DOCSLIB.ORG

Louisiana History HIST Q245-001

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Louisiana History HIST Q245-001 Louisiana History HIST Q245-001 Course Term: Spring 2020 Course Location: Class hours: MWF 1:30-2:20 Monroe 628 Instructor: Kevin McQueeney Email: [email protected] Required Materials: Title: Louisiana: A History (6th Edition) Author: Bennet H. Wall et. al. ISBN: 9781118619292 Brief Course Overview: The course provides an overview of Louisiana’s social, economic, political, and cultural development from the pre-colonial period to the early 21st century. Students will learn about the people, geography, politics, culture, agriculture, and natural resources that have shaped the history of Louisiana. Expected Student Learning Course Outcomes: Students will have the opportunity to broaden their knowledge of Louisiana history and develop a greater understanding of the significance of Louisiana to U.S. history and world history. Students will enhance their knowledge of historical issues and their skills in historical research, including gaining proficiency in critical reading of primary and secondary sources; the ability to coordinate primary and secondary sources to support their ability to frame and answer historical questions; the ability to locate sources with appropriate search tools; ability in the historical process by drafting and answering questions that reflect understanding in the form of evidence-based arguments; and the skills to write papers/ carry out research projects that reflect their ability to read critically and use basic research tools. Participation Expectations: Students are expected to complete the reading before the class meeting period and participate in class discussions and activities. Attendance Policy: Students are expected to attend every class period. Grading: The course grade will be based on 1. Class participation in discussions. 2. Serving as Discussion Leader. Each student will serve as a discussion leader for one of the course weeks. Discussion leaders will prepare discussion questions and distribute to the other students in advance of that week of class. During class, the leaders will ask their questions and help facilitate the discussion. 3. Two take-home essay exams. 4. A digital history research project. Students will choose a topic in New Orleans history. They will conduct primary and secondary research on that topic over the course of the semester. They will prepare a 400-word essay on that topic for inclusion on New Orleans Historical, a place-based historical tour website and app. COURSE OUTLINE WEEK 1 January 6, 8, 10 Introduction to Louisiana History Reading: LAHIST Introduction, pp. 1-9, and Ch. 1 “Native Peoples and European Contact,” pp. 9- 31 Primary Sources: 1684 Map: https://www.loc.gov/resource/g3300.ct000656/?r=0.213,0.565,0.164,0.079,0 WEEK 2 January 13, 15, 17 French Colonial Louisiana Reading: LAHIST Chap. 2, “The Founding of French Louisiana,” pp. 32-51 Chap. 3, “Louisiana as a French Colony,” pp. 52-67 Primary Sources: 1720 Maps: https://louisianadigitallibrary.org/islandora/object/lsm-lhc%3A88 https://louisianadigitallibrary.org/islandora/object/hnoc-p15140coll28%3A241 https://louisianadigitallibrary.org/islandora/object/lsm-lhc%3A52 1757 Map: https://louisianadigitallibrary.org/islandora/object/lsm-lhc%3A150 French Colonial Louisiana Documents (Blackboard) *WEEK 3 January 22, 24 MLK Holiday Jan. 20 Spanish Louisiana and the End of French Louisiana Reading: LAHIST Chap. 4, “Spanish Louisiana,” pp. 68-84 and Chap. 5, “The Final Years of Colonial Louisiana,” pp. 85-100 Primary Sources: Louisiana Purchase Documents (Blackboard) *WEEK 4 January 27, 29, 31 The Americanization of Louisiana Reading: LA-HIST Chap. 6, “The Territorial Period,” pp. 105-126 and Chap. 7, “The Political Development of Antebellum Louisiana,” pp. 127-155 Rebecca Scott, Two Worlds of Cane: 1803-1860, pp. 11-16 Primary Documents: American Slave Laws Louisiana (Blackboard) Slave