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The Monroe Doctrine: Whose Doctrine Was It?
Guiding Question
- In what ways did John Quincy Adams and Thomas Jefferson contribute to the
formulation of the Monroe Doctrine?
Learning Objectives
After completing this lesson, students will be able to:
- List contributions of James Monroe, John Quincy Adams, and Thomas Jefferson
to U.S. diplomacy.
- Cite specific evidence to show the likely contributions of John Quincy Adams
and Thomas Jefferson in the formulation of the Monroe Doctrine.
NOTES TO THE TEACHER: You can skip the introduction to this lesson if your class
has completed Lesson
One: The Monroe Doctrine: U.S. Foreign Affairs (circa 1782-1823) and James Monroe.
For an alternative to the activity below, select documents from the list of "The
Essential Monroe Doctrine Primary Documents," on pages 16-17 of the PDF file
(see Preparing
to Teach This Curriculum Unit for download instructions), to review with students
in a directed lesson.
Introduction
In its entry for The
Monroe Doctrine (1823), Information USA,
an exhibit of the website of the U.S. Department
of State, a link from EDSITEment resource Internet
Public Library, states:
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.
The writer expresses the opinion that the Monroe Doctrine should have been named
after John Quincy Adams to honor his role in its formulation. There is also evidence
to indicate that former President Thomas Jefferson strongly influenced President
Monroe. Perhaps it should be called the Jefferson Doctrine. Or perhaps the document
should have more than one name in its title. In reality, most important government
policies such as the Monroe Doctrine are collaborations. However, to hypothesize
about the relative contributions of Monroe, Adams, and Jefferson is an interesting
exercise requiring an understanding of U.S. diplomacy. There is no "smoking gun,"
no particular document directly specifying the contributions of one or the other
to the Monroe Doctrine. Instead, students should get a sense of the beliefs and
methods of each man by studying his role in American diplomatic history and his
statements.
Activity
Divide the class into three groups, and assign each group responsibility for arguing
on behalf of the role played by one of the three contributors to the Monroe Doctrine.
(Alternatively, you could form six groups, with two groups assigned to each contributor.)
For each figure, students are provided some background information and excerpts
from archival documents to use in finding evidence. To make a compelling case
for their contributor, students need to refer to the text of the Monroe Doctrine
and statements by or about their assigned figure to support the case for his contributions.
Students are encouraged—time permitting—to find additional sources on
their own. If time is limited, each group can simply present a summary, offering
evidence that its assigned contributor deserves to have his name attached to the
Doctrine. After all the groups have presented, discuss the relative contributions
of each man. Take suggestions for renaming the Doctrine based on the information
presented. One, two, or all three names can be attached to the Doctrine. A show
of hands can demonstrate the relative support for each suggestion. Time permiting,
the class can hold a more formal debate. All the students should participate in
the research and preparation of presentations; however, each group should designate
which members will be responsible for each of the four parts of the debate. Suggested
guidelines for a 30-minute debate format are provided for the teacher on page
18 of the PDF file (see Preparing
to Teach This Curriculum Unit for download instructions). Adapt the chart,
procedures, and allotted times for your own class as desired. The format for the
debate follows:
Each group, in turn, presents its opening statement and argument
Each group, in turn, will refute the arguments presented by its opponents
Each group, in turn, will ask questions of the opposing teams; opponents will
have up to 30 seconds to respond
Each group, in turn, will present closing statements in which students summarize
their positions and cite their strongest arguments.
Classes with six groups should consider combining into three for the debate.
NOTE: All of the documents below, unless otherwise specified, are from the EDSITEment-reviewed
website American Memory. Students can read
the full text of each by clicking on the links below, or groups can use the excerpts
from the documents for each contributor provided in the handouts "Documents
for James Monroe" on pages 19-23, "Documents
for John Quincy Adams" on pages 24-30, and "Documents
for Thomas Jefferson" on pages 31-37 of the PDF file (see Preparing
to Teach This Curriculum Unit for download instructions). The excerpts are
all in the language of the original. Annotations in parentheses define terms in
italics or add information. Some spelling and punctuation has been standardized.
Abbreviations with the potential to be confusing have been replaced with full
names.
GROUP 1: JAMES MONROE
Questions
- What events in Monroe's background probably influenced the Monroe Doctrine?
- How would you characterize Monroe's philosophy and approach to conducting
diplomacy?
Background
Documents
GROUP 2: JOHN QUINCY ADAMS
Questions
- Which events in American diplomacy should be credited to Secretary of State
John Quincy Adams?
