The Causes of the War
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1810 Pike Camino Real
Lt. Zebulon Pike: A Map of the Internal Provinces of New Spain 1810 1 2 3 4 8 6 7 9 10 5 11 12 13 14 University of Texas at Arlington - Terms of Use 1: Zebulon Montgomery Pike 1807 When Lieutenant Pike was sent to explore the Arkansas and Red Rivers, he may have received secret instructions to penetrate New Spain and assess conditions there. His invaluable companion, Dr. John Robinson, may almost certainly have been working for Louisiana filibusterer, schemer, and entrepreneur, James Wilkinson. At any rate, Pike built a stockade on the Rio Grande, and Robinson left for Santa Fe, with a half- plausible story about trying to recover the goods with which emigrant Baptiste Lelande had absconded. Shortly thereafter, the New Mexican government sent soldiers to escort Pike down to Santa Fe. The Spanish could no more penetrate the real reason for Pike and Robinson's trespass than modern historians can, and sent him down to Chihuahua for further interviews with the Commander of the Provincias Internas, Nemesio de Salcedo. While Robinson took advantage of his time in Chihuahua to try to defect, Pike spent most of his trip as a guest/ prisoner pumping his genial captor, Lt. Malgares, for information and trying to find maps to copy. His notes and maps were confiscated, but he managed to recover or reconstruct them enough to publish this map, the first that many Americans had seen of the settlements in New Mexico. Images: Zebulon Pike in 1807, the year he visited New Mexico: Charles Peale 2: Pikes stockade 1807 Pike and his troops were wintering in a stockade near the Rio Grande, possibly near present day La Jara, when they met with Spanish troops, who insisted Pike travel with them down to Santa Fe to answer charges of trespassing. -
Fort Mchenry - "Our Country" Bicentennial Festivities, Baltimore, MD, 7/4/75 (2)” of the John Marsh Files at the Gerald R
The original documents are located in Box 67, folder “Fort McHenry - "Our Country" Bicentennial Festivities, Baltimore, MD, 7/4/75 (2)” of the John Marsh Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. THE WHITE HOUSE WASHINGTON '!0: Jack Marsh FROM: PAUL THEIS a>f Although belatedly, attached is some material on Ft. McHenry which our research office just sent in ••• and which may be helpful re the July 4th speech. Digitized from Box 67 of The John Marsh Files at the Gerald R. Ford Presidential Library :\iE\10 R.-\~ D l. \I THE \\'HITE HOI.SE \L\Sllli"GTO:'\ June 23, 1975 TO: PAUL 'IHEIS FROM: LYNDA DURFEE RE: FT. McHENRY FOURTH OF JULY CEREMONY Attached is my pre-advance report for the day's activities. f l I I / I FORT 1:vlc HENRY - July 4, 1975 Progran1 The program of events at Fort McHenry consists of two parts, with the President participating in the second: 11 Part I: "By the Dawn's Early Light • This is put on by the Baltimore Bicentennial Committee, under the direction of Walter S. -
8 Sept 2017.Pages
National Historic Trail Association Pike Newsletter September— 2017 Vol. 11 No. 8 Pike Trail in Colorado The Pike NHT Association is happy to announce that the Pike Trail in Colorado has been designated by County Commissioners in 12 counties. In November and December 1806, Pike and his men explored the area along the Arkansas River from Powers County to near Leadville in Lake County. They also explored the southern part of South Park in Park County using as their base Cañon City near the Royal Gorge. In January 1807 they went south away from the Royal Gorge area into the Wet Mountain Valley, crossed the Sangre de Christo Mountain Range at Medano Pass, just northeast of the Great Sand Dunes National Park and Preserve. In the San Luis Valley they crossed the Rio Grande River near the mouth of the Conejos River. In February they built a Stockade 5 miles up the Conejos, retrieved 5 men and were confronted by the Spanish who generously helped them in the dead of winter bringing them to Santa Fe, and Chihuahua into New Spain. The route of the Pike Trail in Colorado is actually two routes- one for automobiles and one for hikers and bicyclists. The northern portion of the automobile route follows US 50 from the Kansas/Colorado state border to near Buena Vista, and US 24 into Leadville. The pedestrian route portion uses safer roads on either side of US 50. The northern portion route includes visits to Pikes Peak, and South Park. The southern portion is routed through the Wet Mountain Valley, and south along the west side of the Sangre de Christos passing the Sand Dunes and on to the San Luis Valley stockade. -
