03: The New Nation

03: The New Nation

249 bookmarks
Custom sorting
Becoming America: The Constitutional Convention of 1787 | Center Public Policy | Concordia University Irvine
Becoming America: The Constitutional Convention of 1787 | Center Public Policy | Concordia University Irvine
Teachers would find it difficult to invest the time necessary to wade through Madison's notes to get an understanding of the daily events and arguments of the Constitutional Convention. This daily summary of events is much easier to read. Teachers skimming through this collection and perhaps reading three to five different days would realize how little of the past they actually teach - and how much of it changes when squeezed through the tiny window of instructional time available to them
·cui.edu·
Becoming America: The Constitutional Convention of 1787 | Center Public Policy | Concordia University Irvine
Incidents of the insurrection in the western parts of Pennsylvania, in the year 1794 : Brackenridge, H. H. (Hugh Henry), 1748-1816 : Free Download, Borrow, and Streaming : Internet Archive
Incidents of the insurrection in the western parts of Pennsylvania, in the year 1794 : Brackenridge, H. H. (Hugh Henry), 1748-1816 : Free Download, Borrow, and Streaming : Internet Archive
Whiskey Rebellion history written at the time of the event
·archive.org·
Incidents of the insurrection in the western parts of Pennsylvania, in the year 1794 : Brackenridge, H. H. (Hugh Henry), 1748-1816 : Free Download, Borrow, and Streaming : Internet Archive
Presidential Election of 1800: A Resource Guide (Virtual Programs & Services, Library of Congress)
Presidential Election of 1800: A Resource Guide (Virtual Programs & Services, Library of Congress)
Most students would be shocked to hear of the charges of each side in the election of 1800, or how difficult it was to determine the victor. Here is a collection of primary source documents (letters, newspapers, etc) related to that election
·loc.gov·
Presidential Election of 1800: A Resource Guide (Virtual Programs & Services, Library of Congress)
From Alexander Hamilton to Theodore Sedgwick, 2 February 1799
From Alexander Hamilton to Theodore Sedgwick, 2 February 1799
Teachers tell students about Hamilton's support of sending an army into western PA to suppress the Whiskey Rebellion - but he also thought about sending one to Virginia to combat the "Virginia Resolutions"
manifesting indeed a strong confidence in the good sense and patriotism of the people, that they will not be the dupes of an insidious <a id="ARHN-01-22-02-pb-0453"></a>plan to disunite the people of America to break down their constitution &amp; expose them to the enterprises of a foreign power.
In the expedition against the Western Insurgents I trembled every moment lest a great part of the Militia should take it into their heads to return home rather than go forward.
Teachers talking about the Whiskey Rebellion could tell students that Hamilton himself was worried that the people in the army going west might not be on the government's side
When a clever force has been collected let them be drawn towards Virginia for which there is an obvious pretext—&amp; then let measures be taken to act upon the laws &amp; put Virginia to the Test of resistance.
·founders.archives.gov·
From Alexander Hamilton to Theodore Sedgwick, 2 February 1799
From Thomas Jefferson to James Madison, 23 August 1799
From Thomas Jefferson to James Madison, 23 August 1799
How many teachers know that Jefferson wrote Madison that if they could not get the Congress to listen to the Virginia and Kentucky Resolves that they would take Virginia and other states out of the United States. Jefferson himself was threatening secession decades before the Civil War
fully confident that the good sense of the American people and their attachment to those very rights which we are now vindicating will, before it shall be too late, rally with us round the true principles of our federal compact; but determined, were we to be disappointed in this, to sever ourselves from that union we so much value, rather than give up the rights of self government which we have reserved, &amp; in which alone we see liberty, safety &amp; happiness.
·founders.archives.gov·
From Thomas Jefferson to James Madison, 23 August 1799
The Kentucky Resolutions of 1798 | The Papers of Thomas Jefferson
The Kentucky Resolutions of 1798 | The Papers of Thomas Jefferson
This editorial note accompanying Jefferson's draft of the Kentucky Resolutions and the text eventually adopted by the state legislature of Kentucky demonstrate the way in which "history is made". How long after the resolutions were passed did the general public know it was he who had written them? How did he reference his authorship of them in letters to his friends later in his life? All of the primary source documents that teachers use have a history of their own
·jeffersonpapers.princeton.edu·
The Kentucky Resolutions of 1798 | The Papers of Thomas Jefferson
Avalon Project - Ratification of the Constitution by the State of New York; July 26, 1788
Avalon Project - Ratification of the Constitution by the State of New York; July 26, 1788
NY State's ratification of the Constitution included many contingencies, and a threat that it may withdrawal from the Union as well. Any teacher or student can also see the Bill of Rights in the New York ratification document
That the Powers of Government may be reassumed by the People, whensoever it shall become necessary to their Happiness; that every Power, Jurisdiction and right, which is not by the said <a href="usconst.asp">Constitution</a> clearly delegated to the Congress of the United States, or the departments of the Government thereof, remains to the People of the several States, or to their respective State Governments to whom they may have granted the same
·avalon.law.yale.edu·
Avalon Project - Ratification of the Constitution by the State of New York; July 26, 1788
John Quincy Adams and John Calhoun discuss the Compromise, 1820
John Quincy Adams and John Calhoun discuss the Compromise, 1820
Notice how Cengage titles this as John Q Adams and John C Calhoun discuss compromise in 1820 - but it is only the diary entry of what John Q Adams said they discussed. This should make a difference to teachers and students.
