Download Notes-July8 - amoreperfectunion

A More Perfect Union
Notes – July 8, 2009
8:30 a.m.
Review major points
P Gibbon:
- Am. Rev. complex event with multiple causes; argument over power, over taxes, over
ideas.
- Long term causes (think Gordon Wood); increase in population, in wealth. Americans
felt more independent.
- French are now removed from the borders; Americans feel more secure and confident,
perhaps arrogant and defiant toward the Mother country now that the threat has been
removed.
- Emphasize Stamp Act was an innovation; imperial policy upsetting to Americans and
precipitates to increased tension
- Slow, simmering crisis (colonial dispute)
- Paradox: never has a country revolted when it was increasingly getting good
- Comparative revolutions (American vs. France)
- French Revolution, increased poverty and inequality in France
- Russian Revolution occurs during time of war (casualties, starvation)
Documents alone do not provide the whole truth; needs historical context, point-of-view;
historical habits of mind.
Still, collecting documents are important.
Personal factors are important in history, such as the Hutchinson letters, Washington’s
denial within the promotion in the British army; death of Martha Jefferson
David McC. Contingency is important
John Brown- intent of RELee was not to capture him but to kill him; invaders came in
and attempted to stab him; becomes a martyr. Major factor in convincing the South it is a
lost cause in staying in the Union (thus secession). Accidents happen, but it becomes a
major component in events.
Historical Habits of Mind:
- Multiple motives on the part of the participants. Personal motives of the Founding
Fathers; idealist motives and self-interest motives.
- Political science; American’s great contribution is the remarkable balance in the
constitution.
Comments (and responses) from the participants:
 In comparing the French, Russian and American revolutions, how did the masses
of the American colonists buy in to the revolution?
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o Americans were much more literate than French and Russian; American
Revolution was, in fact, a civil war.
o Thousands of Americans elite were Loyalists; e.g. Fairfaxs, Royalls, etc.
o Film: Redcoats and Rebels (DVD/video); British perspectives of the
American Revolution. Paul Revere’s engraving of the Boston Massacre
was perhaps the most influential image in the American Revolution
Bernard Bailyn: episodes of Hill Street Blues show how history can be
unpredictable.
o Who fired the first shot (leading to the Boston Massacre; leading to the
battle at Lexington and Concord)? Historical contingency.
o What ifs? Counter-factual history; must be handled with great care.
Idea of salutary neglect?
o R. Bernstein: recognition of political reality; it is very difficult to govern
across the ocean. Britain- virtue of necessity; until it was deeply in debt
from the war versus France.
o Colonists actually viewed themselves more as British subjects than to
consider themselves American (prior to 1776).
War forces decisions. Once war has begun, countrymen must then decide which
side they’re on.
Patriots, loyalists, and fence-sitters: the majority really want this mess to go away
o People swear to the oath (to allegiance to the revolution, to independence
and to the state governments); consequences
Legal changes begin shortly after the Revolution. For instance, both Entail and
Primogeniture were ceased, especially in Jefferson’s Virginia, shortly after the
Revolution began.
o Primogeniture: oldest son gets all (land inheritance); 1763 Proclamation
line cuts this custom off.
o Entail: grant land to the member of family (land inheritance)
After 1776, colonies are known as States.
Isiah Berlin (1910-1997), Liberty (collection of five essays), British diplomat and
scholar on the history of ideas. Expert on European intellectualism, liberalism
(liberty and equality often times at odds).
o Never really studied American history (except for FDR, whom he knew)
Michael Barrone, wrote a book on the Glorious Revolution; claims it had much to
do on the American Revolution.
On final project (50 percent of the teachers created a unit; some did book reviews;
biography review, etc.) – August 1 (send topic to Roger); project due September 23.
9:23 a.m.
Richard Bernstein
Rule of thumb: Dec. of Independence means something. After July 4, 1776, there were
States in North America; there were no longer colonists, they were Americans.
Half of the state constitutions looked at the Dec. of Independence as a warrant to
establish a government.
