Thomas Jefferson the Versatile Founding Father Content
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March 9, 2021 the Honorable Ralph Northam Governor of Virginia P.O
March 9, 2021 The Honorable Ralph Northam Governor of Virginia P.O. Box 1475 Richmond, VA 23218 Re: Support to sign HB 1995 and HB 2332 into law Dear Governor Northam, On behalf of the 1-in-10 individuals in Virginia with one of the approximately 7,000 known rare diseases, the National Organization for Rare Disorders (NORD) urges you to sign House Bill 1995 (HB 1995) and House Bill 2332 (HB 2332) into law. HB 1995 will establish a Rare Disease Advisory Council (RDAC) to increase the rare disease patient voice in state government and HB 2332 will create a state-based reinsurance program to help strengthen the individual market. Both pieces of legislation will greatly benefit the rare disease community and we ask for your support by signing them into law today. NORD is a unique federation of voluntary health organizations dedicated to helping people with rare "orphan" diseases and assisting the organizations that serve them. We are committed to the identification, treatment, and cure of rare disorders through programs of education, advocacy, research, and patient services. We believe that all individuals with a rare disease should have access to quality and affordable health care that is best suited to meet their medical needs. HB 1995 will create an RDAC to increase the rare disease patient voice in state government and better understand their needs. The council will be tasked with conducting research and consulting with experts to make recommendations, improving access to health care and other services for individuals with rare diseases, understanding the impact of health insurance coverage, studying the impact of providing coverage under the state program for medical assistance, and publishing a list of publicly accessible resources. -
Ensuring That Every Child Has Access to an Equitable, World-Class Education
Ensuring that Every Child has Access to an Equitable, World-Class Education The COVID-19 pandemic has exacerbated the glaring and growing disparities in all areas of our community. This has been especially true in our public education system, which for too long has been underfunded and plagued by racial, socioeconomic and geographic inequities, despite Virginia being one of the wealthiest states in the nation. These inequities have disproportionately left students of color, students with disabilities, English language learners, and students in lower- income and rural communities behind. Virginia’s students and families need and deserve bold leadership that will tackle these challenges head on and move our Commonwealth forward. Education is rarely the first place leaders look to invest new dollars during a crisis, but Terry McAuliffe broke that trend as Virginia’s 72nd Governor when he fought Republicans and made a record investment of $1 billion in our K12 system, and he will do it again as our next Governor. Researchers estimate that by 2040, learning loss as a result of the pandemic for the current K-12 cohort will result in an earnings loss of $110 billion per year and will reduce overall gross domestic product by $173 billion to $271 billion per year1. Terry recognizes that recovering from this pandemic and rebuilding an economy in which all Virginians can prosper will require immediate, unprecedented investments in our education system and our future workforce. With better schools and workforce-ready students, Virginia can build the nation’s best workforce, and attract high paying jobs that boost our economy and our tax base. -
Signers of the United States Declaration of Independence Table of Contents
SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE 56 Men Who Risked It All Life, Family, Fortune, Health, Future Compiled by Bob Hampton First Edition - 2014 1 SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE TABLE OF CONTENTS INTRODUCTON Page Table of Contents………………………………………………………………...………………2 Overview………………………………………………………………………………...………..5 Painting by John Trumbull……………………………………………………………………...7 Summary of Aftermath……………………………………………….………………...……….8 Independence Day Quiz…………………………………………………….……...………...…11 NEW HAMPSHIRE Josiah Bartlett………………………………………………………………………………..…12 William Whipple..........................................................................................................................15 Matthew Thornton……………………………………………………………………...…........18 MASSACHUSETTS Samuel Adams………………………………………………………………………………..…21 John Adams………………………………………………………………………………..……25 John Hancock………………………………………………………………………………..….29 Robert Treat Paine………………………………………………………………………….….32 Elbridge Gerry……………………………………………………………………....…….……35 RHODE ISLAND Stephen Hopkins………………………………………………………………………….…….38 William Ellery……………………………………………………………………………….….41 CONNECTICUT Roger Sherman…………………………………………………………………………..……...45 Samuel Huntington…………………………………………………………………….……….48 William Williams……………………………………………………………………………….51 Oliver Wolcott…………………………………………………………………………….…….54 NEW YORK William Floyd………………………………………………………………………….………..57 Philip Livingston…………………………………………………………………………….….60 Francis Lewis…………………………………………………………………………....…..…..64 Lewis Morris………………………………………………………………………………….…67 -
