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1 States Rights, Southern Hypocrisy
States Rights, Southern Hypocrisy, and the Crisis of the Union Paul Finkelman Albany Law School (Draft only, not for Publication or Distribution) On December 20 we marked -- I cannot say celebrated -- the sesquicentennial of South Carolina's secession. By the end of February, 1861 six other states would follow South Carolina into the Confederacy. Most scholars fully understand that secession and the war that followed were rooted in slavery. As Lincoln noted in his second inaugural, as he looked back on four years of horrible war, in 1861 "One-eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was somehow the cause of the war."1 What Lincoln admitted in 1865, Confederate leaders asserted much earlier. In his famous "Cornerstone Speech," Alexander Stephens, the Confederate vice president, denounced the Northern claims (which he incorrectly also attributed to Thomas Jefferson) that the "enslavement of the African was in violation of the laws of nature; that it was wrong in principle, socially, morally, and politically." He proudly declared: "Our new government is founded upon exactly the opposite idea; its foundations are laid, its cornerstone rests, upon the great truth that the negro is not equal to the white man; that slavery subordination to the superior race is his 1 Abraham Lincoln, Second Inaugural Address, March 4, 1865. 1 natural and normal condition. " Stephens argued that it was "insanity" to believe that "that the negro is equal" or that slavery was wrong.2 Stephens only echoed South Carolina's declaration that it was leaving the Union because "A geographical line has been drawn across the Union, and all the States north of that line have united in the election of a man to the high office of President of the United States, whose opinions and purposes are hostile to slavery. -
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. -
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. -
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. -
FORT SCOTT HISTORICAL AREA Capt
FORT SCOTT HISTORICAL AREA Capt. Philip St. George Cooke [1843], Maj. Clifton Wharton [1844], and Col. Stephen W. Kearny [1845]. Fort Scott, in Bourbon County, extreme eastern Ranging the northern Plains and the Rocky Moun Kansas, was established in 1842 as a base for U.S. tains, the dragoons marched as far as the modern Fort Scott Army peace-keeping efforts along the vague "Per states of New Mexico, Colorado and Wyoming. HISTORICAL AREA, KANSAS manent Indian Frontier" between the established They also helped provide escort for wagon-trains on states of the Union and the unorganized territories the Santa Fe Trail. to the west. It was abandoned in 1853, after this concept was dropped, and Kansas and Nebraska THE "BLEEDING KANSAS" YEARS territories were opened to white settlement. The fort area then became a civilian community and, during In 1846 — four years after Fort Scott was estab the "Bleeding Kansas" period [1854-1861] — when lished — came the War with Mexico. Most of the free-staters and pro-slavery factions struggled for dragoons were rushed off to distant battle-fields; supremacy — was the focus of much civil distur i0rit some fifty infantry soldiers kept the post function (0ft % ^^ bance. ing. Things were quiet here during those war years During the Civil War [1861-1865] Fort Scott was — 1846-1848. Perhaps this was because the fort was reactivated and was an important supply center and here; if so, the "Indian Frontier" idea was working staging area for Union armies fighting in Missouri, well hereabouts. the Indian Territory [modern Oklahoma], and Arkan War's end [1848] brought over a half-million square sas. -
Unit Title: Reality Check – Unresolved Issues
Colorado Teacher-Authored Instructional Unit Sample Social Studies 8th Grade Unit Title: Reality Check – Unresolved Issues INSTRUCTIONAL UNIT AUTHORS Ellicott School District Kelli Cabrera Richard Campbell Anja Centennial Diane Garduno Nathaniel Miller BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Archuleta School District Scott White Del Norte School District Jill Martinez Greeley School District Therese Gilbert Colorado’s District Sample Curriculum Project Curriculum Sample District Colorado’s Poudre School District Gabrielle Wymore This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: JANUARY 15, 2016 Colorado Teacher-Authored Sample Instructional Unit Content Area Social Studies Grade Level 8th Grade Course Name/Course Code 8th Grade Social Studies Standard Grade Level Expectations (GLE) GLE Code 1. History 1. Formulate appropriate hypotheses about United States history based on a variety of historical sources and SS09-GR.8-S.1-GLE.1 perspectives 2. The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through SS09-GR.8-S.1-GLE.2 Reconstruction and their relationships with one another 2. Geography 1. Use geographic tools to analyze patterns in human and physical systems SS09-GR.8-S.2-GLE.1 2. Conflict and cooperation occur over space and resources SS09-GR.8-S.2-GLE.2 3. Economics 1. -
The Attempt to Repeal Maine's Personal Liberty Laws
