The War That Congress Waged
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United States V. Hodges: Treason, Jury Trials, and the War of 1812
FOREWORD: Title United States v. Hodges: Treason, Jury Trials, and the War of 1812 Author Jennifer Elisa Smith Document Type Article Publication Date 2016 Keywords Legal history, treason, jury, Justice Gabriel Duvall, War of 1812 Abstract In August 1814 a number of British soldiers were arrested as stragglers or deserters in the town of Upper Marlboro, Maryland. Upon learning of the soldiers’ absences the British military took local physician, Dr. William Beanes, and two other residents into custody and threatened to burn Upper Marlboro if the British soldiers were not returned. John Hodges, a local attorney, arranged the soldiers’ return to the British military. For this, Hodges was charged with high treason for “adhering to [the] enemies, giving them aid and comfort.” The resulting jury trial was presided over by Justice Gabriel Duvall, a Supreme Court Justice and Prince Georges County native, and highlights how the crime of treason was viewed in early American culture and the role of the jury as deciders of the facts and the law in early American jurisprudence. Contextually, Hodges’ trial took place against the backdrop of the War of 1812 and was informed by the 1807 treason trial of Aaron Burr. Disciplines Law, constitutional history, legal history 1 UNITED STATES V. HODGES:1 TREASON, JURY TRIALS, AND THE WAR OF 1812 Jennifer Elisa Smith INTRODUCTION In August 1814 as British forces left a burned and ravaged Washington, D.C. a number of British soldiers were arrested as stragglers or deserters in the town of Upper Marlboro in Prince Georges County Maryland.2 Upon learning of the soldiers’ absences the British military took local physician, Dr. -
Chapter 7 Interact with History
The port of New Orleans, Louisiana, a major center for the cotton trade 1820 James Monroe is 1817 reelected president. 1824 John Construction 1819 U.S. Quincy Adams begins on the acquires Florida 1820 Congress agrees to is elected Erie Canal. from Spain. the Missouri Compromise. president. USA 1815 WORLD 1815 1820 1825 1815 Napoleon 1819 Simón 1822 Freed 1824 is defeated at Bolívar becomes U.S. slaves Mexico Waterloo. president of found Liberia on becomes Colombia. the west coast a republic. of Africa. 210 CHAPTER 7 INTERACT WITH HISTORY The year is 1828. You are a senator from a Southern state. Congress has just passed a high tax on imported cloth and iron in order to protect Northern industry. The tax will raise the cost of these goods in the South and will cause Britain to buy less cotton. Southern states hope to nullify, or cancel, such federal laws that they consider unfair. Would you support the federal or state government? Examine the Issues • What might happen if some states enforce laws and others don't? • How can Congress address the needs of different states? •What does it mean to be a nation? RESEARCH LINKS CLASSZONE.COM Visit the Chapter 7 links for more information about Balancing Nationalism and Sectionalism. 1838 1828 Removal of Andrew 1836 Martin the Cherokee 1840 William Jackson 1832 Andrew Van Buren along the Henry Harrison is elected Jackson is elected Trail of Tears is elected president. is reelected. president. begins. president. 1830 1835 1840 1830 France 1833 British 1837 Victoria 1839 Opium invades Algeria. -
Jeffersoniandemocracy #6
#6 Jeffersonian Democracy 7 1. The most important achievement of the Federalist Era was A) establishment and implementation of the Constitution. B) peaceful resolution of the Whiskey Rebellion. C) assertion of American rights threatened by continued British intervention. D) enthusiastic protection of basic freedoms such as assembly, petition, and speech. 2. Which statement is true about the election of 1800? A) It marked the beginning of a lengthy interruption in the Federalist Party’s control of national politics. B) Important results included a constitutional amendment and a key Supreme Court case. C) It is considered by many historians to be the first real presidential election. D) The elected President and his Vice-President represented opposing political parties. 3. Thomas Jefferson maintained that the election of 1800 was a “revolution” because the political party in power since the conception of the United States was uprooted. Garraty/Carnes, however, argues against this conclusion because A) Jefferson’s Democratic-Republicans not only took the presidency from the Federalists, but control of Congress as well. B) no rioting or violence occurred as a result of the election outcome; instead, a relatively peaceful and orderly transition of political machinery took place. C) Jefferson was elected by highly irregular—arguably illegal—means. D) by electing Jefferson, and thus ousting the Federalists, voters were actually demonstrating preference for the old over the new, which is counter to the concept of “revolution.” 4. Thomas Jefferson is most correctly identified as a politician who A) often prefaced significant negotiations with European powers with contrived displays of America’s military strength in order to influence the diplomatic outcome. -
