National Register of Historic Places Inventory -- Nomination Form | Name (Owner of Property Location of Legal Description 1 Repr
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The Federalist Era 1787-1800
THE FEDERALIST ERA 1787-1800 Articles of Confederation: the first form of government. *NATIONAL GOVERNMENT TOO WEAK! Too much state power “friendship of states” examples of being too weak: • No President/No executive • Congress can’t tax or raise an army • States are coining their own money • Foreign troubles (British on the frontier, French in New Orleans) Shays’ Rebellion: Daniel Shays is a farmer in Massachusetts protesting tax collectors. The rebellion is a wake up call - recognize we need a new government Constitutional Convention of 1787: Delegates meet to revise the Articles, instead draft a new Constitution • Major issue discussed = REPRESENTATION IN CONGRESS (more representatives in Congress, more influence you have in passing laws/policies in your favor) NJ Plan (equal per state) vs. Virginia Plan (based on population) House of Representatives: GREAT COMPROMISE Based on population Creates a bicameral Senate: (two-house) legislature Equal, two per state THREE-FIFTHS • 3 out of every 5 slaves will count for representation and taxation COMPROMISE • increases representation in Congress for South Other Compromises: • Congress regulates interstate and foreign trade COMMERCIAL • Can tax imports (tariffs) but not exports COMPROMISE • Slave trade continued until 1808 How did the Constitution fix the problems of the Articles of Confederation? ARTICLES OF CONFEDERATION CONSTITUTION • States have the most power, national • states have some power, national government government has little has most • No President or executive to carry out -
John Adams Contemporaries
17 150-163 Found2 AK 9/13/07 11:27 AM Page 150 Answer Key John Adams contemporaries. These students may point out that Adams penned defenses Handout A—John Adams of American rights in the 1770s and was (1735–1826) one of the earliest advocates of colonial 1. Adams played a leading role in the First independence from Great Britain. They Continental Congress, serving on ninety may also mention that his authorship committees and chairing twenty-five of of the Massachusetts Constitution and these.An early advocate of independence Declaration of Rights of 1780 makes from Great Britain, in 1776 he penned him a champion of individual liberty. his Thoughts on Government, describing 5. Some students may suggest that gov- how government should be arranged. ernment may limit speech when the He headed the committee charged public safety requires it. Others may with writing the Declaration of Inde- suggest that offensive or obscene pendence. He served on the commis- speech may be restricted. Still other sion that negotiated the Treaty of Paris, students will argue against any limita- which ended the Revolutionary War. tions on freedom of speech. 2. Adams was not present at the Consti- tutional Convention. However, while serving as an American diplomat in Handout B—Vocabulary and London, he followed the proceedings. Context Questions Adams and Jefferson urged Congress 1. Vocabulary to yield to the Anti-Federalist demand a. disagreed for the Bill of Rights as a condition for b. caused ratifying the proposed Constitution. c. until now 3. The Alien and Sedition Acts gave the d. -
Alien and Sedition Acts • Explain Significance of the Kentucky and Virginia Resolutions Do Now “The Vietnam War Was Lost in America
Adams SWBAT • Explain significance of the Alien and Sedition Acts • Explain significance of the Kentucky and Virginia Resolutions Do Now “The Vietnam War was lost in America. Public opinion killed any prospect of victory.” • What is the meaning of this statement? • What is more important, liberty (ie. free speech) or order (ie. security)? John Adams President John Adams • John Adams (Federalist) becomes President in 1797 *Due to an awkward feature of the Constitution, Jefferson becomes VP John Adams • During his presidency Adams passed the Alien and Sedition Acts • How does the cartoonist portray Adam’s actions? Alien and Sedition Acts, 1798 • Required immigrants to live in the Naturalization Act U.S. for l4 years before becoming a citizen • Allowed President to expel foreigners from the U.S. if he Alien Act believes they are dangerous to the nation's peace & safety • Allowed President to imprison or Alien Enemies Act expel foreigners considered dangerous in time of war • Barred American citizens from saying, writing, or publishing any Sedition Act false, scandalous, or malicious statements about the U.S. Gov, Congress, or the President Alien and Sedition Acts • The 4 acts together became known as the Alien and Sedition Acts • Response to the Alien and Sedition Acts: - Kentucky & Virginia Resolutions - (written by T. Jefferson & J. Madison) declared the Acts unconstitutional Virginia & Kentucky Resolutions 1. Called for the states to declare the Alien and Sedition Act null & void (invalid) 2. Introduced concept of nullification (ignoring -
