animal cruelty would mean? 00:00:46A later law was passed that was more specific about what was not allowed. This meant it would not violate the amendment. Section 7 00:00:01So far you've learned about the Supreme Court's ruling in Marbury v. Madison of 1803. For the first time, the Supreme Court decided that a law passed by Congress violated the Constitution. That is, the Supreme Court claimed the power of judicial review, which allows the judicial branch to keep the executive and legislative branches from becoming too powerful. 00:00:23Next we'll look at another Supreme Court case that defined the powers of the Federal Government, McCulloch v. Maryland in 1819. Section 8 00:00:01In 1816, Congress established the Second Bank of the United States. This bank was a national bank. It served the entire country and the government. Some states had already established banks. They resented the competition from the national bank. Two years later, the state of Maryland passed a law that taxed the national bank. 00:00:21James McCullough, the head cashier of the Baltimore branch of the national bank, refused to pay the tax. The case of McCulloch v. Maryland raised two important questions for the Supreme Court to evaluate. The answers to these questions would help define the role of the federal government. The case of McCulloch v. Maryland raised an important question. 00:00:41Does Congress have the power to act in ways not spelled out in the Constitution? The court needed to decide if the government could loosely interpret the Constitution. For this case the Supreme Court would evaluate whether the Constitution, by giving Congress the power to do things such as regulate commerce, implied that Congress can create a bank. 00:01:03The Supreme Court would need to determine whether or not the federal government or state governments are supreme. In other words, does the federal government, or do the state governments have the highest authority? The state of Maryland had taxed a federal government organization. Did the state have the right to do this? Section 10 00:00:01The Court ruled that Maryland's tax was unconstitutional. Article VI of the Constitution says that the federal government has more power than state governments. Letting states tax a federal bank gave the states too much power. Federal law is supreme to state law. Implied powers are powers suggested, but not clearly 00:00:24stated in the Constitution. Congress does have express powers-- for example, the power to borrow money, impose taxes, and regulate commerce-- that are clearly stated in the Constitution. These express powers imply other powers. In McCulloch v. Maryland, the Supreme Court ruled that Congress has the implied powers to 00:00:45establish a national bank. Marshall wrote the decision. The power to create a bank was a proper way for Congress to fulfill its expressed powers. Section 12 00:00:01As you learned, McCullogh v. Maryland established that Congress has implied powers. Here's some examples of modern laws that are based on implied powers. The Clean Air Act of 1970 aimed to reduce air pollution from cars and industries. Congress has the express power to regulate commerce, and this implies the power to make businesses 00:00:24produce less pollution. The Americans with Disabilities Act was passed in 1990 to makes civil rights protections to people with physical and mental disabilities. The power to make this law is implied by the express powers to regulate commerce and how business is done. Both of these laws rely on the ruling that the federal government is supreme to over state governments. 00:00:48These federal laws can trump any laws that the state might pass on these issues. Section 13 00:00:02So far, you learned about the Supreme Court cases Marbury v. Madison and McCulloch v. Maryland. The Supreme Court ruled on the powers and the role of the federal government in Marbury v. Madison and declared a law unconstitutional. In McCulloch v. Maryland., the Court ruled the federal government is more powerful than the state government. It also ruled that Congress has implied powers. 00:00:26Now let's examine a Supreme Court case that further addressed the authority of the federal government, Gibbons v. Ogden. Section 14 00:00:02Gibbons v. Ogden involved a dispute over who had the right to operates steamboats in New York waters. Aaron Ogden sued Thomas Gibbons to stop him from operating his own line of steamboat. Ogden had received a license to run his business in the state of New York. Gibbons operated his steamboats between New York and New Jersey. 00:00:22He had a license from the national government, not one issued by the state of New York. The Supreme Court needed to decide which license was more important, the state license or the federal license. Could New York stop Gibbons from using its water by denying him a New York license even though he had a federal license? The Supreme Court ruled in the favor of Gibbons in 1824. 00:00:47Yet again, the Supreme Court held that the national law was superior to state law. Since Gibbons held a license from the national government, his license trumped that of Ogden's state license. The court decided that the states could regulate commerce or control businesses and trade within their borders, but only the federal government could regulate interstate commerce. 00:01:10In, other words this means commerce between states are places like waterways bordering New York and New Jersey in this specific case. Also, commerce across borders is another thing that the supreme court will rule in favor of the federal government. The ruling supported Congress's constitutional power to regulate commerce.

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Sometimes you'll hear the Netherlands also called Holland People from the Netherlands are called Dutch. Well, in this lesson we're going to be learning about two more European powers who made significant gains in the New World. The first is France and the second is the Netherlands. And people from the Netherlands are called Dutch. And that's why you see the term Dutch used in your title. Sometimes you'll hear the Netherlands also called Holland. 00:00:20And these terms are all rather interchangeable. So in this lesson we're going to learn about these new colonies-- the colony of New Netherland and the colony of New France. We'll also be learning how the French and Dutch explored in the New World. But first we're going to turn our attention to a very, very powerful company-- 00:00:38the Dutch East India Trading Company. Let's learn about it and its role in Asian trade. Section 2 00:00:00Well, by the early 1500s, Europeans had started to sail around the coast of Africa in order to trade with places like India, China, and especially this region here in Southeast Asia. Now this area is home to many important spices that are grown here. And if you wanted to get very, very rich, if you could manage to get a ship to this part of the world, load it full of 00:00:25spices, and then get it back to Europe, you would be a very, very wealthy individual indeed. So what we start to see happen in the 1600s is the European nations are forming these private trading companies in order to fund these voyages to this part of the world. And one of these companies is the Dutch East India Company. It's formed in 1602, and it's perhaps going to be the most successful of these trading companies. 00:00:50In addition to trying to get spices, they're also interested in getting other products from India, from China. Everything from silk and cotton cloth to fine porcelain. Now in addition to being involved in trade in this part of the world, they are also trying to find that fabled other route, the one that goes to the Pacific Ocean. 00:01:08The other way around the world in order to reach India and China. So people, explorers had been looking for this Northwest passage. This way to cut through the North American continent. Now such a passage does exist, but you can see it goes way above the Arctic Circle here, so much of this area is frozen throughout the vast majority of the year. 00:01:34But that's not going to keep explorers from still searching for this Northwest passage. Even as late as the 1800s, Americans are still looking for some water route through North America, but of course there isn't going to be any type of shortcut until the Panama Canal is constructed, and that won't happen until the 1900s. So let's take a look at one of these explorers. 00:01:57Now this Dutch explorer, like many explores, is not actually Dutch. He is an Englishman hired by the Dutch East India Company, and his name is Henry Hudson. He explored the coast of North America, again searching for this Northwest passage, and Hudson Bay, which is located in present day Canada, a big, large bay is named in his honor. 00:02:19In addition, he also sailed along what is the Hudson River. This is located north of New York City, and it's also named in his honor. And he's going to claim all of this territory for the Dutch, and the Dutch are going to establish a colony in present day New York. So Hudson is one of just many explorers searching for 00:02:41resources, searching for good places to establish colonies. These discoveries are going to motivate of course all of the European powers, including the Dutch and the French. And in this lesson we'll be talking about the colony that they build in North America. Section 4 00:00:00Now let's take a look at our lesson objectives for this lesson. By the end of the lesson, you should be able to-- examine the reasons for early French exploration of the Americas, including the voyages of Verrazano and Cartier; describe the importance of the fur trade, farming and the Mississippi river to the establishment of New France; and explain influence of trade on the establishment of New 00:00:21Netherland and New Amsterdam. Instruction Section 1 00:00:00Well now let's take a look at our lesson question. Why did the French and Dutch explore and settle North America? To answer this question, first we're going to take a look at the early explorers sent by the French and the Dutch in order to claim holdings in the New World. Next, we'll take a look at the establishment of a colony of New France and then the colony of New Netherland. 00:00:20But let's start by looking at early French explorers. Section 2 00:00:00Well, first let's turn our attention to French exploration. They began to send explorers in the early 1500s. And these explorers were primarily motivated, again, to find that Northwest Passage. Remember, Europeans are interested in sailing this way to reach India and China. They don't quite understand yet just how big North and 00:00:22South America are. And they don't understand that a usable passage does not exist. So two French explorers will be talking about are Giovanni da Verrazano and Jacques Cartier. So let's look at Verrazano first. Now, he was an Italian explorer who sailed for France. 00:00:41And of course by now you know this is a very common practice. Men of one nationality would be employed by a different country to explore and claim lands. And Verrazano is going to explore the area around present-day New York in 1524. And you can see that area right here. This is where New York is located today. 00:01:03And he believed he had discovered the Pacific Ocean-- again he didn't quite understand what he had seen yet or had found yet, and this is going to continue for some time before explorers really understand just how big North America is. But thanks to the voyages of Verrazano, France begins to make claims in the New World. Now the more famous French explorer is this 00:01:25man, Jacques Cartier. And you can see he explored present-day Newfoundland, which is this island here, off the coast of Canada. And he's going to make two voyages. The first voyage he's going to sail around Newfoundland, here in green. And then the second route is going to be the St. Lawrence River. 