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Significance of the Battle of Detroit in August, 1812
War of 1812, Historical Thinking Project Lessons (Hux), Lesson 19 How Historically Significant was the 1812 Battle of Detroit? By Allan Hux Suggested grade level: intermediate / senior Suggested time: up to 2 periods Brief Description of the Task Students consider the circumstances that led to the Battle of Detroit and its dramatic outcome using group role-playing strategies. Historical Thinking Concepts • Historical Perspective-Taking • Historical Significance • Use of Evidence (primary and secondary) Learning Goals Students will: 1. Explore the different perspectives of First Nations, Great Britain, the colonists in Upper Canada, and the U.S.A. 2. Recognize the importance of the First Nations alliance with the British. 3. Examine the historical significance of the Battle of Detroit in August, 1812. Materials Photocopies of handouts. Masking tape, chalk, twine or string to create outline map of Upper Canada on the floor. Prior Knowledge It would be an asset for students to: • recognize some of the major causes and events leading up to the outbreak of the War of 1812 War of 1812, Historical Thinking Project Lessons (Hux), Lesson 19 Assessment • Individual student contributions to group work and group performance and a group Tableau. • Teacher feedback to groups. • Individual reflections on learning. Detailed Lesson Plan Focus Question: How significant was the British and First Nations victory at Detroit in July-August 1812? 1. Display a map of Upper and Lower Canada and the Ohio Country prior to the War of 1812 and have the students identify the areas of Canadian, First Nations and American settlement. See Appendix 1: Map of the Canadas and the Ohio Country.) 2. -
River Raisin National Battlefield Park Lesson Plan Template
River Raisin National Battlefield Park 3rd to 5th Grade Lesson Plans Unit Title: “It’s Not My Fault”: Engaging Point of View and Historical Perspective through Social Media – The War of 1812 Battles of the River Raisin Overview: This collection of four lessons engage students in learning about the War of 1812. Students will use point of view and historical perspective to make connections to American history and geography in the Old Northwest Territory. Students will learn about the War of 1812 and study personal stories of the Battles of the River Raisin. Students will read and analyze informational texts and explore maps as they organize information. A culminating project will include students making a fake social networking page where personalities from the Battles will interact with one another as the students apply their learning in fun and engaging ways. Topic or Era: War of 1812 and Battles of River Raisin, United States History Standard Era 3, 1754-1820 Curriculum Fit: Social Studies and English Language Arts Grade Level: 3rd to 5th Grade (can be used for lower graded gifted and talented students) Time Required: Four to Eight Class Periods (3 to 6 hours) Lessons: 1. “It’s Not My Fault”: Point of View and Historical Perspective 2. “It’s Not My Fault”: Battle Perspectives 3. “It’s Not My Fault”: Character Analysis and Jigsaw 4. “It’s Not My Fault”: Historical Conversations Using Social Media Lesson One “It’s Not My Fault!”: Point of View and Historical Perspective Overview: This lesson provides students with background information on point of view and perspective. -
History of the U.S. Attorneys
Bicentennial Celebration of the United States Attorneys 1789 - 1989 "The United States Attorney is the representative not of an ordinary party to a controversy, but of a sovereignty whose obligation to govern impartially is as compelling as its obligation to govern at all; and whose interest, therefore, in a criminal prosecution is not that it shall win a case, but that justice shall be done. As such, he is in a peculiar and very definite sense the servant of the law, the twofold aim of which is that guilt shall not escape or innocence suffer. He may prosecute with earnestness and vigor– indeed, he should do so. But, while he may strike hard blows, he is not at liberty to strike foul ones. It is as much his duty to refrain from improper methods calculated to produce a wrongful conviction as it is to use every legitimate means to bring about a just one." QUOTED FROM