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Summary and Objective
Students will understand more clearly the questionable decision of Thomas Jefferson to declare a universal trade embargo in 1807, and that such actions not only led to the inevitable conflict of 1812, but how they crippled the U.S. economy in such a short period of time. Students will also examine the occasional positive consequences that the embargo had on domestic industry in the US, and question how permanent such changes were. Ultimately, students will be left to consider the accuracy of Jefferson's quotation that "an embargo was the only honorable expedient for avoiding war".
Teaching Plan
Step 1.
After familiarizing themselves briefly with the key aspects of Anglo-American discontent in the early nineteenth century, students will analyze the two letters concerning the Embargo of 1808. In a brainstorming session, students will consider: what are the attitudes of the two authors? How do the authors emphasize their sentiments? [look at original document] how do they infer that this is not an appropriate course of action, and that other options have not been explored? In order to link to the next step, students will speculate on why Jefferson's actions might provoke such a reaction, and amongst which sector of the population in particular.
Step 2.
Students will consider Jefferson's justification for issuing embargo orders, and evaluate the validity of his argument. To what greater evil does Jefferson compare the inconveniences of an embargo? Is he convincing in doing so? Is it possible that a better alternative existed to both war and an embargo? Students will draw on prior knowledge of the goals of the Revolutionary War, and Jefferson's own political persuasion, to consider why it may have been impractical for him to simply support either Britain or France.
Step 3.
Students should read Jefferson's "Order to militia officers". How seriously did Jefferson take the threat of smuggling and embargo-breakers? What evidence from this source suggests that this is the case?
Step 4.
Students will consult page 7 of the "Address to the people of Massachusetts 1809". Students should consider how the embargo is negatively affecting many people within the state. What trades are being affected? What suggests that this is a widespread phenomenon? How do the authors of the petition suggest that the embargo is futile and not having the desired effect?
Step 5.
Students will follow up the previous source by considering the argument of James Millhouse on pages 12, 13 and 14 of his address. Does Millhouse agree with Jefferson's policies? What style does he use? What are his main criticisms of the embargo?
Step 6.
Despite the general negativity surrounding the embargo, some good did come from it - at least temporarily. Students should consult the images of the glass dish and bottle. Sharing only the knowledge that the products are made in New England, and the time of their manufacture, students should try to draw conclusions on the potentially positive impact that the embargo had on domestic production. After sharing the knowledge that these companies often folded in a short period of time, students should re-evaluate what long term impact the embargo really had, and why they went out of business at the conclusion of the war.
Step 7.
Students will consult the images of the commemorative pitcher and consider: How this differs from the previous products? What images are depicted on the piece? Why would a British manufacturer portray such images so soon after the war? What message does this convey about British goods, and the American market for them? Closing thought: Could this resumption of trading normality so soon after the war be seen as a metaphor for the war itself, in its transient nature and indecisive outcome?
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