A History of the War of 1812 and the Star-Spangled Banner
t t c c A History of the War of 1812 and The Star-Spangled e e j j Banner o o r r Objectives: Students will be able to cite the origins and outcome of the War of 1812 P P and be able to place the creation of the Star-Spangled Banner in a chronological framework. r r e e Time: 3 to 5 class periods, depending on extension activities n n Skills: Reading, chronological thinking, map-making. n Content Areas: Language Arts- Vocabulary, Language Arts- Reading, Social Studies- n a a Geography, Social Studies- United States history Materials: B B ♦ Poster board or oak tag d d ♦ Colored markers e e l l ♦ Pencils g g ♦ Copies of reading material n n a a Standards: p p NCHS History Standards S S K-4 Historical Thinking Standards - - 1A: Identify the temporal structure of a historical narrative or story. r r 1F: Create timelines. a a t t 5A: Identify problems and dilemmas confronting people in historical S S stories, myths, legends, and fables, and in the history of their school, community, state, nation, and the world. e e 5B: Analyze the interests, values, and points of view of those h h involved in the dilemma or problem situation. T T K-4 Historical Content Standards 4D: The student understands events that celebrate and exemplify fundamental values and principles of American democracy. 4E: The student understands national symbols through which American values and principles are expressed. 5-12 Historical Thinking Standards 1A: Identify the temporal structure of a historical narrative or story. -
Letter from Eben Appleton to Charles Walcott, Secretary of the Smithsonian Institution, 1912. New York December 12Th, 1912
Letter from Eben Appleton to Charles Walcott, Secretary of the Smithsonian Institution, 1912. New York December 12th, 1912 Mr. Charles Walcott, Secty Smithsonian Institute Washington, D.C. Dear Sir: If agreeable to you and the authorities in charge of the National Museum, I shall be very glad to present to that Institution that flag owned by me, and now in possession of the Museum as a loan from me, and known as the Star-Spangled Banner. It has always been my intention to present the flag during my life time to that Institution in the country where it could be conveniently seen by the public, and where it would be well cared for, and the advantages and the appropriateness of the National Museum are so obvious, as to render consideration of any other place unnecessary. Whilst realizing that the poem of Mr. Key is the one thing which renders this flag of more than ordinary interest, it is only right to appreciate the fact that there was a cause for his inspiration. Being detained temporarily on board a British Man of War, he witnessed the bombardment of Fort McHenry, and was inspired by that dramatic scene to give to the Nation his beautiful lines. I must ask therefore, as a condition of this gift, and injustice to the Commandant of the Fort, and the brave men under him, that their share in the inspiration of this poem be embodied in the inscription to be placed in the case containing this flag. I have had forwarded to me copies of the inscriptions contained in the case at present, and do not think they could be improved upon, but as I desire now to make a specific choice, will say that the following is the one which I prefer, and should like to be assured by you will be the official marking-- The Star Spangled Banner Garrison Flag of Fort McHenry, Baltimore, during the bombardment of the Fort by the British Sept.13-14, 1814, when it was gallantly and successfully [sic.] defended by colonel George Armistead, and the brave men under him. -
James Monroe During the War of 1812