rom <em>The Memoirs of John Quincy Adams, Comprising Portions of His Diary from 1795-1848</em>. New York: Scribner, 1951.
I have favored this Missouri compromise, believing it to be all that could be effected under the present Constitution, and from extreme unwillingness to put the Union at hazard. But perhaps it would have been wiser as well as a bolder course, to have persisted in a restriction upon Missouri, till it should have terminated in a convention of the States to revise and amend the Constitution. This would have produced a new Union of thirteen or fourteen States unpolluted with slavery, with a great and glorious object to effect, namely, that of rallying to their standard the other States by the universal emancipation of their slaves. If the Union must be dissolved, slavery is precisely the question upon which it ought to break. For the present, however, this contest is laid asleep.
·college.cengage.com·
John Quincy Adams and John Calhoun discuss the Compromise, 1820
1787 Address to the People of the United States Benjamin Rush
1787 Address to the People of the United States Benjamin Rush
Benjamin RUsh made the distinction between the War and the Revolution - great quote to throw into a class or an open-ended assessment question
There is nothing more common than to confound the terms of <em data-evernote-id="300" class="js-evernote-checked">the American revolution</em> with those of <em data-evernote-id="301" class="js-evernote-checked">the late American war</em>. The American war is over: but this is far from being the case with the American revolution. On the contrary, nothing but the first act of the great drama is closed. It remains yet to establish and perfect our new forms of government; and to prepare the principles, morals, and manners of our citizens, for these forms of government, after they are established and brought to perfection.
·teachingamericanhistory.org·
1787 Address to the People of the United States Benjamin Rush
To George Washington from Henry Knox, 23 October 1786
To George Washington from Henry Knox, 23 October 1786
More evidence that it was not the collection of taxes that motivated the Constitutional Convention as much as it was a desire to stop the states
Our political machine constituted of thirteen independent sovereignties, have been constantly operating against each other, and against the federal head, ever since the peace—The powers of Congress are utterly inadequate to preserve the balance between the respective States, and oblige them to do those things which are essential to their own welfare, and for the general good. The human mind in the local legislatures seems to be exerted, to prevent the federal constitution from having any beneficial effects. The machine works inversly to the public good in all its parts. Not only is State, against State, and all against the federal head, but the States within themselves possess the name only without having the essential concomitant of government, the power of preserving the peace; the protection of the liberty and property of the citizens.
·founders.archives.gov·
To George Washington from Henry Knox, 23 October 1786
1787 - Madison Debates - July 5
1787 - Madison Debates - July 5
In the midst of the Constitutional Convention, G Morris said that if persuasion did not unite the states, than the sword would. Think about that the next time someone tries to get you to accept a "founding fathers" argument
This Country must be united. If persuasion does not unite it, the sword will
The stronger party will then make traytors of the weaker; and the Gallows &amp; Halter will finish the work of the sword.
·avalon.law.yale.edu·
1787 - Madison Debates - July 5
‘Structural Parity’ in Unprecedented Board Restructuring | Montpelier
‘Structural Parity’ in Unprecedented Board Restructuring | Montpelier
The Montpelier Foundation voted to include members of the Montpelier Descendants Committee on the Foundation Board, meaning that people who can trace their ancestry to the enslaved people who worked at Montpelier will now have representation on the Board. This is an example of how the past does not change, but history does.
