Unit Title: Reality Check – Unresolved Issues
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The Civil War Differences Between the North and South Geography of The
Differences Between the North and The Civil War South Geography of the North Geography of the South • Climate – frozen winters; hot/humid summers • Climate – mild winters; long, hot, humid summers • Natural features: • Natural features: − coastline: bays and harbors – fishermen, − coastline: swamps and shipbuilding (i.e. Boston) marshes (rice & sugarcane, − inland: rocky soil – farming hard; turned fishing) to trade and crafts (timber for − inland: indigo, tobacco, & shipbuilding) corn − Towns follow rivers inland! Economy of the North Economy of the South • MORE Cities & Factories • Agriculture: Plantations and Slaves • Industrial Revolution: Introduction of the Machine − White Southerners made − products were made cheaper and faster living off the land − shift from skilled crafts people to less skilled − Cotton Kingdom – Eli laborers Whitney − Economy BOOST!!! •cotton made slavery more important •cotton spread west, so slavery increases 1 Transportation of the North Transportation of the South • National Road – better roads; inexpensive way • WATER! Southern rivers made water travel to deliver products easy and cheap (i.e. Mississippi) • Ships & Canals – river travels fast; steamboat • Southern town sprang up along waterways (i.e. Erie Canal) • Railroad – steam-powered machine (fastest transportation and travels across land ) Society of the North – industrial, urban Society of the South – life agrarian, rural life • Maine to Iowa • Black Northerners − free but not equal (i.e. segregation) • Maryland to Florida & west to Texas − worked -
John Quincy Adams, the Gag Rule, and Antislavery An
JOHN QUINCY ADAMS, THE GAG RULE, AND ANTISLAVERY AN HONORS THESIS SUBMITTED TO FULFILL THE REQUIREMENTS of I.D. 499 by RICHARD A. GANTZ ADVISER - WILLIAM EIDSON BALL STATE UNIVERSITY MUNCIE, INDIANA AUGUST t 1968 ·~ __ I t 196L~ . G,:: {f! TABLE OF CONTENTS INTRODUCTION •••..•••••.•••.•••..•••. page 1 CI1A.PTER 1 .•••••••••••••••••••••••••• page 2 CI1A.PTER 2 ••••••••••••••••••••••••••. page 12 CONCLUSIONS .•••••.••..••.••••••••••• page 31 BIBLIOGRAPHY ••••. ••••••••.••• ••••••• page 33 INTRODUCTION In the United states in the 1830's, the foremost issue that threatened the future of the Union was slavery. The abolition and antislavery societies became much more aggressive in their campaign to attack slavery. Under this new pressure, the South grew extremely sensitive and defensive of its peculiar institution. In an attempt to still the disruptive debate over slavery, the House of Representatives in 1836 adopted a "gag" rule to stop the flood of petitions calling for abolition. This was passed by the Southerners with the support of the majority of representatives from the North. The leader of the opposition to the gag rule was the venerable ex-President, John Quincy Adams, who was rendering his last years of public service in the House of Representatives. Adams, in his attempt to rescind the gag rule became, willingly or not, the unofficial leader of the antislavery movement. The struggle against the gag rule was closely connected to but was not quite the same as the antislavery movement. In view of this fact and John Quincy Adams's role in both movements, a question arises as to how much his involvement in the antislavery movement was prompted by his work against the gag rule. -
Missouri Compromise (1820) • Compromise Sponsored by Henry Clay
Congressional Compromises and the Road to War The Great Triumvirate Henry Clay Daniel Webster John C. Calhoun representing the representing representing West the North the South John C. Calhoun •From South Carolina •Called “Cast-Iron Man” for his stubbornness and determination. •Owned slaves •Believed states were sovereign and could nullify or reject federal laws they believed were unconstitutional. Daniel Webster •From Massachusetts •Called “The Great Orator” •Did not own slaves Henry Clay •From Kentucky •Called “The Great Compromiser” •Owned slaves •Calmed sectional conflict through balanced legislation and compromises. Missouri Compromise (1820) • Compromise sponsored by Henry Clay. It allowed Missouri to enter the Union as a Slave State and Maine to enter as a Free State. The southern border of Missouri would determine if a territory could allow slavery or not. • Slavery was allowed in some new states while other states allowed freedom for African Americans. • Balanced political power between slave states and free states. Nullification Crisis (1832-1833) • South Carolina, led by Senator John C. Calhoun declared a high federal tariff to be null and avoid within its borders. • John C. Calhoun and others believed in Nullification, the idea that state governments have the right to reject federal laws they see as Unconstitutional. • The state of South Carolina threatened to secede or break off from the United States if the federal government, under President Andrew Jackson, tried to enforce the tariff in South Carolina. Andrew Jackson on Nullification “The laws of the United States, its Constitution…are the supreme law of the land.” “Look, for a moment, to the consequence. -