Signers of the United States Declaration of Independence Table of Contents
SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE 56 Men Who Risked It All Life, Family, Fortune, Health, Future Compiled by Bob Hampton First Edition - 2014 1 SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE TABLE OF CONTENTS INTRODUCTON Page Table of Contents………………………………………………………………...………………2 Overview………………………………………………………………………………...………..5 Painting by John Trumbull……………………………………………………………………...7 Summary of Aftermath……………………………………………….………………...……….8 Independence Day Quiz…………………………………………………….……...………...…11 NEW HAMPSHIRE Josiah Bartlett………………………………………………………………………………..…12 William Whipple..........................................................................................................................15 Matthew Thornton……………………………………………………………………...…........18 MASSACHUSETTS Samuel Adams………………………………………………………………………………..…21 John Adams………………………………………………………………………………..……25 John Hancock………………………………………………………………………………..….29 Robert Treat Paine………………………………………………………………………….….32 Elbridge Gerry……………………………………………………………………....…….……35 RHODE ISLAND Stephen Hopkins………………………………………………………………………….…….38 William Ellery……………………………………………………………………………….….41 CONNECTICUT Roger Sherman…………………………………………………………………………..……...45 Samuel Huntington…………………………………………………………………….……….48 William Williams……………………………………………………………………………….51 Oliver Wolcott…………………………………………………………………………….…….54 NEW YORK William Floyd………………………………………………………………………….………..57 Philip Livingston…………………………………………………………………………….….60 Francis Lewis…………………………………………………………………………....…..…..64 Lewis Morris………………………………………………………………………………….…67 -
Alien and Sedition Acts
• On your own, SILENTLY look at the three pictures and notate them as follows: • ! “reminds me of…” • ? “a question I have …” • * “an Ah-ha moment, or something interesting about the image is…” • With your partner, discuss your annotations. • Then, together write a summary statement of how this cartoon relates to the Alien and Sedition Acts. http://b1969d.medialib.glogster.com/media/8f36eeb83766a5f6047b82cfdb0e2b0c377d000ec198aab5deecb96deec3e660/sedition.jpg John Adams wins the election of 1796. • Thomas Jefferson becomes the Vice President. • The United States now has a Federalist President and a Republican Vice President. • The U.S. was in the middle of a dispute with France when Adams takes office. • President Adams would send diplomats to Paris to try to resolve the dispute. France was attacking U.S. shipping in route to England. Charles Pinkney, John Marshall, and Eldridge Gerry were U.S. Diplomats to France. 3 French envoys known as (X,Y, and Z) demanded a bribe of $250,000 to enter negotiations. The U.S. refused. The French government was corrupt and attacking U.S. merchants. The U.S. wanted war. 1797 - The XYZ Affair • In 1798 the United States stood on the brink of war with Alien and France. The Federalists believed that Democratic- Sedition Republican criticism of Federalist policies was disloyal Acts (1798) and feared that aliens (immigrants from France) living in the United States would sympathize with the French during a war. As a result, a Federalist-controlled Congress passed four laws, known collectively as the Alien and Sedition Acts. These laws raised the residency requirements for citizenship from 5 to 14 years, authorized the President to deport aliens, and permitted their arrest, imprisonment, and deportation during wartime. -
EXTENSIONS of REMARKS 34159 EXTENSIONS of REMARKS AVIATION SAFETY and NOISE Millions of People Around Major Airports
November 29, 1979 EXTENSIONS OF REMARKS 34159 EXTENSIONS OF REMARKS AVIATION SAFETY AND NOISE millions of people around major airports. It On October 22 the Senate passed H.R 2440, would also weaken the incentives for replace striking the provisions of the House ini REDUCTION ACT ment of aircraft with new technology air tiated b111 and substituting for them the planes that could offer even more noise relief provisions of S. 413, the Senate "noise bill". to the millions of Americans who are ex I am advised the Senate has already ap HON. NORMAN Y. M!NETA posed daily to unacceptable levels of aircraft pointed conferees in anticipation of a con OF CALIFORNLA noise. ference on H.R. 2440. IN THE HOUSE OF REPRESENTATIVES 3. By authorizing some $300 mi111on in In expressing the Administration's opposi excess of the President's budget for FY 1980, tion to H.R. 3942, I outlined a number of Thursday, November 29, 1979 an increase which ls unwarranted, the bill objectionable features of the b1ll. The pro e Mr. MINETA. Mr. Speaker, I ha;ve would be infiationary. In any event, as you visions of H.R. 2440, as passed by the Senate, asked the White House for a clear sig know, the House already acted to establish a.ire comparable in many respects to those an obligations limit on the airport devel undesirable fiseal and environmental provi nal that legislation rolling back the fieet opment program for 1980 at a level which is sions of H.R. 3942 to which we are opposed; noise rule would be vetoed. -
