Emancipation in Tennessee
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Southern Slave Vs. Military Laborer: Black Ambivalence Toward Joining the Union Army Lisa Clark
Southern Adventist University KnowledgeExchange@Southern Senior Research Projects Southern Scholars 1996 Southern Slave vs. Military Laborer: Black Ambivalence Toward Joining the Union Army Lisa Clark Follow this and additional works at: https://knowledge.e.southern.edu/senior_research Part of the History Commons Recommended Citation Clark, Lisa, "Southern Slave vs. Military Laborer: Black Ambivalence Toward Joining the Union Army" (1996). Senior Research Projects. 119. https://knowledge.e.southern.edu/senior_research/119 This Article is brought to you for free and open access by the Southern Scholars at KnowledgeExchange@Southern. It has been accepted for inclusion in Senior Research Projects by an authorized administrator of KnowledgeExchange@Southern. For more information, please contact [email protected]. Southern Slave vs. Military Laborer: Black Ambivalence Toward Joining the Union Army by Usa Clark Aprfi 17, 1996 2 Fort Sumter was under fire! The war was on! The news flashed through the cotton fields and tobacco plantations of the South. For most slaves, the commencement of the Civil War brought hope. Enslaved, oppressed, denied education and self-determination, the southern black looked with eagerness to his emancipation. In many cases, the negro slave desired to help fight his former owners, to bring down the institution of slavery. Imagine his surprise, then, upon greeting the northern army with open arms, only to be forced to serve the white officers, cook for and clean up after the troops, and perform hard, manual labor for the military. There was D~glory on the battlefield. Promises made for equal pay were broken so many times they became meaningless. The mixed emotions engendered by this reality resulted in confusion and contradiction. -
Lyman Trumbull: Author of the Thirteenth Amendment, Author of the Civil Rights Act, and the First Second Amendment Lawyer
KOPEL (1117–1192).DOCX (DO NOT DELETE) 5/2/16 4:20 PM Lyman Trumbull: Author of the Thirteenth Amendment, Author of the Civil Rights Act, and the First Second Amendment Lawyer David B. Kopel* This Article provides the first legal biography of lawyer and Senator Lyman Trumbull, one of the most important lawyers and politicians of the nineteenth century. Early in his career, as the leading anti-slavery lawyer in Illinois in the 1830s, he won the cases constricting and then abolishing slavery in that state; six decades later, Trumbull represented imprisoned labor leader Eugene Debs in the Supreme Court, and wrote the Populist Party platform. In between, Trumbull helped found the Republican Party, and served three U.S. Senate terms, chairing the judiciary committee. One of the greatest leaders of America’s “Second Founding,” Trumbull wrote the Thirteenth Amendment, the Civil Rights Act, and the Freedmen’s Bureau Act. The latter two were expressly intended to protect the Second Amendment rights of former slaves. Another Trumbull law, the Second Confiscation Act, was the first federal statute to providing for arming freedmen. After leaving the Senate, Trumbull continued his fight for arms rights for workingmen, bringing Presser v. Illinois to the U.S. Supreme Court in 1886, and Dunne v. Illinois to the Illinois Supreme Court in 1879. His 1894 Populist Party platform was a fiery affirmation of Second Amendment principles. In the decades following the end of President James Madison’s Administration in 1817, no American lawyer or legislator did as much as Trumbull in defense of Second Amendment. -
John AJ Creswell of Maryland
Dickinson College Dickinson Scholar Faculty and Staff Publications By Year Faculty and Staff Publications 2015 Forgotten Abolitionist: John A. J. Creswell of Maryland John M. Osborne Dickinson College Christine Bombaro Dickinson College Follow this and additional works at: https://scholar.dickinson.edu/faculty_publications Part of the United States History Commons Recommended Citation Osborne, John M., and Christine Bombaro. Forgotten Abolitionist: John A. J. Creswell of Maryland. Carlisle, PA: House Divided Project at Dickinson College, 2015. https://www.smashwords.com/books/ view/585258 This article is brought to you for free and open access by Dickinson Scholar. It has been accepted for inclusion by an authorized administrator. For more information, please contact [email protected]. Forgotten Abolitionist: John A.J. Creswell of Maryland John M. Osborne and Christine Bombaro Carlisle, PA House Divided Project at Dickinson College Copyright 2015 by John M. Osborne and Christine Bombaro Distributed by SmashWords ISBN: 978-0-9969321-0-3 License Notes: This book remains the copyrighted property of the authors. It may be copied and redistributed for personal use provided the book remains in its complete, original form. It may not be redistributed for commercial purposes. Cover design by Krista Ulmen, Dickinson College The cover illustration features detail from the cover of Harper's Weekly Magazine published on February 18, 1865, depicting final passage of Thirteenth Amendment on January 31, 1865, with (left to right), Congressmen Thaddeus Stevens, William D. Kelley, and John A.J. Creswell shaking hands in celebration. TABLE OF CONTENTS Foreword by Matthew Pinsker Introduction Marylander Dickinson Student Politician Unionist Abolitionist Congressman Freedom’s Orator Senator Postmaster General Conclusion Afterword Notes Bibliography About the Authors FOREWORD It used to be considered a grave insult in American culture to call someone an abolitionist. -