20 Thomas Jefferson.Pdf
d WHAT WE THINK ABOUT WHEN WE THINK ABOUT THOMAS JEFFERSON Todd Estes Thomas Jefferson is America’s most protean historical figure. His meaning is ever-changing and ever-changeable. And in the years since his death in 1826, his symbolic legacy has varied greatly. Because he was literally present at the creation of the Declaration of Independence that is forever linked with him, so many elements of subsequent American life—good and bad—have always attached to Jefferson as well. For a quarter of a century—as an undergraduate, then a graduate student, and now as a professor of early American his- tory—I have grappled with understanding Jefferson. If I have a pretty good handle on the other prominent founders and can grasp the essence of Washington, Madison, Hamilton, Adams and others (even the famously opaque Franklin), I have never been able to say the same of Jefferson. But at least I am in good company. Jefferson biographer Merrill Peterson, who spent a scholarly lifetime devoted to studying him, noted that of his contemporaries Jefferson was “the hardest to sound to the depths of being,” and conceded, famously, “It is a mortifying confession but he remains for me, finally, an impenetrable man.” This in the preface to a thousand page biography! Pe- terson’s successor as Thomas Jefferson Foundation Professor at Mr. Jefferson’s University of Virginia, Peter S. Onuf, has noted the difficulty of knowing how to think about Jefferson 21 once we sift through the reams of evidence and confesses “as I always do when pressed, that I am ‘deeply conflicted.’”1 The more I read, learn, write, and teach about Jefferson, the more puzzled and conflicted I remain, too. -
Massachusetts Historical Society, Adams Papers Editorial Project
Narrative Section of a Successful Application The attached document contains the grant narrative of a previously funded grant application, which conforms to a past set of grant guidelines. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the application guidelines for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Research Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: Adams Papers Editorial Project Institution: Massachusetts Historical Society Project Director: Sara Martin Grant Program: Scholarly Editions and Translations Program Statement of Significance and Impact The Adams Papers Editorial Project is sponsored by and located at the Massachusetts Historical Society (MHS). The Society’s 300,000-page Adams Family Papers manuscript collection, which spans more than a century of American history from the Revolutionary era to the last quarter of the nineteenth century, is consulted during the entire editing process, making the project unique among large-scale documentary editions. The Adams Papers has published 52 volumes to date and will continue to produce one volume per year. Free online access is provided by the MHS and the National Archives. -
Gubernatorial Foreign Policy
JULIAN G. KU Gubernatorial Foreign Policy A B S T R A C T. In a variety of circumstances, state governors exercise independent decision- making power over matters affecting the foreign policy of the United States. This Essay describes and defends this emerging system of gubernatorial foreign policy on both legal and functional grounds. Recent Supreme Court decisions retreating from federal exclusivity in foreign affairs and prohibiting the commandeering of state executive officials leave a small doctrinal space for governors to act independently on matters affecting foreign policy. This small space has been further expanded by the federal government's practice of imposing limitations on the preemptive effect of treaties and international agreements. A system of gubernatorial foreign policy also represents the most practical and feasible way to accommodate the internationalizing pressure of globalization with a continuing federal system of "dual sovereignties." Under this system, the states will continue to improve their capacity to deal with matters affecting foreign affairs, and the federal government will retain the right to preempt, but not to commandeer, state governors in the service of federal foreign policy goals. A U T H O R. Associate Professor of Law, Hofstra University School of Law, Visiting Associate Professor of Law, William & Mary School of Law. I would like to thank John Parry, Michael Ramsey, James Tierney, and Timothy Zick for helpful comments, Jacob Djaboury for research assistance, and Patricia Kasting for library assistance. An earlier version of this Essay was presented at a faculty workshop at Lewis & Clark Law School. Hofstra University School of Law provided support for this Essay. -
Thomas Jefferson and the Ideology of Democratic Schooling
