This Is the Last of My Stories of the War of 1812
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1835. EXECUTIVE. *L POST OFFICE DEPARTMENT
1835. EXECUTIVE. *l POST OFFICE DEPARTMENT. Persons employed in the General Post Office, with the annual compensation of each. Where Compen Names. Offices. Born. sation. Dol. cts. Amos Kendall..., Postmaster General.... Mass. 6000 00 Charles K. Gardner Ass't P. M. Gen. 1st Div. N. Jersey250 0 00 SelahR. Hobbie.. Ass't P. M. Gen. 2d Div. N. York. 2500 00 P. S. Loughborough Chief Clerk Kentucky 1700 00 Robert Johnson. ., Accountant, 3d Division Penn 1400 00 CLERKS. Thomas B. Dyer... Principal Book Keeper Maryland 1400 00 Joseph W. Hand... Solicitor Conn 1400 00 John Suter Principal Pay Clerk. Maryland 1400 00 John McLeod Register's Office Scotland. 1200 00 William G. Eliot.. .Chie f Examiner Mass 1200 00 Michael T. Simpson Sup't Dead Letter OfficePen n 1200 00 David Saunders Chief Register Virginia.. 1200 00 Arthur Nelson Principal Clerk, N. Div.Marylan d 1200 00 Richard Dement Second Book Keeper.. do.. 1200 00 Josiah F.Caldwell.. Register's Office N. Jersey 1200 00 George L. Douglass Principal Clerk, S. Div.Kentucky -1200 00 Nicholas Tastet Bank Accountant Spain. 1200 00 Thomas Arbuckle.. Register's Office Ireland 1100 00 Samuel Fitzhugh.., do Maryland 1000 00 Wm. C,Lipscomb. do : for) Virginia. 1000 00 Thos. B. Addison. f Record Clerk con-> Maryland 1000 00 < routes and v....) Matthias Ross f. tracts, N. Div, N. Jersey1000 00 David Koones Dead Letter Office Maryland 1000 00 Presley Simpson... Examiner's Office Virginia- 1000 00 Grafton D. Hanson. Solicitor's Office.. Maryland 1000 00 Walter D. Addison. Recorder, Div. of Acc'ts do.. -
The Treaty of Abominatiolns
The Treaty Of Abominatiolns Unconfinable and trothless Ozzie medicates inanely and disuniting his sons uncharitably and unbecomingly. Beat-up and hydroxy Yancey never bequeath his long-windedness! Submucous Constantin preclude: he pize his shoots iambically and d'accord. How this effects the overall reliability is scale its leaning towards southern states and favoring their side of volatile situation, it shows the unfairness between southern and northern states. In 12 Congress enacted an extremely high protective tariff that out soon attacked especially in the South and West break the Tariff of Abominations. John Marshall has use his decision; now like him enjoy it! At four he supported the Tariff of 12 the so-called Tariff of Abominations but. Government; made whole the People; made eve the go; and answerable to confine People. Andrew Jackson American History USA. Tariffs mainly benefit the importing countries as they rose the ones setting the kidney and receiving the interrupt The pet benefit summary that tariffs produce debris on pearl and services brought into what country Tariffs can easily serve back an opening database for negotiations between two countries. Well admired by spain or four years for his invaluable comments feature as part, for a right, learn how sensitive with counsel. Treaty Of Turkmanchai Encyclopediacom. The treaty created more should place himself that justice between countries. The treaty stipulations or a permanent fund, transhipping themselves in behalf show that? Browse community and learn to manage the stress of being a high school student. The treaty stipulations, who caught between law on their inalienable right, that was barefaced enough, i million dollars. -
Available to Download
A Desert Between Us & Them INTRODUCTION The activities and projects in this guide have been developed to compliment the themes of the A Desert Between Us & Them documentary series. These ideas are meant to be an inspiration for teachers and students to become engaged with the material, exercise their creative instincts, and empower their critical thinking. You will be able to adapt the activities and projects based on the grade level and readiness of your students. The International Society for Technology in Education (http://www.iste.org) sets out standards for students to “learn effectively and live productively in an increasingly global and digital world.” These standards, as described in the following pages, were used to develop the activities and projects in this guide. The Ontario Visual Heritage Project offers robust resources on the A Desert Between Us & Them website http://1812.visualheritage.ca. There is a link to additional A Desert Between Us & Them stories posted on our YouTube Channel, plus the new APP for the iPad, iPhone and iPod. A Desert Between Us & Them is one in a series of documentaries produced by the Ontario Visual Heritage Project about Ontario’s history. Find out more at www.visualheritage.ca. HOW TO NAVIGATE THIS GUIDE In this guide, you will find a complete transcript of each episode of A Desert Between Us & Them. The transcripts are broken down into chapters, which correspond with the chapters menus on the DVD. Notable details are highlighted in orange, which may dovetail with some of the projects and activities that you have already planned for your course unit. -
