Hon. Alexander Wiley
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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 CONSTITUTIONS of CALIFORNIA and the UNITED STATES with Related Documents
The CONSTITUTIONS of CALIFORNIA and THE UNITED STATES with Related Documents 2017–18 Edition Cover: Spring Flowers (Poppies and Lupine, Goleta Point), n.d. John Marshall Gamble Crocker Art Museum, Melza and Ted Barr Collection, 2008.102 CONSTITUTION OF THE UNITED STATES CONSTITUTION OF THE STATE OF CALIFORNIA, 1879 As Last Amended November 8, 2016 and Related Documents 2017–18 CALIFORNIA STATE LEGISLATURE LT. GOVERNOR GAVIN NEWSOM HON. ANTHONY RENDON President of the Senate Speaker of the Assembly HON. KEVIN DE LEÓN HON. KEVIN MULLIN President pro Tempore of the Senate Speaker pro Tempore JEAN FULLER HON. CHAD MAYES Minority Floor Leader Republican Leader DANIEL ALVAREZ E. DOTSON WILSON Secretary of the Senate Chief Clerk of the Assembly THE STATE FLAG The Bear Flag was designated California’s State Flag by legislative enactment in 1911. It is patterned after the historic flag flown at Sonoma on June 14, 1846, by a group of American settlers in revolt against Mexican rule in California. This short-lived revolution ended on July 9, 1846. The general design and details of the Bear Flag are set forth in Section 420 of the Government Code. FOREWORD The California Legislature is privileged to present this compilation of historic documents. Taken together, these compacts, treaties, and charters embody the ongoing evolution of our core principles of representative democracy. It is important to note that our state Constitution is a living document. It has been amended over 500 times since its adoption in 1879. Some recent amendments have included a change to California’s Term Limits law through the passage of Proposition 28 (2012), the California Legislature Transparency Act enacted by Proposition 54 (2016) enhances public access to the legislative process, and with the adoption of Proposition 25 (2010), the vote threshold to pass the state budget is now a majority vote. -
From the Director's Desk
FROM THE DIRECTOR’S DESK News The Ketoctin Chapter of the National Society of the Daughters of the American Revolution recently presented the Library with the seventh volume in a series of state resource guides published by the NSDAR Library. This volume, North Carolina in the American Revolution: A Source Guide for Genealogists and Historians, provides detailed information on the availability of manuscript and archival material that exists for the state for the period of the Revolutionary War along with listings of historical and genealogical studies that have been published and which supplement the original sources. John Kelly “Jack” Barrett and the Black History Committee Heritage Bus Tour Team were recipients of the 2016 Loudoun History Awards. Jack Barrett was rec- ognized for his research, writing, speaking, and sharing with others his knowledge of Loudoun County. His published books, available for purchase at Thomas Balch Library, include the ever popular A History of Loudoun County Baseball 1869- 1987, and a three volume history of Purcellville. He also co-authored a History of Loudoun Golf and Country Club. The Black History Committee Heritage Bus Tour Team was recognized for its research and creation of a guided bus tour of African American sites in Loudoun County. The popular tour is now presented annually and always sells out. In 2015-2016 TBL received three manuscript collections of particular note that, once made available, will enrich researchers’ understanding of four communities in Loudoun County. The Keene/Edwards Family Collection, Ashburn Hotel Collection, and the R.E. Russell Family Collection contain papers relating to experiences of individual families in Loudoun County during the 19th and early 20th centuries. -
The Articles of Confederation
2.2 The Articles of Confederation Standard 2.2: The Articles of Confederation Analyze the weaknesses of the national government under the Articles of Confederation; and describe crucial events (e.g., Shays’ Rebellion) leading to the Constitutional Convention. (Massachusetts Curriculum Framework for History and Social Science) [8.T2.2] FOCUS QUESTION: How Did the Articles of Confederation Seek to Balance the Powers of Federal and State Government? Building Democracy for All 1 1977 13-cent U.S. Postage stamp commemorating the Articles of Confederation bicentennial; the draft was completed on November 15, 1777 | Public Domain Initially proposed in 1777 but not finally ratified until 1781, the The Articles of Confederation and Perpetual Union were the nation’s first constitution and established its first central government. John Dickinson, Pennsylvania delegate to the Continental Congress, wrote the first draft, using the phrase "United