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Constitutionally Compromised Democracy: the United States District Clause, Its Historical Significance, and Modern Repercussions Bradley Raboin
Hastings Constitutional Law Quarterly Volume 45 Article 3 Number 4 Summer 2018 1-1-2018 Constitutionally Compromised Democracy: The United States District Clause, Its Historical Significance, and Modern Repercussions Bradley Raboin Follow this and additional works at: https://repository.uchastings.edu/ hastings_constitutional_law_quaterly Part of the Constitutional Law Commons Recommended Citation Bradley Raboin, Constitutionally Compromised Democracy: The United States District Clause, Its Historical Significance, and Modern Repercussions, 45 Hastings Const. L.Q. 685 (2018). Available at: https://repository.uchastings.edu/hastings_constitutional_law_quaterly/vol45/iss4/3 This Article is brought to you for free and open access by the Law Journals at UC Hastings Scholarship Repository. It has been accepted for inclusion in Hastings Constitutional Law Quarterly by an authorized editor of UC Hastings Scholarship Repository. For more information, please contact [email protected]. Constitutionally Compromised Democracy: The United States District Clause, Its Historical Significance, and Modern Repercussions by BRADLEY RABOIN* Introduction On September 17, 1787, the United States Constitution was submitted for approval to the Congress of the Confederation and, subsequently, for ratification by the American States.1 This constitution was a political phenomenon: For the first time in history, an entire nation would be given the power-through popular ratification-to decide what form of government would rule over them. 2 At its core, the -
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. -
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. -
Who Tells Your Story?: Intersections of Power, Domesticity, and Sexuality Relating to Rap and Song in the Musical Hamilton
WHO TELLS YOUR STORY?: INTERSECTIONS OF POWER, DOMESTICITY, AND SEXUALITY RELATING TO RAP AND SONG IN THE MUSICAL HAMILTON By Tia Marie Harvey A THESIS Submitted to Michigan State University in partial fulfillment of the requirement for the degree Musicology—Master of Arts 2019 ABSTRACT WHO TELLS YOUR STORY?: INTERSECTIONS OF POWER, DOMESTICITY, AND SEXUALITY RELATING TO RAP AND SONG IN THE MUSICAL HAMILTON By Tia Marie Harvey In January 2015, Lin-Manuel Miranda’s Hamilton: An American Musical premiered at The Public Theater in New York City. Later that year it moved to Broadway with an engagement at the Richard Rodgers Theater, followed by productions in Chicago and London. Commercially successful and critically acclaimed, Hamilton continues to hold significant cultural relevance in 2019. As a result of this musical’s cultural significance, it has the ability to communicate positive, but also limiting, aspects of our society. In this thesis, I examine the concept of rap as a musical language of power. To do this, I assert that characters in Hamilton who have power, and particularly when expressing that power, do so through rap. In contrast, when characters don’t have power, or are entering realms of the powerless (i.e. spaces gendered female), they do so through lyrical song. In chapter 1, I set up the divide between rap and song as it primarily translates among male characters and class. Chapter 2 is focused on the domestic sphere, and in chapter 3 I discuss sexuality. In the conclusion of this thesis, I revisit the character of Eliza and explore the perceived power of her role as storyteller and the way in which the themes I discuss illuminate many missed opportunities to present an interpretation of America’s founding that is truly revolutionary. -
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. -
HAMILTON Project Profile 6 8 20
“HAMILTON” ONE-LINER: An unforgettable cinematic stage performance, the filmed version of the original Broadway production of “Hamilton” combines the best elements of live theater, film and streaming to bring the cultural phenomenon to homes around the world for a thrilling, once-in-a-lifetime experience. OFFICIAL BOILERPLATE: An unforgettable cinematic stage performance, the filmed version of the original Broadway production of “Hamilton” combines the best elements of live theater, film and streaming to bring the cultural phenomenon to homes around the world for a thrilling, once-in-a-lifetime experience. “Hamilton” is the story of America then, told by America now. Featuring a score that blends hip-hop, jazz, R&B and Broadway, “Hamilton” has taken the story of American founding father Alexander Hamilton and created a revolutionary moment in theatre—a musical that has had a profound impact on culture, politics, and education. Filmed at The Richard Rodgers Theatre on Broadway in June of 2016, the film transports its audience into the world of the Broadway show in a uniquely intimate way. With book, music, and lyrics by Lin-Manuel Miranda and direction by Thomas Kail, “Hamilton” is inspired by the book “Alexander Hamilton” by Ron Chernow and produced by Thomas Kail, Lin-Manuel Miranda and Jeffrey Seller, with Sander Jacobs and Jill Furman serving as executive producers. The 11-time-Tony Award®-, GRAMMY Award®-, Olivier Award- and Pulitzer Prize-winning stage musical stars: Daveed Diggs as Marquis de Lafayette/Thomas Jefferson; Renée Elise Goldsberry as Angelica Schuyler; Jonathan Groff as King George; Christopher Jackson as George Washington; Jasmine Cephas Jones as Peggy Schuyler/Maria Reynolds; Lin-Manuel Miranda as Alexander Hamilton; Leslie Odom, Jr. -
