Dickinson College Archives & Special Collections
|
|
- Buck Phillips
- 5 years ago
- Views:
Transcription
1 Dickinson College Archives & Special Collections Dickinson, John. About the Book The Letters of Fabius, in 1788, on the Federal Constitution; and in 1797 on the Present Situation of Public Affairs. From the office of the Delaware Gazette, Wilmington, by W. C. Smyth, John Dickinson wrote two series of letters under the pseudonym of "Fabius." The first set, published in 1788, attempted to rally support for the ratification of the new constitution. The second set, in April 1797, commented with alarm on the deteriorating relations with France. The collected letters were reprinted in Delaware in a single publication from the press of W. C. Smyth in Wilmington in late This edition, complete with additions and amendments Dickinson had made in the intervening years, including footnotes drawn from publications which had later appeared, like Thomas Paine's The Rights of Man, is the one provided here. John Dickinson was one of the five Delaware delegates to the Constitutional Convention in Philadelphia in May, His character, temperament, and experience made their mark despite his ill health throughout the gathering. There, he had to resolve his own ideas about the central issue dominating the meetings the role of central government in unifying the "nation" in connection with the rights of the individual "states." He had, in his long career, spoken both for freedom from arbitrary central power and for unity. His reputation had been made with warnings he penned as "the Farmer," and the lack of progress in union had been a reason he had not been ready to sign the Declaration of Independence. Generally seen on the side of the "nationalists," he worked also as a loyal representative of a small state to provide balance against central power, especially in the areas of the selection and representation of the Senate and the election of the President. He also fought so that tried and true elements of the English Constitution were not discarded. Delaware quickly ratified the completed document on December, 1787, becoming the first state to do so. Progress was not as speedy in other states, however, and questions began to generate opposition to ratification. In response, Dickinson wrote a series of nine letters that began to be published in the Delaware Gazette in the early spring of They were also published in pamphlet form that April. 1
2 Dickinson's choice for pseudonym marked both his personal philosophy and the events that prompted his writing. Quintus Fabius Maximums was the First Consul of Rome made famous to posterity in Oligarch's Lives. Fabius was renowned for his eventual defeat of Hannibal through tactics of harassing his enemy with small and specific attacks but never joining pitched or decisive battle. Dickinson's own temperament and long influence on American affairs, of course, had been one of moderation, conservatism, and prudence. Dickinson's nine letters seemed to follow that pattern; they deal in a calm and non confrontational manner with specific questions that were troubling those who were finding it difficult to support the new document. Letter One holds that patriotic Americans can disagree, and it is to this audience that the letters are addressed. Indeed, the future of the nation needed to be discussed carefully so that the mistakes of previous civilizations could be avoided. This is a complicated matter in which many interests need to be addressed for the good of all. Letter Two addresses the specific complaint that a strong federal government would have the opportunity to subvert the independence and interests of states and individuals. Fabius holds that the methods of election the Convention decided upon, together with their frequency, will bring the power of the people to bear as an antidote to any dangerous gathering of power to the center. Letter Three is a broad discussion of society and the contract that the individual makes to contribute his own rights to a "common stock" of rights that will secure society for the greater good. This trust is "sacred" and based upon the design of "the Creator," not simply a practical arrangement. The states, in giving up some of their rights to the federation, should undertake this contract in the same way as individuals. Letter Four begins with a discussion of how government will put to work these "contributed rights." Again morality is involved since to betray the trust of those contributions would be "an offence against heaven." To safeguard against this, Fabius says the Convention has cemented into place the separation of powers in the government. Additionally, he cites the provision for the amendment of the Constitution should any of its aspects prove defective. Finally, he holds that it is ordained duty of the people to protect the sanctity of the contract. Letter Five is an historical discussion of precedent in the success and failure of governments. He suggests that "passions" and the self interested "whims" of the represented have done more to weaken governments and endanger their people than the application of central power. Using a number of historical examples to illustrate his point, the lesson is that a strong confederation is vital to happiness and defense. Letter Six uses a single example to undercut those who say that subservience to a central legislature will bring tyranny. Much of the letter is a reproduction of the speech Lord Belhaven gave during the debate concerning the Act of Union of 1701 which sought to place the Scottish Parliament under the power of the House of Commons. Belhaven's speech laid down many of 2
