Autonomy and the Thirteen Colonies: Was the American Revolution Really Necessary
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Yorktown Victory Center Replacement Will Be Named 'American Revolution Museum at Yorktown'
DISPATCH A Newsletter of the Jamestown-Yorktown Foundation • Spring 2012 Yorktown Victory Center Replacement Will Be Named ‘American Revolution Museum at Yorktown’ Along with a physical transforma- bonds, is estimated at $46 tion of the Yorktown Victory Center will million. Private donations come a new name – “American Revolu- to the Jamestown-Yorktown tion Museum at Yorktown” – adopted Foundation, Inc., will sup- May 10 by the Jamestown-Yorktown port elements of gallery Foundation Board of Trustees and and outdoor exhibits and endorsed by the Jamestown-Yorktown educational resources. Foundation, Inc., Board of Directors. “The new name high- Recommended by a board naming lights the core offering of study task force, the new name will the museum, American be implemented upon completion of Revolution history,” said the museum replacement, and in the Frank B. Atkinson, who meantime the Yorktown Victory Center chaired the naming study will continue in operation as a museum task force comprised of 11 The distinctive two-story main entrance of the American of the American Revolution. members of the Jamestown- Revolution Museum at Yorktown will serve as a focal point Construction is expected to start Yorktown Foundation for arriving visitors. in the second half of 2012 on the proj- and Jamestown-Yorktown name were identified, and research ect, which includes an 80,000-square- Foundation, Inc., boards, “and the in- was undertaken on names currently in foot structure that will encompass ex- clusion of the word ‘Yorktown’ provides use. Selected names were tested with panded exhibition galleries, classrooms a geographical anchor. We arrived Yorktown Victory Center visitors and and support functions, and reorganiza- at this choice through a methodical reviewed by a trademark attorney and tion of the 22-acre site. -
Autonomy and the Thirteen Colonies: Was the American Revolution Really Necessary
Duquesne Law Review Volume 18 Number 3 Article 5 1980 Autonomy and the Thirteen Colonies: Was the American Revolution Really Necessary Robert A. Friedlander Follow this and additional works at: https://dsc.duq.edu/dlr Part of the Law Commons Recommended Citation Robert A. Friedlander, Autonomy and the Thirteen Colonies: Was the American Revolution Really Necessary, 18 Duq. L. Rev. 507 (1980). Available at: https://dsc.duq.edu/dlr/vol18/iss3/5 This Article is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Duquesne Law Review by an authorized editor of Duquesne Scholarship Collection. Autonomy and the Thirteen Colonies: Was the American Revolution Really Necessary?* Robert A. Friedlander** Nothing better illustrates the almost insurmountable difficulties faced by modern pluralistic societies in dealing with recalcitrant minorities on the transnational level than the futile attempts to grant autonomy to dissident populations.1 It has been particularly frustrating for democratic regimes when minority rejectionists have turned to terror-violence as their ultimate political weapon, with Ireland, Spain, and Israel the preeminent contemporary examples. The Northern Irish Parliament is indefinitely suspended,2 home rule has failed to end Basque extremism,'. and the Camp David accords face an uncertain future.' In each case, autonomy has been the chosen method of conflict- resolution and despite offers of-or attempts at-self-government, con- flict continues. Throughout modern history in both theory and practice, autonomy has been at best inherently suspect. In those few historical instances when it was actually attempted, autonomy either worked very badly or not at all. -
Introducing America
CHAPTER 1 INTRODUCING AMERICA (PRE-1754) PAGES SAMPLE CHAPTER OVERVIEW PAGES SAMPLE PAGES SAMPLE INTRODUCTION The story of the United States began in Europe, with competition among imperial powers to settle the great landmass of North America. From the 1500s onwards the wealthy but land-strapped kingdoms of Europe – England, France, Spain, Holland and Portugal – became aware of the economic and strategic potential of this bountiful new continent across the Atlantic. Explorers, settlers, conquistadors,1 captains, merchants and speculators braved perilous sea voyages into the unknown to plant their flag in a land they knew little about. By the late 1600s, several European powers had claimed their own piece of North America, leading to territorial competition and nationalist tensions. For a time it seemed as if this ‘new world’ might develop as a mirror of the old, divided Europe. Arguably the strongest of these imperial powers was Great Britain. Britain’s African American slave military strength, naval dominance and mastery of trade gave it the edge in being sold. matters of empire; this was reflected in the claim that ‘Britons … never will be slaves!’2 in the popular anthem Rule, Britannia! The true purpose of British imperialism, however, was not to conquer or rule but to make money. London maintained the colonies as a valuable source of raw materials and a market for manufactured products. Most imperial legislation was therefore concerned with the regulation of trade. By the mid-1760s, British America had evolved into a remarkably independent colonial system. Under a broad policy of ‘salutary A questionable neglect’, each of the thirteen colonies had become used to a significant degree representation of of self-government. -
