the struggle over foreign policy prepare to read...witness history audio section the struggle over...

198 The New Republic

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ObjectivesAs you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

• Explain how territorial expansion brought Americans into conflict with the British and with Native Americans.

• Describe American relations with Britain, France, and Spain.

• Analyze how the political parties’ debates over foreign policy further divided them.

Prepare to Read

Background KnowledgeAsk students to recall why the first political parties formed. Ask them to predict how well they think the parties will work together during crises that the nation will face.

Set a Purpose� WITNESS HISTORY Read the selec-

tion aloud, or play the audio.

Witness History Audio CD, A Great Orator Speaks

Ask According to Red Jacket, how were the Native Americans treated in the peace treaty of 1783? (They were not considered at all.) What effect did this have on U.S. relations with Native Amer-icans? (It prevented peace because Native American interests were not considered.)

� Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this ques-tion as they read. (Answer appears with Section 2 Assessment answers.)

� Preview Have students preview the Section Objectives and the list of Terms and People.

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Using the Paragraph Shrinking strategy (TE, p. T20), have students read this section. As they read, have students identify supporting details about early U.S. foreign policies. Reading and Note Taking Study Guide

Use the information below and the following resource to teach students the high-use word from this section. Teaching Resources, Vocabulary Builder, p. 11

High-Use Word Definition and Sample Sentence

unify v. to bring together; to make into one unitAt first, George Washington’s presidency was able to unify the country.

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WITNESS HISTORYWITNESS HISTORY AUDIO

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The Struggle Over Foreign PolicyObjectives• Explain how territorial expansion brought

Americans into conflict with the British and with Native Americans.

• Describe American relations with Britain, France, and Spain.

• Analyze how the political parties’ debates over foreign policy further divided them.

Terms and PeopleLittle TurtleBattle of Fallen TimbersFrench RevolutionJohn JayXYZ Affair

Alien and Sedition ActsVirginia and Kentucky

resolutionsAaron Burr

Reading Skill: Identify Supporting Details Record details about early U.S. foreign policies in a chart like this one.

Why It Matters In addition to building a government, makingpeace with Native Americans, and maintaining control over expandedborders, the young United States had to establish itself in the interna-tional community during a volatile time. By 1793, Britain and Francehad resumed war, and both threatened efforts by the United States tostay neutral. Debate over America’s response to a war and to arevolution in France affected the nation’s foreign policy as well asits domestic structure. Section Focus Question: How did foreign policychallenges affect political debate and shape American government?

Conflict in the Ohio ValleyAlthough the United States had gained a vast new territory west

of the Appalachians from the Treaty of Paris, the British kept theirforts on the American side of the Great Lakes. Hoping to limitAmerican settlement in the Northwest Territory, the British pro-vided arms and ammunition to the Miami Indians and their allies,who were actively resisting American expansion into their lands. In1790, Native Americans led by the war chief Little Turtle defeated asmall force sent by President Washington to stop attacks againstsettlers. In 1791 in the Ohio Valley, British guns helped a confeder-acy of many Indian nations, again led by Little Turtle, to crush alarger American force commanded by General Arthur St. Clair.

But the tide turned in August 1794 when federal troops led byGeneral Anthony Wayne defeated the Native American confederacyat the Battle of Fallen Timbers, named for the fallen trees that

� Washington presents Red Jacket with a peace medal (above right) at the 1792 meeting.

U.S. Foreign Policy

FranceBritainNativeAmericans

A Great Orator SpeaksIn 1792, government officials met with Native Americans in Philadelphia to discuss treaty issues and continuing skirmishes between settlers and Indians in the North-west. In response to a plea from President Washington for peace, a famous Seneca orator replied,

“When you Americans and the king made peace [in 1783], he did not mention us, and showed us no compassion, notwithstanding all he said to us, and all we had suffered . . . he never asked us for a delega-tion to attend our interests. Had he done this, a settlement of peace among all the western nations might have been effected. . . .”

—Red Jacket, 1792

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covered the battle site. Wayne’s decisive victory forced the Native Americans toaccept his peace terms. In the Treaty of Greenville, Native American leadersceded most of the present state of Ohio to the U.S. government. This also openedthe Northwest Territory to settlement.