00:01:43So again, he thinks maybe he's found something, but if you didn't know the St. Lawrence Seaway backs right up into Lake Erie, and Lake Ontario, the Great Lakes. So you cannot sail past that particular spot because of Niagara Falls and other shallow areas as well. Now Cartier, as well, is going to help further French claims in the New World. And he's going to help establish 00:02:10France's first colony. Now this map is kind of interesting. It's from 1543. And you can see here what the French thought the coast of North America looked like. Down here it says "La Florida," so here's Florida down here. And you can see here is present-day New York. 00:02:27So they don't, again, understand just how far north and south North America goes. They have it kind of squished out this way. This is the St. Lawrence Seaway here. And here's the Great Lake that it bumps into. So Cartier is going to make a third voyage to the New World. He's going to establish a colony. He's going to set up near present-day Quebec, and that's 00:02:49this area of Canada here. And he's going to find, of course, the winters to be cold and very uncomfortable. And as a result he and the colonists abandon the colony before more settlers arrive. And this is going to be the problem with New France. This area of Canada here, where their colonies are, despite being the southern part of Canada, can be very 00:03:11unseasonably cool. It's much different from France, which has a much milder climate, and they are always going to struggle to get settlers to be willing to move to Canada. And as a result, they are not going to send explorers to start another colony in New France for another 60 years. Section 4 00:00:00Well, let's turn our attention to the third influential French explorer, Samuel de Champlain. Now, he explored Canada and founded a colony near the city of Quebec in 1608. So just to put things in perspective, remember the Spanish first established colonies in the early 1500s. And this is more than 100 years later before the French really start to get going in the New World. 00:00:25Now, Champlain is going to establish alliances and honor those alliances with American Indians. And this is extremely important because the French colonies are going to be built on the fur trade. And we'll talk more about that in this lesson. He also is going to create a company to finance trade, missions, and exploration. So he is the first European explorer to explore through 00:00:50the Great Lakes. He discovers Lake Champlain, which is located on the border between New York and Vermont. So this is the area we're talking about where France is starting to put their roots down in the New World, so just north of New York and southern Canada. Section 6 00:00:00Well, let's take a look at our lesson question. Why did the French and Dutch explore and settle North America? And you now know about our early explorers, including Champlain, who's going to help establish the first permanent French settlement near Quebec. And now we'll take a look at the establishment of the French colony of New France. Section 7 00:00:00Well, let's take a look at our map. This map is from about 1645. And here we see the land holdings claimed by New France. So you can see it includes much of Canada, as well as all of the Great Lakes down into present-day Illinois and this part of the United States, as well as this part here of southern Canada. 00:00:24Now just to let you know what's going on in the rest of the world, this land all down here has been claimed by England by this point. So these are all English colonies. And we're going to have some Dutch colonies we'll talk about in just a moment in this general area here. So let's take a look at the establishment of New France. And new France is built on the fur trade. 00:00:44And this is the big idea that you need to remember, that the economy of the French colonies in North America depended upon the fur trade. Now the colony at New France was first settled by these fur traders, as well as fishermen. And what would happen is fishing crews would land on the shores of New France. And they would dry their catch and then also trade with 00:01:08American Indians. And American Indians, in return for providing this fur. And it was primarily beaver, that could then be made into hats. Because they were very, very sought after in Europe. The American Indians would receive manufactured goods they couldn't make themselves. So everything from iron kettles to knives and other 00:01:26manufactured items. Now as the settlement grows, so does the fur trade. And this is extremely important because we're going to see the growth of the fur trade impact American Indians in this region. First, they become dependent upon European goods. They start buying things or trading for things that they used to make themselves. 00:01:47And that is going to cause more difficulties for them down the road. In additional of course, just like we see in the Spanish colonies, just as we see in the English colonies, over and over and over again American Indians get exposed to European diseases. And that causes massive population loss. This is true here as well. 00:02:05We also see over hunting of animals, which is going to push American Indians further inland to find more fur, which is going to bring American Indian groups into conflict with each other as well. Section 9 00:00:00Well, in 1663, the King of France, Louis XIV was going to make New France a royal colony. That meant they were going to have a royal governor appointed by the king. They'd be expected to make some money and pay it in taxes in order to make the king a little bit wealthier. Now as a result, he's going to send troops to defend the colony against the Iroquois American Indians in the 00:00:24region, and he's also going to give land to military officers and merchants, and other people in order to encourage them to settle. So we see the population of New France double between 1663 and 1673. But here's what's really important. The population of New France is never going to reach the population of other colonies in the region. 00:00:47Hundreds of thousands of people are going to emigrate to the English colonies in present day North America. We don't see any of those kinds of numbers for New France. New France is always going to remain very, very small, with very few colonists. So let's take a look at some of the challenges. At this time, of course, by the mid 1600s, all of the 00:01:07European powers are starting to claim land. Now remember, for more than 100 years Spain has been the only one making colonial gains in the region, and the arrival of new colonists is going to stop Spanish expansion, especially in this area that we see here in North America. So let's take a look at this map briefly, and we can see how this could cause tension between the regions. First we have the English colonies. 00:01:31So here are the 13 original English colonies. On top of that, remember they had claimed all of this region much, much earlier in their early explorations, even though they didn't have anyone living up there. Then we have new France, which kind of divides this English colony, and France is claiming as much land as it can in this direction. And then we have New Spain, who's also trying to push in 00:01:57this direction as well. So along these border regions, especially here between the western part of the English colonies and France, and then this region here, we see hotly contested areas where Spain, France, and the English are all trying to claim the same territory, and this is going to cause problems in the future. So let's take a look at how France tries to strengthen its 00:02:24claim to central North America, what is today the Mississippi River Valley, and that is the exploration undertaken by Marquette and Joliet. They are going to travel down the river in 1673, and that's how they're going to claim all of this territory for France. They're going to provide the first accurate information about the Mississippi River, again claiming that land for France. 00:02:47And this is going to result in some of those tensions that we discussed earlier. Section 11 00:00:00Well, after Marquette and Joliet's successful navigation of the Mississippi River, France sends another explorer to continue their work and explore all the way down to the Gulf of Mexico. And this man's name is Robert La Salle. He is going to claim the Mississippi River Basin for France. So this is the area known as Louisiana, expanding the 00:00:21region to the south. He's going to name the land Louisiana in honor of the French king, King Louis XIV. Now, as a result of French claims and the French heritage in the United States, many cities today have French names as a result. This includes New Orleans and Baton Rouge, Louisiana, Montpelier and La Crosse, Wisconsin, as well as Detroit 00:00:46and Marquette, both in Michigan. Section 13 00:00:00Well, let's take another look at our lesson question. Why did the French and Dutch explore and settle in North America? Well, you now know the French motivations for colonization, including the establishment of the fur trade. And you now know that New France expanded throughout southern Canada and down into the present-day Mississippi River Valley. 00:00:20Well, now let's turn our attention to the Dutch and their establishment of their colony in present-day New York called New Netherland. Section 14 00:00:00Well, let's start by looking at early Dutch settlement. Dutch settlers and traders began to build outposts in the early 1600s. And this area would later be called New Netherland. So let's take a look at our map. Here is present day New York City located here. And here you can see Massachusetts with the Cape Cod right here. 00:00:21And here's Long Island. So we're talking about this area near present day New York, Connecticut, and Massachusetts. And the Hudson River flows from the north to the south in this area. So this is where Dutch settlers are beginning to settle. Now, the first Dutch settlements are 00:00:38simply trading posts. Settlers are living there for a time to trade with American Indians. They're going to settle along the Hudson River. But they are not permanent settlements. Instead, companies are granted permits to trade. And while the company had a permit issued by the government, the settlers would stay there. 00:00:56They would trade with American Indians. They liked to stay near the water. Because that would allow them to get their goods more quickly back to the Netherlands. And then, when their permits were up, the traders would then return back to Europe. Section 16 00:00:00Well remember, the very first settlements by the Dutch were simply trading posts and forts. They're not going to form any kind of permanent settlement until 1624, and as a result the colony grows very, very slowly. In fact, there's only 300 settlers in the colony by 1630. One big reason is because the colonists are not interested 00:00:21in staying. They're not interested in farming or putting down roots. Instead they too are really focused on the fur trade with American Indians, very similar to what the French are doing in New France. So again, those settlements are forts, they're trading posts. They're not the permanent settlements that we associate 00:00:39with the American colonies. That won't happen until later with the establishment of New Amsterdam in 1624, 1625. Now what happens is the colonists are going to start to build a larger settlement near these forts, and a very important one is going to be Manhattan Island, which is bought from the American Indians by the Dutch governor for just $24.00. 00:01:04And that's today's money. So it's quite a bargain considering this real estate is worth billions of dollars today. So later, of course, New Amsterdam will become New York City, and it's going to become the largest settlement in New Netherlands. But that's going to take some time. That's because the Dutch need more colonists. 00:01:25So in order to do that they're going to recruit settlers from throughout Europe and get them to come settle. So they bring colonists over from Norway, Denmark, and especially Sweden. There are actually large numbers of Swedish colonists in New Amsterdam in the late 1600s. These settlers are often young men or young families, and they often had trades. 00:01:47They may have been farmers, they may have been artisans, or coming over as laborers. Now one reason they're so willing to come is they're promised religious freedom in the colony. And by, again, the late 1600s, remember Europe is very religiously diverse. There are all kinds of Christian, well, I say diverse. 00:02:06Diverse with regard to Christianity. There are Protestant religions of all kinds, as well as Roman Catholicism. There's also a significant number of Jews in Europe. And so this has a lot of appeal for many of these settlers because there's all kinds of religious wars going on in Europe during this time, so many people think the idea of being able to practice their religion freely is a 00:02:26very important draw. So let's take a look at New Netherland. The English and the Dutch are going to be at war off and on and off and on throughout the 1600s. This is true amongst all the European powers. England and France go to war, England and Spain go to war. It's just a continuous cycle that we see in this time period. 00:02:46And during one of these little wars between England and the Netherlands, the English decide to seize the colony of New Amsterdam. In 1664 they sent warships. The Dutch don't have the resources to fight, they don't have the resources to put up any kind of resistance, and the Dutch governor simply surrenders to the English. And the English then rename the colony New York, and it 00:03:10becomes one of England's 13 original colonies in the New World.