John Trumbull of the Signing of the Declaration of Independence
Bicentennial Moment #2: the Naming of Livingston County, New York Livingston County was named in honor of Chancellor Robert R. Livingston (1746-1813), a man who never resided Livingston County, but who was among the Founding Fathers of the United States of America. Livingston was the eldest son of Judge Robert Livingston (1718–1775) and Margaret (née Beekman) Livingston, uniting two wealthy Hudson River Valley families. Among his many contributions, Livingston was a member of the Second Continental Congress, co-author of the Declaration of Independence, and in 1789 he administered the oath of office to President George Washington. As a member of the Committee of Five that drafted the Declaration of Independence, Livingston worked alongside Thomas Jefferson, Benjamin Franklin, John Adams, and Roger Sherman. A regional and national luminary, Livingston served as Chancellor of the Supreme Court of New York (1777 to 1801). As the United States Minister to France from 1801 to 1804, he was one of the key figures in negotiating the Louisiana Purchase with Napoleon Bonaparte, a sale that marked a turning point in the relationship between the two nations. During his time as U.S. Minister to France, Livingston met Robert Fulton, with whom he developed the first viable steamboat, the North River Steamboat, whose home port was at the Livingston family home of Clermont Manor in Clermont, New York. In addition to the naming of Livingston County in his honor, Robert R. Livingston's legacy lives on in numerous ways including a statue commissioned by the State of New York and placed in the National Statuary Hall at the U.S. -
Download Hamilton the Musical Movie Guide Student Version.Pdf
Name___________________________________________Date_____________________________________Period__________ håmïltøñ müsïçål møvïë güïdë (2020) bëførë thë müsïçål 1. Why does representation matter in theatre, film, and media? Explain your answer below. dürïñg thë müsïçål 2. Name a family member Alexander Hamilton lost during his Childhood: 3. What is one pieCe of adviCe Aaron Burr gives Hamilton? 4. How is Hamilton “just like [his] country”? 5. Finish the LyriC: “Raise a glass to ___________________. Something they can never ____________ ______________.” 6. What are the names of the three SChuyler sisters? 7. King George III threatens to do this in order to remind people of his love. (Two possible answers. Name one of them.) 8. How many British troops are in New York Harbor? ______________________ 9. Who volunteers to be General Washington’s right-hand man? How did Washington respond? 10. ACCording to Burr, what did Martha Washington name after Hamilton? 11. Who does Hamilton marry? 12. What do you learn about AngeliCa during the song Satisfied? 13. Why is Burr’s love for Theodosia scandalous? 14. Finish the LyriC: “Life doesn’t discriminate between the _________________ and the ________________.” 15. Who does General Washington promote to seCond-in-Command? 16. What happens to the person in the previous question? 17. What does Hamilton realize when he sees Eliza? 18. Finish the Lyric: “Let me tell you what I wish I’d known. When I was young and dreamed of glory. You have no control. Who lives? Who dies? ____________ _____________ ____________ _______________?” 19. Which battle takes place in 1781? 20. What was Hercules Mulligan’s role during the Revolutionary War? 21. -
Hollywood Pantages Theatre Los Angeles, California
® HOLLYWOOD PANTAGES THEATRE LOS ANGELES, CALIFORNIA Hamilton 8/2 Final upload.indd 1 8/2/21 2:41 PM HOLLYWOOD PANTAGES THEATRE August 17-August 31, 2021 Jeffrey Seller Sander Jacobs Jill Furman AND The Public Theater PRESENT BOOK, MUSIC AND LYRICS BY Lin-Manuel Miranda INSPIRED BY THE BOOK ALEXANDER HAMILTON BY Ron Chernow WITH Rubén J. Carbajal Nicholas Christopher Joanna A. Jones Taylor Iman Jones Carvens Lissaint Simon Longnight Rory O’Malley Sabrina Sloan Wallace Smith Jamael Westman AND Sam Aberman Gerald Avery Remmie Bourgeois Amanda Braun Cameron Burke Yossi Chaikin Trey Curtis Karlee Ferreira John Michael Fiumara Tré Frazier Aaron Alexander Gordon Vincent Jamal Hooper Jared Howelton Sabrina Imamura Carina-Kay Louchiey Yvette Lu Taeko McCarroll Mallory Michaellann Candace Quarrels Antuan Magic Raimone Julian Ramos Jen Sese Willie Smith III Terrance Spencer Tommar Wilson Morgan Anita Wood SCENIC DESIGN COSTUME DESIGN LIGHTING DESIGN SOUND DESIGN David Korins Paul Tazewell Howell Binkley Nevin Steinberg HAIR AND WIG DESIGN ARRANGEMENTS MUSIC COORDINATORS ASSOCIATE MUSIC SUPERVISOR Charles G. LaPointe Alex Lacamoire Michael Keller Matt Gallagher Lin-Manuel Miranda Michael Aarons EXECUTIVE PRODUCER PRODUCTION SUPERVISORS PRODUCTION STAGE MANAGER MUSIC DIRECTOR Maggie Brohn J. Philip Bassett Scott Rowen Andre Cerullo Amber White MARKETING & COMMUNICATIONS TECHNICAL SUPERVISION CASTING Laura Matalon Hudson Theatrical Associates The Telsey Office John Gilmour Bethany Knox, CSA ASSOCIATE & SUPERVISING DIRECTOR ASSOCIATE & SUPERVISING -
