An Introduction to the Federalist
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2013 Senate Joint Resolution 64
2013 − 2014 LEGISLATURE LRB−3912/1 SRM:wlj:jm 2013 SENATE JOINT RESOLUTION 64 January 22, 2014 − Introduced by Senators KEDZIE, GROTHMAN, VINEHOUT, MILLER, LASSA, SCHULTZ, T. CULLEN, LAZICH, HARSDORF, LEHMAN and TIFFANY, cosponsored by Representatives WEATHERSTON, JACQUE, KLEEFISCH, KAHL, SMITH, STROEBEL, TRANEL, GOYKE, THIESFELDT, DANOU, PETRYK, A. OTT, BIES, POPE, TITTL, MASON, MURTHA, BALLWEG, MARKLEIN, PETERSEN, OHNSTAD, HINTZ, PRIDEMORE, KNODL, MURSAU, KRUG, JORGENSEN, RODRIGUEZ, BERNIER, WACHS and BERCEAU. Referred to Committee on Senate Organization. 1 Relating to: commending the Iron Brigade. 2 Whereas, the courageous soldiers of the Iron Brigade fought in the Union Army 3 in the Civil War of 1861−1865; and 4 Whereas, General Rufus King brought together the infantry regiments known 5 as the Iron Brigade and commanded them at the start of the Civil War; and 6 Whereas, the majority of the Iron Brigade was composed of young men from 7 Wisconsin; and 8 Whereas, also known as the Black Hats," the Iron Brigade served in almost 9 every major battle of the Civil War; and 10 Whereas, William F. Fox, the Civil War’s premier casualty statistician, stated 11 that the records show that, during the Civil War, the Iron Brigade faced enemy fire 12 most often and for the longest periods; and 13 Whereas, of the 672 infantry brigades in the Union Army, the Iron Brigade 14 experienced the highest rate of casualties; and LRB−3912/1 2013 − 2014 Legislature − 2 − SRM:wlj:jm 1 Whereas, at the Battle of South Mountain, the Iron Brigade used the leapfrog -
Caqe ,T-)65 61
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Justice William Cushing and the Treaty-Making Power
Vanderbilt Law Review Volume 10 Issue 2 Issue 2 - February 1957 Article 9 2-1957 Justice William Cushing and the Treaty-Making Power F. William O'Brien S.J. Follow this and additional works at: https://scholarship.law.vanderbilt.edu/vlr Part of the Constitutional Law Commons, and the Supreme Court of the United States Commons Recommended Citation F. William O'Brien S.J., Justice William Cushing and the Treaty-Making Power, 10 Vanderbilt Law Review 351 (1957) Available at: https://scholarship.law.vanderbilt.edu/vlr/vol10/iss2/9 This Article is brought to you for free and open access by Scholarship@Vanderbilt Law. It has been accepted for inclusion in Vanderbilt Law Review by an authorized editor of Scholarship@Vanderbilt Law. For more information, please contact [email protected]. JUSTICE WILLIAM CUSHING AND THE TREATY-MAKING POWER F. WILLIAM O'BRIEN, S.J.* Washington's First Appointees Although the work of the Supreme Court during the first few years was not great if measured in the number of cases handled, it would be a mistake to conclude that the six men who sat on the Bench during this formative period made no significant contribution to the develop- ment of American constitutional law. The Justices had few if any precedents to use as guides, and therefore their judicial work, limited though it was in volume, must be considered as stamped with the significance which attaches to all pioneer activity. Moreover, most of this work was done while on circuit duty in the different districts, and therefore from Vermont to Georgia the Supreme Court Justices were emissaries of good will for the new Constitution and the recently established general government. -
Noah Webster's Theory of Linguistic Nationalism
NOAH WEBSTER'S THEORY OF LINGUISTIC NATIONALISM FREDRIC MICHAEL LITTO Universidade de Sao Paulo Abstract: Noah Webster (1758-1843), through his dictionaries, grammars, linguistic theories and activities on behalf of reform, was instrumental in securing the prominent place that the teaching of language now occupies in American school curricula. His work caused the English of the United States to have the relative uniformity it presently has, and created the belief that popular speech and idioms were correct and should be the basis of language learning. His reforms in textbook format and his efforts in securing copyright legislation were likewise important. Perhaps his most significant legacy was the successful fostering, through language study, of a strong consciousness of nationality. (In English) (F.M.L.) Resumo: Noah Webster (1758-1843), atraves dos seus dicionarios, gramaticas, teorias lingiii'sticas e atividades em prol da reforma, serviu como instrumento para estabele- cer o lugar proeminente que o ensino de li'nguas ocupa Ihoje em dia nos curri'culos das escolas norte-americanas. Suas obras deram a lingua inglesa dos