Mister Chief Justice. a Study Guide. INSTITUTION John Marshall Foundation, Richmond, VA
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Creating a French Enemy in the United States During the 1790S Quasi-War and the 2003 Iraq War Diplomatic Crisis
Angles New Perspectives on the Anglophone World 10 | 2020 Creating the Enemy Cannibals, Monsters and Weasels: Creating a French Enemy in the United States during the 1790s Quasi-War and the 2003 Iraq War Diplomatic Crisis Hervé-Thomas Campangne Electronic version URL: http://journals.openedition.org/angles/408 DOI: 10.4000/angles.408 ISSN: 2274-2042 Publisher Société des Anglicistes de l'Enseignement Supérieur Electronic reference Hervé-Thomas Campangne, « Cannibals, Monsters and Weasels: Creating a French Enemy in the United States during the 1790s Quasi-War and the 2003 Iraq War Diplomatic Crisis », Angles [Online], 10 | 2020, Online since 01 April 2020, connection on 28 July 2020. URL : http:// journals.openedition.org/angles/408 ; DOI : https://doi.org/10.4000/angles.408 This text was automatically generated on 28 July 2020. Angles. New Perspectives on the Anglophone World is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License. Cannibals, Monsters and Weasels: Creating a French Enemy in the United States... 1 Cannibals, Monsters and Weasels: Creating a French Enemy in the United States during the 1790s Quasi-War and the 2003 Iraq War Diplomatic Crisis Hervé-Thomas Campangne 1 Countless U.S. presidents and leaders, including Ronald Reagan, Barack Obama and Donald Trump, have reminded Americans that France is their country’s “oldest ally” (Riché 2013; Seelow 2013; Obama 2015; Serhan 2017). Likewise, many a French official has underscored the unwavering and “natural” quality of the commitment between France and the United States (De Gaulle 1965; Mitterrand 1984; Macron 2018). Yet political scientists and historians often point to the cyclical nature of French-American relations (Duroselle 1978; Bozo and Parmentier 2007: 545). -
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 -
Unit 3 the FEDERALIST ERA
Unit 3 THE FEDERALIST ERA CHAPTER 1 THE NEW NATION ..........................................................................................................................1 CHAPTER 2 HAMILTON AND JEFFERSON— THE MEN AND THEIR PHILOSOPHIES .....................6 CHAPTER 3 PAYING THE NATIONAL DEBT ................................................................................................12 CHAPTER 4 ..............................................................................................................................................................16 HAMILTON, JEFFERSON, AND THE FIRST NATIONAL BANK OF THE UNITED STATES.............16 CHAPTER 5 THE WHISKEY REBELLION ........................................................................................................20 CHAPTER 6 NEUTRALITY AND THE JAY TREATY .....................................................................................24 CHAPTER 7 THE SEDITION ACT AND THE VIRGINIA AND KENTUCKY RESOLUTIONS ...........28 CHAPTER 8 THE ELECTION OF 1800................................................................................................................34 CHAPTER 9 JEFFERSONIANS IN OFFICE.......................................................................................................38 by Thomas Ladenburg, copyright, 1974, 1998, 2001, 2007 100 Brantwood Road, Arlington, MA 02476 781-646-4577 [email protected] Page 1 Chapter 1 The New Nation A Search for Answers hile the Founding Fathers at the Constitutional Convention debated what powers should be -
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. -
SO 003 006 AUTHOR Nicolosi, Louis J.; and Others TITLE American History: the Multi-Concept Plan for High School
DOCUMENT RESUME ED 062 259 SO 003 006 AUTHOR Nicolosi, Louis J.; And Others TITLE American History: The Multi-Concept Plan for High School. INSTITUTION Louisiana State Dept. of Education, Baton Rouge. REPORT NO Bull-1060 PUB DATE 71 NOTE 205p. EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS Activity Units; *American History; Civil War (United States); *Concept Teaching; constitutional History; Curriculum Guides; Democracy; *History Instruction; Modern History; Reconstruction Era; Secondary Grades; Sequential Learning; *Social Studies; *United States History ABSTRACT Providing a basic framework for a one year American history course for secondary students, this