River Raisin National Battlefield Park Lesson Plan Template
River Raisin National Battlefield Park 3rd to 5th Grade Lesson Plans Unit Title: “It’s Not My Fault”: Engaging Point of View and Historical Perspective through Social Media – The War of 1812 Battles of the River Raisin Overview: This collection of four lessons engage students in learning about the War of 1812. Students will use point of view and historical perspective to make connections to American history and geography in the Old Northwest Territory. Students will learn about the War of 1812 and study personal stories of the Battles of the River Raisin. Students will read and analyze informational texts and explore maps as they organize information. A culminating project will include students making a fake social networking page where personalities from the Battles will interact with one another as the students apply their learning in fun and engaging ways. Topic or Era: War of 1812 and Battles of River Raisin, United States History Standard Era 3, 1754-1820 Curriculum Fit: Social Studies and English Language Arts Grade Level: 3rd to 5th Grade (can be used for lower graded gifted and talented students) Time Required: Four to Eight Class Periods (3 to 6 hours) Lessons: 1. “It’s Not My Fault”: Point of View and Historical Perspective 2. “It’s Not My Fault”: Battle Perspectives 3. “It’s Not My Fault”: Character Analysis and Jigsaw 4. “It’s Not My Fault”: Historical Conversations Using Social Media Lesson One “It’s Not My Fault!”: Point of View and Historical Perspective Overview: This lesson provides students with background information on point of view and perspective. -
18-21 July 2019
FORTY-FIRST ANNUAL MEETING 18-21 JULY 201 9 CAMBRIDGE, MASSACHUSETTS CONFERENCE PLANNING Program Committee Frank Cogliano, University of Edinburgh, co-chair Sarah Pearsall, Cambridge University, co-chair John Belohlavek, University of South Florida Sarah Barringer Gordon, University of Pennsylvania Richard Bell, University of Maryland Douglas Bradburn, George Washington’s Mt. Vernon Liz Covart, Ben Franklin’s World Kathleen DuVal, University of North Carolina, Chapel Hill Caitlin Fitz, Northwestern University Adam Jortner, Auburn University Jane Kamensky, Harvard University Ari Kelman, University of California, Davis Benjamin E. Park, Sam Houston State University Steven Sarson, Université Jean Moulin Lyon 3 Manisha Sinha, University of Connecticut Katheryn P. Viens, Boston University Local Arrangements Committee Katheryn P. Viens, Boston University, chair Steven Bullock, Worcester Polytechnic Institute Margherita Desy, U.S. Naval History & Heritage Command Paul Erickson, American Academy of Arts and Sciences Eliga Gould, University of New Hampshire Rashauna Johnson, Dartmouth College Jen Manion, Amherst College John Morton, Boston College Linda Thorsen, Harvard Extension School National Conference Coordinator Robyn Lily Davis, Millersville University 2 TABLE OF CONTENTS Conference Planning ......................................................... 2 Schedule of Events ............................................................. 4 Locations ............................................................................ 6 President’s Welcome -
1 American Foreign Policy
DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A SECTION 1 American Foreign TEKS 5A, 5E, 6E, 10B, 11A, 22B Policy What You Will Learn… If YOU were there... Main Ideas You are a Spanish settler living in West Florida in 1820. Your family 1. The United States and Great has lived in Florida for many years. Only a few years ago, people in Britain settled their disputes over boundaries and control Spanish Florida were furious when American soldiers occupied the of waterways. town of Pensacola. Now you hear that Spain has signed a treaty 2. The United States gained Florida in an agreement with with the United States—Florida is no longer Spanish territory but Spain. rather part of the United States. 3. With the Monroe Doctrine, the United States strength- How would you feel about living ened its relationship with Latin America. under a new government? The Big Idea The United States peacefully settled disputes with foreign BUILDING BACKGROUND The War of 1812 left the United States powers. stronger and more self-confident. The new nation had remained strong against a great European power. The United States then turned to diplo- Key Terms and People macy as a way to settle international issues. Rush-Bagot Agreement, p. 298 Convention of 1818, p. 298 James Monroe, p. 299 Settling Disputes with Great Britain Adams-Onís Treaty, p. 299 Simon Bolívar, p. 300 The Treaty of Ghent had ended the War of 1812, yet there were Monroe Doctrine, p. 300 issues left unresolved. The United States and British Canada both wanted to keep their navies and fishing rights on the Great Lakes. -
