DOCSLIB.ORG

Jeffersonian Democracy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Jeffersonian Democracy SECTION READING STUDY GUIDE WITH ADDITIONAL SUPPORT Jeffersonian Democracy Before, You Learned terre The Federalists dominated eveview Terin politics under President Adams. Ss & Names Now You Will Learn e JudiciJudiciary Act of 1801: : allowed the presidenti toto fillfi federal judgeships After a tied election, Jefferson e John Marshall: chiefjustice of the Supreme Court rate became president and reduced e judicial review: the Supreme Courthasthe final say on the powerof the government. what the Constitution means 1. Presidential election of 1800: Thomas Jefferson (Democratic-Republicans) vs. President John Adams (Federalists) A New Party Comes to Power Company. Mifflin 2. Houghton Jefferson promotes small, of independent farming and limits on the power of division’ central government. a Jefferson and Littell, Democracy McDougal © YALdVHO Copyright OL Reading Study Guide with Additional Support McDougal Littell American History 73 Ch 10 The Jefferson Era (1800-1816) SECTION 1: JEFFERSONIAN DEMOCRACY, CONTINUED A New Party Comes to Power Jefferson and Democracy Thomas Jefferson defeated President John President Jefferson made many changesin Adamsin the presidential election of 1800. the government. He ended many Federalist However,Jefferson had the same number of programs. Healso cut the number of votes as Aaron Burr, the vice-presidential government workers and reduced the size of candidate. This meant that Jefferson and the military. Burrhadtied for president. To breakthetie, Jefferson also changed the financial the House of Representatives had to choose policies set up by the Federalists. Alexander between the two candidates. They voted 36 Hamilton believed that government should owe timesbefore electing Jefferson as president. a debt to the people. Jefferson did not agree. Burr becamevice-president. He used moneyfrom tariffs and landsales to pay off the government's debt. 3. Circle the names of the candidates in the election of 1800. Underline the name of 4. Name two things that Jefferson did the candidate who becamepresident. to reduce the power of the central government. LO@k ClQser Company. & Mark It Up! Mifflin 5. Underline the pro-Jefferson slogan. 6. Draw dots below the anti-Adams Houghton slogan. of 7. Circle the eagle in the campaign division banner. a Littell, 10 McDougal This campaign banner declared: “Thomas © Jefferson—President of the U.S.A—John Adams—no more.” (Copyright © Smithsonian Institution National CHAPTER Museum of American History, Division of Politics and Reform, Copyright Negative Number 564-75) 74 McDougal Littell American History Reading Study Guide with Additional Support Ch 10 The Jefferson Era (1800-1816) Name Date SECTION READING STUDY GUIDE WITH ADDITIONAL SUPPORT 2 |The Louisiana Purchase and Exploration Before, You Learned After a tied election, Jefferson jeanyeview Term, €iNames Peceview becamepresident, and the _ Democratic-Republicans e Meriwether Lewis: American explorer reduced the power of the government. e William Clark: American explorer e Sacagawea: Shoshone woman whohelped the Lewis and Now You Will Learn Clark expedition ¢ Louisiana Purchase: land purchased from France in 1803 The nation doubled in size e Lewis and Clark when Jefferson acquired the expedition: group that explored the Louisiana Purchase Louisiana Purchase. ¢ Zebulon Pike: leader of a southern expedition in the Louisiana Purchase 1. CAUSE EFFECT / CAUSE EFFECT Because New Orleans Surprisingly, France The Louisiana Purchase is closed to American offersto sell all of the shipping, Jefferson offers Louisiana Territory to the to buy it from France. United States,not just New Orleans. Company. Mifflin Houghton of division a Exploring the Louisiana Exploring the South Territory Littell, McDougal © YALdVHO Copyright OL Reading Study Guide with Additional Support McDougal Littell American History 75 Ch 10 The Jefferson Era (1800-1816) Name Date SECTION 2: THE LOUISIANA PURCHASE AND EXPLORATION, CONTINUED The Louisiana Purchase Exploring the Louisiana Territory By 1800, thousandsofsettlers were moving Jefferson chose Meriwether Lewis to lead an westward across the Appalachians. Meanwhile, expedition to explore the LouisianaTerritory. France and Spain were negotiating for Lewis asked William Clark to co-lead the the Louisiana Territory—the vast region journey