hihi

bicameral: a word meaning made up of two houses executive branch: the branch of government that carries out or enforces the laws judicial branch: the branch of government that decides if laws have been broken and if laws abide by the Constitution legislative branch: the branch of government that makes the laws unicameral: a word meaning made up of one house Hey, welcome to class, scholars. Today, we're going to be looking at compromise and the Constitution. Now, the Constitution is the basic layout of our government that has basically said how our government should run for over 220 years. However, we're going to look at the final product of the Constitution was not all settled in one day. 00:00:20It was actually a series of compromises that at some time became quite hectic, but at the end, they were solved in extremely creative ways. Now, before we jump into the Constitution, let's take a look back at what life was like and what was going on in the United States before the Constitution was signed. Section 2 00:00:02Well, if you look at this photo to the right, you'll see it represents King George on a horse. The horse is supposed to be the new American government, and it is kicking off its rider or its master, if you will, which is George III. Now, after the American independence, it ended in 1783, and many in Europe and around the world predicted that the new nation would just collapse. 00:00:24However, the leaders of this nation of the United States, they came together before it could collapse and created an entirely new system of government called the Constitution. However, before they had the Constitution, during the Revolutionary War and until the signing of the Constitution, they worked under the Articles of Confederation, which was the form of 00:00:44government that they had. But this form of government lacked a lot of necessary powers that the Congress needed. Specifically, the Congress could not raise money. It could not regulate trade. It could not conduct foreign affairs. And changing the articles required that 9 out of the original 13 colonies had to sign on. 00:01:05It was practically impossible. Take a look at this quote right here by George Washington. He says "No man in the United States is, or can be more deeply impressed with the necessity of a reform in our present Confederation than myself." And he should know. He ran the entire United States Army, during the Revolutionary War, under this form of government. Section 4 00:00:01Let's take a look at these lesson objectives that you definitely will be able to do by the end of this lesson. There are four of them. Number 1, you're going to be able to identify the leaders of the constitutional convention, and the initial ideas that they proposed. Secondly, you're going to be able to describe the government structures proposed by the Virginia and the New 00:00:19jersey plan. Thirdly, you're going to be able to identify the reasons for dissent and disagreement among the delegates as the constitution was written. And finally, you'll be able to explain the importance of compromise when drafting the constitution. So the big question that we're going to be taking a look at, as you can see on the slide is, how did differing viewpoints and compromises lead to a new plan of government for the nation? So we're going to look at this in creating the new constitution. As we said in the warm-up, the United States was under the Articles of Confederation. 00:00:18However, everyone, especially George Washington, realized that it was just not working. They needed to do something new. We're going to take a look at the meeting of the minds, if you will, the people, the delegates who came together to create this brand-new form of government called the Constitution. They had differing viewpoints-- 00:00:37from the South versus the North, the industrialized versus the agricultural areas. And we're going to look at how those two sides came together, the compromises they had. But first, let's take a look at the meeting of the minds and who came together at this Constitutional Convention. Section 2 00:00:01Now, we've already seen how George Washington was very concerned about the ineffectiveness of the Articles of Confederation at work. That also included James Madison, who we're going to look at a later. Now all these issues with the Articles of Confederation and their lack of ability to govern the new United States came to a head with Daniel Shays and Shays's Rebellion. 00:00:24He was a Revolutionary War veteran, and he was protesting high taxes. And he actually led a rebellion that the United States was unable to put down. And so because of that ineffectiveness of the government to even put down a rebellion in its own territory, a Grand Convention was called to revise the articles in 1787. 00:00:45And soon, that Grand Convention became a Constitutional Convention. Now, let's take a look at this Constitutional Convention. Now, they met Independence Hall in Philadelphia, which was the exact same place where the Declaration of Independence was signed in 1776. But the Constitutional Convention started on May 25 in 1787. 00:01:09It included delegates from 12 states. Rhode Island did not send delegates. They were afraid that this Constitution would create a strong national government, and they were terrified of that. So they did not send to delegate. So it included 55 total delegates from all over the United States at this time. 00:01:27Now, let's look at the main players, if you will. The first one was George Washington. He gave the meeting legitimacy. Without his support, the Constitution that they came up with would, like you said, have no legitimacy, no backbone. But with Washington there, it really gave emphasis to the meeting. 00:01:44The second person that was extremely important was James Madison, referred to as the Father of the Constitution. As a matter of fact, before the Constitutional Convention took place, he spent months at his home in Montpelier studying different constitutions, differ republican forms of government in the world and in the historical context. Finally-- 00:02:08Benjamin Franklin who provided a wit. And he really helped to diffuse tensions that rose during this summer of 1787. So first, before they all met, they had to establish rules. And the delegates agreed the following-- that each state would have one and only one vote. It wouldn't matter if it was a huge state or a small state. They would only have one. 00:02:30George Washington, he would lead the convention. He'd be the president of this convention. In addition, their discussions would be kept in secret. And the reason for this is that it would allow delegates to change their mind, or if they thought something needed to be improved, they could voice their opinion without having to worry about the rest of the nation discovering what they had said. 00:02:51In addition, the Articles of Confederation would be scrapped. They would be thrown aside, and a brand new government would have to be created. Section 4 00:00:01Now the delegates did not agree on much during this convention, which we'll see, but they did agree on some of the basics. The first one is that this new government they're creating should have three separate and distinct branches-- a the legislative branch, which would legislate, or make, all the laws. It would have an executive branch which would carry out 00:00:21those laws that the legislative branch had just made. Also, they would have a judicial branch which would decide if laws had been broken and if laws abided by the constitution that they had just created. So the delegates agreed that congress would have a legislative branch, but they disagreed about so many other issues that we're going to dive into next. Section 6 00:00:02The big question we're looking at today is how did differing viewpoints and compromises lead to a new plan of government for the nation? Now, we've see now the delegates decided to scrap the Articles of Confederation and create a Constitution, a new form of government. There was a meeting of minds, such as George Washington, James Madison, and Benjamin Franklin. 00:00:22Now, let's take a look at the differing viewpoints that all of these sides came together, and the different things that they wanted to incorporate in this Constitution. Section 7 00:00:01Well, there were big decisions that had to be made and big compromises that had to be ironed out in Philadelphia. So let's look at some of these big questions that they had to solve while they were there. Number one-- should Congress be made up of one house or of two houses? Big form, a big part of contention between the two sides. 00:00:21And should every state have the same number of representatives, or should it be based on something else? Should it be state's representatives be based on state's population? Let's take a look at the first one, which was the Virginia Plan, which was done by James Madison. And what he said, he proposed that representation should be based on population. 00:00:41Meaning that the bigger the population of the state, the more representatives it should have. He wanted it to have a bicameral, or two houses in Congress. And like we said, it was based on representation, so bigger states like Pennsylvania and Virginia, they loved this plan. Now, I know you're already coming up with the question of 00:01:01what about the small states? Would they like this? Absolutely not. It's completely opposite. So the second plan that was proposed was called the New Jersey Plan. Now, it proposed a unicameral Congress, or one house of Congress. 