Why was the Battle of Fallen Timbers significant?

American Relations With EuropeWhile the British were helping Native Americans take a stand against the

United States, the young nation struggled to chart a sure course in the area offoreign policy.

Responding to the French Revolution In 1789, Americans welcomednews of the French Revolution, a republican uprising in France. Grateful forFrench help during the American Revolution, Americans now saw the Frenchas fellow republicans in a hostile world of aristocrats and kings. In 1793, how-ever, leaders of the French Revolution began executing thousands of opponents,including the French king and his family. They also declared war on the monar-chies of Europe, including Great Britain.

In response, Americans divided along party lines. The Democratic Republi-cans regretted the executions but still preferred the French Republic to itsmonarchical foes. Jefferson regarded the French Revolution as “the most sacredcause that ever man was engaged in.” But the Federalists decided that theFrench revolutionaries were bloody anarchists out to destroy religion and socialorder. They suspected that the Democratic Republicans meant to do the same.

Proclaiming Neutrality By 1793, Britain and France were at war. Both Amer-ican political parties agreed that the United States was too weak to get tangledin the war and too dependent on trade with Britain, which provided nearly90 percent of American imports. That trade generated most of the federal reve-nue, which came primarily from tariffs and only secondarily from excise taxes.

Battle of Fallen TimbersAn engraving from the mid-1800s shows the 1794 battle that weakened Native American resistance. General Anthony Wayne, commander in chief of the United States Army, is shown below and on horse.

Teach

Conflict in the Ohio Valley

Instruct� Introduce: Key Term Ask stu-

dents to find the key term Battle of Fallen Timbers (in bold), and explain that it was a battle between U.S. soldiers and Native Americans. Tell students to read to find out the result of the Battle of Fallen Timbers.

� Teach Using the Think-Write-Pair-Share strategy (TE p. T23), discuss the conflicts in the Northwest Terri-tory. Ask How did the British encourage conflict in the North-west Territory? (They provided arms and ammunition to Native American groups opposing U.S. settlement.) Why did the British want to limit U.S settlement in the area? (Sample answer: The British hoped to regain control of the area or at least to limit U.S. expansion.)

� Analyzing the Visuals Have stu-dents compare the images on this page and the previous page to apply what they have learned about the conflicts in the Northwest Territory. Ask students to describe each image and then summarize the events that led to the deteriorating relationship between Native Americans and the United States.

Independent PracticeHave students create a cause-and-effect chart to summarize the conflict between the United States and Native Americans in the Ohio Valley.

Monitor ProgressAs students fill in their charts, circu-late to make sure that they understand U.S. foreign policy regarding Native American groups. For a completed ver-sion of the flow chart, see Note Taking Transparencies, B-35.

Answer

It opened the Northwest Territory for U.S. settlement.

The French and American Revolutions The French and American Revolutions were linked in many ways. French philosophers of the Enlightenment had inspired American Patriots with their views on liberty and human rights. The French had also aided the Patriots in their struggle. Without French help, the col-onists might not have won the war. However, the costs of the war strained the French economy, and the new U.S. government was in no position to pay back its debts quickly.

This financial strain, coupled with several bad har-vests in the late 1780s, left France on the verge of a widespread famine and economic collapse. The

desperate situation fueled the political instability and public outrage that led to revolution. Like the Ameri-can revolutionaries, the French rebels wrote a decla-ration of independence. Called the Declaration of the Rights of Man and of the Citizen, it promoted many of the same ideals as the American Declaration of Independence, including the rights to liberty, equality, and property. The revolutions of France and the United States shared many ideas, but had very differ-ent outcomes. Historians have often turned to these two events to illustrate the sometimes fragile nature of political transformation.

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American Relations With Europe

Instruct� Introduce: Key Term Write the

key term French Revolution on the board. Ask students to predict how Americans might respond to a revo-lution in France, considering that the French had recently helped Americans during theirs. Have stu-dents read to find out whether their predictions were accurate.

