The Public Meaning of the Second Amendment When the Fourteenth Amendment Was Ratified
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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 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. -
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. -
Waging War: Filling the Gap in Just War Theory
Waging War: Filling the Gap in Just War Theory by James M. Dubik Lieutenant General, U.S. Army, Retired A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Philosophy. Baltimore, Maryland June 18, 2014 © 2014 James M. Dubik All Rights Reserved Abstract 1. Statement of the Problem. Just war theory’s account of jus in bello is deficient. Michael Walzer, the prime representative of the prevailing view in the United States, restricts jus in bello to combat, war-fighting, then constructs a theory of responsibility and presents a set of principles that guide action when fighting: the principles of combatant/noncombatant distinction, proportionality, double effect and double intent, as well as the principle of due care/due risk—all of which arise amid the tension between winning and fighting well. 2. Procedures and methods. This study establishes and describes the gap in the prevailing view’s treatment of jus in bello, then investigates alternative ways to fill that gap. Throughout, the study combines elements of moral philosophy, political philosophy, and strategic studies with historical and contemporary case illustrations of war. 3. Results. This study finds that the prevailing view is necessary but insufficient; it omits jus in bello’s strategic, war-waging dimension which involves a tri-partite tension: (a) setting war aims and making strategy, policy, and campaign decisions that increase the probability of being right, or at least less wrong than those one is fighting; (b) translating those decisions into action to achieve war aims at the least cost, in lives and resources, and least risk to one’s political community and adapting aims, strategies, policies, and campaigns to the changing realities of war as they unfold; and (c) doing all of the foregoing while observing the war convention, sustaining the war’s legitimacy in the eyes of the political community, and maintaining proper subordination of the military to civilian ii leadership. -
HISTORICAL ARGUMENTATION… African Americans in the Civil War (See Writing Guidelines in Your Binder for Formula)
Name:_______________________________________________________________ Class Period:____ APUSH Unit 4, College Board Period 5 HISTORICAL ARGUMENTATION… African Americans in the Civil War (see writing guidelines in your binder for formula) Step #1 Read the question or prompt carefully: Read the question three times and be able to paraphrase the question and know the essential task demanded by it. Answering the question will be the central focus of your essay, and you want to be sure to ATFP: Address The Full Prompt. Prompt: In what ways and to what extent did African American efforts during the Civil War and Reconstruction eras maintain continuity or foster change? Confine your answer to the years 1861-1870. Step #2 Brainstorm on paper everything that comes to mind regarding the topic at hand. Review the timeline on the back of this page for additional review, but do not depend solely on the timeline. Aim for at least 10 specific things. What do you know about the topic? Put this down on paper to get your brain in gear for writing the essay. Once you have amble information, categorize it by theme. (ABC) 1. 6. 2. 7. 3. 8. 4. 9. 5. 10. Step #3 Clarify your thesis/view and identify an opposing view. Make sure your thesis ATFP! Don’t restate the prompt! Y: X: Step #4 Write your introductory paragraph. USE THE FORMULA Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework and an adaption of a 2009 College Board released exam Name:_______________________________________________________________ Class Period:____ APUSH Unit 4, College Board Period 5 1861 -Civil War erupts at Fort Sumter. -
THE SOCIAL DIMENSIONS of the US CIVIL WAR by Mark Grimsley
Foreign Policy Research Institute FOOTNOTES Vol. 12, No. 13 The Newsletter of the Marvin Wachman Fund for International Education June 2007 THE SOCIAL DIMENSIONS OF THE U.S. CIVIL WAR By Mark Grimsley Mark Grimsley is associate professor of history at Ohio State composed of well-to-do Blacks living in New Orleans, these University and author of And Keep Moving On: The offers were also spurned (although for propaganda Virginia Campaign: May—June 1864 (University of purposes Southern newspapers sometimes trumpeted the Nebraska Press, 2002) and The Hard Hand of War: Union offers themselves). Even the Native Guards were used as Military Policy Toward Southern Civilians, 1861-1865 window dressing. They could participate in parades but (Cambridge University Press, 1995). This article is based on were not allowed to perform any significant military duty, his presentation made at Teaching about the Military in not even the guarding of Union prisoners of war. Small American History: A History Institute for Teachers, held wonder that after the Union capture of New Orleans in March 24–25, 2007, at the First Division Museum, Wheaton, April 1862, the Native Guards switched sides, and became Ill. The Institute was co-sponsored by the Cantigny First a Union regiment for the rest of the war. Division Foundation in Wheaton and supported by a grant Beginning in July 1862, and expanding rapidly after the from the Annenberg Foundation. This essay, along with issuance of the final Emancipation Proclamation in videotapes, a conference report, and other speakers’ reports, January 1863, the North actively began recruiting African are available at www.fpri.org/education/militaryushistory. -