00:01:15And it said that every state should have the same number of representatives. That it doesn't matter if your state has a massive population like Virginia, you'll still have the same amount of representatives as, let's say, Delaware or Connecticut or Rhode Island. And obviously, you can say this was supported by the small states like Connecticut, New Jersey, 00:01:36Delaware, and Maryland. Section 9 00:00:02Let's take a look at some of these numbers and what the difference would be between the Virginia Plan versus the New Jersey Plan. Now, you can see the population. Now, Virginia had over 600,000 people during this time. New Jersey had close to 200,000. So under the Virginia Plan, Virginia would have eight representatives in each house while New 00:00:21Jersey would have two. But let's jump over to the New Jersey Plan where Virginia would have five members in Congress, and New Jersey would have the same, five members. Now, this was not fair for Virginia, which had a greater population than New Jersey. However, it's not fair for Jersey, just because it has less population, to be discounted in 00:00:42the Virginia plan. So this led to contention between the two of them. Another major point of contention was what to do with enslaved people and how should they be counted? Now Southerners, they wanted one enslaved person for one vote. So one person would be one for one. However, the Northerners said no way. 00:01:02That doesn't make sense. Because what would happen is, the Northerners claimed, was that the Southerners would just import millions of enslaved people, bump up their population, and consequently get more power in Congress. So if an enslaved person were to be counted, this would give Southern states larger populations. And if you look at this map here, you can see how Georgia, 00:01:27in the South, would have 29,000 more votes in the South. As well as Virginia would have almost 300,000 more people to be counted as representatives. So another issue that they had was the commerce power-- of should Congress have commerce power, the authority to regulate trade? Northerners said yes, absolutely. 00:01:51However, the Southerners said no. They were extremely scared that if Congress had the power of commerce, that they could regulate the slave trade. And the Southerners depended on that slave trade and for enslaved people to work on their plantations and to, basically, make their agricultural society work. So these are all big issues and big problems that had to be ironed out in the Constitutional Convention. Section 11 00:00:01So we got one more section to take a look at. Now remember the question of how the differing viewpoints and compromises lead to new plan of government for the nation. We saw how the Articles of Confederation were scrapped, that they were going to create a new Constitution. There was a meeting of minds brilliant individuals. There was many differing viewpoints over slavery, the 00:00:22converse clause. Now, we're going to take a look at the compromises that took place that allowed a Constitution to actually be written. Section 12 00:00:01Well, let's begin with the first major compromise, the Great Compromise that came about. Now, you'll recall that the New Jersey Plan said one-house Congress, equal representation for all states. Great for the small states. The larger states had no interest in signing on to this plan. On the opposite side, there was the Virginia Plan, which 00:00:21wanted two houses of Congress. And the representation based on population, great for big states like Virginia and Pennsylvania. New Jersey and Connecticut would no way sign on to that. And a conflict ensued until the Great Compromise, the Connecticut Compromise is another name for it, where there'd be two houses of Congress, and representation in one of the houses of Congress would be based on 00:00:45population-- great for the Virginians and the Pennsylvanians or the large states. However, the second house of Congress, the Senate, would be based on equal representation for each state-- great for the smaller states of New Jersey and Connecticut. Now let's take a look at the House of Representatives today. 00:01:06Now you'll see how the number of representatives has gradually increased since 1790, 1818, 1850, as the population has gotten bigger. Now, at first there was only 65 members in the entire House of Representatives. Today there are 435 members. And what was decided that, in 1911, that the number of representatives at 435 would be capped. Section 14 00:00:01Well, with the issue of representation settled, the delegates to the Constitutional Convention moved on to the very contentious issue of slavery. And what they came up with was how to solve the slavery question. Now what they did is, they created the Three-Fifths Compromise, where each person would be counted as 3/5 of a person. 00:00:24Or to make it easier, for every 5 slaves, as you can see on the left side, that would actually count as 3 people to be counted toward representation. A second compromise that they had was the commerce power of Congress. Now you'll recall Southerners did not want Congress to have that power because they believed that they would regulate the slave trade. 00:00:46The Northerners, on the opposite side, said they should have that power, and that Congress should have the power to regulate the slave trade. So what happened was the commerce and slave trade compromise, where Congress would have the power to regulate commerce. However, Congress would not interfere with or pass any laws regarding the importation of enslaved people until 1808. Section 16 00:00:02Well, the final issue that the delegates at the Constitutional Convention had to figure out is how would they create a Chief Executive, the Executive Branch of government? Remember, they had just thrown off George III and a monarchy, so they were very hesitant about giving a specific person a lot of power. So the question they had was should the Chief Executive be 00:00:24one person or a committee? Should the Chief Executive have the same power as Congress or less? How should the Chief Executive be selected, and how long should the Chief Executive serve for? So here's what they came up with. Number one, there would be a single executive, a single person, who would serve for four years, and they had 00:00:43certain powers spelled out in the United States Constitution. However, those powers would be checked by Congress. And the Chief Executive is not chosen directly by the people but by an Electoral College, which is still the case to this day. So with this final question answered about the Chief Executive, the delegates came together at the meeting and 00:01:06signed this Constitution on September 17, 1787. And their work created a much stronger central government. But we have to remember that just because they signed it, it was not the law of the land. They had to go back to their states and get the Constitution ratified for it to become the law of the land. And it was. It was ratified by all the 13 original colonies. 00:01:31And this Constitution has guided the United States for more than 220 years. So the big question that we're going to be taking a look at, as you can see on the slide is, how did differing viewpoints and compromises lead to a new plan of government for the nation? So we're going to look at this in creating the new constitution. As we said in the warm-up, the United States was under the Articles of Confederation. 00:00:18However, everyone, especially George Washington, realized that it was just not working. They needed to do something new. We're going to take a look at the meeting of the minds, if you will, the people, the delegates who came together to create this brand-new form of government called the Constitution. They had differing viewpoints-- 00:00:37from the South versus the North, the industrialized versus the agricultural areas. And we're going to look at how those two sides came together, the compromises they had. But first, let's take a look at the meeting of the minds and who came together at this Constitutional Convention. Section 2 00:00:01Now, we've already seen how George Washington was very concerned about the ineffectiveness of the Articles of Confederation at work. That also included James Madison, who we're going to look at a later. Now all these issues with the Articles of Confederation and their lack of ability to govern the new United States came to a head with Daniel Shays and Shays's Rebellion. 00:00:24He was a Revolutionary War veteran, and he was protesting high taxes. And he actually led a rebellion that the United States was unable to put down. And so because of that ineffectiveness of the government to even put down a rebellion in its own territory, a Grand Convention was called to revise the articles in 1787. 00:00:45And soon, that Grand Convention became a Constitutional Convention. Now, let's take a look at this Constitutional Convention. Now, they met Independence Hall in Philadelphia, which was the exact same place where the Declaration of Independence was signed in 1776. But the Constitutional Convention started on May 25 in 1787. 00:01:09It included delegates from 12 states. Rhode Island did not send delegates. They were afraid that this Constitution would create a strong national government, and they were terrified of that. So they did not send to delegate. So it included 55 total delegates from all over the United States at this time. 00:01:27Now, let's look at the main players, if you will. The first one was George Washington. He gave the meeting legitimacy. Without his support, the Constitution that they came up with would, like you said, have no legitimacy, no backbone. But with Washington there, it really gave emphasis to the meeting. 