P02_HUS-The Young Nation’s Growing Pains

P02_The Young Nation’s Growing Pains

The activity will cover a period of time from 1789 to 1850 (with a few exceptions that may reach beyond). The period marks the initial phase of the American experiment in governance. The challenges, debates, conflicts, etc. that bookmark portions of the period act to redirect the nation’s developmental course.

This era in our nation’s history is labeled ‘The Young Nation’ in our United States History Research Primer. The nation of today is a product of the trials and tribulations of the nation that George Washington introduced to the world in 1789.

This period is marked by an endless series of ‘firsts’. It’s as if minor legal issues, immigrant rights, and Native American relations impact the nation’s development disproportionate to the scale of the event. Since they are ‘firsts’, they carry the gravitas of precedent for a nation that still has more than a century and a half to reach our present time. If we wish to explore the origins of core tenets in United States democratic philosophy, we have to venture into this period of time.

Guidance:
Phase I

1. Please open the P02_The Young Nation’s Growing Pains mindmap prepared for you by Mr.V.

2. The mindmap contains six branches labeled for the topic areas being explored. The list of topic area appears below.

01 Developing Divisions
02 Finance and Economy
03 Military Conflict
04 Technology, Innovation, Exploration
05 The National Government Evolves
06 Africans, Native Americans, Immigrants

3. Open the branch that is assigned to your group. You’ll see that questions, meant to surgically dissect the issue, have been incorporated. The events, places, or circumstances that your group will explore will pave our path to understanding the nation’s milestones as it matures. In essence, each branch of the mindmap is an example of the ‘growing pains’ the United States experiences. Each crisis shapes the nation into what we see today. But, it’ll take more than a century of crisis to do it.

4. Organize your groups.

A. Assign tasks to group members.

B. Choose how your group will collect, organize, and keep track of data collection by group members. If you decide to use a mindmap, you must share the map with Mr.V as before. If you decide to use a different application to keep your group’s research task organized, it must have ‘Can-Edit’ sharing capabilities with Mr.V.

C. Begin collecting sources that may be of use in responding to the questions. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V.

5. Phase II of the project will introduce the product of our findings: An Audio/ Visual Presentation. When the initial research phase (Phase I) ends, consider the following as you prepare the presentation:

A. Use the focus statements provided in the P02 Mindmap to analyze the data gathered. These focus statements will be of particular importance in addressing the questions that Mr.V will ask at the end of each presentation.

B. Consider the construction of your presentation. Be sure to…
-Control the balance between ‘text’ and imagery.
-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at?
-Time limit for the presentation (10 – 15 minutes)

C. Choose a group member to act as the speaker during the presentation with a ‘tech’ assistant to advance the slides in the presentation. The person you choose to speak MUST NOT HAVE PREVIOUSLY SPOKEN for your group.

The Results of P02_The Young Nation’s Growing Pains

I have made the P02 presentations created by the students of Mr.V’s US History course available for review by everyone. To see the presentations of Period 9 students, click on the link ‘Pd 09’. For Period 10 students, click ‘Pd 10’.

A compilation of questions that Mr.V asked each presenter appears below the associated topic heading.

01 Developing Divisions (Pd 09, Pd 10)

Q. Why were compromises made during the Constitutional Convention necessary if the Articles of Confederation and Perpetual Union didn’t require them?

Q. Why is the Bill of Rights critically important for the ratification of the US Constitution?

Q. How did the ‘slavery’ debate, which predated the US Constitution, become adapted to fit the Federalist v. Anti-Federalist debate?

02 Finance and Economy (Pd 09, Pd 10)

Q. Why is the nation’s growth making it difficult to to form a ‘national’ economy?

Q. Why is the the First Bank of the United States a solution and a problem for the young federal government?

Q. To what extent is the ‘America Plan’ a recognition of the nation’s “sectionalism”? How did the War of 1812 make these regional differences a ‘national’ issue?

03 Military Conflict (Pd 09, Pd 10)

Q. How is the 1811 Battle of Tippecanoe a portent for future Westward expansion by the United States?

Q. What evidence exists that Shay’s Rebellion (1786-1787) and the Whiskey Rebellion (1791-1794) were ‘symptoms’ of other issues the central government is grappling with?