Maine History Volume 37 Number 4 The Maine: An Account of Her Article 3 Destruction in Havanna Harbor (1899) 3-1-1998 The Attempt to Repeal Maine’s Personal Liberty Laws Jerry R. Desmond Chattanooga Regional History Museau Follow this and additional works at: https://digitalcommons.library.umaine.edu/mainehistoryjournal Part of the Political History Commons, and the United States History Commons Recommended Citation Desmond, Jerry R.. "The Attempt to Repeal Maine’s Personal Liberty Laws." Maine History 37, 4 (1998): 194-209. https://digitalcommons.library.umaine.edu/mainehistoryjournal/vol37/iss4/3 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Maine History by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. JERRY R. DESMOND THE ATTEMPT TO REPEAL MAINE’S PERSONAL LIBERTY LAWS Many issues divided the nation before the Civil War. One in particular involved the passage of Per sonal Liberty laws in the northern states, which circum scribed the conduct of officials handlingfugitive slaves. While Maine was not a prominent destination for runaway slaves, its Personal Liberty laws, redrafted in 1857 by the state's new Republican majority, were particularly forceful and therefore particularly odious to Southern planters. As the secession crisis loomed, Maine reconsidered the constitutionality of the laws and their political expediency: Would the state bend to the needs of national reconciliation? Mr. Desmond, born in Island Falls, Maine, received M.A. degrees in education (1979) and History (1991) from the Uni versity of Maine and taught for twelve years in Maine public schools. -
The Fugitive Slave Act of 1850: the Tipping Point
The Fugitive Slave Act of 1850: The Tipping Point During the Antebellum period, tensions between the Northern and Southern regions of the United States escalated due to debates over slavery and states’ rights. These disagreements between the North and South set the stage for the Civil War in 1861. Following the end of the Mexican-American War in 1848, the United States acquired 500,000 square miles of land from Mexico and the question of whether slavery would be allowed in the territory was debated between the North and South. As a solution, Congress ultimately passed the The Compromise of 1850. The Compromise resulted in California joining the Union as a free state and slavery in the territories of New Mexico, Nevada, Arizona and Utah, to be determined by popular sovereignty. In order to placate the Southern States, the Fugitive Slave Act was put into place to appease the Southerners and to prevent secession. This legislation allowed the federal government to deputize Northerners to capture and return escaped slaves to their owners in the South. Although the Fugitive Slave Act was well intentioned, the plan ultimately backfired. The Fugitive Slave Act fueled the Abolitionist Movement in the North and this angered the South. The enforcement of the Fugitive Slave Act increased the polarization of the North and South and served as a catalyst to events which led to the outbreak of the Civil War. The Fugitive Slave Act of 1850 brought into sharp focus old differences between the North and South and empowered the Anti-Slavery movement. Prior to the Fugitive Slave Act of 1850, the Act of 1793 was passed and this allowed for slave owners to enter free states to capture escaped slaves. -
President-Elect in Springfield (1860-1861)
Chapter Seventeen “I Will Suffer Death Before I Will Consent to Any Concession or Compromise”: President-elect in Springfield (1860-1861) During the four months separating his election from his inauguration, Lincoln faced the daunting challenge of Southern secession. Though he would not officially take power until March 1861, his party looked to him for guidance. Like most Republicans, he was startled when the Cotton States made good their supposedly idle threats to withdraw from the Union.1 Should they be allowed to go in peace? Should they be forcibly resisted? Should they be conciliated or appeased? What compromise measures might preserve national unity without sacrificing the party’s principles? Radicals like Zachariah Chandler believed “all will be well” if Lincoln would only “‘Stand like an Anvil when the sparks fall thick & fast, a fiery shower,’” but some Republicans feared that he would not do so.2 A few days after the election, Charles Francis Adams viewed Southern threats to secede as a means “to frighten Mr Lincoln at the outset, and to compel him to declare himself in opposition to the principles of the party that has elected him.” Adams confessed that the awaited the president-elect’s 1 David M. Potter, Lincoln and His Party in the Secession Crisis (New Haven: Yale University Press, 1942), 75-80. 2 Zachariah Chandler to Lyman Trumbull, Detroit, 13 November 1860, Trumbull Family Papers, Lincoln Presidential Library, Springfield. Chandler was quoting, somewhat inaccurately, from a poem by George Washington Doane. 1875 Michael Burlingame – Abraham Lincoln: A Life – Vol. 1, Chapter 17 reaction “with some misgivings,” for “the swarms that surround Mr Lincoln are by no means the best.”3 Adams need not have worried, for Lincoln sided with the “stiff-backed” Republicans in rejecting any concession of basic principle, just as he had rebuffed those eastern Republicans who two years earlier had supported the reelection of Douglas. -