Chapter 5 – the Enlightenment and the American Revolution I. Philosophy in the Age of Reason (5-1) A
Chapter 5 – The Enlightenment and the American Revolution I. Philosophy in the Age of Reason (5-1) A. Scientific Revolution Sparks the Enlightenment 1. Natural Law: Rules or discoveries made by reason B. Hobbes and Lock Have Conflicting Views 1. Hobbes Believes in Powerful Government a. Thomas Hobbes distrusts humans (cruel-greedy-selfish) and favors strong government to keep order b. Promotes social contract—gaining order by giving up freedoms to government c. Outlined his ideas in his work called Leviathan (1651) 2. Locke Advocates Natural Rights a. Philosopher John Locke believed people were good and had natural rights—right to life, liberty, and property b. In his Two Treatises of Government, Lock argued that government’s obligation is to protect people’s natural rights and not take advantage of their position in power C. The Philosophes 1. Philosophes: enlightenment thinkers that believed that the use of reason could lead to reforms of government, law, and society 2. Montesquieu Advances the Idea of Separation of Powers a. Montesquieu—had sharp criticism of absolute monarchy and admired Britain for dividing the government into three branches b. The Spirit of the Laws—outlined his belief in the separation of powers (legislative, executive, and judicial branches) to check each other to stop one branch from gaining too much power 3. Voltaire Defends Freedom of Thought a. Voltaire—most famous of the philosophe who published many works arguing for tolerance and reason—believed in the freedom of religions and speech b. He spoke out against the French government and Catholic Church— makes powerful enemies and is imprisoned twice for his views 4. -
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. -
Civil War and Revolution
SungraphoThema VELS levels 1-3 Civil War and Revolution What can the study of civil war bring to our understanding of revolutions? Professor David Armitage, Harvard University The study of civil war has recently become academic Civil war has gradually become the most widespread, big business, especially among political scientists the most destructive, and now the most characteristic and economists. A surge of intellectual interest in form of organised human violence. Since 1820, an a major problem like this often has two sources: average of two to four per cent of all countries have the internal dynamics of academic disciplines experienced civil war at any given moment. This themselves, and external currents in the wider world striking average disguises the fact that some periods that scholars hope their findings might shape. The were even more acutely afflicted by internal warfare: ongoing ‘boom in the study of civil war,’ as it has for example, the middle decades of the nineteenth been called, has both these motives. Economists who century, the period of the US Civil War, the Taiping study underdevelopment, especially in Africa, have Rebellion and the Indian Mutiny, among other internal isolated civil war as one of its main causes. Students conflicts.2 The decades since 1975 have seen a similar of international relations who focused their attention spike in the incidence of internal warfare. Indeed, in on wars between states have turned to the study of the last thirty years, an average of at least ten per cent civil wars as they found their traditional subject of all countries at any one time have been suffering disappearing before their very eyes: since World War civil war: in 2006 (the last year for which complete II, the developed world has enjoyed a ‘Long Peace’ data are available), there were thirty-two civil wars in without interstate war, while between 1989 and 2006, progress around the world. -
Three Regions of Colonial America