James Monroe during the War of 1812 The role generally focused on in the War of 1812 for James Monroe is that of Secretary of State. While the diplomacy of the war is the primary subject where Monroe had the most influence, it was hardly the only role he filled in the course of the war. As a cabinet member in James Madison’s administration and in various other ways, Monroe influenced the diplomacy, strategy, and even the fighting of the War of 1812. James Monroe had considerable experience negotiating with the representatives of European nations prior to Madison appointing him Secretary of State in 1811. Monroe, in fact, had been a challenger for the presidency in the 1808 election, but Madison won out and persuaded his fellow Virginian to join his cabinet as war loomed with Britain. Monroe’s diplomatic resume prior to becoming Secretary of State included being part of the team President Jefferson sent to negotiate the Louisiana Purchase; along with William Pinkney, he also helped to negotiate a treaty with Great Britain in 1806. Had Jefferson submitted the treaty to the Senate in 1806, it is likely that the United States would not have declared war on Britain in 1812. The Monroe-Pinkney Treaty would have renewed the terms of the Jay Treaty of 1794 in which Britain made restitution to ship owners whose cargo had been seized by the British navy. The treaty also took a significant step in normalizing trade relations between the two nations for the first time since the revolution ended in 1783. -
Volume 5 Fort Mchenry.Pdf
American Battlefield Trust Volume 5 BROADSIDE A Journal of the Wars for Independence for Students Fort McHenry and the Birth of an Anthem Of all the battles in American history none is more With a war being fought on the periphery of the Unit- connected with popular culture than the battle of Fort ed States the British, under the influence of Admiral McHenry fought during the War of 1812. The British George Cockburn, decided to bring the war more di- attack on Fort McHenry and the rectly to America by attacking the large garrison flag that could be Chesapeake Region. The British seen through the early morning Navy, with Marines and elements mist, inspired Washington, DC of their army wreaked havoc along lawyer Francis Scott Key to pen the Chesapeake burning numer- what in 1931 would be adopted ous town and settlements. Howev- by Congress as our National An- er, Cockburn had two prizes in them, the Star-Spangled Ban- mind – Washington, DC and Bal- ner. The anthem is played be- timore, Maryland. Retribution for fore countless sports events the burning of York was never far from high school through the from his mind and what a blow he ranks of professional games. thought, would it be to American The story of the creation of the morale if he could torch the still Star-Spangled Banner is as developing American capital. Af- compelling as the story of the ter pushing aside a motley assort- attack on Baltimore. ment of American defenders of the approach to Washington, DC In 1812, a reluctant President at the battle of Bladensburg, Mar- James Madison asked Congress yland, Cockburn and his forces for a Declaration of War against entered the city and put the torch Great Britain. -
The Star-Spangled Banner Project: Save Our History[TM]. Teacher's Manual, Grades K-8
DOCUMENT RESUME ED 450 018 SO 032 384 AUTHOR O'Connell, Libby, Ed. TITLE The Star-Spangled Banner Project: Save Our History[TM]. Teacher's Manual, Grades K-8. PUB DATE 1998-00-00 NOTE 62p.; This teacher's manual was produced in cooperationwith the Smithsonian Institution's National Museum of American History. AVAILABLE FROM A&E Television Networks, Attn: CommunityMarketing, 235 East 45th Street, New York, NY 10017; Tel: 877-87LEARN (toll free); Fax: 212-551-1540; E-mail: ([email protected]); Web site: http://www.historychannel.com/classroom/index.html. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Curriculum Enrichment; Elementary Education; *Heritage Education; *Interdisciplinary Approach; Middle Schools; Social Studies; Teaching Guides; *United States History IDENTIFIERS National History Standards; Smithsonian Institution; *Star Spangled Banner; War of 1812 ABSTRACT The Star-Spangled Banner is the original flag that flew over Fort McHenry in Baltimore (Maryland) during its attackby the British during the War of 1812. It inspired Francis Scott Key, a lawyerbeing held on board a British ship in Baltimore Harbor, towrite a poem that later became the words to the national anthem. Since 1907, the Star-Spangled Bannerhas been part of the collection at the Smithsonian Institutionand has hung as the centerpiece of the National Museum of American History inWashington for over 30 years. Now the flag is being examined, cleaned,repaired, and preserved for future generations. This teacher's manual about the flag'shistory features an interdisciplinary project that focuses on history,music, language arts, and science. Following an introduction, themanual is divided into grade-level sections: Section One: Grades K-2; Section Two:Grades 3-5; and Section Three: Grades 6-8. -