4B2: Men, Military, and the Law: an Examination of Conscription During
PAPER 4B2 – VICTORIA BRYANT STEWART PROCEEDINGS OF ARMISTICE & AFTERMATH: A MICHIGAN TECH SYMPOSIUM ON WWI • SEPT. 28-29 2018 Men, Military, and the Law: An Examination of Conscription During World War I and Its Legal Challenges Victoria Bryant Stewart Northwest Florida State College As noted in the case syllabus for the Selective Draft Law Cases 245 U.S. 366, Compelled military service is neither repugnant to a free government not in conflict with the constitutional guarantees of individual liberty. Indeed, it may not be doubted that the very conception of a just government and its duty to the citizen includes the duty of the citizen to render military service in case of need and the right of the government to compel it.1 Mandatory military service, called conscription for the rest of this paper, was first used during the American Civil War. It became clear that reliance upon volunteerism and the existing militia system would not serve the military needs of the Union beyond 1862. Decades later, as the United States again needed to quickly amass and maintain a sizable military, conscription was used to quickly increase the size of the standing military through a federal form of conscription. Similar to the American Civil War, the US Congress responded with a conscription bill in 1917 to create another federally controlled system of manpower procurement. Republican Representative Julius Kahn introduced the Selective Service Act. The members of Congress, supportive of conscription, believed that men were required to serve the nation during its times of need. They argued further of the need for an effective plan to muster and train the requisite number of men into the military. -
Slavery's Legal Afterlife, 1865-1877 by Giuliana Perrone
Litigating Emancipation: Slavery’s Legal Afterlife, 1865-1877 By Giuliana Perrone A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in History in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Rebecca M. McLennan, Chair Professor Robin L. Einhorn Professor Bryan Wagner Professor Harry N. Scheiber Spring 2015 Copyright © 2015 by Giuliana Perrone All Rights Reserved Abstract Litigating Emancipation: Slavery’s Legal Afterlife, 1865-1877 by Giuliana Perrone Doctor of Philosophy in History University of California, Berkeley Professor Rebecca McLennan, Chair When litigants entered Southern courtrooms after the end of the Civil War, they encountered a tangled morass of unexpected legal questions related to the end of slavery. Though the need to face such problems was ubiquitous across the former slaveholding republic, each state contended with such matters uniquely, producing a series of different solutions to the same fundamental problems. Principal among them: Why were there so many legacies of slavery contested in court? How should the law treat slavery and former slaves after the supposed end of the peculiar institution? In what ways did litigants themselves help to shape the meaning of freedom? How complete was the abolition of slavery if the institution itself remained open to ongoing litigation? State courts and individual petitioners were forced to confront the altered legal terrain of the post-Civil War South and negotiate the precise meanings of the Thirteenth Amendment, the end of slavery, the transformation of the former slave states, and ultimately, the reunification of the United States. Evaluating the many responses to these issues exposes legal Reconstruction’s many possibilities; some would become the road not taken, while others set the standard for managing slavery’s remaining legal quandaries. -
African American Troops in the Civil War
African American Troops in the Civil War "Once let the black man get upon his person the brass letter, U.S., let him get an eagle on his button, and a musket on his shoulder and bullets in his pocket, there is no power on earth that can deny that he has earned the right to citizenship." -Frederick Douglass Overview Through the exploration of primary source documents and the review of historical events, students will learn about the numerous contributions of African American soldiers to the Civil War, understanding the important impact they made to the Union. Students will then focus on a particular place, battle, or event where African American soldiers participated in the war effort and will create a historic site to educate the public regarding the “United States Colored Troops,” as well as to honor their contributions. Grades 5, 8 Essential Questions • Why did Lincoln decide to allow African Americans to enlist in the Union military? • What was Frederick Douglass’s opinion regarding the enlistment of black soldiers? • What impact did African American troops have on the Civil War? • Why is important to learn about and acknowledge the role African Americans played in the Civil War? Materials • Company E image, attached • What Was Lincoln Thinking, handout attached • Fighting Rebels with Only One Hand, excerpt and questions, attached • History of African American Troops in the American Civil War, reading attached • Design a Historic Site, project assignment attached Duration • 60 minutes for initial lesson • Additional class or homework time will be needed for the completion of the historical site project Teacher Preparation • "Victors, Not Victims - The USCT Role in the American Civil War,” a lecture presented by Hari Jones, is an in-depth history of the origins and importance of the USCT contribution to the American Civil War. -
