03: The New Nation

03: The New Nation

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Jefferson's opinion of Thomas Paine's Common sense
Jefferson's opinion of Thomas Paine's Common sense
Jefferson compliments Paine for his writing
no writer has exceeded Paine in ease and familiarity of style; in perspicuity of expression, happiness of elucidation, and in simple and unassuming language.
<p style="text-indent: 1.5em !important;">You have asked my opinion of these persons, and, <span style="text-decoration: underline">to you</span>, I have given it freely. but, remember, that I am old, that I wish not to make new enemies, nor to give offence to those who would consider a difference of opinion as sufficient ground for unfriendly dispositions. God bless you, &amp; make you what I wish you to be.</p><p class="signed"> <span style="font-variant: small-caps">Th: Jefferson</span></p>
·founders.archives.gov·
Jefferson's opinion of Thomas Paine's Common sense
William Hogeland responds to Martha Nussbaum - Boston Review
William Hogeland responds to Martha Nussbaum - Boston Review
This essay is only for teachers to read, and perhaps, refer to with students to illustrate how historians argue with each other. Fans of Hamilton should skim through this as well, to see how serious historians engage what Hogeland refers to as "Miranda's Hamilton". That Hamilton, alongside "Cernow's Hamilton" and an historical Hamilton all exist, side-by-side
·bostonreview.net·
William Hogeland responds to Martha Nussbaum - Boston Review
The Militia Act of 1792
The Militia Act of 1792
That whenever the laws of the United States shall be <b>opposed or the execution thereof obstructed</b>, in any state, by combinations too powerful to be suppressed by the ordinary course of judicial proceedings, or by the powers vested in the marshals by this act, the same being notified to the President of the United States, by an associate justice or the district judge, it shall be lawful for the President of the United States to call forth the militia of such state to <b>suppress</b> such combinations, and to cause the laws to be duly executed. And if the militia of a state, where such combinations may happen, <b>shall refuse</b>, or be insufficient to suppress the same, it shall be lawful for the President, if the legislature of the United States be not in session, to call forth and employ such numbers of the militia of any other state or states most convenient thereto, as may be necessary, and the use of militia, so to be called forth, may be continued, if necessary, until the expiration of thirty days after the commencement of the ensuing session.
·constitution.org·
The Militia Act of 1792
Anti-federalist Arguments Against "A Complete Consolidation" | EDSITEment
Anti-federalist Arguments Against "A Complete Consolidation" | EDSITEment
This lesson will focus on the chief objections of the Anti-federalists, especially The Federal Farmer (Richard Henry Lee), Centinel, and Brutus, regarding the extended republic. Students will become familiar with the larger issues surrounding this debate, including the nature of the American Union, the difficulties of uniting such a vast territory with a diverse multitude of regional interests, and the challenges of maintaining a free republic as the American people moved toward becoming a nation rather than a mere confederation of individual states.
·edsitement.neh.gov·
Anti-federalist Arguments Against "A Complete Consolidation" | EDSITEment
The Critical Period: America in the 1780s: Digital History
The Critical Period: America in the 1780s: Digital History
In this chapter, you learn abut the internal difficulties besetting the new republic, such as financing war debts, the threat of a military coup, and popular demand for tax relief, as well as efforts to expand freedom of religion, make land more readily available, increase women’s educational opportunities, and address the problem of slavery.
·digitalhistory.uh.edu·
The Critical Period: America in the 1780s: Digital History
The First New Nation: Digital History
The First New Nation: Digital History
During the first 12 years under the Constitution, the United States established the machinery of government, defined the office and powers of the president, enacted a financial program that secured the nation’s credit and stimulated the economy, and created the first political parties to involve the voting population in national politics.
·digitalhistory.uh.edu·
The First New Nation: Digital History
Jeffersonian Republicanism: Digital History
Jeffersonian Republicanism: Digital History
Here you will learn about Thomas Jefferson’s efforts to reestablish republican government by reducing the federal budget and Federalist influence over the judiciary, the emergence of the doctrine of judicial review, and the Louisiana Purchase, as well as British and French threats to American shipping and the causes and significance of the War of 1812.
·digitalhistory.uh.edu·
Jeffersonian Republicanism: Digital History
The Era of Good Feelings: Digital History
The Era of Good Feelings: Digital History
The War of 1812 stirred a new sense of nationalism, evident in a series of landmark Supreme Court decisions and in foreign policy, especially the Monroe Doctrine. Paradoxically, these years also exacerbated political and sectional conflicts. The financial Panic of 1819 produced new political divisions and the Missouri crisis contributed to a sectional split between North and South.
·digitalhistory.uh.edu·
The Era of Good Feelings: Digital History
Slavery in the United States - (Library of Congress)
Slavery in the United States - (Library of Congress)
This lesson introduces students to primary sources -- what they are, their great variety, and how they can be analyzed. The lesson begins with an activity that helps students understand the historical record. Students then learn techniques for analyzing primary sources. Finally, students apply these techniques to analyze documents about slavery in the United States.
·loc.gov·
Slavery in the United States - (Library of Congress)
TXRUNAWAYADS - Tweeting Runaway Slaves
TXRUNAWAYADS - Tweeting Runaway Slaves
On one hand, guessing the tweets of a runaway slaves is ridiculous when the device that allows them to do it would have a GPS more useful than the north star to find a way to freedom. On the other, it seems like a terribly creative way to capture the minute by minute terror and desperation of the escape like nothing else can.
·gist.io·
TXRUNAWAYADS - Tweeting Runaway Slaves
No, the Founders Were Not Tea Partiers -- NYMag
No, the Founders Were Not Tea Partiers -- NYMag
This article gives us a more valuable way to teach the balance of the House and Senate. We can use a current political debate over what the founders intended and use it to explore the manner in which geographic and demographic size were bartered in the compromises of the Constitution. Better to work students through some of the challenge in this article than have them write definitions of the New Jersey and Virginia Plans for homework!
·nymag.com·
No, the Founders Were Not Tea Partiers -- NYMag
Shays' Rebellion - George Washington's Letter to Benjamin Lincoln
Shays' Rebellion - George Washington's Letter to Benjamin Lincoln
In order to frame Shay's rebellion in an intelligible context when we teach it - we can choose Washington's perspective. Instead of retiring to a peaceful life, he was pulled into the fears of anarchy raised by Shay's, the inability of the national government to combat it, and the Constitutional Convention called to eliminate this weakness. At the very least - pull quotes from his letters to the commander on the scene "Have your people gone mad?"
·shaysrebellion.stcc.edu·
Shays' Rebellion - George Washington's Letter to Benjamin Lincoln
Religious Freedom Page: Memorial and Remonstrance Against Religious Assessments, James Madison (1785)
Religious Freedom Page: Memorial and Remonstrance Against Religious Assessments, James Madison (1785)
Any section of this document would be worthy of a lesson for students, though clause 3 is perhaps the best. It's ok to spend a half, or even a full class picking through this language for understanding. This is also a necessary ingredient in the "religion and founding fathers" argument soup.
·religiousfreedom.lib.virginia.edu·
Religious Freedom Page: Memorial and Remonstrance Against Religious Assessments, James Madison (1785)
The historical audacity of the Louisiana Purchase - Judy Walton | TED-Ed
The historical audacity of the Louisiana Purchase - Judy Walton | TED-Ed
When the French offered up the Louisiana Territory, Thomas Jefferson knew this real estate deal was too good to pass up. How did the President justify the purchase that doubled the size of the United States? Judy Walton provides President Jefferson's reasoning.
·ed.ted.com·
The historical audacity of the Louisiana Purchase - Judy Walton | TED-Ed
Drafting, Debating and Ratifying the Constitution
Drafting, Debating and Ratifying the Constitution
Based in primary documents, this lesson is designed to be implemented with an online instructional component. High school teachers will not be able to take these college lessons wholesale, but rather pick through the individual exercises and documents to find the elements around which they could build their own lessons
·investigatinghistory.ashp.cuny.edu·
Drafting, Debating and Ratifying the Constitution
Reconfiguring the Old South - Teaching the Journal of American History
Reconfiguring the Old South - Teaching the Journal of American History