“More than 300 American men, women and children were enslaved at Montpelier and played vital roles throughout the founding era of our country. The true history of Montpelier cannot be known or shared without including the stories and perspectives of those who were enslaved,” said James French, founding chair of MDC and board member of TMF.&nbsp;
This historic decision means that for the first time, the descendants of enslaved persons at a major national historic site will be co-equals in sharing governing power and responsibility for the very site that enslaved their ancestors,
·montpelier.org·
‘Structural Parity’ in Unprecedented Board Restructuring | Montpelier
The 1827 Monticello Dispersal Sale | Thomas Jefferson's Monticello
The 1827 Monticello Dispersal Sale | Thomas Jefferson's Monticello
This 3 minute video produced by the Thomas Jefferson Foundation describes the estate sale of 1827 after Jefferson's death, at which his possessions, including 130 enslaved people were sold at auction. Contextual information regarding trusts and estates, Jefferson's insolvency at the end of his life should only take a few minutes to prepare students for this video. This raises questions of memory and how to understand both Jefferson's contributions to this country and his personal life and the hundreds of other who he owned. This video should be viewed with https://www.monticello.org/slaveauction/
·monticello.org·
The 1827 Monticello Dispersal Sale | Thomas Jefferson's Monticello
Why “The Framers Never Intended” Is Garbage - by Lindsay Chervinsky - Imperfect Union
Why “The Framers Never Intended” Is Garbage - by Lindsay Chervinsky - Imperfect Union
Title does the justice to the essay and worth a quick look when teachers are confronted with the statement. It would be an interesting for teachers to discuss whether this should be assigned to students.
First, you can ask what the founders intended if you are exploring how those expectations immediately met with resistance and evolved once they took office. Second, you can ask what the founders intended to understand what people were thinking <em>at that time</em>. Any attempt to apply 18th century ideology or values to the 21st century is inherently problematic.
The Founders almost never agreed. On anything
If<em> </em>the Founders did agree on one thing, it was that they were flawed humans, and their creations were imperfect.
We live in a wildly different world.
·lindsaychervinsky.substack.com·
Why “The Framers Never Intended” Is Garbage - by Lindsay Chervinsky - Imperfect Union
Why We Use "Enslaved" » Telfair Museums
Why We Use "Enslaved" » Telfair Museums
The Owens-Thomas and Slave Quarters in Savannah explain why they have chosen to use the phrase "enslaved persons" rather than "slave" as well as the use of the term "enslaver" rather than master. Teachers should follow this lead.
we use phrases like enslaved woman, rather than slave. The noun slave implies that she was, at her core, a slave. The adjective enslaved reveals that though in bondage, bondage was not her core existence.
enslaver, rather than master,
·telfair.org·
Why We Use "Enslaved" » Telfair Museums
1790 Gradual Abolition Act of Pennsylvania
1790 Gradual Abolition Act of Pennsylvania
This is the ext of the first abolition law in the United States. Notice that it has an exemption for Members of Congress meetings in Pennsylvania. As a gradual abolition act, slave owners could still sell slaves out of the state before they were to be freed by this law. They could also take their pregnant slaves out of the state to give birth to outside of the state to avoid the law
except the domestic Slaves attending upon Delegates in Congress from the other American States, foreign Ministers and Consuls, and persons passing through or sojourning in this State, and not becoming resident therein; and Seamen employed in Ships, not belonging to any Inhabitant of this State nor employed in any Ship owned by any such Inhabitant, Provided such domestic Slaves be not aliened or sold to any Inhabitant, nor (except in the Case of Members of Congress, foreign Ministers and Consuls) retained in this State longer than six Months.
·phmc.state.pa.us·
1790 Gradual Abolition Act of Pennsylvania
The Room where it happened? Only according to Jefferson
The Room where it happened? Only according to Jefferson
For years, teachers have described the meeting between Hamilton and Jefferson in 1790. How many realize that we only have Jefferson's account to go on?
Though historians have judged Jefferson's account of the now legendary "dinner table bargain" to be largely truthful, it has self-serving aspects and does not present the whole picture.
·pbs.org·
The Room where it happened? Only according to Jefferson
From George Washington to Henry Knox, 28 February 1785
From George Washington to Henry Knox, 28 February 1785
George Washington fears for the future of the United States
and yet, it does not appear to me, that we have wisdom, or national policy enough to avert the evils which are impending—
How should we, when contracted ideas, local pursuits, and absurd jealousy are continually leading us from those great &amp; fundamental principles which are characteristic of wise and powerful Nations; &amp; without which, we are no more than a rope of Sand, and shall as easily be broken.
·founders.archives.gov·
From George Washington to Henry Knox, 28 February 1785
From George Washington to Henry Lee, Jr., 31 October 1786
From George Washington to Henry Lee, Jr., 31 October 1786
The fears of Washington laid bare in this letter, helpful in Shays lessons but also for teachers looking to make connections to today. How much of these fears could be seen in the United States of the 21st Century?