3 the same concerns being expressed on the issue of the new Constitution, but, Fabius says, these fears have not been realized. On the contrary, Scotland has enjoyed a period of unprecedented freedom and a flourishing of its wealth and prowess. Letter Seven expands upon the dangers first mentioned in Letter Five. The peaceful Union is indeed in danger if it falls foul to either of two grievous faults imitation of "foreign fashions" and "thirst for empire." Fabius writes that "the abuse of prosperity is rebellion against Heaven" and is "fatal to republican forms of government." Letter Eight addresses the specific doubts of some who fear that a single republic cannot rule such a large area as the United States is and may become in the future. Fabius replies that the machinery of democracy that the new Constitution erects enables millions to be heard directly through representatives to the central government. Furthermore, the concept of state government under the document will provide many of the services locally with which a federal government would not therefore have to trouble itself. And, again, the provision for amendment will allow the adjustment to changed circumstances. Letter Nine ends the series with a discussion of the advantages and disadvantages of the British Constitution. Since it had the only existing representative national assembly to which the new Congress could be compared, some had considered the new body to be weaker, especially those who feared sharing power with a strong executive. Fabius counters that the much more representative democracy outlined in the new document will provide the crucial advantage in advancing the American Constitution beyond the British. He ends the letters by saying that monarchies and other less representative regimes will not take kindly to the success of the new United States; one more reason for strong and loyal unity. Few can say what influence these letters had upon the final ratification of the United States Constitution. Certainly, the tone of the arguments was moderate and discursive rather than confrontational. They also addressed particular concerns with respect and with straightforward responses more dependent upon history and Christian faith than the earlier philosophical debates of, for example, "the Farmer." They retain, however, John Dickinson's life long traits of conservatism and prudence that did so much to shape the early days of the United States. For almost ten years John Dickinson had occupied himself with affairs closer to home, including the revision of the Delaware constitution in In the early 1790s, however, the new nation was beginning to become involved in international affairs. Dickinson, having predicted that the United States would need a strong government to protect itself from encroachments from abroad, became very interested in the diplomacy surrounding Anglo American and Anglo French relations, especially in light of the French Revolution of 1789 and its subsequent reshaping of European interests. He opposed the renegotiated treaty with Britain in 1795, in part because he felt that it would place the United States on the side of the British in its emerging contest with France. American attitudes towards France had been cooling as the more gruesome details of the Revolution reached across the Atlantic. Dickinson refused to abandon the debt owed to France in spite of recent events. In March, 1797, Franco American 3
4 relations reached a new low with the onset of what was called the "XYZ Affair," in which alleged French requests for bribes were angrily rejected, and Congress intervened. "Fabius" again picked up his pen, this time in defense of France. A second series of letters "Containing Remarks on the Present Situation of Public Affairs" began to be published in the Philadelphia newspaper New World commencing on April 10, This set of letters numbers fifteen in all. Letter One seeks to excuse the French people themselves from the horrors of the Terror. The French had little choice but to submit to such arbitrary government when under attack from half of Europe. He praises the French for themselves removing the Terror and reforming themselves into a more acceptable republic. Letter Two outlines the current strength and potential strength of France. Fabius hints that France will have the power to defeat all its enemies in Europe and will be much more helpful as a friend than adversary. Letter Three holds that France is at least somewhat justified in demanding territorial concessions after its victories in Germany. Millions have died in France, and a border on the Rhine is both an understandable demand and a safeguard for the new republic. Letter Four cautions France from ever following the lamentable example of territorial ambitions seen in older nations of Europe. France has a responsibility as a republic to follow the laws of reason and the Creator. Letter Five opposes the opinion that France is upsetting the "balance of power" in Europe. Fabius, in fact, calls the whole concept simply the tool of the hereditary powers. Now that France, as a republic, has come into power, new arrangements will need to be developed. Letter Six downplays the "fables" of those who say that post war France is filled with dissidents who will bring confusion to an already impoverished republic. Comparing that situation with the bleak propaganda the United States faced during its own struggle, the letter expresses confidence that the loyalty of the people to the concept of liberty will succeed. Letter Seven diverts into an historical account of the naval wars between Carthage and Rome, highlighting the perseverance of Rome in the face of many losses that brought eventual victory. No contemporary context is mentioned in the letter, but the maritime accounts suggest the current Anglo French warfare in the Mediterranean. Letter Eight sees Fabius defend himself from the charge that he is anti British and pro French. He claims that he desires the elevation of all nations. Britain he praises fulsomely. Charles James Fox, leader of the Whigs in Parliament, is highly lauded, as is the English Constitution and its adherence to the rule of law. But, if Britain stands against the opportunity of nations to develop, as in the case of France, then he is against Britain. 4