The First Confiscation Act (August 6, 1861) Freedmen & Southern Society Project
Maria Ward’s primary document project (designed with 8th graders in mind) Student objectives: ~ The student will analyze historical documents and use this knowledge to better understand Lincoln’s actions during the Civil War. ~The student will find evidence to support Lincoln’s belief that emancipation is for the purpose of saving the Union, and that it must be done in a constitutional manner. Documents: ~Abraham Lincoln’s Letter to Horace Greeley August 22, 1862 Teaching American History Ashbrook Center for Public Affairs at Ashland University http://teachingamericanhistory.org/library/index.asp?subcategory=4 ~The First Confiscation Act (August 6, 1861) Freedmen & Southern Society Project http://www.history.umd.edu/Freedmen/conact1.htm ~Excerpt from the Proclamation Revoking General Hunter’s Order of Military Emancipation of May 9, 1862 Freedmen & Southern Society Project http://www.history.umd.edu/Freedmen/hunter.htm Narrative: Students will analyze Abraham Lincoln’s letter to Horace Greeley, August 22, 1862, the (first) Confiscation Act of 1861 and an excerpt from Lincoln’s the Proclamation Revoking General Hunter’s Order of Military Emancipation of May 9, 1862 to explain and support Lincoln’s belief that the purpose of the war is to save the Union, and that any action regarding the emancipation of enslaved persons should be carried out in a constitutional manner. Narrative that is more like a lesson plan: Students will first analyze Abraham Lincoln’s letter to Horace Greeley, August 22, 1862. This letter is in response to Greeley’s open letter titled, “The Prayer of Twenty Millions” in which Greeley urges Lincoln to free the slaves. -
37Th Congress
Thirty-Seventh Congress July 4, 1861-Mar. 3, 1863 First Administration of Abraham Lincoln Historical Background ............................................................................................................. 1 War or Peace? ............................................................................................................................. 2 Economic Trends and Conditions ....................................................................................... 4 1861 Events ................................................................................................................................. 5 1862 Events ................................................................................................................................. 6 Major Acts ..................................................................................................................................... 9 President Abraham Historical Background Lincoln By early June 1861, ten additional slave States had followed South Carolina into secession, and a convention of seceding States met in Montgomery, Alabama, to form a new government, the Confederate States of America. House Senate Although compromises continued to be proposed, neither the North nor the Majority Majority South really believed that they could agree to any further modification of Party: Party: their principles. President Abraham Lincoln insisted in his inaugural address Republican Republican (108 Seats) (31 seats) on March 4, 1861, that the Union was older than the Constitution, -
The Ohio National Guard Before the Militia Act of 1903
THE OHIO NATIONAL GUARD BEFORE THE MILITIA ACT OF 1903 A thesis submitted To Kent State University in partial Fulfillment of the requirements for the Degree of Master of Arts By Cyrus Moore August, 2015 © Copyright All rights reserved Except for previously published materials Thesis written by Cyrus Moore B.S., Ohio University, 2011 M.A., Kent State University, 2015 Approved by Kevin J. Adams, Professor, Ph.D., Department of History Master’s Advisor Kenneth J. Bindas, Professor, Ph.D, Chair, Department of History James L Blank, Ph.D., Dean, College of Arts and Sciences Table of Contents Introduction………………………………………………………………………………1 Chapter I. Republican Roots………………………………………………………19 II. A Vulnerable State……………………………………………………..35 III. Riots and Strikes………………………………………………………..64 IV. From Mobilization to Disillusionment………………………………….97 Conclusion…………………………………………………………………………….125 Bibliography…………………………………………………………………………..136 Introduction The Ohio Militia and National Guard before 1903 The second half of the nineteenth century witnessed a profound