5 the Strains of Empire
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Action-Reaction … the Road to Revolution
Name:____________________________________ Class Period:_____ Action-Reaction … The Road to Revolution APUSH Guide for American Pageant chapter 7 & 2nd half of AMSCO chapter 4 (and a bit from chapter 8 Pageant and chapter 5 AMSCO) Directions Print document and take notes in the spaces provided. Read through the guide before you begin reading the chapter. This step will help you focus on the most significant ideas and information And as you read. Purpose These notes are not “hunt and peck” or “fill in the blank” notes. Think of this guide as a place for reflections and analysis using your noggin (thinking skills) and new knowledge gained from the reading. Mastery of the course and AP exam await all who choose to process the information as they read/receive. To what extent was America a revolutionary force from the first days of European discovery? Assessment: __________________________ Small extent? Large extent? Evidence to support your assessment: Evidence to support the opposing view: 1. 1. 2. 2. 3. 3. Explain the impact of the following statement in terms of America. “Distance weakens authority; great weakness weakens authority greatly.” The Impact of Mercantilism Explain how Americans were supposed to ensure Britain’s economic and naval supremacy. What impact did this have on colonists? What was the problem with having no banks in the colonies? How did Parliament respond to colonies issuing paper money? How did English policy regarding its North American colonies change after the French and Indian War, Pontiac’s Rebellion, and the Proclamation of 1763? From Salutary Neglect to…. For each of the items listed below, identify the Before the actual war of the Revolution Action (English purpose/goal) and the could begin, there had to be a Reaction of the colonists. -
Boston Museum and Exhibit Reviews the Public Historian, Vol
Boston Museum and Exhibit Reviews The Public Historian, Vol. 25, No. 2 (Spring 2003), pp. 80-87 Published by: University of California Press on behalf of the National Council on Public History Stable URL: http://www.jstor.org/stable/10.1525/tph.2003.25.2.80 . Accessed: 23/02/2012 10:14 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. University of California Press and National Council on Public History are collaborating with JSTOR to digitize, preserve and extend access to The Public Historian. http://www.jstor.org 80 n THE PUBLIC HISTORIAN Boston Museum and Exhibit Reviews The American public increasingly receives its history from images. Thus it is incumbent upon public historians to understand the strategies by which images and artifacts convey history in exhibits and to encourage a conver- sation about language and methodology among the diverse cultural work- ers who create, use, and review these productions. The purpose of The Public Historian’s exhibit review section is to discuss issues of historical exposition, presentation, and understanding through exhibits mounted in the United States and abroad. Our aim is to provide an ongoing assess- ment of the public’s interest in history while examining exhibits designed to influence or deepen their understanding. -
Samuel Adams
Monumental Milestones Milestones Monumental The Life and of Times samuel adams samuel adams Karen Bush Gibson The Life and Times of samuel Movement Rights Civil The adams Karen Bush Gibson As America’s first politician, Samuel Adams dedicated his life to improving the lives of the colonists. At a young age, he began talking and listening to people to find out what issues mattered the most. Adams proposed new ideas, first in his own newspaper, then in other newspapers throughout the colonies. When Britain began taxing the colonies, Adams encouraged boy- cotting and peaceful protests. He was an organizer of the Boston Tea Party, one of the main events leading up to the American Revolution. The British seemed intent on imprisoning Adams to keep him from speaking out, but he refused to stop. He was one of the first people to publicly declare that the colonies should be independent, and he worked tirelessly to see that they gained that independence. According to Thomas Jefferson, Samuel Adams was the Father of the Revolution. ISBN 1-58415-440-3 90000 9 PUBLISHERS 781584 154402 samueladamscover.indd 1 5/3/06 12:51:01 PM Copyright © 2007 by Mitchell Lane Publishers, Inc. All rights reserved. No part of this book may be reproduced without written permission from the publisher. Printed and bound in the United States of America. Printing 1 2 3 4 5 6 7 8 9 Library of Congress Cataloging-in-Publication Data Gibson, Karen Bush. The life and times of Samuel Adams/Karen Bush Gibson. p. cm. — (Profiles in American history) Includes bibliographical references and index. -
AMERICAN REVOLUTIONREVOLUTION Thethe Enlightenmentenlightenment Thethe Ageage Ofof Reasonreason