� Teach Ask How did the two political parties differ in their views of the French Revolution? (The Democratic Republicans sup-ported it. The Federalists did not support it because they believed that the revolutionaries were anarchists.) On what did the two parties agree? (that America should stay neutral in the war between France and Britain) How did their views on the French Revolution reflect the philosophies of the parties? (The Democratic Republicans sup-ported weak federal government and the ideals of liberty the French revo-lutionaries put forth. The Federalists supported a strong federal govern-ment to maintain order and believed that the French revolutionaries had no respect for order.) Why was it important for the United States to sign a treaty with Spain? (Spain controlled the Mississippi River and the port of New Orleans, and the United States wanted to ensure a free flow of trade for Ameri-can goods.) What do you think were Washington’s greatest achievements as President? (Pos-sible response: He unified the nation and set many important presidential precedents, especially when he gave up the presidency after two terms.)

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Have students conduct research on the French Revo-lution and take on the roles of members of George Washington’s Cabinet to conduct a discussion about what position, if any, the United States should take on the French Revolution.

At the end of the discussion, students should come to an agreement about what stance the United States should have taken and then should evaluate whether greater U.S. involvement in the conflict might have changed history and, if so, in what ways.

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INFOGRAPHIC

Americans DebateAmericans Debate thetheFrench RevolutionFrench Revolution

As the French Revolution grew increasingly violent, American debate about it sharpened along party lines. Jefferson and his followers praised the Revolution, while Hamilton and other Federalists opposed it. Newspapers like the one on the far right (top) stoked the fires of the debate.

The Democratic Republican ResponseThe Democratic Republican ResponseJefferson penned the introduction to a treatise Thomas Paine wrote defending the French Revolution (far left), which sold a million and a half copies. Though the Democratic Republicans decried the violence, they believed it was necessary to bring about democracy. Jefferson wrote about the bloodshed in 1793: “Were there but an Adam and an Eve left in every country, and left free, it would be better than it is now.”

� A 1789 French painting shows revolution-aries planting a “liberty tree” in France.

AUDIO

If the United States entered the conflict, it could bankrupt the federal govern-ment. In 1793, President Washington, therefore, issued a proclamation of Amer-ican neutrality, which became a foundation of American policy toward Europeuntil the twentieth century. The powerful British navy tested that neutrality byseizing American ships trading with the French colonies in the West Indies.Those seizures added to American outrage at the British policy along the newnation’s western frontier.

Signing Treaties With Britain and Spain To avoid war with Britain,Washington sent Chief Justice John Jay to London to negotiate a compromisewith the British. In the Jay Treaty of 1794, the British gave up their forts onAmerican soil, but they kept most of their restrictions on American ships. Thetreaty also required Americans to repay prewar debts to the British. Washing-ton and the Federalists favored this compromise, but the Democratic Republi-cans denounced the Jay Treaty as a sellout. After a heated debate, the Senatenarrowly ratified the treaty, keeping the peace.

In 1795, the United States also signed a treaty with Spain. American settlersneeded to move their goods down the Mississippi River to New Orleans, wherethey could be shipped to markets in the East. But, Spain controlled theMississippi River and New Orleans. To ensure a free flow of trade, an Americandiplomat, Thomas Pinckney, negotiated a favorable treaty with the Spanish,who feared that an Anglo-American alliance might threaten their Americanpossessions. Pinckney’s Treaty guaranteed Americans free shipping rights on



� Quick Activity Draw students’ attention to the Infographic on these two pages and have them answer the Thinking Critically questions. Then, discuss with students the opposing viewpoints shown in the images in the Infographic. Ask students to use the information in the feature to cre-ate a compare-and-contrast chart summarizing the positions of the two U.S. political parties on the French Revolution.

Independent PracticeHave students read the Primary Source: Analyzing Washington’s Fare-well Address worksheet and answer the questions that accompany it. Teaching Resources, p. 18

Monitor ProgressAs students complete the worksheet, circulate to ensure that students are able to interpret the language of the address correctly.

Answers

Treaty of Greenville, the Jay Treaty, Pinckney’s Treaty

Thinking Critically1. Sample response: The first suggests that it

was planting liberty in the country. The second suggests that it was a violent and bloody conflict.

