Have a Happy Chanukah, Merry Christmas, and a Happy New Year.

I hope you all enjoy your Winter Break.

~ Mr. Mullady

Some More Practice Questions for the Test

1. Which of the following was not a cash crop grown in the South?

A. Tobacco B. Rice

C. Cotton D. Wheat

2. Which of the following economic relationships is correct?

A. The North provided the West with raw materials.

B. The South provided the North with manufactured goods.

C. The West provided the North with food.

D. The South provided the North with food.

3. Explain how a plantation owner in the South was economically tied to the North.

4. Which of the following wrote a criticism of the American South?

A. Pierce Butler B. Thomas Jefferson

C. Frederick Law Olmsted D. Hugo Caberet

5. Which of the following is true about Yeomen farmers?

A. Yeomen tended to treat their slaves worse than Plantation Owners.

B. Plantation Owners would hire Yeomen to work as slave catchers.

C. Yeomen farmers made up 1% of the Southern population prior to the Civil War.

D. Yeomen farmers worked small plots of land that they owned.

6. What were two reasons that would explain why Nat Turner's Rebellion was more successful then Denmark Vessey's plot and Gabriel Prosser's Conspiracy?

7. Gabriel Prosser was inspired to lead a slave uprising after learning of the success of a slave uprising in what country?

A. Mexico B. Cuba

C. Haiti D. Brazil

Practice Questions for the Test

The Life in the South Test is next Wednesday, December 21st. Here are some practice questions for you to work on.

1. What was the most common reason for a slave to run away for a short time?

2. Who was the inventor of the cotton gin?

3. What were three traits that Denmark Vessy, Nat Turner, and Gabriel Prosser had in common?

4. What were three cash crops that were grown in the South prior to the American Civil War?

5. Why would a plantation owner allow their slaves to own a small plot of land?

6. How did slaves use religion to inspire hope?

7. Explain the economic relationship between the North, South, and West.

8. Where were most Maroon Societies located? Why?

9. What is petite marronage?

10. What event inspired the Alabama slave codes?

11. Why were slaves not allowed to read or write?

12. Most Southerners owned slaves.

True or False

13. Why was Southern soil exhausted?

Prosser Notes

• 
  
• Here are the Notes from today's class on Gabriel Prosser
• 
  
• A. Background

• 1. born in 1776, on a Tobacco Plantation in Virginia
• 2. became literate, and was trained as a blacksmith
• 3. his master, Thomas Henry Prosser was cruel to his slaves
• 4. was hired out in and around Virginia, where he became familiar with other slaves, free blacks, and some white laborers
• 
  
• 
  
• B. Inspiration
• 
  
• 1. news of a slave uprising in Saint Dominique in the Caribbean.
• 2. hatred towards dishonest white merchants
• 3. inspired by the success of free blacks
• 4. belief in the Declaration of Independence and the rights of the common man.
• 
  
• C. Prosser's Plan
• 
  
• 1. if the slaves rose up against the plantation owners, the poor whites would join the slaves in rebellion. “Death or Liberty”
• 2. seize the capital of Richmond and hold the governor captive before moving to Norfolk and Petersburg.
• 3. Gabriel’s army consisted of recruited slaves, free blacks, white laborers and abolitionists.
• 4. A stockpile of weapons, from swords to scythes and rifles was amassed.
• *This would have been the largest slave revolt in the United States
• 
  
• D. Gabriel's Capture
• 
  
• 1. Shortly before the planned uprising, the governor of Virginia had heard rumors of a slave rebellion being planned, but dismissed them as being too farfetched.
• 
  
• 2. A torrential thunderstorm hit Virginia the day of the planned uprising, forcing Prosser and his followers to delay the rebellion for the next day.
• 
  
• 
  
• 3. One of the Gabriel's supporters confesses to his master of the planned uprising, and the governor is immediately alerted.
• 
  
• 4. Virginia offered a full pardon to any slave that came forward to help catch those involved in the planned uprising. Prosser is captured and executed on October 10, 1800.
• 
  
• 
  
• 
  

Marronage

Marronage

Slaves in the United States used many different methods to resist slavery, one these methods was to run away from their masters. Slavery was an interdependent system; both masters and slaves relied on each other for survival. Since the masters relied on their slaves for work, slaves used this dependency to their advantage by exerting their rights.

The decision to runaway had great risks and slaves would use three different methods to stay away from the plantation:

1. Join and assimilate Native American tribes. Many Native Americans would assist runaway slaves by making them a part of their tribe.