Yashwanth Kandula, Tejas Prakash, and Ashwin Sriram Junior Division Group Website Annotated Bibliography Primary Sources Buchana
Yashwanth Kandula, Tejas Prakash, and Ashwin Sriram Junior Division Group Website Annotated Bibliography Primary Sources Buchanan, Franklin. "Report of Flag Officer Buchanan, Battle at Hampton Roads." The Civil War, Primary Source Media, 1999. American Journey. Gale In Context: Middle School, https://link.gale.com/apps/doc/EJ2151000113/MSIC?u=plea37222&sid=MSIC&xid=8cd ee. Accessed 30 Dec. 2019. This primary source clearly detailed the events of March 9, 1862, the Battle of Hampton Roads, in the eyes of Captain Franklin Buchanan. It represented the view of a Confederate, and since most of the sources are written from the Union perspective, this allowed us to see a new point of view. I found the text clear, and I could visualize what the captain was going through in the battle. National Endowment for the Humanities. “Cincinnati Daily Press. [Volume] (Cincinnati [Ohio]) 1860-1862, December 24, 1861, Image 4.” News about Chronicling America RSS, Henry Reed & Co., Yashwanth Kandula, Tejas Prakash, and Ashwin Sriram Junior Division Group Website chroniclingamerica.loc.gov/lccn/sn84028745/1861-12-24/ed-1/seq-4/#date1=1861&index =1&rows=20&searchType=advanced&language=&sequence=0&words=Continental Iron iron work worked WORKING works Works&proxdistance=5&date2=1861&ortext=continental iron works&proxtext=&phrasetext=&andtext=&dateFilterType=yearRange&page=1. This primary source was a Cincinnati newspaper that detailed the development and construction of ironclad warships. It had ten sections ranging from the hull to the warship’s utility. It was very descriptive and allowed me to think about how the vessel would have been constructed and designed. -
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FINAL History of Wildwood 1860-1919 (chapter for 2018 printing) In the prior chapter, some of the key factors leading to the Civil War were discussed. Among them were the Missouri Compromise of 1820, the McIntosh Incident in 1836, the Kansas-Nebraska Act of 1854 which led to “the Bleeding Kansas” border war, and the Dred Scott case which was finally decided by the U.S. Supreme Court in 1856. Two books were published during this turbulent pre-war period that reflected the conflicts that were brewing. One was a work of fiction: Uncle Tom’s Cabin or a Life Among the Lowly by Harriet Beecher Stowe published in 1852. It was an anti-slavery novel and helped fuel the abolitionist movement in the 1850s. It was widely popular with 300,000 books sold in the United States in its first year. The second book was nonfiction: Twelve Years a Slave was the memoir of Solomon Northup. Northup was a free born black man from New York state who was kidnapped in Washington, D.C. and sold into slavery. He was in bondage for 12 years until family in New York secretly received information about his location and situation and arranged for his release with the assistance of officials of the State of New York. His memoir details the slave markets, the details of sugar and cotton production and the treatment of slaves on major plantations. This memoir, published in 1853, gave factual support to the story told in Stowe’s novel. These two books reflected and enhanced the ideological conflicts that le d to the Civil War. -
Chapter 11: the Civil War, 1861-1865
The Civil War 1861–1865 Why It Matters The Civil War was a milestone in American history. The four-year-long struggle determined the nation’s future. With the North’s victory, slavery was abolished. During the war, the Northern economy grew stronger, while the Southern economy stagnated. Military innovations, including the expanded use of railroads and the telegraph, coupled with a general conscription, made the Civil War the first “modern” war. The Impact Today The outcome of this bloody war permanently changed the nation. • The Thirteenth Amendment abolished slavery. • The power of the federal government was strengthened. The American Vision Video The Chapter 11 video, “Lincoln and the Civil War,” describes the hardships and struggles that Abraham Lincoln experienced as he led the nation in this time of crisis. 1862 • Confederate loss at Battle of Antietam 1861 halts Lee’s first invasion of the North • Fort Sumter fired upon 1863 • First Battle of Bull Run • Lincoln presents Emancipation Proclamation 1859 • Battle of Gettysburg • John Brown leads raid on federal ▲ arsenal at Harpers Ferry, Virginia Lincoln ▲ 1861–1865 ▲ ▲ 1859 1861 1863 ▼ ▼ ▼ ▼ 1861 1862 1863 • Russian serfs • Source of the Nile River • French troops 1859 emancipated by confirmed by John Hanning occupy Mexico • Work on the Suez Czar Alexander II Speke and James A. Grant City Canal begins in Egypt 348 Charge by Don Troiani, 1990, depicts the advance of the Eighth Pennsylvania Cavalry during the Battle of Chancellorsville. 1865 • Lee surrenders to Grant at Appomattox Courthouse • Abraham Lincoln assassinated by John Wilkes Booth 1864 • Fall of Atlanta HISTORY • Sherman marches ▲ A. -
