03: The New Nation

03: The New Nation

249 bookmarks
Custom sorting
From Thomas Jefferson to Thomas Lee Shippen, 11 March 1789
From Thomas Jefferson to Thomas Lee Shippen, 11 March 1789
Jefferson's perspective on the French Revolution, notice what he forecasts for the Estates Generale(composed of Frenchmen, who are always more speakers than listeners)
The difficulties which now appear threatening to my mind are those which will result from the size of the assembly. 1200. persons, of any rank, and of any nation, assembled together would with difficulty be prevented from tumult, and confusion. But when they are to compose an assembly for which no rules of debate or proceeding have been yet formed, in whom no habits of order have been yet established, and to consist moreover of Frenchmen among whom there are always more speakers than listners, I confess to you I apprehend some danger. However I still hope that the good sense of the body, and the coolness and collectedness of some of their leaders will keep them in the right way, and that this great assembly will end happily.
#primary source#WS Unit 5: Atlantic & Industrial Revolutions
·founders.archives.gov·
From Thomas Jefferson to Thomas Lee Shippen, 11 March 1789
U. S. Electoral College, Official - What is the Electoral College?
U. S. Electoral College, Official - What is the Electoral College?
This National Archives site provides an article and four-minute video to describe the nuts and bolts process by which the Electoral College operates. Although there are other more effective articles to provide students, the video shows the manner in which the Electoral votes are official counted in Congress. Having students watch that process will reinforce their understanding of it.
#8th Grade Unit 3: The Constitution
·archives.gov·
U. S. Electoral College, Official - What is the Electoral College?
Living the Revolution: America, 1789-1820, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Center
Living the Revolution: America, 1789-1820, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Center
A collection of primary resources-historical documents, literary texts,and works of art-thematically organized with notes and discussion questions from National Humanities Center from National Humanities Center
#US History#US History I#US I Unit 3 Constitution and New Nation#lesson plan#lesson plans#primary source#US I Unit 2: Market Revolution
·nationalhumanitiescenter.org·
Living the Revolution: America, 1789-1820, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Center
The Election Is in the House: 1824: The Candidates and the Issues | EDSITEment
The Election Is in the House: 1824: The Candidates and the Issues | EDSITEment
Four crucial elements of our election system were highlighted in the election of 1824: the nomination of candidates, the popular election of electors, the Electoral College, and the election of the president in the House when no candidate receives a majority in the Electoral College.
#lesson plan#US History I#US I Unit 3 Constitution and New Nation#US I Unit 2: Market Revolution
·edsitement.neh.gov·
The Election Is in the House: 1824: The Candidates and the Issues | EDSITEment
Ancestry Map 2000 census
Ancestry Map 2000 census
This map shows how easy it is to recognize the legacy of slavery, even in the year 2000. Look at the counties that show the highest population of African Americans more than 300 years after the first slave ships arrived in the Americans
#maps#US History II#US History I#5th Grade Unit 2 - Colonization and Settlement#African Americans#US I Unit 3 Constitution and New Nation#US I Unit 2: Market Revolution
·multimedialearningllc.files.wordpress.com·
Ancestry Map 2000 census
Revolution and Early America | Stanford History Education Group
Revolution and Early America | Stanford History Education Group
he Revolution and Early America Unit covers the standard eighteenth century topics that would appear in any textbook. These lessons, however, will push students to dig deeper as they read the documents and develop historical arguments about topics ranging from the Great Awakening (why was George Whitefield so popular?) to the Stamp Act (why were Colonists upset about the Stamp Act?) to the Constitution (why did the Founding Fathers keep slavery in the Constitution?). Each lesson offers primary documents that promote conflicting interpretations. The unit will introduce students to historiography, as they contrast Bernard Bailyn's interpretaton of the Declaration of Independence to Howard Zinn's account. These lessons will emphasize the historical reading skills students will practice all year.
#lesson plan#US I Unit 2 - Revolutionary America#US I Unit 3 Constitution and New Nation
·sheg.stanford.edu·
Revolution and Early America | Stanford History Education Group
To Thomas Jefferson from John Tyler, 16 May 1782
To Thomas Jefferson from John Tyler, 16 May 1782
Not only does this letter from Virginia's Speaker of the House rejecting Thomas Jefferson's resignation from the House of Burgess reveal the ruling aristocracy's fear of the "venal and ignorant" of society, it shows that Jefferson had no choice but to serve in the House. Ask students - does this mean that the aristocracy was so afraid of "the people" that it would arrest its own for not serving?
