[This document is] the most momentous [pronouncement] which has been . . . offered . . . since that of Independence. That made us a nation. This sets our compass and points the course.
—Thomas Jefferson to James Monroe, October 24, 1823 from the EDSITEment resource American Memory, from correspondence in which the authors discussed ideas eventually incorporated into the Monroe Doctrine.
In Monroe's message to Congress on December 2, 1823, [the President] delivered what we have always called the Monroe Doctrine, although in truth it should have been called the Adams Doctrine.
—The Monroe Doctrine from Information USA, an exhibit of the U.S. Department of State, a link from the EDSITEment-reviewed website Internet Public Library.
James Monroe spent most of his life in public office, devoting a significant portion of his career to foreign affairs. He served as George Washington's Minister to France, but was eventually recalled by the President. Thomas Jefferson appointed Monroe as a special envoy for negotiating the purchase of New Orleans and West Florida. He and principal negotiator Robert Livingston exceeded their authority and all expectations by acquiring the entire Louisiana Territory as well as a claim to all of Florida. Next, Monroe became Minister to Great Britain. Under James Madison, he served as Secretary of State and Secretary of War.
Monroe brought a vision of an expanded America to his presidency—a vision that helped facilitate the formulation of what has become known as the Monroe Doctrine. Because this Doctrine bears his name, the general public is not inclined to recognize the significant contributions made by Secretary of State John Quincy Adams and unofficial presidential advisor Thomas Jefferson.
In this unit, students will review the Monroe Doctrine against a background of United States foreign relations in the early years of the republic. In particular, they will examine Monroe's involvement in American diplomacy while serving in a variety of positions before he was elected president. They will become familiar with Monroe's beliefs in an expanded United States as well as an expanded role for the United States in the Americas. Students will also read primary source material reflecting the independence movement in South America, which served as the direct impetus for the Monroe Doctrine. Finally, small groups will analyze some documentary evidence of Adams's role and Jefferson's advice regarding the Monroe Doctrine. The class will debate how credit for the Doctrine should be "allocated."
This unit of study prepares students to reflect on the Doctrine. What were its most significant goals? In what ways, if any, was it intended to provide peace and safety for the United States, protect the newly independent Latin American states, and/or promote expansionist goals of the United States in the Western Hemisphere?
In Monroe's message to Congress on December 2, 1823, he delivered what we have always called the Monroe Doctrine, although in truth it should have been called the Adams Doctrine.
Information USA should not be regarded as an authoritative scholarly source. However, the suggestion that John Quincy Adams—Monroe's Secretary of State—has received insufficient credit for his role in formulating the Monroe Doctrine is not unique. In this lesson, the suggestion provides a motive for students to take a closer look at the Monroe Doctrine, as well as some of the international events and domestic ideas that provided the impetus for it.
When students read correspondence between Monroe and former President Thomas Jefferson, they also will note Jefferson's apparent influence on Monroe. In the culminating lesson of this unit of study, students will decide for themselves if the famous Doctrine has been correctly or incorrectly named. Any well-reasoned conclusion based on evidence will be fine because this unit has a different underlying purpose: As students explore the relative influence of Monroe, Adams, and Jefferson on the Monroe Doctrine, they also will be analyzing the Monroe Doctrine itself and events contemporary to it.
It is impossible to conceal from ourselves or the world what has been before observed, that endeavors have been employed to foster and establish a division between the Government and people of the United States. To investigate the causes which have encouraged this attempt is not necessary; but to repel, by decided and united councils, insinuations so derogatory to the honor and aggressions so dangerous to the Constitution, union, and even independence of the nation is an indispensable duty.
—From John Adams—Special Message to the Senate and the House, May 16, 1797 on the EDSITEment resource The Avalon Project
As the end of the 18th century drew near, relations between the United States and France were deteriorating. President John Adams wanted to preserve American neutrality in conflicts between Britain and France. He sent a minister to France who was not received. President Adams then addressed a joint session of Congress on May 16, 1797, expressing his concern about the possibility of war with France and dissension at home caused by France and its supporters. In October, three commissioners appointed by Adams arrived in Paris in hopes of "restoring mutual confidence" between the countries. French Prime Minister Talleyrand's agents—known only as X, Y, and Z, and assumed to be acting on Talleyrand's orders—refused to receive the diplomats. They demanded a bribe, presumably for Talleyrand himself, and a large loan for France. The American people were incensed. War with France seemed inevitable; in fact, the U.S. is often described as being in an undeclared war with France following the XYZ affair.
At the same time, two opposing political parties were developing in the U.S. Tending to sympathize with France in foreign policy were the Thomas Jefferson-led Democratic-Republicans. Their loyalty was called into question by the Federalists, who dominated Congress during Adams's administration. It was a dangerous time both for the security of the young Republic and the freedoms its citizens enjoyed.