west. Along with a groupofvolunteers, between the Mississippi River and the Rocky the expedition set out in the summerof 1803. Mountains. The explorers reached the Pacific Coast in NewOrleans was an important port city Novemberof 1805. on the Mississippi. Jefferson offered to buy ” They returnedto St. Louis the following New Orleans from France. He was surprised year. The expedition brought back important whenFranceoffered to sell all of the Louisiana information aboutthe land. Their descriptions Territory, not just New Orleans. In 1803 the of plants and animals and their maps opened Louisiana Purchase was approved for $15 the way for other explorers—like Zebulon million. The size of the United States doubled. Pike. Pike led an 1806 expedition south from St. Louis. The group entered Spanishterritory, 2. DRAW YOUR ANSWER Draw a got arrested, and werelater returned to the diagram that shows the boundaries of the United States. Lousiana Purchase, based on thefirst paragraph above. 3. Underline the gains that resulted from the Lewis and Clark expedition. LO@Ok ClQser Primary Source Quotation @ Mark It Up! Company. “The sight of this Indian woman... [assured the Native Americans] of our Mifflin 4. This excerpt from William Clark's friendly intentions. ... No woman ever journal entry mentions Sacagawea's accompanied a warparty in this quarter.” role in the Lewis and Clark expedition. Houghton —WilliamClark, journal entry, October 19, 1805 of ° Circle the reference to Sacagawea. e Underline how Sacagawea helped division the expedition. a Littell, 10 McDougal © CHAPTER Copyright 76 McDougal Littell American History Reading Study Guide with Additional Support Ch 10 The Jefferson Era (1800-1816) —————————— ——— Name Date RR SECTION READING STUDY GUIDE WITH ADDITIONAL SUPPORT The War of 1812 Before, You Learned ce After Jefferson acquired the g review Term, & Names Louisiana Purchase, the nation arn doubledin size. ¢ Embargo Act of 1807: law that forbade American ships from sailing to foreign ports and closed Now You Will Learn Americanportsto British ships The nation gained confidence e Tecumseh: Shawnee chief and worldwide respect as a ¢ war hawk: supporter of the War of 1812 result of the War of 1812. ¢ Oliver Hazard Perry: U.S. navalofficer 1807 Embargo Actforbids 1813 American ships from sailing to foreign ports; closes American ports to British ships. Company. Mifflin Houghton 1812 1814 of division a Littell, McDougal © YALdVHI OL Copyright Reading Study Guide with Additional Support McDougal Littell American History 77 Ch 10 The Jefferson Era (1800-1816) SECTION 3: THE WAR OF 1812, CONTINUED The Path to War The War of 1812 In 1803, war broke out between France and On June 18, 1812, the United States declared Great Britain. Britain capturedall ships sailing waron Britain. At this time, the U.S. Navy had to France, including Americantradingships. only 16 warships. However, their ships won They also kidnapped Americansailors to work key victories. The most important naval victory on British ships. took place in September 1813 when Oliver To avoid war, Congress passed the Embargo Hazard Perry defeated the British on Lake Erie. Actof 1807. This madeit illegal for American British forces burned the Capitol and the ships to sail to foreign ports. Unfortunately, White House in August 1814. On January 8, this law hurt American merchants, wholost 1815, U.S. troops defeated the British in the income. The act was soon repealed. Battle of New Orleans. But by then, the war wasalreadyover. It had ended with the Treaty 2. DRAW YOUR ANSWER Draw a of Ghent, which was signed on December24, cause-and-effect chain that shows the 1814. effects of the Embargo Act of 1807. 3. DRAW YOUR ANSWER Draw a timeline that shows key events in the war. LOOk Cl@ser CANADA York Lok (Toronto) fal, & Mark I+ Up! champain, a \ Ontario NA NY. 4. The map showslocations of forts ey Company. andbattle sites in the War of 1812. ¢ Rereadthe section called “The Mifflin Warof 1812.” Underline the ATLANTIC OCEAN site of the most important U.S. Houghton ¢ ye American victory naval victory. of | Pt British victory Mississippi \ \ ° Circle thesite of this victory on Teniton \ Ga, =» British blockade {Fort the map division a 200 400 Miles 200 400 Kilometers Gulf of Mexico Littell, 10 McDougal © CHAPTER Copyright 78 McDougal Littell American History Reading Study Guide with Additional Support Ch 10 The Jefferson Era (1800-1816) .