Voyage Database: http://www.slavevoyages.org Louisiana Slave Database http://www.ibiblio.org/laslave/ *WEEK 5 February 3, 5, 7 Antebellum Louisiana and Slavery Reading: LAHIST Chap. 8, “Life and Labor in Antebellum Louisiana,” Urmi Engineer Willoughby, "The Ecology of Yellow Fever in Antebellum New Orleans: Sugar, Water Control, and Urban Development" http://www.environmentandsociety.org/arcadia/ecology-yellow-fever-antebellum-new-orleans- sugar-water-control-and-urban-development Kathryn Olivarius, "Immunity, Capital, and Power in Antebellum New Orleans," https://www.historians.org/publications-and-directories/american-historical-review/immunity- capital-and-power-in-antebellum-new-orleans Henry M. McGiven, Jr., "The Political Construction of a Disaster: The Yellow Fever Epidemic of 1853" http://archive.oah.org/special-issues/katrina/McKiven13f1.html?link_id=kel_fever Primary Documents: Yellow Fever Death Stats: http://nutrias.org/facts/feverdeaths.htm 1855 Auction (Blackboard) "Diseases and Peculiarities" (Blackboard) Births and Deaths on a Plantation (Blackboard) List of Sickness of Slaves (Blackboard) Slave Hospital Bill (Blackboard) VISIT LOUISIANA COLLECTION TULANE UNIVERSITY *WEEK 6 February 10, 12, 14 The Civil War in Louisiana Reading: LAHIST Chap. 9, “Civil War and Reconstruction in Louisiana,” pp. 197-226 "Louisiana and Secession," pp. 389-399 "The Secession Conventions of the South: Louisiana," pp. 387-397 Primary Documents: Secession Documents (Blackboard) Capture of New Orleans (Blackboard) Occupation of New Orleans (Blackboard) Impact on African Americans (Blackboard) Life Under Occupation (Blackboard) *WEEK 7 February 17, 19, 21 Reconstruction Louisiana Reading: Rebecca J. Scott, "Building Citizenship: Louisiana 1862-1873," pp. 30-60 (Blackboard) "The Deadliest Massacre in Reconstruction-Era Louisiana Happened 150 Years Ago," https://www.smithsonianmag.com/history/story-deadliest-massacre-reconstruction-era-louisiana- 180970420/ Justin Nystrom, "Reconstruction," https://64parishes.org/entry/reconstruction Primary Sources: Black Code of Parish of St. Landry (Blackboard) Freedmen's Bureau Report (Blackboard) Freedmen's Bureau Records https://www.freedmensbureau.com/louisiana/index.htm Mechanics' Institute Massacre (Blackboard) "The Riot in New Orleans": http://www.loc.gov/pictures/item/2008680259/ Congressional Testimonies of African American Residents (Blackboard) Louisiana Constitution 1868 Excerpt (Blackboard) Full Constitution: https://archive.org/details/constitutionadop1868loui/page/n5 The Opelousas Massacre: https://chroniclingamerica.loc.gov/lccn/sn83016555/1868-10-05/ed-1/seq-1/ Newspaper articles on the Colfax Massacre: https://www.lib.lsu.edu/collections/digital/dlnp/colfax-riot Colfax Congressional Reports: https://teachingamericanhistory.org/library/document/colfax-massacre-reports/ Battle of Liberty Place Documents (Blackboard) Mardi Gras Holiday Feb. 24, 26, 28 *WEEK 8 March 2, 4, 6 Late Nineteenth Century Louisiana Reading: LAHIST Chap. 10, “Uneasy Interlude, 1877-1892,” pp. 233-255 Rebecca J. Scott, "Crisis and Voice: Southern Louisiana, 1874-1896," pp. 61-93 (Blackboard) Primary Sources: http://www.monroeworktoday.org/explore/ 1884 World Fair (Blackboard) *WEEK 9 March 9, 11, 13 Populism, Progressivism, and Jim Crow Reading: Chap. 11, Bourbonism, Populism, and a Little Progressivism, 1892-1924,” pp. 256-279 Rebecca J. Scott "Democracy and Anti-Democracy: The Claims of Citizenship," pp. 154-166; The Right to Have Rights: 1901-1905, pp. 189-200 Craig Colten, "Basin Street Blues" (Blackboard) Primary Documents: Health Hazards of New Orleans (Blackboard) 1924 Ordinance (Blackboard) Zoning (Blackboard) *WEEK 10 March 16, 18, 20 Early Twentieth Century Louisiana Reading: Chap 12, “The Time of the Kingfish, 1924-1935,” pp. 280-300 and LAHIST-Chap. 13, “The Struggle to Catch Up,” pp 301-321, LAHIST Chap. 14, “Corruption, Reform, and Reaction, 1936-1950,” pp. 327-350 Primary Documents: Huey Long (Blackboard) *WEEK 11 March 23, 25, 27 Civil Rights Part I Reading: Chap. 15, “Reform and Race, 1950-1960,” pp. 351-375 Adam Fairclough, "The New Orleans School Crisis," 234-264 and "Nonviolent Direct Action, "265- 296" Primary Sources: School Plaquemines Parish: https://www.youtube.com/watch?v=ACxCoA5bqRw White Citizens Council Rally 8:30-10:00 http://crdl.usg.edu/cgi/crdl?action=retrieve;rset=007;recno=1;format=_video NOLA School Board: http://crdl.usg.edu/cgi/crdl?action=retrieve;rset=010;recno=1;format=_video NOLA Deseg: http://crdl.usg.edu/cgi/crdl?action=retrieve;rset=006;recno=1;format=_video http://crdl.usg.edu/cgi/crdl?action=retrieve;rset=008;recno=1;format=_video Offensive http://crdl.usg.edu/cgi/crdl?action=retrieve;rset=012;recno=1;format=_video http://crdl.usg.edu/cgi/crdl?action=retrieve;rset=014;recno=1;format=_video School Board after integration: http://crdl.usg.edu/cgi/crdl?action=retrieve;rset=011;recno=1;format=_video Ruby Bridges Interview: https://www.youtube.com/watch?v=d0wBXETJyHY Civil Rights: Mississippi Summer Brochure (Blackboard) Corelator 1966 (Blackboard) SNCC Brochure (Blackboard) 1963 Boycott Flyer (Blackboard) *WEEK 12 March 30, April 1, April 3 Civil Rights Part II Reading: Chap. 16, “The Decline of Racism, 1960-1972,” pp. 376-392 Adam Fairclough, "The Movement, 1963-1964," pp. 297-343 VISIT AMISTAD RESEARCH CENTER *WEEK 13 April 6, 8 Easter Holiday April 10 Louisiana in the Late Twentieth Century Reading: Chap. 17, “The Era of Edwin Edwards, 1972-1987,” pp. 393-417 and Chap. 18, “Louisiana at the End of the Century, 1987-2000,” 418-453 Adam Fairclough, "The Promise and the Reality of School Integration," 429-462 *WEEK 14 Easter Holiday April 13 Class April 15, 17 Hurricane Katrina Readings: Richard Campanella, "Hurricane Katrina," 329-335 (Blackboard) "Through the Eye of Katrina: The Past as Prologue," Journal of American History Special Issue December 2007 Hurricane Digital Memory Bank WEEK 15 April 20, 22, 24 Louisiana in the Twenty-First Century Reading: Chap. 19, “Louisiana in the New Millennium,” pp. 454-477 Presentation of Projects WEEK 16 April 27, 29 Course Wrap-Up .
Load more

Recommended publications
  • The Civil War Ended in April of 1865 When Robert E. Lee Surrendered the Confederate Army of Northern Virginia to Union General Ulysses S. Grant
    The Civil War ended in April of 1865 when Robert E. Lee surrendered the Confederate Army of Northern Virginia to Union General Ulysses S. Grant. General General Lee Grant The Civil War saw the greatest number of deaths of any American war. 700000 600000 500000 CIVIL WAR WW 2 400000 VIETNAM WAR KOREAN WAR 300000 MEXICAN WAR REVOLUTIONARY WAR 200000 SPANISH AMERICAN WAR WAR OF 1812 100000 PERSIAN GULF WAR (1991) 0 TOTAL DEATHS Richmond, Virginia 1865 The Civil War and its aftermath impoverished the South and dramatically decreased its share of the nation’s wealth between 1860 and 1870. 90 88 75 80 70 60 50 40 North 25 30 South 20 12 10 0 % of wealth in % of wealth in 1860 1870 Celebration of the passage of the 13th Amendment. Post-Civil War engraving explaining the difficulty many white Southerners had in realizing that slavery was over. The Freedmen’s Bureau Act, March 1865 The Freedmen’s Bureau was implemented under the War Department, with Major General Oliver O. Howard as its commissioner. The ex-slave states were divided into 10 districts, and an assistant commissioner was appointed to each. At first, some of the freed population settled on 850,000 acres of abandoned and confiscated Southern land; but this was stopped and the land given back to its former white owners. The Bureau then concentrated on negotiating contracts between freed people and plantation owners on a wage labor Oliver O. Howard, basis. The contract labor system quickly Commissioner of the evolved into various sharecropping and Freedmen’s Bureau tenancy arrangements as most freedmen refused to work in conditions that reminded Howard University is named after him.