- What factor(s) influenced Adams's thinking about foreign policy -- keeping
the United States neutral so it could develop on its own without the influence
of the European powers? Expanding the borders of the United States? Protecting
the homeland? Other factors?
- What is characteristic about Adams's approach to diplomacy?
Background
Focus on the role of Secretary of State Adams in James
Monroe: Foreign Affairs on the EDSITEment resource The
American President. (NOTE: As of this writing, the formatting on the page
requires the viewer to scan far down the page to reach the essay
Documents
- 1817: Exchange
of Notes 1817: Proclamation (Relative to Naval Forces on the American
Lakes), also known as the Rush-Bagot Treaty.
- March 1818: In response to a House resolution of the previous December,
President Monroe introduces Secretary Adams's report on the Independence
of the Spanish Provinces. This document is included here not for its content
but to show that the question of recognizing the revolutionary governments
of Spanish America was under consideration for a long time. Interested students
can view a series of documents following President Monroe's introduction by
Adams and important figures such as Bernardo O'Higgins.
- October 20, 1818: Convention
of 1818 between the U.S. and Great Britain, on the EDSITEment-reviewed
website The Avalon
Project, set the 49th parallel as the U.S.-Canadian border from Minnesota
to the Rocky Mountains.
- November 28, 1818: Letter
from Secretary of State Adams to Spanish Minister to the United States Don
Luis de Onís demonstrates Adams's negotiating style in the months before
the Adams-Onís Treaty (the Adams-Onís Treaty was signed on February 22, 1819).
- February 22, 1819: Transcontinental
Treaty with Spain signed (ratified February 22, 1821)
- May 20, 1820: Extract of a letter from Minister to Spain John
Forsythe to JQ Adams on the Cessation of Florida.
- July 4, 1821: Warning
Against the Search for Monsters to Destroy on Documents
Relating to American Foreign Policy, a link from the EDSITEment resource
World War I Document Archive.
- February 25, 1822: J.Q.
Adams to the Russian Minister to the United States
- July 22, 1823: Instructions
from Adams to Middleton in Negotiating with Russia
- August 18, 1823: J.Q.
Adams on Greek Revolution
- November 7, 1823: John Quincy Adams's Account of the Cabinet
Meeting of November 7, 1823 on Documents
Relating to American Foreign Policy, a link from World War
I Document Archive.
- December 18, 1823: New
York Citizens Petition of Sympathy for Greece, demonstrating public sympathy
toward revolutionary movements.
- 1824: Convention
with Russia, the conclusion of Adams's efforts in negotiating with Russia.
GROUP 3: THOMAS JEFFERSON
Questions
- How did Jefferson's diplomatic experiences as president influence his thinking?
- What factor(s) influenced Jefferson's thinking about foreign policy -- keeping
the United States neutral so it could develop on its own without the influence
of the European powers? Expanding the borders of the United States? Protecting
the homeland? Other factors?
- What was the nature of the advice Jefferson gave Monroe? Did it change over
time? How strong was Jefferson's influence?
- How would you characterize Jefferson's philosophy and approach to conducting
diplomacy?
Background
- Thomas
Jefferson: Foreign Affairs on the EDSITEment-reviewed website The American
President.
- Documents
- April 18, 1802: The Affair of Louisiana: To
the U.S. Minister to France (ROBERT R. LIVINGSTON), Washington on Thomas
Jefferson Digital Archive, a link from The
American President.
- January 13, 1803: Crisis on the Mississippi: To
the Special Envoy to France (JAMES MONROE), Washington on Thomas
Jefferson Digital Archive, a link from The
American President.
- August 12, 1803: Jefferson's Expansionism: The Louisiana Purchase: To
John C. Breckinridge, Monticello on the University
of Virginia Electronic Text Center, a link from Internet
Public Library.
- 1816: Jefferson
to Monroe on South America
- 1818: Revolt
in South America on the University
of Virginia Electronic Text Center
- 1820: Independence
of Spanish America on the University
of Virginia Electronic Text Center
- February 21, 1823: Thomas
Jefferson to James Monroe
- April 14, 1823: James
Monroe to Thomas Jefferson
- June 2, 1823: James
Monroe to Thomas Jefferson
- June 11, 1823: Thomas
Jefferson to James Monroe
- August 18, 1823: Monroe
to Thomas Jefferson
- October 17, 1823: Monroe
to Thomas Jefferson
- October 24, 1823: Thomas
Jefferson to James Monroe
- December 1823: James
Monroe to Thomas Jefferson (dated "Received December 11")
Assessment
Observe students' understanding of the key concepts during the class debate on
the contributions made by Jefferson, Monroe, and Adams. Following the debate,
students should be able to respond effectively to the following questions:
- What were the most significant contributions of Thomas Jefferson, James
Monroe, and John Quincy Adams to U.S. diplomacy?