Load more

Recommended publications
  • The Enlightenment and Democratic Revolutions MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES
    4 The Enlightenment and Democratic Revolutions MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES REVOLUTION Enlightenment These revolutions and the • Enlightenment • representative ideas helped bring about the documents they produced have • social contract government American and French inspired other democratic • natural rights • federal system revolutions. movements. • separation of • United Nations powers SETTING THE STAGE The Renaissance continued to affect European thinking throughout the 17th century. The Renaissance emphasis on the individual and on expanding human potential were especially influential. At the same time, Europeans began to explore their physical world. They extended the boundaries of the known world in what came to be called the Age of Exploration. New ideas and discoveries had a great impact on Europeans’ understanding of themselves and the world. TAKING NOTES Enlightenment Thinkers and Ideas Outlining Use an outline During the 17th and 18th centuries, an intellectual movement called the to organize the main ideas and details. Enlightenment developed. Enlightenment thinkers tried to apply the principles of reason and the methods of science to all aspects of society. They built upon I. Enlightenmentg the long history of Western thought. Thinkers and Ideas The philosophers of ancient Greece had established the idea of natural laws A. that could be discovered by careful observation and reasoned inquiry. B. Christianity contributed the belief in the equality of all human beings. (This belief II. The Beggginnings of Democracy in America would later lead to the principle of equal rights in society.) During the Renaissance, thinkers had focused on worldly concerns. They criticized medieval philosophy A. for concentrating on questions that seemed unrelated to human conditions.
    [Show full text]
  • Democracy in the United States
    Democracy in the United States The United States is a representative democracy. This means that our government is elected by citizens. Here, citizens vote for their government officials. These officials represent the citizens’ ideas and concerns in government. Voting is one way to participate in our democracy. Citizens can also contact their officials when they want to support or change a law. Voting in an election and contacting our elected officials are two ways that Americans can participate in their democracy. Voting booth in Atascadero, California, in 2008. Photo by Ace Armstrong. Courtesy of the Polling Place Photo Project. Your Government and You H www.uscis.gov/citizenship 1 Becoming a U.S. Citizen Taking the Oath of Allegiance at a naturalization ceremony in Washington, D.C. Courtesy of USCIS. The process required to become a citizen is called naturalization. To become a U.S. citizen, you must meet legal requirements. You must complete an interview with a USCIS officer. You must also pass an English and Civics test. Then, you take the Oath of Allegiance. This means that you promise loyalty to the United States. When you become a U.S. citizen, you also make these promises: ★ give up loyalty to other countries ★ defend the Constitution and laws of the United States ★ obey the laws of the United States ★ serve in the U.S. military (if needed) ★ do important work for the nation (if needed) After you take the Oath of Allegiance, you are a U.S. citizen. 2 Your Government and You H www.uscis.gov/citizenship Rights and Responsibilities of Citizens Voting is one important right and responsibility of U.S.