Estados Unidos a relativa uniformidade que atualmente tem, e levaram a acreditar que a fala popular e idiomatica eram corretas e deveriam servir como base da aprendizagem de li'nguas. Suas reformas nos formatos de livros escolares, e seus esfor«;os para conseguir legisla- (jao para direitos autorais, foram tambem importantes. Talvez sua heran?a mais signi- ficante seja o encorajamento, atraves do estudo de lingua, de uma forte consciencia de nacionalidade. (Em ingles) (F.M.L.) Some years ago, an American national weekly magazine featured a story on a new "war" declared by puristic and patriotic Frenchmen against Franglais, a pidgin French-English that has inundated la belle langue with neologisms from America.1 A professor of comparative languages at the Sorbonne, Rene Etiemble, was quoted as affirming that "The French language is a treasure. -
The Meaning of the Federalist Papers
English-Language Arts: Operational Lesson Title: The Meaning of the Federalist Papers Enduring Understanding: Equality is necessary for democracy to thrive. Essential Question: How did the constitutional system described in The Federalist Papers contribute to our national ideas about equality? Lesson Overview This two-part lesson explores the Federalist Papers. First, students engage in a discussion about how they get information about current issues. Next, they read a short history of the Federalist Papers and work in small groups to closely examine the text. Then, student pairs analyze primary source manuscripts concerning the Federalist Papers and relate these documents to what they have already learned. In an optional interactive activity, students now work in small groups to research a Federalist or Anti-Federalist and role-play this person in a classroom debate on the adoption of the Constitution. Extended writing and primary source activities follow that allow students to use their understanding of the history and significance of the Federalist Papers. Lesson Objectives Students will be able to: • Explain arguments for the necessity of a Constitution and a bill of rights. • Define democracy and republic and explain James Madison’s use of these terms. • Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers using primary source examples. • Discuss and defend the ideas of the leading Federalists and Anti-Federalists on several issues in a classroom role-play debate. (Optional Activity) • Develop critical thinking, writing skills, and facility with textual evidence by examining the strengths of either Federalism or Anti-Federalism. (Optional/Extended Activities) • Use both research skills and creative writing techniques to draft a dialogue between two contemporary figures that reflects differences in Federalist and Anti-Federalist philosophies. -
Conflicts of Interest in Bush V. Gore: Did Some Justices Vote Illegally? Richard K
Maurice A. Deane School of Law at Hofstra University Scholarly Commons at Hofstra Law Hofstra Law Faculty Scholarship Spring 2003 Conflicts of Interest in Bush v. Gore: Did Some Justices Vote Illegally? Richard K. Neumann Jr. Maurice A. Deane School of Law at Hofstra University Follow this and additional works at: https://scholarlycommons.law.hofstra.edu/faculty_scholarship Recommended Citation Richard K. Neumann Jr., Conflicts of Interest in Bush v. Gore: Did Some Justices Vote Illegally?, 16 Geo. J. Legal Ethics 375 (2003) Available at: https://scholarlycommons.law.hofstra.edu/faculty_scholarship/153 This Article is brought to you for free and open access by Scholarly Commons at Hofstra Law. It has been accepted for inclusion in Hofstra Law Faculty Scholarship by an authorized administrator of Scholarly Commons at Hofstra Law. For more information, please contact [email protected]. ARTICLES Conflicts of Interest in Bush v. Gore: Did Some Justices Vote Illegally? RICHARD K. NEUMANN, JR.* On December 9, 2000, the United States Supreme Court stayed the presidential election litigation in the Florida courts and set oral argument for December 11.1 On the morning of December 12-one day after oral argument and half a day before the Supreme Court announced its decision in Bush v. Gore2-the Wall Street Journalpublished a front-page story that included the following: Chief Justice William Rehnquist, 76 years old, and Justice Sandra Day O'Connor, 70, both lifelong Republicans, have at times privately talked about retiring and would prefer that a Republican appoint their successors.... Justice O'Connor, a cancer survivor, has privately let it be known that, after 20 years on the high court,'she wants to retire to her home state of Arizona ... -
Peter Stephen Du Ponceau Collection 1781-1844 Mss.B.D92p