    [Show full text]
  • PRO/CON: Should Cities Be Allowed to Take Down Confederate Monuments? by Mitch Landrieu, Washington Post, and Alfred L
    PRO/CON: Should cities be allowed to take down Confederate monuments? By Mitch Landrieu, Washington Post, and Alfred L. Brophy, The Conversation, adapted by Newsela staff on 05.16.17 Word Count 1,623 Level 1100L Workers prepare to take down the Jefferson Davis statue in New Orleans, Louisiana, May 11, 2017. This was the second of four Confederate monuments slated for removal in a contentious process that has sparked protests from both sides. Davis served as president of the Confederate States of America during the Civil War. AP Photo PRO: These monuments should be removed because they honor slavery and segregation Last month, New Orleans began the long-overdue process of removing four statues honoring the lost, and immoral, Confederate cause. This week, we continue the job. Getting here wasn't easy. It took a two-year review process, a City Council vote and victories over multiple legal challenges. The original firm we'd hired to remove the monuments backed out after receiving death threats and having one employee's car set ablaze. Nearly every heavy-crane company in southern Louisiana has received threats from opponents. This article is available at 5 reading levels at https://newsela.com. 1 Some have compared these monuments to other monuments around the world from bygone eras. They say that taxes would be better spent trying to educate the public about the history behind the monuments. Respectfully, that's not the point. As mayor, I must consider their impact on our entire city. It's my job to look forward, not simply to worship the past.
    [Show full text]
  • Reconstruction Report
    RECONSTRUCTION IN AMERICA RECONSTRUCTION 122 Commerce Street Montgomery, Alabama 36104 334.269.1803 eji.org RECONSTRUCTION IN AMERICA Racial Violence after the Civil War, 1865-1876 © 2020 by Equal Justice Initiative. All rights reserved. No part of this publication may be reproduced, modified, or distributed in any form or by any electronic or mechanical means without express prior written permission of Equal Justice Initiative. RECONSTRUCTION IN AMERICA Racial Violence after the Civil War, 1865-1876 The Memorial at the EJI Legacy Pavilion in Montgomery, Alabama. (Mickey Welsh/Montgomery Advertiser) 5 CONTENTS INTRODUCTION 6 THE DANGER OF FREEDOM 56 Political Violence 58 Economic Intimidation 63 JOURNEY TO FREEDOM 8 Enforcing the Racial Social Order 68 Emancipation and Citizenship Organized Terror and Community Massacres 73 Inequality After Enslavement 11 Accusations of Crime 76 Emancipation by Proclamation—Then by Law 14 Arbitrary and Random Violence 78 FREEDOM TO FEAR 22 RECONSTRUCTION’S END 82 A Terrifying and Deadly Backlash Reconstruction vs. Southern Redemption 84 Black Political Mobilization and White Backlash 28 Judicial and Political Abandonment 86 Fighting for Education 32 Redemption Wins 89 Resisting Economic Exploitation 34 A Vanishing Hope 93 DOCUMENTING RECONSTRUCTION 42 A TRUTH THAT NEEDS TELLING 96 VIOLENCE Known and Unknown Horrors Notes 106 Acknowledgments 119 34 Documented Mass Lynchings During the Reconstruction Era 48 Racial Terror and Reconstruction: A State Snapshot 52 7 INTRODUCTION Thousands more were assaulted, raped, or in- jured in racial terror attacks between 1865 and 1876. The rate of documented racial terror lynchings during Reconstruction is nearly three In 1865, after two and a half centuries of brutal white mobs and individuals who were shielded It was during Reconstruction that a times greater than during the era we reported enslavement, Black Americans had great hope from arrest and prosecution.