    [Show full text]
  • 20 Thomas Jefferson.Pdf
    d WHAT WE THINK ABOUT WHEN WE THINK ABOUT THOMAS JEFFERSON Todd Estes Thomas Jefferson is America’s most protean historical figure. His meaning is ever-changing and ever-changeable. And in the years since his death in 1826, his symbolic legacy has varied greatly. Because he was literally present at the creation of the Declaration of Independence that is forever linked with him, so many elements of subsequent American life—good and bad—have always attached to Jefferson as well. For a quarter of a century—as an undergraduate, then a graduate student, and now as a professor of early American his- tory—I have grappled with understanding Jefferson. If I have a pretty good handle on the other prominent founders and can grasp the essence of Washington, Madison, Hamilton, Adams and others (even the famously opaque Franklin), I have never been able to say the same of Jefferson. But at least I am in good company. Jefferson biographer Merrill Peterson, who spent a scholarly lifetime devoted to studying him, noted that of his contemporaries Jefferson was “the hardest to sound to the depths of being,” and conceded, famously, “It is a mortifying confession but he remains for me, finally, an impenetrable man.” This in the preface to a thousand page biography! Pe- terson’s successor as Thomas Jefferson Foundation Professor at Mr. Jefferson’s University of Virginia, Peter S. Onuf, has noted the difficulty of knowing how to think about Jefferson 21 once we sift through the reams of evidence and confesses “as I always do when pressed, that I am ‘deeply conflicted.’”1 The more I read, learn, write, and teach about Jefferson, the more puzzled and conflicted I remain, too.
    [Show full text]
  • Chapter 7 Interact with History
    The port of New Orleans, Louisiana, a major center for the cotton trade 1820 James Monroe is 1817 reelected president. 1824 John Construction 1819 U.S. Quincy Adams begins on the acquires Florida 1820 Congress agrees to is elected Erie Canal. from Spain. the Missouri Compromise. president. USA 1815 WORLD 1815 1820 1825 1815 Napoleon 1819 Simón 1822 Freed 1824 is defeated at Bolívar becomes U.S. slaves Mexico Waterloo. president of found Liberia on becomes Colombia. the west coast a republic. of Africa. 210 CHAPTER 7 INTERACT WITH HISTORY The year is 1828. You are a senator from a Southern state. Congress has just passed a high tax on imported cloth and iron in order to protect Northern industry. The tax will raise the cost of these goods in the South and will cause Britain to buy less cotton. Southern states hope to nullify, or cancel, such federal laws that they consider unfair. Would you support the federal or state government? Examine the Issues • What might happen if some states enforce laws and others don't? • How can Congress address the needs of different states? •What does it mean to be a nation? RESEARCH LINKS CLASSZONE.COM Visit the Chapter 7 links for more information about Balancing Nationalism and Sectionalism. 1838 1828 Removal of Andrew 1836 Martin the Cherokee 1840 William Jackson 1832 Andrew Van Buren along the Henry Harrison is elected Jackson is elected Trail of Tears is elected president. is reelected. president. begins. president. 1830 1835 1840 1830 France 1833 British 1837 Victoria 1839 Opium invades Algeria.
    [Show full text]
  • Thomas Jefferson and the Ideology of Democratic Schooling
    Thomas Jefferson and the Ideology of Democratic Schooling James Carpenter (Binghamton University) Abstract I challenge the traditional argument that Jefferson’s educational plans for Virginia were built on mod- ern democratic understandings. While containing some democratic features, especially for the founding decades, Jefferson’s concern was narrowly political, designed to ensure the survival of the new republic. The significance of this piece is to add to the more accurate portrayal of Jefferson’s impact on American institutions. Submit your own response to this article Submit online at democracyeducationjournal.org/home Read responses to this article online http://democracyeducationjournal.org/home/vol21/iss2/5 ew historical figures have undergone as much advocate of public education in the early United States” (p. 280). scrutiny in the last two decades as has Thomas Heslep (1969) has suggested that Jefferson provided “a general Jefferson. His relationship with Sally Hemings, his statement on education in republican, or democratic society” views on Native Americans, his expansionist ideology and his (p. 113), without distinguishing between the two. Others have opted suppressionF of individual liberties are just some of the areas of specifically to connect his ideas to being democratic. Williams Jefferson’s life and thinking that historians and others have reexam- (1967) argued that Jefferson’s impact on our schools is pronounced ined (Finkelman, 1995; Gordon- Reed, 1997; Kaplan, 1998). because “democracy and education are interdependent” and But his views on education have been unchallenged. While his therefore with “education being necessary to its [democracy’s] reputation as a founding father of the American republic has been success, a successful democracy must provide it” (p.