Social Studies
201 OAlabama Course of Study SOCIAL STUDIES Joseph B. Morton, State Superintendent of Education • Alabama State Department of Education For information regarding the Alabama Course of Study: Social Studies and other curriculum materials, contact the Curriculum and Instruction Section, Alabama Department of Education, 3345 Gordon Persons Building, 50 North Ripley Street, Montgomery, Alabama 36104; or by mail to P.O. Box 302101, Montgomery, Alabama 36130-2101; or by telephone at (334) 242-8059. Joseph B. Morton, State Superintendent of Education Alabama Department of Education It is the official policy of the Alabama Department of Education that no person in Alabama shall, on the grounds of race, color, disability, sex, religion, national origin, or age, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, activity, or employment. Alabama Course of Study Social Studies Joseph B. Morton State Superintendent of Education ALABAMA DEPARTMENT OF EDUCATION STATE SUPERINTENDENT MEMBERS OF EDUCATION’S MESSAGE of the ALABAMA STATE BOARD OF EDUCATION Dear Educator: Governor Bob Riley The 2010 Alabama Course of Study: Social President Studies provides Alabama students and teachers with a curriculum that contains content designed to promote competence in the areas of ----District economics, geography, history, and civics and government. With an emphasis on responsible I Randy McKinney citizenship, these content areas serve as the four Vice President organizational strands for the Grades K-12 social studies program. Content in this II Betty Peters document focuses on enabling students to become literate, analytical thinkers capable of III Stephanie W. Bell making informed decisions about the world and its people while also preparing them to IV Dr. -
Chapter 47 -- British Acts of War Lead to Jefferson’S Ruinous Embargo Act
Chapter 47 -- British Acts Of War Lead to Jefferson’s Ruinous Embargo Act Dates: Sections: 1805-1807 • Britain “Impresses” American Sailors To Man Their Ships Against France • HMS Leopard Attacks The USS Chesapeake Off Of Norfolk, Virginia • The Embargo Act Of 1807 Boomerangs On The Administration • Jefferson Repeals The Embargo As His Second Term Ends ************************************* Time: 1805-1806 Britain “Impresses” American Sailors To Man Their Ships Against France Napoleon’s rampage across Europe and his war with Britain inevitably brings Jefferson into the middle of a conflict he would rather avoid. The conflict is triggered by British “impressment” of American sailors. Unlike the French with its dominant land army, the British rely on their Royal Navy to defend the homeland and their possessions around the globe. By 1805, as Napoleon notches one victory after another, they rush to build up their corps of Ships at Sea off Gibraltar able-bodied seamen from a peacetime force of 10,000 to the 140,000 level they feel are needed for war. Their search turns in part to British sailors who have deserted the harsh conditions and disciplines imposed by their ship captains. Nelson pegs this figure at around 40,000 men – with many of them taking refuge on board more lenient American ships. Britain’s plan is to “retrieve” these nationals and return them to the Royal Navy. At the same time, King George III, still smarting from the French-backed defeat at Yorktown, and assuming that Jefferson favors his former allies, supports the notion of snatching American sailors as a justifiable form of pay-back. -
Chapter 6: Federalists and Republicans, 1789-1816
Federalists and Republicans 1789–1816 Why It Matters In the first government under the Constitution, important new institutions included the cabinet, a system of federal courts, and a national bank. Political parties gradually developed from the different views of citizens in the Northeast, West, and South. The new government faced special challenges in foreign affairs, including the War of 1812 with Great Britain. The Impact Today During this period, fundamental policies of American government came into being. • Politicians set important precedents for the national government and for relations between the federal and state governments. For example, the idea of a presidential cabinet originated with George Washington and has been followed by every president since that time • President Washington’s caution against foreign involvement powerfully influenced American foreign policy. The American Vision Video The Chapter 6 video, “The Battle of New Orleans,” focuses on this important event of the War of 1812. 