2. Disguise themselves as free African Americans and live in free African American communities in the South.

3. Creating independent societies away from whites

These large independent societies were called Maroon Societies, and were created and governed by runaway slaves. Maroon Societies had to be well hidden and were very mobile in order to avoid capture from slave hunters. The Southeast of the United States had the highest number of Maroon Societies in North Carolina, South Carolina, and Florida.

H.W. for tonight:

A. Finish the questions on Marronage that was classwork. Here is a link to the slavery site that we have been using.

B. Answer the following questions using your notes and the Slavery Site.

1. What were three factors that would have made escaping very difficult?

2. Where did some slaves choose to runaway to? Why those locations?

3. Who did plantation owners often hire to be slave catchers?

4. Define Covert Resistance:

example:

5. Define Overt Resistance:

example:

Quiz is tomorrow

H.W. Questions

Today in class we read an analyzed the Alabama Slave Codes of 1833. In the United States Slave Codes existed wherever there was slavery. The purpose of these laws was to both support and regulate the institution of slavery.

The Alabama Slave Codes were passed shortly after a slave uprising that was led by a slave named Nat Turner. Turner's Rebellion sent shockwaves across the South, and left many white planters and farmers traumatized by the thought of a large slave uprising. As a result of this fear, many state legislatures began to strengthen their already slave codes. In 1833, the Alabama State Legislature modified their slave codes by addressing specific features of the Turner Rebellion.

The Slave codes are an excellent example of the racism and cruelty of the slave period as well as the fear and paranoia that slavery helped foster. They also show us that slaves and free blacks were capable of independent action. Without intending it, Alabama’s slave codes testify to the ability of slaves to assert their own humanity and to challenge the system of chattel slavery in large and small ways. BECAUSE some slaves learned how to read and write, southern states made it illegal for whites to teach them those skills. BECAUSE some slaves revolted, southern states made it illegal for them to gather in unsupervised groups. Slave laws actually prove that slaves were capable of doing all sorts of things which no other kind of “property” could possibly do. These codes demonstrate the humanity of the slaves as well as the inhumanity of the slave system.

Homework: Answer Four of the Following Questions.

1 Look at the Alabama Slave Codes, based on the severity of the punishments involved, identify four significant fears you believe white lawmakers had about any or all of the following: the slave system itself, slaves, freed slaves, free persons of color or even certain white people. How would you explain those fears?

2. How did slave owners use religion as a way of controlling their slaves? How did slaves use religion as a way of promoting faith? What religious figure became important to slaves? Why?

3. What types of lessons did slave mothers teach their children? Why were they so important to slave culture?

4. Choose three of the Alabama Slave Codes that are directly connected to Nat Turner's Rebellion. Explain how the laws are connected.

5. What type of clothing were provided to slaves? Why did slaves receive medical care?

6. How many people were killed during the Nat Turner Rebellion? Where did the Rebellion take place? Why was Turner so successful in recruiting and organizing his uprising?

Plantation Economy

Today in class we read some excerpts from Frederick Law Olmsted's Cotton Kingdom. Cotton Kingdom was originally published as a series of articles for a Northern magazine. In his work, Olmsted describes the Southern plantation system as being flawed and ineffective. Olmsted believes that it was this economic system that prevented the South from enjoying the amount of canals, railroads, turnpikes, and schools that the North had.

Olmsted is one of several hundred Northern authors, artists, and journalists to travel to the South to describe Southern culture. Some came to the South to write about the evils of slavery in hopes of convincing others to abolish slavery. Artists depicted the horrors of slavery that were published in many Northern magazines and journals. Here is a woodcut that depicts a slave child being taken from his family.

Artists and authors from the South responded to these attacks from the North with their own forms of propaganda. Books, articles, and plays were written that defended slavery, some even claimed that slavery was sanctioned by God. Southern artists created images of slavery that depicted slaves as being content and happy.

H.W. tonight is to finish the classwork from Friday.

Getting a Sense of the South

Tonight for homework you are going to need your textbook. Complete the Getting a Sense of the South worksheet that was started in class by using the pages in the textbook.

Yeoman Farmers

Tonight's homework assignment is about the Yeoman Farmers of the Antebellum South.

When asked to describe what life was like in the South prior to the Civil War, many of my students (and most Americans) mention slavery. Slavery is an important part of the story, but there were many people who were not slave owners. Most white southerners did not own slaves, and many were farmers who were struggling to get by. The Yeoman made up the majority of Southern Society but have often been overlooked by history books.