5 Letter Nine makes explicit the analogy suggested in Letter Seven. Fabius lays out the campaigns and conquests of the ongoing war and comes to the conclusion that the power of Britain at sea will not deter a French invasion forever. He is confident that such an invasion can and will take place. Letter Ten returns to Carthage and Rome and quotes the historian Scipio explaining the eventual Roman victory as driven by "a certain inflexibility peculiar to themselves." Fabius sees the same kind of determination in French efforts to secure victory, and liberty, despite any setback or obstruction. Letter Eleven brings Fabius' strongest argument in favor of American friendship with France. He quotes at length from the congressional record of 1778, when the Franco American alliance was formed against Britain, and in 1783, when representatives thanked France for the aid without which independence might not have been won. Moreover, he claims that when the pact was originally proposed, it was to "continue for ever" and could therefore still be in effect. Letter Twelve continues discussion of the American debt owed to France. It laments the ironic end of Louis XVI, whose decision to support the United States may have hastened the problems which brought the Revolution to France. Letter Thirteen contains a long philosophical discussion concerning gratitude and friendship. Using moral and Christian argument, Fabius holds forth against those who believe that these emotions fall below the over riding concept of self interest. Letter Fourteen makes common cause with France based upon a shared republicanism. After the French Revolution joined the American, all of Europe became anti republican. If matters continue in the direction they are going now, then international relations will be reduced to a trial by combat between despotism and republicanism, as were the ancient struggles between Sparta and Athens. The common interests of the United States and France are clear. Letter Fifteen concludes the series with an assessment of current British power and leadership. Fabius begins with another history lesson, this time concerning the abortive Anglo Spanish "War of Jenkins' Ear" which cost much blood and treasure and yielded almost no result or benefit. He praises Sir Robert Walpole for his implacable resistance to those in Britain who had demanded the war and wishes that British leadership was now as prudent and pure. British interests are suffering all over the world at the hands of the French, and they soon will lay open to invasion and defeat. Such a fall can be ascribed to divine retribution, of the type that had already punished Spain with decline. He concludes by saying again that the true character of the United States should be in support of the nation that helped uphold liberty in both the American Revolution and its own. The events of the French Revolution and the conflicts that followed split public opinion severely in the United States. Many conservatives followed Edmund Burke in holding that the dangerous and radical French developments were upsetting the natural order of society. John Dickinson 5
6 sided with the new republic and turned his substantial learning and sophistry to defending France and predicting that its "just war" would end with victory and progress for the safeguarding of liberty. His arguments call perhaps more on the Creator than they had previously God protects democracy and republics and punishes despots though they still invoke the use of history and morality. Events in France would turn against him, however, and he would ultimately be forced to back Britain in its war against what was soon to become Napoleonic and Imperial France. Researched and authored by John Osborne, Ph. D. 6
THE FEDERALIST ERA, : FOREIGN POLICY
THE FEDERALIST ERA, 1789-1801: FOREIGN POLICY I. Impact of the French Revolution A. popular overthrow of French monarchy and aristocracy, beginning in July 1789 1. France proclaimed itself a republic (similar
More informationJudeo-Christian and Greco-Roman Perspectives
STANDARD 10.1.1 Judeo-Christian and Greco-Roman Perspectives Specific Objective: Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of
More informationLECTURE 3-2: THE AMERICAN REVOLUTION
LECTURE 3-2: THE AMERICAN REVOLUTION British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement
More informationReading Essentials and Study Guide
Lesson 3 The Rise of Napoleon and the Napoleonic Wars ESSENTIAL QUESTIONS What causes revolution? How does revolution change society? Reading HELPDESK Academic Vocabulary capable having or showing ability
More informationThe Enlightenment & Democratic Revolutions. Enlightenment Ideas help bring about the American & French Revolutions
The Enlightenment & Democratic Revolutions Enlightenment Ideas help bring about the American & French Revolutions Before 1500, scholars generally decided what was true or false by referring to an ancient
More informationThe Road to Independence ( )
America: Pathways to the Present Chapter 4 The Road to Independence (1753 1783) Copyright 2003 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, New Jersey. All rights reserved.
More informationReading Essentials and Study Guide
Lesson 2 Uniting for Independence ESSENTIAL QUESTION Why and how did the colonists declare independence? Reading HELPDESK Academic Vocabulary draft outline or first copy consent permission or approval
More informationAn Introduction to Documents of Freedom
An Introduction to Documents of Freedom In 1781, after the Americans won the Battle of Yorktown, the British General Charles Cornwallis surrendered, effectively ending the Revolutionary War. Tradition
More informationName Class Date. MATCHING In the space provided, write the letter of the term or person that matches each description. Some answers will not be used.