2. The Democratic Republicans’ support of the French Revolution reflected their dis-trust of a strong central government and the need to protect human rights. The Federalists’ opposition to the French Revo-lution reflected their desire for a strong central government, order, and stability.

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Have students read the Primary Source: Farewell Address worksheet and complete the questions. As they read Washington’s Farewell Address, encourage students to circle any unfamiliar words in the speech and look them up in the dictionary. Ask students to

write a definition in their own words for each word in the speech they circled. Then, tell students to write sentences using the words to discuss content in this section. Teaching Resources, p. 17

The Federalist Response The Federalist ResponseWhile the Federalists sympathized with the French drive for democracy, they distrusted the common people who were bringing it about. Adams wrote that public affairs should be left to “the rich, the well-born and the able.” In cartoons like the one above on the right, Federalists attacked Jefferson for worshipping the French and destroying the American Constitution.

A 1792 French painting captures �

the violent side of the Revolution.

the Mississippi River and access to New Orleans. The treaty also establishedthe northern boundary of Spanish Florida.

The removal of British forts, victories over Native Americans, and secureaccess to New Orleans encouraged thousands of Americans to move westward.By 1800, nearly 400,000 Americans lived beyond the Appalachian Mountains.By selling land to these settlers, the federal government gained revenue thathelped to pay off the national debt.

Washington’s Farewell In 1792, Washington had won reelection withoutopposition, but he declined to run again in 1796. In ailing health, he longed toescape the political turmoil by returning to his beloved plantation, Mount Ver-non. He also recognized that the young nation needed him to set an example bywalking away from power, proving that he was no king. His voluntary retire-ment after two terms set a precedent honored by all Presidents until the 1940s.

Washington retired with a record of astounding achievements. On the fron-tier, the Indians had been defeated, the western lands opened to settlement, andthe Whiskey rebels suppressed. He had kept the nation out of the war inEurope. A booming foreign trade boosted tariffs, which funded the governmentand the national debt. Many historians have concluded that without Washing-ton’s skillful leadership, the nation may not have survived the harsh tests of theearly 1790s. In a farewell address, Washington offered sound political advice forhis successors, calling on them to temper their political strife in favor of nationalunity and to avoid “entangling alliances” that might lead to overseas wars.

What treaties were signed during Washington’s presidency?

Thinking Critically1. Identify Point of View What do each

of the paintings suggest about their authors’ viewpoints toward the French Revolution?

2. Recognize Ideologies What did the parties’ response to the Revolution reveal about their basic ideas regarding political power and government?



The Parties Debate Foreign PolicyThe Federalist candidate, John Adams, narrowly defeated Thomas Jefferson

in the 1796 presidential election. The nation voted along regional lines, withJefferson winning most of the southern electoral votes and Adams carryingalmost all of the northern states. Due to an awkward feature of the Constitu-tion, Jefferson, as the second place finisher, became Adams’s Vice President.

Adams Confronts Crisis With France Although honest and dedicated,Adams could also be stubborn and pompous. Lacking tact, he made few friendsand many enemies. Those foes included Hamilton, who had retired from publicoffice but who tried to control the Federalist Party and the national governmentfrom behind the scenes. His meddling weakened the Adams administration.

A French crisis briefly unified the nation. The Jay Treaty of 1794 hadoffended the French as a betrayal of their 1778 treaty of alliance with theUnited States. To show their irritation, in 1796 the French began seizing Amer-ican merchant ships. Adams sent envoys to Paris to negotiate peace. But threeFrench officials—known in code as X, Y, and Z—demanded humiliating terms,including $250,000 in bribes. Adams broke off negotiations. Called the XYZAffair, the insult roused public sentiment against France. In 1798, the Federal-ist majority in Congress expanded the army and authorized a small navy, whichwon some surprising victories over French warships. To pay for the expandedmilitary, Congress imposed unpopular taxes on stamps and land.

The Alien and Sedition Acts The Federalists exploited the war fever bypassing the controversial Alien and Sedition Acts in 1798. The Alien Act autho-rized the President to arrest and deport immigrants who criticized the federal

government. Because most immigrantssupported the Democratic Republicans,the Federalists made it difficult for themto become citizens. The Sedition Act madeit a crime for citizens to publicly discreditthe federal government. Arguing that crit-icism undermined trust in the government,the Federalists used this act to silence Dem-ocratic Republican opposition.