Q. Aside from quelling the uprising, what was at stake for the young nation in addressing Shay’s and The Whiskey Rebellions?

Q. How did President George Washington’s warning, during his farewell speech, prove true in the developments leading to the War of 1812?

04 Technology, Innovation, Exploration (Pd 09, Pd 10)

Q. To what extent was the Cotton Gin a catalyst for Westward expansion?

Q. With respect to the Federal System (Federalism), what role did the 1792 Militia Act play in making the nation ‘One’?

Q. How does Eli Whitney’s technological and innovative qualities/ skills entangle him in Westward expansion, expansion of slavery, and the 1792 Militia Act?

05 The National Government Evolves (Pd 09, Pd 10)

Q. How does the inscription (below) reflect Chief Justice Marshall’s view of the judiciary’s powers?

“It is Emphatically the Province and Duty of the Judicial Department to say what the Law is.” – Marbury v. Madison, 1803.

Q. In the Alien and Sedition Acts of 1798, what were the criteria for identifying who is ‘alien’ and who is ‘citizen’?

Q. How did the Nullification Crisis (1832 – 1837) challenged Federalism and test the authority of the President of the United States?

06 Africans, Native Americans, Immigrants (Pd 09, Pd 10)

Q. The 3/5 Compromise was ostensibly a way to include African slaves in the population numbers of a State. Thus, increasing representation within the House of Representatives for slaveholding States. However, what did the article within the US Constitution state (directly or indirectly) about the status of Native peoples?

Q. The Amistad slave ship and its human cargo was a problem for the young nation. The appearance of the ship and the subsequent Supreme Court case (1839-1841) challenged the nation’s founding principles and the law forbidding international slave trade (1808). How did a slaveholding society (millions of slaves were in bondage in the US at the time) justify freeing the Africans on the ship and still keep millions enslaved?

Q. Is the Carlisle School eradicating Native cultures or Americanizing Native peoples?

Q. How did the plight of Wong Kim Ark, and the subsequent Supreme Court case (1873-1898), help refine who is a citizen?

P01_The United States Constitution

I. Setup
Create an additional child node (off the central idea) for the ‘Preamble’ and each ‘Article’ of the actual document. Label each of the nodes respectively: Preamble, Article #1, Article #2, Article #3, etc. until you have all 7 Articles. Remember, each Article may have ‘Sections’ within them. You must branch off your Article nodes into Section nodes as necessary.

A. Assign a member of your group to a certain Article or the Preamble in the original document.
B. The assigned student must ‘translate’ the given Preamble or Article (or it’s Sections) into plain, simple, 21st C. English. Assume you are translating for another person who does not have your background knowledge. Write your translation in the mind map node dedicated to that Preamble/ Article (Section).
C. Any student that may have completed their assigned translation should be editing the writing of other group members who are still translating or reviewing someone else’s translation.

Tip: When translating (for brevity, conciseness, and clarity) the translated text is often shorter (fewer words) than the original.

II. Dissection of the US Constitution begins.

Unlike the Declaration of Independence, but similar to The Articles of Confederation and Perpetual Union, the US Constitution was to be a framework for a new government. In this instant, the Constitution is supposed to address the shortcomings of the Articles of Confederation. We can assume that this was the case because one framework (Constitution) replaced the other (Articles of Confederation) in 12 years time.

Like all sovereign nations, there are certain things we can expect a nation to have the power to do. In addition, the conditions under which a nation performs it’s duties changes over time. We should always consider how a government’s authority is affected by the changes in the circumstances that develop over the centuries. I submit these questions to your group so that they may be used as a ‘scalpel’ in your dissection of the document.

The accuracy and completeness of the document’s translation by your group will be ‘put to the test’ as you zero-in on the relevant Article/ Section.

A. What is the relationship between the States and the central government? Who is ‘sovereign’?

B. In what context is Slavery mentioned or alluded to, if any?

C. How long is the membership within this union supposed to last?

D. How will ‘new’ states be created and admitted into the union?

E. How are government debts to be paid?

Under no circumstances are you to believe that these five questions are the ONLY questions that the author(s) of this document had. For brevity sake, I limited this segment of our investigation to these important questions.

III. Word Cloud Analysis

Using a word cloud generating application, create a word cloud of your document. Insert an image of that word cloud into your mindmap and complement it with an analysis of the word cloud. What could have been the overriding issues of the document author(s)?