I am mortified beyond expression whenever I view the clouds which have spread over the brightest morn that ever dawned upon any Country.
To be more exposed in the eyes of the world &amp; more contemptible than we already are, is hardly possible.
·founders.archives.gov·
From George Washington to Henry Lee, Jr., 31 October 1786
From George Washington to Benjamin Harrison, 18 January 1784
From George Washington to Benjamin Harrison, 18 January 1784
Washington worries about a weak central government
I have no fears arising from this source; in my mind, but I have many, &amp; powerful ones indeed which predict the worst consequences from a half starved, limping Government, that appears to be always moving upon crutches, &amp; tottering at every step.
·founders.archives.gov·
From George Washington to Benjamin Harrison, 18 January 1784
To Thomas Jefferson from David Ramsay, 7 April 1787
To Thomas Jefferson from David Ramsay, 7 April 1787
Evidence of the uncertainty of 1787 and fears that the young United States would not survive, that it would break up or become a monarchy. Note how he writes about debtors and creditors, a primary concern of many at this time that is entirely absent from the taught narrative canon
Our eyes now are all fixed on the continental convention to be held in Philada. in May next. Unless they make an efficient federal government I fear that the end of the matter will be an American monarch or rather three or more confederacies.
·founders.archives.gov·
To Thomas Jefferson from David Ramsay, 7 April 1787
From Thomas Jefferson to James Madison, 8 December 1784
From Thomas Jefferson to James Madison, 8 December 1784
Jefferson though that Patrick Henry was such a gifted orator that he could prevent the adoption of the Constitution. He wrote to Madison saying that all they could do was pray for Henry to die.
The proposition for a Convention has had the result I expected. If one could be obtained I do not know whether it would not do more harm than good.
<span style="font-style: italic">While<a class="ptr" id="TSJN-01-07-0425-fn-0003-ptr" href="#TSJN-01-07-0425-fn-0003" title="jump to note 3">3</a> Mr. Henry lives</span> another bad constitution would be formed, and saddled for ever on us. What we have to do I think is <span style="font-style: italic">devoutly to pray</span> for <span style="font-style: italic">his death</span>,
·founders.archives.gov·
From Thomas Jefferson to James Madison, 8 December 1784
Remembering the day Pennsylvania ratified the Constitution | The National Constitution Center
Remembering the day Pennsylvania ratified the Constitution | The National Constitution Center
One The National Constitution Center is a well-respected and reliable source of information about the Constitution. it is considered neutral. Yet in one simple, vague sentence, is says that "some anti-federalists had to be forced to attend the convention". What? "had to be forced" - isn't that violence. What really happened? How could you ignore what really happened?
Some anti-Federalists had to be forced to attend a session to approve the convention.
·constitutioncenter.org·
Remembering the day Pennsylvania ratified the Constitution | The National Constitution Center
The Rhode Island State Referendum on the Constitution – Center for the Study of the American Constitution – UW–Madison
The Rhode Island State Referendum on the Constitution – Center for the Study of the American Constitution – UW–Madison
Rhode Island was the only state to have a statewide vote for the Constitution among the people, rather than a convention. The people voted the Constitution down - by more than three to one
Sensing that a large majority of Rhode Islanders opposed the Constitution, Antifederalists did not want to risk considering the Constitution in a convention where Federalists might eke out ratification through skullduggery, as was seemingly done in Massachusetts on 6 February
·csac.history.wisc.edu·
The Rhode Island State Referendum on the Constitution – Center for the Study of the American Constitution – UW–Madison
Luther Martin argues against slavery and the Constitution
Luther Martin argues against slavery and the Constitution
Teacher assign Federalist Papers - but why not this? Luther Martin complains about the omission of the word "slaves" he slavery's acknowledges the contradiction of the rights of man, but we never have students read this - why?
influenced them here to guard against the word <i>"slaves."</i> They anxiously sought to avoid the admission of expressions which might be odious in the ears of Americans, although they were willing to admit into their system those <i>things</i> which the <i>expressions</i> signified
We were then told by the delegates of the two first of those States, that their States would never agree to a system which put it in the power of the general government to prevent the importation of slaves, and that they, as delegates from those States, must withhold their assent from such a system
That <i>slavery</i> is <i>inconsistent</i> with the <i>genius</i> of <i>republicanism,</i> and has a tendency to <i>destroy</i> those <i>principles</i> on which it is <i>supported,</i> as it <i>lessens the sense</i> of the <i>equal rights</i> of <i>mankind,</i> and habituates us to <i>tyranny</i> and <i>oppression</i>.
·press-pubs.uchicago.edu·
Luther Martin argues against slavery and the Constitution