Peter Stephen Du Ponceau Collection 1781-1844 Mss.B.D92p American Philosophical Society 2004 105 South Fifth Street Philadelphia, PA, 19106 215-440-3400 [email protected] Peter Stephen DuPonceau Collection 1781-1844 Mss.B.D92p Table of Contents Summary Information ................................................................................................................................. 3 Background note ......................................................................................................................................... 5 Scope & content ..........................................................................................................................................6 Administrative Information .........................................................................................................................7 Related Materials ........................................................................................................................................ 7 Indexing Terms ........................................................................................................................................... 8 Other Descriptive Information ..................................................................................................................10 Collection Inventory ..................................................................................................................................12 Peter Stephen Du Ponceau Collection................................................................................................. -
Alexander Hamilton to John Jay on African-American Soldiers (March, 14, 1779)
Alexander Hamilton to John Jay on African-American Soldiers (March, 14, 1779) On March 14, 1779, Alexander Hamilton wrote this letter to John Jay regarding the recruitment of black soldiers. Hamilton expressed his opinion that former slaves might prove even better soldiers than the whites. Unlike many of his contemporaries, he rejected prejudices about the natural abilities of African-Americans and attributed any of their deficiencies to their social condition as slaves. As you read the letter, consider why Hamilton advocated giving the slaves "their freedom with their muskets" and what effect he thought this would have on slaves throughout the South. How did he propose to overcome the objections of slaveowners? Why was his plan rejected by congress? Col Laurens, who will have the honor of delivering you this letter, is on his way to South Carolina, on a project, which I think, in the present situation of affairs there, is a very good one and deserves every kind of support and encouragement. This is to raise two three or four batalions of negroes; with the assistance of the government of that state, by contributions from the owners in proportion to the number they possess. If you should think proper to enter upon the subject with him, he will give you a detail of his plan. He wishes to have it recommended by Congress to the state; and, as an inducement, that they would engage to take those batalions into Continental pay. It appears to me, that an expedient of this kind, in the present state of Southern affairs, is the most rational, that can be adopted, and promises very important advantages. -
The Strange Career of Thomas Jefferson Race and Slavery in American Memory, I94J-I99J
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Richmond University of Richmond UR Scholarship Repository History Faculty Publications History 1993 The trS ange Career of Thomas Jefferson: Race and Slavery in American Memory Edward L. Ayers University of Richmond, [email protected] Scot A. French Follow this and additional works at: http://scholarship.richmond.edu/history-faculty-publications Part of the Race and Ethnicity Commons, and the United States History Commons Recommended Citation Ayers, Edward L. and Scot A. French. "The trS ange Career of Thomas Jefferson: Race and Slavery in American Memory." In Jeffersonian Legacies, edited by Peter S. Onuf, 418-456. Charlottesville: University Press of Virginia, 1993. This Book Chapter is brought to you for free and open access by the History at UR Scholarship Repository. It has been accepted for inclusion in History Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. CHAPTER I 4 The Strange Career of Thomas Jefferson Race and Slavery in American Memory, I94J-I99J SCOT A. FRENCH AND EDWARD L. AYERS For generations, the memory of Thomas Jefferson has been inseparable from his nation's memory of race and slavery. Just as Jefferson's words are invoked whenever America's ideals of democracy and freedom need an elo quent spokesman, so are his actions invoked when critics level charges of white guilt, hypocrisy, and evasion. In the nineteenth century, abolitionists used Jefferson's words as swords; slaveholders used his example as a shield. -
