AP U.S. History Prep Episode #3 | Early National America (1783-1800)

Hey there students, Tom Richie here with the Bill of Rights Institute and we are here for another evening of a push review. We are going to be here uh tomorrow as well at 6:30 p.m. Eastern. We’re going to take Friday and Saturday off for the weekend. Then we’re going to come back on Sunday and have five review sessions Sunday through Thursday. So this is the place to be. If you haven’t subscribed to the Bill of Rights Institutees YouTube channel, be sure to do that here. Okay. So with this uh this is the third of nine sessions. This session is going to focus on the articles, the constitution and uh the early republic as far as the first two party system. So with that uh we’re going to go ahead and start uh getting uh you know taking questions and then I’ll be going into uh into some other things here. Now let me see if the Bill of Rights Institute uh yeah. So the actually looks like here uh let’s see we need to oh you know what I let me just uh let me just see I might not have given the correct link. Let me make sure that I’ve given the link to the Google document that I’m going to refer to. Um it I might not have sent the right link. It looks like that went to a YouTube address. Okay. So let’s go ahead and send that. All right. Let me go ahead and send that link to the Google document to the Bill of Rights Institute and we’ll go ahead and get that out there. Okay. So, I’m going to be looking at a Google doc. I’m going to show y’all this that I’m going to uh you know call this a push open notes. Okay. So, I’m thinking about uh making a series of review sheets uh that we’re going to call open notes uh as something just to uh you know, kind of put some you know, I’m my design is to make something that we’re going to be able to uh you know, possibly you know, use for reference on your exam if you feel like you need open notes or something like that. So, that’s something that I want to share with y’all. So, we’re going to be looking at this in just a second and it looks like a lot of you are already in here. So, excellent. So, we’ve got several of you that are already in here and we’re going to get into, as I said, some uh some open notes here. Okay. So, let’s go ahead and get into our open notes and, you know, insert logo and all of that, all of that kind of good stuff there. All right. So, let’s see. Okay, we’ve got everything that we uh that we need and let’s go ahead and get started. And remember your questions, send your questions to me. We’ll make sure to get to those. Okay. So, getting into um these areas that are going to be important important for us to go into. All right. So, no, I don’t want anything there. All right. So, with that, ladies and gentlemen, I’ll fix the formatting and all that a little bit later. So going into that, let’s go ahead and get into the main points of this period. Okay, so going into that, let’s see, open up our screen share. And remember, when you’ve got questions, go ahead and ask and I’ll be checking the questions

now and then. Okay, so let’s go ahead and start our let’s see, let’s get on the screen. All right, so here we go. Let’s share the screen and Okay, so we’ll uh get that minimize that. Make sure to close unnecessary tabs and applications. All right. So, with that, let’s Ah, come on. Come on. Come on. No, no no no no no no no no no. Okay, so I want to get my Okay, I’m trying to ah No. Okay. Sorry. This uh Zoom is uh being a little bit uh little bit ordery right now. Okay. So, let’s go ahead and get the uh get the Zoom going again. Sorry about the technical difficulties here. I think we are finally sharing our screen. Okay. So, a few things that we want to get into first of all. Okay, so we want to think about the Articles of Confederation and the Constitution. Now, a tip here is if you’re using open notes, if you’re deciding to use notes on your A push exam, I would typically not recommend a lot of narrative in your notes. I would not recommend paragraphs and that sort of thing. I would be recommending things that are going to be queued up here. So when we’re thinking about the Constitution, the Articles of Confederation, then we need to think about a few things. First of all, what did the Articles and the Constitution have in common? So if we’re thinking about, you know, I’ve I’ve had a DBQ out there that we’ve gone over before um in some session or another, the Constitution and political change. Okay. So with the constitution of political change to what extent did the constitution bring about political change in the United States and for that we need to think about the continuities and the discontinuities from the articles to the constitution. So with that um we see here first of all federalism. Okay. So the articles in the constitution both include central governments and state governments. And what we want to note here is that the state governments are more than regional governments. F central and state governments divide sovereignty. Okay, that basically state governments have their powers, the federal government has its powers and then there are powers that are concurrent between the two. Foreign policy, there’s really not any difference between the constitution, the articles when it comes to foreign policy. declare war, may you know create an army and navy, ambassadors, treaties, all of those things are handled by the federal government in both the articles and the constitution. Now the other thing we want to note here is republicanism. Now when I put republicanism in these uh in this context, I always like to use a small R because we want to remind ourselves we’re not talking about the Republican party. It’s kind of like when Jefferson said, “Oh, oops. Uh my my tea bag got like all caught and just uh flew out of there. Like I had this little wicker