curriculum guide offers help for teachers in planning, organizing, and teaching social studies. Designed to cover the whole paLorama of history (1450 through 1969) in sequence, the course aims tc help students understand early events and how they are related to contemporary affairs. The multi-concept plan is based upon the assumption that the subject matter of American history can be presented in terms of general organizing concepts. These general ideas (primary concepts) serve as the organizational framework for factual content (secondary concepts) of the course. The students, taught by this plan, become aware of the relativity of historical interpretation and learn to organize facts into meaningful patterns. The thirty-six weekcourse in American history is divided into 17 units of instruction, with each unit varying from one to three weeks in duration. The last three units are devoted to the developing twentieth-century conflict between Capitalism and Communism. Concepts, content, guides, oral and written activities, and bibliography of student and teacher materials are presented for each unit. -
HISTORY 1301 Course Title: United State
COMMON COURSE SYLLABUS Department: Social Sciences Discipline: History Course Number: HISTORY 1301 Course Title: United States History I Credit: 3 Lecture, 0 Lab Foundational Component Area of Core Curriculum: American History Prerequisites: TSI compliance in Reading Available Formats: Conventional Campus: Reese Course Description: A survey of the social, political, economic, cultural and intellectual history of the United States from the pre-Colombian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Colombian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government. Course Purpose: To acquaint students with the diversity of American history and to promote critical thinking in interrelating the past to the present. Fundamentally, the course promotes general understanding of a body of knowledge any student should know. Course Requirements: To maximize a student’s potential to complete this course, he/she should attend all class meetings, complete all homework assignments and examinations in a timely manner, and complete all other projects or papers as assigned. Learning Outcomes Upon successful completion of this course, students should be familiar with the pre-Colombian era to the Civil War/Reconstruction period. This would include the following themes: . American settlement and diversity . American culture . religion . civil and human rights 1 . technological change . economic change . immigration and migration . creation of the federal government Learning Outcomes: Upon successful completion of this course, students will: . -
H. Doc. 108-222
34 Biographical Directory DELEGATES IN THE CONTINENTAL CONGRESS CONNECTICUT Dates of Attendance Andrew Adams............................ 1778 Benjamin Huntington................ 1780, Joseph Spencer ........................... 1779 Joseph P. Cooke ............... 1784–1785, 1782–1783, 1788 Jonathan Sturges........................ 1786 1787–1788 Samuel Huntington ................... 1776, James Wadsworth....................... 1784 Silas Deane ....................... 1774–1776 1778–1781, 1783 Jeremiah Wadsworth.................. 1788 Eliphalet Dyer.................. 1774–1779, William S. Johnson........... 1785–1787 William Williams .............. 1776–1777 1782–1783 Richard Law............ 1777, 1781–1782 Oliver Wolcott .................. 1776–1778, Pierpont Edwards ....................... 1788 Stephen M. Mitchell ......... 1785–1788 1780–1783 Oliver Ellsworth................ 1778–1783 Jesse Root.......................... 1778–1782 Titus Hosmer .............................. 1778 Roger Sherman ....... 1774–1781, 1784 Delegates Who Did Not Attend and Dates of Election John Canfield .............................. 1786 William Hillhouse............. 1783, 1785 Joseph Trumbull......................... 1774 Charles C. Chandler................... 1784 William Pitkin............................. 1784 Erastus Wolcott ...... 1774, 1787, 1788 John Chester..................... 1787, 1788 Jedediah Strong...... 1782, 1783, 1784 James Hillhouse ............... 1786, 1788 John Treadwell ....... 1784, 1785, 1787 DELAWARE Dates of Attendance Gunning Bedford, -
The Evolution of James Madison and Alexander Hamilton's Rivalry And
