Fascinating Facts About the U.S. Constitution
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Philadelphia, the Indispensable City of the American Founding the FPRI Ginsburg—Satell Lecture 2020 Colonial Philadelphia
Philadelphia, the Indispensable City of the American Founding The FPRI Ginsburg—Satell Lecture 2020 Colonial Philadelphia Though its population was only 35,000 to 40,000 around 1776 Philadelphia was the largest city in North America and the second-largest English- speaking city in the world! Its harbor and central location made it a natural crossroads for the 13 British colonies. Its population was also unusually diverse, since the original Quaker colonists had become a dwindling minority among other English, Scottish, and Welsh inhabitants, a large admixture of Germans, plus French Huguenots, Dutchmen, and Sephardic Jews. But Beware of Prolepsis! Despite the city’s key position its centrality to the American Revolution was by no means inevitable. For that matter, American independence itself was by no means inevitable. For instance, William Penn (above) and Benjamin Franklin (below) were both ardent imperial patriots. We learned of Franklin’s loyalty to King George III last time…. Benjamin Franklin … … and the Crisis of the British Empire The FPRI Ginsburg-Satell Lecture 2019 The First Continental Congress met at Carpenters Hall in Philadelphia where representatives of 12 of the colonies met to protest Parliament’s Coercive Acts, deemed “Intolerable” by Americans. But Congress (narrowly) rejected the Galloway Plan under which Americans would form their own legislature and tax themselves on behalf of the British crown. Hence, “no taxation without representation” wasn’t really the issue. WHAT IF… The Redcoats had won the Battle of Bunker Hill (left)? The Continental Army had not escaped capture on Long Island (right)? Washington had been shot at the Battle of Brandywine (left)? Or dared not undertake the risky Yorktown campaign (right)? Why did King Charles II grant William Penn a charter for a New World colony nearly as large as England itself? Nobody knows, but his intention was to found a Quaker colony dedicated to peace, religious toleration, and prosperity. -
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 -
Chapter 5 the Americans.Pdf
Washington (on the far right) addressing the Constitutional Congress 1785 New York state outlaws slavery. 1784 Russians found 1785 The Treaty 1781 The Articles of 1783 The Treaty of colony in Alaska. of Hopewell Confederation, which Paris at the end of concerning John Dickinson helped the Revolutionary War 1784 Spain closes the Native American write five years earli- recognizes United Mississippi River to lands er, go into effect. States independence. American commerce. is signed. USA 1782 1784 WORLD 1782 1784 1781 Joseph II 1782 Rama I 1783 Russia annexes 1785 Jean-Pierre allows religious founds a new the Crimean Peninsula. Blanchard and toleration in Austria. dynasty in Siam, John Jeffries with Bangkok 1783 Ludwig van cross the English as the capital. Beethoven’s first works Channel in a are published. balloon. 130 CHAPTER 5 INTERACT WITH HISTORY The year is 1787. You have recently helped your fellow patriots overthrow decades of oppressive British rule. However, it is easier to destroy an old system of government than to create a new one. In a world of kings and tyrants, your new republic struggles to find its place. How much power should the national government have? Examine the Issues • Which should have more power—the states or the national government? • How can the new nation avoid a return to tyranny? • How can the rights of all people be protected? RESEARCH LINKS CLASSZONE.COM Visit the Chapter 5 links for more information about Shaping a New Nation. 1786 Daniel Shays leads a rebellion of farmers in Massachusetts. 1786 The Annapolis Convention is held. -
1 the Story of the Faulkner Murals by Lester S. Gorelic, Ph.D. the Story Of
The Story of the Faulkner Murals By Lester S. Gorelic, Ph.D. The story of the Faulkner murals in the Rotunda begins on October 23, 1933. On this date, the chief architect of the National Archives, John Russell Pope, recommended the approval of a two- year competing United States Government contract to hire a noted American muralist, Barry Faulkner, to paint a mural for the Exhibit Hall in the planned National Archives Building.1 The recommendation initiated a three-year project that produced two murals, now viewed and admired by more than a million people annually who make the pilgrimage to the National Archives in Washington, DC, to view two of the Charters of Freedom documents they commemorate: the Declaration of Independence and the Constitution of the United States of America. The two-year contract provided $36,000 in costs plus $6,000 for incidental expenses.* The contract ended one year before the projected date for completion of the Archives Building’s construction, providing Faulkner with an additional year to complete the project. The contract’s only guidance of an artistic nature specified that “The work shall be in character with and appropriate to the particular design of this building.” Pope served as the contract supervisor. Louis Simon, the supervising architect for the Treasury Department, was brought in as the government representative. All work on the murals needed approval by both architects. Also, The United States Commission of Fine Arts served in an advisory capacity to the project and provided input critical to the final composition. The contract team had expertise in art, architecture, painting, and sculpture. -