work chair over there and uh my little thing got caught here and it did like a flip like act like like tea acrobatics or something like that. Okay. So going from there, but everything’s okay now. All right. So when we’re talking about this form of republicanism, it’s like when Jefferson said, “We are all Republicans. We are all federalist.” He’s not talking about the party but saying that we all believe in a republican form of government that we all believe in the principle of federalism. So federalism is this idea that the states have their own powers. And then republicanism this idea that the people govern through their representatives and there’s not a monarch. And so then we go on to the differences. Now first of all we see here where under the articles the states controlled trade exclusively. Okay so whether it was interstate commerce whether it’s trades with trade with foreign countries every state controlled its own trade. Now remember the context here when we think about the context of the articles of confederation we need to think about that this is in the midst of the American revolution. Okay. So, when we’re thinking about the context, okay, so the context contextualizing the articles of confederation. So, when we’re contextualizing the articles of confederation, we need to understand that uh the United States uh United States had just declared their independence from Britain. Okay. So they had just declared their independence from Britain. They agreed to a loose uh you know they they agreed to a loose association of states, right? So a loose ass you know a loose confederation. So they agreed to uh you know to the articles of confederation which united them for you know so basically united them in the in the context of when we’re thinking about in matters relevant to the war. Okay so to the revolutionary war and so we see here this is kind of like you know think that it is a military alliance. Okay. So the revolutionary war but remained sovereign. Okay. So united them. So they agreed but uh maintained the sovereignty of each state in all internal matters. Okay. So so or we would say nearly all because we want to be careful about saying all. So independence from Britain. Okay. So uh so America you know so Americans um had just uh had just experienced tyranny

in the form of uh you know in the form of military occupation and restrictions. So basically uh you know in restrict in you know military occupation uh you know tax taxation without consent and the control of their trade uh an outside government. Okay. Now notice what I’m doing here that we are putting when we’re thinking about contextualization it’s it’s asking where did the articles come from? Okay. So, what is it that’s really behind the articles? Why would they not give this new government the power to tax? Because that really does seem uh seem kind of uh kind of odd to create a government that doesn’t have taxation power. So, we want to understand that this is the context of American independence from Britain. And so, we see here where the states continue to control trade. Meanwhile, the federal government controls foreign trade and interstate commerce. Now, note here that the states continue to control intrastate commerce. So, the states control commerce within a state. And this, of course, goes all the way to the New Deal. Some of y’all may remember the Shear Poultry Corporation versus the United States case where we see that the Supreme Court says that New Deal measures have gone too far in regulating the commerce of the states. And so here uh we see that under the article states retained all taxing powers. Okay. So then we see that they that the congress has the power to collect taxes. So both federal and state governments can tax. Okay? So federal and state governments can tax. Now remember the context here for the articles the abuses of power and control of trade by parliament. Now the context for the US constitution was that she’s rebellion okay is uh you know has persuaded a lot of elites that a stronger central government was necessary. So the articles of confederation serve their purpose because the United States did win the war but after the war the economy was in shambles. Sha’s rebellion uh there really was the United States was not respected by other powers and so this is something that we see in terms of building context for the constitution and so let’s go ahead and see what questions are coming in here all right uh so are there so as far as are there moderates at the constitutional convention so one thing to note James if we’re thinking about this that we’ve really I would say that you would probably consider most people at the constitutional convention moderates in

the sense that they agreed with the principle of federalism but they wanted a stronger central government. So I would look at somebody like James Madison, the father of the constitution. You know James Madison like, “Oh, what a cute little constitution. Give it a bottle.” All right. And so James Madison, the father of the constitution. James Madison is someone who believed in the principle of federalism that there should be a federal republic with powers for the states and the central government. But at the same time, Madison did not believe in Hamilton’s plan. Now, Alexander Hamilton at the constitutional convention actually put out a plan um that would have what this plan would have done is that it would have consolidated all the states into a unitary or national government. Um and it would have made the states into regional governments and deprived them of all their power. Now, this is why, you know, after the ratification of the Constitution, Madison ends up going with Jefferson, even though he and Hamilton had uh, you know, together with John J, they had gotten together to ratify the Constitution through writing the Federalist Papers. And so, when you’re looking at at this, that when you think about Madison, Madison would be something of a moderate. Now, Hamilton put his view out there at the constitutional convention. He said, “Let’s just get rid of the states. let’s have uh you know really build a national government and the convention didn’t even debate Hamilton’s plan. So if there were people who agreed with Hamilton they weren’t saying anything. Okay. And also we want to note that the framers at the Philadelphia convention they’re thinking about the realm of the possible. Okay. though they wanted a stronger central government, but they still believed in their constituents believed, the people in the states still believed in strong state governments. The United States um were and note I’m using the plural here to go with that time. The United States were not ready to be considered a nation or anything like that. Okay? So, we don’t at this time think of the United States as a nation, but rather a more perfect union of states. So that’s something here when we think about moderates. Yes, there were lots of moderates at the constitutional convention and you think in terms of also the great compromise at the constitutional convention. So we want to understand the Virginia plan and the New Jersey plan. Okay, where James Madison is presenting the Virginia plan, which is something that is uh the Virginia plan is, of course, the large state plan, which was going to create a two-house legislature that was a portion based on uh based on population in both houses, not just one. Okay? So, population in both houses. And so then you’ve got the New Jersey plan that basically is going to uh you know be for