IV. Presentation Focus Question

Look at the phase II questions I gave your group. These questions were meant to aid in discovering the governing framework envisioned by the authors. As a point for comparison with another group’s document, be prepared to offer a concise description of the author’s intent/ desire regarding:

-Slavery?
-Raising funds (pay debts, pay government efforts like military, etc.)?
-The nature of the union/ confederation? (State to State, State to Congress, All the States to Congress, etc.)

P01_The Articles of Confederation and Perpetual Union

I. Setup
Create an additional child node (off the central idea) for the ‘Preamble’ and each ‘Article’ of the actual document. Label each of the nodes respectively: Preamble, Article #1, Article #2, Article #3, etc. until you have all 13 Articles.

A. Assign a member of your group to a certain number of Articles in the original document.
B. The assigned student must ‘translate’ the given Article into plain, simple, 21st C. English. Assume you are translating for another person who does not have your background knowledge. Write your translation in the mind map node dedicated to the Article you were assigned.
C. Any student that may have completed their assigned translation should be editing the writing of other group members who are still translating or reviewing someone else’s translation.

Tip: When translating (for brevity, conciseness, and clarity) the translated text is often shorter (fewer words) than the original.

II. Dissection of the Articles of Confederation and Perpetual Union begins.

Unlike the Declaration of Independence, but similar to the United States Constitution, the Articles of Confederation was to be a framework for a new government. In this instant, the Articles of Confederation is supposed to convert the former 2nd Continental Congress framework into a functioning government that can take it’s place among the nations of the world, as an ‘equal’.

Like all sovereign nations, there are certain things we can expect a nation to have the power to do. In addition, the conditions under which a nation performs it’s duties changes over time. We should always consider how a government’s authority is affected by the changes in the circumstances that develop over time. I submit these questions to your group so that they may be used as a ‘scalpel’ in your dissection of the document.

The accuracy and completeness of the document’s translation by your group will be ‘put to the test’ as you zero-in on the relevant Article/ Section.

A. What is the relationship between the States and the central government? Who is ‘sovereign’?

B. In what context is Slavery mentioned or alluded to, if any?

C. How long is the membership within this union supposed to last?

D. How will ‘new’ states be created and admitted into the union?

E. How are government debts to be paid?

Under no circumstances are you to believe that these five questions are the ONLY questions that the author(s) of this document had. For brevity sake, I limited this segment of our investigation to these important questions.

III. Word Cloud Analysis

Using a word cloud generating application, create a word cloud of your document. Insert an image of that word cloud into your mindmap and complement it with an analysis of the word cloud. What could have been the overriding issues of the document author(s)?

IV. Presentation Focus Question

Look at the phase II questions I gave your group. These questions were meant to aid in discovering the governing framework envisioned by the authors. As a point for comparison with another group’s document, be prepared to offer a concise description of the author’s intent/ desire regarding:

-Slavery?
-Raising funds (pay debts, pay government efforts like military, etc.)?
-The nature of the union/ confederation? (State to State, State to Congress, All the States to Congress, etc.)

P01_The Declaration of Independence

I. Setup
Create an additional child node (off the central idea) for each paragraph of the actual document. Label each of the nodes respectively: Para.#1, Para.#2, Para.#3, etc.

A. Assign a member of your group to each of the paragraphs you identified in the original document.
B. The assigned student must ‘translate’ the given paragraph into plain, simple, 21st C. English. Assume you are translating for another person who does not have your background knowledge. Write your translation in the mind map node dedicated to the paragraph you were assigned.
C. Any student that may not have a paragraph assigned should be editing the writing of the group members who are translating.

Tip: When translating (for brevity, conciseness, and clarity) the translated text is often shorter (fewer words) than the original.

II. The Greatest Argument Ever Given
The Declaration of Independence is an argument expressed on parchment. All arguments have component parts that unfurl the logic and substance of the argument. Generally, an argument…

A. States that there is a problem.
B. States why it’s proper to make the argument.
C. States evidence/ proof that the argument is valid and a product of fact.
D. Concludes with a ‘new’ condition that replaces the flawed or contested premise.