    [Show full text]
  • Use Our Printable .PDF File to Take with You on the Self-Guided Tour Of
    Unlike the War of 1812, New Orleans did not see major fighting during the American Civil War. Yet, the city was the largest in the South. It was a commercial, shipping and manufacturing center without equal in Dixie. The Union coveted the city, and sent major army and naval units to complete this task. In April 1862 the city fell after the Union navy ran passed the guns at Fort Jackson and Fort St. Phillip. The city was occupied for the rest of the war; only once did Confederate forces come close to recapturing it. New Orleans has a variety of Civil War sites. This Self-Guided Tour of the French Quarter in the Civil War will offer tourists in the French Quarter a look into the various buildings and dramatic moments that can be easily visited by anyone sticking to the Vieux Carre. A. Washington Artillery Park – Decatur Street Opposite Jackson Square This park and amphitheater honors one of America’s most prestigious units: the Washington Artillery. The outfit was founded in 1838 by the elite of Creole society. Many came to drill and practice in fine coaches, wearing posh clothes. Still an active unit today, the artillery’s most famous service was during the Civil War, hence the choice of a Napoleon cannon to honor the unit’s history. The Napoleon was the main cannon used by both sides in the war. The outfit was made up of five companies. One through four fought in Virginia and Company Five in the western theater. The men of this unit fought in nearly every major battle of the war, including Bull Run, Shiloh, Fredericksburg, Gettysburg, Chickamauga, Cold Harbor, and Atlanta to name only a few.
    [Show full text]
  • 1 Record Group 1 Judicial Records of the French
    RECORD GROUP 1 JUDICIAL RECORDS OF THE FRENCH SUPERIOR COUNCIL Acc. #'s 1848, 1867 1714-1769, n.d. 108 ln. ft (216 boxes); 8 oversize boxes These criminal and civil records, which comprise the heart of the museum’s manuscript collection, are an invaluable source for researching Louisiana’s colonial history. They record the social, political and economic lives of rich and poor, female and male, slave and free, African, Native, European and American colonials. Although the majority of the cases deal with attempts by creditors to recover unpaid debts, the colonial collection includes many successions. These documents often contain a wealth of biographical information concerning Louisiana’s colonial inhabitants. Estate inventories, records of commercial transactions, correspondence and copies of wills, marriage contracts and baptismal, marriage and burial records may be included in a succession document. The colonial document collection includes petitions by slaves requesting manumission, applications by merchants for licenses to conduct business, requests by ship captains for absolution from responsibility for cargo lost at sea, and requests by traders for permission to conduct business in Europe, the West Indies and British colonies in North America **************************************************************************** RECORD GROUP 2 SPANISH JUDICIAL RECORDS Acc. # 1849.1; 1867; 7243 Acc. # 1849.2 = playing cards, 17790402202 Acc. # 1849.3 = 1799060301 1769-1803 190.5 ln. ft (381 boxes); 2 oversize boxes Like the judicial records from the French period, but with more details given, the Spanish records show the life of all of the colony. In addition, during the Spanish period many slaves of Indian 1 ancestry petitioned government authorities for their freedom.
    [Show full text]
  • Louisiana and New Orleans During Reconstruction 2
    The Historic New Orleans Louisiana and Collection New Orleans MUSEUM • RESEARCH CENTER • PUBLISHER During Reconstruction u u u u u u u u u u u u u u u u u o o o o o o o o o o u u u u u u u u u u u u u u u u u o o o o o o o o o o u u u u u u u u u u u u u u u u u o o o o o o o o o o u u u u u u u u u u u u u u u u u o o o o o o o o o o u u u u u u u u u u u u u u u u u Teacher’s guide: grade levels 7–12 Number of class periods: 4–6 Copyright © 2017 The Historic New Orleans Collection; copyright © 2017 The Gilder Lehrman Institute of American History All rights reserved Copyright © 2016 The Historic New Orleans Collection | www.hnoc.org | Copyright © 2016 The Gilder Lehrman Institute of American History | www.gilderlehrman.org Louisiana and New Orleans During Reconstruction 2 Louisiana and New Orleans During Reconstruction Teacher’s guide: grade levels 7–12 Number of class periods: 4–6 What’s Inside Lesson One....p. 4 Lesson Two....p. 15 Lesson Three....p. 27 Lesson Four....p. 40 Common Core State Standards CCSS.ELA-LITERACY.RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
    [Show full text]
  • The Last Years of Reconstruction the Last Years of Reconstruction