States of America" possibly for the first time (Lepore, 2018, p. 97). Prior to the Articles, each of the 13 colonies functioned as its own independent government. The colonies lacked a structure through which to work together toward common goals. The Articles created a central government—albeit a weak one—to oversee the conduct of the Revolutionary War and to conduct foreign diplomacy on behalf of the new nation. Historian Jill Lepore (2018) called the Articles "more like a peace treaty, establishing a defensive alliance among the sovereign states, than a consitution" (pp. 97-88). Here is the text of the Articles. Building Democracy for All 2 The Articles of Confederation brought forth contentious issues over the power of the federal government versus the autonomy and independence of the states. -
Timeline of John Hanson's Life, Roles in the Birth of the United States, Presidency and Remembrances Since His Death
Timeline of John Hanson's Life, Roles In the Birth of the United States, Presidency and Remembrances Since His Death Early and Midlife of John Hanson April 3, 1715 Born at Mulberry Grove, the Hanson ancestral home in Charles County, Mary- land, “about 2 or 3 in ye afternoon,” son of Judge Samuel Hanson and Elizabeth Story Hanson, and grandson of his immigrant namesake Probably ≈1730-35 Said to have studied at Oxford 1743 Marries Jane Contee Hanson 1750 Appointed as Sheriff of Charles County, Maryland. 1757-58, 65-66, 68 Represents Charles County in the Maryland Assembly February 14, 1758 Appointed by Maryland Assembly to two finance committees beginning Hanson's role of increasing specialization and prominence in the field of public finance During Hanson's time Becomes a leader of the Country Party which seeks more colonial rights and in the Maryland stands in opposition to the Proprietary Party which owes allegiance to the Mary- House of Delegates land Proprietor, the chief agent of the British government in Maryland March 22, 1765 British Parliament passes the Stamp Act taxing the North American colonies September 23, 1765 The Maryland Assembly meets to discuss the Stamp Act after having been for- bidden by the British to meet in 1764 September 24, 1765 John Hanson one of seven appointed by the Maryland Assembly to draft instruc- tions for the Assembly's delegates to the colonies' Stamp Act Congress October, 1765 Stamp Act Congress, a meeting of the colonies to oppose the Stamp Act, meets November 1, 1765 Stamp Act takes effect. -
Keep Reading Is the Constitution a Power of Attorney Or a Corporate
Is the Constitution a Power of Attorney or a Corporate Charter? A Commentary on ªA Great Power of Attorneyº: Understanding the Fiduciary Constitution by Gary Lawson and Guy Seidman JOHN MIKHAIL* ABSTRACT In their stimulating book, ªA Great Power of Attorneyº: Understanding the Fiduciary Constitution, Professors Gary Lawson and Guy Seidman argue that: (1) the Constitution of the United States is a power of attorney, or at least use- fully analogized to a power of attorney; (2) although the United States of America is a legal corporation, the Constitution of the United States is not a corporate charter; and (3) the Necessary and Proper Clause is best understood as a narrow incidental powers clause. In this commentary, I dispute all three claims and explain why I believe Lawson and Seidman are mistaken. TABLE OF CONTENTS INTRODUCTION ............................................ 408 I. IS THE CONSTITUTION A POWER OF ATTORNEY? . 410 A. Expanding the Evidentiary Base ...................... 410 B. Powers of Attorney Used by the Founders . 416 C. A Closer Look at Some Structural Comparisons . 420 II. IS THE CONSTITUTION A CORPORATE CHARTER? ... 421 A. The Case for a Corporate Charter ..................... 423 B. Lawson and Seidman's ªRechartering Thesisº. 429 III. THE NECESSARY AND PROPER CLAUSE ...................... 432 CONCLUSION .............................................. 440 * Agnes N. Williams Research Professor and Associate Dean for Research and Academic Programs, Georgetown University Law Center. I wish to thank Randy Barnett, Mary Bilder, David Ciepley, Jonathan Gienapp, Gary Lawson, Ethan Leib, Maeva Marcus, Richard Primus, David Schwartz, Guy Seidman, Suzanna Sherry, Jed Shugerman, Lawrence Solum, Philip Stern, Robert Thompson, and William Treanor for their helpful conversations, feedback, and encouragement. -
The Letters of George Plater