STATEMENT OF MR. JUSTICE SUTHERLAND, BERGER V. UNITED STATES, 295 U. S. 88 (1935) Note: The information in this document was compiled from historical records maintained by the Offices of the United States Attorneys and by the Department of Justice. Every effort has been made to prepare accurate information. In some instances, this document mentions officials without the “United States Attorney” title, who nevertheless served under federal appointment to enforce the laws of the United States in federal territories prior to statehood and the creation of a federal judicial district. INTRODUCTION In this, the Bicentennial Year of the United States Constitution, the people of America find cause to celebrate the principles formulated at the inception of the nation Alexis de Tocqueville called, “The Great Experiment.” The experiment has worked, and the survival of the Constitution is proof of that. -
Media Handout: the Wisconsin Supreme Court Milestones in Justice
THE WISCONSINA CHRONOLOGY SUPREME OF THE CASES, EVENTS COURT AND PEOPLE MILESTONES IN JUSTICE: 1836 July: The next term of the Supreme Court is scheduled to be 1837 held in Madison, the new capital of the territory. No business comes before the Court, so the term is canceled. 1838 The U.S. Congress establishes the territorial government of July: The Supreme Court meets for the second time in Madison. Wisconsin on April 20th. The territory comprises what is now Subsequent terms are held annually between 1840 and 1847. Wisconsin, Iowa and Minnesota. The judiciary consists of a territo- rial Supreme Court, district courts, probate courts and justices of the peace. The Supreme Court consists of a chief justice and two associate justices, all appointed by the president. are asso- The territory is divided into three judicial districts. Each judge 1840 October-December: A state constitutional convention is held in Madison. Edward Ryan (later the chief justice of the 1846 William Frazer serves as a district court judge and collectivelyand they also make up state Supreme Court) plays an influential role in the conven- the Supreme Court of the Wisconsin territory. When the judges sit is the first chief justice of the Supreme Court of tion and drafts an article to outlaw banking. The convention as the Supreme Court, theyDavid hear Irvin appeals on their own lower-court amends his article, but still allows only private banking and decisions. Charles Dunn precludes out-of-state banks from operating in Wisconsin. 1836 the Wisconsin Territoy. ciate justices. David Irvin is not considered a particularly outstand- March: The electorate votes to accept the new constitution. -
Historic American Indian Tribes of Ohio 1654-1843
Historic American Indian Tribes of Ohio 1654-1843 Ohio Historical Society www.ohiohistory.org $4.00 TABLE OF CONTENTS Historical Background 03 Trails and Settlements 03 Shelters and Dwellings 04 Clothing and Dress 07 Arts and Crafts 08 Religions 09 Medicine 10 Agriculture, Hunting, and Fishing 11 The Fur Trade 12 Five Major Tribes of Ohio 13 Adapting Each Other’s Ways 16 Removal of the American Indian 18 Ohio Historical Society Indian Sites 20 Ohio Historical Marker Sites 20 Timeline 32 Glossary 36 The Ohio Historical Society 1982 Velma Avenue Columbus, OH 43211 2 Ohio Historical Society www.ohiohistory.org Historic American Indian Tribes of Ohio HISTORICAL BACKGROUND In Ohio, the last of the prehistoric Indians, the Erie and the Fort Ancient people, were destroyed or driven away by the Iroquois about 1655. Some ethnologists believe the Shawnee descended from the Fort Ancient people. The Shawnees were wanderers, who lived in many places in the south. They became associated closely with the Delaware in Ohio and Pennsylvania. Able fighters, the Shawnees stubbornly resisted white pressures until the Treaty of Greene Ville in 1795. At the time of the arrival of the European explorers on the shores of the North American continent, the American Indians were living in a network of highly developed cultures. Each group lived in similar housing, wore similar clothing, ate similar food, and enjoyed similar tribal life. In the geographical northeastern part of North America, the principal American Indian tribes were: Abittibi, Abenaki, Algonquin, Beothuk, Cayuga, Chippewa, Delaware, Eastern Cree, Erie, Forest Potawatomi, Huron, Iroquois, Illinois, Kickapoo, Mohicans, Maliseet, Massachusetts, Menominee, Miami, Micmac, Mississauga, Mohawk, Montagnais, Munsee, Muskekowug, Nanticoke, Narragansett, Naskapi, Neutral, Nipissing, Ojibwa, Oneida, Onondaga, Ottawa, Passamaquoddy, Penobscot, Peoria, Pequot, Piankashaw, Prairie Potawatomi, Sauk-Fox, Seneca, Susquehanna, Swamp-Cree, Tuscarora, Winnebago, and Wyandot. -