Below is a Yeoman cabin from North Carolina

After reading the Yeoman reading create an advertisement for a television show that a Yeoman farmer would enjoy. Be sure to include the following:

1.) A title for the show

2.) 2-3 sentences that describes what the show is about.

3.) A paragraph that explains why the Yeoman would enjoy the program.

Turkey Trot

Over 100 years ago, President Theodore Roosevelt spoke about the responsibility of giving,

Let us remember that, as much has been given us, much will be expected from us, and that true homage comes from the heart as well as from the lips, and shows itself in deeds. " ~Theodore Roosevelt

Actions speak much louder then words, and your generosity spoke in volume. Thank you homeroom so much for making this year's Turkey Promenade the most successful one that I have ever seen. You all should be very proud of your actions, the top three 8th grade homerooms brought in over 4,000 items, a new record. You guys brought in over 1,300 items, breaking last year's donation record, and more importantly providing for those who rely on the Safe Haven Shelter for food and household items.

I loved your enthusiasm and cooperation these past few weeks.

Thank you,

Mr. Mullady

Whaling Questions

Watch Chapters 9, 10, and 11 of Into the Deep.

Here are the questions that go with those sections

25. In less than 40 years, the U.S. population tripled to over _______ million.

26. What was the demand that fueled the whaling industry?

27. What city surpassed Nantucket as the whaling capital of the United States?

28. In 1846, ___________ million was invested in the whaling industry employing

over ______ thousand people directly and indirectly.

29. In 1853, ______ thousand whales were killed, earning $______ million.

30. Whalers are credited with discovering ______ islands.

31. How did owners respond to the rising cost of whaling expeditions? How is the treatment if the crew of whaling vessels different during the Golden Age of Whaling?

32. From his experiences on board whaling vessels, Herman Melville believed in

33. Melville wandered the Pacific Ocean for ________ years.

34. Who did Herman Melville meet in 1841?

35. After rigging the the whaleboats in preparing for their journey, Captain Pollard and his crew estimated that with their salvaged supplies, how long could they survive at sea?

36. ___________ miles away were the Marquesas Islands, South America was _______ miles away.

37. Pollard wanted his crew to head ____________, but the other officers of the Essex

wanted the survivors to go towards ______________.

38. Dying of thirst, the men soon spotted ___________ Island. It was here that _____ members of the crew, decide to remain behind.

39. ______ men on three boats resumed their journey.

40. How many days was Thomas Nickerson lost at sea?

41. How many survivors were picked up from the two whale boats?

42. How many survivors were picked up from the island?

Whaling in the United States

On Friday we started watching the Ric Burns documentary "Into the Deep: American and Whaling" that aired on PBS. This documentary ties whaling into American history by showing how dependent the U.S. economy was on whale oil and whale products and how whaling had a profound impact on American culture as well.

While the world was stuck in a global depression the northern ports such as Mystic, New London, Cold Spring Harbor, Sag Harbor, New Bedford, Portsmouth and Nantucket rose in wealth and prominence because of whaling. Whaling impacted thousands of jobs in America from rope making and barrel making, to blacksmiths and carpenters.

If you missed portions of the documentary here is the link to watch it so you can get caught up.

Life in the North for African Americans

Du ring the Industrial Revolution, cities across the North experienced a massive population growth. Thousands of men and women came seeking work, new opportunities, and in some cases freedom. For free African-Americans and former slaves Northern cities were seen as an opportunity to start a new life and create a better future.

From 1800-1850, the black population in Northern cities increased sixfold, double the urban white population tripled. Cities like Boston, New York, and Philadelphia become home to thriving black communities. Some came from the plantations of the South, escaping from slavery. Others were recently freed slaves from the North who moved to the city seeking employment and a new life.

Black residents of cities quickly found themselves faced with racism and discrimination. Some churches would not allow black Christians to worship or join their congregation, even barring African Americans from being buried in their cemeteries. Many employers refused to hire black employees.

Faced with these obstacles and challenges African-Americans in the North turned to their community for help. Black men and women formed mutual aide societies and fraternal organizations to help provide jobs, housing, and education. Black congregations were formed to provide for the spiritual needs of the community, while private schools provided black children and education when the state did not.

Tonight for Homework:

Finish Reading and Marking up Sources B and C.

Answer the Questions that go with the source.

African-Americans in Philadelphia Questions After

After reading and marking up the handout from class today, you need to answer the following questions.