Return to the translated paragraphs of the document and determine where each part of the logical argument arises. Discuss with your group partners the source of the inspiration that led the nation’s founders to make such an argument.

III. Word Cloud Analysis

Using a word cloud generating application, create a word cloud of your document. Insert an image of that word cloud into your mindmap and complement it with an analysis of the word cloud. What could have been the overriding issues of the document author(s)?

IV. Presentation Focus Question

Look at the phase II questions I gave your group. These questions were meant to aid in discovering the goals of the author. The founders wrote this document as an argument. They believed that this argument was sufficient to break away from the Mother Country and acquire a place among the other free and sovereign states of the world. The war for independence was not over when this document was written; therefore, the American colonies were not yet free of British rule. This implies that the freedom of the American colonies, and the entire argument expressed in the Declaration of Independence, had nothing to do with winning a war. What, then, would justify American independence if not victory in a military conflict? (Be prepared to support your views with reference to specific parts of the document).

AN05a_Philosophical Foundations of Absolutism

AN05_Philosophical Foundations of Absolutism

Timeline: 16th – 18th C.

FS: How did philosophy support Absolutism?

Main Idea

During a time of religious and economic instability, monarchs ruled with a strong hand. The developing world view of Renaissance Europe impacted much more than art and science. Creative expression transcended the new scientific theories and artistic masterpieces and entered into the world of governance. Monarchs and philosophers questioned the role of government and ruler. Sometimes, both arrived at conclusions that were mutually supportive. Others generated ideas that were revolutionary and confrontational. All sought clues to the answers in nature, but supported by faith whenever possible.

Ponder: “Absolute Power Corrupts Absolutely”

I. Origins of Absolutism

A. Absolutism: A term used by historians to describe a form of monarchical power that is not restrained by other institutions, such as churches, legislatures, or aristocracy.
B. Characteristics of Absolutist Monarchies
C. Historical Precedent
There are numerous examples throughout world history that monarchs justified their exercise of power using religion. Among these we can include:

– Ancient Egypt
– Mesopotamians
– Roman Empire
– China’s Dynastic Period
– Medieval Europe: The Church exercised its influence when it crowned kings of the Franks (eg. Charlemagne) and the Holy Roman Emperors.

D. Philosophy

From the time of the Pax Mongolica, and with increased vigor during the commercial revolution of the High Middle Ages and Renaissance, Europe was on the receiving end of a philosophical exchange with the Asians. During this period European thinkers were able to express their understanding of the human experience through an understanding of the natural world.

The Enlightenment is a period of philosophical expansion. It is nurtured within the Renaissance and is, in essence, Europe’s version of the nature-based philosophies of the Far East. A few of the great Enlightenment thinkers were Thomas Hobbes, John Locke, and Voltaire. These men looked to nature to find answers that will allow them to explain how nature shapes the relationship between ruler and ruled.

1. Thomas Hobbes (wrote The Leviathan, a philosophical response to the English Civil War).


a. Nature, originally, made everyone mentally and physically equal and with freedom to choose. Nature has also elevated in Man his own self-interests.

b. The goal of “Absolutism” is to control the natural evil (base nature) of people. It exists to benefit the people and the state which are bound together by the national identity.

2. Niccolo Machiavelli (The Prince)

II. Absolutist Monarchs of Renaissance Europe


A. France: Louis XIV (Sun King)
B. England: Henry VIII (16th C.), Elizabeth I (Virgin Queen, 16th C.), James I (James VI of Scotland, 17th C.)

As daughter of Henry VIII, Elizabeth recognizes the importance of securing power and wielding it when necessary to entrench her position. Elizabeth never married (“The Virgin Queen”) and she reinforced the bond between her and the fortunes of the nation-state. Whether her decision to not marry was one based on love or unwillingness to share power, she did expend effort in making it appear publicly that she was “married to the state” (As priests of the Catholic Church are forbidden to marry a woman, they are expected to conduct themselves as if “married” to the The Church.

The Arthurian Legends proclaim Arthur as “The once and future king” because “He and the land are one.” In reality as in legend, the unity of the state depends a great deal on the ability of the monarch to make the destiny of the people, land, and monarch => One!
 Her efforts in the defeat of the Spanish Armada (1588) opened avenues to the wealth of the Americas that before were limited to raids of Spanish galleons by privateers (you might say “hired pirates”). As great as American specie wealth was, the monarchy’s financial needs were in keeping with other absolute monarchs and it often brought her in conflict with the nobility upon whom she depended for funds. The monarch’s need for funding and the aristocracy’s increasing resentment would take England’s succeeding monarchs on a path toward civil war.

