In multiple state and local elections throughout the 1790s the Federalists and Democratic Republicans pitted themselves against each other with varying results, and by the end of the decade each side saw the other as a clear threat to the future of the US. Picnics, barbeques, and parades advertised the benefits of party ideals and the dangers of those opposed. Partisan newspapers for both sides took up the cause with sharply critical and even slanderous articles about the opposition. Jefferson was seen by his opponents as trying to topple the federal government. Each man saw in the views of his opponent the downfall of America. Hamilton saw Jefferson as a dangerous radical whose policies would bring about the secession of New England and the dissolution of the US Jefferson saw Hamilton as a man whose strategies would make the US a satellite country of Britain and negate the hard-won victory of the American Revolution. Thomas Jefferson came to represent the ideas of the Democratic Republicans. In opposition stood the Democratic Republicans, who promoted an agrarian economy supported by manufactures, economic ties with several foreign countries, and strong state governments that would balance not only the federal government but each other. John Adams and Alexander Hamilton represented these ideas. The Federalists envisioned an America grounded in the principles of commercial development, including an economic system based on the British model and a strong national government that could control the various states and their powerful ambitions. Teacher’s Guide (continues below)īy the late 1790s, two clearly different political parties had developed in the United States. The student’s version, an interactive worksheet that can be e-mailed, contains all of the above except the responses to the close reading questions and the follow-up assignment. The teacher’s guide includes the background note, the text analysis with responses to the close reading questions, access to the interactive exercises, and the followup assignment. This lesson is divided into two parts, both accessible below, and includes close reading questions, student interactives, and an optional followup assignment. The development of political parties is not treated in detail in this lesson but is mentioned in the background note. the nation declared it’s will by dismissing functionaries of one principle, and electing those of another, in the two branches, executive and legislative, submitted to their election.” was in it’s form not effected indeed by the sword, as that, but by the rational and peaceable instrument of reform, the suffrage of the people. for that was as real a revolution in the principles of our government as that of 76. “…they contain the true principles of the revolution of 1800. In 1819 Jefferson himself referred to this peaceful transfer as “the revolution of 1800” in a letter to Judge Spencer Roane (original capitalization retained): While a change of political party in the White House is today a matter of routine, this lesson focuses upon the upheaval associated with that first redirection of political ideology, allowing students to contextualize the importance of a peaceful transition of presidential power. Excerpts four and five reinforce the legitimacy of Jefferson’s victory by connecting it back to the ideals of the American Revolution. Excerpt three explains Jefferson’s beliefs and expectations regarding good government, including the need for less government. Note that his use of the terms “republican” and “federalist” are not capitalized and refer to the general definitions of the terms rather than the specific political parties. In excerpts one and two he seeks to reassure the opposing party as well as suggest that the differences among them may not be as contentious as previously thought.
These excerpts look at three main subjects in Jefferson’s speech. Jefferson edited this speech at least twice before his inauguration, and this document is the final version that was published in newspapers and broadsides. A transfer of political ideology within the presidency had never before been done, and many believed it impossible to accomplish. Students will examine how Jefferson sought to bridge the divide created by the bitter campaign and lay the groundwork for a new direction for the presidency. In this lesson students will analyze excerpts from Thomas Jefferson’s First Inaugural Address, given in March 1801. Key Concept 4.1 (IA) (In the early 1800s national political parties continued to debate…)..11-12.6 (determine author’s point of view).
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