Origins of American Government Section 1 MATCHING In the space provided, write the letter of the term or person that matches each description. Some answers will not be used. 1. Idea that people should
More informationNationalism movement wanted to: UNIFICATION: peoples of common culture from different states were joined together
7-3.2 Analyze the effects of the Napoleonic Wars on the development and spread of nationalism in Europe, including the Congress of Vienna, the revolutionary movements of 1830 and 1848, and the unification
More informationB. Directions: Use the words from the sentences to fill in the words in this puzzle. The letters in the box reading down name a part of nationalism.
Name Date Period Nationalism Puzzle Chapter 22 Activity 64 A. Directions: Write the correct word from the Word Bank to complete each sentence. 1) Customs, religion, music, beliefs, and way of life make
More informationChapter 6 The War for Independence,
Chapter 6 The War for Independence, 1774 1783 Chapter Summary Chapter 6 offers the student a survey of the final conflicts that led the American colonies to declare independence from Britain, the ensuing
More informationStudent Study Guide for the American Pageant Chapter 8 America Secedes from the Empire CHAPTER SUMMARY GLOSSARY - mercenary - indictment -
CHAPTER SUMMARY Even after Lexington and Concord, the Second Continental Congress did not at first pursue independence. The Congress s most important action was selecting George Washington as military
More informationStamp Act Box (commemorates the repeal in 1766) Picture taken 8/1/2005 (MB) National Archives, Washington, DC
Revolutionary America AP United States History Mr. Broach First created 2004-20052005 / modified 2007-20082008 New France in North America Settlement of New France French fur trappers spread out across
More informationThe Americans (Reconstruction to the 21st Century)
The Americans (Reconstruction to the 21st Century) Chapter 2: TELESCOPING THE TIMES Revolution and the Early Republic CHAPTER OVERVIEW Colonists declare their independence and win a war to gain the right
More informationTEKS 8C: Calculate percent composition and empirical and molecular formulas. The American Revolution and the Constitution
The American Revolution and the Constitution Objectives Describe characteristics of Britain and its 13 American colonies in the mid-1700s. Outline the events that led to the American Revolution. Summarize
More informationFull file at
Test Questions Multiple Choice Chapter Two Constitutional Democracy: Promoting Liberty and Self-Government 1. The idea that government should be restricted in its lawful uses of power and hence in its
More informationClose Read: Alien & Sedition Acts
Close Read: Alien & Sedition Acts CR How did Americans react to the threat of war with France? During times of war, what should be the limits on civil rights? Objective Brain Dump: Read the three statements
More informationJefferson Takes Office
1 Jefferson Takes Office MAIN IDEA When Jefferson became president in 1801, his party replaced Federalist programs with its own. WHY IT MATTERS NOW Today s Democratic Party traces its roots to the party
More informationREVOLUTIONS UNIT TEST
REVOLUTIONS UNIT TEST QUESTIONS 1-2 REFER TO THE TIMELINE ABOVE. 1. Which conclusion is best supported by the timeline? a) Britain eventually granted representation to the colonies in Parliament. b) Only
More informationThe American Revolution & Confederation. The Birth of the United States
The American Revolution & Confederation The Birth of the United States 1774-1787 Essential Question Evaluate the extent to which the Revolution fundamentally changed American society. The First Continental
More informationThe Rise and Fall of the Federalist Party. The Federalist Party was one of the first political parties in the United States.
The Rise and Fall of the Federalist Party The Federalist Party was one of the first political parties in the United States. After the US was established, different big names in government had different
More informationQuarter One: Unit Four
SS.7.C.1.5 Articles of Confederation ****At the end of this lesson, I will be able to do the following: Students will identify the weaknesses of the government under the Articles of Confederation (i.e.,
More informationPeriod 3: American Revolution Timeline: The French and Indian War (Seven Years War)
Period 3: 1754-1800 British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation
More informationLESSON TWO: THE FEDERALIST PAPERS
LESSON TWO: THE FEDERALIST PAPERS OVERVIEW OBJECTIVES Students will be able to: Identify the Articles of Confederation and explain why it failed. Explain the argument over the need for a bill of rights
More information4 th Grade U.S. Government Study Guide
4 th Grade U.S. Government Study Guide Big Ideas: Imagine trying to make a new country from scratch. You ve just had a war with the only leaders you ve ever known, and now you have to step up and lead.
More informationModern Civilization Reading Guide Chapter 3.4 The Age of Napoleon. / 100 Points. 1. Where was Napoleon born? 2. What career did Napoleon train for?