00:01:44The second person that was extremely important was James Madison, referred to as the Father of the Constitution. As a matter of fact, before the Constitutional Convention took place, he spent months at his home in Montpelier studying different constitutions, differ republican forms of government in the world and in the historical context. Finally-- 00:02:08Benjamin Franklin who provided a wit. And he really helped to diffuse tensions that rose during this summer of 1787. So first, before they all met, they had to establish rules. And the delegates agreed the following-- that each state would have one and only one vote. It wouldn't matter if it was a huge state or a small state. They would only have one. 00:02:30George Washington, he would lead the convention. He'd be the president of this convention. In addition, their discussions would be kept in secret. And the reason for this is that it would allow delegates to change their mind, or if they thought something needed to be improved, they could voice their opinion without having to worry about the rest of the nation discovering what they had said. 00:02:51In addition, the Articles of Confederation would be scrapped. They would be thrown aside, and a brand new government would have to be created. Section 4 00:00:01Now the delegates did not agree on much during this convention, which we'll see, but they did agree on some of the basics. The first one is that this new government they're creating should have three separate and distinct branches-- a the legislative branch, which would legislate, or make, all the laws. It would have an executive branch which would carry out 00:00:21those laws that the legislative branch had just made. Also, they would have a judicial branch which would decide if laws had been broken and if laws abided by the constitution that they had just created. So the delegates agreed that congress would have a legislative branch, but they disagreed about so many other issues that we're going to dive into next. Section 6 00:00:02The big question we're looking at today is how did differing viewpoints and compromises lead to a new plan of government for the nation? Now, we've see now the delegates decided to scrap the Articles of Confederation and create a Constitution, a new form of government. There was a meeting of minds, such as George Washington, James Madison, and Benjamin Franklin. 00:00:22Now, let's take a look at the differing viewpoints that all of these sides came together, and the different things that they wanted to incorporate in this Constitution. Section 7 00:00:01Well, there were big decisions that had to be made and big compromises that had to be ironed out in Philadelphia. So let's look at some of these big questions that they had to solve while they were there. Number one-- should Congress be made up of one house or of two houses? Big form, a big part of contention between the two sides. 00:00:21And should every state have the same number of representatives, or should it be based on something else? Should it be state's representatives be based on state's population? Let's take a look at the first one, which was the Virginia Plan, which was done by James Madison. And what he said, he proposed that representation should be based on population. 00:00:41Meaning that the bigger the population of the state, the more representatives it should have. He wanted it to have a bicameral, or two houses in Congress. And like we said, it was based on representation, so bigger states like Pennsylvania and Virginia, they loved this plan. Now, I know you're already coming up with the question of 00:01:01what about the small states? Would they like this? Absolutely not. It's completely opposite. So the second plan that was proposed was called the New Jersey Plan. Now, it proposed a unicameral Congress, or one house of Congress. 00:01:15And it said that every state should have the same number of representatives. That it doesn't matter if your state has a massive population like Virginia, you'll still have the same amount of representatives as, let's say, Delaware or Connecticut or Rhode Island. And obviously, you can say this was supported by the small states like Connecticut, New Jersey, 00:01:36Delaware, and Maryland. Section 9 00:00:02Let's take a look at some of these numbers and what the difference would be between the Virginia Plan versus the New Jersey Plan. Now, you can see the population. Now, Virginia had over 600,000 people during this time. New Jersey had close to 200,000. So under the Virginia Plan, Virginia would have eight representatives in each house while New 00:00:21Jersey would have two. But let's jump over to the New Jersey Plan where Virginia would have five members in Congress, and New Jersey would have the same, five members. Now, this was not fair for Virginia, which had a greater population than New Jersey. However, it's not fair for Jersey, just because it has less population, to be discounted in 00:00:42the Virginia plan. So this led to contention between the two of them. Another major point of contention was what to do with enslaved people and how should they be counted? Now Southerners, they wanted one enslaved person for one vote. So one person would be one for one. However, the Northerners said no way. 00:01:02That doesn't make sense. Because what would happen is, the Northerners claimed, was that the Southerners would just import millions of enslaved people, bump up their population, and consequently get more power in Congress. So if an enslaved person were to be counted, this would give Southern states larger populations. And if you look at this map here, you can see how Georgia, 00:01:27in the South, would have 29,000 more votes in the South. As well as Virginia would have almost 300,000 more people to be counted as representatives. So another issue that they had was the commerce power-- of should Congress have commerce power, the authority to regulate trade? Northerners said yes, absolutely. 00:01:51However, the Southerners said no. They were extremely scared that if Congress had the power of commerce, that they could regulate the slave trade. And the Southerners depended on that slave trade and for enslaved people to work on their plantations and to, basically, make their agricultural society work. So these are all big issues and big problems that had to be ironed out in the Constitutional Convention. Section 11 00:00:01So we got one more section to take a look at. Now remember the question of how the differing viewpoints and compromises lead to new plan of government for the nation. We saw how the Articles of Confederation were scrapped, that they were going to create a new Constitution. There was a meeting of minds brilliant individuals. There was many differing viewpoints over slavery, the 00:00:22converse clause. Now, we're going to take a look at the compromises that took place that allowed a Constitution to actually be written. Section 12 00:00:01Well, let's begin with the first major compromise, the Great Compromise that came about. Now, you'll recall that the New Jersey Plan said one-house Congress, equal representation for all states. Great for the small states. The larger states had no interest in signing on to this plan. On the opposite side, there was the Virginia Plan, which 00:00:21wanted two houses of Congress. And the representation based on population, great for big states like Virginia and Pennsylvania. New Jersey and Connecticut would no way sign on to that. And a conflict ensued until the Great Compromise, the Connecticut Compromise is another name for it, where there'd be two houses of Congress, and representation in one of the houses of Congress would be based on 00:00:45population-- great for the Virginians and the Pennsylvanians or the large states. However, the second house of Congress, the Senate, would be based on equal representation for each state-- great for the smaller states of New Jersey and Connecticut. Now let's take a look at the House of Representatives today. 00:01:06Now you'll see how the number of representatives has gradually increased since 1790, 1818, 1850, as the population has gotten bigger. Now, at first there was only 65 members in the entire House of Representatives. Today there are 435 members. And what was decided that, in 1911, that the number of representatives at 435 would be capped. Section 14 00:00:01Well, with the issue of representation settled, the delegates to the Constitutional Convention moved on to the very contentious issue of slavery. And what they came up with was how to solve the slavery question. Now what they did is, they created the Three-Fifths Compromise, where each person would be counted as 3/5 of a person. 00:00:24Or to make it easier, for every 5 slaves, as you can see on the left side, that would actually count as 3 people to be counted toward representation. A second compromise that they had was the commerce power of Congress. Now you'll recall Southerners did not want Congress to have that power because they believed that they would regulate the slave trade. 00:00:46The Northerners, on the opposite side, said they should have that power, and that Congress should have the power to regulate the slave trade. So what happened was the commerce and slave trade compromise, where Congress would have the power to regulate commerce. However, Congress would not interfere with or pass any laws regarding the importation of enslaved people until 1808. Section 16 00:00:02Well, the final issue that the delegates at the Constitutional Convention had to figure out is how would they create a Chief Executive, the Executive Branch of government? Remember, they had just thrown off George III and a monarchy, so they were very hesitant about giving a specific person a lot of power. So the question they had was should the Chief Executive be 00:00:24one person or a committee? Should the Chief Executive have the same power as Congress or less? How should the Chief Executive be selected, and how long should the Chief Executive serve for? So here's what they came up with. Number one, there would be a single executive, a single person, who would serve for four years, and they had 00:00:43certain powers spelled out in the United States Constitution. However, those powers would be checked by Congress. And the Chief Executive is not chosen directly by the people but by an Electoral College, which is still the case to this day. So with this final question answered about the Chief Executive, the delegates came together at the meeting and 00:01:06signed this Constitution on September 17, 1787. And their work created a much stronger central government. But we have to remember that just because they signed it, it was not the law of the land. They had to go back to their states and get the Constitution ratified for it to become the law of the land. And it was. It was ratified by all the 13 original colonies. 00:01:31And this Constitution has guided the United States for more than 220 years.