Three Regions of Colonial America Introduction Settlers came to America from Europe for varied reasons. Some came seeking religious freedom and others came for economic opportunities, including large numbers of indentured servants. Wherever Europeans settled, they forcibly displaced Native American inhabitants.* By 1750, the English had thirteen colonies in America. The thirteen colonies grew quickly. By 1775, more than three million people lived in those colonies. The colonies were naturally divided into three different land areas – north, middle and south. The southern colonies of Georgia, North and South Carolina, Virginia and Maryland had good soil. Grain, vegetables, cotton and tobacco could be grown, so they became farming areas. Large farms called plantations, worked by cheap labor, turned out turpentine, indigo, and tobacco. In this region, the interests of planters influenced the development of laws and government. The middle colonies – Delaware, Pennsylvania, New Jersey and New York – also had good soil. They also had good rivers for water and transportation. The chief products of these states were grain and livestock. In Pennsylvania, Quaker settlers seeking religious freedom strongly influenced that colony’s laws and government. In the northern colonies, the rocky soil as well as the cold weather and shorter growing season were not good for crops. Since they were near the sea and rich fishing grounds, many New Englanders worked in fishing, shipbuilding, and trading. In New England, the first settlers were Puritans. Their values and priorities shaped New England’s laws and government. From the earliest times, Africans were brought to America as slaves against their will. Though they did not invent the slave trade, European nations expanded it tremendously. -
PDF Download History of the Thirteen Kindle
HISTORY OF THE THIRTEEN PDF, EPUB, EBOOK Honore de Balzac,Herbert James Hunt | 400 pages | 01 Apr 1978 | Penguin Books Ltd | 9780140443011 | English | London, United Kingdom History of the Thirteen PDF Book The government spent much of its revenue on a superb Royal Navy , which not only protected the British colonies but threatened the colonies of the other empires, and sometimes seized them. This suggests that the people of the Roanoke colony may have become part of the Croatoan community. The zombie, often portrayed as an undead, flesh-eating, decaying corpse, has enjoyed a popularity surge in recent years. Dictionary of American Slavery p. Open Preview See a Problem? Beginning in the s, the English and Dutch engaged in a series of wars , and the English sought to conquer New Netherland. Higher education was available for young men in the north, and most students were aspiring Protestant ministers. Much of the historiography concerns the reasons why the Americans rebelled in the s and successfully broke away. This addition of this new member changed their name from the Dirty Dozen to the Filthy Thirteen. Today, there are various mentions online of similar revival clubs meeting in an attempt to thumb their collective nose at superstitions. Soon other Thirteen Clubs started around the United States, both official and unofficial clubs. They then followed the Crochans when they broke camp, flying south to Eyllwe to aid their kin. All kinds of cautions exist including numerous warnings about sitting 13 people at a table. Wikimedia Commons has media related to Thirteen Colonies. New Netherland. -
From the American Revolution Through the American Civil War"
History 216-01: "From the American Revolution through the American Civil War" J.P. Whittenburg Fall 2009 Email: [email protected] Office: Young House (205 Griffin Avenue) Web Page: http://faculty.wm.edu/jpwhit Telephone: 757-221-7654 Office Hours: By Appointment Clearly, this isn't your typical class. For one thing, we meet all day on Fridays. For another, we will spend most of our class time "on-site" at museums, battlefields, or historic buildings. This class will concentrate on the period from the end of the American Revolution through the end of the American Civil War, but it is not at all a narrative that follows a neat timeline. I’ll make no attempt to touch on every important theme and we’ll depart from the chronological approach whenever targets of opportunities present themselves. I'll begin most classes with some sort of short background session—a clip from a movie, oral reports, or maybe something from the Internet. As soon as possible, though, we'll be into a van and on the road. Now, travel time can be tricky and I do hate to rush students when we are on-site. I'll shoot for getting people back in time for a reasonably early dinner—say 5:00. BUT there will be times when we'll get back later than that. There will also be one OPTIONAL overnight trip—to the Harper’s Ferry and the Civil War battlefields at Antietam and Gettysburg. If these admitted eccentricities are deeply troubling, I'd recommend dropping the course. No harm, no foul—and no hard feelings. -
Parliamentary Debate on the Stamp
