Chapter 7
A PEOPLE & A
NATION
EIGHTH EDITION
Norton • Katzman • Blight •
Chudacoff • Paterson • Tuttle •
Escott • Bailey • Logevall
Chapter 7: Forging a
National Republic,
1776−1789
Ch. 7: Forging a National Republic,
1776−1789
• Agree new nation should be republic
(government based on consent of people)
• Disagree strongly and at times violently
on how to implement this republic
• Besides government structure, debate
how many Americans to include in
republic
• Debate how to inculcate virtue required
for republic’s survival
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I. Creating a Virtuous Republic
• Three different definitions of
republicanism
- classical theory assert republic require selfsacrifice,
consensus, & aristocracy of merit
- using Smith’s ideas, stress republic need
individuals to pursue rational self-interest
- last definition reject deference with
egalitarian proposal to widen male political
participation
• Elite advocate #1 & #2; not usually #3
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II. Virtue & the Arts
• All 3 definitions agree Europe corrupt
and virtue critical, but define virtue
differently
• Artists & authors try to teach republican
principles and instill nationalism
• Weem’s Life of Washington
• Same in drama, painting, sculpture, &
architecture
• Others see fine arts as corrupting luxuries
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III. Education Reform & Women’s
Education
• To teach children republican values,
education reform develop
• Some northern states begin 1st public
elementary schools (MA, 1789)
• Expand pre-college education available
to women because mothers influence
children
• Murray (advocate of women’s education)
assert men & women equal in intelligence
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IV. Women & the Republic
• Murray reflect new ideas on gender because
women key contributors to Revolution’s success
• A. Adams apply Revolution’s ideals to women
• Call for legal reform to prevent male tyranny
• Others call for female vote
• Yet gender roles not fundamentally altered
• Ideal republican men pursue self-interest
• Ideal republican women serve others first
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V. The First Emancipation
• During Revolution, some slaves appeal for
freedom using Revolution’s ideals
• Most of north start to end slavery, but do so
slowly because of concerns for property rights
• Free some children when turn adult, but still
slaves in north in 1840s
• Some southern states relax manumission laws
• # of free blacks increase, but most African
Americans still slaves (89%, 1800; Map 7.1)
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VI. Migration
• Chesapeake shift to grain
• Antislavery Baptists/Methodists help
manumission
• Many freed blacks move to northern port
cities
• Although free, face discrimination in
laws, housing, employment, & education
• Build their own institutions, esp. churches
& schools (AME start, 1794)
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VII. Racist Theory
• To solve conflict with Revolution’s ideals,
slaveowners begin theory that people of
African descent less than fully human
• “White” & “black” gain definition
• Transform earlier free /slave division
• Influenced by Revolution, whites see
themselves as distinct group
• African Americans forge new identity
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VIII. A White Men’s Republic
• Blacks challenge theories of inferiority,
but whites (Jefferson) cling to racist
notions
• Exclude women and people of color
(blacks & Indians) from political activity
• Expanding suffrage for white males may
be linked w/ exclusion
• For elite, better to widen participation to
some than risk poor white males ally with
blacks, etc.
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IX. State Constitutions & State
Governments
• After 1776, drafting state constitutions take
priority over national government structure
• Develop documents specifying structure in
special conventions and ratified by
electorate
• Fear of tyranny shape new state structures:
restrict governors; strengthen legislatures
• Lower property qualification for voting;
reapportion districts; enumerate rights
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X. Articles of Confederation
(Ratified, 1781)
• At state level, early governments weak,
but revised (1780s) to strengthen
governor and incorporate checks &
balances
• Similar process at national level
• Articles reflect how Continental Congress
evolve by default as national government
• A unicameral legislature; each state with
1 vote, and unanimity required for
amendments
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XI. Trials of Confederation
• Lacking taxation powers, Congress incur
debt and its currency depreciate (see
Figure 7.1)
• To guard sovereignty, states block
uniform commercial policy and foreign
treaties (prewar debts, loyalists)
• Result = Europeans discriminate against
US exports, and English keep troops on
frontier
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XII. Indian Relations
• USA gain area between Appalachians &
Mississippi (1783 Treaty), but must
negotiate with numerous Indians there
• Tribal fragmentation (e.g., Iroquois) and
loss of European allies weaken Indians
• Treaties (Map 7.3) allow European
American influx
• Organizing territory cause debate within
USA (conflicting state claims, Map 7.2)
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XIII. Ordinances of 1784, 1785, &
1787 (Northwest)
• Congress sell land in large blocks (not
help small farmers)
• Guarantee settlers basic rights
• Some limits on slavery in Northwest
• Establish process for organizing new
states to be equal with original 13
• Influx of settlers cause violence with
Indians
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XV. From Crisis to the Constitution
• Americans active in finance, foreign trade, &
foreign affairs see problems with Articles
• Revolution shift trade (food) to West Indies
and stimulate domestic
manufacturing/market
• Reformers at Annapolis (1786) call for
special meeting in 1787 at Philadelphia
• Shay’s Rebellion (1786–7) scare elite; Shay
link uprising by poor farmers w/ Revolution
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XVI. Constitutional Convention
(1787)
• 55 delegates: most wealthy, American born,
politically experienced, & college-educated
• Madison = central figure, very prepared for
meeting, and Virginia Plan embody his ideas
• Strengthen US government; prevent tyranny
with checks & balances, and praise large
republic
• VA Plan upset small states because new
government so strong and large states
favored
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XVI. Constitutional Convention
(cont.)
• NJ Plan call for revising Articles
• Compromise between two plans
• Two-house legislature: House directly
elected w/ proportional representation
• Senate elected by state legislatures (2
per state)
• Slavery linked to new government: 3/5ths
clause affect representation in House
and Constitution protect slavery
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XVI. Constitutional Convention
(cont.)
• Enumerate new powers for US
Government (tax, commerce) and
Supremacy Clause
• Charge president with foreign affairs, Cin-C
• Delegates not want the “people” to elect
directly either president or senators
• Separation of powers within US
Government and between US Gov’t and
states prevent tyranny
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XVII. Opposition and Ratification
(1788)
• Ratification require state conventions to
attain legitimacy & bypass state
legislatures
• Extensive, heated debate; because many
cannot vote, public protest part of debate
• Federalists assert new structure ensure
republic w/ virtuous leaders from “better
sort”
• Antifederalists stress Real Whig fears of
centralized power; advocate strong states
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XVII. Opposition and Ratification
(cont.)
• No bill of rights upset Antifederalists
• Argue specific guarantees essential
• Slowly Federalists make concession
• Key ratification votes (MA, VA, NY) close
• Many cities celebrate with parades
stressing unity despite debates &
tensions of era
• Like earlier rituals, goal = teach
lessons/values
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Summary: Discuss Links to the
World & Legacy
• How novels link early USA & England?
• Themes of Rowson’s Charlotte: A Tale of
Truth?
• New freedoms/dangers for young women?
• What legacy has the Township & Range
System left on the physical makeup (e.g.
roads) of the USA?
• Contrast with earlier metes and bounds
system?
• Long-term legacy of Township & Range
System?
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