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deport: to send a noncitizen out of the country impressment: the British practice of forcing American sailors to serve in the British navy nullification: the idea that a state is not bound to follow a federal law it deems unconstitutional diplomat: A person who represents their country in a different country What challenges did the nation face during John Adams presidency, and how did it respond? That's our lesson question. As you learned in the warm up, John Adams won the presidential election of 1796. Thomas Jefferson is now his vice president. In this lesson, you're going to learn about the political divisions that Adams faced. 00:00:20First, you'll learn about the foreign affairs issues while he was president, and how the United States faced challenges. Then, you'll learn about two major laws, the Alien and Sedition Acts, and how this created division in America. Finally, you'll learn about the election of 1800, and how it affected America. But first, let's focus on the rocky start to Adams 00:00:40presidency and the foreign affairs crisis that helped trigger these troubles. Section 2 00:00:01TEACHER: John Adams was a Founding Father who led the struggle for American independence. He served as a diplomat in Europe during the Revolutionary War. He served as a representative in both Continental Congresses. And he wrote the Massachusetts Constitution. He also served as vice president during Washington's 00:00:19two terms as president. Now, some international tensions were growing. Britain and France were going to war. The US wanted to trade with both of them. As tensions grew with Britain, some things happened. First, the British were seizing American cargo. The second thing, US sailors were taken by the British Navy to serve in their Navy. 00:00:43This is called impressment. Now, in 1795, President Washington sent John Jay to Britain to negotiate a treaty. And we can see the cover of the treaty right here. There's the date-- 1795. And this treaty was signed by Britain and the US in 1795. The Jay Treaty solved some problems, but 00:01:05didn't fix all of them. Some of the solutions were the US paid all their debts to Britain. Britain had paid the US for all the ships it had seized. And Britain agreed to withdraw all troops from American soil. But a couple problems still remained. Britain didn't want the US to trade with France. And Britain refused to stop impressment. 00:01:28That's what we talked about a little bit earlier. That's where they take American sailors and force them to join the British Navy. Now, some of the reactions to the John Jay Treaty-- two parties were not in agreement with this. There's the Federalists, who liked the treaty because it supported Britain. And they were happy the US had paid all its debts to Britain. 00:01:49And the Democratic-Republicans who disliked the treaty because it supported Britain. They were more in favor of France. And they felt it didn't ask enough from Britain. Now, France also had some reactions to the Jay Treaty. They were very angered. They believed the US was not thankful for France's help during the Revolutionary War. 00:02:09And they began to seize US ships at sea. Section 4 00:00:02To smooth relations with France, the US government sent a peace mission in 1796. After snubbing the American diplomats, three French officials, later known as agents X, Y, and Z, demanded a bribe of $250,000, and they also demanded millions of dollars worth of loans to France. When details of France's actions became public, Americans were outraged. 00:00:26The scandal then became known as the XYZ Affair. The cartoon on this page was a British response to the event. It shows French officials bullying and treating America rudely, forcing America to hand over piles of gold and jewelry to even have a conversation. America is represented as a woman. The XYZ affair resulted in calls of war in the United States. 00:00:51In particular, Federalists wanted John Adams to declare war on France. Tensions were so high that the United States fought an undeclared war at sea with France from 1798 to 1800. But many Americans, including the president, did not want a full scale war. In effort to avoid that, Adams sent a mission to France. The French agreed to stop seizing American ships in 00:01:151800, and war was avoid. Some Federalists, however, did not agree with Adams's position and how he handled the situation. This is important to remember for later. Even Adams's own party wasn't really happy with the situation here. Section 6 00:00:01What challenges did the nation face during John Adams's presidency and how did it respond? As you learned in the previous segment, the XYZ Affair aroused strong emotions. Although war was avoided, the affair ended up increasing rivalries between the Federalists and the Democratic Republicans. Strong emotions that led some to call for war and desire for 00:00:23the Federalists to punish Democratic Republicans would lead to two acts that profoundly influenced government. They were called the Alien and Sedition Acts. Section 7 00:00:02The conflict with France deepened the divide between the Democrat-Republicans and the Federalists in the United States. The Democrat-Republicans favored France, which was not only at war, but was also facing a revolution that reminded some of the Revolutionary War. The Federalists, on the other hand, deeply feared the French Revolution in its chaos and disorder. 00:00:22The picture you see here depicts one of the thousands of executions carried out by French revolutionaries on their political enemies. Fear of immigrants, especially the French, and the conflict with the Democrat-Republicans led the Federalists to pass a series of laws in the late 1790s-- the Alien and Sedition Acts. Here's what the Alien and Sedition Acts did. 00:00:45The Naturalization Act increased the residency requirement-- the amount of time a person had to live in the United States before becoming a citizen from 5 years to 14 years. This meant that many immigrants who often supported the Democrat-Republicans had to wait longer before they'd become a citizen and vote. 00:01:04The Alien Enemies Act made it possible for the president to imprison or deport any noncitizen who the president deemed to be dangerous. To deport means to send a noncitizen out of the country. The Sedition Act made it a crime to say or write insulting or false things about the president, Congress, or the government. All these acts were designed to hurt the 00:01:29Democrat-Republicans. Section 9 00:00:00TEACHER: What was the outcome of the passage of the Alien and Sedition Acts? Well, to start with, 10 Democratic-Republicans, most of them editors or printers, were convicted under the Sedition Act. Democratic-Republicans were outraged by this act. Many members of the public were horrified that the Acts attack on free speech, and freedom of the press 00:00:23guaranteed by the Bill of Rights, and the abuse of the sixth amendment. There was much controversy about the Acts, and this hurt President Adam's approval rating. And the Democratic-Republicans were not about to take these Acts sitting down. They worked to oppose them as we'll see next. Democratic-Republicans fought back against the Alien and 00:00:44Sedition Acts. They charge at the Sedition Act violated the first amendment protection of free speech. Two leading Democratic-Republicans help lead the resistance. James Madison secretly wrote the Virginia Resolution. Thomas Jefferson secretly wrote the Kentucky Resolution. At the time he wrote this, Jefferson 00:01:04was Adam's vice president. So when he wrote this, he wasn't just criticizing the Act, he was also criticizing the president. Both resolutions called for or argued for nullification. That means that this is just totally void. The Act never happened. We need to do away with this. This was a legal idea that a State is not bound to follow a 00:01:27federal law it deemed unconstitutional. Nullification was a controversial idea, but the controversy faded as opposition to the federalists in Alien and Sedition Acts to the law no longer being enforced, and no one was charged under that Act. Now, one word I want to remember is going to be nullification. We will see that later on in the course. Section 11 00:00:00What challenges did the nation face during John Adams' presidency, and how did it respond? The Alien and Sedition Acts prompted the Democrat-Republicans to respond. They drafted the Virginia and Kentucky Resolutions and came up with the concept of nullification, the idea that states can ignore federal laws it deems unconstitutional. States' rights would rear its head again in years to come. 00:00:23However, Adams had more pressing concerns to deal with during the election of 1800. Thomas Jefferson and John Adams again faced off against each other during the election of 1800. The two rivals had competed for the presidency in the election of 1796, which John Adams won. The election of 1800 was hard fought. This time it had a different result as well. Section 12 00:00:01Like John Adams, Thomas Jefferson played a major role in the movement toward American independence. He had authored the Declaration of Independence, served as Secretary of State during George Washington's presidency, and as vice president during John Adams' presidency. As the leader of the Democrat Republican Party, he sympathized with France and attacked the policies of the 00:00:22Federalist party who supported Britain. He opposed the Federalist idea of a strong central government. He supported the rights of states. His important role in American history continued as he became the country's third president, but not until after a hard fought election. The election of 1800 once again pitted John Adams and 00:00:41Thomas Jefferson. This time, however, Adams was deeply unpopular, even in his own party. Another change from 1796 was that each party chose an official running mate who was meant to be the Vice President. This would avoid the problem that occurred in 1796 when political rivals won the two offices. 00:01:02John Adams was a Federalist with his running mate of Charles Cotesworth Pinckney. Thomas Jefferson, a Democrat Republican had a running mate of Aaron Burr. The campaign was hard fought. The main issues included the following items, the Federalist attacked Jefferson for what they said was his lack of religious beliefs and the support of the French 00:01:23Revolution. The cartoon you see here attacks Jefferson for his belief that church and government should remain separate in the United States. The eagle, symbolizing the United States, attacks Jefferson, who is ready to burn the Constitution. Democrat Republicans attacked the Federalists for increasing the size and power of the federal government. 00:01:44For example, expanding the army and the navy. Democrat Republicans also pointed out the abuses of the Alien and Sedition Acts. The contest was close, but not as close as it had been in 1796. Jefferson did receive more votes than Adams. Adams lost, but Jefferson and running mate Aaron Burr both got the same number of electoral votes. 00:02:08Remember, both were Democrat Republicans. Either way, the party would have a president. Under the Constitution, then, either Jefferson or Burr could become president. The House of Representatives had to break the tie. The House was under the control of the Federalists, who considered Jefferson their enemy. Still, Alexander Hamilton threw his support behind 00:02:30Jefferson, and the House of Representatives had to vote on who would become president. It took them six days and 36 votes, but they finally came to a decision. Thomas Jefferson would now be the third president of the United States, and Aaron Burr would be his vice president. The election of 1800 marked a critical moment in US history. It marked the first time that power shifted from one party 00:02:55to another. The peaceful transition of power is something we take for granted today, but at the time it was not a sure thing. The election lessened the power of the Federalist party in national politics. Not only did Adams lose, but the Federalists lost control of Congress. They would never regain Congress or the White House. 00:03:16The election also led to the Twelfth Amendment. Today we elect presidents in a different way, after the confusion of the election of 1800, where two candidates from the same party ran against each other. Amendments have changed the way the presidents are elected, like the Twelfth Amendment that was soon passed after the election of 1800. The electoral college is still used, which means that we vote 00:03:41to tell our electors who to actually vote for. A president and vice president are nominated by their party and are chosen together.