Judicial Independence and Democratic Accountability in Highest State Courts
CARRINGTON.FMT 04/01/99 4:59 PM JUDICIAL INDEPENDENCE AND DEMOCRATIC ACCOUNTABILITY IN HIGHEST STATE COURTS PAUL D. CARRINGTON* I INTRODUCTION These are troubled times for constitutional democracy in America. Among our political institutions, none are more troubled than many of our highest state courts. It was widely foretold that our Republic, like all its predecessors, would be torn apart by mistrust and unrestrained political rivalry dismembering its insti- tutions.1 There were times past when this seemed to be happening and yet did not. So here we are, two centuries and more later, still a constitutional democ- racy. For a century, we have fought wars in its name and have propagated the idea in a hundred countries. As I write, our government is actively engaged in promoting democracy in Malaysia and Iraq.2 It is curious that such a moment of success would also be a time for bitter recrimination among our political leaders. Especially so, given that the sub- stance of the issues dividing us seem relatively inconsequential compared to those on the public agenda in earlier times when mistrust and incivility were high, when bitterness could be explained as a reaction to external threats, se- vere economic conditions, or slavery and its vestiges. How do we account for the ugliness presently besetting our politics? It is possible that our present troubles are chiefly caused by forces too deeply set in the culture to be usefully addressed by legal or political means. Thus, it seems likely that some part of the elevation of mistrust is caused by the collapse of the Soviet Union, an event depriving us of a compelling reason to trust one another.3 It also seems likely that the demise of the family is a con- Copyright © 1998 by Law and Contemporary Problems This article is also available at http://www.law.duke.edu/journals/61LCPCarrington. -
2013-2014 Wisconsin Blue Book
STATISTICS: HISTORY 677 HIGHLIGHTS OF HISTORY IN WISCONSIN History — On May 29, 1848, Wisconsin became the 30th state in the Union, but the state’s written history dates back more than 300 years to the time when the French first encountered the diverse Native Americans who lived here. In 1634, the French explorer Jean Nicolet landed at Green Bay, reportedly becoming the first European to visit Wisconsin. The French ceded the area to Great Britain in 1763, and it became part of the United States in 1783. First organized under the Northwest Ordinance, the area was part of various territories until creation of the Wisconsin Territory in 1836. Since statehood, Wisconsin has been a wheat farming area, a lumbering frontier, and a preeminent dairy state. Tourism has grown in importance, and industry has concentrated in the eastern and southeastern part of the state. Politically, the state has enjoyed a reputation for honest, efficient government. It is known as the birthplace of the Republican Party and the home of Robert M. La Follette, Sr., founder of the progressive movement. Political Balance — After being primarily a one-party state for most of its existence, with the Republican and Progressive Parties dominating during portions of the state’s first century, Wisconsin has become a politically competitive state in recent decades. The Republicans gained majority control in both houses in the 1995 Legislature, an advantage they last held during the 1969 session. Since then, control of the senate has changed several times. In 2009, the Democrats gained control of both houses for the first time since 1993; both houses returned to Republican control in 2011. -
Voting and Electoral Politics in the Wisconsin Supreme Court Jason J