#US I Unit 3 Constitution and New Nation#US I Unit 2 - Revolutionary America#primary source
·founders.archives.gov·
To Thomas Jefferson from John Tyler, 16 May 1782
The Rules of Civility · George Washington's Mount Vernon
The Rules of Civility · George Washington's Mount Vernon
George Washington copied 110 Rules of Behavior when he was about 16 years old. This version translated by the Mount Vernon Society can be shared with students to think about the type of society Washington lived in and how it is similar to and different than the society students live in.
#US I Unit 2 - Revolutionary America#US I Unit 3 Constitution and New Nation#George Washington
·mountvernon.org·
The Rules of Civility · George Washington's Mount Vernon
The American Remembrancer (Book)
The American Remembrancer (Book)
Letters, speeches, petitions, local resolutions from the Revolutionary period through the early national. These are the sort of primary source documents that would only be available in research libraries are now all online and searchable. Teachers can have students through search words into these books and do some primary source research on their own.
#digitization#US History I#US I Unit 2 - Revolutionary America#US I Unit 3 Constitution and New Nation#primary source
·archive.org·
The American Remembrancer (Book)
George Washington Papers, Series 1, Exercise Books, Diaries, and Surveys 1745-99, Subseries 1A, Exercise Books 1745-1747: School Copy Book, Volume 1, 1745 | Library of Congress
George Washington Papers, Series 1, Exercise Books, Diaries, and Surveys 1745-99, Subseries 1A, Exercise Books 1745-1747: School Copy Book, Volume 1, 1745 | Library of Congress
George Washington's homework - really. This shows how far digitization has come
#5th Grade Unit 3 - American Revolution#US I Unit 2 - Revolutionary America#US I Unit 3 Constitution and New Nation#George Washington#digitization#primary source
·loc.gov·
George Washington Papers, Series 1, Exercise Books, Diaries, and Surveys 1745-99, Subseries 1A, Exercise Books 1745-1747: School Copy Book, Volume 1, 1745 | Library of Congress
Unruly Americans in the Revolution | AP US History Study Guide from The Gilder Lehrman Institute of American History
Unruly Americans in the Revolution | AP US History Study Guide from The Gilder Lehrman Institute of American History
Woody Holton article regarding the efforts to incorporate the experience of "common" people in the history of the United States. Teachers and advanced students should read this to better understand how history of these periods is changing as a result of these efforts. The easy access to searchable databases of primary source documents will make this process easier and easier for historians trying to get a better understanding fo the past. This could be used as instructional resources in that reading it will give background to the some events of the Revolution and the early US
#US I Unit 2 - Revolutionary America#US I Unit 3 Constitution and New Nation#reading
·ap.gilderlehrman.org·
Unruly Americans in the Revolution | AP US History Study Guide from The Gilder Lehrman Institute of American History
John Adams to Thomas Jefferson, 24 August 1815
John Adams to Thomas Jefferson, 24 August 1815
This is the famous "the Revolution was in the minds" letter of John Adams, explaining to Jefferson in 1815 that he thought the Revolution was effected before the first drop of blood was shed at Lexington. Notice also that Adams laments that their mail is being read and printed for the public - "These gentry will print whatever will sell"
As to the history of the Revolution, my Ideas may be peculiar, perhaps Singular. What do We mean by the Revolution? The War? That was no part of the Revolution. It was only an Effect and Consequence of it. The Revolution was in the Minds of the People, and this was effected, from 1760 to <span>1775</span>,<a class="ptr" id="TJ140464_5-ptr" href="#TJ140464_5" title="jump to note 1">1</a> in the course of fifteen<a id="TSJN-03-08-02-pb-0683"></a> Years before a drop of blood was drawn at Lexington.
These Gentry will print whatever will Sell:
This has not changed - clicks sell
#US I Unit 3 Constitution and New Nation#US I Unit 2 - Revolutionary America#primary source
·founders.archives.gov·
John Adams to Thomas Jefferson, 24 August 1815
Happy Birthday, Peggy: A Panel Discussion with Laura Elliott and Jessie Serfilippi - YouTube
Happy Birthday, Peggy: A Panel Discussion with Laura Elliott and Jessie Serfilippi - YouTube
Listening to these three women talk about the Schuyler sisters that dominate the Hamilton musical shows teachers and students how some writers historians and develop a type of relationship with people of the past that goes far beyond the taught narrative canon of high school history.