Loyalists
- it was very hard for Americans to decide which side to take
- choose to be a citizen; unprecedented in world history
- several Loyalists left for Nova Scotia
- Declaration of Dependence (does it exist?), Loyalist response to the Declaration
of Independence
British occupied New York (7 years)
War went to the South – “it was ugly”
State constitutions – prototypes and trials before the creation of the U.S. Constitution
Framework of government, collection of the thirteen state constitutions
Far-flung governments lose touch with the people; begin to do bad things. We just
rebelled against a far-flung government, is it wise to create another one?
What should the American government look like? Perhaps the Framers didn’t really
know what to do, and haven’t thought about it. Maybe just keep these free and
independent states together.
Three precedents:
1. New England Confederation (1643)- rep. of Mass Bay, Plimoth, Conn. and New
Haven Defensive league protect the four colonies from the French and various
Native American tribes. Worked quite well. Gradually over time, New Haven
becomes absorbed with Conn. Plimoth is absorbed with Mass Bay.
2. Confederation expires in mid-1680s; James II tries to merge all the colonies into
the Dominion of New England, ceases colonial legislatures in order to coordinate
against the French. James II sees colonial legislatures as a threat. James II is
deposed; William and Mary comes to the throne and restores colonial legislatures.
3. Albany Plan of Union, proposed by Franklin. Fails.
Attempts to form a union in North America is very, very difficult. Richard Henry Lee
proposes, “We ought to form an Articles of Confederation and Perpetual Union.”
Articles of Confederation, adopted in July 1776 by the Continental Congress; sent off to
the thirteen states for ratification (needed all thirteen states). March 1781 Maryland
ratifies the AofC.
- one house confederation congress; each state had one vote
o simple majority for small matters
o nine out of thirteen for major matters
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o no courts, no executive departments
o President of the U.S. in the Confederation Congress; is nothing more than
Chairman of the board and has no executive privilege or power.
o No power to tax; directly upon the citizens of the new United States\
o Maintains an army and navy; maintains to keep the peace, negotiates the
Treaty of Paris, force Britain to recognize the U.S. as an independent
nation and cede territory to the U.S.
Three territorial ordinances (1783, 1784, 1787); land disputes between and among
the states; potential of economic prosperity.
Three-fifths did not mean that slaves were actually three-fifths of a human being (they
were considered property); it was more of an accounting rule, slaves were considered
capital wealth.
Foreign- the U.S. had no respect by foreign powers
- British did not leave the territories in the west (claims that U.S. had not repaid
debts as promised in the Treaty of Paris).
- Spanish: controlled lower Mississippi and New Orleans; unless America pledged
allegiance to the Spanish crown if they want to pass through New Orleans. John
Jay attempts to negotiate a commercial treaty with Spain, but loses by a vote of 85 from Congress. Southern states found Jay suspicious and refuse to vote for
anything in which Jay is involved.
- French (supposedly friends): French are still present in North America.
Americans suspicious of European powers playing games with the young
confederation of the States. John Jay, Federalist #2-5: “Don’t let the Europeans
play games with us.”
Interstate
- Conf. cannot finance itself; can’t pay its debt and its interest on debt
- Cannot regulate interstate trade; states taxing each other on imports
- Trade wars escalate; Maryland vs. Virginia over fishing on the bay
- Oyster wars in New England
- No uniform currency; creditors have a problem, especially with RI debtors.
- States would violate confederation treaty with Native Indians
- No ability to enforce confederation treaty
- Series of secessionist movements. Independent Republic of Vermont. NH claims
its western border was Hudson River; NY claims its eastern border was
Connecticut River. Land dispute. Wentworth grants. Allen family (Ethan and Ira,
brothers). 1777, Allen declares independent from GB, Canada, MA, NY, NJ,
NH… names itself as Green Mountain state (Vermont). First constitution to
outlaw slavery; 14 years of independence. 1791, Vermont becomes 14th state
under the Constitution.