1. What are three reasons that explain the large black migration to Philadelphia in the 1790s?

2. If a family wanted to receive aid from an almshouse they were often required to indenture their servants. How were black families treated differently from white families? In your own opinion, why do you think that happened?

3. Who founded the Free African Society?

4. What was the original goal of the FAS?

5. Why was the African Methodist Episcopal Church founded?

Lowell Rough Draft

Tomorrow the Rough Draft of your Lowell Essay is due.

When you are working on your Introductions and Conclusions be sure to use pages 11 and 12 of your Writing in History Packet. A good Introduction Paragraph should include the main ideas of your essay. For example, if you are writing to prove that going to Lowell had an overall positive impact on the Mill Girls, then you would include the positive claims that you are going to write about.

The formula for an Introduction Paragraph is an upside-down pyramid:

The Hook, General Information

More Specific Topics of the Paper, Claims

Thesis Statement

Look at your thinking map and your body paragraphs when you are writing your Introduction so that you are being consistent in your essay. Make sure your essay is typed and stapled together for tomorrow's class,

~

Mr. Mullady

Lowell Checklist

Today in class I hope that you were able to add proper citations to your body paragraphs. Remember citations are needed in your paper when:

1. You are using somebody else's ideas and opinions.

example:

The work at the Lowell Mills was physically demanding and many of the girls doubted if they could endure the work or not. (Lowell Mill Girls Reading, p. 3)

2. You are using a quote from one of your sources.

example:

The bell schedule ruled the lives of the mill girls, "up before day, at the clang of the bell-into the mill." (Lowell Mill Girl Reading, p. 4)

3. When you are using a specific quote or data.

example:

The decision to move to Lowell exposed the young women to a variety of disease, including croup, consumption, and cholera. Consumption would claim over 100 lives in 1846 alone. (Primary Source Packet, Source C.)

Essay Updates

I hope you all had a safe and fun Halloween.

Here is a heads up for some upcoming due dates for the Lowell Essay.

Thursday, 11/3: Rough Draft of Body Paragraph #1 is due

Your Tree Map for the Entire Essay should be finished

Have your Flash Drive in Class

Friday, 11/4: Make sure you have your Flash Drive in Class.

Working on writing an Introduction and Thesis in Class.

Monday, 11/7: Flash Drive

Tuesday, 11/8 Election Day

*Rough Draft of Lowell Essay is Due*

Links for Essay Option 3

If you are thinking about choosing the third essay option, here are some links that you are going to need to use.

Continuing the Primary Source Research

Today in class we reviewed the questions that were for sources A,B,C, and D. These sources dealt primarily with the population and health statistics of the city of Lowell during the Industrial Revolution.

Tonight for Homework, you are to answer questions for sources E, F, H, and I. Sources E and F are good examples of the types of rules and regulations that mill employees were expected to follow. Sources H and I are taken from the Lowell Registry, which was the city's main source of information and advertisement, kind of like today's phone books.

Homeroom's Quiz: You guys are going to be my test group on this.

Name _______________________________________

Mr. Mullady

U.S. History

*There are NO OMITS on the Quiz*

1. What country did the Industrial Revolution originate?

2. Who invented the Spinning Jenny?

3. In the 18^th Century, clothing was mostly made from what material?

4. Where did Samuel Slater build his first mill? (Include the state and present day city in your answer)

5. Which of the following is true regarding the Erie Canal?

A. The canal allowed goods from Connecticut to be sold in New York City.

B. The canal was an economic failure and bankrupted New York State.

C. The canal connected New York City to the Great Lakes, improving the New York economy.

D. The canal ran across Virginia and into Ohio.

6. Give two reasons that explain why shipping products on a clipper ship was expensive?

7. How did improve transportation lead to lower costs of products such as flour and grain?

8. Why are turnpikes considered to be part of the Transportation Revolution? What was unique about the turnpike system?

9. Explain the differences in payment methods of the Slater System and the Lowell System. Which form of payment gave the employees less freedom?

10. What were two reasons for a New England woman to travel to Lowell and try and get a job working at one of the mills?

11. Why were early factories in Europe and the United States built by rivers?

12. What is vertical integration and why was it so important to the Industrial Revolution?

13. When the Ohio Canal was extended, what two ports were now accessible to Ohio farmers?

14. Why were children hired to work at the Slater Mills?

15. Explain why the Cumberland Road was so important. Why did the Federal government pay for the creation of the project?