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Hi, I'm your instructor. Well, take a look at this drawing. Pictured here is Sir Francis Drake who was an explorer who not only explored the coast of North America but also eventually became the first Englishman to circumnavigate the world. And this drawing is his arrival in what is today present day South America. 00:00:20 And we can see the clash of cultures that are occurring. We have American Indians here who seem to be fascinated with the hats of the Europeans. You can see that they're carrying bows and arrows and long spears while we have much more formidable weapons being carried by the Englishman and other Europeans. They have long pikes. They have weapons. 00:00:41 And it shows you the clash of cultures that's going to occur as the two people begin to interact with each other. So in this lesson, we're going to talk about this interaction. It's called Explorers and American Indians. And let's start by taking a look back at what happens when the first European arrived in the new world, Christopher Columbus. Section 2 00:00:00 Well, remember Columbus arrived in the Americas in 1492. And most of his interaction with American Indians occurred on the island of Hispaniola. And you can see in this photo here we have Columbus arriving along with a Spanish missionary who is there to convert American Indians to Catholicism. Now at first, the native people, the American Indians, 00:00:23 were very, very friendly. They wanted to trade. And Columbus described them as simple, especially with regard to military tactics. So it's obvious that Columbus immediately is thinking about how difficult it was going to be to conquer these people. And of course he felt that it would not be difficult at all. And one big reason why is the weapons that the Spanish 00:00:45 have-- like the sword that you see here, they had horses, they had guns. Very, very different from the weapons used by the American Indians on Hispaniola. So the American Indians are at a huge disadvantage. Now on top of that, Columbus believed that they could be converted to Christianity. And we know this is an important part of Spanish 00:01:03 colonization. And what we'll be talking a bit more about that in your lesson today. So let's take a look at what else Columbus did. He is going to order his crew to capture some of the American Indians on the island and take them back to Spain. Now the reason he wants to do this is so they can learn Spanish and he can take them back with him on later voyages 00:01:25 and use them as translators. Remember, a translator is someone who can speak two different languages and can help people communicate because they know both languages that the parties are speaking. So Columbus is going to enslave the Taino. This is the group of American Indians on Hispaniola. He's going to also make them work to find gold. 00:01:49 And of course we know that's going to have disastrous consequences. They're going to work these people very, very harshly. And Columbus is actually going to be imprisoned for his treatment of the American Indians on Hispaniola. He's also going to start sending more and more enslaved Taino back to Spain. Section 4 00:00:00 Well, now let's take a look at our lesson objectives. By the end of the lesson, you should be able to explain the effects of Spanish missions on American Indians and their cultures, analyze the reasons for hostility between eastern American Indian groups and English settlements, and describe French trade and settlement along the St. Lawrence River and the effects on American Indians in the region. assimilate: to encourage or force people to abandon their own cultural characteristics and adopt the characteristics of a new group conquistadors: the Spanish military leaders who conquered American Indians during the 1500s coureurs des bois: the early european traders in North America missionary: a person who seeks to spread religion in a distant land Now let's take a look at our lesson question, what effect did European contact have on American Indians? So in this lesson what we're going to do is compare the treatment of American Indians amongst three groups; the Spanish, the English, and the French. And we're going to see how the different approaches by these three groups are going to impact American Indians in each region. 00:00:24 So we're going to start by looking at Spanish explorers and missionaries, then we'll look at English colonists, followed by French trappers and traders. But we're going to start by reviewing what we know about Spanish explorers and the missionaries, and their treatment of American Indians. Section 2 00:00:00 Well, let's start by taking a brief look at Spanish exploration. Remember, in the late 1400s, Spanish explorers called conquistadors went to the New World. And these are generally the sons of noblemen. And they're coming to the New World looking for gold primarily but also to spread Christianity and win glory for themselves and for their nations. 00:00:22 Now, of course, the impact of the Spanish is going to be very, very severe. Because they are going to enslave American Indians and exploit them. And exploit means to take advantage of them. They are going to spread deadly diseases. That's going to result in some very significant population declines as a result of those diseases. 00:00:44 Because remember American Indians had no immunity to those diseases. And they're also going to replace American Indian cultures with their own. And that's really what we're going to be learning about now. That's the focus of our study. How did the Spanish put their own culture 00:01:01 onto American Indians? And how did the American Indians' culture change as a result? Section 4 00:00:00 Now, by the 1500s, the Spanish are starting to colonize the mainland of the North and South American continent. And they've built settlements in present-day Mexico, in present-day Latin America. So they're interested in expanding their territory as much as possible. So starting in the 1500s, we see Spanish explorers starting to arrive in what is today the United States to 00:00:22 claim lands for Spain. So let's take a look at some of these explorers. We have Ponce de Leon in orange and Narvaez in green. They both explore and claim parts of Florida for Spain. We have Hernando de Soto, who goes on an extensive journey in the American Southeast. And they are claiming what is today present-day Alabama, Mississippi, Georgia-- 00:00:44 this land for Spain. De Coronado, who's going to explore the American Southwest, including states like New Mexico and Arizona. And these expeditions are going to result in conflict with American Indians. But they're not able to settle in these regions at first. They believed it was just too far away from the heart of the Spanish Empire in the Americas, which was located in 00:01:06 present-day-- Mexico City was the largest colony. And so they felt that it probably wasn't possible to do under these circumstances. So they needed a new system. And that was the Spanish mission system. Now, missions, in order to encourage settlement in these rather remote regions, had to be self-contained. 00:01:26 That meant that they had to provide all of their own goods and services because it was simply too far to trade. So they had their own churches, schools, and farmland. And they had three goals-- first, to convert American Indians to Christianity. Now, the Spanish monarchs in the 1500s and 1600s were devout Roman Catholics. 00:01:45 And they believed it was their Christian duty to convert American Indians to this particular faith. So that's a very important charge of the missions, to encourage American Indians to become good Christians and good Catholics. They also-- and this is very, very important-- want to teach the American Indians the Spanish language. 00:02:07 Now, the Spanish approach to American Indians is very different from what we see the English and the French do. The Spanish are interested in making subjects of the American Indians. They want them to become citizens of the Spanish Empire. And to do that, they had to be able to speak Spanish. They had to be Catholic. 00:02:24 And this is part of the goal of the mission system. They also, again, want Europeans to settle in these areas. So they have to be able to provide them with some kind of living. They needed farmland. They needed an economy. They need to be able to trade. 00:02:37 And so to do this, they're going to promote creating food and other goods and services. So let's take a look at the mission system. Now, in the missions-- they're going to start building these missions in the 1500s. But they really don't pick up until much, much later in the 1600s and 1700s, even. 00:02:55 They're going to build these missions across the United States, especially in-- not across the United States. But across the southern part of the United States you can see here, especially California, which is known for its mission system, and in Florida. And these are the two areas where we see a lot of Spanish settlement in this time period. 00:03:15 Now, again, they're going to do this in order to colonize the Americas in order to claim more land for Spain. But again, their other big goal is to help American Indians assimilate into the Spanish way of life. And assimilate means you're going to embrace another culture in order to fit in to a society. And that's what American Indians are being asked to do-- 00:03:38 to learn Spanish, to become Christian, and abandon their own beliefs and their own culture so they can function more appropriately in Spanish society. So let's take a look at how American Indians are attracted to the missions. The missions are going to offer food, clothing, and shelter, as well as protection. And in return, American Indians agreed to observe 00:04:03 Spanish customs, work at the mission, and again, learn about and convert to Christianity. So as a result, when American Indians came to live at the mission, they would receive instruction in the Catholic faith. Again, they'd learn to read and write in Spanish and attend religious services. So they attend daily mass, for example. 00:04:24 On top of that, they also needed to work. So they might be asked to work in the field or learn a trade like carpentry. So let's take a look at the impact of the missions. So of course, there are both positive and negative effects of the mission life. And the one big interesting fact about this is that the American Indian culture is going to be disrupted. 00:04:46 And in many cases, it's going to be abandoned altogether. So what happens is American Indians and Spanish colonists are going to intermarry. They're going to have children. And we have the creation of a new ethnic group called the mestizo group. And this particular group that dominates this region of the world today-- 00:05:06 Central and South America-- have Spanish heritage, and they also have American Indian heritage and some other European countries as well-- Portuguese and Dutch and so forth. So we see the creation of this new culture altogether that blends American Indian cultures with European culture, such as the Spanish culture. So that's one very interesting fact. 00:05:30 But as a result, the American Indian culture that had existed prior to the arrival of the Europeans has been almost decimated. Very few groups of people still practice traditional American Indian ways of life. And full-blooded American Indians make up a very small portion of the population of this part of the world. On top of that, of course, we know that American Indians 00:05:54 were very susceptible to European diseases. And as a result, some historians estimate that the population of the Americas-- the American Indian population declined as much as 90%. So this, of course, is another very important and significant negative impact of this particular way of life. Section 6 00:00:00 Well, the mission system can still be seen in the United States today, especially in the state of California. Now, take a look at this road. It was called El Camino Real. And it meant The King's Road. It ran along the coast of California and connected 21 missions on or near this particular road that were constructed between 1769 and 1833. 