- Debtor insurrections, such as Daniel Shay in western Massachusetts
o Demonstrates the lack of control over interstate issues such as interstate
debtor-creditor relations; shows economic weakness of the Union
11:01 a.m.
Book recommendation:
 Michael Bellesiles, Revolutionary Outlaws (focus on Ethan Allen and the out
country)
 Charles Rappleye, Sons of Providence: The Brown Brothers
 Andrew Levy, The First Emancipator
 Henry Wiencek, Imperfect God
 Herb Sloane, on Jefferson’s debt
Comments:
- Need to create national solutions; not enough for individual states to handle, to
cope, to resolve.
- Look at the contemporary European Union; similar to the United States in the
1770s?
- Emerging democracies often look to the history of the United States as a model.
- Constituent power: power of the people under a constitution; e.g., the riddance of
property as a voting qualification in the state constitutions
- Public’s right to know was born during the ratification process of the U.S.
Constitution
- Amazing changes over time; ask students what they make of the constitutional
changes of 2176. How will I know? You don’t. (Future blindness.)
- Cominger, “To Judge or Not to Judge”. Understanding is the key.
Making judgments: Issues of slavery
- Founding Fathers knew slavery was wrong (see quotes from Jefferson, Mason,
and Washington); but what could they do?
PG: Comments on Philosophy of History
Handout: What is History and Why Study It?
Quotations on History: groups are assigned to specific quotations and will report to large
group at end of day.
Douglas Adair, Fame and the Founding Fathers
See quotes:
(p. 153) John Adams
(p. 156) John Dickinson
(p. 158) David Hume
(p. 170)
James Madison
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Madison was “a nerd and a grind.” Never really fit in with the other delegates and
colleagues. In the constitutional convention, he finds himself (a learning
experience).
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Read Federalist #37 (Kammen, p. 179, 3rd paragraph): writes about himself,
confesses.
As Administration’s floor leader, first session of the first convention.
Hamilton begins to control the agenda toward the second half of the convention;
Madison’s vision of how the Constitution might look like does not come to
fruition.
Madison allows criticism and refuses to censure.
Book recommendation:
McCoy. Last of the Fathers: James Madison and the Republican Legacy
- on Madison’s retirement, views on slavery
Power and Politics
Catherine Algor, Dolly Madison
Portia: the world of Abigail Adams
Abigail & John: Autobiography
Real difference between Adams and Madison: view on federalism
Quotations on History
#10 & 11
How much do we talk about history to students?
Shortcomings vs. Triumphant
Be aware of “conspiracy theories”
Coverage; depth vs. breadth
Context
Shock value; sparking interest?
Importance of questions that are open-ended; must have support/evidence
Skills- essential in the classroom; communicative skills
Important to have heroes; but make them human heroes
Comment: political correctness in America; have we gone too far/overboard?
#17 & 18
Is it really great men versus others?
Are we too critical of winners?
History: concept of how it’s taught
Progress; is it worth it?
Lived history; different perspectives
Two sides to every story; What is the truth? Upbringing, parents, how we learned history.
More people today are able to voice their opinion; more multiple perspectives on history
Patriotism: pledge of allegiance (views toward patriotism)
Dissenters: who are they? Context.
Importance of an informed population
Who should be put on a pedestal? Should we?
#13 & 14
Perspective/point-of-view
Balance
Portraying the past realistically vs. patriotism, civic virtue, and idealism
Washington Irving: uplifting youth rather than present historical realty?
Asking students: what do you think?
Humanize major notable individuals
(Trevelyan) Reflective wisdom: blend of just principles and noble emotions
Is AJP Taylor’s quote a criticism or a cynical statement?
Absence of thought and ideas; dismissive of art, music or poetry?
#6 & 7
Personal lives of historic individuals; may change your views of them.
Over time, public views fluctuate depending on contemporary attitudes and present
knowledge.
Pre-Nixon and post-Nixon attitudes toward the presidency
Empathy of past presidents; understand the decisions they made as president
Parallel lives of ordinary citizens and notable individuals of the time
Politicians cherry-picking historical events to promote political agenda