Modern Civilization Reading Guide Chapter 3.4 The Age of Napoleon Name Date Period / 100 Points 1. Where was Napoleon born? 2. What career did Napoleon train for? 3. What did Napoleon do to disrupt British
More informationThe American Revolution
Main Idea The American Revolution Enlightenment ideas led to revolution, independence, and a new government for the United States. Content Statement 6/Learning Goal Describe how Enlightenment thinkers
More informationELEMENT B: Explain the presidency of John Adams including the Sedition Act and its influence on the election of 1800.
SSUSH6: ANALYZE THE CHALLENGES FACED BY THE FIRST FIVE PRESIDENTS AND HOW THEY RESPONDED. ELEMENT B: Explain the presidency of John Adams including the Sedition Act and its influence on the election of
More informationSTANDARD VUS.4c THE POLITICAL DIFFERENCES AMONG THE COLONISTS CONCERNING SEPARATION FROM BRITAIN
STANDARD VUS.4c THE POLITICAL DIFFERENCES AMONG THE COLONISTS CONCERNING SEPARATION FROM BRITAIN The ideas of the Enlightenment and the perceived unfairness of British policies provoked debate and resistance
More informationLearning Goal 5: Students will be able to explain the events which led to the start of the American
American Revolution Learning Goal 5: Students will be able to explain the events which led to the start of the American Revolution. - Tea Act (Boston Tea Party, British East India Company, Sons of Liberty,
More informationQuarter One: Unit Four
SS.7.C.1.5 Articles of Confederation ****At the end of this lesson, I will be able to do the following: Students will identify the weaknesses of the government under the Articles of Confederation (i.e.,
More informationAP European History. -Russian politics and the liberalist movement -parallel developments in. Thursday, August 21, 2003 Page 1 of 21
Instructional Unit Consolidation of Large Nation States -concept of a nation-state The students will be -define the concept of a -class discussion 8.1.2.A,B,C,D -Mazzini, Garibaldi and Cavour able to define
More informationA. True or False Where the statement is true, mark T. Where it is false, mark F, and correct it in the space immediately below.
AP U.S. History Mr. Mercado Name Chapter 10 Launching the New Ship of State, 1789-1800 A. True or False Where the statement is true, mark T. Where it is false, mark F, and correct it in the space immediately
More informationFamous Speeches: Winston Churchill's "Blood, Toil, Tears and Sweat"
Famous Speeches: Winston Churchill's "Blood, Toil, Tears and Sweat" By Original speech from the public domain on 03.29.16 Word Count 770 Winston Churchill walks through the ruined nave of Coventry Cathedral,
More informationMaking War and Republican Governments
Chapter 6 Making War and Republican Governments British Strengths British Strengths Colonial Strengths Numbers 11 million British 2.5 million colonists Wealth Military Power Colonial Strengths British
More informationExamples (people, events, documents, concepts)
Period 3: 1754 1800 Key Concept 3.1: Britain s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American
More informationPractice & Review, Monday, 12/4. Practice & Review, Tuesday, 12/5
Practice & Review, Monday, 12/4 1. The group of advisers who helped Washington run the executive branch was known as.. Cabinet 2. What office did Thomas Jefferson hold in Washington s administration? Secretary
More informationDISCUSSION QUESTIONS Decision in Philadelphia
Preface 1. Of all he riches of human life, what is the most highly prized? 2. What do the authors find dismaying about American liberty? a. What are the particulars of this argument? 3. Why have the authors
More informationChapter 7: Democracy and Dissent The Violence of Party Politics ( )
Chapter 7: Democracy and Dissent The Violence of Party Politics (1788-1800) AP United States History Week of October 19, 2015 Establishing a New Government Much of George Washington s first administration
More informationT H E C O N F E D E R A T I O N A N D T H E C O N S T I T U T I O N C H A P T E R 7 A P U S H I S T O R Y
T H E C O N F E D E R A T I O N A N D T H E C O N S T I T U T I O N C H A P T E R 7 A P U S H I S T O R Y LEARNING GOAL: Students will be able to explain the growth of the new governing systems in the
More informationGEORGE WASHINGTON
GEORGE WASHINGTON 1732-1799 GEORGE WASHINGTON George Washington was the first president of the United States. He served two terms from 1789-1797. He is called the Father of Our Country. REVOLUTIONARY WAR
More informationLand Ordinance of 1785
Unit 3 SSUSH5 Investigate specific events and key ideas that brought about the adoption and implementation of the United States Constitution. a. Examine the strengths of the Articles of Confederation,
More informationName Class Date. The French Revolution and Napoleon Section 3
Name Class Date Section 3 MAIN IDEA Napoleon Bonaparte rose through military ranks to become emperor over France and much of Europe. Key Terms and People Napoleon Bonaparte ambitious military leader who