The Evolution of James Madison and Alexander Hamilton’s Rivalry and the Founding of America’s First Party Faction Megan Yang Many national heroes arose from the rubble of the Revolutionary War, but only one was deemed noble enough to lead the new republic: George Washington. Throughout his presidency, Washington strove to preserve a sense of unity and agreement amongst the citizens of a young America, stating in his Farewell Address, “To the efficacy and permanency of your Union, a government for the whole is indispens- a b l e .” 1 This sense of concern for the future of the state was palpable throughout the nation’s new capital in the mid-1790s, following the first official division within Washington’s own cabinet. “In every political society, parties are unavoidable,” wrote James Madi- son in an essay for the National Gazette.2 Even in the earliest days of our country, extreme political polarization played a significant role in determining America’s future, whether it was considering King George’s right to levy taxes on the colonists or the constitutionality of raising a national bank. However, no political division has proven so infamous and highly debated as Madison’s 1792 co-founding of Amer- ica’s first official party faction: the Republican Party. This was the year that Madison seemingly abandoned long-time ally and co-author of the Federalist Papers, Alexander Hamilton, by becoming a proponent of pacifism and state rights. By doing this, many historians and even his contemporaries, including Hamilton, argue that Madison too easily deserted his own principles for those of a more liberal Thomas Jeffer- son. -
The Federal Era
CATALOGUE THREE HUNDRED THIRTY-SEVEN The Federal Era WILLIAM REESE COMPANY 409 Temple Street New Haven, CT 06511 (203) 789-8081 A Note This catalogue is devoted to the two decades from the signing of the Treaty of Paris in 1783 to the first Jefferson administration and the Louisiana Purchase, usually known to scholars as the Federal era. It saw the evolution of the United States from the uncertainties of the Confederation to the establishment of the Constitution and first federal government in 1787-89, through Washington’s two administrations and that of John Adams, and finally the Jeffersonian revolution of 1800 and the dramatic expansion of the United States. Notable items include a first edition of The Federalist; a collection of the treaties ending the Revolutionary conflict (1783); the first edition of the first American navigational guide, by Furlong (1796); the Virginia Resolutions of 1799; various important cartographical works by Norman and Mount & Page; a first edition of Benjamin’s Country Builder’s Assistant (1797); a set of Carey’s American Museum; and much more. Our catalogue 338 will be devoted to Western Americana. Available on request or via our website are our recent catalogues 331 Archives & Manuscripts, 332 French Americana, 333 Americana–Beginnings, 334 Recent Acquisitions in Americana, and 336 What I Like About the South; bulletins 41 Original Works of American Art, 42 Native Americans, 43 Cartography, and 44 Photography; e-lists (only available on our website) and many more topical lists. q A portion of our stock may be viewed at www.williamreesecompany.com. If you would like to receive e-mail notification when catalogues and lists are uploaded, please e-mail us at [email protected] or send us a fax, specifying whether you would like to receive the notifications in lieu of or in addition to paper catalogues. -
Governor Annapolis Convention Edmund Randolph * Did Not Attend
Officers of the Commonwealth of Virginia 1787–1788 Governor Annapolis Convention Edmund * Did not attend Randolph James Madison Council of State Edmund Randolph Beverley St. George Tucker Randolph (Lt. Governor) Carter Braxton Walter Jones* Joseph Jones George Mason* James McClurg William Ronald* Boiling Stark David Ross* James Wood Meriwether Smith* Miles Selden (resigned 31 March 1788) Sampson Mathews (resigned, 7 April 1788) Delegates to Congress Elected 7 November 1786 William Heth Edward Carrington (first attended 2 June 1788) William Grayson Treasurer Joseph Jones (declined) Jaquelin Ambler Richard Henry Lee Auditor of Public James Madison Accounts John Pendleton Elected 23 October 1787 John Brown Receiver General Edward Carrington of Continental Taxes John Hopkins Cyrus Griffin (President) Attorney General Henry Lee James Innes James Madison Solicitor General Confederation Board of Treasury Leighton Wood Arthur Lee General Court Paul Carrington Constitutional Convention (Chief Justice) Peter Lyons John Blair James Mercer