Thomas Jefferson and the Ideology of Democratic Schooling James Carpenter (Binghamton University) Abstract I challenge the traditional argument that Jefferson’s educational plans for Virginia were built on mod- ern democratic understandings. While containing some democratic features, especially for the founding decades, Jefferson’s concern was narrowly political, designed to ensure the survival of the new republic. The significance of this piece is to add to the more accurate portrayal of Jefferson’s impact on American institutions. Submit your own response to this article Submit online at democracyeducationjournal.org/home Read responses to this article online http://democracyeducationjournal.org/home/vol21/iss2/5 ew historical figures have undergone as much advocate of public education in the early United States” (p. 280). scrutiny in the last two decades as has Thomas Heslep (1969) has suggested that Jefferson provided “a general Jefferson. His relationship with Sally Hemings, his statement on education in republican, or democratic society” views on Native Americans, his expansionist ideology and his (p. 113), without distinguishing between the two. Others have opted suppressionF of individual liberties are just some of the areas of specifically to connect his ideas to being democratic. Williams Jefferson’s life and thinking that historians and others have reexam- (1967) argued that Jefferson’s impact on our schools is pronounced ined (Finkelman, 1995; Gordon- Reed, 1997; Kaplan, 1998). because “democracy and education are interdependent” and But his views on education have been unchallenged. While his therefore with “education being necessary to its [democracy’s] reputation as a founding father of the American republic has been success, a successful democracy must provide it” (p. -
The Federalist Era
historysage.com The Federalist Era THE FEDERALIST ERA (1789-1801) DOMESTIC POLICY I. America c. 1790 A. Population nearly 4 million in 1790 census: doubling every 25 years. 1. About 90% of Americans lived on farms 2. Relatively few large towns existed: -- Exceptions: Philadelphia, NY, Boston, Charleston, Baltimore 3. 5% lived east of the Allegheny mountains -- New states: Kentucky, 1792; Tennessee 1796; Ohio 1803; B. Finances of the new nation were precarious 1. Public debt was enormous; revenue had significantly declined 2. Worthless paper money, both state & national, was in heavy circulation. C. Foreign challenges by Britain and Spain threatened the unity of the U.S. II. President Washington's Administration A. Washington unanimously elected president by the Electoral College in 1789 – only Presidential nominee ever to be honored unanimously. 1. Many believe Congress was willing to give the presidency power due to Washington's immense respectability 2. Took oath of office on April 30, 1789 in temporary capital of NYC. -- John Adams sworn in as vice president B. Washington's cabinet 1. Precedent: Consulting of cabinet members (department heads) in order to make decisions. 2. Constitution does not mention a cabinet 3. The cabinet has become an integral part of the "unwritten constitution." 4. In the beginning, only three full-fledged department heads existed: a. Secretary of State -- Thomas Jefferson b. Secretary of the Treasury -- Alexander Hamilton c. Secretary of War -- Henry Knox d. Edmund Randolph--Attorney General; became the 4th major cabinet member after passage of Judiciary Act of 1789. 5. Cabinet characterized by bickering between Hamilton and Jefferson. -
Sen Desteph Letter to Gov Northam
January 20, 2021 The Honorable Ralph S. Northam Governor of Virginia Patrick Henry Building 1111 East Broad Street Richmond, VA 23218 Dear Governor Northam: As we continue to confront COVID-19 here in the Commonwealth, the largest and most populated city in Virginia has still not transitioned to Phase 1B. In fact, Hampton Roads is the only region in the state still in 1A. This is not because we aren’t ready; and not because there aren’t enough doses available for them to do so. As you know, Virginia Beach indeed has the infrastructure and supplies ready to go. We are still in 1A because we are waiting on you. Two weeks ago, the Surgeon General told the states and governors to move quickly to other priority groups, noting, “if the demand isn't there in 1A, then go to 1B, and continue on down.” Yet still, Virginia Beach sits in Phase 1A, waiting. The City of Virginia Beach has developed a portal which has been tested to facilitate the registration process for residents eligible for vaccination under Phase 1B. The City Manager has declared that as soon as the Virginia Department of Health (VDH) authorizes the transition to 1B it is ready to go. So why is the largest city in Virginia still in 1A? We have everything we need to administer the vaccine. The numbers on the VDH’s website suggest that there are currently over a half-million doses distributed throughout the state and ready to be used. Health and Human Services (HHS) Secretary Alex Azar said, “Every vaccine dose sitting in a warehouse rather than going into an arm could mean one more death that could have been avoided.” The federal government is supplying the states with the vaccine. -
