Founding Documents

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Signature of George Mason
Question

In trying to set up a lesson describing the Four Major Founding Documents of the United States of America, there was debate as to the fourth. The U.S. Constitution, the Declaration of Independence, and the Articles of Confederation are typically considered the founding documents, but what is widely believed to be the fourth document?

Answer

I have not found a commonly agreed upon list of precisely four documents. History lessons that focus on the founding documents, however, invariably include the Declaration of Independence and the Constitution. They also include the Bill of Rights, but because these are amendments to the Constitution, sometimes they are folded into the Constitution, along with the other amendments.

The Meanings of "Founding"

From there, filling out a short list of four—or a few more—documents largely depends on how we construe the meaning of the word "founding."

Filling out a list depends on how we construe the meaning of the word "founding."

If it means foundational for the initial establishment of the U.S., that is, what got the country up and running, we could consider adding the Federalist (and perhaps the Anti-Federalist) Papers or the Articles of Confederation. Other documents strongly affecting the founding itself included John Locke's Two Treatises of Government, and even, at long range, the Magna Carta. Also, as precedent to the Bill of Rights, we might include George Mason's Virginia Declaration of Rights. Along these lines, therefore, a list of "the Four Major Founding Documents" that could be studied in class might be: 1) the Declaration of Independence, 2) the Constitution, 3) the Bill of Rights, and 4) the Federalist/Anti-Federalist Papers.

If "founding," however, means foundational for clarifying how we have come to understand our country today, the list of documents grows in a different direction and becomes difficult to limit.

If "founding," however, means foundational for clarifying how we have come to understand our country today, the list of documents grows in a different direction and becomes difficult to limit. Some candidates for inclusion might be the Mayflower Compact, the Northwest Ordinances, the Emancipation Proclamation, the Gettysburg Address, the Seneca Falls Declaration of Sentiments, and the "I Have a Dream" speech by Martin Luther King, Jr.

Several years ago, the National Archives and Records Administration collected a list of 100 milestone documents in American history called Our Documents. The list begins, chronologically, with the Richard Henry Lee Resolution of June 7, 1776, proposing independence for the American colonies, and runs through the Voting Rights Act of 1965.

For more information

National Archives, "Teaching With Documents: U.S. Constitution Workshop":
http://www.archives.gov/education/lessons/constitution-workshop/

John J. Patrick, "Teaching America's Founding Documents," ERIC Digest, November 2002:
http://findarticles.com/p/articles/mi_pric/is_200211/ai_3178660388/

Bibliography

Images:
1876 facsimile of the text of the Declaration of Independence as it appeared in the Pennsylvania Packet, July 8, 1776.

Signature of George Mason, 1785, from the George Mason Manuscript Collection, Gunston Hall, Virginia.

Detail of copy of the Constitution of the United States, National Archives and Records Administration, Washington, DC.

Taxation to Revolution

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Impress, Acton, Conservative and Unionist Central Office, 1968, Higher unemploym
Question

What taxes were the colonists required to pay by the British around the years 1760-1776?

Answer

After British victory in the Seven Years War (1756-1763), Parliament attempted to better organize the British Empire. Among other things, Parliament, led by the ministry of George Grenville, enacted the Sugar Act of 1764 and the Stamp Act of 1765, and so for the first time taxed the British North American colonies. The Sugar Act amended the Molasses Act of 1733 by lowering the duty on French West Indian molasses from 6d per gallon to 3d. Reducing the duty made purchase affordable and so encouraged what the higher duty had discouraged.

The colonists denounced the Sugar Act. They reasoned that British subjects had a sacrosanct right to have their property protected. The power to tax threatened property unless the taxing body was chosen by the tax payers and also had to pay the same taxes it required others to pay. The British House of Commons met neither requirement when it taxed the colonies, and so the colonists concluded that taxation without representation violated property rights.

The colonists made the Stamp Act unenforceable

The colonists made the same argument in response to the Stamp Act. But the Sugar Act was enforced primarily on the oceans and by the navy, meaning that the colonists could not physically prevent the tax from being assessed. The stamp tax required that to be legal most paper products—newspapers, court documents, marriage licenses, wills, even playing cards and dice—carry an official stamp. To work the tax depended on colonists within colonial communities selling the stamps, making suspected stamp distributors vulnerable to the pressure of their neighbors. The Grenville ministry announced the stamp tax in February 1765 to go into effect in November. In the intervening months the colonists protested, rioted, and intimidated anyone suspected of taking the office of stamp distributor. Led by the Sons of Liberty, the colonists made the Stamp Act unenforceable before it even began. In 1766 the new Rockingham ministry repealed the Stamp Act but only amended the Sugar Act lowering the duty to 1d per gallon. The experience showed that the colonists opposed all parliamentary taxation but that they could much more easily prevent internal taxes than external ones.