The Sedition Act did allow juries toacquit defendants who could prove the lit-eral truth of their statements. But thatstill put the burden of proof on the defen-dants, reversing the tradition of presum-ing someone innocent until proven guilty.In the end, the federal government con-victed ten men of sedition, including thosein Massachusetts who erected a libertypole comparing the Federalists to theLoyalists who had supported the Britishking.

The Virginia and Kentucky ResolutionsIn two Democratic Republican states, thestate legislatures passed controversialresolves in response to the acts. Written byJefferson and Madison in 1798 and 1799,the Virginia and Kentucky resolutions

Fighting Over the Sedition Act A 1798 cartoon shows a fight that broke out in Congress between Federalist Roger Griswold (with cane) and Democratic Republican Matthew Lyon (with tongs). Lyon, the first person tried and jailed under the Sedition Act, was considered a Demo-cratic Republican hero and won reelection while in his jail cell.What is the cartoonist’s view of Congress during the Adams administra-tion? How can you tell?

Analyzing Political Cartoons

Vocabulary Builderunify–(YOO nuh fì) v. to bring together; to make into one unit

The Parties Debate Foreign Policy/The Election of 1800

Instruct� Introduce: Key Term Ask stu-

dents to find the key term XYZ Affair (in bold) in the text, and use the Color Transparency: The XYZ Affair to explain that it was a scan-dal concerning the French govern-ment during the administration of John Adams. Color Transparencies A-22

� Teach Ask How did Adams com-pare with Washington? (Adams was dedicated to the country but not as well-liked as Washington.) How did U.S. policy toward France change under Adams’s adminis-tration? (The former allies became enemies as a result of conflict on the seas and the XYZ Affair.) Have stu-dents examine the political cartoon and answer the questions that accompany it. Ask Were the Alien and Sedition Acts justified under the circumstances? Explain. (Example: No; they were tools to sup-press political opposition, and no emergency is important enough to take away the right to free speech.) Why do you think the Framers did not foresee the problem that emerged during the election of 1800? (Sample answer: They probably did not think that a tie would occur.)

� Analyzing the Visuals Direct students’ attention to the map on the next page. Ask them to point out which geographic locations sup-ported the Democratic Republicans and which supported the Federalists.

Independent PracticeHave students read the Biography: John Adams worksheet and answer the questions. Ask students to write a few sentences explaining how Adams’s personality both helped and hindered him. Teaching Resources, p. 16

Monitor ProgressAs students complete their worksheets, circulate to make sure that they under-stand how Adams’s experiences affected his political choices.

Answer

Analyzing Political CartoonsFactionalism between the parties was destructive and out of control; the image portrays Congress as ridiculous with mem-bers who were prone to violence.

Congressional Pugilists Little is known about the political cartoon on this page “Congressional Pugilists.” The Library of Congress has three original copies of the print, all inscribed with “Congress Hall, in Philada. Feb.15.1798.” Given Philadelphia’s role in government and the active press in the city, it was probably published there. The cartoon portrays an actual altercation between Representatives Matthew Lyon of Vermont and Roger Griswold of Connecticut. The two men exchanged insults. Then, Lyon spit on Griswold, and they came to blows. Although such an incident might have ended their political careers, each man continued in public service for the rest of his life.

An Irish immigrant, Lyon enjoyed a series of firsts: he was the first member of have an ethics violation charged against him following the Griswold incident. He was the first (and only) Congressman elected while in jail, where he landed after being the first to violate the Alien and Sedition Acts. He was also the first Congressman to serve two separate states, Ver-mont and Kentucky, where he moved in 1801.

Griswold left Congress in 1805 to serve in the Connecticut state government, first as a supreme court justice, then as lieutenant governor, and finally as governor until his death in 1812.

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Assess and Reteach

Assess Progress� Have students complete the Section

Assessment.

� Administer the Section Quiz. Teaching Resources, p. 23

� To further assess student under-standing, use Progress Monitoring Transparencies, 43.