(front cover) The Letters of George Plater David G. Brown The Letters of George Plater Compiled and Annotated by David G. Brown Copyright: Historic Sotterley, 2013 This book may not be reproduced or copied, in whole or in part, without prior written permission. Preface This collection of George Plater’s letters is a companion publication to the book, George Plater of Sotterley, published in 2014 by the Chesapeake Book Company. Like all gentlemen of his age, Plater relied on letters as his primary connection with distant family, friends and acquaintances. As strange as it may seem in the interconnected twenty-first century, letters were the only way to stay connected other than word-of-mouth news conveyed by traveling friends. Letters are also a primary source for historians trying to understand an individual’s character and thinking. Fortunately, some of George Plater’s letters have survived the two centuries since his death. These fall into two categories: letters he wrote in various official capacities, for example, as Continental Congress delegate, senate president or governor, and his personal letters. Many of his official letters are available in original records and collections of documents. But even in this group many no longer exist. Some of those missing are historically significant. An example would be the report he sent to the governor and Assembly in his capacity as president of the Maryland Convention that ratified the U.S. Constitution. When this report was received, the Maryland Senate instructed the governor and council to preserve it. Nevertheless, it has been lost. Other lost official letters reported on important developments with which Plater was involved at the Continental Congress. -
Charters of Freedom History/Social Studies Contents
Charters of Freedom History/Social Studies Contents 1 Wikijunior:United States Charters of Freedom 1 1.1 Important Documents ........................................... 1 1.2 Other Concepts .............................................. 2 2 Declaration of Independence 4 2.1 Background ................................................ 4 2.2 Draft and adoption ............................................. 4 2.3 Distribution and copies .......................................... 5 2.4 Text and analysis .............................................. 6 2.4.1 Introduction ............................................ 6 2.4.2 Preamble ............................................. 6 2.4.3 Indictment ............................................. 7 2.4.4 Denunciation ........................................... 8 2.4.5 Conclusion ............................................ 8 2.5 Text on the back of the document ..................................... 9 2.6 Differences between draft and final versions ................................ 9 2.7 Myths ................................................... 10 2.8 Questions ................................................. 10 2.9 Source ................................................... 11 3 Constitution 19 3.1 Background ................................................ 19 3.2 Text of the Constitution .......................................... 19 3.2.1 Preamble ............................................. 20 3.2.2 Article I .............................................. 21 3.2.3 Article II ............................................ -
Maryland Historical Magazine, 1976, Volume 71, Issue No. 2
ARYLAND AZIN N Published Quarterly by the Maryland Historical Society SUMMER 1976 Vol. 71, No. 2 BOARD OF EDITORS JOSEPH L. ARNOLD, University of Maryland, Baltimore County JEAN BAKER, Goucher College GARY BROWNE, Wayne State University JOSEPH W. COX, Towson State College CURTIS CARROLL DAVIS, Baltimore RICHARD R. DUNCAN. Georgetown University RONALD HOFFMAN, University of Maryland, College Park H. H. WALKER LEWIS, Baltimore EDWARD C. PAPENFUSE, Hall of Records BENJAMIN QUARLES, Morgan State College JOHN B. BOLES. Editor, Towson State College NANCY G. BOLES, Assistant Editor RICHARD J. COX, Manuscripts MARY K. MEYER, Genealogy MARY KATHLEEN THOMSEN, Graphics FORMER EDITORS WILLIAM HAND BROWNE, 1906-1909 LOUIS H, DIELMAN, 1910-1937 JAMES W. FOSTER, 1938-1949, 1950-1951 HARRY AMMON, 1950 FRED SHELLEY, 1951-1955 FRANCIS C. HABER, 1955-1958 RICHARD WALSH, 1958-1967 RICHARD R. DUNCAN, 1967-1974 P. WILLIAM FILBY, Director ROMAINE S. SOMERVILLE, Assistant Director The Maryland Historical Magazine is published quarterly by the Maryland Historical Society, 201 W. Monument Street, Baltimore, Maryland 21201. Contributions and correspondence relating to articles, book reviews, and any other editorial matters should be addressed to the Editor in care of the Society. All contributions should be submitted in duplicate, double-spaced, and consistent with the form out- lined in A Manual of Style (Chicago: University of Chicago Press, 1969). The Maryland Historical Society disclaims responsibility for statements made by contributors. Composed and printed at Waverly Press. Inc., Baltimore, Maryland 21202. Second-class postage paid at Baltimore, Maryland. © 1976, Maryland Historical Society. K^A ^ 5^'l-2tSZ. I HALL OF RECORDS LIBRARY MARYLAND "^ TSTOBTr/^frQUS, MARYLAND No. -
High School | 9Th–12Th Grade