- What contributions did Jefferson and Adams make to the formulation of the
Monroe Doctrine?
Ask students to (1) write a brief essay, supported by evidence, taking a stand
on the most appropriate name for the Monroe Doctrine, or (2) write an essay in
which they analyze and evaluate the collective approach used to formulate foreign
policy during Monroe's administration.
Extending the Lesson
- Though little noticed when first announced, the Monroe Doctrine has been
invoked a number of times. One important example is the (Theodore) Roosevelt
Corollary. Below is a list of EDSITEment resources and/or links to use as
a starting point for research:
- Students can reflect on American foreign policy, the Monroe Doctrine, and
the Instances of Use
of United States Forces Abroad, 1798-1993 from the EDSITEment-reviewed
website Naval Historical Center.
Selected EDSITEment Websites
American Memory
[http://memory.loc.gov/]
- 1818,
November 28 From Adams
[http://memory.loc.gov/cgi-bin/ampage?collId=llsp&fileName=
004/llsp004.db&Page=539]
- Act
of the Independence of Peru (July 15, 1821)
[http://memory.loc.gov/cgi-bin/ampage?collId=llsp&fileName=
004/llsp004.db&recNum=834]
- Background
on Letter, James Monroe to Thomas Jefferson seeking foreign policy advice,
17 October 1823
[http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field
(DOCID+@lit(mcc/082))]
- Bernardo
O'Higgins to the President of the United States, April 1, 1817
[http://memory.loc.gov/cgi-bin/ampage?collId=llsp&fileName=
004/llsp004.db&recNum=183]
- Convention
with Central America
[http://memory.loc.gov/cgi-bin/ampage?collId=llsp&fileName=
005/llsp005.db&Page=774]
- Don
Manuel Torres to the Secretary of State (John Quincy Adams), November 30,
1821
[http://memory.loc.gov/cgi-bin/ampage?collId=llsp&fileName=
004/llsp004.db&recNum=841]
- Independence
of the Spanish Provinces
[http://memory.loc.gov/cgi-bin/ampage?collId=llsp&fileName=
004/llsp004.db&Page=173]
- INDEX
TO FOREIGN RELATIONS. VOLUME IV
[http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field
(DOCID+@lit(sp0043))]
- Instructions
from Adams to Middleton in Negotiating with Russia, July 22, 1823
[http://memory.loc.gov/cgi-bin/ampage?collId=llsp&fileName=
005/llsp005.db&recNum=445]
- Jefferson
to James Monroe, February 21, 1823
[http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field
(DOCID+@lit(jm040128))]
- Jefferson
to James Monroe, June 11, 1823
[http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field
(DOCID+@lit(jm040132))]
- Jefferson
to James Monroe, June 23, 1823
[http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field
(DOCID+@lit(jm040133))]
- Jefferson
to Monroe on South America, February 4, 1816
[http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field
(DOCID+@lit(tj110168))]
- John
Forsythe to JQ Adams on the Cessation of Florida, September 21, 1820
[http://memory.loc.gov/cgi-bin/ampage?collId=llsp&fileName=
005/llsp005.db&recNum=280]
- Message
to Congress: Permission from Monroe to Jackson to Enter Florida, March 25,
1818
[http://memory.loc.gov/cgi-bin/ampage?collId=llsp&fileName=
004/llsp004.db&recNum=190]
- Monroe
to Thomas Jefferson, April 14, 1823
[http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field
(DOCID+@lit(jm040130))]
- Monroe
to Thomas Jefferson, August 18, 1823
[http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field
(DOCID+@lit(jm040135))]
- Monroe
to Thomas Jefferson, December 1823
[http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field
(DOCID+@lit(jm040141))]
- Monroe
to Thomas Jefferson, December 4, 1823
[http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field
(DOCID+@lit(jm040140))]
- Monroe
to Thomas Jefferson, June 2, 1823
[http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field
(DOCID+@lit(jm040131))]
- Monroe
to Thomas Jefferson, October 17, 1823
[http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field
(DOCID+@lit(jm040137))]
- New
map of South America from the latest authorities. From Samuel Lewis' Atlas,