16. What day of the week is there breakfast in class?

The Erie Canal

First proposed in 1808 and completed in 1825, the Erie canal links the waters of Lake Erie in the western part of New York State to the Hudson River in the east. An engineering marvel when it was built, some called it the Eighth Wonder of the World.

In order to open the country west of the Appalachian Mountains to settlers and to offer a cheap and safe way to carry produce to a market, the construction of a canal was proposed as early as 1768. However, those early proposals would connect the Hudson River with Lake Ontario near Oswego. It was not until 1808 that the state legislature funded a survey for a canal that would connect to Lake Erie. Many merchants in New York City were concerned about the increase competition from rival port cities such as Philadelphia, Baltimore, and Boston. A canal in upstate New York would make it possible for New York City to have access to raw materials and cash crops from the Midwest that could be sold and exported to Europe. Finally, on July 4, 1817, Governor Dewitt Clinton broke ground for the construction of the canal. In those early days, it was often sarcastically referred to as "Clinton's Big Ditch". When finally completed on October 26, 1825, it was the engineering marvel of its day. It included 18 aqueducts to carry the canal over ravines and rivers, and 83 locks, with a rise of 568 feet from the Hudson River to Lake Erie. It was 4 feet deep and 40 feet wide, and floated boats carrying 30 tons of freight. A ten foot wide towpath was built along the bank of the canal for horses, mules, and oxen led by a boy boat driver or "hoggee".

From the opening days of the canal in 1825, thousands of people from America and Europe took advantage of the new inland waterway and its faster, smoother mode of travel. Thousands more were employed on the canal operating cargo boats that transported goods such as salt, flour, or textiles between Buffalo and New York City. By 1845, over 2 million tons were being shipped along the canal route. Many of the sights and sounds of the Erie Canal were recorded by those who worked and traveled on it during its heyday. Travelers wrote about their experiences and impressions in private journals or in travelogues that were then published. Artists created images of the canal in prints and paintings, and popular magazines like Harper's Weekly and Frank Leslie's Illustrated Newspaper ran stories and printed canal images throughout the nineteenth century.

The success of the Erie Canal would inspire other canal projects across the United States. In 1827, Ohio completes a canal that connected the Ohio River to Lake Erie, making it possible for Ohio farmers to reach the market places of New York City and New Orleans. The Ohio Canal brought economic expansion and a large population increase for the state.

For businessmen, merchants, and farmers the canals became a vital necessity for economic growth by reducing the costs of shipping products to market. Lowering the costs means an increase in profits producing growth.

Tonight for Homework:

Read and Markup the Lowell Experiment Reading.

The Transportation Revolution

In 1794, The Lancaster Turnpike Corporation was formed hoping to build a private road that would connect Lancaster Pennsylvania to Philadelphia. Farmers in Lancaster were frustrated by the current road system which was filled with ruts and tree stumps that slowed down the traveling. Merchants in Philadelphia complained of the high prices of corn and grain that were partially caused by the travel conditions of the time. When the Philadelphia and Lancaster Turnpike opened in 1795, it was 66 miles long and provided an economic stimulus to the farmers and merchants of Pennsylvania. The private road charged travelers a toll, allowing the company to use the funds to maintain the road and make a profit. The success of the Turnpike would inspire the Federal Government to create a new road system.

In 1809, President Thomas Jefferson authorized the creation of the Cumberland Road which would run from Baltimore Maryland to Wheeling Virginia, (present day West Virginia). Jefferson believed that a federally funded road would lead to an improvement in trade and help encourage economic growth in the United States. Thomas Jefferson knew that the current road system of the country was unreliable, with many of the nation's roads prone to flooding during the spring.

Road construction in America was based on the Macadamization process that originated in Great Britain. Scottish engineer John Lauden Macadam developed a more efficient method of road construction while working for the British Government. Macadam's system required that native soil on top of a layer of crushed rock would create an adequate road. Macadam's roads drained better then other roads and were more level, allowing faster and better travel. His system was widely used in Europe and later adapted in the United States, cutting down travel time and increasing trade.

My friend Darryl

This past July NPR did a series on U.S. soldiers and what motivated their call to service. OnJuly 6th, the soldier that was featured was a Navy Corpsman named Darryl St. George. I have known Darryl since high school and he is one of my closest friends from home. I am posting the two stories that NPR ran about him.

First Segment: July 6, 2011

Second Segment: October 8, 2011

First Quarter Project

Here are the requirements for the project if you need them.