Marquette Law Review Volume 87 Article 4 Issue 2 Winter 2003 Voting and Electoral Politics in the Wisconsin Supreme Court Jason J. Czarnezki Follow this and additional works at: http://scholarship.law.marquette.edu/mulr Part of the Law Commons Repository Citation Jason J. Czarnezki, Voting and Electoral Politics in the Wisconsin Supreme Court, 87 Marq. L. Rev. (2003). Available at: http://scholarship.law.marquette.edu/mulr/vol87/iss2/4 This Article is brought to you for free and open access by the Journals at Marquette Law Scholarly Commons. It has been accepted for inclusion in Marquette Law Review by an authorized administrator of Marquette Law Scholarly Commons. For more information, please contact [email protected]. VOTING AND ELECTORAL POLITICS IN THE WISCONSIN SUPREME COURT JASON J. CZARNEZKI* Is there any such reason for submitting the claims of two candidates for a judgeship to a popular vote? Do we expect or desire that our votes should influence the decisions of a judge? -From the City of Madison's Wisconsin Argus, May 4, 1847.' I. INTRODUCTION In determining the selection method for state supreme court justices, states may attempt to balance the conflicting ideals of judicial independence and accountability.2 The debate over which judicial selection process best achieves this balance continuously has been waged.3 Unlike the federal process, which in order to maximize judicial independence contains no electoral mechanisms, the Wisconsin Constitution requires its judiciary to compete for citizen support in nonpartisan elections.4 Do these elections undermine judicial independence by affecting the ways justices vote within their institution?5 This very question was asked during the Wisconsin's founding 150 years ago, but lingers today without an answer.6 The answer, * Judicial Clerk, United States District Court (D. -
America's First Gulf War: the United States
AMERICA’S FIRST GULF WAR: THE UNITED STATES CAMPAIGN FOR THE GULF COAST, 1810-1819 ____________ A Thesis Presented to the Faculty of California State University, Chico ____________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in History ____________ by Russell H. Eads Summer 2016 i AMERICA’S FIRST GULF WAR: THE UNITED STATES CAMPAIGN FOR THE GULF COAST, 1810-1819 A Thesis by Russell H. Eads Summer 2016 APPROVED BY THE INTERIM DEAN OF GRADUATE STUDIES: ______________________________ Sharon A. Barrios, Ph.D. APPROVED BY THE GRADUATE ADVISORY COMMITTEE: ______________________________ Robert Tinkler, Ph.D., Chair ______________________________ Lisa Emmerich, Ph.D. ______________________________ Michael Magliari, Ph.D. ii ACKNOWLEDGEMENTS Although this work was mostly a solitary exertion, I could not have completed it without the support and assistance of others. I would like to express genuine gratitude to Dr. Robert Tinkler for leading me through this adventure and making time for our many meetings. I would also like to thank Dr. Michael Magliari and Dr. Lisa Emmerich for their input, encouragement and advice. Without all their guidance, I would not have been able to craft this new perspective of history. I would also like to give special thanks to the employees at the Mobile Public Library and Georgia Department of Archives. Their assistance greatly facilitated my study by giving me access to historical records vital to my research. Additionally, I would like to thank Dr. Nathaniel Millett from Saint Louis University for taking the time to answer my questions regarding this specific field of study. I am in debt to so many friends and family who listened, advised, and supported me during this endeavor. -
The Concordiensis, Volume 11, Number 4
'u . 11o· ·1··u- · m···· o ~umbeP 4. u' .'' :,, .·.· ·... ·. i[l 1\,.I·· 18 DECEMBER, 1887. - - ·• , , r-e • - • ~:: .: • 'Is-. • . .H·. i. T I j ~·· I· ' ' n. ' Schenecta.dy., N.Y. CONTENTS: FRONTISPIE'CE-- Yale and Harvard<·, Foot Ball Game, Memorial I-Ial1, C. W. Culver 51 LITERARY-· EDITORIAL- Social Life at Union, A. 'Perkins 43 Coming Articles 4:3 Union Alumni in the West, .Judge CoLLEGE NEWS 52 John I. Bennett, '54 45 . Facts from the New Catalogue 54 Love (Poem) 50 NECROLOGY, 54 Union College Congress 50 PERSONAL, 54 BooKs AND IvfAGA.ZINES, - 55 ELMIRA, N. Y.: ADVERTISER AssociATION, ·PRINTERS, 1887. -ADVERTISEMENTS. UNION UNI·VERSITY, ... UNIONCOLLEGE, SCHENECTADY, N. Y. mitted1. CLASSIC.AcL to pursue CocURSE.-The additional studies Classical i:n either Course of the is the other usuaJ courses. baccalaureate course. of American colleg<ls. Students may be per- mathematical2. ScrENTIFto and COURsE. English -In studi~s the Scientific is ine.r~ased. Course ·the, modern.