The Causes of the American Revolution
Page 50 Chapter 12 By What Right Thomas Hobbes John Locke n their struggle for freedom, the colonists raised some age-old questions: By what right does government rule? When may men break the law? I "Obedience to government," a Tory minister told his congregation, "is every man's duty." But the Reverend Jonathan Boucher was forced to preach his sermon with loaded pistols lying across his pulpit, and he fled to England in September 1775. Thomas Jefferson wrote in the Declaration of Independence that when people are governed "under absolute Despotism, it is their right, it is their duty, to throw off such a Government." Both Boucher and Jefferson spoke to the question of whether citizens owe obedience to government. In an age when kings held near absolute power, people were told that their kings ruled by divine right. Disobedience to the king was therefore disobedience to God. During the seventeenth century, however, the English beheaded one King (King Charles I in 1649) and drove another (King James II in 1688) out of England. Philosophers quickly developed theories of government other than the divine right of kings to justify these actions. In order to understand the sources of society's authority, philosophers tried to imagine what people were like before they were restrained by government, rules, or law. This theoretical condition was called the state of nature. In his portrait of the natural state, Jonathan Boucher adopted the opinions of a well- known English philosopher, Thomas Hobbes. Hobbes believed that humankind was basically evil and that the state of nature was therefore one of perpetual war and conflict. -
The Louisiana Purchase Sarah Collinge
The Louisiana Purchase Sarah Collinge In 1492, Christopher Columbus, representing Spain, sailed across the Atlantic Ocean in search of a water route to China. Thirty-six days later, Columbus and his crew discovered what is now the Ba- hamas. His discovery opened up the Americas to colonization. By 1763, Spain owned much of North America, including Florida and the land west of the Missis- sippi River. Great Britain owned the land east of the Mississippi River, and much of Canada. The original thirteen colonies were established and flourished fairly independently. In 1764, Great Britain started imposing taxes on the colonists to pay for the French and Indian War. Disagreements regarding taxation led to the American Revolution, which took place between 1775 and 1783. The Treaty of Paris marked the end of the Revolution and officially established the former British colonies as states of the United States of America. After the Revolutionary War, the colonists began moving further west into what was known as the frontier. At that time, there were no railroads or ways to transport goods quickly across land. Fron- tiersmen needed to be able to use the Mississippi River to transport goods to the Port of New Or- leans, where those goods could then be placed on ships and sent to the eastern states or to foreign countries for trade. At the time, the Port of New Orleans was owned by Spain. In 1795, Spain signed the Treaty of San Lorenzo, which gave the U.S. rights to use the Mississippi and the Port of New Orleans for trade. -
Huguenot Emigration to VIRGINIA and to the SETTLEMENT at MANAKIN-TOWN
DOCUMENTS, CHIEFLY UNPUBLISHED, RELATING TO THE Huguenot Emigration TO VIRGINIA AND TO THE SETTLEMENT AT MANAKIN-TOWN, WITH AN APPENDIX OF GENEALOGIES, PRESENTING DATA OF THE FONTAINE, MAURY, DUPUY, TRABUE, MARYE, CHASTAIN, COCKE, AND OTHER FAMILIES, EDITED AND COMPILED FOR THE Virginia Historical Society BY R. A. BROCK, Correspondi11g Suretary and Lil>raria11 of t/,e Society. RICHMOND, VIRGINIA. PUBLISHED BY THE SOCIETY. MDCCCLXXXVI. \YM. ELLIS JONES, PRINTER, RICHMOND, VA. INTRODUCTION. ' The history of the religious persecution of the Huguenots in France, from the massacre of St. Bartholomew to the infamous outrages which preceded and followed the Revocation of the Edict of Nantes, is so familiar, through frequent graphic narra tive, that any attempt at repetition here would be quite unneces sary, were the means to be employed adequate. But recently this topic has been ably considered, and a comprehensive narra tive of the establishment of the fugitive Protestants in the New World presented as well. a An unpretentious assembling of scattered data relating to the Huguenot settlement in Virginia, and of families of the lineage, happily to serve as material in abler .hands in the future, may only be essayed by the present editor. Desultory Walloon emigration to Virginia early in the seven teenth century is indicated by names of record in the State Land Registry; and the Walloons of Leyden, planninJt to fol low the exan1ple of their Puritan neighbors, the Pilgrim Fathers of New England, presented, July 21, 1621, to Sir Dudley Carle- • ton, the British Ambassador at the Hague, a petition signed by fifty-six heads of families, Walloon and French, all of the Reformed Religion, who desired to come to Virginia.