FUGITIVE SLAVE LAW of 1850 Wikimedia Commons Wikimedia
THE FUGITIVE SLAVE LAW OF 1850 Wikimedia Commons Wikimedia Senator Henry Clay of Kentucky introducing the Compromise of 1850 in the United States Senate. In 1850, Southerners succeeded in getting a new federal law South to guide about 70 slaves to freedom. “I was free, passed to return fugitive slaves who had escaped to the North. and they should be free,” she said. The U.S. government enforced this law, but some Northern Abolitionists argued that once slaves touched states passed laws to resist it. Sometimes, free blacks and sym- pathetic whites joined to rescue captured fugitive slaves. the soil of a non-slave state, they were free. Some Northern states prohibited county sheriffs from as- The idea of returning fugitive slaves to their own- sisting slave hunters or allowing county jails to hold ers originated at the Constitutional Convention in their captives. 1787. At that time, the Constitution stated: In 1842, the U.S. Supreme Court in Prigg v. No Person held to Service or Labor in one State, Pennsylvania found the Fugitive Slave Law of 1793 under the Laws thereof, escaping into another, constitutional. However, enforcement of the law was shall, in Consequence of any Law of Regulation the responsibility of the federal government, held the therein, be discharged from such Service or Labor, court, not the states. The Supreme Court also decided but shall be delivered up on Claim of the Party to that slave holders had “the complete right and title of whom such Service or Labor may be due. (U.S. ownership in their slaves, as property, in every state Const. -
Learning from the History of Fugitive Slave Rendition Jeffrey M
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Dayton University of Dayton eCommons School of Law Faculty Publications School of Law 2016 Immigration Enforcement Reform: Learning from the History of Fugitive Slave Rendition Jeffrey M. Schmitt University of Dayton, [email protected] Follow this and additional works at: https://ecommons.udayton.edu/law_fac_pub Part of the President/Executive Department Commons, and the State and Local Government Law Commons eCommons Citation Schmitt, Jeffrey M., "Immigration Enforcement Reform: Learning from the History of Fugitive Slave Rendition" (2016). School of Law Faculty Publications. 31. https://ecommons.udayton.edu/law_fac_pub/31 This Article is brought to you for free and open access by the School of Law at eCommons. It has been accepted for inclusion in School of Law Faculty Publications by an authorized administrator of eCommons. For more information, please contact [email protected], [email protected]. Immigration Enforcement Reform: Learning from the History of Fugitive Slave Rendition * JEFFREY M. SCHMITT INTRODUCTION The United States deports hundreds of thousands of immigrants each year,1 leaving many of the country’s eleven million undocumented immigrants living in constant fear of being torn from their families and homes. Because Congress has been unable to address this humanitarian crisis with meaningful legislative reform, President Obama recently announced that his administration will consider changes to its enforcement policy.2 By drawing a parallel to the nation’s experience with fugitive slave rendition, this Essay argues that President Obama should allow the states to work with U.S. -
Who Is John Brown?
YOUR KANSAS STORIES OUR HISTORICAL M-40 HISTORY SOCIETY Read Kansas! By the Kansas Historical Society Who is John Brown? Tragic Prelude is a mural of the abolitionist John Brown. Born in Torrington, Connecticut, on May 9, 1800, Brown’s Quaker upbringing instilled in him a lifelong hatred of slavery. As an adult he openly called for the abolishment of slavery and used his house to hide runaway slaves. At age 55 Brown moved to Kansas and played a prominent role during the “Bleeding Kansas” period. While in Kansas he voiced his strong opposition to slavery through speeches and violence. Following the sacking of Lawrence in April 1856 by proslavery forces, Brown and seven of his followers sought revenge. They murdered and mutilated five proslavery men in Franklin County. This event became known as the Pottawatomie Massacre. This action was denounced in both the North and the South. In 1859 Brown left Kansas Territory in hopes of sparking a slave uprising in the South. He was captured while trying to take the armory at Harpers Ferry, Virginia. Tried for treason and found guilty, he was executed by hanging on December 2, 1859. History has not always been kind to John Brown’s complex personality. Abraham Lincoln called him a “misguided fanatic.” His stirring speeches and brave composure while being executed made Brown a martyr for the abolitionists. Poems, ballads, and songs were written in his honor and his legend grew in popularity through the Civil War. Brown’s actions remain controversial to this day. Some condemn his brutal methods while others see his use of violence as a necessity in the fight against slavery.