· l1mguages are. substitute&. · I'Or tile aNcient,. and. the amount of 3. ScHooL oF OrvtL ENGINEERING.-'The stuolent In tbis department enjoys advantages nowhere Slirpassed iil ;!;he c<;>,rse ,of ;n. struction, in its collection of models, instrumoots and bookS, the "Gcumulation Qf many years hy tile late Gillespie, an!l .also in unusual facilities for acquiring a practical knowledge of instrumental :field work. Prof~sor · 4. ECLECTto CouRsE.~An Eclectic Ootmse, cmasistlng of studies selected at plerul~>re from the \lrt>1leolfug cowses, mBJY be takea by any mae who, upon examination, is foUnd qualliied to pursue it. On tile completioN of this a certificate <>f attainment wjl] be giTfei-e are also SpeclaJ con,;.ses in Analytical ·Chemistry, llfe tallurgy.a;n<;l Natural lj;istory; For catalogues or for special informa- tjon adtl)oess HENRY WHITEIIORNE, Dean ·Of t4e Faonity, 'Sc!teaecta(!y, N. -
The War of 1812
The War of 1812 A Lesson Plan Containing Primary Source Documents Contributing National Historic Sites: Fort George National Historic Site of Canada – Niagara-on-the-Lake, ON (www.pc.gc.ca/fortgeorge) Fort Malden National Historic Site of Canada – Amherstburg, ON (www.pc.gc.ca/fortmalden) Fort St. Joseph National Historic Site of Canada – near Sault Ste. Marie, ON (www.pc.gc.ca/fortstjoseph) Fort Wellington National Historic Site of Canada – Prescott, ON (www.pc.gc.ca/fortwellington) Updated: July 2008 Activity Description This War of 1812 activity evokes critical thinking skills by encouraging students to analyse historic information, and apply it through inference, to draw their own conclusions as to how history shapes Canada's identity and culture today. The activity includes suggested research questions and a package of resource documents collected from several of Ontario's War of 1812 National Historic Sites. The research questions are designed to challenge students to investigate events from Canada's past from several points of view, and to draw conclusions and make inferences about Canadian identity and culture today. Students are required to research historic documentation on their own, which supports outcomes in Methods of Historical Inquiry. The collection of resource documents accompanying this activity provides students with copies of some primary sources that may not be readily available. Students are encouraged to research a variety of information sources that present a diverse range of perspectives on Canadian history and culture, and are encouraged to communicate their opinions and ideas based on their research. Curriculum Connections: For a complete list of curriculum connections, please go to the Teacher Resource Centre website at www.pc.gc.ca/education. -
War of 1812 1 War of 1812
War of 1812 1 War of 1812 The War of 1812 was a military conflict fought between the forces of the United States of America and those of the British Empire. The Americans declared war in 1812 for several reasons, including trade restrictions because of Britain's ongoing war with France, impressment of American merchant sailors into the Royal Navy, British support of American Indian tribes against American expansion, and over national honour after humiliations on the high seas. Tied down in Europe until 1814, the British at first used defensive strategy, repelling multiple American invasions of the provinces of Upper and Lower Canada. However, the Americans gained control over Lake Erie in 1813, seized parts of western Ontario, and destroyed the dream of an Indian confederacy and an independent Indian state in the Midwest under British sponsorship. In the Southwest General Andrew Jackson destroyed the military strength of the Creek nation at the Battle of Horseshoe Bend. With the defeat of Napoleon in 1814, the British adopted a more aggressive strategy, sending in three large invasion armies. British victory at the Battle of Bladensburg in August 1814 allowed the British to capture and burn Washington, D.C. American victories in September 1814 and January 1815 repulsed all three British invasions in New York, Baltimore and New Orleans. The war was fought in three theaters: At sea, warships and privateers of both sides attacked each other's merchant ships. The British blockaded the Atlantic coast of the U.S. and mounted large-scale raids in the later stages of the war.