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Thomas Jefferson to Isaac McPherson, 13 August 1813
Thomas Jefferson to Isaac McPherson, 13 August 1813
In this letter Jefferson explains how an idea is like the light from a candle flame, how it can be passed from one person to another without diminishing the flame. This letter commonly comes up in IP discussions - who owns ideas? It could also be related to plagiarism - which Jefferson is guilty of if this same analogy is found in Cicero's De Officiis
he who recieves an idea from me, recieves instruction himself, without lessening mine; as he who lights his taper at mine, recieves light without darkening me. that ideas should freely spread from one to another over the globe, for the moral and mutual instruction of man, and improvement of his condition, seems to have been peculiarly and benvolently designed by nature, when she made them, like fire, expansible over all space, without lessening their density in any point; and like the air in which we breathe, move, and have our physical being, incapable of confinement, or exclusive appropriation. inventions then cannot in nature be a subject of property. society may give an exclusive right to the profits arising from them as an encouragement to men to pursue ideas which may produce utility. but this may, or may not be done, according to the will and convenience of the society, without claim or complaint from any body
·founders.archives.gov·
Thomas Jefferson to Isaac McPherson, 13 August 1813
[Book Review] Slavery’s Capitalism: A New History of American Economic Development
[Book Review] Slavery’s Capitalism: A New History of American Economic Development
BA quick, valuable read, for teachers convinced that slavery comprises the entire foundation of the economic growth of the United States. This critical book review illustrates the impact of language in describing the role of slavery in the US economy when compared against the numbers themselves. This does not dismiss the conclusion that slavery is central to the growth of the United States, it does show how that truth is complex
“During the eighty years between the American Revolution and the Civil War, slavery was indispensable to the economic development of the United States”
impossibility of understanding the nation’s spectacular pattern of economic development without situating slavery front and center
“identifies slavery as the primary force driving key innovations in entrepreneurship, finance, accounting, management, and political economy,” “the originating catalyst for the Industrial Revolution and modern capitalism” (University of Pennsylvania Press web site).
The essential point is that the South was the wealthiest region in the nation when slave values are included, but the poorest when they are not.
·eh.net·
[Book Review] Slavery’s Capitalism: A New History of American Economic Development
The Cherokee Removal Lesson Lincoln Net
The Cherokee Removal Lesson Lincoln Net
In four groups, students read statements from Jackon's removal message, congressmen supporting, congressmen opposing and some Cherokees themselves. They then debate Cherokee Removal from these perspectives. The resources make this lesson adaptable in the classroom or in an online discussion. "Trail of Tears" lesson almost always ignore acknowledging the fact that the federal government agreed to relocate Native Americans out of Georgia as part of the agreement by which Georgia gave up western land claims to the federal government
·lincoln.lib.niu.edu·
The Cherokee Removal Lesson Lincoln Net
The 1828 Campaign of Andrew Jackson: Issues in the Election of 1828 (and Beyond) | EDSITEment
The 1828 Campaign of Andrew Jackson: Issues in the Election of 1828 (and Beyond) | EDSITEment
In this lesson, students analyze changes in voter participation and regional power, and review archival campaign documents reflecting the dawn of politics as we know it during the critical years from 1824 to 1832.
·edsitement.neh.gov·
The 1828 Campaign of Andrew Jackson: Issues in the Election of 1828 (and Beyond) | EDSITEment
Was There an Industrial Revolution? New Workplace, New Technology, New Consumers | EDSITEment
Was There an Industrial Revolution? New Workplace, New Technology, New Consumers | EDSITEment
What research tools can help students judge the nature of change during the First Industrial Revolution? Can answers be found in census data? This lesson provides students with the opportunity to form, revise, and research questions for an investigation of the First Industrial Revolution, using resources available on EDSITEment-reviewed websites and links.
·edsitement.neh.gov·
Was There an Industrial Revolution? New Workplace, New Technology, New Consumers | EDSITEment
Pre-Civil War American Culture: Digital History
Pre-Civil War American Culture: Digital History
Before the Civil War, American literature began to employ native scenes and characters; the Transcendentalists popularized a philosophy that emphasized each person’s potentialities and glorified nature as a creative force; and a popular commercial culture emerged, including the penny press, the minstrel show, and the western adventure novel.
·digitalhistory.uh.edu·
Pre-Civil War American Culture: Digital History
Pre-Civil War Reform: Digital History
Pre-Civil War Reform: Digital History
This chapter examines the social, intellectual, and religious roots of early 19th century reform movements, and the efforts of reformers in the areas of education, criminal justice, the treatment of the mentally ill; and the abolitionist and women’s rights movements.
·digitalhistory.uh.edu·
Pre-Civil War Reform: Digital History
The Roots of American Economic Growth: Digital History
The Roots of American Economic Growth: Digital History
After the War of 1812, the economy grew at rapid pace, as the nation overcame obstacles that stood in the way of sustained economic growth. Improved transportation and communication, technological innovation, the rise of the factory system, and mass immigration transformed the United States into an industrial leader.
·digitalhistory.uh.edu·
The Roots of American Economic Growth: Digital History
Expansion/Slavery | Stanford History Education Group
Expansion/Slavery | Stanford History Education Group
Unit 4 primarily cover topics dealing with westward expansion during the nineteenth century. The exceptions are the lessons on Nat Turner and Irish immigration. These are included for chronological reasons, and to show students how historical trends can occur simultaneously. Both themes (slavery and immigration) are revisited in Units 5 and 6. This unit features several elaborate lesson structures: a Structured Academic Controversy (SAC) and and Inquiry. In the SAC on Lewis and Clark, students debate whether or not Lewis and Clark were respectful to the Native Americans they encountered on their journey, while the Inquiry asks students to investigate what motivated Texans to declare their independence. Several lessons, especially on Manifest Destiny and Indian Removal, ask students to consider the perspectives of historical actors whose world views may seem foreign or even incomprehensible.
·sheg.stanford.edu·
Expansion/Slavery | Stanford History Education Group
What Happens When A Language's Last Monolingual Speaker Dies? : Code Switch : NPR
What Happens When A Language's Last Monolingual Speaker Dies? : Code Switch : NPR
In January of 2014, the last native speaker of the Chickasaw language died. When we teach the Trail of Tears, we should include mention of this and perhaps explore the issues raised by this article.
·npr.org·
What Happens When A Language's Last Monolingual Speaker Dies? : Code Switch : NPR
January 30: President Andrew Jackson Beats Richard Lawrence with a Cane After Lawrence Attempted to Assassinate Jackson
January 30: President Andrew Jackson Beats Richard Lawrence with a Cane After Lawrence Attempted to Assassinate Jackson
Article describing the unsuccessful assassination attempt of Andrew Jackson. Perhaps the conspiracy theories which look behind the insanity defense of the would-be assassin and suggest that Senator George Poindexter or John C Calhoun were behind the attempt could be used as a lesson plan. Students could try to prove the conspiracy and in the process investigate the major political fights of the day.
·todayifoundout.com·
January 30: President Andrew Jackson Beats Richard Lawrence with a Cane After Lawrence Attempted to Assassinate Jackson