AMERICANAMERICAN REVOLUTIONREVOLUTION TheThe EnlightenmentEnlightenment TheThe AgeAge ofof ReasonReason ▶ 1650-1800 ▶ Laws of Nature applied to society ▶ Rationalism . “Dare to know! Have the courage to use your own reason!” – Immanuel Kant ▶ Liberalism ▶ Deism . “The Clockmaker” . Absent of human affairs TheThe EnlightenmentEnlightenment JohnJohn LockeLocke ▶ Second Treatise on Government . “The state of nature has a law of nature to govern it, which obliges every one: and reason, which is that law, teaches all mankind … that, being all equal and independent, no one ought to harm another in his life, health, liberty, or possessions” . “Men being, as has been said, by nature, all free, equal, and independent, no one can be put out of this estate, and subjected to the political power of another, without his own consent.” . “Whensoever therefore the legislative shall transgress this fundamental rule of society; and either by ambition, fear, folly or corruption, endeavour to grasp themselves, or put into the hands of any other, an absolute power over the lives, liberties, and estates of the people; by this breach of trust they forfeit the power the people had put into their hands for quite contrary ends, and it devolves to the people, who have a right to resume their original liberty, and, by the establishment of a new legislative, (such as they shall think fit) provide for their own safety and security, which is the end for which they are in society.” TheThe EnlightenmentEnlightenment AdamAdam SmithSmith ▶ An Inquiry into the Nature and Causes of the Wealth of Nations ▶ Laissez-faire . Free trade ▶ “the invisible hand” ▶ Three Laws . More production from self- interest . -
Chapter 3 America in the British Empire
CHAPTER 3 AMERICA IN THE BRITISH EMPIRE The American Nation: A History of the United States, 13th edition Carnes/Garraty Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Colonies had great deal of freedom after initial settlement due to n British political inefficiency n Distance n External affairs were controlled entirely by London but, in practice, the initiative in local matters was generally yielded to the colonies n Reserved right to veto actions deemed contrary to national interest n By 18 th Century, colonial governors (except Connecticut and Rhode Island) were appointed by either the king or proprietors Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Governors n executed local laws n appointed many minor officials n summoned and dismissed the colonial assemblies n proposed legislation to them n had power to veto colonial laws n They were also financially dependent on their “subjects” Pearson Education, Inc., publishing as Longman © 2008 THE BRITISH COLONIAL SYSTEM n Each colony had a legislature of two houses (except Pennsylvania which only had one) n Lower House: chosen by qualified voters, had general legislative powers, including control of purse n Upper House: appointed by king (except Massachusetts where elected by General Court) and served as advisors to the governor n Judges were appointed by king n Both judges and councilors were normally selected from leaders of community n System tended to strengthen the influence of entrenched colonials n Legislators -
The Stamp Act and Methods of Protest
Page 33 Chapter 8 The Stamp Act and Methods of Protest espite the many arguments made against it, the Stamp Act was passed and scheduled to be enforced on November 1, 1765. The colonists found ever more vigorous and violent ways to D protest the Act. In Virginia, a tall backwoods lawyer, Patrick Henry, made a fiery speech and pushed five resolutions through the Virginia Assembly. In Boston, an angry mob inspired by Sam Adams and the Sons of Liberty destroyed property belonging to a man rumored to be a Stamp agent and to Lt. Governor Thomas Hutchinson. In New York, delegates from nine colonies, sitting as the Stamp Act Congress, petitioned the King and Parliament for repeal. In Philadelphia, New York, and other seaport towns, merchants pledged not to buy or sell British goods until the hated stamp tax was repealed. This storm of resistance and protest eventually had the desired effect. Stamp sgents hastily resigned their Commissions and not a single stamp was ever sold in the colonies. Meanwhile, British merchants petitioned Parliament to repeal the Stamp Act. In 1766, the law was repealed but replaced with the Declaratory Act, which stated that Parliament had the right to make laws binding on the colonies "in all cases whatsoever." The methods used to protest the Stamp Act raised issues concerning the use of illegal and violent protest, which are considered in this chapter. May: Patrick Henry and the Virginia Resolutions Patrick Henry had been a member of Virginia's House of Burgess (Assembly) for exactly nine days as the May session was drawing to a close. -
Causes of the American Revolution