Majority Rule and Minority Rights at the Constitutional Convention John Patrick Coby Smith College, [email protected]
Masthead Logo Smith ScholarWorks Government: Faculty Publications Government Winter 2016 The Long Road Toward a More Perfect Union: Majority Rule and Minority Rights at the Constitutional Convention John Patrick Coby Smith College, [email protected] Follow this and additional works at: https://scholarworks.smith.edu/gov_facpubs Part of the American Politics Commons Recommended Citation Coby, John Patrick, "The Long Road Toward a More Perfect Union: Majority Rule and Minority Rights at the Constitutional Convention" (2016). Government: Faculty Publications, Smith College, Northampton, MA. https://scholarworks.smith.edu/gov_facpubs/1 This Article has been accepted for inclusion in Government: Faculty Publications by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected] The Long Road toward a More Perfect Union: Majority Rule and Minority Rights at the Constitutional Convention JOHN PATRICK COBY ABSTRACT On the eve of the Constitutional Convention, James Madison developed a new theory of republicanism, one that would allow union on a scale previously thought impossible. The extended republic, buttressed by constitutional safeguards republican in nature, would, he argued, protect the rights of minorities without compromising the majority’s right to rule. But Convention delegates, unimpressed with Madison’s new theory, grav- itated toward constitutional safeguards more mixed-regime in nature and so produced a constitution incompletely republican. This article examines the three minority interests that most occupied the delegates’ attention: small states, all states, and southern states; further, it employs three criteria for determining the presence of republican or mixed- regime protections: strength of constitutional barrier, cohesion of defenders, and duration of defense. The article’s conclusion reflects on the consequences of a constitution partly republican and partly mixed-regime. -
Public School Teachers' Department Improving The
PUBLIC SCHOOL TEACHERS' DEPARTMENT Edited by LEROY J. KOEHLER State Teachers College, East Stroudsburg, Pa. IMPROVING THE TEACHING OF PENNSYLVANIA HISTORY BY NATHAN G. MEYER Assistant County Superintendent, Monroe County, Pa. ACCORDING to Professor J. E. Woodbridge of Teachers College, Columbia University, the purpose of history is "to give one perspective so that he may formulate a philosophy of life." If this is true, then every teacher, and especially every teacher of history, should have had as a prerequisite to teaching a dynamic course in the whole field of world history, including local history. If there are, as some historians agree, really many histories, one for each important person or thing of the past which cannot be absolutely terminated, then it follows that most of the note- worthy persons and things of the remote past can be related to the corresponding persons or things in the local present. Let me illustrate this statement as it applies to a thing. A history teacher in Philadelphia might arouse the interest of her pupils in the Circus Maximus by this question: "Which is larger, the Circus Maximus or the stadium of the University of Pennsylvania?" The answer and discussion of the size of an amphitheater of the past with a local stadium of the present would give a new mean- ing to the Circus Maximus. Recently I visited a school in Monroe county in which I found a good example of the fact that the history of an important person, Abraham Lincoln, has not been absolutely terminated. The teacher I refer to had enriched his history teaching of Abraham Lincoln by using the picture of a girl, now attending a public school, who is a descendant of the family of Abraham Lincoln's sweetheart, Anne Rutledge. -
Thomas Jefferson to Gouverneur Morris, August 23, 1793, with Drafts and List of Dispatches to Morris, from the Works of Thomas Jefferson in Twelve Volumes