you know the New Jersey plan was essentially let’s just continue the articles. Okay. So let’s just continue the articles of confederation in terms of let every state have equal representation in Congress. Okay. So, as far as that uh as far as that goes, let’s get into uh you know, you made a document of key terms from class. Um do I think that would be useful for the test or not too much? Now, if it’s labeled by time period for easy navigation, I think that that’s good, Emily. I’m starting to turn attention as we’re getting into the week before the exam. I’m starting to think about what do open notes look like? Okay, so we do want to talk about that. So, what I’ve got here, when you think about something like this, now what I would do for with any notes, I would, unless you’re thinking, okay, I can easily search this, I would have all of the open notes printed and in one place. Okay? And I would have them in chronological order. What I would not do for open notes, I would not use my notebook. Um, now Emily, if working, you know, if making a document and searching it would be good for you, if that works, that could be great. Now, what I think I’m a little bit old-fashioned in this sense perhaps, but what I would think is we want to any any sheets that you’ve got that you’re thinking, I may use these for notes on the exam. You want to make sure that the notes are brief. Again, not having a lot of paragraphs or narratives or anything like that. And then thinking about like putting it all in chronological order. So that way if it’s about reconstruction, for example, okay, I’m going to uh you know, I’m going to go to the next thing. Now, for example, ladies and gentlemen, on my Twitter, speaking of reconstruction, on my Twitter, Tom Richie, there is a brand new um on my Twitter, there is a brand new DBQ that I have written on the social effects of reconstruction. So, if you go to my um if you go to my Twitter, then you’ll be able to see um this new DBQ on reconstruction and social change. Okay? So, reconstruction and social change. Um which is uh which is something that I think will be helpful. So, if you want to download that, just go to my Twitter, Tom Richie. I’ve just put that out there. Um so, with that, as we go on, let’s keep our dialogue going. Emily and you are more than welcome to contact uh me through my website. Just fill out the contact form on my website and put a link to this document that you’re talking about. Make sure you note that I asked you to get in touch with me. So, uh so the person that checks my email will send that, you know, those forms will send that directly to me and uh you know, I’d love to see that and give you some pointers on that. though with that. But yeah, we will be looking at that especially as we get into next week’s broadcast. What do open book open notes,

what do these open notes look like? Okay, so Raul, you’re asking here, how would someone evaluate the importance of the causes of the revolution? Okay. So, when we’re thinking about that, Ro, what we’ve got to think about here that um you know, when we’re thinking about the causes of the American Revolution, um if it’s asking you to go into the relative importance of the causes, which that’s what we did in the um in the DBQ clinic that we did, if you’ll look through our previous broadcast with the Bill of Rights Institute on the Bill of Rights Institutees YouTube channel, by the way, if you haven’t subscribed, make sure to hit that subscribe button to subscribe to the Bill of Rights Institute. So with that, you want to think about in terms of the different causes. Okay, the different causes are going to be they’re going to have to do with taxation without representation, control of trade, troops in the colonies, British tyranny in general ideas like or traditional ideas and the enlightenment. Okay, so those are some things you’re basically putting the documents into those bigger arguments. But I did go through how to set up that DBQ on a previous clinic that we did here with the Bill of Rights Institute. So with that, let’s go ahead, you know, let’s see whatever things we’ve got. Let me just look at the chat real quick. Omari, I think that that is a great idea if you think in terms of limiting your notes. I would say you can possibly go for a page front and back. um that if you think about like okay we’ve got you we’ve got 1754 to 1945 and I would think in terms of that that you could have uh I would say you go through the civil war and you you know you basically go through the civil war on page one um and then um go start with reconstruction on page two. So if we’re thinking in terms of this uh you know let me I may do something that’s very risky. I don’t know what we, you know, if this is maybe too risky, if we were thinking about a, you know, if I were thinking about opening this up so that people, it’s probably not a good idea to open this up on a public broadcast, but let me go ahead and put a two-pager. Okay, so we think about a two-pager, uh, you know, a two-pager open book, uh, you know, two-pager open notes. Okay, so with that, and I’m not going to share this right now. I’m just going to kind of go into what this might look like. Okay. Um, so, so going into that, let me let me just get into a few more questions here. The articles gave the governments no power over all to be okay. Well, here’s the thing, Emily, that we want to note with the articles. We don’t want I mean, there’s a temptation just to focus on the failures of the articles. And so what you want to uh what you want to focus on is you know not just the failures of the articles but there are some ways in which the articles are um the articles are