The Chatham ministry came to power in 1767 and enacted new taxes, the Townshend Acts, that year. These external taxes taxed lead, glass, paint, and especially tea. The Townshend Acts provoked the same ideological criticism and led colonists to have grave concerns that British liberty was not safe within the empire. Because the taxes were external they were much harder to prevent but by 1769 the colonists had organized a boycott movement. Growing tensions caused troops stationed on the western frontier to be reassigned to Boston, which led to the famous Boston Massacre on March 5, 1770. The new first minister, Lord North, had already decided to repeal most of the Townshend Acts, which were threatening to tear apart the empire.

It was reasoned that no colonists could fear an act that made them drink cheaper tea

In 1770 North repealed all of the acts except for the tax on tea, the most lucrative of the taxes. The remaining tax kept relations tense and suspicious. Finally in 1773 North sought to resolve the impasse. He replaced the last Townshend Act with the Tea Act of 1773. The act was meant to bail out the East India Company, make clear Parliament’s authority to tax the colonies, and make the price of tea cheaper for colonists than it had been before. North reasoned that no colonists could fear an act that made them drink cheaper tea. He was wrong and the Boston Sons of Liberty threw 342 chests of tea into Boston Harbor on December 16, 1773. The Boston Tea Party destroyed tea worth £11,000 or about $1.5 million today. That was the last tax Parliament ever imposed in the colonies. The Tea Party caused the passage of the Coercive Acts of 1774, which were punitive laws meant to punish Massachusetts, but were not taxes. The Coercive Acts led to the first and second Continental Congresses and, ultimately, to the declaration of independence. So taxes did not cause the American Revolution, but taxation without representation did create a climate of suspicion and fear that provoked the events which did.

For more information

Carp, Benjamin. Defiance of the Patriots: The Boston Tea Party and the Making of America, first edition. New Haven: Yale University Press, 2010.

Jensen, Merill. The Founding of a Nation, A History of the American Revolution 1763-1776 Oxford: Oxford University Press, 1968.

Picturing the American Revolution

Bibliography

Maier, Pauline. From Resistance to Revolution: Colonial Radicals and the Development of Opposition to Britain, 1765-1776. New York: W. W. Norton & Company, 1992.

Morgan, Helen and Edmund S. Morgan. The Stamp Act Crisis: Prologue to Revolution Chapel Hill: The University of North Carolina Press, 1995.

Thomas, P.D.G. (Peter). Townshend Duties Crisis: The Second Phase of the American Revolution, 1767-1773 Claredon Press, Oxford University Press, 1987.

Reconstruction

Description

Donald L. Miller and Waldo E. Martin, Jr. follow the Civil War from after the Battle of Vicksburg to its conclusion and into Reconstruction, from 1863 to 1875. The presentation looks at the Battle of Gettysburg and the Gettysburg Address; Lincoln's reelection and assassination; Reconstruction challenges and policies, including the expectations of the newly freed slaves; the presidencies of Andrew Jackson and Ulysses S. Grant; and the reemergence of white supremacy and racial violence in the South.

African-American Perspectives: Pamphlets from 1818-1907

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Image, Pamphlets from the Daniel A. P. Murray Collection, 1818-1907
Annotation

Nineteenth-century African American pamphlets and documents, most produced between 1875 and 1900, are presented on this website. These 350 works include sermons, organization reports, college catalogs, graduation orations, slave narratives, Congressional speeches, poetry, and play scripts.

Topics cover segregation, civil rights, violence against African Americans, and the African colonization movement. Authors include Frederick Douglass, Booker T. Washington, Ida B. Wells-Barnett, Benjamin W. Arnett, Alexander Crummel, and Emanuel Love. Publication information and short content descriptions accompany each pamphlet.

The site also offers a timeline of African American history from 1852 to 1925 and reproductions of original documents and illustrations. A special presentation "The Progress of a People," recreates a meeting of the National Afro-American Council in December 1898. This is a rich resource for studying 19th- and early 20th-century African American leaders and representatives of African American religious, civic, and social organizations.

Civil War's Causes: Historians Largely United on Slavery, But Public Divided

Description

From the PBS NewsHour website:

"On the 150th anniversary of the start of the Civil War at South Carolina's Fort Sumter, Judy Woodruff has an excerpt from Ken Burns' 'The Civil War' and discusses the conflict's causes and legacy with Harvard University's Drew Gilpin Faust, Howard University's Edna Medford, and the University of South Carolina's Walter Edgar."