    [Show full text]
  • Jeffersoniandemocracy #6
    #6 Jeffersonian Democracy 7 1. The most important achievement of the Federalist Era was A) establishment and implementation of the Constitution. B) peaceful resolution of the Whiskey Rebellion. C) assertion of American rights threatened by continued British intervention. D) enthusiastic protection of basic freedoms such as assembly, petition, and speech. 2. Which statement is true about the election of 1800? A) It marked the beginning of a lengthy interruption in the Federalist Party’s control of national politics. B) Important results included a constitutional amendment and a key Supreme Court case. C) It is considered by many historians to be the first real presidential election. D) The elected President and his Vice-President represented opposing political parties. 3. Thomas Jefferson maintained that the election of 1800 was a “revolution” because the political party in power since the conception of the United States was uprooted. Garraty/Carnes, however, argues against this conclusion because A) Jefferson’s Democratic-Republicans not only took the presidency from the Federalists, but control of Congress as well. B) no rioting or violence occurred as a result of the election outcome; instead, a relatively peaceful and orderly transition of political machinery took place. C) Jefferson was elected by highly irregular—arguably illegal—means. D) by electing Jefferson, and thus ousting the Federalists, voters were actually demonstrating preference for the old over the new, which is counter to the concept of “revolution.” 4. Thomas Jefferson is most correctly identified as a politician who A) often prefaced significant negotiations with European powers with contrived displays of America’s military strength in order to influence the diplomatic outcome.
    [Show full text]
  • Chapter 47 -- British Acts of War Lead to Jefferson’S Ruinous Embargo Act
    Chapter 47 -- British Acts Of War Lead to Jefferson’s Ruinous Embargo Act Dates: Sections: 1805-1807 • Britain “Impresses” American Sailors To Man Their Ships Against France • HMS Leopard Attacks The USS Chesapeake Off Of Norfolk, Virginia • The Embargo Act Of 1807 Boomerangs On The Administration • Jefferson Repeals The Embargo As His Second Term Ends ************************************* Time: 1805-1806 Britain “Impresses” American Sailors To Man Their Ships Against France Napoleon’s rampage across Europe and his war with Britain inevitably brings Jefferson into the middle of a conflict he would rather avoid. The conflict is triggered by British “impressment” of American sailors. Unlike the French with its dominant land army, the British rely on their Royal Navy to defend the homeland and their possessions around the globe. By 1805, as Napoleon notches one victory after another, they rush to build up their corps of Ships at Sea off Gibraltar able-bodied seamen from a peacetime force of 10,000 to the 140,000 level they feel are needed for war. Their search turns in part to British sailors who have deserted the harsh conditions and disciplines imposed by their ship captains. Nelson pegs this figure at around 40,000 men – with many of them taking refuge on board more lenient American ships. Britain’s plan is to “retrieve” these nationals and return them to the Royal Navy. At the same time, King George III, still smarting from the French-backed defeat at Yorktown, and assuming that Jefferson favors his former allies, supports the notion of snatching American sailors as a justifiable form of pay-back.