C. Russia: Peter the Great (Czar)

In keeping with other Renaissance monarchs, Peter the Great organized the Russian nation-state by clarifying the Russian national identity. As the state formed, he was able to amass the power that came with it. As monarchs, popes, and businessmen of the period exhibited, Peter the Great used art to reflect the values of the nation-state while glorifying his reign (St. Petersburg).

D. Holy Roman Empire, Spain, Netherlands: Emperor Charles V

III. Summary: Why It Matters Now.

When faced with crises, many heads of government take on additional economic or political powers.

Resources
– World History: Patterns of Interaction
– Assorted materials

AN02bc_A New Nation: The Constitution is Tested in the Courts

AN02bc_A New Nation: The Constitution is Tested in the Courts

Timeline: 18th & 19th C.
FQ: How was the US Constitution shaped by the Supreme Court?

 

I. Judiciary Act of 1789 (document found at http://www.loc.gov/rr/program/bib/ourdocs/judiciary.html)

A. Established Supreme Court: 1 Chief Justice, 5 Associate Justices
B. District and Circuit Courts
C. Federal Judges appointed for life. Can be impeached.

Federalists (Hamilton) vs. Anti-Federalists (Jefferson, Democratic-Republicans)

Elastic Interpretation vs. Literal Interpretation

II. Pivotal Cases

A. Marbury v. Madison, 1803
B. McCulloch v. Maryland, 1819
C. Gibbons v. Ogden, 1824
D. Worcester v. Georgia 1832

Activity: Presentation (iCivics case summary)

–Marbury v. Madison
–Gibbons v. Ogden

III. Pivotal Judges

A. John Jay
B. John Marshall

Resources
The Americans (Ch. 6, 7)
iCivics (https://www.icivics.org)

AN02b2_A New Nation: Finances and Financial Crisis

AN02b2_A New Nation: Finances and Financial Crisis

Timeline: 18th & 19th C.
FQ: How did finances become an obstacle for the young nation and continue to be so?

 

I. How to Handle Debt?

A. Why even worry about it?
B. State Debt.
C. National Debt.

II. Factions/ Political Parties

Federalists (Hamilton) vs. Anti-Federalists (Jefferson, Democratic-Republicans)

Activity: Please align these ‘party stances’ to the early factions of the nation.

1. Strong National Gov’t
2. Fear of Mob Rule
3. Limited National Gov’t
4. Fear of Absolute power
5. Laissez-Faire
6. Well educated ruling elite
7. Loose Interpretation of the Constitution.
8. Payment of only national debt, Not State debt
9. National Bank
10. Manufacturing Economy
11. Agrarian Economy
12. Strict Interpretation of Constitution

III. Hamilton’s Plan to Solve Nation’s Debt Problem

A. Bank of the United States: Collect taxes, standardize the currency, make investments, issue bonds, etc.

“Elastic Clause” vs. Strict Interpretation of the Constitution (Art. 1, Sec.8, Clause 18)

B. National Gov’t to assume debts of the States. Angered the Southern states who had nearly finished paying their debts.

C. District of Columbia: ‘Carrot’ to entice southern states to support Hamilton’s debt plan. It Worked!

D. The Multifaceted Risks of the Whiskey Rebellion 1789
Farmers upset by excise tax (to raise revenue on whiskey distilled from corn). Hamilton, and the Executive Branch, had to enforce the law as expected and according to the US Constitution. Rebellion was put down after a military force was sent to enforce the tax. This was an early test of the young nation’s federal system and established a precedent for the supremacy of laws from the national government.

IV. Challenges keep coming

A. Bank of the US
1. Renewing the charter
2. Undermining the Bank

B. ‘Panics’
1. Deregulation
2. Speculation
3. Specie Standards & Bimetalism

Resources
The Americans. (Ch. 5 and13)
P02_Panics of the Young Nation (Project using Mindmeister)

AN02b_A New Nation- Challenges: Western Lands and Native Peoples

Timeline: 1794 – 1850 and beyond
FQ: How will the Battle of Tippecanoe come to Reflect the Relationship between the US and Native Peoples?