Africans in America

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Image for Africans in America
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Created as a companion to the PBS series of the same name, this well-produced site traces the history of Africans in America through Reconstruction in four chronological parts. The site provides 245 documents, images, and maps linked to a narrative essay.

"The Terrible Transformation" (1450–1750) deals with the beginning of the slave trade and slavery's growth. "Revolution" (1750–1805) discusses the justifications for slavery in the new nation. "Brotherly Love" (1791–1831) traces the development of the abolition movement. "Judgment Day" (1831–1865) describes debates over slavery, strengthening of sectionalism, and the Civil War. In addition to the documents, images, maps, and essay (approximately 1,500 words per section), the site presents 153 brief (150-word) descriptions by historians of specific aspects on the history of slavery, abolition, and war in America. The site provides a valuable introduction to the study of African-American history through the Civil War.

An American Family: The Beecher Tradition

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Photo, Picture of the Beecher family, Matthew Brady, c. 1850
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This exhibit, based on an exhibit at the William and Anita Newman Library of the City University of New York, explores the history of the Beechers, a New England family influential in religious, abolitionist, and women's rights movements. The site provides 500-word biographies, photographs, and excerpts from letters for seven members of the Beecher family, beginning with patriarch Lyman Beecher, Presbyterian minister and President of Lane Theological Seminary in Cincinnati. It also profiles Lyman's two wives; five of his children, including Harriet Beecher Stowe, author of Uncle Tom's Cabin and more than 30 other works; and his great-granddaughter Charlotte Perkins Gilman, women's rights activist and author of Women and Economics. The site also offers links to six related websites and a bibliography of six related scholarly works. It is a good resource for those researching abolitionism, women's rights, or the lives of the Beechers.

Manifest Destiny: Creating an American Identity

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photographic print, Tony and Peter, from Diary in photos Vol. II 1936-1937, 1936
Question

What was "Manifest Destiny"?

Answer

The term "manifest destiny" was first used by journalist John O'Sullivan in the New York Democratic Review in 1845. O'Sullivan wrote in favor of the U.S. annexing Texas, a region that the U.S. recognized as independent of any other nation. (Mexico maintained that the region was Mexican territory.) For more than 20 years, Anglo-Americans had migrated into the region, bringing ever-increasing numbers of enslaved men and women with them, tying the region to the economics and politics of the U.S. Sentiment for and against annexation reached fever pitch in 1845 and became a major feature of the presidential election campaigns of Henry Clay and James Polk. It was in this climate that O'Sullivan wrote his column for the July-August edition of the Review. Opponents to annexation, he argued, were trying to stop "the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions" (1).

In simple terms, Manifest Destiny was the idea that Americans were destined, by God, to govern the North American continent.

In simple terms, Manifest Destiny was the idea that Americans were destined, by God, to govern the North American continent. This idea, with all the accompanying transformations of landscape, culture, and religious belief it implied, had deep roots in American culture. In 1630, John Winthrop, writing decades before the 13 original colonies declared independence, said that the English men and women who hoped to settle New England "shall be as a Citty upon a Hill, the eies of all people are uppon us; soe that if wee shall deale falsely with our god in this worke wee have undertaken and soe cause him to withdrawe his present help from us, wee shall be made a story and a byword through the world" (2). [Editor's note: Learn more about colonial spelling here.]

The rhetoric of the American Revolution built upon this vision—"the sun never shined on a cause of greater worth," wrote Thomas Paine in Common Sense. The Revolution was not, he continued, "the affair of a city, a country, a province, or a kingdom, but of a continent" (3). In 1776, a writer who self-identified as Salus Populi wrote in the New York Packet that, "God has formed America to form the last and best plan that can possibly exist." Jefferson, looking back on the Revolution during his later years, opined that "this country remains to preserve light and liberty," in a world marred by political upheaval (4).

By the 19th century, these ideas found additional expression in fictionalized accounts of explorers such as Daniel Boone and Kit Carson, entering the wilderness to triumph over it, while James Fenimore Cooper's similarly framed "Leatherstocking" tales gained a wide and enthusiastic audience. Even O'Sullivan himself talked about Manifest Destiny in broad terms before he coined that particular phrase: "The expansive future is our arena," he wrote in 1839. "We are entering on its untrodden space, with the truths of God in our minds. . . . We are the nation of human progress, and who will, what can, set limits to our onward march? Providence is with us, and no earthly power can" (5).

It is important to remember that, as originally conceived, Manifest Destiny was an unabashedly prejudiced idea.