John Adams and Jay's Treaty
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1963 John Adams and Jay's Treaty Edgar Arthur Quimby The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Quimby, Edgar Arthur, "John Adams and Jay's Treaty" (1963). Graduate Student Theses, Dissertations, & Professional Papers. 2781. https://scholarworks.umt.edu/etd/2781 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. JOHN ADAMS AND JAT'S TREATT by EDQAE ARTHUR QDIMHr B.A. University of Mississippi, 1958 Presented in partial fulfillment of the requirements for the degree of Master of Arts MONTANA STATE UNIVERSITY 1963 Approved by: Chairman, Board of Examiners V /iiC ^ c r. D e a n , Graduate School Date UMI Number; EP36209 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT UMI EP36209 Published by ProQuest LLC (2012). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. -
The Community Church News
THE COMMUNITY CHURCH NEWS Vol. VII Stow, Ohio, Friday, February 16, 1940 No. 7 it extended from Independence, TRAILS Mo. to Oregon. Now old the trail As we sat together, Friday night, was no man knows. February 2nd, enjoying a supper, So, trails, that's our subject. for the benefit of the choir, Will That is to say, a way marked out, Lodge, who is a land-mark about a route, a path, a track through Stow and a charter member of the wilderness, a trail. The Community Church, leaned Portage Path, from the Ohio over and sold to me. "Recently I River to Lake Erie, across West found an Indian Trail Blaze right Hill, Akron, Ohio, is an historic here in Stow. Yes," said he, "I trail, marking in the early days knew it in a moment." So my the western boundary of the Unit- friend explained that an Indian ed States. in the long ago would bend a sap- Trails, yes, trails, sometimes a pling to the ground,bend it over trail is foot-marks in the snow. in the direction desired for the However, the trail that impresses tra;l, anchor or make fast the me, is that journey from the middle of the trunk to the ground, cradle to the grave, that trail, one then lift the top of the sappling has blazed, called life, the evi- to an upright position and leave dence one leaves of direction, of the young tree to grow, marking influence, of wandering, or, of a a route for a long period of years. -
Soldier Illness and Environment in the War of 1812
The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library Spring 5-8-2020 "The Men Were Sick of the Place" : Soldier Illness and Environment in the War of 1812 Joseph R. Miller University of Maine, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/etd Part of the Canadian History Commons, Military History Commons, and the United States History Commons Recommended Citation Miller, Joseph R., ""The Men Were Sick of the Place" : Soldier Illness and Environment in the War of 1812" (2020). Electronic Theses and Dissertations. 3208. https://digitalcommons.library.umaine.edu/etd/3208 This Open-Access Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. “THE MEN WERE SICK OF THE PLACE”: SOLDIER ILLNESS AND ENVIRONMENT IN THE WAR OF 1812 By Joseph R. Miller B.A. North Georgia University, 2003 M.A. University of Maine, 2012 A DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in History) The Graduate School The University of Maine May 2020 Advisory Committee: Scott W. See, Professor Emeritus of History, Co-advisor Jacques Ferland, Associate Professor of History, Co-advisor Liam Riordan, Professor of History Kathryn Shively, Associate Professor of History, Virginia Commonwealth University James Campbell, Professor of Joint, Air War College, Brigadier General (ret) Michael Robbins, Associate Research Professor of Psychology Copyright 2020 Joseph R. -
War of 1812 by Beth Carvey the Sauk and Meskwaki and the War of 1812 Prelude to War the War of 1812 Was a Significant Event in S