effective. The articles won the war. Okay. So we see that the revolutionary war was a victory. Okay. So with the help of the articles of confederation, a little bit of luck and some French assistance, we won the American Revolutionary War. Okay. So that’s one thing. Now another thing we want to note is one of the best uh examples of a one of the best examples that we would have of a something of an achievement of the Congress under the articles is they did the states did cooperate in order to yield the states that had western land claims in what is today the Midwest which used to be the Northwest between the Ohio River and the Mississippi River. in that area. All of the states gave up their territorial claims and they reserved that area for the creation of new states and that was of course done under the articles that’s known as the Northwest Ordinance of 1787. So when we’re thinking about the Articles of Confederation, that’s something that we want to uh that we want to note that the the p that the you know when they when they wrote the Articles of Confederation, they gave the government the powers that it needed to fight a war and nothing more. We want to think about the Articles of Confederation as a military alliance. I think that that’s going to be the best way to think about the Articles of Confederation. um that we’re thinking about this as a military alliance. Okay, so think of the articles as a military alliance. And when you think of it like that, you’re thinking, okay, they’re not trying to create a nation. They’re just trying to create an alliance. And so when you think about that, it’s something like NATO, for example, which isn’t going to be on the exam, but this is an alliance the United States is part of. And it’s it’s a situation where NATO can’t really compel all of its members to be in compliance with all of its directives. Some members are going to be more in compliance than others. But at the same time, NATO is not uh you know, it’s not a nation. It it is a military alliance. So, all right. So, then I see nothing about Virginia, New Jersey plans and the great compromise. Okay. I would say here, Eric, that just because something’s excluded here doesn’t mean that it’s not important. Okay, so I just was putting stuff down here. Let’s go ahead and note here. Okay, so we want to note something about the Philadelphia Convention, right? Okay, so the Philadelphia Convention. Now, I think that when you think about this, the Constitution, it is important to note some things about the Constitution, not necessarily in the depth that you’re going to need in AP government. Okay? So, not necessarily with that kind of depth, but the Philadelphia Convention, when we’re looking at the Philadelphia Convention,

um what we’re thinking about here is uh you know, we’ve got a few different things here. So yeah, let’s make sure to to note that. But yeah, the exclusion of something on here doesn’t mean that it’s not important or that people don’t need to know it. I’m just trying to create some uh some things here that’ll be helpful. Okay, so first of all, we want to think in terms of the Virginia plan. Okay, so we’re going to we’re going to get started here with the Virginia plan. Okay, and then New Jersey plan. Okay. So basically this was the large state. Okay. So the large state plan. Okay. So would have created a biccameal legislature with with you know with representation determined by population. Okay. So we see here would have created a biccameal legislature with representation determined by population um of each by each state’s population. So that is known as the large state plan. Now remember Virginia was the largest uh state uh at that time. So the New Jersey plan. Okay. So what I’m going to do here is just reformat this just a little bit. Okay. So this is the large state plan. Okay. So that’s the Virginia plan. Now the New Jersey plan. Okay. So, we’re going to note here. Actually, you know what? Let me just do this. No, no, no. Don’t. Don’t. No. Okay. The New Jersey plan. Get it. This is the No, don’t. Don’t. They think they’re doing me a favor. They’re not. Okay. So the New Jersey plan, the small state plan. Okay. So the Virginia plan would have created a biccameal legislature with representation determined by us each state’s population. Whereas the New Jersey plan, okay, this is the uh this is the small state plan. Okay. So when we look at the New Jersey plan, we’re looking at the small state plan and this would have preserved uh the the equal representation. Okay. So equal representation of states in a unicameal legislature. Okay. So would have preserved the equal equal representation. So equal representation of states. Okay. in a unicame legislature basically just like the articles. Okay. So this is the articles of confederation uh you know part two and remember that the purpose okay that remember that the stated purpose okay so the stated purpose of the constitutional convention was to amend the articles okay so really the

New Jersey plan is coming from the perspective from the point of view of people who come from a smaller state and they’re saying look that I you know we came over here to amend the articles that’s the impression we were under. And then there is the so-called great compromise. Okay. So this is where you know we want to understand the great compromise. Okay. So the great compromise um and of course the great compromise the essence of this is that the senate. Okay. So the senate will be uh oh wait the house of representatives because that’ll go with the Virginia plan. Okay. lower house. Okay. So the lower house will be aortion you know will be aortioned do you know by population. Okay. So will be aortioned by population. The upper house so the senate will have equal you know we’ll have equal representation for all states. Okay. So basically remember two each. All right. So we’ve got two each and that is of course the great compromise. Now not Henry Clay, not the great compromiser, but the great compromise. Okay. So another compromise was the three-fifths compromise. So the three-fifths compromise which uh you know which counted slaves for three-fifths of a person in return for Congress having the authority to uh abolish the sl outlaw we won’t use the term abolish um because that’s going to confound with abolitionism but outlaw the slave trade. Okay. So basically to outlaw the slave trade in 20 years. Okay, which Congress did. Okay, so that’s another thing about the Philadelphia convention. And the big takeaway from the Philadelphia convention is we want to understand that the constitution was a product of compromises. Okay. So, we have a few things that we want to uh we want to note here that the constitution that was produced in Philadelphia was one one was a product of several compromises and two did not include a bill of rights. Okay. So, those are some things there that I would that I would note here. Okay. So, that’s what we could say about the Constitution. But yeah, the the exclusion of anything on this document, as you can see, I’ve just added something here. And I’m trying to put this in kind of a chronological reference. It may be okay to have this