1804 • Lewis and Clark begin to explore and map 1798 Louisiana Territory 1789 • Alien and Sedition • Washington Acts introduced 1803 elected • Louisiana Purchase doubles president ▲ 1794 size of the nation Washington • Jay’s Treaty signed J. Adams Jefferson 1789–1797 ▲ 1797–1801 ▲ 1801–1809 ▲ ▲ 1790 1797 1804 ▼ ▼ ▼ ▼ 1793 1794 1805 • Louis XVI guillotined • Polish rebellion • British navy wins during French suppressed by Battle of Trafalgar Revolution Russians 1800 • Beethoven’s Symphony no. 1 written 208 Painter and President by J.L.G. Ferris 1812 • United States declares 1807 1811 war on Britain • Embargo Act blocks • Battle of Tippecanoe American trade with fought against Tecumseh 1814 Britain and France and his confederacy • Hartford Convention meets HISTORY Madison • Treaty of Ghent signed ▲ 1809–1817 ▲ ▲ ▲ Chapter Overview Visit the American Vision 1811 1818 Web site at tav.glencoe.com and click on Chapter ▼ ▼ ▼ Overviews—Chapter 6 to 1808 preview chapter information. -
John Randolph's
HISTORYHISTORY — PAST AND PERSPECTIVE gina, rheumatism, and severe bouts with melancholy. He treated himself with lau- danum, mercury, morphine, and what he called the little blue pill (opium). He would often respond to queries as to how he was doing with, Dying sir, dying. Randolph never married, probably due to a genetic disorder known as Klinefelter Syndrome, in which a male has an extra X chromosome, which leads to infertility, impotency, and beardlessness. Some con- tend his long affliction with tuberculosis was the cause. His disorder also left the successful political orator with a well- known high-pitched voice. Despite his feminine-sounding voice, his speeches in Congress were known for their power, which struck fear in the hearts of political opponents. When Randolph entered the floor of the U.S. House of Representatives, with spurs jingling and his favorite hounds around him, his hat pulled down to his eyes, and a whip in his hand, the speaker of the House did not dare challenge him. At least not until Randolphs nemesis, Henry Clay, became speaker in 1811, and ordered the dogs out. Randolph opposed Clay over Clays John Randolph’s support of the Bank of the United States, Journey on Slavery high protective tariffs, and the Kentuck- ians advocacy of war with the British. Clay, for his part, led a group of new congressmen in 1811, elected by a wave In a day and a state where slavery was legal and popular, of anger in the Western states at Britains John Randolph, a Virginia congressman and plantation selling of guns to the Indians on the fron- tier. -
John Adams, Political Moderation, and the 1820 Massachusetts Constitutional Convention: a Reappraisal.”
The Historical Journal of Massachusetts “John Adams, Political Moderation, and the 1820 Massachusetts Constitutional Convention: A Reappraisal.” Author: Arthur Scherr Source: Historical Journal of Massachusetts, Volume 46, No. 1, Winter 2018, pp. 114-159. Published by: Institute for Massachusetts Studies and Westfield State University You may use content in this archive for your personal, non-commercial use. Please contact the Historical Journal of Massachusetts regarding any further use of this work: [email protected] Funding for digitization of issues was provided through a generous grant from MassHumanities. Some digitized versions of the articles have been reformatted from their original, published appearance. When citing, please give the original print source (volume/number/date) but add "retrieved from HJM's online archive at http://www.westfield.ma.edu/historical-journal/. 114 Historical Journal of Massachusetts • Winter 2018 John Adams Portrait by Gilbert Stuart, c. 1815 115 John Adams, Political Moderation, and the 1820 Massachusetts Constitutional Convention: A Reappraisal ARTHUR SCHERR Editor's Introduction: The history of religious freedom in Massachusetts is long and contentious. In 1833, Massachusetts was the last state in the nation to “disestablish” taxation and state support for churches.1 What, if any, impact did John Adams have on this process of liberalization? What were Adams’ views on religious freedom and how did they change over time? In this intriguing article Dr. Arthur Scherr traces the evolution, or lack thereof, in Adams’ views on religious freedom from the writing of the original 1780 Massachusetts Constitution to its revision in 1820. He carefully examines contradictory primary and secondary sources and seeks to set the record straight, arguing that there are many unsupported myths and misconceptions about Adams’ role at the 1820 convention. -
The Great Triumvirate: Henry Clay, Daniel Webster, and John C. Calhoun