Constitutional Battles Over Conscription in the Civil War North
University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2019 Courtroom Wars: Constitutional Battles over Conscription in the Civil War North Nicholas Matthew Mosvick University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the History Commons Recommended Citation Mosvick, Nicholas Matthew, "Courtroom Wars: Constitutional Battles over Conscription in the Civil War North" (2019). Electronic Theses and Dissertations. 1572. https://egrove.olemiss.edu/etd/1572 This Dissertation is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. COURTROOM WARS: CONSTITUTIONAL BATTLES OVER CONSCRIPTION IN THE CIVIL WAR NORTH A dissertation submitted to the University of Mississippi in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Nicholas Matthew Mosvick May 2019 Copyright © 2019 by Nicholas Mosvick All rights reserved. ABSTRACT In February 1863, Congress considered a bill to create for the first-time conscription at the national level. Democratic politicians vigorously protested that the proposed act was unconstitutional and destroyed the state militias. When Congress passed the Enrollment Act, commonly known as the “Conscription Act,” on March 3, 1863, outcry from Democrats about the unconstitutionality of national conscription immediately followed. In New York and Pennsylvania, Democratic newspaper editors and politicians decreed the act the worst among the Lincoln war measures in threatening to subvert the constitutional republic and to transform the United States into a despotism under the control of an autocratic President. -
Congress and Civil Rights: the Civil War Years, 1861-1865 Jeffery A
Congress and Civil Rights: The Civil War Years, 1861-1865 Jeffery A. Jenkins Department of Politics University of Virginia [email protected] Justin Peck Department of Political Science San Francisco State University [email protected] January 9, 2017 The Civil War fought between 1861-1865 upended the country’s social, economic, and political status quo. During these years, congressional Republicans enacted civil rights reforms that had a dramatic impact on the future. Lincoln’s Emancipation Proclamation and the 13th Amendment, in particular, rightly stand as monumental achievements. Yet the intra-party division between committed abolitionists and more moderate free-soilers undermined the hopes of those seeking wholesale revolution. We explore the political contestation and policy outcomes of these pivotal years as the Republicans in Congress battled internally to formulate policies that could unite the party, preserve the country, and eradicate slavery. Prepared for presentation at the 2017 Annual Meeting of the Southern Political Science Association, New Orleans, LA. Introduction The societal standing of African Americans – especially those in the slave states – would undergo a seismic change in the four years that spanned the American Civil War. When President Abraham Lincoln took office in early March 1861, a last ditch effort was underway to keep the Union together by enticing the seven slaves states of the Deep South that had seceded in the previous months to reconsider their decision. A proposed Thirteenth Amendment to the Constitution amendment had been passed in the waning days of the prior (36th) Congress that would have protected slavery where it existed, and this amendment had the shared support of Republicans in Congress and the incoming president. -
The Union Navy and Naval Emancipation, 1861-1863
frOm claD in irOns tO irOnclaDs The Union Navy and Naval Emancipation, 1861-1863 Adopting a largely unexplored perspective, this article attempts to understand the processes and explanations for naval emancipation during the American Civil War. Te Union Navy accepted and enlisted runaway slaves earlier and in greater relative proportions than the Union Army, even though the latter receives greater attention among proponents of the “self-emancipation thesis.” Tis article ofers three related explanations for why the Navy was more likely to accept runaway slaves. First, a host of practical and legal factors gave the Navy a signifcant man- power defciency. Second, the institutional history of the Navy facilitated emancipation. Tird, the diaries of of- fcers and sailors suggest that the experience of being on blockade signifcantly afected white sailors and persuaded them to endorse naval emancipation. More broadly, this study has implications for students of the American Civil War. It shows that slaves had been liberating themselves long before government ofcials had approved it and were being used directly to fuel the war efort, providing much needed manpower to sustain the ships serving on blockade duty. Tis article thus calls attention to a long-overlooked element of self-emancipation during the American Civil War. By Jonathan Feld Princeton University n January 1, 1863, Abraham Lincoln issued the Proclamation.6 Dudley Cornish has called the reception of Emancipation Proclamation, a document now en- contrabands and their enlistment in the