High School | 9th–12th Grade American History 1776The Hillsdale Curriculum The Hillsdale 1776 Curriculum 9th–12th Grade HIGH SCHOOL American History 2 units | 45–50-minute classes OVERVIEW Unit 1 | The American Founding 15–19 classes LESSON 1 1763–1776 Self–Government or Tyranny LESSON 2 1776 The Declaration of Independence LESSON 3 1776–1783 The War of Independence LESSON 4 1783–1789 The United States Constitution Unit 2 | The American Civil War 14–18 classes LESSON 1 1848–1854 The Expansion of Slavery LESSON 2 1854–1861 Toward Civil War LESSON 3 1861–1865 The Civil War LESSON 4 1865–1877 Reconstruction 1 Copyright © 2021 Hillsdale College. All Rights Reserved. The Hillsdale 1776 Curriculum American History High School UNIT 1 The American Founding 1763–1789 45–50-minute classes | 15–19 classes UNIT PREVIEW Structure LESSON 1 1763–1776 Self-Government or Tyranny 4–5 classes p. 7 LESSON 2 1776 The Declaration of Independence 2–3 classes p. 14 LESSON 3 1776–1783 The War of Independence 3–4 classes p. 23 LESSON 4 1783–1789 The United States Constitution 4–5 classes p. 29 APPENDIX A Study Guide, Test, and Writing Assignment p. 41 APPENDIX B Primary Sources p. 59 Why Teach the American Founding The beginning is the most important part of any endeavor, for a small change at the beginning will result in a very different end. How much truer this is of the most expansive of human endeavors: founding and sustaining a free country. The United States of America has achieved the greatest degree of freedom and prosperity for the greatest proportion of any country’s population in the history of humankind. -
Answers and Solutions
240 ANSWERS AND SOLUTIONS Kickshaws Dave Morice Recycled Palindromes: wrong, grown; tar, rat, art; Rot a rowan, gnaw orator Overlooked Anagrams: Each of these people were Presidents of the US before George Washington, who was elected under the constitution of 1789. Each of these pre-presidents held office for a single year: John Hanson (Nov 5 1781 to Nov 3 1782), Elias Boudinot (1783), Thomas Mifflin (1784), Richard Henry Lee (1785), Arthur St. Clair (17870 Cyrus Griffin (1788). The missing one is Nathan Gorman (1786). Letteral Limericks Henry is in Tennessee. Xavier is seeing Assisi I see he has eaten a bee. And having a tour of the city. He's using the bees Tuesday and Wednesday And insects as these The tour is for all day. To cure a benign allergy. He is using all his energy. Dictionary of Misinformation: A book for philatelists stamp collectors. The 25-cent, 3 I-page book's 27-word title seems to have three titles (underlined here) and two subtitles: The Stamp Finder TELLS COUNTRY TO WHICH ANY STAMP BELONGS, U.S. STAM P IDENTIFIER, HOW TO COLLECT POSTAGE STAMPS COLLECT STAMPS AND ENJOY THE WORLD'S MOST POPULAR HOBBY (Copyright 1954 by Philatelic Institute, Cambridge Mass.) The Speculation Puzzle Jeremi ah Farrell O-S IC, I-LIP, 2-0UI, 3-TAN, 4-UTE, 5-COP, 6-ACE, 7-LOT, 8-SEN, 9-SAL, X-PUN Dictionary Words Leonard Ashley I. Pollyanna optimism 2. armband 3. millennium 4. go home (Date of Estimated Return from OverSEas) 5. unhallow 6. insect noise 7. -
CHAPTER 3 the Process of Federation – 1776-1789
An American Constitutional History Course for Non-American Students Luis Grau Gómez / Manuel Martínez Neira CHAPTER 3 The Process of Federation – 1776-1789 The Thirteen United States: the Declaration of Independence, 1776 – The United States of America, in Congress Assembled, 1777-1781 – The Federal State: The Constitution of the United States of America – The Constitution’s ratification: The Federalist http://lcweb2.loc.gov/cgi-bin/query/D?gmd:12:./temp/~ammem_ifVW:: Middle British Colonies in America – 1771 The Thirteen United States: the Declaration of Independence, 1776 The American declaration of independence could be interpreted simply as gesture politics, breaking the ties of loyalty and fealty between colonists and monarch, or as the first step toward a novel form of federalist government. The federation of the new sovereign states also shifted perceptions of the role of the people in choosing who governed them. Although the actual federation did not take place formally until 1789 – when the Constitution of 1787 reached a prescribed level of ratification–, in those early 1 An American Constitutional History Course for Non-American Students Luis Grau Gómez / Manuel Martínez Neira days of July of 1776 the states were for the first time making joint decisions and declaring themselves to the rest of the world to be a single and unique political body, namely The United States of America. Individual British colonies could have proclaimed their own independence and –as many other colonies in that continent did later on– remain fully sovereign and legally separated from each other. But had they done so, they would not have given future generations the legacy of a structured and unique constitutional process.