It is important to remember that, as originally conceived, Manifest Destiny was an unabashedly prejudiced idea. It rested upon the sidelining or eradication (both real-world and fictional) of American Indian peoples; there was little place for African Americans (free or enslaved) within the trope; Asian and Hispanic immigrants did not figure in the ideal America it conjured. Catholics were generally ignored; women were deemed unimportant. The peoples who were meant to conquer the continent were white, Protestant, and overwhelmingly male, with an unquenchable thirst for free enterprise. These are important ideas to keep in mind considering the lingering importance of Manifest Destiny as a concept in American culture. Like Americans before 1845, we may not use the specific words “Manifest Destiny” to describe the belief that America has a unique destiny in the world, but the concept is still at the heart of much U.S. foreign policy, American pop culture, and contemporary political debate.

For more information

Smith, Henry Nash. Virgin Land: The American West as Symbol and Myth. 1950; reprint, Cambridge: Harvard University Press, 2005.

Turner, Frederick Jackson. The Significance of the Frontier in American History. 1893. E-text at http://xroads.virginia.edu/~Hyper/TURNER/.

Bibliography

1 John O'Sullivan, "Annexation," The United States Democratic Review, 17(85) (July-August 1845): 5, accessed March 9, 2012.

2 John Winthrop, A Model of Christian Charity, 1630, accessed March 9, 2012.

3 Thomas Paine, Common Sense, 1776; reprint (New York: Penguin Books, 2005), 25.

4 Quoted in Leon Dion, "Natural Law and Manifest Destiny in the Era of the American Revolution," The Canadian Journal of Economics and Political Science 23(2) (May 1957): 240.

5 John O'Sullivan, "The Great Nation of Futurity," The United States Democratic Review, 6(23) (November 1839): 427.

Civics Online

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Painting, "Penn's Treaty with the Indians," Edward Hicks, c.1840-1844
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This site was designed as a resource for teachers and students of Civics, grades K-12, in Michigan public schools. The site provides access to 118 primary source documents and links to 71 related sites. Of these documents, 22 are speeches, 34 are photographs or paintings, and five are maps. The site is indexed by subject and "core democratic values" as determined by Michigan Curriculum Framework. A section for teachers includes one syllabi each for primary, middle, and high school courses. The syllabi are accompanied by interviews with the teacher who developed the assignments and by a student who participated in the curriculum, as well as by examples of student work. "Adventures in Civics" presents student visitors with a 178-word essay on Elian Gonzalez and an essay assignment for each grade level on what it means to be an American. The site links to six articles and 17 sites about Gonzalez.

Students may use a multimedia library, simultaneously searchable by era, grade-level, and core democratic value. The site also provides a timeline of American history with 163 entries (five to 500-words). The site provides a 1,000-word explanation of core democratic values and links to 41 other government and university sites about American history and civics. This site will probably be most interesting and useful for teachers looking for curriculum ideas.

Another Kind of American Idol

Date Published
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Smithsonian image, Star Spangled Banner
Article Body

The impressive Star-Spangled Banner, America's almost 200-year old, 34-by-34-foot flag that inspired Francis Scott Key to pen the national anthem, is a highlight exhibit at the Smithsonian Museum of American History.

But as important as the flag and the anthem are to our national identity, it's no secret that singing the anthem is not for the faint-of-voice or for the monotone, although it's publicly sung in every imaginable venue by choirs, opera singers, pop and rap performers, and many, many, many more. Now, the Smithsonian offers visitors to the online Star-Spangled Banner exhibit a chance to show the world how it ought to be sung on YouTube.

The Smithsonian invites you to

Sing the national anthem your way! Upload your video to our YouTube group and enter to win the Star-Spangled Banner singing contest sponsored by the National Museum of American History and USA WEEKEND. The Grand Prize winner will be invited to perform the national anthem at the Museum in Washington, DC and at the Baltimore Orioles vs. Atlanta Braves game, both on Flag Day (June 14, 2009). The prize includes a trip for two to Washington, DC, including airfare and two nights hotel accommodations; tickets and transportation to a Baltimore Orioles baseball game; and $400 in spending money.

Sample entries are posted; just hit the Go button and start singing!

The exhibit explores the Star-Spangled Banner as history, as artifact, and as symbol.

But first, tour other elements of this online exhibit. The Star-Spangled Banner site looks at the flag as history, as artifact, and as symbol. It weaves narratives of the past with present-day meaning. The exhibit tells the story of the flag and invites viewers to explore the physical features and dimensions of this carefully-preserved remnant. Close-up zooms focus on the fabric, weave, and color and explain history and conservation efforts over the years.

Mini-essays and quizzes give context to the War of 1812 and explain why the Star-Spangled Banner and subsequent versions of the flag came to hold such meaning for Americans. Read the history of the American flag, and investigate rules and rituals surrounding its display and use.

The interactive feature, Share Your Story, encourages individuals to talk about the meaning of the flag in their own lives and to upload photographs illustrating that meaning.