Assignment for 1^st Quarter

Option A.

You are to create a song, rap, or poem about one of the topics that we have studied so far. These include, but are not limited to: Hamilton’s Plan, Whiskey Rebellion, French Revolution, Neutrality Proclamation, Political Parties, Fugitive Slave Act, Battle of Fallen Timbers, or Eli Whitney and the Cotton Gin.

Your work should be creative and should give the impression that you are the master of your topic. In other words, the more thought and effort that you put into this assignment, the better the grade. Try to be informative and creative at the same time. Performance in front of the class is completely optional.

Your assignment should be typed. You can use the example that I did as a model.

Option B. Founding Father Facebook.

We have spent some time talking about some very influential individuals: Thomas Jefferson, Alexander Hamilton, Little Turtle, Eli Whitney, George Washington, and Richard Allen to name a few.

You have the option to “create” a Facebook page for one of the historical figures that has been covered in class. Use the following guidelines for the Facebook page:

1. Needs to be designed on poster paper. (Do not make one online)

2. Who would be their friends from that time period (in other words, you will not be listed as their friend)

3. Do they have any special interests?

4. Use some of their quotes

5. Paintings or Portraits

6. Birthday and where they are from

This assignment will require you to do some research about the individual that you have chosen regarding their personal background.

Some Practice Questions

Good luck on the test tomorrow.

Make sure that you have either a book to read when you are done or some school work to do when you are finished.

Here are some practice questions to try:

1. Following his resignation

A. Thomas Jefferson began attacking Washington and Hamilton’s policies through essays and publications.

B. Jefferson became a full time farmer at his plantation.

C. Thomas Jefferson ran for President against Washington in 1796.

D. Jefferson formed the Federalist Party.

2. Which of the following events occurred during George Washington’s second term?

A. The Treaty of Paris B. The start of the French Revolution

C. The creation of the Cabinet D. The Whiskey Rebellion

3. Who would agree with a tariff placed on shoes imported from Great Britain?

A. James Madison B. A farmer from Maryland

C. a manufacturer from Massachusetts D. Thomas Jefferson

4. Which of the following states had the most members of the Democratic-Republican Party?

A. New Hampshire B. Massachusetts

C. New York D. Georgia

5. Which of the following would be a reason that an American would be against the French Revolution?

1. Many Americans felt that the king of France was a tyrant and needed to be executed
2. Washington gave a speech saying the Revolution was wrong
3. Most Americans felt that the war was too violent and bloody
4. The British told the Americans that the war was out of control
5. What member of Washington’s Cabinet wanted the U.S. to remain neutral? Why?

3. Give two reasons why Thomas Jefferson would resign as Secretary of State?

Washington's OTHER Foreign Policy Problem

Following the British defeat in the American Revolution, Great Britain had agreed to remove all military bases and troops west of the Appalachian Mountains. However, in the 1790s the troops remained and were supplying several Native American tribes with weapons for their struggle against American settlers. During the war between France and Britain, British warships began attacking American merchant ships heading towards Europe and even seized American sailors, claiming that they were runaways from the British Navy. The British government banned all American ships from trading with their Caribbean colonies angering Northern merchants. The destruction of American property and the kidnapping of U.S. citizens caused outrage in the U.S. and there was talks of going to war with Britain over the matter.

To try and put an end to the crisis, George Washington sent John Jay to Great Britain to negotiate a treaty. Jay was an established lawyer from New York who was appointed the nation's first Chief Justice of the Supreme Court. Jay worked closely with Hamilton, and had strong Federalists views of the government. Washington wanted Jay to solve the following issues:

1. Britain should compensate (pay for damages) American slave owners for slaves that were taken to Britain or Canada during the American Revolution

2. The British were to stop seizing American ships and sailers

3. The British were to withdraw all soldiers from lands west of the Appalachian Mountains

4. The British West Indies should be reopened for trade

5. American merchants should be compensated for the captured or damages ships

When Jay arrived in London he quickly realized that it would be almost impossible to get Britain to agree on all the issues. The British government knew that the Americans relied on them for trade and that the strength of the British navy would dissuade the U.S. from going to war with them. The British did not want to fight a war with the Americans, and were ready to agree on resolving some of the issues. After meeting with Jay the British decided upon the following:

1. American bankers and citizens would finish paying back British banks debts

2. The British would compensate American ship owners for their losses

3. The British forts would be evacuated and the soldiers returned to England by the end of the decade.

4. American merchants would be allowed to trade in the Caribbean again