Library of Congress Thomas Jefferson to Gouverneur Morris, August 23, 1793, with Drafts and List of Dispatches to Morris, from The Works of Thomas Jefferson in Twelve Volumes. Federal Edition. Collected and Edited by Paul Leicester Ford. TO THE U. S. MINISTER TO FRANCE J. MSS. (GOUVERNEUR MORRIS) Philadelphia, August 23, 1793. Dear Sir, —The letter of the 16th instant, with its documents accompanying this, will sufficiently inform you of the transactions, which have taken place between Mr. Genet, the minister of France, and the Government here, and of the painful necessity they have brought on, of desiring his recall. The letter has been prepared, in the view of being itself, with its documents, laid before the Executive of the French Government. You will, therefore, be pleased to lay it before them, doing everything which can be done on your part, to procure it a friendly and dispassionate reception and consideration. The President would indeed think it greatly unfortunate, were they to take it in any other light; and, therefore, charges you, very particularly, with the case of presenting this proceeding in the most soothing view, and as the result of an unavoidable necessity on his part. Mr. Genet, soon after his arrival, communicated the decree of the National Convention of February 19, 1793, authorizing their Executive to propose a treaty with us on liberal principles, such as might strengthen the bonds of good will, which unite the two nations; and informed us in a letter of May 23, that he was authorized to treat accordingly. The Senate being then in recess, and not to meet again till fall, I apprized Mr. -
Rappin' History
Rappin’ History Composing Historical Raps in the Classroom with Lessons Integrating Historical Raps from the Broadway Show Hamilton Rappin’ in the Classroom Hamilton! Lessons Using the Broadway Show Hamilton Traveling Exhibit Activities Lois MacMillan – 2018 Jane Ortner Education Award Submission South Middle School – Grants Pass, OR Outline of Rappin’ History Introduction: Impact of the Broadway show Hamilton & Historical Rap Lesson Experiences (pages 1-2) “Composing Historical Raps” Five Day Lesson Plan (pages 3-21) o Joseph Plumb Martin Worksheet PDF o Joseph Plumb Martin Adventures, Sufferings, and Dangers PDF o Joseph Plumb Martin Bio PDF o Article “Of Rocks, Trees, Rifles, and Militia” PDF o Rap Facts Worksheets PDF “World Turned Upside Down” The Battle of Yorktown Lesson Plan (pages 22-26) o “World Turned Upside Down Worksheet” PDF “Constitution Needed!” Events Around the Constitution Lesson Plan (pages 27-37) o “Events Around the Constitution” PDF o “Events Around the Constitution Worksheet” PDF o PowerPoint “Plain, Honest Men” “The Dinner Deal” Choosing the Nation’s Capital Lesson Plan (pages 38-44) o “The Dinner Deal Worksheet” PDF o “In Room Where It Happens” PDF “Election of 1800” Crisis in the Electoral College Lesson Plan (pages 45-49) o “Election of 1800” PDF “Code Duello and the Hamilton-Burr Duel” Two Day Lesson Plan (pages 50-57) o “Code Duello” PDF o PowerPoint “Five Duel Experiences” o “Your Obedient Servant” PDF Introduction: In 2004, Ron Chernow published Hamilton, earning him Gilder Lehrman’s George Washington Book -
The Founding Fathers: a Brief Overview
The Founding Fathers: A Brief Overview The 55 delegates who attended the Constitutional Convention were a distinguished body of men who represented a cross section of 18th-century American leadership. Almost all of them were well-educated men of means who were dominant in their communities and states, and many were also prominent in national affairs. Virtually every one had taken part in the Revolution; at least 29 had served in the Continental forces, most of them in positions of command. Political Experience The group, as a whole, had extensive political experience. At the time of the convention, four-fifths, or 41 individuals, were or had been members of the Continental Congress. Mifflin and Gorham had served as president of the body. The only ones who lacked congressional experience were Bassett, Blair, Brearly, Broom, Davie, Dayton, Alexander Martin, Luther Martin, Mason, McClurg, Paterson, Charles Cotesworth Pinckney, Strong, and Yates. Eight men (Clymer, Franklin, Gerry, Robert Morris, Read, Sherman, Wilson, and Wythe) had signed the Declaration of Independence. Six (Carroll, Dickinson, Gerry, Gouverneur Morris, Robert Morris, and Sherman) had affixed their signatures to the Articles of Confederation. But only two, Sherman and Robert Morris, underwrote all three of the nation's basic documents. Practically all of the 55 delegates had experience in colonial and state government. Dickinson, Franklin, Langdon, Livingston, Alexander Martin, Randolph, Read, and Rutledge had been governors, and the majority had held county and local offices. Occupations The delegates practiced a wide range of occupations, and many men pursued more than one career simultaneously. Thirty-five were lawyers or had benefited from legal training, though not all of them relied on the profession for a livelihood. -
Founding Fathers" in American History Dissertations