    [Show full text]
  • Chapter 6: Federalists and Republicans, 1789-1816
    Federalists and Republicans 1789–1816 Why It Matters In the first government under the Constitution, important new institutions included the cabinet, a system of federal courts, and a national bank. Political parties gradually developed from the different views of citizens in the Northeast, West, and South. The new government faced special challenges in foreign affairs, including the War of 1812 with Great Britain. The Impact Today During this period, fundamental policies of American government came into being. • Politicians set important precedents for the national government and for relations between the federal and state governments. For example, the idea of a presidential cabinet originated with George Washington and has been followed by every president since that time • President Washington’s caution against foreign involvement powerfully influenced American foreign policy. The American Vision Video The Chapter 6 video, “The Battle of New Orleans,” focuses on this important event of the War of 1812. 1804 • Lewis and Clark begin to explore and map 1798 Louisiana Territory 1789 • Alien and Sedition • Washington Acts introduced 1803 elected • Louisiana Purchase doubles president ▲ 1794 size of the nation Washington • Jay’s Treaty signed J. Adams Jefferson 1789–1797 ▲ 1797–1801 ▲ 1801–1809 ▲ ▲ 1790 1797 1804 ▼ ▼ ▼ ▼ 1793 1794 1805 • Louis XVI guillotined • Polish rebellion • British navy wins during French suppressed by Battle of Trafalgar Revolution Russians 1800 • Beethoven’s Symphony no. 1 written 208 Painter and President by J.L.G. Ferris 1812 • United States declares 1807 1811 war on Britain • Embargo Act blocks • Battle of Tippecanoe American trade with fought against Tecumseh 1814 Britain and France and his confederacy • Hartford Convention meets HISTORY Madison • Treaty of Ghent signed ▲ 1809–1817 ▲ ▲ ▲ Chapter Overview Visit the American Vision 1811 1818 Web site at tav.glencoe.com and click on Chapter ▼ ▼ ▼ Overviews—Chapter 6 to 1808 preview chapter information.
    [Show full text]
  • THE RISE of COMPETITIVE AUTHORITARIANISM Steven Levitsky and Lucan A
    Elections Without Democracy THE RISE OF COMPETITIVE AUTHORITARIANISM Steven Levitsky and Lucan A. Way Steven Levitsky is assistant professor of government and social studies at Harvard University. His Transforming Labor-Based Parties in Latin America is forthcoming from Cambridge University Press. Lucan A. Way is assistant professor of political science at Temple University and an academy scholar at the Academy for International and Area Studies at Harvard University. He is currently writing a book on the obstacles to authoritarian consolidation in the former Soviet Union. The post–Cold War world has been marked by the proliferation of hy- brid political regimes. In different ways, and to varying degrees, polities across much of Africa (Ghana, Kenya, Mozambique, Zambia, Zimbab- we), postcommunist Eurasia (Albania, Croatia, Russia, Serbia, Ukraine), Asia (Malaysia, Taiwan), and Latin America (Haiti, Mexico, Paraguay, Peru) combined democratic rules with authoritarian governance during the 1990s. Scholars often treated these regimes as incomplete or transi- tional forms of democracy. Yet in many cases these expectations (or hopes) proved overly optimistic. Particularly in Africa and the former Soviet Union, many regimes have either remained hybrid or moved in an authoritarian direction. It may therefore be time to stop thinking of these cases in terms of transitions to democracy and to begin thinking about the specific types of regimes they actually are. In recent years, many scholars have pointed to the importance of hybrid regimes. Indeed, recent academic writings have produced a vari- ety of labels for mixed cases, including not only “hybrid regime” but also “semidemocracy,” “virtual democracy,” “electoral democracy,” “pseudodemocracy,” “illiberal democracy,” “semi-authoritarianism,” “soft authoritarianism,” “electoral authoritarianism,” and Freedom House’s “Partly Free.”1 Yet much of this literature suffers from two important weaknesses.