Chapter 1 Have you ever wondered how we ended up with this great country? Well it. All came about about because of the American revolution. There were several causes to the American Revolution including the French and Indian war,(aka the seven years of war) acts and taxes, the colonists rebelling more acts, more acts from king George , and the British military being activated please keep reading to find out why we entered this important war. The first thing that started the chain of events that lead to the American revolution was the French and Indian war the French and Indian war lasted from 1756-1763 and started because of a territorial dispute over the Ohio River valley. The British ended up winning (which gave them all the land to the Mississippi River), but was deeply in debt. After the French and Indian war, the king raised taxes and passed several acts that made the colonists angry there were several act including the stamp act,quartering act,Townshend act,navigation act, and sugar act the stamp act made colonists pay extra taxes fall all paper products with stamps! In 1767 raised taxes on lead, paint, paper, glass, and tea. The Navigation act said that colonists could only buy goods from Britain. Finally the sugar act put taxes on sugar. All of the taxes and acts made the colonists angry.they were very angry because they had no choice. A group of people became very important during this time called the sons of Liberty. This group of influential people lead the patriots, the colonists against King George III. -
Journal of British Studies Volume 52, No. 1 (Jan. 2013) Livesey Major
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sussex Research Online Journal of British Studies Volume 52, no. 1 (Jan. 2013) Livesey Major Article Free Trade and Empire in the Anglo-Irish Commercial Propositions of 1785 James Livesey James Livesey is Professor of History at the University of Sussex. He is author of Making Democracy in the French Revolution (Harvard 2001) and Civil Society and Empire: Ireland and Scotland in the Eighteenth-Century Atlantic World (Yale, 2009). I would like to acknowledge the comment and insight on earlier versions of this article by the members of the History Department at Peking University and the participants at the “1763 and All That: Temptations of Empire in the British World in the Decade after the Seven Years War” conference held at the Institute for Historical Studies at the University of Texas at Austin. Journal of British Studies 52 (Jan. 2013): •••-••• © 2013 by The North American Conference on British Studies All Rights Reserved Journal of British Studies Volume 52, no. 1 (Jan. 2013) Livesey Major Article Free Trade and Empire in the Anglo-Irish Commercial Propositions of 1785 Free trade was a central demand of Irish patriot writers and economic theorists from the accession of William and Mary onward, yet when free trade was offered to Ireland in 1785 it was rejected.1 The politics of this reform measure were not well handled. William Pitt was in the early, vulnerable months of his premiership and had alienated even some of his political friends with the India Act. -
Sons of Liberty Patriots Or Terrorists
The Sons of Liberty : Patriots? OR Common ? Core Terrorists focused! http://www.teacherspayteachers.com/Store/Mr-Educator-A-Social-Studies-Professional Instructions: 1.) This activity can be implemented in a variety of ways. I have done this as a class debate and it works very, very well. However, I mostly complete this activity as three separate nightly homework assignments, or as three in-class assignments, followed by an in-class Socratic Seminar. The only reason I do this is because I will do the Patriots v. Loyalists: A Common Core Class Debate (located here: http://www.teacherspayteachers.com/ Product/Patriots-vs-Loyalists-A-Common-Core-Class-Debate-874989) and I don’t want to do two debates back-to-back. 2.) Students should already be familiar with the Sons of Liberty. If they aren’t, you may need to establish the background knowledge of what this group is and all about. 3.) I will discuss the questions as a class that are on the first page of the “Day 1” reading. Have classes discuss what makes someone a patriot and a terrorist. Talk about how they define these words? Can one be one without being the other? How? Talk about what both sides are after. What are the goals of terrorists? Why are they doing it? It is also helpful to bring in some outside quotes of notorious terrorists, such as Bin Laden, to show that they are too fighting for what they believe to be a just, noble cause. 4.) For homework - or as an in-class activity - assign the Day 1 reading. -
Print › Chapter 4: Revolutionary America | Quizlet