John Brown Visual Thinking Strategy Activity Worksheet 1 – “John Brown: Friend Or Foe”
tragic prelude Pre and Post Visit Packet 7th & 8th grade students Tragic Prelude pre AND POST VISIT Packet Table of Contents Section 1 – Pre-Visit Materials Section 2 – Post-Visit Materials Supplemental Math and Science Programs can be found on the Mahaffie website (Mahaffie.org). – “How Does the Cannon Work” – “Trajectory” Page 2 Tragic Prelude pre VISIT Packet Section 1 – Pre-Visit Materials Page 3 Tragic Prelude Pre-Visit Lesson Plan OBJECTIVES 1. The student will analyze how the issues of slavery and popular sovereignty fostered a bloody feud between the states of Kansas and Missouri. 2. The student will analyze the specific events that occurred during “Bleeding Kansas” and put those events into context with the U.S. Civil War. 3. The student will identify key figures during the Kansas/Missouri Border Wars. ESSENTIAL QUESTIONS 1. What led to the disputes between Kansas and Missouri? 2. How was the issue of slavery decided in Kansas? STANDARDS Kansas Social Studies Benchmark 1.3 - The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues. Benchmark 2.2 - The student will analyze the context under which significant rights and responsibilities are defined and demonstrated, their various interpretations, and draw conclusions about those interpretations. Benchmark 4.2 - The student will analyze the context of continuity and change and the vehicles of reform, drawing conclusions about past change and potential future change. Common Core CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. -
An Investigation Into British Neutrality During the American Civil War 1861-65
AN INVESTIGATION INTO BRITISH NEUTRALITY DURING THE AMERICAN CIVIL WAR 1861-65 BY REBECCA CHRISTINE ROBERTS-GAWEN A thesis submitted to the University of Birmingham for the degree of MA by Research Department of History University of Birmingham November 2015 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract This thesis sought to investigate why the British retained their policy of neutrality throughout the American Civil War, 1861-65, and whether the lack of intervention suggested British apathy towards the conflict. It discovered that British intervention was possible in a number of instances, such as the Trent Affair of 1861, but deliberately obstructed Federal diplomacy, such as the Emancipation Proclamation of 1863. This thesis suggests that the British public lacked substantial and sustained support for intervention. Some studies have suggested that the Union Blockade of Southern ports may have tempted British intervention. This thesis demonstrates how the British sought and implemented replacement cotton to support the British textile industry. This study also demonstrates that, by the outbreak of the Civil War, British society lacked substantial support for foreign abolitionists’’ campaigns, thus making American slavery a poorly supported reason for intervention. -
Dred Scott Decision Uncle Tom's Cabin
CK_5_TH_HG_P231_324.QXD 2/13/06 1:55 PM Page 275 • The Kansas-Nebraska Act of 1854 took up the issue of slavery in lands above the 36th parallel and overturned the Missouri Compromise. The new law Teaching Idea allowed voters in the two territories to determine for themselves whether the If you have taught Section I on states should be free or slave. Nebraskans voted to become a free state, but bloody Westward Expansion, ask students to fighting broke out in Kansas as pro- and antislavery factions fought each other for relate the Compromise of 1850 to the power and the outcome of the vote. The fighting was so widespread that Kansas Mexican-American War (see pp. became known as “Bleeding Kansas.” 253–254). Make sure they understand that the Compromise of 1850 Dred Scott Decision addressed the question of slavery in the Mexican Cession, the lands Dred Scott was a slave whose owner, an army doctor, had taken him from gained by the U.S. from the Treaty of Missouri (a slave state) to live in Illinois (a free state). After two years in Illinois, Guadalupe Hidalgo, which ended the Scott and his owner moved to the Wisconsin Territory to live for two years before Mexican-American War. returning to Missouri. According to the terms of the Missouri Compromise of 1820, slavery was banned in the Wisconsin Territory. When Scott’s owner took him back to Missouri, Scott sued for his freedom on the grounds that he had lived in a territory where slavery was expressly forbidden and had therefore ceased to be a slave. -
Bleeding Kansas Series Returns to Constitution Hall State Historic Site