EVOLVING OUR HEROES: AN ANALYSIS OF FOUNDERS AND "FOUNDING FATHERS" IN AMERICAN HISTORY DISSERTATIONS John M. Stawicki A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS December 2019 Committee: Andrew Schocket, Advisor Ruth Herndon Scott Martin © 2019 John Stawicki All Rights Reserved iii ABSTRACT Andrew Schocket, Advisor This thesis studies scholarly memory of the American founders and “Founding Fathers” via inclusion in American dissertations. Using eighty-one semi-randomly and diversely selected founders as case subjects to examine and trace how individual, group, and collective founder interest evolved over time, this thesis uniquely analyzes 20th and 21st Century Revolutionary American scholarship on the founders by dividing it five distinct periods, with the most recent period coinciding with “founders chic.” Using data analysis and topic modeling, this thesis engages three primary historiographic questions: What founders are most prevalent in Revolutionary scholarship? Are social, cultural, and “from below” histories increasing? And if said histories are increasing, are the “New Founders,” individuals only recently considered vital to the era, posited by these histories outnumbering the Top Seven Founders (George Washington, Thomas Jefferson, John Adams, James Madison, Alexander Hamilton, Benjamin Franklin, and Thomas Paine) in founder scholarship? The thesis concludes that the Top Seven Founders have always dominated founder dissertation scholarship, that social, cultural, and “from below” histories are increasing, and that social categorical and “New Founder” histories are steadily increasing as Top Seven Founder studies are slowly decreasing, trends that may shift the Revolutionary America field away from the Top Seven Founders in future years, but is not yet significantly doing so. -
Transcript of Federalist Papers, No. 10 & No. 51 (1787-1788)
The Federalist Papers were a series of essays published in newspapers in 1787 and 1788 by James Madison, Alexander Hamilton, and John Jay to promote the ratification of the Constitution. The Federalist Papers, were a series of 85 essays written by Alexander Hamilton, John Jay, and James Madison between October 1787 and May 1788. The essays were published anonymously, under the pen name "Publius," primarily in two New York state newspapers of the time: The New York Packet and The Independent Journal . They were written to urge citizens of New York to support ratification of the proposed United States Constitution. Significantly, the essays explain particular provisions of the Constitution in detail. It is for this reason, and because Hamilton and Madison were members of the Constitutional Convention, that the Federalist Papers are often used today to help understand the intentions of those drafting the Constitution. A bound edition of the essays, with revisions and corrections by Hamilton, was published in 1788 by printers J. and A. McLean. A later edition, published by printer Jacob Gideon in 1818, with revisions and corrections by Madison, was the first to identify each essay by its author's name. Because of the essays’ publishing history, the assignment of authorship, numbering, and exact wording may vary with different editions of The Federalist . The essays featured here are Federalist No. 10 and Federalist No. 51. The former, written by James Madison, refuted the belief that it was impossible to extend a republican government over a large territory. It also discussed special interest groups. The later emphasized the importance of checks and balances within a government. -
Roger Sherman (1721–1793)
16 140-149 Founders Sherman 7/17/04 10:49 AM Page 145 Handout A ROGER SHERMAN (1721–1793) The Constitution should lay as few temptations as is possible in the way of those in power. —Roger Sherman, 1787 r r Philadelphia was hot and still as darkness descended on the evening of June 22, 1787. The city was the site of the Constitutional Convention, which had begun a month earlier. Its purpose was to fashion a new system of government for the young American republic. Inside the rented quarters of a small house near Convention Hall, Roger Sherman, the tall, stern, plainly dressed delegate from Connecticut, was having dinner with a delegate from South Carolina. Sherman was engaged in one of his favorite activities: hard-nosed political bargaining. He was hoping to obtain the South Carolina delegate’s support for Connecticut’s claim to western lands in return for supporting protection of the slave trade and a prohibition against the taxing of exported goods. Sixty-six years of age and a devout Calvinist, “Father Sherman,” as many of the delegates called him, had a well-deserved reputation for honesty. The delegate from South Carolina had no doubt that Sherman would live up to any bargain the two men struck. And he also knew that he could trust the elder statesman to keep their dinner meeting a secret. Background Roger Sherman was born in 1721 in Newton, Massachusetts, the son of a farmer. When he was two years old, his family moved to Stoughton. There Sherman attended the common school and learned the practice of shoemaking from his father.