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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 -
Saxony: Landscapes/Rivers and Lakes/Climate
Freistaat Sachsen State Chancellery Message and Greeting ................................................................................................................................................. 2 State and People Delightful Saxony: Landscapes/Rivers and Lakes/Climate ......................................................................................... 5 The Saxons – A people unto themselves: Spatial distribution/Population structure/Religion .......................... 7 The Sorbs – Much more than folklore ............................................................................................................ 11 Then and Now Saxony makes history: From early days to the modern era ..................................................................................... 13 Tabular Overview ........................................................................................................................................................ 17 Constitution and Legislature Saxony in fine constitutional shape: Saxony as Free State/Constitution/Coat of arms/Flag/Anthem ....................... 21 Saxony’s strong forces: State assembly/Political parties/Associations/Civic commitment ..................................... 23 Administrations and Politics Saxony’s lean administration: Prime minister, ministries/State administration/ State budget/Local government/E-government/Simplification of the law ............................................................................... 29 Saxony in Europe and in the world: Federalism/Europe/International -
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. -
Compromise of 1850 Earlier You Read About the Missouri Compromise and the Wilmot Proviso
Compromise of 1850 Earlier you read about the Missouri Compromise and the Wilmot Proviso. Keep them in mind as you read here What is a compromise? A compromise is a resolution of a problem in which each side gives up demands or makes concession. Earlier you read about the Missouri Compromise. What conflict did it resolve? It kept the number of slave and free states equal by admitting Maine as free and Missouri as slave and it provided for a policy with respect to slavery in the Louisiana Territory. Other than in Missouri, the Compromise prohibited slavery north of 36°30' N latitude in the land acquired in the Louisiana Purchase. Look at the 1850 map. Notice how the "Missouri Compromise Line" ends at the border to Mexican Territory. In 1850 the United States controls the 36°30' N latitude to the Pacific Ocean. Will the United States allow slavery in its new territory? Slavery's Expansion Look again at this map and watch for the 36°30' N latitude Missouri Compromise line as well as the proportion of free and slave states up to the Civil War, which begins in 1861. WSBCTC 1 This map was created by User: Kenmayer and is licensed under Creative Commons Attribution 3.0 Unported license (CC-BY 3.0) [http://commons.wikimedia.org/wiki/File:US_Slave_Free_1789-1861.gif]. Here's a chart that compares the Missouri Compromise with the Compromise of 1850. WSBCTC 2 Wilmot Proviso During the Mexican-American War in 1846, David Wilmot, a Democratic congressman from Pennsylvania, proposed in an amendment to a military appropriations bill that slavery be banned in all the territories acquired from Mexico. -
General Observations About the Free State Provincial Government
A Better Life for All? Fifteen Year Review of the Free State Provincial Government Prepared for the Free State Provincial Government by the Democracy and Governance Programme (D&G) of the Human Sciences Research Council. Ivor Chipkin Joseph M Kivilu Peliwe Mnguni Geoffrey Modisha Vino Naidoo Mcebisi Ndletyana Susan Sedumedi Table of Contents General Observations about the Free State Provincial Government........................................4 Methodological Approach..........................................................................................................9 Research Limitations..........................................................................................................10 Generic Methodological Observations...............................................................................10 Understanding of the Mandate...........................................................................................10 Social attitudes survey............................................................................................................12 Sampling............................................................................................................................12 Development of Questionnaire...........................................................................................12 Data collection....................................................................................................................12 Description of the realised sample.....................................................................................12 -
The Free State, South Africa
Higher Education in Regional and City Development Higher Education in Regional and City Higher Education in Regional and City Development Development THE FREE STATE, SOUTH AFRICA The third largest of South Africa’s nine provinces, the Free State suffers from The Free State, unemployment, poverty and low skills. Only one-third of its working age adults are employed. 150 000 unemployed youth are outside of training and education. South Africa Centrally located and landlocked, the Free State lacks obvious regional assets and features a declining economy. Jaana Puukka, Patrick Dubarle, Holly McKiernan, How can the Free State develop a more inclusive labour market and education Jairam Reddy and Philip Wade. system? How can it address the long-term challenges of poverty, inequity and poor health? How can it turn the potential of its universities and FET-colleges into an active asset for regional development? This publication explores a range of helpful policy measures and institutional reforms to mobilise higher education for regional development. It is part of the series of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system T impacts upon regional and local development and bring together universities, other he Free State, South Africa higher education institutions and public and private agencies to identify strategic goals and to work towards them. CONTENTS Chapter 1. The Free State in context Chapter 2. Human capital and skills development in the Free State Chapter 3. -