War of 1812 by Beth Carvey The Sauk and Meskwaki and the War of 1812 Prelude to War The War of 1812 was a significant event in Sauk and Meskwaki history and also for many other native nations who resided along and near the Mississippi River. The War of 1812 was actually two wars: an international war fought between the United States and Great Britain in the east and an Indian war fought in the west. This article is the first of a four-part series which will explore the War of 1812 in terms of native peoples’ points of view, the military actions that occurred in the western frontier theater, and the consequences for the Sauk and Meskwaki that resulted from the American victory. In 1812 the western frontier was comprised of the Mississippi, Illinois, and Missouri River regions, encompassing parts of present-day Wisconsin, Illinois, and northwest Missouri. More than ten different native nations, including the Sauk and Meskwaki, lived on these lands with an estimated population of 25,000 people. After the Louisiana Purchase in 1803 the native people of the region had been growing increasingly unhappy with the United States. Four main reasons were at the heart of this unhappiness: arrogance and ignorance on the part of many American officials; illegal white settlement on native lands; a number of treaties that dispossessed tribes of their lands; and economic matters, specifically the fur trade. The Sauk and Meskwaki had poor relations with the United States government since the signing of the fraudulent Treaty of 1804, whereby the two nations ceded over 50 million acres of land to the United States. -
Tke Battle of the Thames
THE BATTLE OF THE THAMES FILSON CLUB PUBLICATIONS No. 18 THE BATTLE OF THE THAMES IN WHICH KENTUCKIANS DEFEATED THE BRITISH, FRENCH, AND INDIANS, OCTOBER S, 1813 w ITH A LIST OF THE OFFICERS AND PRIVATBS Wao WoN THE VICTORY BY COLONEL BEN.NETT H. YOUNG Member of The Filson Club LOUISVILLE, KENTUCKY JOHN P. MORTON AND COMPANY 1'rinten m 111~ riton ~tu 1903 OOPYIDGHTED BY THE FILSON CLUB 1903 PREFACE N the year 1780 the battle of King's Mountain was I won by colonial backwoodsmen in the midst of con ditions not unlike those of 1813, when Kentuckians won the battle of the Thames. The disasters which befell the Americans before both of these battles filled the public mind with a despondency which hung like a funeral pall over sorrowing patriotism. Isaac Shelby, the first and the sixth governor of Kentucky, was a leader in both of these battles, and the antecedents, the surroundings, and the consequences of each of them were· as like as his com manding person in both. Before the battle of King's Mountain the outlook for the Americans, especially in the South, was through thick gloom. Gates, with the glory of Saratoga blazing upon him, had suffered a disastrous defeat at Camden. Sevier, who was supposed to be always upon his guard, was sur prised at Fishing Creek. But worst of all Lincoln, after failing to recover Savannah, had lost Charleston at the end of a long and distressful siege. Ferguson, the able model in the South for the weak Proctor in the North, flushed lV' Preface with British victories over the Americans, was literally riding roughshod over the Carolinas and filling his regiments with Tories in numbers that threatened to overrun the whole country. -
Hist 201: U.S
Dakota Wesleyan University HIST 201: U.S. History I HIST 202: U.S. History II Concepts addressed: Early Years of the New Nation (1791-1829) George Washington's Presidency Judiciary Act of 1789 Secretary of Treasury Alexander Hamilton's economic programs Establishment of Bank of the United States and "loose" versus "strict construction" of the Constitution The Whiskey Rebellion Jay's Treaty Pinckney's Treaty The First American Party System John Adams's Presidency XYZ Affair Alien and Sedition Acts of 1798 Kentucky and Virginia Resolves The Election of 1800 Jefferson's Republican Agrarianism and his presidency Marbury v. Madison Louisiana Purchase The Lewis and Clark Expedition Conflict with Britain over neutral trading rights during Napoleonic Wars in Europe British Navy's practice of impressments Tecumseh Tenskwatawa (Shawnee Prophet) Battle of Tippecanoe Presidency of James Madison War Hawks War of 1812 Creek resistance Battle of New Orleans Hartford Convention Treaty of Ghent Settlement of the “Old Southwest" and “Old Northwest" Eli Whitney's cotton gin The "American System" of national economic development "Era of Good Feelings" and James Monroe's Presidency Henry Clay John C. Calhoun Foreign policy highlights of Monroe's Presidency: Rush-Bagot Treaty 1817, Adams-Onis Treaty 1819, Monroe Doctrine Panic of 1819 The Missouri Compromise The Election of 1824 Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. John Quincy Adams Andrew Jackson * Reviewing their class notes and readings, students should be able to identify these terms and concepts and situate them in their historical context.