ReteachIf students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide

Adapted Reading and Note Taking Study Guide

Spanish Reading and Note Taking Study Guide

ExtendSee this chapter’s Professional Devel-opment pages for the Extend Online activity on patriotic music of the early republic.

Answers

an incident in which French officials demanded humiliating terms from U.S. envoys that were trying to negotiate peace

The election of 1800 was much more hotly contested than that of 1796 and ended in a tie; however, in 1800, two men of different parties were not forced to serve together, as had happened in the 1796 election.

Section 2 Assessment

1. Sentences should demonstrate students’ understanding of the relationship between each of the terms or people and American foreign policy in the 1790s.

2. Foreign policy issues, such as the French Revolution, further divided the two par-ties, polarized the government, and caused deep conflicts.

3. Concept webs should focus on one topic from the section and then indicate which outer circle students believe would be a manageable idea for a research paper.

4. Possible response: The British probably wanted to protect their own interests in North America and may also have thought that Native Americans had a right to retain their lands in that area.

5. The Federalists, who believed in a strong federal government, order, and stability, wanted to avoid foreign conflicts and to ally themselves with countries that could help the United States economically, such as Britain. The Democratic Repub-licans, who distrusted strong federal government and were concerned with protecting liberties, wanted to ally them-

selves with countries that shared the same principles, such as revolutionary France.

6. Sample response: Hinder—A President and Vice President from different parties might be unwilling to support each other’s policies, causing division in the administration.

For additional assessment, have students access Progress Monitoring Online at Web Code nca-1621.

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Assessment

declared the Sedition Act unconstitutional. Theresolves even hinted that states had the power tonullify federal laws that were unconstitutional.Though this doctrine of nullification threatened todissolve the union, no other state legislaturesadopted it. Instead, the presidential election of 1800would decide the balance of federal power and states’rights.

What was the XYZ Affair?

The Election of 1800By 1800, the Sedition Act and the new federal

taxes had become very unpopular. Sensing thattrend, in 1799 Adams had suspended expansion of thearmy and sent new diplomats to France to seek peace.Those moves angered many Federalists, includingHamilton, who worked to undermine Adams’s reelec-tion. Adams lost the heated election to Jefferson.

Jefferson and his running mate, Aaron Burr, tied.The voters had meant for Jefferson to become Pres-ident and Burr to become Vice President. Butbecause the Constitution did not then allow a distinc-tion between electoral votes, the House of Represen-tatives had to decide between the two. Hamiltonpreferred Jefferson, so in early 1801 the Federalistcongressmen allowed Jefferson to become Presi-dent. This peaceful transfer of power from one partyto another set a valuable precedent. To avoidanother electoral crisis, in 1804 the Constitution was amended to require elec-tors to vote separately for President and Vice President. Offended by Hamilton’scriticism, Burr killed him in a duel in 1804.

Compare the election of 1796 to the election of 1800.

Progress Monitoring OnlineFor: Self-test with vocabulary practiceWeb Code: nca-1621

Comprehension1. Terms and People What is the

relationship between each of the following terms or people and American foreign policy during the 1790s?• Little Turtle• Battle of Fallen Timbers• French Revolution• John Jay• XYZ Affair• Alien and Sedition Acts

2. Reading Skill: Identify Supporting Details Useyour completed chart to answer the Section Focus Question: How did foreign policy challenges affect political debate and shape American government?

Writing About History3. Quick Write: Narrow Your Topic

Choose a topic from this section to research. Then, narrow it down by creating a concept web. Choose one of the outer circles as a manageable topic for a research paper.

Critical Thinking4. Identify Central Issues Why did

the British support Native American resistance to westward expansion in the United States?

5. Recognize Ideologies How did American debates about foreign policy in the 1790s reflect the beliefs of the political parties?

6. Draw Inferences Does having a President and Vice President from different parties help or hinder government? Explain.

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Thomas Jefferson—Democratic Republican (DR-J)Aaron Burr—Democratic Republican (DR-B)John Adams—Federalist (F-A)Charles Pinckney—Federalist (F-P)John Jay—Federalist (F-J)

Candidate and Party

Presidential Election of 1800



George Washington: Farewell Address

Objectives• Identify the main ideas in a primary

source.