Federalist Politics and William Marbury's Appointment As Justice of the Peace
Catholic University Law Review Volume 45 Issue 2 Winter 1996 Article 2 1996 Marbury's Travail: Federalist Politics and William Marbury's Appointment as Justice of the Peace. David F. Forte Follow this and additional works at: https://scholarship.law.edu/lawreview Recommended Citation David F. Forte, Marbury's Travail: Federalist Politics and William Marbury's Appointment as Justice of the Peace., 45 Cath. U. L. Rev. 349 (1996). Available at: https://scholarship.law.edu/lawreview/vol45/iss2/2 This Article is brought to you for free and open access by CUA Law Scholarship Repository. It has been accepted for inclusion in Catholic University Law Review by an authorized editor of CUA Law Scholarship Repository. For more information, please contact [email protected]. ARTICLES MARBURY'S TRAVAIL: FEDERALIST POLITICS AND WILLIAM MARBURY'S APPOINTMENT AS JUSTICE OF THE PEACE* David F. Forte** * The author certifies that, to the best of his ability and belief, each citation to unpublished manuscript sources accurately reflects the information or proposition asserted in the text. ** Professor of Law, Cleveland State University. A.B., Harvard University; M.A., Manchester University; Ph.D., University of Toronto; J.D., Columbia University. After four years of research in research libraries throughout the northeast and middle Atlantic states, it is difficult for me to thank the dozens of people who personally took an interest in this work and gave so much of their expertise to its completion. I apologize for the inevita- ble omissions that follow. My thanks to those who reviewed the text and gave me the benefits of their comments and advice: the late George Haskins, Forrest McDonald, Victor Rosenblum, William van Alstyne, Richard Aynes, Ronald Rotunda, James O'Fallon, Deborah Klein, Patricia Mc- Coy, and Steven Gottlieb. -
The Louisiana Purchase
Name: edHelper The Louisiana Purchase Let's imagine that you are at a family reunion. While you are looking over all the desserts on the dessert table, your Uncle George comes over and cuts the best looking cake in half and takes it to his seat. When your Uncle Joe and Uncle John see what is happening, they run over and wrestle over who gets the remaining half. They have quite a tussle, and each one ends up with about half of the half. You can hardly believe your eyes. The cake is gone, and you didn't even have a bite. Believe it or not, that is pretty much how the newly discovered North American continent was divided up. Columbus discovered that there was a huge mass of land blocking his passage to China. France, Spain, and England all decided to send explorers and settlers to the new land. The Spanish stayed in the southern portion of the continent in what we now call Mexico, Florida, Texas, and California. The French stayed in the north in what is now Canada and the northern sections of the United States. The British took over the coastal region on the Atlantic. There were battles fought among the three nations over land claims and territorial boundaries. As more settlers came to the new world, more space was needed for them to live. The original thirteen colonies began to expand westward. There was an obstacle which kept the settlers from going too far to the west. There is a chain of mountains which runs from the northern colonies to Georgia in the south. -
Politics and Power)
Unit 10, Periods 1-9 1 Politics and Power) This theme focuses on how different social and political groups have influenced society and government in the United States, as well as how political beliefs and institutions have changed over time. Objectives: Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual rights and citizenship and survey the evolutions of tensions between liberty and authority in different periods of U.S. history. Thematic Objectives for Politics and Power POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions. POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies. PAST PROMPTS (REWORDED TO MATCH NEW FRAMEWORK… Some past prompts are not included, because they are too specific or are testing topics not tested with the new framework.) 1985 Support, Refute, or Modify the following statement: “The Bill of Rights did not result from a desire to protect the liberties won in the American Revolution, but rather from a fear of the powers of the new federal government.” 1990 DBQ Jacksonian Democrats viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity.