MAY: John Jay and the Constitution
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Minting America: Coinage and the Contestation of American Identity, 1775-1800
ABSTRACT MINTING AMERICA: COINAGE AND THE CONTESTATION OF AMERICAN IDENTITY, 1775-1800 by James Patrick Ambuske “Minting America” investigates the ideological and culture links between American identity and national coinage in the wake of the American Revolution. In the Confederation period and in the Early Republic, Americans contested the creation of a national mint to produce coins. The catastrophic failure of the paper money issued by the Continental Congress during the War for Independence inspired an ideological debate in which Americans considered the broader implications of a national coinage. More than a means to conduct commerce, many citizens of the new nation saw coins as tangible representations of sovereignty and as a mechanism to convey the principles of the Revolution to future generations. They contested the physical symbolism as well as the rhetorical iconology of these early national coins. Debating the stories that coinage told helped Americans in this period shape the contours of a national identity. MINTING AMERICA: COINAGE AND THE CONTESTATION OF AMERICAN IDENTITY, 1775-1800 A Thesis Submitted to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Master of Arts Department of History by James Patrick Ambuske Miami University Oxford, Ohio 2006 Advisor______________________ Andrew Cayton Reader_______________________ Carla Pestana Reader_______________________ Daniel Cobb Table of Contents Introduction: Coining Stories………………………………………....1 Chapter 1: “Ever to turn brown paper -
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. -
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 Federalist Papers: # 10, # 51, and # 78 Federalist No. 10
1 The Federalist Papers: # 10, # 51, and # 78 Federalist No. 10 The Same Subject Continued: The Union as a Safeguard Against Domestic Faction and Insurrection From the New York Packet. Friday, November 23, 1787. Author: James Madison To the People of the State of New York: AMONG the numerous advantages promised by a well-constructed Union, none deserves to be more accurately developed than its tendency to break and control the violence of faction. The friend of popular governments never finds himself so much alarmed for their character and fate, as when he contemplates their propensity to this dangerous vice. He will not fail, therefore, to set a due value on any plan which, without violating the principles to which he is attached, provides a proper cure for it. The instability, injustice, and confusion introduced into the public councils, have, in truth, been the mortal diseases under which popular governments have everywhere perished; as they continue to be the favorite and fruitful topics from which the adversaries to liberty derive their most specious declamations. The valuable improvements made by the American constitutions on the popular models, both ancient and modern, cannot certainly be too much admired; but it would be an unwarrantable partiality, to contend that they have as effectually obviated the danger on this side, as was wished and expected. Complaints are everywhere heard from our most considerate and virtuous citizens, equally the friends of public and private faith, and of public and personal liberty, that our governments are too unstable, that the public good is disregarded in the conflicts of rival parties, and that measures are too often decided, not according to the rules of justice and the rights of the minor party, but by the superior force of an interested and overbearing majority. -
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. -
Federalism 7/17/04 9:48 AM Page 14
04 014-016 Founders Federalism 7/17/04 9:48 AM Page 14 Federalism By the time the delegates to the Constitutional commercial use of the Potomac River, along with Convention had gathered in Philadelphia in 1787, his study of history, convinced him that a system the American people had been accustomed for based on state sovereignty was destined to fail. more than one hundred and fifty years to having Madison worked with other members of the most of their affairs managed first within the Virginia delegation on a plan for a basically colonies and then in independent states. It was not national, rather than confederal, system of surprising that the Articles of Confederation, the government. In addition to provisions for separate initial constitutional system for legislative, executive, and judicial “The United States of America,” branches, the “Virginia Plan” affirmed in its first article the would have empowered general “sovereignty, freedom Congress “to negative all laws and independence” of the states. passed by the several States, Beyond historical precedence, contravening in the opinion of the commitment to state the National Legislature the sovereignty drew support from articles of Union; and to call sixteenth- and seventeenth- forth the force of the Union century theorists such as Jean against any member of the Jacques Rousseau who argued Union failing to fulfill its duty that the habits and virtues under the articles thereof.” The needed by a self-governing Virginia Plan proposed a people can be cultivated only in national government that would small republics. In short, history be legally and functionally and theory seemed to be on the supreme over the states. -
Supreme Court Justices
The Supreme Court Justices Supreme Court Justices *asterick denotes chief justice John Jay* (1789-95) Robert C. Grier (1846-70) John Rutledge* (1790-91; 1795) Benjamin R. Curtis (1851-57) William Cushing (1790-1810) John A. Campbell (1853-61) James Wilson (1789-98) Nathan Clifford (1858-81) John Blair, Jr. (1790-96) Noah Haynes Swayne (1862-81) James Iredell (1790-99) Samuel F. Miller (1862-90) Thomas Johnson (1792-93) David Davis (1862-77) William Paterson (1793-1806) Stephen J. Field (1863-97) Samuel Chase (1796-1811) Salmon P. Chase* (1864-73) Olliver Ellsworth* (1796-1800) William Strong (1870-80) ___________________ ___________________ Bushrod Washington (1799-1829) Joseph P. Bradley (1870-92) Alfred Moore (1800-1804) Ward Hunt (1873-82) John Marshall* (1801-35) Morrison R. Waite* (1874-88) William Johnson (1804-34) John M. Harlan (1877-1911) Henry B. Livingston (1807-23) William B. Woods (1881-87) Thomas Todd (1807-26) Stanley Matthews (1881-89) Gabriel Duvall (1811-35) Horace Gray (1882-1902) Joseph Story (1812-45) Samuel Blatchford (1882-93) Smith Thompson (1823-43) Lucius Q.C. Lamar (1883-93) Robert Trimble (1826-28) Melville W. Fuller* (1888-1910) ___________________ ___________________ John McLean (1830-61) David J. Brewer (1890-1910) Henry Baldwin (1830-44) Henry B. Brown (1891-1906) James Moore Wayne (1835-67) George Shiras, Jr. (1892-1903) Roger B. Taney* (1836-64) Howell E. Jackson (1893-95) Philip P. Barbour (1836-41) Edward D. White* (1894-1921) John Catron (1837-65) Rufus W. Peckham (1896-1909) John McKinley (1838-52) Joseph McKenna (1898-1925) Peter Vivian Daniel (1842-60) Oliver W. -
Download Hamilton the Musical Movie Guide Student Version.Pdf
Name___________________________________________Date_____________________________________Period__________ håmïltøñ müsïçål møvïë güïdë (2020) bëførë thë müsïçål 1. Why does representation matter in theatre, film, and media? Explain your answer below. dürïñg thë müsïçål 2. Name a family member Alexander Hamilton lost during his Childhood: 3. What is one pieCe of adviCe Aaron Burr gives Hamilton? 4. How is Hamilton “just like [his] country”? 5. Finish the LyriC: “Raise a glass to ___________________. Something they can never ____________ ______________.” 6. What are the names of the three SChuyler sisters? 7. King George III threatens to do this in order to remind people of his love. (Two possible answers. Name one of them.) 8. How many British troops are in New York Harbor? ______________________ 9. Who volunteers to be General Washington’s right-hand man? How did Washington respond? 10. ACCording to Burr, what did Martha Washington name after Hamilton? 11. Who does Hamilton marry? 12. What do you learn about AngeliCa during the song Satisfied? 13. Why is Burr’s love for Theodosia scandalous? 14. Finish the LyriC: “Life doesn’t discriminate between the _________________ and the ________________.” 15. Who does General Washington promote to seCond-in-Command? 16. What happens to the person in the previous question? 17. What does Hamilton realize when he sees Eliza? 18. Finish the Lyric: “Let me tell you what I wish I’d known. When I was young and dreamed of glory. You have no control. Who lives? Who dies? ____________ _____________ ____________ _______________?” 19. Which battle takes place in 1781? 20. What was Hercules Mulligan’s role during the Revolutionary War? 21. -
Patriotism and Honor: Veterans of Dutchess County, New York
Patriotism and Honor: Veterans of Dutchess County, New York Dutchess County Historical Society 2018 Yearbook • Volume 97 Candace J. Lewis, Editor Dutchess County Historical Society The Society is a not-for-profit educational organization that collects, preserves, and interprets the history of Dutchess County, New York, from the period of the arrival of the first Native Americans until the present day. Publications Committee: Candace J. Lewis, Ph.D., Editor David Dengel, Dennis Dengel, John Desmond, Roger Donway, Eileen Hayden, Julia Hotton, Bill Jeffway, Melodye Moore, and William P. Tatum III Ph.D. Designer: Marla Neville, Main Printing, Poughkeepsie, New York mymainprinter.com Printer: Advertisers Printing, Saint Louis, Missouri Dutchess County Historical Society Yearbook 2018 Volume 97 • Published annually since 1915 Copyright © by Dutchess County Historical Society ISSN: 0739-8565 ISBN: 978-0-944733-13-4 Front Cover: Top: Young men of Dutchess County recently transformed into soldiers. On the steps of the Armory, Poughkeepsie, New York. 1917. Detail. Bottom: Men, women, and children walk along the railroad tracks in Poughkeepsie at lower Main Street, seeing off a contingent of soldiers as they entrain for war. 1918. Back Cover: Left: Nurses from around the country march in the parade of April 6, 1918. Detail. Middle: A “patriotic pageant,l” performed by children. April 1918. Right: Unidentified individual as he gets ready to “entrain” in the separate recruitment of African Americans. 1918, Detail. All Photographs by Reuben P. Van Vlack. Collection of the Dutchess County Historical Society. The Dutchess County Historical Society Yearbook does not assume responsibility for statements of fact or opinion made by the authors. -