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. -
Crisis and Constitution
Pilgrim Theological Seminary AMH 241.1 The Creation of a New Republic Study Resources Welcome to The Creation of a Republic. The purpose of this program of study is to help students develop an understanding of American History from the time of the American Revolution until the mid 1800's. We have made a sincere effort to select and organize the following learning resources in a way that will help you understand important concepts in the development of our nation and to help you master key terms, events, and the names of people and places. There are six areas of study that we will be exploring; each area corresponds to a chapter in the recommended textbook. First Area of Study: Toward the War for American Independence (1754-1776) Second Area of Study: The American People and the American Revolution (1775-1783) Third Area of Study: Crisis and Constitution (1776-1789) Fourth Area of Study: The Early Republic (1789-1824) Fifth Area of Study: The Opening of America (1815-1850) Sixth Area of Study: The Rise of Democracy (1824-1840) Learning Resources The primary learning resource for our study is: US: A Narrative History, Volume 1: To 1877, 5th Edition; Authors: James West Davidson, Historian; Brian DeLay, Christine Leigh Heyrman, Mark H Lytle,Michael B Stoff, Softcover, 400 pages. © McGraw-Hill Companies, 2009, ISBN-13 9780073385662 The textbook is supplemented by an Online Learning Center. The OLC provides helpful educational resources specifically related to the individual Area of Study guides we have provided. Please visit the OLC to familiarize yourself with its resources. -
Minority Report: John Marshall and the Defense of the Alien and Sedition Acts
OHIO STATE LAW JOURNAL VOLUME 68, NUMBER 2, 2007 Minority Report: John Marshall and the Defense of the Alien and Sedition Acts KURT T. LASH* ALICIA HARRSON** In 1799, the Federalist minority of the Virginia House of Delegates produced an extended defense of the Alien and Sedition Acts. This Minority Report responded to Madison's famous Virginia Resolutions and efforts by Virginia Republicans to tar the Adams Administration with having exceeded its powers under the federal Constitution. Originally attributed to John Marshall by biographerAlbert Beveridge, recent biographies of Marshall have omitted the episode or rejected Beveridge's claim and the current editors of the Papers of John Marshall omitted the Minority Report from their multi-volume collection of Marshall's work. What was once an assumed (if controversial) episode in Marshall's career has disappeared from otherwise exhaustive accounts of his life and work. As in Philip K. Dick's story, Minority Report, an alternate view of events has been unceremoniously erasedfrom the official record. The authors of this Article challenge the decision to remove Marshall's name from the Minority Report. Marshall was the only person named at the time as the probable author, and Marshallhad both reason and opportunity to draft the Address. The arguments of the Report not only track Marshall's views on the Constitution, they utilize constitutional arguments that were * Professor of Law and W. Joseph Ford Fellow, Loyola Law School, Los Angeles. B.A., Whitman College; J.D., Yale Law School. I thank the wonderful staff at the Huntington Research Library for their invaluable assistance locating innumerable primary documents. -
UC Riverside Electronic Theses and Dissertations
UC Riverside UC Riverside Electronic Theses and Dissertations Title Redefining Interpretation at America's Eighteenth-Century Heritage Sites Permalink https://escholarship.org/uc/item/67b4c877 Author Lindsay, Anne Marie Publication Date 2010 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA RIVERSIDE Redefining America‘s Eighteenth-Century Heritage Sites A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in History by Anne Marie Lindsay August 2010 Dissertation Committee: Dr. Catherine Allgor, Chairperson Dr. Sharon Salinger Dr. Christine Gailey Copyright by Anne Marie Lindsay 2010 The Dissertation of Anne Marie Lindsay is approved: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Committee Chairperson University of California, Riverside Acknowledgements As this dissertation