Background of Jefferson's Embargo and the Evidence of the Adams Papers
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1963 Background of Jefferson's embargo and the evidence of the Adams papers Buford Kent Smith 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 Smith, Buford Kent, "Background of Jefferson's embargo and the evidence of the Adams papers" (1963). Graduate Student Theses, Dissertations, & Professional Papers. 1639. https://scholarworks.umt.edu/etd/1639 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]. BACKGROUND OF JEFFERSON'S EMBARGO AND THE EVIDENCE OF THE ADAMS PAPERS by B. KENT SMITH B.A. Denver University, 19^6 Presented in partial fulfillment of the requirements for the degree of Master of Arts MONTANA STATE UNIVERSITT 1963 Approved by: Chairman, Board/of Exaitrlners r. Dean, Graduate School AUG 2 3 1963 uate UMI Number: EP36346 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 EP36346 Published by ProQuest LLC (2012). -
The Chesapeake Affair Nick Mann
58 Western Illinois Historical Review © 2011 Vol. III, Spring 2011 ISSN 2153-1714 Sailors Board Me Now: The Chesapeake Affair Nick Mann In exploring the origins of the War of 1812, many historians view the 1811 Battle of Tippecanoe as the final breaking point in diplomatic relations between the United States and Great Britain. While the clash at Tippecanoe was a serious blow to peace between the two nations, Anglo-American relations had already been ruptured well before the presidency of James Madison. Indian affairs certainly played a role in starting the war, but it was at sea where the core problems lay. I will argue in this essay that rather than the Battle of Tippecanoe, it was the Chesapeake-Leopard Affair of 1807 that set Great Britain and the United States on the path towards war. The affair signified two of the festering issues facing the British and Americans: impressment and neutral rights. Though President Jefferson was able to prevent war in 1807, his administration‟s inept diplomacy widened the existing gap between Britain and America. On both sides of the Atlantic, the inability of leaders such as Secretary of State Madison and the British foreign minister, George Canning to resolve the affair poisoned diplomatic relations for years afterward. To understand the origin of the War of 1812, one must consider how the Chesapeake affair deteriorated Anglo-American relations to a degree that the Battle of Tippecanoe was less important that some have imagined. The clash at Tippecanoe between Governor William Henry Harrison and the forces of the Shawnee Prophet has usually been seen as the direct catalyst for the war in much of the historiography dealing with the War of 1812. -
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. -
THE COLORADO MAGAZINE Published by the State Historical Society of Colorado
THE COLORADO MAGAZINE Published by The State Historical Society of Colorado VOL.VIII Denver, Colorado, July, 1931 No.4 Gunnison in Early Days c. E. HAGIE* Gunnison and the river upon which it is located were named in honor of Captain John W. Gunnison, who was selected by the United States Government to survey a practicable railway route from the Mississippi River to the Pacific Ocean. Jefferson Davis, then Secretary of War, ordered Gunnison to follow the route over Cochetopa Pass, which had previously been recommended by John C. :F1remont who, incidentally, felt that he should have been selected to make the 8Urvey. This brought Gunnison down the river which bears bis name and his career ended shortly after leaving the river when a detachment of his party was unex pectedly ambushed by a party of Indians on the morning of October 26, 1853. Settlement by white men on the site of Gunnison ·was made possible by Uncle Sam's treaty with the Utes, negotiated to secure the San Luis Valley for settlement. By this treaty of 1868 the Indians surrendered their land east of the 107th meridian in re turn for an annuity and the assurance that what was practically the entire western slope of Colorado should be their home as long as "rivers might run and grasses might grow." Of the four Agencies established for the Utes, one was located in Cochetopa Park, blocking the way to the Gunnison country. Although the east line of the reservation had not been definitely located there was reason to believe that this one, known as the Los Pinos Agency, was on lands ceded in the treaty, but the Indians had objected to going farther.