• Understand how a primary source reflects the time in which it was created.

• Explain the significance of Washington’s Farewell Address.

Background KnowledgeAsk students to recall the development of political parties during Washing-ton’s administration and the results of that development. Tell students to continue reading to find out what Washington thought about political parties.

InstructDirect students to read the introduc-tion at the top of the page. When they have finished, ask What was the pur-pose of this speech? (to advise future Presidents on the basis of Washington’s own experience) What is the main idea of this excerpt? (that political parties and foreign influences are dan-gerous) Ask students to evaluate how well they think political leaders fol-lowed Washington’s advice between 1796 and 1800.

Monitor ProgressTo confirm students’ understanding, ask volunteers to summarize the ideas in this excerpt in their own words. Dis-cuss with the class whether they think current political leaders follow Wash-ington’s advice.

Answers

Thinking Critically1. They kindle animosity, make for dissention

and violence, and create opportunities for foreign influence and corruption.

2. the French Revolution which occured dur-ing his presidency

Effects of Washington’s Address Despite the foreign policy problems that dominated the Adams administration, most political leaders took Washing-ton’s words very seriously. His Farewell Address was read annually in the Congress for decades. Starting in 1862, during the Civil War, it was again read periodi-cally in the Senate and has since been read in the Senate to mark Washington’s birthday every year since 1896. It also became one of the best-known speeches in the United States and was published in

children’s readers, engraved on watches, and woven into tapestries. After Washington’s time, the United States encountered numerous foreign policy situa-tions, but tended to avoid entanglements until national security was directly threatened, as in World War I and World War II. Washington’s words were so powerful, in fact, that the United States did not join any formal league or alliance until the beginnings of the United Nations in 1945 and the military alliance NATO in 1949.

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George Washington: Farewell AddressIn 1796, Washington decided not to run for reelection. On September 19, his Farewell Address ran in a Philadelphia newspaper. In the address Washington thanked the nation and gave his reasons for leaving office after two terms. He also offered advice to those who would come after him, based on his experience and observations. He discussed regional differences, foreign policy, and political parties with amazing foresight.

� George Washington, as painted by Gilbert Stuart in 1796

et me now take a more comprehensive view, and warn you inthe most solemn manner against the baneful1 effects of the

spirit of party generally.This spirit, unfortunately, is inseparable from our nature, having

its root in the strongest passions of the human mind. It exists underdifferent shapes in all governments, more or less stifled,controlled, or repressed; but, in those of the popularform, it is seen in its greatest rankness,2 and is trulytheir worst enemy. . . .

It agitates the community with ill-founded jeal-ousies and false alarms, kindles the animosity of one partagainst another, foments3 occasionally riot and insurrection. Itopens the door to foreign influence and corruption, which finds a facilitatedaccess to the government itself through the channels of party passions. Thusthe policy and the will of one country are subjected to the policy and will ofanother. . . .

So likewise, a passionate attachment of one nation for another produces avariety of evils. Sympathy for the favorite nation, facilitating the illusion of animaginary common interest in cases where no real common interest exists, andinfusing into one the enmities of the other, betrays the former into a participa-tion in the quarrels and wars of the latter without adequate inducement or jus-tification. It leads also to concessions to the favorite nation of privileges deniedto others which is apt doubly to injure the nation making the concessions. . . .

The jealousy of a free people ought to be constantly awake, since historyand experience prove that foreign influence is one of the most baneful foes ofrepublican government. But that jealousy to be useful must be impartial.4 . . .

Thinking Critically1. Synthesize Information

What does Washington say are the many “baneful effects” of political parties?

2. Draw Inferences Whatevent was Washington think-ing of when he warned about “foreign influence”?

1. baneful (BAYN fuhl) adj. harmful; destructive.2. rankness (RANGK nehs) n. state of being excessive and unpleasant.3. foments (foh MEHNTS) v. stirs up.4. impartial (ihm PAHR shuhl) adj. fair; not favoring one side.

Washington asked Hamil-ton to revise his farewell address; Hamilton’s version appears to the right. �

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