#US I Unit 2 - Revolutionary America#video lectures and lessons#secondary sources#US I Unit 3 Constitution and New Nation
·youtube.com·
Happy Birthday, Peggy: A Panel Discussion with Laura Elliott and Jessie Serfilippi - YouTube
Madison Hemings Interview — Thomas Jefferson Heritage Society
Madison Hemings Interview — Thomas Jefferson Heritage Society
This is the text of the statement of Madison Hemmings, the son of Thomas Jefferson and Sarah Hemmings. It first appeared in a newspapers in 1873, but awareness of it faded, most historians were not aware of its existence until after the 1950s
#US I Unit 2 - Revolutionary America#US I Unit 3 Constitution and New Nation#President Thomas Jefferson#primary source
·tjheritage.org·
Madison Hemings Interview — Thomas Jefferson Heritage Society
Interview with Bancroft Winner Melvin Patrick Ely | History News Network
Interview with Bancroft Winner Melvin Patrick Ely | History News Network
THis is a fascinating introduction into what could be a powerful instructional episode in history as it is practiced. Ely studied "Israel Hill" a community of freed slaves in Virginia in the 1790s. That snippet alone is intrigue enough to follow this link
#US I Unit 2 - Revolutionary America#US I Unit 3 Constitution and New Nation#slavery
·hnn.us·
Interview with Bancroft Winner Melvin Patrick Ely | History News Network
Rare Object of the Month: Unrequited Love for the Ages James Madison's hair at the Library of Congress Blog
Rare Object of the Month: Unrequited Love for the Ages James Madison's hair at the Library of Congress Blog
Students and teachers might thing the weirdest thing about this article is that Library of Congress has a lock of James Madison's hair. He gave a lock of his hair and a miniature portrait of himself to a women he was engaged with, but never married. But the most surprising information here is purposefully omitted by the Library of Congress - go ahead and highlight and search Kitty Floyd's name
#US I Unit 2 - Revolutionary America#primary source#US I Unit 3 Constitution and New Nation
·blogs.loc.gov·
Rare Object of the Month: Unrequited Love for the Ages James Madison's hair at the Library of Congress Blog
From John Adams to Benjamin Rush, 21 June 1811
From John Adams to Benjamin Rush, 21 June 1811
John Adams writes of the role of "theatrics" in politics, which has many implications for the world of corporate and social media today
And now how Shall I turn my Thoughts from this good humoured Small Talk, to the angry, turbulent Stormy Science of Politicks.
Washington understood this Art very well, and We may say of him, if he was not the greatest President he was the best Actor of Presidency We have ever had.
Quote - Adams says that Washington was an "actor" of presidency
The Declaration of Independence I always considered as a Theatrical Show. Jefferson ran away with all the Stage Effect of that, i.e. all the Glory of it.
#US I Unit 2 - Revolutionary America#US I Unit 3 Constitution and New Nation#primary source
·founders.archives.gov·
From John Adams to Benjamin Rush, 21 June 1811
From John Adams to Benjamin Waterhouse, 29 October 1805
From John Adams to Benjamin Waterhouse, 29 October 1805
Not only does John Adams say that Tom Paine was the son of a Wild Boar and a Bitch Wolf, but he says that the Age of Reason is a dumb title for the time he was living through. Still, that is the title that historians have used for that time.
ad named it the Age of Folly, Vice, Frenzy Fury, Brutality, Daemons, Buonaparte, Tom Paine, or the Age of The burning Brand from the bottomless Pitt: or any thing but the age of Reason.
For Such a mongrel between Pigg and Puppy, begotten by a wild Boar on a Bitch Wolf<span class="diigoHighlightCommentLocator"></span>; never before in any Age of the World was suffered by the Poltroonery of mankind, to run through Such a Career of Mischief.
#US I Unit 3 Constitution and New Nation#US I Unit 2 - Revolutionary America#primary source
·founders.archives.gov·
From John Adams to Benjamin Waterhouse, 29 October 1805