More informationRevolution and the Early Republic
Date REVIEW CHAPTER 2 Form B CHAPTER TEST Revolution and the Early Republic Part 1: Main Ideas If the statement is true, write true on the line. If it is false, change the underlined word or words to make
More informationThe Articles of Confederation
The Articles of Confederation The Articles of Confederation was the first government of the United States following the Declaration of Independence. A confederation is a state-centered, decentralized government
More informationThe Early Days of the Revolution. AHI Unit 1 Part C
The Early Days of the Revolution AHI Unit 1 Part C Breed s Hill or Bunker Hill? Following the Battles of Lexington & Concord, the British reinforced their position in Boston and brought in additional troops
More informationFRENCH REVOLUTION. LOUIS XIV Sun King LOUIS XV. LOUIS XVI m. Marie Antoinette. Wars (most go badly for France) 7 Years War (F + I War)
FRENCH REVOLUTION LOUIS XIV Sun King Wars (most go badly for France) LOUIS XV 7 Years War (F + I War) Death bed prediction of great change in France Deluge LOUIS XVI m. Marie Antoinette Louis XVI and Marie
More informationCHAPTER FOUR IMPERIAL WARS AND COLONIAL PROTEST
UNIT TWO 1754-1816 CHAPTER FOUR IMPERIAL WARS AND COLONIAL PROTEST 1754-1774 Series of worldwide wars between Spain, France, and Great Britain Queen Anne s War (1702-1713) British gains* King George s
More informationPeriod 3: 1754 to 1800 (French and Indian War Election of Jefferson)
Period 3: 1754 to 1800 (French and Indian War Election of Jefferson) Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government
More informationNEW GOVERNMENT: CONFEDERATION TO CONSTITUTION FLIP CARD
NEW GOVERNMENT: CONFEDERATION TO CONSTITUTION FLIP CARD Big Ideas: Imagine trying to make a new country from scratch. You ve just had a war with the only leaders you ve ever known, and now you have to
More informationCh. 6.3 Radical Period of the French Revolution. leader of the Committee of Public Safety; chief architect of the Reign of Terror
the right to vote Ch. 6.3 Radical Period of the French Revolution leader of the Committee of Public Safety; chief architect of the Reign of Terror period from September 1793 to July 1794 when those who
More informationReading Essentials and Study Guide
Lesson 4 The Fall of Napoleon and the European Reaction ESSENTIAL QUESTIONS What causes revolution? How does revolution change society? Reading HELPDESK Academic Vocabulary civil involving the general
More information11/29/2010 [ ] 1776]
You have 15 Minutes from the time the Bell Rings. The Shot Heard Round the World January 1775, actions of First Continental Congress led British government to use force to control colonies April, British
More informationAMERICA MOVES FORWARD
AMERICA MOVES FORWARD Books by Gerald W. Johnson A HISTORY FOR PETER America Is Born America Grows Up America Moves Forward GOVERNMENT The Presidency The Congress The Supreme Court The Cabinet AMERICA
More informationPeriod 3 Concept Outline,
Period 3 Concept Outline, 1754-1800 Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence
More informationINDIANA HIGH SCHOOL STATE HEARING QUESTIONS
Unit One: What Are the Philosophical and Historical Foundations of the American Political System? 1. What is meant by the Revolution? The War? That was no part of the Revolution the Revolution was in the
More informationChapter 9: The Confederation and the Constitution,
APUSH CH 9+10 Lecture Name: Hour: Chapter 9: The Confederation and the Constitution, 1776-1790 I. From Confederation to Constitution A. The Articles of Confederation: An Attempt at Constitution-Making
More informationName Date Hour. Mid-Term Exam Study Guide
Name Date Hour Mid-Term Exam Study Guide Following is a list of concepts and terms that may appear on the mid-term exam. Some definitions have been provided. **Exam Tip: Take extra time on graph and reading
More information3: A New Plan of Government. Essential Question: How Do Governments Change?
3: A New Plan of Government Essential Question: How Do Governments Change? The Constitution s Source Guiding Question: From where did the Framers of the Constitution borrow their ideas about government?
More informationPeriod 3: In a Nutshell. Key Concepts
Period 3: 1754-1800 In a Nutshell British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over
More information4: TELESCOPING THE TIMES
The Americans (Survey) Chapter 4: TELESCOPING THE TIMES The War for Independence CHAPTER OVERVIEW The colonists clashes with the British government lead them to declare independence. With French aid, they
More informationOUR POLITICAL BEGINNINGS
CHAPTER 2 Origins of American Government SECTION 1 OUR POLITICAL BEGINNINGS The colonists brought with them to North America knowledge of the English political system, including three key ideas about government.