MAKING THE REVOLUTION: AMERICA, 1763-1791 PRIMARY SOURCE COLLECTION Parliament Debates New York Public Library the Stamp Act, February 1765 * In early 1765 Parliament was struggling to meet the cost of defending its empire in North Americavastly expanded after the French and Indian War. The task required a standing army (fulltime soldiers maintained during peacetime) since the new territories lacked enough Englishmen to constitute local defense forces. Regular British troops were needed to keep the peace between the French and Indians and to deal with smuggling, land grabbing, and crime. Prime Minister George Grenville stated the matter in its simplest terms: “The money for these expenses must be raised somewhere.” To the British it was perfectly logical to raise the money in the colonies; they, after all, were the chief beneficiaries of Britain’s military exertions. Parliament settled on a simple way to obtain the needed funds, an easy-to-collect tax on documents, i.e., the paper on which they would be printed. These selections from the debate on the Stamp Act in the House of Commons illuminate how British politicians viewed the issue of colonial taxationespecially the question of taxation without representation. Written in the clipped, abbreviated style of notes taken in haste, they record remarks made on February 6, 1765, eight days before Grenville formally presented the Stamp Act to the House of George Grenville, Prime Minister of Great Commons for a vote. Britain, 1763-65; author of the Stamp Act __DEBATE, HOUSE OF COMMONS__ Committee of Ways and Means: Resolutions for colonial stamp duties.1 6 FEBRUARY 1765_____EXCERPTS Ordered, That it be an Instruction to the Committee of the whole House, to whom it is referred to consider further of Ways and Means for raising the Supply granted to His Majesty, that they do consider of proper Methods for raising a Revenue in the British Colonies and Plantations in America, towards further defraying the necessary Charges of defending, protecting, and securing, the same. -
The Faulkner Murals: Depicting the Creation of a Nation
DEPICTING the CREATION of a NATION The Story Behind the Murals About Our Founding Documents by LESTER S. GORELIC wo large oil-on-canvas murals (each about 14 feet by 37.5 feet) decorate the walls of the Rotunda of the National T Archives in Washington, D.C. The murals depict pivotal moments in American history represented by two founding doc uments: the Declaration of Independence and the Constitution. In one mural, Thomas Jefferson of Virginia is depicted handing over his careful ly worded and carefully edited draft of the Declaration of Independence to John Hancock of Massachusetts. Many of the other Founding Fathers look on, some fully supportive, some apprehensive. In the other, James Madison of Virginia is depicted presenting his draft of the Constitution to fellow Virginian George Washington, president of the 1787 Constitutional Convention, and to other members of the Convention. Although these moments occurred in the Pennsylvania State House in Philadelphia (Independence Hall)—not in the sylvan settings shown in the murals—the two price less documents are now in the National Archives Building in Washington, D.C., and have been seen by millions of visitors over the years. When the National Archives Building was built in the Jefferson’s placement at the front of the Committee of mid-1930s, however, these two founding documents were Five reflects his position as its head. Although Jefferson was in the custody of the Library of Congress and would not the primary author of the Declaration, his initial draft was be transferred to the Archives until 1952. Even so, the ar edited first by Adams and then by Franklin. -
Jefferson and the Beginning of the American Revolution
Jefferson and the beginning of the American Revolution Reading Level: Middle School From 1775 to 1783, American Patriots fought the British in the American Revolution. Thomas Jefferson never fought as a soldier. However, throughout the war, he used words and deeds to further the cause of independence. He was a delegate in the Virginia House of Delegates and the Second Continental Congress, governor of Virginia, author of the Declaration of Independence, and a spokesman for liberty. Background to the American Revolution When the war between France and England ended in 1763, Great Britain had won. At the time George III was king of Great Britain. He and his ministers (persons in charge of government departments) wanted to keep strict control over their colonies in America. By 1775, the thirteen colonies had a population of more than 2,700,000. Most people lived on This map by Carington small farms and exported agricultural products to England. They Bowles shows the imported manufactured goods such as cloth, hats and tools from boundaries of the American England. Each colony had its own governor and assembly. colonies in 1763 following The war had been expensive. The British Parliament placed new taxes the French and Indian Wars. on the colonies to help pay off the debts. The 1764 Sugar Act and 1767 Townshend Act placed taxes and duties (fees) on imported goods. Colonists refused to pay the taxes. They stated that since they had no representation in parliament, they had not voted for the taxes. However, even worse, Parliament passed the Quartering Act. This act said that British soldiers could be housed in any empty, public building.