    [Show full text]
  • The Causes of the American Revolution
    Page 50 Chapter 12 By What Right Thomas Hobbes John Locke n their struggle for freedom, the colonists raised some age-old questions: By what right does government rule? When may men break the law? I "Obedience to government," a Tory minister told his congregation, "is every man's duty." But the Reverend Jonathan Boucher was forced to preach his sermon with loaded pistols lying across his pulpit, and he fled to England in September 1775. Thomas Jefferson wrote in the Declaration of Independence that when people are governed "under absolute Despotism, it is their right, it is their duty, to throw off such a Government." Both Boucher and Jefferson spoke to the question of whether citizens owe obedience to government. In an age when kings held near absolute power, people were told that their kings ruled by divine right. Disobedience to the king was therefore disobedience to God. During the seventeenth century, however, the English beheaded one King (King Charles I in 1649) and drove another (King James II in 1688) out of England. Philosophers quickly developed theories of government other than the divine right of kings to justify these actions. In order to understand the sources of society's authority, philosophers tried to imagine what people were like before they were restrained by government, rules, or law. This theoretical condition was called the state of nature. In his portrait of the natural state, Jonathan Boucher adopted the opinions of a well- known English philosopher, Thomas Hobbes. Hobbes believed that humankind was basically evil and that the state of nature was therefore one of perpetual war and conflict.
    [Show full text]
  • Life, Liberty, and . . .: Jefferson on Property Rights
    Journal of Libertarian Studies Volume 18, no. 1 (Winter 2004), pp. 31–87 2004 Ludwig von Mises Institute www.mises.org LIFE, LIBERTY, AND . : JEFFERSON ON PROPERTY RIGHTS Luigi Marco Bassani* Property does not exist because there are laws, but laws exist because there is property.1 Surveys of libertarian-leaning individuals in America show that the intellectual champions they venerate the most are Thomas Jeffer- son and Ayn Rand.2 The author of the Declaration of Independence is an inspiring source for individuals longing for liberty all around the world, since he was a devotee of individual rights, freedom of choice, limited government, and, above all, the natural origin, and thus the inalienable character, of a personal right to property. However, such libertarian-leaning individuals might be surprised to learn that, in academic circles, Jefferson is depicted as a proto-soc- ialist, the advocate of simple majority rule, and a powerful enemy of the wicked “possessive individualism” that permeated the revolution- ary period and the early republic. *Department Giuridico-Politico, Università di Milano, Italy. This article was completed in the summer of 2003 during a fellowship at the International Center for Jefferson Studies, Monticello, Va. I gladly acknowl- edge financial support and help from such a fine institution. luigi.bassani@ unimi.it. 1Frédéric Bastiat, “Property and Law,” in Selected Essays on Political Econ- omy, trans. Seymour Cain, ed. George B. de Huszar (Irvington-on-Hudson, N.Y.: Foundation for Economic Education, 1964), p. 97. 2E.g., “The Liberty Poll,” Liberty 13, no. 2 (February 1999), p. 26: “The thinker who most influenced our respondents’ intellectual development was Ayn Rand.
    [Show full text]
  • The Chesapeake Affair Nick Mann
    58 Western Illinois Historical Review © 2011 Vol. III, Spring 2011 ISSN 2153-1714 Sailors Board Me Now: The Chesapeake Affair Nick Mann In exploring the origins of the War of 1812, many historians view the 1811 Battle of Tippecanoe as the final breaking point in diplomatic relations between the United States and Great Britain. While the clash at Tippecanoe was a serious blow to peace between the two nations, Anglo-American relations had already been ruptured well before the presidency of James Madison. Indian affairs certainly played a role in starting the war, but it was at sea where the core problems lay. I will argue in this essay that rather than the Battle of Tippecanoe, it was the Chesapeake-Leopard Affair of 1807 that set Great Britain and the United States on the path towards war. The affair signified two of the festering issues facing the British and Americans: impressment and neutral rights. Though President Jefferson was able to prevent war in 1807, his administration‟s inept diplomacy widened the existing gap between Britain and America. On both sides of the Atlantic, the inability of leaders such as Secretary of State Madison and the British foreign minister, George Canning to resolve the affair poisoned diplomatic relations for years afterward. To understand the origin of the War of 1812, one must consider how the Chesapeake affair deteriorated Anglo-American relations to a degree that the Battle of Tippecanoe was less important that some have imagined. The clash at Tippecanoe between Governor William Henry Harrison and the forces of the Shawnee Prophet has usually been seen as the direct catalyst for the war in much of the historiography dealing with the War of 1812.
    [Show full text]