uh to have this there. Okay. So, this is something I want to note a specific question that I got from somebody about using Google. Is Google allowed? Okay. Technically, internet searches are allowed. Anything that does not involve other people is basically fair game. Okay. Now, a lot of people haven’t seen Lord of the Rings. That’s your own problem. Okay. I like to make Lord of the Rings references. Okay. So, when we think about that, what I’m going to tell you though, if you haven’t seen Lord of the Rings, just understand the ring is evil. Okay? So, first, the ring gives you some powers like to make you invisible. Second of all, the ring is evil. Okay? and you don’t want to put it on for long or it’s going to corrupt you and destroy you. So, when we think about this, what we’ve got to think about when we’re when we’re thinking about whether to Google or not, um, approach Google like you would approach the one ring. Okay, one ring to rule them all. That when the riders are coming, uh, then Frodo’s like, “Whoa, I got to put the ring on.” And Frodo puts the ring on and then he gets invisible. He can get away, but it’s like this evil’s going on all around him. And then as soon as the danger has passed, Froto, you got to take it off. Okay, you got to take the ring off. So the thing is what I would say here as far as Google, treat Google like the one ring that only put it on if you really need to just for a second and then take it off. Okay? And I would probably say to do this later. And the main thing here, okay, the main thing here is to is to propose questions that can be answered in one word. Okay, you know, propose questions that could be answered in one word. So with that, something like this. Okay, so if I were to type here, who wrote the who wrote the Virginia plan? I’m still in all caps. Okay, so and then I’m to do the autocomplete, right? But I I kind of like my all caps. Who wrote the Virginia plan? And Google says Chase Anderson. All right. And so this is the type of thing where I would say if it’s something, you know, don’t click on this, okay? Don’t click on it. Don’t read about it. The only time I would recommend Google is if you’ve got a question like that where you’re just like, who wrote the Virginia plan? And that’s all that there is to it. So, who wrote the Virginia plan? And then you’re going to get a one-word kind of answer. Okay. So then you know we think about uh you know we think about this in terms of you know what was uh you know so so I wouldn’t ask complicated questions here okay so that’s something that I think is very important you know who were the people who opposed the constitution okay so who are the people opposed the constitution anti-federalist okay so we see here anti-federalist so that’s something that is uh that is very important here. Oh,

oops, kicked my camera. Sorry about that. And so anti-federalist, but other than that, I would not use Google. And again, treat Google like Frodo would treat the one ring. Okay, so that’s something that is important here. So, as far as that goes, Olivia, make sure that if you’re going to Google something, you do it quickly. You don’t do it in a way it’s going to take time. And only in a case like, you know, how you’re like, gosh, who was that? Was that Hamilton or Madison that wrote the Virginia plan? Who was? You know, you don’t want to sit there thinking about it. If you can quickly Google and you can see that, it’s like, okay, moving on. But again, don’t read. Limit the amount of notes that you have available. And if you’re googling Google only for like I’m forgetting something. You’ll notice that I do that when I’m broadcasting. Sometimes I’m like, wait, what year was that? Or something like that. Now, the other thing when I’m asking what year was that? make sure that this is uh you know that this is something that is you know that let’s make sure that it’s something that is critical like you don’t need to necessarily like something we wouldn’t Google we wouldn’t ask how many people were killed during the Boston Massacre okay that’s something that you’re like you know some colonists were killed u you know one of my one of my clients wrote like 340 chest of tea okay were dumped into the Boston Harbor during the Boston tea party and The thing is, your reader’s not going to be like extremely impressed with you saying 340 chest of tea on something that’s googleable. Now, if this were standard exam conditions, then yes, okay, if it were standard exam conditions, then certainly, okay, but it’s not. It’s googable. So, don’t get too deep into the weeds, okay? Make sure that you’re making your points. Evidence needs to be specific, but it doesn’t have to be exhaustive. And remember, you’re not necessarily gonna impress somebody with like, oh, look what I Googled. Um, so, so the thing is, yes. Uh, now as far as that goes, you know, let’s see, um, let’s see, uh, Aren, that when we’re looking at these open, you know, you’re welcome to print this Google document that I’ve shared. Now, will I have like a full and comprehensive set of open notes on every single topic? Probably not. Okay? But there will be some things that I will be making available before the exam and you are more than welcome anytime I share a Google doc publicly. You can share the link, you can uh print it, you can do whatever you want with it. Okay. So that’s something I’m putting these out there um in order to help. So do we need to know and James I think I noted uh that we you know the specifics about the constitution. It depends on which specifics. I think that there’s some overlap. The commerce clause for example, the commerce clause is going to be uh relevant to um you know AP government and AP US history. Okay. So as far as that goes uh you know just understand that there are some