I. The Needs of Native Peoples vs. Wants/ Goals of Colonial America

II. A Young Nation with Eyes Set on Western Lands

Activity: Map Analysis: Geographic significance of ‘Tippecanoe’
Ponder: Can a map analysis attach a geographic significance to the Battles of Fallen Timbers and Tippecanoe witch respect to US westward expansion?

States and Territories of the United States of America (1789)

Tippecanoe

Tippecanoe County

Major River Systems of the US

A. Land Ordinance of 1785
B. NW Ordinance Act of 1787
C. Milestones on the Frontier

1. British Forts on the frontier (Treaty of Paris 1783)
2. Battle of Fallen Timbers 1794
3. Lewis and Clark Expedition (1804 – 1806)
4. Battle of Tippecanoe 1811

Document Analysis: Indian Prophets, Pan-Indianism, and The Battle of Tippecanoe [http://werehistory.org/tippecanoe/]

III. Lasting Legacies: Confrontation and Uneasy Settlements

Document Analysis: How the Indians Lost Their Land: Law and Power on the Frontier [http://www.ericfoner.com/reviews/020906lrb.html] (A book review by Eric Foner)

Ponder:
1. What is Professor Foner’s contention regarding the author’s position that native peoples were both victims and willing participants in the loss of their ancestral lands?
2. Does the purchase of land make it a legal transaction under the circumstances described by Professor Foner? (Note: A special reference is made by Prof. Foner to the Battle of Fallen Timbers)
3. How does Prof. Foner contextualize the ongoing conflict between the US and Native Americans as the 18th and 19th C. give way to the 20th C.?
4. Have native peoples continued their losses into the 21st C.?

A. Spiritualism (The Ghost Dance)
B. Treaty of Ft. Laramie
C. Protests: Wounded Knee, Alcatraz Seizure, Dakota Access Pipeline (to name a few)

-Who?
-What?
-Where?
-Why?
-How?

Resources
-The Americans, Ch.06, Ch.13
-Indian Prophets, Pan-Indianism, and The Battle of Tippecanoe [http://werehistory.org/tippecanoe/]
-How the Indians Lost Their Land: Law and Power on the Frontier
By Stuart Banner (Harvard University Press, 2005)
London Review of Books, February 9, 2006 [http://www.ericfoner.com/reviews/020906lrb.html]. Accessed 27 Nov. 2016
-Treaty of Ft. Laramie [https://www.ourdocuments.gov/doc.php?flash=false&doc=42]
-Assorted Maps

P02_HUS-Mindmap: ‘Panics’ of the Young Nation

Fall HUS Research Projects
Phase III

I. The purpose of this research project is to…

A. Practice academic research skills.
B. Sharpen skills with computer applications in the gathering, analysis, and presentation of findings (data).
C. Expand our understanding of the historical value of the nation’s early challenges.

II. Phase III: “Panics” of the Young Nation
This is the third phase of our exploration of the history of our nation.
Our focus is the nature, causes, and impact of the nation’s financial woes, often referred to as “Panics”.

A. Purpose: Through an analysis of textbook and digital resources, we want to investigate further, the financial ‘Panics’ of the first 50 years of our nation’s history.

B. ‘Panics’ of Interest

1. Panic of 1785

2. Copper Panic of 1789

3. Panic of 1796

4. Panic of 1807

5. Panic of 1815 – 1821

6. Panic of 1825

C. Instructions
Given: Computer workstations, digital versions of chapters 5 through 8, research primer mindmap created by Mr.V, Mindmeister application, course notes, and access to Internet resources.

1. Setup

A student from each group creates a new mindmap and will be it’s ‘Owner’. The Owner must share the map with all group members and Mr.V. The email address to share with Mr.V is “avalent5 (AT) schools.nyc.gov”.

a. Label the Central (Node) Idea: P02_Topic Name-Group#. Example: P02_Panic of 1785-01 Where ‘P02’ means “Project Unit 02”, Topic Name is “Panic of 1785”, and the Group is #1.

b. Create four child nodes off the central idea. Label each of the three nodes respectively: Context, Causes, Repercussion, and Solution(?). These nodes will branch off into additional nodes as you provide additional detail.

c. Assign group members accordingly and be sure to show this by using the ‘Task’ feature of Mindmeister. This feature is marked by a ‘Check mark’ icon on the lower-third of the palette that appears on your screen.

d. Using your experience with P01_Declaration of Independence and P02_Building a New Nation, make P02_Panics of the Young Nation reflective of your increasing mastery of Mindmeister and mindmapping.