Social Studies
201 OAlabama Course of Study SOCIAL STUDIES Joseph B. Morton, State Superintendent of Education • Alabama State Department of Education For information regarding the Alabama Course of Study: Social Studies and other curriculum materials, contact the Curriculum and Instruction Section, Alabama Department of Education, 3345 Gordon Persons Building, 50 North Ripley Street, Montgomery, Alabama 36104; or by mail to P.O. Box 302101, Montgomery, Alabama 36130-2101; or by telephone at (334) 242-8059. Joseph B. Morton, State Superintendent of Education Alabama Department of Education It is the official policy of the Alabama Department of Education that no person in Alabama shall, on the grounds of race, color, disability, sex, religion, national origin, or age, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, activity, or employment. Alabama Course of Study Social Studies Joseph B. Morton State Superintendent of Education ALABAMA DEPARTMENT OF EDUCATION STATE SUPERINTENDENT MEMBERS OF EDUCATION’S MESSAGE of the ALABAMA STATE BOARD OF EDUCATION Dear Educator: Governor Bob Riley The 2010 Alabama Course of Study: Social President Studies provides Alabama students and teachers with a curriculum that contains content designed to promote competence in the areas of ----District economics, geography, history, and civics and government. With an emphasis on responsible I Randy McKinney citizenship, these content areas serve as the four Vice President organizational strands for the Grades K-12 social studies program. Content in this II Betty Peters document focuses on enabling students to become literate, analytical thinkers capable of III Stephanie W. Bell making informed decisions about the world and its people while also preparing them to IV Dr. -
American Prophets
American Prophets by: Ronald L. Dart "When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed." Do you recognize those words? Of course. I wish every American child had them committed to memory because they're among the most important words ever committed to writing by the pen of man. This is the opening of the Declaration of Independence of the United States of America. Declaration of Independence The thinking behind this document is at the core of the most fundamental liberties of man, and while many of the men who signed this document were slave owners, these same men set in motion the wheels that would bring an end to slavery in the civilized world. They tell us it was in the main, the words of Thomas Jefferson, that the leadership of all the existing states put their signature on it, and it honestly reflected their values and their beliefs. -
Constitutional Reflections
Loyola University Chicago Law Journal Volume 49 Issue 4 Summer 2018 Article 9 2018 The United States as an Idea: Constitutional Reflections H Jefferson Powell Follow this and additional works at: https://lawecommons.luc.edu/luclj Part of the Law Commons Recommended Citation H J. Powell, The United States as an Idea: Constitutional Reflections, 49 Loy. U. Chi. L. J. 705 (). Available at: https://lawecommons.luc.edu/luclj/vol49/iss4/9 This Article is brought to you for free and open access by LAW eCommons. It has been accepted for inclusion in Loyola University Chicago Law Journal by an authorized editor of LAW eCommons. For more information, please contact [email protected]. The United States as an Idea: Constitutional Reflections H. Jefferson Powell* I’d like to begin my remarks with two completely unoriginal observations. The first is that United States is a nation that rests on ideas, in a sense that isn’t quite true of many other nations. What we mean by, say, Denmark, or my ancestral country of Wales, certainly is tied up with ideas about what it means to be Danish or Welsh. To be Welsh is, among other things, to belong to a nation of poets: the greatest cultural achievement for any Welshman or woman—leaving aside organized sports!—is to be crowned Bard (chief poet) at the National Eisteddfod. But the ideas that characterize Denmark or Wales belong to a national community that did not begin with ideas and a conscious decision. There was no convention that established Denmark, no declaration that announced Wales, and it is pointless to ask when either nation was created.1 Both emerged out of “the mists of time,” out of a particular human experience of geography, culture, language, religion, perceived physical kinship, and so on.