More informationThe constitution supercedes ordinary law even when the law represents the wishes of a majority of citizens.
AP Government Chapter 2 The Constitution The constitution supercedes ordinary law even when the law represents the wishes of a majority of citizens. The Constitution is this nation s basic law: It creates
More informationCambridge International Examinations Cambridge International Advanced Subsidiary Level
Cambridge International Examinations Cambridge International Advanced Subsidiary Level HISTORY 9389/01 Paper 1 For Examination from 2015 SPECIMEN MARK SCHEME 1 hour MAXIMUM MARK: 40 This document consists
More informationBefore Hegemony. Adam Smith, American Independence, and the Origins of the First Era of Globalization
Before Hegemony Adam Smith, American Independence, and the Origins of the First Era of Globalization James A Morrison 25 March 2013 1 Death of the Earl of Chatham By JS Copley [1778] à I argue that that
More informationGuided Reading Activity
Guided Reading Activity Lesson 1 Government in Colonial America Review Questions Directions: Read each main idea. Use your text to supply the details that support or explain each main idea. A. Main Idea:
More informationPeriod 3 Content Outline,
Period 3 Content Outline, 1754-1800 The content for APUSH is divided into 9 periods. The outline below contains the required course content for Period 3. The Thematic Learning Objectives are included as
More informationName Per. 2. Identify the important principles and issues debated at the Constitutional Convention and describe how they were resolved.
Name Per CHAPTER 2 THE CONSTITUTION LEARNING OBJECTIVES After studying Chapter 2, you should be able to: 1. Discuss the importance of the English philosophical heritage, the colonial experience, the Articles
More informationChapter 2 The Politics of the American Founding
Multiple Choice Chapter 2 The Politics of the American Founding 1. Early colonists came to America: a. for a wide range of economic and political agendas as well as for religious and philosophical reasons
More informationWednesday, September 28 th
Wednesday, September 28 th Midterm #1: Monday, Sept. 26 th to Thursday, Sept. 29 th Wednesday ($5 late fee) Thursday ($7 late fee) Must have test in hand by 11 am Exam in Testing Center. Be sure to go
More informationcauses of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.
MIG-2.0: Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life. cooperation, competition, and conflict
More informationAMERICAN FOREIGN POLICY. result. If pacificism results in oppression, he must be willing to suffer oppression.
result. If pacificism results in oppression, he must be willing to suffer oppression. C. Isolationism in Various Forms. There are many people who believe that America still can and should avoid foreign
More information1- England Became Great Britain in the early 1700s. 2- Economic relationships Great Britain imposed strict control over trade.
1- England Became Great Britain in the early 1700s 2- Economic relationships Great Britain imposed strict control over trade. Great Britain taxed the colonies after the French and Indian War Colonies traded
More informationTopic 3: The Roots of American Democracy
Name: Date: Period: Topic 3: The Roots of American Democracy Notes Topci 3: The Roots of American Democracy 1 In the course of studying Topic 3: The Roots of American Democracy, we will a evaluate the
More informationThe Declaration of Independence
The Declaration of Independence What are the main ideas in the Declaration of Independence? Social Studies Vocabulary Declaration of Independence Founding Fathers militia Minuteman Second Continental Congress
More informationHistory (Exam Board: AQA) Linear September 2016
History (Exam Board: AQA) Linear September 2016 Subject Leader: Miss E. Dickey What do I need? This course does not require a GCSE in history. If you have studied History at GCSE, you should have achieved
More informationConstitutional Convention Unit Notes
Constitutional Convention Unit Notes Civics Textbook: Government and Society - Text p. 5 Cue four reasons why society needs a government Notes 1. Law and Order Government makes laws to protect citizens
More informationSS7 Civics Ch 3.1: Early State Governments
SS7 Civics Ch 3.1: Early State Governments I. State Constitutions A. Even before the Declaration of Independence was signed, American colonists thought about independence. Independence would mean an end
More informationGeorge Washington, President
Unit 3 SSUSH6 Analyze the challenges faced by the first five presidents and how they r esponded. a. Examine the presidency of Washington, including the precedents he set. George Washington, President George
More informationChapter 10 Section Review Packet
Name: Date: Chapter 10 Section Review Packet Section 10-1: Laying the Foundations of Government 1. George Washington 2. Martha Washington 3. Electoral college 4. John Adams 5. New York City 6. Precedent
More informationFB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES
FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES In the pages that follow, the Focus Questions found at the beginning of each chapter in America: A Narrative History have been reformulated
More informationExplain the key arguments of the Federalists and the process by which the Constitution was finally ratified.