    Section33 The Last YearsYears ofof Reconstruction As you read, look for: • efforts by white Democrats to regain political control, • the end of Reconstruction in the South, and Below: Violence sometimes • vocabulary terms anarchy and White League. erupted when both parties claimed victory in an Early in this period, Governor Warmoth recorded in his diary that another election. The so-called Republican said “he [Warmoth] intended to beat the rebels and keep them from Colfax Riot in Grant Parish power [even] if in doing so he destroyed the state government and produced was one example. Over fifty anarchy for twenty years.” This promise was almost fulfilled. Anarchy is an people were killed in the absence of government or a state of lawlessness. Louisiana came very close to fighting. anarchy during the last years of Reconstruction. 360 Chapter 11 Louisiana’s Reconstruction Era: Riots and Rebuilding Violence Because of voter intimidation in the South, Congress passed the Enforcement Act in 1870 making it a crime to interfere with the rights of a citizen. But federal laws did not stop the vio- lence and political fighting in Louisiana. The state spiraled out of control. One bitter clash took place in Colfax. Grant Parish was one of the new parishes formed by the Republican government during Reconstruction. The parish was named for President Grant. Colfax, the new parish seat, was established at the site of a former plan- tation. The old stable became the parish courthouse. After the 1872 election in Grant Parish, a conflict developed. The black Republican candidate and the white Democrat both claimed the office of sheriff.
    [Show full text]
  • History 139J: the American South Since Reconstruction Professor Glenda Gilmore
    History 139J: The American South Since Reconstruction Professor Glenda Gilmore By submitting this essay, I attest that it is my own work, completed in accordance with University regulations.—Jacob L. Wasserman Big Trouble in the Big Easy: The Battle of Canal Street and the Independence of Black Political Power by Jacob L. Wasserman The carnage of the Civil War arrived in the streets of New Orleans just over a decade late. While in 1862, the city had surrendered mostly peaceably to the Union Navy, simmering tensions had threatened the fragile peace ever since.1 On September 14, 1874, the political divisions of the postbellum city took shape in two opposing battle lines. On one side, a newly organized force, pledged by their leader to uphold “the rights of the colored as well as of the white race,” awaited further orders.2 Facing them, a ragtag militia, commanded by one of the highest-ranking former Confederate generals, arrayed itself along the downtown waterfront. With a sudden volley, the two armies launched into a combat which would soon claim far more lives than the Civil-War capture of New Orleans itself.3 While the extent of the bloodshed may have shocked New Orleanians, the clash seemingly pitted against each other the same elements which had been fighting since secession. However, the smoke of battle obscured the truth about the combatants. The troops whose commander proclaimed protection of both races were actually members of the Crescent City White League, New Orleans’ foremost Redeemer organization. Meanwhile, the force under ex- Confederate James Longstreet was the integrated Metropolitan Police, the militia propping up 1.
    [Show full text]
  • Confederate Monuments and Their Removal
    THE CURRENT EVENTS CLASSROOM CONFEDERATE MONUMENTS AND THEIR REMOVAL More than 150 years after the Civil War, there is a new drive to remove Confederate monuments. In April and May 2017, the New Orleans City Council voted to remove four Confederate monuments from their city. This decision came on the heels of other cities such as Austin, TX and Louisville, KY, who also voted to remove their statues; additional cities are also considering removing them. New Orleans Mayor Mitch Landrieu championed the effort to take down the four Confederate monuments, stating, “It is self-evident that these men did not fight for the United States of America; they fought against it. These monuments purposefully celebrate a fictional, sanitized Confederacy; ignoring the death, ignoring the enslavement, and the terror that it actually stood for.” The latest national push for the removal of Confederate monuments and names began in 2015 after Dylann Roof, who idolized the Confederate flag, killed nine African-American worshippers at Emanuel AME Church in Charleston, SC. Racial justice activists have been working for decades on the removal of Confederate monuments and other related symbols. Taking down these monuments has come with significant opposition including pushback, threats against work crews and in some cases, protest and demonstrations. This lesson provides an opportunity for students to learn more about Confederate monuments and the push to remove them, through the lens of what took place in New Orleans. It encourages them to reflect on their own points of view about the issue while exploring others’ positions, and to create sketches of monuments to replace the Confederate monuments or to memorialize a significant person or event in history.