Essential Civil War Curriculum | David S. Heidler and Jeanne T Heidler, The Great Triumvirate | October 2015 The Great Triumvirate: Henry Clay, Daniel Webster, and John C. Calhoun By David S. Heidler and Jeanne T. Heidler Beginning in the War of 1812, Henry Clay, Daniel Webster, and John C. Calhoun achieved a national prominence that endured for more than four decades. As they rose in fame, they personified the regions that quarreled over expansion, finance, foreign policy, and slavery. Webster, who originally represented New Hampshire and then Massachusetts in the House of Representatives and the U.S. Senate, reflected a New England Yankee’s promotion of merchant trade and rejection of slavery. The South Carolinian Calhoun personified the South’s gradual transformation from staunch nationalism after the War of 1812 to the belligerent sectionalism that caused all the trouble during the 1850s. Henry Clay was from Kentucky, which at the time made him a westerner, and he too mirrored his section’s role in the unfolding national strife. The West was seen as a potential counterweight by North and South as the two sections sought to prevail politically in Congress. When they quite literally took the argument outside and began shooting at each other, the West became the decisive military counterweight for the Union. It was fitting, for through it all Henry Clay had been the most consistent nationalist of the three. Over the course of his long career, he refused to tolerate anything that threatened the Union. Because these three wielded often irresistible political influence during the sectional crises that led to the Civil War, their careers are linked to the catastrophe despite their having died roughly a decade before secession brought on the conflict. -
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 War of 1812: the Rise of American Nationalism
University of Washington Tacoma UW Tacoma Digital Commons History Undergraduate Theses History Winter 2016 The aW r of 1812: The Rise of American Nationalism Paul Hanseling [email protected] Follow this and additional works at: https://digitalcommons.tacoma.uw.edu/history_theses Part of the European History Commons, Military History Commons, Political History Commons, and the United States History Commons Recommended Citation Hanseling, Paul, "The aW r of 1812: The Rise of American Nationalism" (2016). History Undergraduate Theses. 27. https://digitalcommons.tacoma.uw.edu/history_theses/27 This Undergraduate Thesis is brought to you for free and open access by the History at UW Tacoma Digital Commons. It has been accepted for inclusion in History Undergraduate Theses by an authorized administrator of UW Tacoma Digital Commons. The War of 1812: The Rise of American Nationalism A Senior Paper Presented in Partial Fulfillment of the Requirements for Graduation Undergraduate History Program of the University of Washington Tacoma By Paul Hanseling University of Washington Tacoma March 2016 Advisor: Dr. Allen 1 Abstract On June 18, 1812, United States President, James Madison, signed a Declaration of War against Great Britain. What brought these two nations to such a dramatic impasse? Madison’s War Message to Congress gives some hint as to the American grievances: impressment of American sailors; unnecessary, “mock” blockades and disruption of American shipping; violations of American neutral rights; and incursions into American coastal waters.1 By far, the most vocal point of contention was impressment, or the forcible enlistment of men in the navy. For their part, Great Britain viewed every measure disputed by Americans as a necessity as they waged war against the Continental advances of Napoleon and for maintaining the economic stability of the British people. -
101 Pages About 44 Plays for 44 Presidents
101 Pages about 44 Plays for 44 Presidents Compiled by Gustave Rogers Based on Information provided in part by: Julie Felise Dubiner, Jess Jung, Rachel Lerner-Ley, Sarah Lunnie, and Brendan Pelsue Directed by Sean Daniels Geva Theatre Center’s presentation of the Geva Theatre Academy production of 44 Plays for 44 Presidents September 22-October 6, 2012 Contents Requirements for Becoming President ...................................................................................................... 4 Presidential Salaries ................................................................................................................................... 4 Presidential Statistics: ................................................................................................................................ 5 About the 44 Plays ..................................................................................................................................... 6 1. George Washington: 1789-1793 & 1793-1897 ................................................................................. 6 2. John Adams: 1797-1801 ................................................................................................................... 8 3. Thomas Jefferson: 1801-1805 & 1805-1809 .................................................................................. 10 4. James Madison: 1809-1813 & 1813-1817 ...................................................................................... 12 5. James Monroe: 1817-1821 & 1821-1825 ......................................................................................