John Marshall
William & Mary Law Review Volume 43 (2001-2002) Issue 4 Symposium: The Legacy of Chief Article 9 Justice John Marshall March 2002 John Marshall: Remarks of October 6, 2000 William H. Rehnquist Follow this and additional works at: https://scholarship.law.wm.edu/wmlr Part of the Legal History Commons, and the Supreme Court of the United States Commons Repository Citation William H. Rehnquist, John Marshall: Remarks of October 6, 2000, 43 Wm. & Mary L. Rev. 1549 (2002), https://scholarship.law.wm.edu/wmlr/vol43/iss4/9 Copyright c 2002 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/wmlr JOHN MARSHALL REMARKS OF OCTOBER 6,2000 WILLIAM H. REHNQUIST* Thank you, Dean Reveley, for the kind introduction. It is a great pleasure to be here. Next January will be the two hundredth anniversary of the appointment of John Marshall as Chief Justice of the United States Supreme Court. I am quite convinced that Marshall deserves to be recognized along with George Washington, Alexander Hamilton, James Madison, and Thomas Jefferson as one of the "Founding Fathers" of this country. Admittedly, he does not have the name recognition of Washington, Hamilton, or Jefferson, but a strong case can be made for the proposition that his contribution to our system of government ranks with any of theirs. I shall try to make that case this evening. Of these Founders, Washington had the experience as a military commander and the reputation for public rectitude that were essential in our first President. -
Transcript of Federalist Papers, No. 10 & No. 51 (1787-1788)
The Federalist Papers were a series of essays published in newspapers in 1787 and 1788 by James Madison, Alexander Hamilton, and John Jay to promote the ratification of the Constitution. The Federalist Papers, were a series of 85 essays written by Alexander Hamilton, John Jay, and James Madison between October 1787 and May 1788. The essays were published anonymously, under the pen name "Publius," primarily in two New York state newspapers of the time: The New York Packet and The Independent Journal . They were written to urge citizens of New York to support ratification of the proposed United States Constitution. Significantly, the essays explain particular provisions of the Constitution in detail. It is for this reason, and because Hamilton and Madison were members of the Constitutional Convention, that the Federalist Papers are often used today to help understand the intentions of those drafting the Constitution. A bound edition of the essays, with revisions and corrections by Hamilton, was published in 1788 by printers J. and A. McLean. A later edition, published by printer Jacob Gideon in 1818, with revisions and corrections by Madison, was the first to identify each essay by its author's name. Because of the essays’ publishing history, the assignment of authorship, numbering, and exact wording may vary with different editions of The Federalist . The essays featured here are Federalist No. 10 and Federalist No. 51. The former, written by James Madison, refuted the belief that it was impossible to extend a republican government over a large territory. It also discussed special interest groups. The later emphasized the importance of checks and balances within a government. -
Baseball-Softball Release
WEEKLY RELEASE MARCH 26, 2007 CUNY BASEBALL Contact: David Gansell, Assistant Director • (718) 997-4273 • email:[email protected] CUNY Athletic Conference • Razran Hall @ Queens College 65-30 Kissena Blvd. • (718) 997-4270 Phone • (718) 997-4276 Fax CUNYAC BASEBALL STANDINGS WEEK 2 CONFERENCE OVERALL W L PCT. W L PCT. HOME AWAY NEUTRAL STREAK 1. JOHN JAY 3 0 1.000 5 5 .500 2-0 2-0 1-5 WON 4 MITCHELL 3 0 1.000 4 3 .571 3-0 0-0 1-3 WON 4 3 CCNY 0 0 .000 2 2 .500 0-1 0-0 2-1 LOST 1 YESHIVA 0 0 .000 1 2 .333 0-1 1-1 0-0 LOST 2 STATEN ISLAND 0 0 .000 2 4 .333 2-1 0-3 0-0 LOST 1 LEHMAN 0 3 .000 1 4 .200 1-1 0-3 0-0 LOST 4 BARUCH 0 3 .000 0 6 .000 0-1 0-2 0-3 LOST 6 LAST WEEK’S RESULTS PLAYER OF THE WEEK THIS WEEK’S SCHEDULE John Jay 7, Stevens Tech 4 JOHN DECRESCENZO, JOHN JAY Monday, March 26th Farmingdale State 10, Staten Island 3 Sr. / 1B / Telecommunications HS / Brooklyn, NY CCNY @ Yeshiva 7:00 pm Brooklyn Polytechnic 10, Yeshiva 3 *John Jay 6, Baruch 0 The Brooklyn native was unstoppable last week, going 9-for- Tuesday, March 27th *John Jay 12, Baruch 9 16 (.563) with 10 RBI’s and six runs scored in John Jay’s 4-0 Manhattanville @ John Jay 3:00 pm *John Jay 22, Baruch 2 week.