Explain why the Anti-Federalists opposed ratifying the Constitution. Explain the role of Anti-Federalists in proposing a bill of rights. Explain the key arguments of the Federalists and the process by
More informationThe Enlightenment and the scientific revolution changed people s concepts of the universe and their place within it Enlightenment ideas affected
The Enlightenment and the scientific revolution changed people s concepts of the universe and their place within it Enlightenment ideas affected politics, music, art, architecture, and literature of Europe
More informationU.S. History. Constitution. Why is compromise essential to the foundation of our government? Name: Period: Due:
U.S. History Constitution Why is compromise essential to the foundation of our government? Name: Period: Due: I can explain how our government was created. I can explain the function of each branch of
More informationPeriod 3: Give examples of colonial rivalry between Britain and France
Period 3: 1754 1800 Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self government led to a colonial independence movement
More informationLecture Outline, The French Revolution,
Lecture Outline, The French Revolution, 1789-1799 A) Causes growth of "liberal" public opinion the spread of Enlightenment ideas re. rights, liberty, limited state power, need for rational administrative
More informationReconstruction. A Problem-Based Approach. Developed by Rob Gouthro & Fran O Malley Delaware Social Studies Education Project
Reconstruction A Problem-Based Approach Developed by Rob Gouthro & Fran O Malley Delaware Social Studies Education Project Teaching American History Teacher s Briefing This problem-based learning scenario
More informationFrom 1789 to 1804, France experienced revolutionary changes that transformed France from an absolute monarchy to a republic to an empire
From 1789 to 1804, France experienced revolutionary changes that transformed France from an absolute monarchy to a republic to an empire The success of the American Revolution & Enlightenment ideas such
More informationThe French Revolution Timeline
Michael Plasmeier Smith Western Civ 9H 12 December 2005 The French Revolution Timeline May 10, 1774 - Louis XVI made King King Louis the 16 th became king in 1774. He was a weak leader and had trouble
More informationReading/Note Taking Guide APUSH Period 3: (American Pageant Chapters 6 10)
Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self government led to a colonial independence movement and the Revolutionary
More informationStudy Guide for Test representative government system of government in which voters elect representatives to make laws for them
Study Guide for Test 4 1. In general, who could vote in the English colonies? Free men, over 21 years old, who owned a certain amount of land. Sometimes had to be church members. 2. representative government
More informationPeriod 3: TEACHER PLANNING TOOL. AP U.S. History Curriculum Framework Evidence Planner
1491 1607 1607 1754 1754 1800 1800 1848 1844 1877 1865 1898 1890 1945 1945 1980 1980 Present TEACHER PLANNING TOOL Period 3: 1754 1800 British imperial attempts to reassert control over its colonies and
More informationAscent of the Dictators. Mussolini s Rise to Power
Ascent of the Dictators Mussolini s Rise to Power Benito Mussolini was born in Italy in 1883. During his early life he worked as a schoolteacher, bricklayer, and chocolate factory worker. In December 1914,
More informationColonial Experience with Self-Government
Read and then answer the questions at the end of the document Section 3 From ideas to Independence: The American Revolution The colonists gathered ideas about government from many sources and traditions.
More informationUnit 2: Age of Revolutions Review. 1st Semester Final Exam Review
Unit 2: Age of Revolutions Review 1st Semester Final Exam Review The Enlightenment The Enlightenment was an age of reason in which philosophes shared ideas about reason, government, and human nature. Major
More informationThe First Democracies
The First Democracies The ancient Greeks and Romans were the first civilizations in history to create governments based on democracy The word democracy means the people rule The Greek city-state of Athens
More informationAKS M 49 C 30 a-d D 32 a-c D 33 a-c D 34 a-b BUILDING A NEW NATION
AKS M 49 C 30 a-d D 32 a-c D 33 a-c D 34 a-b BUILDING A NEW NATION The official end of the Revolutionary War was the signing of the Treaty of Paris in 1783. The newly independent US and GA now faced the
More informationThe Declaration of Independence
The Declaration of Independence From VOA Learning English, this is The Making of a Nation American history in Special English. I'm Steve Ember. This week in our series, we continue the story of the American
More informationThe Falange Espanola: Spanish Fascism
Spanish Civil War The Falange Espanola: Spanish Fascism Fascism reared its ugly head. Similar to Nazi party and Italian Fascist party. Anti-parliamentary and sought one-party rule. Not racist but attached
More information