    [Show full text]
  • OF MONUMENTS“ and MEN” by M
    OF MONUMENTS“ AND MEN” By M. Kelly Tillery he Fifth Circuit Court of Appeals, sitting in New Orleans, recently ruled that the City of New Orleans T may remove from prominent public display long- standing statues of Confederate States of America President Jefferson Davis and Confederate Generals Robert E. Lee and Pierre Gustave Touton Beauregard. I rode by those statues on my way On July 9, 1776, the first public to school every day for 13 years, reading of the Declaration of often wondering why the city so Independence in New York City honored racist traitors. My father, a inspired the citizenry to pull down lawyer, Civil War buff, and grandson the equestrian statue of King George of a Confederate cavalry veteran, III in Bowling Green. It had been tried to explain that it was just “part commissioned and erected only six of our heritage.” years earlier to commemorate the I did not buy that then and still king’s “beneficence” in repealing the do not. Stamp Act. The irony of honoring an IN THE BEGINNING… unelected monarch for repealing his own onerous enactment in the face Americans have a legacy of of potential rebellion was never lost removing statuary of detested on the incipient patriots. Made of leaders, a legacy that began even lead, the decapitated remains were before the Republic was formed. converted into 42,088 musket balls 30 the philadelphia lawyer Fall 2017 that the Continental Army soon put to good use against the “accomplishments,” “character” or “greatness,” but rather, real King George’s Redcoats in the name of liberty.
    [Show full text]
  • 8Th Grade Social Studies Unit 3 Family Guide How To
    Name: _______________________________ 8th Grade Social Studies Unit 3 Family Guide How to use: ❏ For each topic, create your own test questions. Write the answer, too. ❏ Practice writing: How did Louisiana change from 1803 to the end of the Civil War? Overview: The period from 1803 to 1812 was a landmark in Louisiana history. In these ​ years, the land that became Louisiana went from a European colony to a federal territory and finally to the eighteenth state in the union. In the midst of these political changes, Louisianians experienced social unrest, racial revolt, and international conflict. Meanwhile, determining what would become of Louisiana and its residents forced people in the United States and in Europe to consider what it meant to be American. Although Louisiana became a state in 1812, that hardly settled the questions unleashed by the Louisiana Purchase. Describe the conflicts caused between the Americans and Creoles when forming a new government: Being transferred to the United States caused (once again) confusion and panic in the more European thinking creoles of Louisiana. After the Louisiana Purchase, there would be an influx of protestant, English-speaking Americans into the region. The Louisiana Purchase created confusing political circumstances within the Territory of Orleans. The treaty granted immediate citizenship to white Louisianans. However, many people outside the territory claimed that the Louisianans did not know how to act as good Americans. The political battle over Louisiana statehood often reflected the tense ethnic relations among whites within Louisiana. At the time of the Purchase, the territory’s white population consisted primarily of Creoles born in Louisiana, as well as migrants from Canada, the French Caribbean, and France itself.
    [Show full text]
  • 1 FINAL REPORT Panel of Experts, New Orleans City Council Street
    FINAL REPORT Panel of Experts, New Orleans City Council Street Renaming Commission Preamble How do we do justice to the centuries of history that have unfolded on these 350 square miles of land surrounding the Mississippi River? What is the relationship between this diverse history, its reflection in our city’s officially named spaces and places, and the values we strive to enact as a community? This report, prepared with the input of more than forty of the city’s leading scholars and writers, themselves drawing on more than a century of the most cutting-edge historical and cultural interpretation, offers no definitive answers to these questions. We have been guided throughout though by the conviction that asking these questions, developing a collaborative process, telling the multitudinous stories contained in this report, and reconsecrating some of the spaces in this city is an imperative as New Orleans enters its fourth century of existence as a city. The collective 111 suggestions for renaming streets and parks below makes no claim toward being a definitive history of the city. For every musical innovator like Jelly Roll Morton, Mahalia Jackson, or Mac Rebennack included there is a Bunk Johnson, Emma Jackson, Ernie K-Doe and countless others who have been left out. The four individuals included who fled the men who owned them as slaves near present-day Lakeview are but four of the thousands in this city’s history whose collective individual actions over centuries forced a reluctant nation to finally begin to live up to its highest ideals. The rolls of the First Louisiana Native Guard of the U.S.
    [Show full text]