The Federalists clashed frequently with Democratic-Republicans who disagreed sharply with what they regarded as a philosophy of "huge public debt, a standing army, high taxes, and government-subsidized monopolies" (The Birth of Political Parties, Gilder Lehrman Institute of American History, a link from the EDSITEment-reviewed website History Matters). Could the Federalists, the party in control, wield the power necessary to protect America against those who opposed it without wielding that power against those who opposed them?
The Sedition Act touched off a lively debate about the right of free speech. It also presented an early test case to the citizens and government of the United States. In times of war or imminent danger, how do you balance the need for security with the rights of individuals? How can partisan politics affect the process of shaping security policies?
The Federalists, led by Alexander Hamilton, supported a strong central government that favored industry, landowners, banking interests, merchants, and close ties with England. Opposed to them were the Democratic-Republicans, led by Thomas Jefferson, who advocated limited powers for the federal government. Adams's Federalist leanings and high visibility as vice president positioned him as the leading contender for President in 1796…
The Adams presidency was characterized by continuing crises in foreign policy, which dramatically affected affairs at home. Suspicious of the French Revolution and its potential for terror and anarchy, Adams opposed close ties with France. Relations between America and France deteriorated to the brink of war, allowing Adams to justify his signing of the extremely controversial Alien and Sedition Acts. Drafted by Federalist lawmakers, these four laws were largely aimed at immigrants, who tended to become Republicans. Furious over Adams's foreign policy and his signing of the Alien and Sedition Acts, Republicans responded with the Kentucky and Virginia Resolutions, which challenged the legitimacy of federal authority over the states.
Republicans were equally incensed by the heavy taxation necessary for Adams's military buildup; farmers in Pennsylvania staged Fries's Rebellion in protest. At the same time, Adams faced disunity in his own party due to conflict with Hamilton over the undeclared naval war with France. This rivalry with Hamilton and the Federalist Party cost Adams the 1800 election. He lost to Thomas Jefferson, who was backed by the united and far more organized Republicans.
Several of the leading Republican publicists were European refugees. The threat of war with France sharpened hostility to aliens and gave Federalists an opportunity to impose severe restrictions…
25 June (1798) The Alien Act authorized the president to order out of the U.S. all aliens regarded as dangerous to the public peace and safety, or suspected of "treasonable or secret" inclinations. It expired in 1800…
14 July. Sedition Act made it a high misdemeanor, punishable by fine and imprisonment, for citizens or aliens to enter into unlawful combinations opposing execution of the national laws; to prevent a federal officer from performing his duties; and to aid or attempt "any insurrection, riot, unlawful assembly, or combination." A fine of not more than $2,000 and imprisonment not exceeding 2 years were provided for persons convicted of publishing "any false, scandalous and malicious writing" bringing into disrepute the U.S. government, Congress, or the president; in force until 3 March 1801.
The Sedition Act was aimed at repressing political opposition…
Republicans attacked the Alien and Sedition Acts as unnecessary, despotic, and unconstitutional.
If James Madison was the "father" of the Constitution" John Marshall was the "father of the Supreme Court"—almost single-handedly clarifying its powers. This new lesson is designed to help students understand Marshall's brilliant strategy in issuing his decision on Marbury v. Madison, the significance of the concept of judicial review, and the language of this watershed case.
This lesson focuses on the debates among the U.S. Founders surrounding the distribution of power between states and the federal government. Students learn about the pros and cons of state sovereignty vs. federalism and have the opportunity to argue different sides of the issue.
At the time the Founders were shaping the future of a new country, John Adams suggested the President should be addressed as “His Excellency.” Happily, others recognized that such a title was inappropriate. Though the proper form of address represents only a small detail, defining everything about the Presidency was central to the idea of America that was a work-in-progress when the nation was young.
It was almost expected in the world of the late 18th century that the leader of a great military victory would be amply rewarded. But Washington refused any such reward. in this lesson, students examine Washington's resolve to refuse power in exchange for his leadership.
In this lesson, students examine Washington as a military leader and explore some of the difficulties he faced during the Revolutionary War.
Students examine Washington's ability to handle a wide range of problems during his time as Commander-in-chief.
What arguments were offered in support of the Sedition Act? Washington's favorable attitude toward the Sedition Act illustrates that reasonable men in 1798 could support what most modern Americans would regard as an unjust law.
Why is James Madison such an important figure? Why is he known as the "Father of the Constitution"? How involved was James Madison in the most important events in America from 1775 to 1817? The answers to these questions provide context for understanding the importance of James Madison's opinions on constitutional issues.