00:00:24 Now, on top of that, many modern cities were named after missions, including San Francisco, San Jose, and San Diego. Section 7 00:00:00 Well, let's take another look at our lesson question. What effects did European contact have on American Indians? Well, you now know that the Spanish assimilated American Indians into Spanish culture. They taught them Christianity. They taught them how to speak and write Spanish. They even intermarried. 00:00:19 Well, this is very different than what we see happen in the English colonies. Let's now learn what happened as English colonists landed and came into contact with American Indians in what is today the United States. Section 8 00:00:00 Now let's take a look at the English settlement patterns. Now remember, the first permanent English settlement was in a location called Jamestown in Virginia. And the English colonists in North America, no matter where they settled, tended to settle in and build English-style homes and forts, they planted and harvested crops, and they established a government very similar to what they had back in England. 00:00:24 They also produced goods that they sent back to England as well. Now colonists are going to establish their settlements all along the East Coast of what is today the United States. And as a result they're going to force American Indians off their land. And this is the pattern we see in the English colonies. 00:00:43 As the English colonies' population increases-- here's the coast of the United States-- as these settlements begin to increase, they're going to just move further and further west, and the American Indian groups are also forced further west as well. And we see this pattern continue. In colonial times, we see it in the 1700s, we see it in the 1800s. 00:01:05 It just continues until there's frankly nowhere left for American Indians to go. And it happens over, and over, and over, and over again. American Indian groups are pushed further and further and further inland. Now, on top of this, we also have the effects of European diseases. And this pattern is true all across the New World. 00:01:24 Wherever Europeans come into contact with American Indians, if someone in that European party is ill, that disease generally is going to get passed on to those American Indians. And generally with devastating results. So let's take a look at English settlers and their relations with American Indians. Now first, unlike the Spanish and to some extent the French, 00:01:45 the English had very little desire to convert American Indians to Christianity. Now course, there were a few English missionaries here and there, but we don't see the widespread conversion of American Indians like we see in New Spain, for example. They did not try to assimilate American Indians into the English way of life. They had no interest in this at all, except as, again, a 00:02:09 novelty here or there. Marriage between American Indians and English settlers was rare. That doesn't mean it never happened, but again we're not seeing any of these things happen to the same extent that we saw in the Spanish colonies, where it was very, very common. Now let's take a look at American Indians. 00:02:27 One of the issues that we see is that American Indians did not own land, and see land ownership in the same way that English settlers do. That's going to cause a great deal of confusion, and conflict between American Indians and English settlers. Because American Indians didn't think you could own land, the same way, how do you on the sky? How do you own the air that you breathe? 00:02:49 And that big cultural difference is going to cause conflict. American Indians also practice farming, but they didn't do it in the same way that the Europeans did. And of course American Indians want to protect their hunting grounds. So we see conflict constantly between English settlers and the American Indians. 00:03:07 It is ongoing, because again as the English begin to expand, they're going to encroach on American Indian territories, and generally conflict is going to result. Section 10 00:00:00 Well, now let's take a look at some times of cooperation between settlers and American Indians. I don't want to give you the impression that there was only war between colonists and American Indians and only conflict, because that's certainly not true. There are peaceful time periods in many colonies between their American Indian neighbors. And one group are the Powhatan. 00:00:23 They lived in what is today Virginia and often came into contact with the settlers at Jamestown. And of course, pictured here we have the famous Powhatan princess, Pocahontas. So when they were not in conflict, because of course that did happen too, the Powhatan and the settlers at Jamestown did cooperate. The Powhatan traded the food that they had produced for 00:00:46 metal tools. They also gave the colonists gifts. And of course everyone knows the story of the first Thanksgiving, where the Wampanoag people helped the Plymouth settlers survive. And then together they celebrated with a great feast. This particular relationship-- the Wampanoag taught settlers how to fertilize crops and how 00:01:07 to survive. Helped them hunt, helped them fish, and even created a peace treaty. So let's take a look at what some of the provisions of that peace treaty were. First, let's take a look and see where this primary source is coming from. You see it's from William Bradford. 00:01:21 He was the leader of the Plymouth colony. And he wrote a book called the History of Plymouth Plantation. And in this book he describes the provisions of this peace treaty. So he says, "with Chief Massasoit"-- who is the leader of the Wampanoag, he said they met, they had some friendly entertainment, and they also gave gifts to each other. 00:01:41 And then they made a peace with him. So what are the terms of the peace? "That neither Chief Massasoit or any of his"-- so any of his means any of his group of American Indians, of the Wampanoag-- "should either injure or do hurt to any of their people." And that's the English settlers. And it said "that if anything were taken away from any of 00:02:05 theirs"-- so if anyone has anything stolen-- "he should cause it to be restored; and by causing it to be restored"-- means he should give it back-- "and they should do the like to his." So basically what this is saying is that there is a peace treaty between the English settlers at Plymouth and the Wampanoag. 00:02:23 And the leader of the Wampanoag, whose name is Chief Massasoit, has agreed that, number one, that we're not going to hurt each other. That's the first thing. And secondly, we're not going to take anything of each other. And if something gets stolen, it's up to the leaders to make sure that those goods are returned. Section 12 00:00:00 Now although the settlers did on occasion have peaceful relations with local American Indian groups, there was also often widespread conflict. And now we're going to take a look at the same two groups of Indians-- the Powhatan and the Wampanoag-- and take a look at times of conflict. So let's look at Virginia first and the Powhatan. 00:00:17 And again, one of the big issues occurs with the introduction of tobacco. Tobacco made the land worthless after just a few seasons. And so the settlers are constantly looking for new land. And they are encroaching on Powhatan's land. So eventually the Powhatan are going to fight back. 00:00:34 And the most significant event occurs in 1622. The Powhatan leaders are going to attack the Jamestown settlement. Sometimes in colonial literature it was called the Jamestown Massacre because 1/4 of the colony's population was killed. Of course, in retaliation the colonists are going to attack Powhatan Indian villages and hundreds of Powhatan are 00:00:59 killed as well. And the conflict will go on for about 10 years. And fighting again will resume in 1644. So fighting between colonists and American Indians was all too common. The most significant of these conflicts, however, is called King Philip's War. Now it was called King Philip, this was the English name 00:01:19 given for the Wampanoag chief whose name was Metacomet. And this war is going to result in significant impacts on both sides. The Wampanoag start raiding English villages and settlements in Massachusetts, so the colonial militia are going to attack Wampanoag villages. And as a result, about 600 settlers and more than 3,000 American Indians are killed. 00:01:45 So this is one of the more significant conflicts between settlers and American Indian groups. And again, this is King Philip's War, which occurred in the 1675 to '76 in Massachusetts. Section 14 00:00:00 Well now let's take another look at our lesson question. What effects did European conflict have on the American Indians? And you now know how the Spanish treated American Indians. They assimilated them into Spanish culture. And you now know that the English settlers often came into conflict with American Indians primarily over land. 00:00:18 Well now we're going to take a look at the French approach to the American Indian groups in their area. How is this different from what we see with the Spanish and English colonies? Section 15 00:00:00 Well, the French too are going to explore in the present-day North America. And they are going to claim land throughout southern Canada, the American Great Lakes region, as well as down into what is today Missouri, Illinois, and that region of the central United States. Now a man named Champlain founded a settlement at Quebec in 1608. 00:00:21 And you can see him pictured here. And the French are going to build their colony on the trade of furs. Now in order to accomplish this, French fur traders-- called coureurs des bois-- are going to travel into the interior of New France and they're going to make contact with local American Indian groups. 00:00:39 And they're going to trade French goods-- things like glassware, cooking wear, and even weapons-- for animal furs, primarily beaver which are very, very lucrative back in Europe because they can be made into hats. Now in order for this relationship and this trading to expand and to work well, the French had to get along very well with their American Indian groups 00:01:03 that they traded with. So in order to do that, they are actually going to learn American Indian custom. They're going to learn American Indian languages in order to facilitate the growth of this relationship. Because remember, the colony's success depended upon having good relations with American Indians. Now we're going to see this same approach taken by 00:01:23 missionaries. Now Jesuit missionaries-- these are French. Again, they are Roman Catholic missionaries-- are going to start to arrive in the 1600s. And you can see a picture here of a Roman Catholic missionary speaking with local American Indians. And they're, as well, going to spread the Christian faith 00:01:43 among American Indian groups. And in order to do that, they're going to join American Indian tribes and they're going to learn American Indian custom and languages. So again, a very different approach to missionary work that we see from the Spanish. Jesuits instead are going to join the tribes. They're going to try to act and fit in 00:02:04 with American Indians. And then also try to convert them to Christianity in that gentler way than we saw what the Spanish did. Section 17 00:00:00 Now let's talk about the impact of what's going on in New France on American Indian groups. Remember, in exchange for furs, the French are trading European goods. And it includes everything from clothing to glassware, metal tools, brass kettles, fabric, guns, and alcohol. And American Indians are going to become very dependent upon this trade because they cannot make these goods themselves. 00:00:23 So as a result, they start competing with each other to provide furs for the French. And they're also, again, making fewer things themselves. So let's see what happens with this increase in competition. So what happens again-- many of these goods are very lucrative amongst American Indians. 00:00:39 So they start competing with each other for furs. And the demand for the furs is going to increase. So as a result, animals become scarce. And so Indian animal hunters are forced to travel further and further and further inland in order to acquire enough animals to trade with the French. And American Indian groups as a result are going to come in conflict with each other for their access to 00:01:03 trade with the French.

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