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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. -
Splitting Sovereignty: the Legislative Power and the Constitution's Federation of Independent States
Splitting Sovereignty: The Legislative Power and the Constitution's Federation of Independent States JAMES T. KNIGHT II* ABSTRACT From the moment the Constitutional Convention of 1787 ended and the Framers presented their plan to ªform a more perfect Union,º people have debated what form of government that union established. Had the thirteen sepa- rate states surrendered their independence to form a new state stretching from New England to Georgia, or was their individual sovereignty preserved as in the Articles of Confederation? If the states remained sovereign in some respect, what did that mean for the new national government? I propose that the original Constitution would have been viewed as establish- ing a federation of independent, sovereign states. The new federation possessed certain limited powers delegated to it by the states, but it lacked a broad power to legislate for the general welfare and the protection of individual rights. This power, termed ªthe legislative powerº by Enlightenment thinkers, was viewed as the essential, identifying power of a sovereign state under the theoretical framework of eighteenth-century political philosophy. The state constitutions adopted prior to the national Constitutional Convention universally gave their governments this broad legislative power rather than enumerate speci®c areas where the government could legislate. Of the constitutional documents adopted prior to the federal Constitution, only the Articles of Confederation provides such an enumeration. In this note, I argue that, against the background of political theory and con- stitutional precedent, a government lacking the full legislative power would not have been viewed as sovereign in its own right. -
State Enforcement of Federal Law
ARTICLES STATE ENFORCEMENT OF FEDERAL LAW MARGARET H. LEMOS* Federal law is enforced through a combination of public and private efforts. Com- mentary on the choice between public and private enforcement has generated a remarkably stable set of arguments about the strengths and weaknesses of each type. But the conventional wisdom tells only part of the story, as it ignores varia- tions within the category of public enforcement. Many federal statutes authorize civil enforcement by both a federal agency and the states. State enforcement is dif- ferent from federal enforcement in several important respects, representinga unique model of public enforcement. The authority to enforce federal law is also a unique form of state power. As I show, enforcement authority can serve as a potent means of state influence by enabling states to adjust the intensity of enforcement and to press their own interpretations of federal law. To date, enforcement has been neglected in the federalism literature, which tends to equate state power with state regulation. But enforcement authority may exist outside of regulatory authority, allowing states to operate even in areas where state law is preempted or state regula- tors have chosen not to act. And enforcement empowers a distinct breed of state representatives-elected,generalist attorneys general. Just as state attorneys general differ from federal agencies as agents of enforcement, they differ from state agen- cies as agents of federal-state interaction.Moreover, attorneys generalin most states are independent from the state legislature and governor, and may represent dif- ferent constituencies. Enforcement authority therefore opens up new outlets for state-centered policy, empowering actors whose interests and incentives distinguish them from the state institutions that dominate other channels of federal-state dialogue. -
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. -
Condominum Arrangements in International Practice: Reviving an Abandoned Concept of Boundary Dispute Resolution
Michigan Journal of International Law Volume 29 Issue 4 2008 Condominum Arrangements in International Practice: Reviving an Abandoned Concept of Boundary Dispute Resolution Joel H. Samuels University of South Carolina School of Law Follow this and additional works at: https://repository.law.umich.edu/mjil Part of the Dispute Resolution and Arbitration Commons, International Law Commons, and the Property Law and Real Estate Commons Recommended Citation Joel H. Samuels, Condominum Arrangements in International Practice: Reviving an Abandoned Concept of Boundary Dispute Resolution, 29 MICH. J. INT'L L. 727 (2008). Available at: https://repository.law.umich.edu/mjil/vol29/iss4/3 This Article is brought to you for free and open access by the Michigan Journal of International Law at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Journal of International Law by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. CONDOMINIUM ARRANGEMENTS IN INTERNATIONAL PRACTICE: REVIVING AN ABANDONED CONCEPT OF BOUNDARY DISPUTE RESOLUTION Joel H. Samuels* I. THE CONDOMINIUM IN HISTORICAL PERSPECTIVE ................... 732 A. The Experience of Condominium over Land ..................... 737 B . Water Condom inia............................................................. 753 II. CONDOMINIUM DISTINGUISHED ............................................... 758 A . Coim p erium ...................................................................... -
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.