things that are uh you know that are that are important here. Okay. So going with that. Okay. So going with that um we are going to get into uh you know get into this. Okay. So going from there let’s see what we’ve got here. So uh what is the morador? Okay somebody’s saying something about mor now. Okay. So as far as that uh as far as that goes uh that we go into. Let’s see. So is the five m Okay. So we’ve got a question here. is the five minutes we have to turn in our writing part of the 45 minutes or separate. Okay, so when we’re thinking about that, you know, part of the 45 minutes or separate um this is where we want to we want to think about uh that it’s five minutes that basically starts from what I understand. Now again, I’m going to put a disclaimer on here. I’m not responsible for this. You are. Okay? But from what I understand, what’s going to happen here is that it’s a 50inute time period like or for it’s it’s total you have 50 minutes all on one clock, but it’s 45 minutes and then from what I’ve from what I understand a red light starts blinking at 45 minutes. So which means that you’ve got time to finish your thought and just go over. You don’t have a hard stop at 45 minutes, but I would consider 48 minutes to be a hard stop. I would not go into the 48th minute. When you see that you have two minutes remaining, I would not go to the brink. Okay? Remember, brinkmanship is not on the exam. The Cold War is not going to be on the exam. Brinkmanship is not on the exam. So, let’s be sure that we that we note that. Okay. So, brinkmanship is not on the exam. So from from there we want to understand that at minute 48 I would say if you have not turned in your work yet you need to don’t push that into the 48th or the 49th minute. I think that that is uh that that would be a mistake. Okay. So so with that all right thanks Sean Patrick is uh is here with us again. Always glad to see you here. All right. So another broadcast in terms of washing. Oh you know I’ll do that I’ll do that today. Okay. So, uh, you know, Eric, when when you ask me about my, you know, so my terms. Okay. So, Washington’s farewell address when I get out there, um, we’re going to, uh, we’ll get there. So, let me go into a little bit more here. So, going into ratification. All right. So, a few things here. Let me share the screen with y’all here again. So, the ratification of the constitution, the federalist versus the anti-federalist. Okay. So what we see here is giving the central government more powers will create a tyranny with the anti-federalists such as Brutus. Now the federalists uh you know they want a stronger central government. They say

it’s necessary for a sound economy and a stable society. Now what we want to note here is that the bill of rights was added. Okay. So as a compromise it’s not part of the original constitution. Okay. So not part of the original constitution as a compromise in order to gain the support of some anti-federalists. So this is something that’s important uh when we think in terms of uh that the moderate anti-federalist came around on this uh later on but the bill of rights was not part of the original constitution. And so then we want to think about uh you know the you know the first two-party system which for some reason I don’t know why I put that down here but we’re going to move this up a little bit. Okay. So Jefferson versus Hamilton the first two-party system. Now I’ve got some videos on this stuff as well. I’ve got a video on this Jefferson versus Hamilton bit. Okay. So as far as that goes we’re looking at Okay. This ma I got this mouse last week. It’s just I I’m not going to switch right now, but at some point I think I’m either going to get used to it or I’m going to stop using it. Okay, so Jefferson versus Hamilton, the first two-party, not to party. So the first two-party system, I’m telling you, I’m struggling to type right now. So when we think about this, Alexander Hamilton and John Adams, Thomas Jefferson and James Madison. Okay. So, the Federalist Party and of course the Republican party which is referred to um by several different you know by a couple different names. I prefer Jeffersonian Republican party. I think the exam in its current incarnation uses Democratic Republican even though they used to use Jeffersonian Republican uh which I think is a bit more accurate. Um so going into this we want to be able to compare the first two parties you know the views of the first two party system. Though the Jeffersonians are states rights whereas the Hamiltonians the federalists are for a stronger central government. Now note here that states rights lair and strict constructionism and low taxes of opposition to a national bank. They all go to a less active federal government. Jefferson said Jefferson wrote to Madison after the first time he saw the constitution. I am not a friend of en a very energetic government. It is always oppressive. So when you look at Jefferson, he doesn’t want the government to turn into a tyranny. Now when you look at the federalist party, a stronger central government that should encourage domestic manufacturing that believes in a loose construction of the constitution that includes implied powers uh revenue. So instead of low taxes, we see that they supported an excise tax on whiskey, which of course sparked the whiskey rebellion. They supported the national bank and they were pro-British. Uh they