argues, history does not exist in a vacuum and no man stands alone. I have accomplished this work through the support of many friends, family members, and colleagues. I thank my dissertation committee for their support and advice over several years. Christine Gailey, Sharon Salinger, and Catherine Allgor have provided me with valuable insight that I could not have done without. I particularly thank Catherine Allgor, my chair, for allowing me the freedom to explore when necessary and also the structure to rein me in. Without her encouragement, unwavering belief in my work, and colorful note cards, I could not have reached this goal. Thank you to Cliff Trafzer, for bringing me to UCR as a public history MA student, and encouraging me no matter what I was doing. I have had the privilege to work with a number of public historians who have guided me in my scholarly and professional endeavors. -
Families in the Revolution: Patriots in the Countryside
National Historical Park Adams National Park Service U.S. Department of Interior FAMILIES IN THE REVOLUTION: PATRIOTS IN THE COUNTRYSIDE Index 555555555555555555555555555555555555555555555555555555555555 a Letter to Teacher a Themes, Goals, Objectives, and Program Description a Resources & Worksheets a Pre-Visit Materials a Student Bibliography a Logistics a Directions a Other Places to Visit a Program Evaluation Dear Teacher, The Birthplaces at the Adams National Historical Park commemorate the only father-son presidents, John Adams and John Quincy Adams, and provide us with a unique setting where history seems to come to life. Our student-driven curriculum actively engages students in their own exciting and enriching learning process. This program will instill in students the realization that sacrifice, coopera- tion, and determination are necessary attributes for seeking justice and liberty, as evidenced by the Adams family. The American Revolution was one of the most daring popular movements in modern history. The colonists were challenging one of the most powerful nations in the world. Americans were facing what appeared to be insurmountable odds. While the story of the Revolution's battles, political debates, and confrontations are much studied, the impact of the war on individual families is sometimes overlooked. This program will examine the effects of war and military occupation on American patriot families. Two families, the Adamses and the Reveres, were committed to the revolutionary cause and their con- tributions took hardy tolls upon their family lives. John Adams and Paul Revere had such profound influence on the movement for American independence because they had families who shared their beliefs and who would, despite great personal risk, unselfishly give them advice, moral support, and love throughout the struggle. -
Adams National Historical Park Foundation Document Overview
NATIONAL PARK SERVICE • U.S. DEPARTMENT OF THE INTERIOR Foundation Document Overview Adams National Historical Park Massachusetts Contact Information For more information about the Adams National Historical Park Foundation Document, contact: [email protected] or 617-773-1177 or write to: Superintendent, Adams National Historical Park, 135 Adams Street, Quincy, MA 02169 Purpose Significance Significance statements express why Adams National Historical Park resources and values are important enough to merit national park unit designation. Statements of significance describe why an area is important within a global, national, regional, and systemwide context. These statements are linked to the purpose of the park unit, and are supported by data, research, and consensus. Significance statements describe the distinctive nature of the park and inform management decisions, focusing efforts on preserving and protecting the most important resources and values of the park unit. • Adams National Historical Park encompasses the birthplaces, burial place, and the Old House at Peace field and Stone Library of the first father-son Presidents John and John Quincy Adams, and provides opportunities to connect with the places that shaped the lives and ideas of the statesmen who, through lengthy domestic and international public service, had a profound and lasting influence on United States nation building, constitutional theory, and international diplomacy. • With Peace field as a touchstone, Presidents John Adams and John Quincy Adams, first ladies Abigail Adams and Louisa Catherine Adams, Ambassador Charles Francis Adams, historians Henry Adams, Brooks Adams, Charles The purpose of ADAMS NATIOnaL Francis Adams, Jr., and Clover Adams made distinguished HISTORICAL PARK is to preserve, protect, contributions in public and private service and in American maintain, and interpret the homes, literature, arts, and intellectual life.