1817
[http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field
(NUMBER+@band(g5200+ct000170))]
- Political
Condition of the Spanish Provinces of South America (March and April 1822)
-- Response to the Resolution of January 30, 1822
[http://memory.loc.gov/cgi-bin/ampage?collId=llsp&fileName=
004/llsp004.db&recNum=825]
- Presenting
Colonel Martin Thompson as the authorized deputy or minister of Buenos Ayres,
and requesting the protection and assistance of the United States, January
16, 1816
[http://memory.loc.gov/cgi-bin/ampage?collId=llsp&fileName=
004/llsp004.db&Page=174]
- President
Monroe to Congress: Recognition of the Independent States of South America
[http://memory.loc.gov/cgi-bin/ampage?collId=llsj&fileName=
011/llsj011.db&recNum=178]
- Resolution
of the House Passed January 30, 1822
[http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field
(DOCID+@lit(hj01541))]
- The
Republic of Columbia Declared, February 20, 1821 (uniting Columbia, Venezuela,
and Ecuador)
[http://memory.loc.gov/cgi-bin/ampage?collId=llsp&fileName=
004/llsp004.db&recNum=839]
- Thomas
Jefferson to James Monroe, October 24, 1823 (full text)
[http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field
(DOCID+@lit(jm040139))]
- PBS History
[http://www.pbs.org/neighborhoods/history/#us]
- The Library of Congress
[http://www.loc.gov/]
The American President
[http://www.americanpresident.org/]
American Studies at the University of Virginia
[http://xroads.virginia.edu/]
The Avalon Project
[http://www.yale.edu/lawweb/avalon/avalon.htm]
Congress Link
[http://www.congresslink.org/]
Gilder Lehrman Institute of American History
[http://www.gilderlehrman.org]
Harpweek
[http://loc.harpweek.com/]
History Matters
[http://historymatters.gmu.edu/]
Digital History
[http://www.digitalhistory.uh.edu/]
Internet Public Library
[http://www.ipl.org]
- The American Presidency
[http://www.grolier.com/presidents/preshome.html]
- The Columbia Encyclopedia: Sixth Edition
[http://www.bartleby.com/65/]
- Argentina
[http://www.bartleby.com/65/ar/Argentin.html]
- United States Department of State
[http://www.state.gov/]
- University of Virginia Electronic
Text Center
[http://etext.lib.virginia.edu/]
- Independence
of SPANISH AMERICA: 1820
[http://etext.lib.virginia.edu/etcbin/foley-section?id=JCE8019]
- James
Monroe to Thomas Jefferson, October 17, 1823
[http://etext.virginia.edu/etcbin/ot2www-singleauthor?specfile=
/web/data/jefferson/texts/jefall.o2w&act=
text&offset=7062376&textreg=1&query=monroe+doctrine]
- Letter
from Jefferson To General Horatio Gates, July 1803
[http://etext.virginia.edu/etcbin/ot2www-foley?specfile=/texts/english/
jefferson/foley/public/JefCycl.o2w&act=surround&offset=6369469&tag=5480.+
MONROE+(James),+Louisiana+purchase.+--+&query=monroe&id=JCE5480]
- Revolt
In South America
[http://etext.virginia.edu/etcbin/ot2www-foley?specfile=/texts/english/
jefferson/foley/public/JefCycl.o2w&act=surround&offset=9006069&tag=
8019.+SOUTH+AMERICA,+Revolt+in.+--+&query=
south+america&id=JCE8019]
- Thomas Jefferson Digital
Archive
[http://etext.lib.virginia.edu/Jefferson]
- Thomas
Jefferson on the Monroe Doctrine
[http://etext.lib.virginia.edu/etcbin/foleyx-browse?id=Monroe%20Doctrine]
- To
John C. Breckinridge Monticello, August 12, 1803
[http://etext.virginia.edu/etcbin/ot2www-singleauthor?specfile=/web/data/jefferson/
texts/jefall.o2w&act=text&offset=6224382&textreg=1&query=Louisiana]
- To
the Special Envoy to France (JAMES MONROE) Washington, January 13, 1803
[http://etext.lib.virginia.edu/etcbin/toccer-new2?id=JefLett.sgm&images=images/modeng&data=/
texts/english/modeng/parsed&tag=public&part=148&division=div1]
- To
the U.S. Minister to France (ROBERT R. LIVINGSTON) Washington, April 18,
1802
[http://etext.virginia.edu/etcbin/ot2www-singleauthor?specfile=
/web/data/jefferson/texts/jefall.o2w&act=text&offset=6142763&textreg=
1&query=Louisiana]
Naval Historical Center
[http://www.history.navy.mil/]
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