change in the militia in the United States. Driven by the rivalry between modern warfare and militia tradition, the role as well as the ideology of the militia institution fitfully progressed beyond its seventeenth century origins. Ohio’s militia, the third largest in the country at the time, strove to modernize while preserving its relevance. Like many states in the early republic, Ohio’s militia started out as a sporadic group of reluctant citizens with little military competency. The War of the Rebellion exposed the serious flaws in the militia system, but also demonstrated why armed citizen-soldiers were necessary to the defense of the state. After the war ended, the militia struggled, but developed into a capable military organization through state-imposed reform. -
Academic Search Complete
Academic Search Complete Pavadinimas Prenumerata nuo Prenumerata iki Metai nuo Metai iki 1 Technology times 2021-04-01 2021-12-31 20140601 20210327 2 Organization Development Review 2021-04-01 2021-12-31 20190101 3 PRESENCE: Virtual & Augmented Reality 2021-04-01 2021-12-31 20180101 4 Television Week 2021-04-01 2021-12-31 20030310 20090601 5 Virginia Declaration of Rights and Cardinal Bellarmine 2021-04-01 2021-12-31 6 U.S. News & World Report: The Report 2021-04-01 2021-12-31 20200124 7 Education Journal Review 2021-04-01 2021-12-31 20180101 8 BioCycle CONNECT 2021-04-01 2021-12-31 20200108 9 High Power Computing 2021-04-01 2021-12-31 20191001 10 Economic Review (Uzbekistan) 2021-04-01 2021-12-31 20130801 11 Civil Disobedience 2021-04-01 2021-12-31 12 Appeal to the Coloured Citizens of the World 2021-04-01 2021-12-31 13 IUP Journal of Environmental & Healthcare Law 2021-04-01 2021-12-31 14 View of the Revolution (Through Indian Eyes) 2021-04-01 2021-12-31 15 Narrative of Her Life: Mary Jemison 2021-04-01 2021-12-31 16 Follette's Platform of 1924 2021-04-01 2021-12-31 17 Dred Scott, Plaintiff in Error, v. John F. A. Sanford 2021-04-01 2021-12-31 18 U.S. News - The Civic Report 2021-04-01 2021-12-31 20180928 20200117 19 Supreme Court Cases: The Twenty-first Century (2000 - Present) 2021-04-01 2021-12-31 20 Geophysical Report 2021-04-01 2021-12-31 21 Adult Literacy 2021-04-01 2021-12-31 2000 22 Report on In-Class Variables: Fall 1987 & Fall 1992 2021-04-01 2021-12-31 2000 23 Report of investigation : the Aldrich Ames espionage case / Permanent Select Committee on Intelligence,2021-04-01 U.S. -
Slavery in the United States - Wikipedia Page 1 of 25
Slavery in the United States - Wikipedia Page 1 of 25 Slavery in the United States Slavery in the United States was the legal institution of human chattel enslavement, primarily of Africans and African Americans, that existed in the United States of America in the 18th and 19th centuries. Slavery had been practiced by Americans under British rule from early colonial days, and was legal in all Thirteen Colonies at the time of the Declaration of Independence in 1776. It lasted until the end of the American Civil War. By the time of the American Revolution (1775–1783), the status of slave had been institutionalized as a racial caste associated with African ancestry.[1] When the United States Constitution was ratified (1789), a relatively small number of free people of color were among the voting citizens (male property owners).[2] During and immediately following the Revolutionary War, abolitionist laws were passed in most Northern states and a movement developed to abolish slavery. Most of these states had a higher proportion of free labor than in the South and economies based on different industries. They abolished slavery by the end of the 18th century, some with gradual systems that kept adults as slaves for two decades. However, the rapid expansion of the cotton industry in the Deep South after the invention of the cotton gin greatly increased demand for slave labor, and the An animation showing when United States territories and states Southern states continued as slave societies. Those states attempted to extend slavery into the new Western forbade or allowed slavery, 1789–1861. -
THE CONNERS of WACO: BLACK PROFESSIONALS in TWENTIETH CENTURY TEXAS by VIRGINIA LEE SPURLIN, B.A., M.A
THE CONNERS OF WACO: BLACK PROFESSIONALS IN TWENTIETH CENTURY TEXAS by VIRGINIA LEE SPURLIN, B.A., M.A. A DISSERTATION IN HISTORY Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved ~r·rp~(n oj the Committee li =:::::.., } ,}\ )\ •\ rJ <. I ) Accepted May, 1991 lAd ioi r2 1^^/ hJo 3? Cs-^.S- Copyright Virginia Lee Spurlin, 1991 ACKNOWLEDGMENTS This dissertation is a dream turned into a reality because of the goodness and generosity of the people who aided me in its completion. I am especially grateful to the sister of Jeffie Conner, Vera Malone, and her daughter, Vivienne Mayes, for donating the Conner papers to Baylor University. Kent Keeth, Ellen Brown, William Ming, and Virginia Ming helped me immensely at the Texas Collection at Baylor. I appreciated the assistance given me by Jene Wright at the Waco Public Library. Rowena Keatts, the librarian at Paul Quinn College, deserves my plaudits for having the foresight to preserve copies of the Waco Messenger, a valuable took for historical research about blacks in Waco and McLennan County. The staff members of the Lyndon B. Johnson Library and Texas State Library in Austin along with those at the Prairie View A and M University Library gave me aid, information, and guidance for which I thank them. Kathy Haigood and Fran Thompson expended time in locating records of the McLennan County School District for me. I certainly appreciated their efforts. Much appreciation also goes to Robert H. demons, the county school superintendent. -