December 30, 2014 Bleeding Kansas Series Returns to Constitution Hall State Historic Site LECOMPTON, KS—Dramatic interpretations and talks about the violent conflict over slavery highlight the 19th annual Bleeding Kansas series, which begins January 25, 2015. The programs are held at 2 p.m. Sundays, through March 1. Bleeding Kansas describes that time in Kansas Territory, from 1854 to 1861, during the struggle to determine whether the new state would be free or slave. Each of these programs explores aspects of the state’s unique history. January 25 - “The Kansas Statehouse Restoration,” Barry Greis, statehouse architect, with remarks by Matt Veatch, state archivist, Kansas Historical Society. This program is a Kansas Day commemoration. February 1 - “Railroad Empire Across the Heartland: Rephotographing Alexander Gardner's 1867 Westward Journey Through Kansas,” John Charlton, photographer, Kansas Geological Survey, University of Kansas with remarks by Nancy Sherbert, curator of photographs, Kansas Historical Society. Charlton will sign copies of his book after the presentation, which will be available for purchase the day of the event. February 8 - “John Brown vs. W.B. 'Ft. Scott' Brockett,” first-person portrayals by Kerry Altenbernd, as abolitionist John Brown, and Jeff Quigley, as proslavery advocate W.B. Brockett, discussing Bleeding Kansas and the Battle of Black Jack. February 15 - “James Montgomery, The Original Jayhawker,” Max Nehrbass, Labette Community College history instructor, with historian Rich Ankerholz portraying James Montgomery. February 22 - "If It Looks Like a Man: Female Soldiers and Lady Bushwhackers in the Civil War in Kansas and Missouri," Diane Eickhoff and Aaron Barnhart, authors and historians. March 1 - “John Brown’s Money Man: George Luther Stearns, Abolitionist,” Dr. -
Great Britain and King Cotton: the Lancashire Cotton
GREAT BRITAIN AND KING COTTON: THE LANCASHIRE COTTON FAMINE AND THE AMERICAN CIVIL WAR RYAN D KELL The Colorado College Department of History-Political Science Copyright © by Ryan D. Kell 2015 GREAT BRITAIN AND KING COTTON: THE LANCASHIRE COTTON FAMINE AND THE AMERICAN CIVIL WAR by RYAN D KELL THESIS Presented to the Faculty of the Undergraduate School of The Colorado College In Partial Fulfillment of the Requirements for the Degree of HISTORY-POLITICAL SCIENCE Department of History-Political Science THE COLORADO COLLEGE 2015 Acknowledgments I cannot express enough thanks to my thesis advisor, Lindsey Flewelling, Visiting Professor of History at Colorado College. Lindsey Was alWays Willing to help me With this project, Whether it Was With research or editing, while working a busy schedule of her own. I am extremely grateful for all the assistance she provided, and I could not have completed this task Without her. I would also like to thank David Hendrickson, Professor of Political Science at Colorado College. David helped me to polish my final product, making sure that I Was accurate and as persuasive With my argument as possible. My completion of this project Would not have been possible Without the help of my tWo academic advisors, Bryant “Tip” Ragan and Peter Blasenheim, both Professors of History at Colorado College. Tip, as my primary academic advisor, helped me navigate my four years of college and I Would not have been in position to graduate without him. Peter, my major advisor, has helped me to complete both my thesis and all my major requirements, always willing to give his honest opinion. -
Whitewashing Or Amnesia: a Study of the Construction
WHITEWASHING OR AMNESIA: A STUDY OF THE CONSTRUCTION OF RACE IN TWO MIDWESTERN COUNTIES A DISSERTATION IN Sociology and History Presented to the Faculty of the University of Missouri-Kansas City in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY by DEBRA KAY TAYLOR M.A., University of Missouri-Kansas City, 2005 B.L.A., University of Missouri-Kansas City, 2000 Kansas City, Missouri 2019 © 2019 DEBRA KAY TAYLOR ALL RIGHTS RESERVE WHITEWASHING OR AMNESIA: A STUDY OF THE CONSTRUCTION OF RACE IN TWO MIDWESTERN COUNTIES Debra Kay Taylor, Candidate for the Doctor of Philosophy Degree University of Missouri-Kansas City, 2019 ABSTRACT This inter-disciplinary dissertation utilizes sociological and historical research methods for a critical comparative analysis of the material culture as reproduced through murals and monuments located in two counties in Missouri, Bates County and Cass County. Employing Critical Race Theory as the theoretical framework, each counties’ analysis results are examined. The concepts of race, systemic racism, White privilege and interest-convergence are used to assess both counties continuance of sustaining a racially imbalanced historical narrative. I posit that the construction of history of Bates County and Cass County continues to influence and reinforces systemic racism in the local narrative. Keywords: critical race theory, race, racism, social construction of reality, white privilege, normality, interest-convergence iii APPROVAL PAGE The faculty listed below, appointed by the Dean of the School of Graduate Studies, have examined a dissertation titled, “Whitewashing or Amnesia: A Study of the Construction of Race in Two Midwestern Counties,” presented by Debra Kay Taylor, candidate for the Doctor of Philosophy degree, and certify that in their opinion it is worthy of acceptance.