2. Special Consideration
Consider this as you investigate your assigned financial crisis (Panic):

a. Vocabulary may become complex as you descend further into economic theory. Be sure that unknown terminology is understood to avoid misinterpretation or faulty conclusions.

b. Not every financial panic was fully understood by those who lived through it. Therefore, it’s eventual end may not have been the result of a specific initiative or legislation. If this is the case with your assigned panic, don’t worry. Instead, help the viewer of your mindmap understand what could have led to the panic’s ultimate end.

c. Be sure to practice proper citations and source selection. This skill is absolutely vital in ‘the real world’ and important in our efforts here.

3. Sharing Findings with Classmates

Describe your ‘Panic’s’ historical context and unique elements that made it a crisis for the young nation in brief oral presentation.

a. Context
b. Offer your thoughts on what caused the panic.
c. Share something unusual about your panic.
d. Share something that many may not know about your panic.
e. Share your thoughts on the attempted solution for your panic (Remember, there may not have actually been a solution that worked).
f. Offer your thoughts on any lasting impact of your panic on the young nation (economic, political, social,…).
g. One person per group (pre-selected by Mr.V) offers the presentation in front of the class. You may have 3×5 inch index cards to jot notes, but do not read from the note cards.
h. Keep the presentation to 3 – 5 minutes in length.
i. There are no additional presentation aids required or expected.
j. Questions from the audience are encouraged.

Resources
-The Americans, ch.05 – 08.
-Varied digital resources: Course and Internet

George Washington’s Thanksgiving Proclamation-1789

In this season of harvests, cool temperatures, and colorful vistas, I repost the words of an American who put us on a path of a great experiment in governance.

Thanksgiving Proclamation

[New York, 3 October 1789]

By the President of the United States of America, a Proclamation.

Whereas it is the duty of all Nations to acknowledge the providence of Almighty God, to obey his will, to be grateful for his benefits, and humbly to implore his protection and favor– and whereas both Houses of Congress have by their joint Committee requested me to recommend to the People of the United States a day of public thanksgiving and prayer to be observed by acknowledging with grateful hearts the many signal favors of Almighty God especially by affording them an opportunity peaceably to establish a form of government for their safety and happiness.

Now therefore I do recommend and assign Thursday the 26th day of November next to be devoted by the People of these States to the service of that great and glorious Being, who is the beneficent Author of all the good that was, that is, or that will be– That we may then all unite in rendering unto him our sincere and humble thanks–for his kind care and protection of the People of this Country previous to their becoming a Nation–for the signal and manifold mercies, and the favorable interpositions of his Providence which we experienced in the course and conclusion of the late war–for the great degree of tranquility, union, and plenty, which we have since enjoyed–for the peaceable and rational manner, in which we have been enabled to establish constitutions of government for our safety and happiness, and particularly the national One now lately instituted–for the civil and religious liberty with which we are blessed; and the means we have of acquiring and diffusing useful knowledge; and in general for all the great and various favors which he hath been pleased to confer upon us.

[A]nd also that we may then unite in most humbly offering our prayers and supplications to the great Lord and Ruler of Nations and beseech him to pardon our national and other transgressions– to enable us all, whether in public or private stations, to perform our several and relative duties properly and punctually–to render our national government a blessing to all the people, by constantly being a Government of wise, just, and constitutional laws, discreetly and faithfully executed and obeyed–to protect and guide all Sovereigns and Nations (especially such as have shewn kindness unto us) and to bless them with good government, peace, and concord–To promote the knowledge and practice of true religion and virtue, and the encrease of science among them and us–and generally to grant unto all Mankind such a degree of temporal prosperity as he alone knows to be best.

Given under my hand at the City of New York the third day of October in the year of our Lord 1789.

Go: Washington

Source: http://memory.loc.gov/ammem/gwhtml/gw004.html