supported the J treaty whereas the Jeffersonians tended to favor the French and did not support the J treaty. Now Washington’s farewell address. Okay. So, a few things about this and I need to make a note as somebody noted here that I’ve said in some other broadcasts before that we want to think of note. Okay. So, Washington’s farewell address address you know we can think of this as uh you know forms the cornerstone you know so basically the cornerstone of American foreign policy. through World War II. Okay, so this may you know this makes it fair game. Okay, so fair game for contextualization for you know a variety of foreign policy prompts. Okay, so when you think about this a variety of foreign policy prompts can be contextualized. Now, not every foreign policy prompt, but there are lots of them. Like when I think about uh you know, for example, when we think about uh the the treat the Versail treaty, okay, when we’re thinking about the Versailles treaty, um what we want to think about here is that a lot of the opposition to the Versailles treaty is rooted in the principles of Washington’s farewell address. the the anti-imperialist league during the time of imperialism was motivated by the principles of Washington’s farewell address. So basically understand here that Washington decided voluntarily to leave after two terms and was not going to seek a third term. So he’s setting a precedent that lasted until FDR was reelected to a third term in 1940. All right. The second thing, so when we think about this, we want to understand the neutrality policy that the United States is not going to intervene in foreign wars. Okay? Especially not European wars. So we see with the world wars that the United States got involved in World War I, but at the same time, the United States was uh, you know, was not afterwards really proud of its involvement in World War I. They felt like they had been kind of led into it. So that’s where you see the NY report during the 1930s and the resulting neutrality acts because a lot of Americans felt like they had been led into a European war. So first of all neutrality. So the principle of neutrality um thinking about uh you know feel thinking about that. So the neutrality policy. Okay. So the neutrality policy now that is you know if we said here that uh you know that also is you know quote unquote isolationism. Okay. So when we think about isolationism

the neutrality policy um re artic you know that rearticulated in Washington’s farewell address. So the neutrality policy is of course, you know, isolationism. Nobody ever says, “Hi, I’m Tom Richie and I’m an isolationist.” All right, this is something you would say like, “I’m Tom Richie and I believe in the principle of neutrality.” And then somebody who is more interventionist would say, “Tom Richie is an isolationist.” Okay, one of those bad isolationists. So with that uh that just understand that isolationism is always you know it’s typically going to be a porative term there. Okay. So then going into well before we go into the Adams administration let’s see if we’ve got any more questions. I think we’ve got a few questions that have come up and the more questions the better. I enjoy the Q&A format. Um will there be a re you know a way to copy and paste? Okay so Peter um the college board has informed us. Now note simulations are available. So get into your AP classroom college board account. You should be receiving emails from the College Board. So will there be any way to copy and paste into the place we turn it in or do we have to attach something? Um from my understanding you are allowed to type it in Google Docs and then copy or Word or whatever you want to use and copy and paste it into the uh into the College Board thing. So you can you can type it directly from what I understand. Now again, this is the best of my understanding that we are looking at something that is uh you know something that is you can type it in there right there or you can copy and paste it into the box once you’re finished if you don’t trust the college board which who wouldn’t trust the college board uh you know for uh for their technology to work right and so as far as that would anti-federalist uh so so yeah if we thought about the two-party system okay so if we thought about the two-party system. uh we would think about uh you know in terms of uh yeah the federalist and anti-federalist could be great contextualization because what we see here where a lot now what we want to note here is don’t say what you don’t want to fall into is falling into a trap where you say that anti-federalist all sided with Jefferson Federalist all sided with uh with Hamilton because note that there were some people like James Madison who wrote the Federalist papers um that the Federalist anti-federalist. These were not necessarily parties. These were strategic alliances for one thing. And so what you see here is the Federalist Party. They keep their they keep their name, but there is a bit of a reshuffleling. But I think the ratification of the Constitution could be useful context. Now again, we have to look at the prompt. Now note here where I said Washington’s farewell address is readymade contextualization for a variety of foreign policy prompts. I did not say that Washington’s farewell

address should be used as canned contextualization no matter what the prompt. And so going from there, um James is asking what is the unwritten constitution. When we’re talking about an unwritten constitution, we’re talking about things like Washington’s two-term president. that that was part of an unwritten constitution that it was understood that somebody was going to any president no matter how popular was going to step down after two terms and then um when we look at uh you know we look at FDR now FDR violated that unwritten constitution FDR violated the two-term president and once he did that Congress decided after his death that they would put that two-term president into our written constitution for so for a long time uh the two-term president which is nowhere in the constitution was something that was an unwritten thing. Okay, so it was unwritten but then they put it into the written constitution. Remember constitution is just basically describes our way of doing things in terms of government. Okay, so with that let’s uh let’s go ahead and see what the chat’s looking like here. Um, so you know, yeah. So, so it looks like I’ve got the same understanding as other people. I just don’t want to speak to uh the I just don’t want to speak for the college board. I don’t want to give you any information that’s not true. Um, so the evolution of political parties. Yeah, I think that’s important to know. So, Amari, you’re starting that right now by looking at the first party system which starts during Washington’s administration and continues through the War of 1812. But we definitely want to look at when we go forward. That might be our next broadcast. In fact, I think that we’re going to be starting to look at that tomorrow as we get into uh the period, you know, the era of good feelings and getting into this little in between this little period in between the second two party system and understanding how democracy really throws things off that you’ve got this period where we thought, you know, the party system is gone and then as popular democracy comes in, we see a second two-party system form. So uh the Louisiana purchase now let’s think about in terms of let’s not think about written and unwritten written constitutions versus strict and loose construction. Okay. So strict construction means that the powers of the federal government are only the enumerated powers the powers that are listed. So the thing is that when you think about strict construction only the enumerated powers. Now when we think about the uh the implied powers okay so when we get into the implied powers these are the powers that are well implied like basically necessary and proper. Now somebody who’s a loose constructionist thinks in terms of proper. When Hamilton reads necessary