"Rebels to the Core": Memphians Under William T. Sherman
"Rebels to the Core": Memphians under William T. Sherman By John Bordelon Tis idle to talk about Union men here. Many want Peace, and fear war & its results but all prefer a Southern Independent Government, and are fighting or working for it. Major General William T. Sherman 1 Memphis, Tennessee, August 11, 1862 Citizens representing various segments of Memphis society, from a southern judge to daring "lady smugglers," engaged in unconventional warfare against the occupying Union presence under Major General William Tecumseh Sherman. White Memphians resisted Federal occupation and aided the Confederacy by smuggling goods, harboring spies, manipulating trade, burning cotton, attacking steamers, and expressing ideological opposition through the judicial system. In occupied Memphis, Sherman never confronted a conventional army. Instead, he faced relentless opposition from civilians sympathetic to the Confederacy. Previous scholarship on Memphis during the Civil War treats examines the city's experience from numerous angles.2 However, the extent of civilian devotion to the Confederacy and willingness to actively pursue their cause deserves further exploration. Focusing on the actions of pro-Confederate Memphians during one officers tenure in the occupied city allows for a more intimate understanding of the character of the city during wartime. Because of a shortage of extant writings of Memphians during the war, the correspondence of W T. Sherman provides valuable insight into the experience of the city in 1862. 1 W T. Sherman to Salmon P. Chase, August 11, 1862, as published in Brooks D. Simpson and Jean V. Berlin, eds., Sherman's Civil Wftr: Selected Correspondence ofWilliam T Sherman, 1860-1865 (Chapel Hill, N.C.: University of North Carolina Press, 1999), 270. -
The Role of Officer Selection and Training on the Successful Formation and Employment of U.S
THE ROLE OF OFFICER SELECTION AND TRAINING ON THE SUCCESSFUL FORMATION AND EMPLOYMENT OF U.S. COLORED TROOPS IN THE AMERICAN CIVIL WAR, 1863-1865 A thesis presented to the Faculty of the U.S. Army Command and General Staff College in partial fulfillment of the requirements for the degree MASTER OF MILITARY ART AND SCIENCE Military History by DANIEL V. VAN EVERY, MAJOR, US ARMY B.S., Minnesota State University, Mankato, Minnesota, 1999 Fort Leavenworth, Kansas 2011-01 Approved for public release; distribution is unlimited. Form Approved REPORT DOCUMENTATION PAGE OMB No. 0704-0188 Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. 1. REPORT DATE (DD-MM-YYYY) 2. REPORT TYPE 3. DATES COVERED (From - To) 10-06-2011 Master‘s Thesis AUG 2010 – JUN 2011 4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER The Role of Officer Selection and Training on the Successful 5b. -
African Americans and the Civil War Source Set Teaching Guide
TEACHING WITH PRIMARY SOURCES African Americans and the Civil War How should the African-American story of the Civil War be told? While slavery was the major issue separating the North and South, it was not slavery itself that sparked the conflict. The South wanted to secede from the Union, and the North refused. While President Abraham Lincoln personally opposed slavery, he recognized that it was legal under the U.S. Constitution at the time. He also recognized that few in the North were ready to go to war to free the slaves. For Lincoln and the northern majority, preservation of the Union was the foremost goal. Freed Slaves during the Civil War The “Negro question,” as it was called, became an important issue early in the conflict. Most slaves were in fact “liberated” when the Union Army eliminated the local southern forces that kept them in slavery. They simply left their plantations to seek their freedom under the protection of northern military units. Union commanders had to decide how to deal with them. Early in the fighting in border states, slaves were sometimes returned to their masters in the hope of encouraging support for the Union. However, as more and more slaves walked to freedom, the army made provisions to use them as a resource. The army hired many to work in non-military roles — cooks, wagon drivers, blacksmiths, laundresses — but until later in the conflict, racial prejudice prevented arming former slaves and allowing to fight. As the war progressed, however, African Americans could sign up for combat units.