James Madison William Fleming George Mason Henry Tazewell James McClurg Elected 4 Edmund Randolph January 1788 Gabriel Jones George Washington (President) (declined) Richard Parker George Wythe Joseph Prentis Patrick Henry (declined) St. George Richard Henry Lee (declined) Tucker Alexander Thomas Nelson, Jr. (declined) White Court of Chancery Edmund Minister to France Pendleton (President) George Wythe Thomas Jefferson John Blair Court of Secretary to Thomas Jefferson Admiralty Richard Cary William Short James Henry John Tyler Cite as: The Documentary History of the Ratification of the Constitution Digital Edition, ed. John P. Kaminski, Gaspare J. Saladino, Richard Leffler, Charles H. Schoenleber and Margaret A. Hogan. Charlottesville: University of Virginia Press, 2009. Canonic URL: http://rotunda.upress.virginia.edu/founders/RNCN-02-08-01- 0014 [accessed 06 Jan 2011] Original source: Ratification by the States, Volume VIII: Virginia, No. -
Hamilton: an American Elitist
ENGEL Hamilton: An American Elitist AMANDA ENGEL An unexpected cultural phenomenon, Lin Manuel Miranda’s Hamilton: An American Musical brought Treasury Secretary Alexander Hamilton back into the public eye over 200 years after his death. This paper inquires as to whether Hamilton accurately depicts the political beliefs of its titular character. It also explores the ways in which Hamilton can help us understand the relationship between individuals, social power, and our conceptualizations of the past. In doing so, it concludes that the show fails to address the elitist ideas that saturated Hamilton’s political theory. Consequently, it argues that Hamilton projects contemporary values onto a historical figure and supports the highly contentious Great Man Theory of History. Alexander Hamilton is making a comeback. Slandered both in life and centuries after death, Hamilton’s work has been, at best, relatively unappreciated by the public and, at worst, caricatured and demonized by Thomas Jefferson and his admirers.1 But everything changed when lyricist, composer, and performer Lin-Manuel Miranda began dazzling Broadway audiences with Hamilton: An American Musical in 2015. A celebration of Hamilton’s life, the show was highly praised for its cast of non-white actors and its unique musical style, which combines rap, hip-hop, R&B, and traditional showtunes. Hamilton’s cultural impact was significant; it quickly earned a level of mainstream recognition that was unheard of for a Broadway musical. The show has arguably become the most popular and accessible means of learning about Hamilton and by extension, perhaps, the era in which he lived. As such, we have to wonder: Is Hamilton really the revolution we think it is? This paper will consider the following questions: Does Hamilton: An American Musical offer a fair and comprehensive depiction of Alexander Hamilton’s politics? What does its portrayal of 1 Stephen F. -
Packet #3-American History
American History: Birth of Political Parties and the John Adams Presidency Dear 8th Graders Here is the third packet for you to complete while you’re away. We’ll be wrapping up our chapter on the Federalist Era by examining the birth of political parties and the presidency of John Adams. I have provided the full text and notes for this section. After you have read the section and looked over the notes you will be completing a few different assignments as listed below. Assignment #1: Complete the first part of the anticipation guide and then read Section 3 and look over the notes. When you have read the section and the notes, fill in part 2 of the anticipation guide. Assignment #2: You’ll be reading the lyrics of two different songs (Cabinet Battle #1 and Cabinet Battle #2) from the musical, “Hamilton”. In these two songs you will examine the positions of Alexander Hamilton and Thomas Jefferson as they battle it out over the differing views of the nation and complete the assignment at the end. If you want to listen to the music on Youtube I will give you the names of the links below. YouTube: Cabinet Battle #1 Clean Version https://www.youtube.com/watch?v=SJlmZFJsgXg YouTube: [Hamilton Animatic] Cabinet Battle #2 https://www.youtube.com/watch?v=AIx6s5BSkMU Assignment #3: You will examine three case studies from people involved with the Alien and Sedition Acts and answer questions about each person (Pick 2 People) Assignment #4: What would you do? You will be given different modern crises that a president may have to deal with.