From a 2008 issue of the Teaching the Journal of American History, this site pairs an academic article from the Journal with six lesson plans that explore the issue of slavery in the south from Gabriel Prosser through the abolitionists mail campaign of 1835. What is most striking about the article is the manner in which it breaks the often-taught conception of southern opinion concerning slavery as universal.

The author, Lacy Ford, outlines the tensions that appeared as both the upper and the lower South attempted reconfigurations of slavery after the foreign slave trade ended in 1808. Upper South politicians sought a demographic reconfiguration, or a “whitening” of the region, to reduce the number of slaves living there through both colonization and the sale of slaves to the lower South. Lower South leaders, meanwhile, sought an ideological reconfiguration to make slaveholding consistent with existing republican and emerging humanitarian ideals by transforming slavery into a “domestic” institution legitimated by paternalism.

·journalofamericanhistory.org·
Reconfiguring the Old South - Teaching the Journal of American History
Abolition Petition and Mail Campaigns - Teaching the Journal of American History
Abolition Petition and Mail Campaigns - Teaching the Journal of American History

This primary document analysis comes with links documents already edited for use in the classroom or for homework. Questions include asking student to compare the reaction of some southerners to northern abolitionists campaigns to 9/11 and the war on terror.
This lesson can provide great insight to the abolitionist movement, the growth of communications/transportation and the manner in which free speech is held in the balance. Yet another collateral effect of this lesson is dispel the myth of "Jacksonian Democracy"

·journalofamericanhistory.org·
Abolition Petition and Mail Campaigns - Teaching the Journal of American History