and proper he reads it for proper. When Jefferson reads necessary and proper he reads it for necessary. like you know the only time the government should go beyond these enumerated powers is when it’s necessary. Hamilton’s like if it kind of goes along with those enumerated powers and there’s nothing wrong with it just go for it. That’s Hamilton’s view. But of course Hamilton’s view also increases the power of the central government. Now, Jefferson dur while the Louisiana purchase is being negotiated, Jefferson was having a hard time because he never saw it in the Constitution where it explicitly says that the president and Congress can add land to the United States. But the thing is that is certainly directly implied when it says that the government has the power to make treaties, that we’re adding land through a treaty with France, that purchasing land is part of a treaty. And so with that that uh Jefferson wanted a constitutional amendment specifically authorizing the government to purchase land. Now Jefferson realized his his colleagues and his party said that’s not going to happen. And so then Jefferson had to uh you know had to regroup. Jefferson had to regroup in terms of all right well I guess we’re going to go ahead and purchase Louisiana because Jefferson believed that the the republic we could only continue as a republican form of government if we remained agrarian. So for Jefferson the Louisiana purchase is a way to make sure that the United States continues as an agrarian republic which it will for a long time for several decades. though with that uh you know we see here that uh that we see that uh the All right interesting here so uh yeah all right so Ron Swanson in the chat there all right so with that let me go ahead and go briefly into the Adams administration um so the John that the Adams administration is really in a lot of ways the first partisan administration um because Washington now even though Washington did go with Hamilton Hamilton a lot more than he went with Jefferson. That Washington sometimes classified as a federalist and maybe that’s fair to an extent but I would consider Washington nonpartisan. Now John Adams is put out, you know, is put into the presidency with the help of the Federalist Party. Okay. So the Federalist Party now controls u the machinery of government. And so during the Adams administration, Congress passes the Alien and Sedition Acts, which Congress passes these laws to extend the residency requirement for citizenship and remove undesirable aliens from the country. Now, so far, you may agree or disagree with these laws. You may see them as politically motivated, and they were, but it’s constitutional. Keep in mind that all immigration policy is politically motivated. I mean, it just is. And so with that, you know, that’s from either party, but now they also made it a

criminal offense to criticize the government in print. So basically, Jefferson and Madison anonymously wrote the Virginia and Kentucky resolutions where they protested the uh they protested the Alien Sedition Acts and they both advocated for the compact theory of the Constitution that the Constitution is a compact between the states and the states have the power to interpret it. Whereas nullification that’s only Jefferson and this is the idea that a state can unil unilaterally declare a federal law void within its borders if the law violates the constitution. And so that’s something that Madison did not go so far as to say that that’s the case. But Na Madison believed that the states have the authority to interpret the constitution and they have a right to what Madison called to interpose between the federal government, their citizens and to file a complaint. So with that, you see a little bit of a difference in Jefferson and Madison, but then at the same time that they’re on the same page in terms of the general theory of the constitution. All right. So with that, we are going to be looking at the Great Depression uh you know next week. I’m not going to say that any of this is unimportant. I do think I have said before that I think that you know it is unlikely that the DBQ is going to come from the 20th century. That’s just me applying some POV analysis to the college board. But at the same time I don’t think that we want to discount those things. Okay. So, we do want to understand that anything between 1754 and 1945 is fair game. All right. So, ladies and gentlemen, y’all want to make sure that you’re following BRRI students. Okay. So, we want to think about uh BARRI students and getting, you know, following them on Instagram. So, I’m looking them up. Uh what we see here is uh we see a you know, just a schedule of the webinars. This is the easiest thing that I can do here. Um that yes, we are going to be focusing next time Thursday at 6:30 on the Jeffersonian Republic 1800 to 1824. So that’s going to be our focus area for next time. So we’re going to go into unit 4 and we’re going to go into uh this period between 1800 and 1824. And then remember we’re going to take a couple days off. We’ll be back Monday at 6:30 and then every night before the exam. So with that, make sure you’re following BRRI students on Instagram. Okay, so that’s something that I think is very important for you. Um, follow BARRI students on Instagram. I’m following them and you should. You’re also welcome to follow me, Tom Richie, if you are not already following me. So with that, ladies and gentlemen, that will conclude our broadcast. Again, you’re welcome to use uh anything that I’ve shared. Uh you’re welcome to use it. So feel free any kind of note sheet or anything like that if it helps you

feel free to use it. So with that I will uh yeah all right that’s really funny Olivia and with that we are going to go ahead and conclude and it’s always a pleasure ladies and gentlemen.