Chapter 4: Revolutionary America Study online at quizlet.com/_flcg7 1. Boston A confrontation between a group of citizens 9. Gaspée In June, 1772, the British customs ship ran Massacre and British troops on March 5, 1770, Incident around off the colonial coast. When the during which the troops opened fire on the British went ashore for help, colonials citizens, killing five of them. boarded the ship and burned it. They were sent to Britain for trial. Colonial outrage led 2. Committees of These started as groups of private citizens to the widespread formation of Committees of Correspondence in Massachusetts, Rhode Island and New Correspondence. York who, in 1763, began circulating information about opposition to British 10. George As Prime Minister, he passed the Sugar Act in trade measures. Other colonies created Grenville 1764 and the Stamp Act in 1765 to help their own committtees in order to exchange finance the cost of maintaining a standing information and organize protests to force of British troops in the colonies. He British trade regulations. The groups believed in reducing the financial burden on became particularly active following the the British by enacting new taxes in the Gaspee Incident. colonies 3. Common Sense Thomas Paine's influential pamphlet that 11. Internal Taxes which arose out of activities that forcefully argued for American Taxes occurred within the colonies. The Stamp Act independence, attacked the institution of was considered this tax, because it taxed the monarchy, and defended a democratic colonists on legal transactions they theory of representative government. undertook locally. Many colonists and Englishmen felt that Parliament did not have 4. -
Metropolitan Boston Downtown Boston
WELCOME TO MASSACHUSETTS! CONTACT INFORMATION REGIONAL TOURISM COUNCILS STATE ROAD LAWS NONRESIDENT PRIVILEGES Massachusetts grants the same privileges EMERGENCY ASSISTANCE Fire, Police, Ambulance: 911 16 to nonresidents as to Massachusetts residents. On behalf of the Commonwealth, MBTA PUBLIC TRANSPORTATION 2 welcome to Massachusetts. In our MASSACHUSETTS DEPARTMENT OF TRANSPORTATION 10 SPEED LAW Observe posted speed limits. The runs daily service on buses, trains, trolleys and ferries 14 3 great state, you can enjoy the rolling Official Transportation Map 15 HAZARDOUS CARGO All hazardous cargo (HC) and cargo tankers General Information throughout Boston and surrounding towns. Stations can be identified 13 hills of the west and in under three by a black on a white, circular sign. Pay your fare with a 9 1 are prohibited from the Boston Tunnels. hours travel east to visit our pristine MassDOT Headquarters 857-368-4636 11 reusable, rechargeable CharlieCard (plastic) or CharlieTicket 12 DRUNK DRIVING LAWS Massachusetts enforces these laws rigorously. beaches. You will find a state full (toll free) 877-623-6846 (paper) that can be purchased at over 500 fare-vending machines 1. Greater Boston 9. MetroWest 4 MOBILE ELECTRONIC DEVICE LAWS Operators cannot use any of history and rich in diversity that (TTY) 857-368-0655 located at all subway stations and Logan airport terminals. At street- 2. North of Boston 10. Johnny Appleseed Trail 5 3. Greater Merrimack Valley 11. Central Massachusetts mobile electronic device to write, send, or read an electronic opens its doors to millions of visitors www.mass.gov/massdot level stations and local bus stops you pay on board. -
The Original Meaning of the Habeas Corpus Suspension Clause, the Right of Natural Liberty, and Executive Discretion
William & Mary Bill of Rights Journal Volume 29 (2020-2021) Issue 3 The Presidency and Individual Rights Article 4 March 2021 The Original Meaning of the Habeas Corpus Suspension Clause, the Right of Natural Liberty, and Executive Discretion John Harrison Follow this and additional works at: https://scholarship.law.wm.edu/wmborj Part of the Constitutional Law Commons, Legal History Commons, President/Executive Department Commons, and the United States History Commons Repository Citation John Harrison, The Original Meaning of the Habeas Corpus Suspension Clause, the Right of Natural Liberty, and Executive Discretion, 29 Wm. & Mary Bill Rts. J. 649 (2021), https://scholarship.law.wm.edu/wmborj/vol29/iss3/4 Copyright c 2021 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/wmborj THE ORIGINAL MEANING OF THE HABEAS CORPUS SUSPENSION CLAUSE, THE RIGHT OF NATURAL LIBERTY, AND EXECUTIVE DISCRETION John Harrison* The Habeas Corpus Suspension Clause of Article I, Section 9, is primarily a limit on Congress’s authority to authorize detention by the executive. It is not mainly con- cerned with the remedial writ of habeas corpus, but rather with the primary right of natural liberty. Suspensions of the privilege of the writ of habeas corpus are statutes that vest very broad discretion in the executive to decide which individuals to hold in custody. Detention of combatants under the law of war need not rest on a valid suspen- sion, whether the combatant is an alien or a citizen of the United States. The Suspension Clause does not affirmatively require that the federal courts have any jurisdiction to issue the writ of habeas corpus, and so does not interfere with Congress’s general control over the jurisdiction of the federal courts.