DOCSLIB.ORG

The Civil War Differences Between the North and South Geography of The

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
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 as laborers & servants • Black Southerners • − small minority free (live separate, wear special White Northerners badges) – skilled crafts people or servants − most lived on farms − slaves – cooks, carpenters, blacksmiths, nurse − children expected to help with maids/nannies, MOST field hands harvesting • White Southerners − measured wealth in terms of land & slaves − cities next to factories or RR tracks Abolitionist Movement HOWEVER… Female abolitionists: • Abolitionists – wanted to end • tried to convince lawmakers to make slavery slavery illegal • both blacks & whites worked in • raised money for suffrage movement Abolition Movement − William Lloyd Garrison – • spoke out against slave beatings “Liberator ” (white) − Frederick Douglass –“North Star ” (black) 2 The Underground Railroad Women’s Suffrage • a series of escape routes running • Fighting Slavery: Women get involved from South to North • Inspired by Second Great Awakening – • traveled by night; hid/rested in religious reform movement; good works stations get you to heaven • conductors – people who led runaways to freedom • Anti – slavery fight helped pave way for women ’s suffrage (right to vote) − Harriet Tubman Seneca Falls: The Declaration of Sentiments The Legacy of Seneca Falls • 1848 – almost 300 people, including 40 men, • created organization among women arrived for the Convention • established awareness of women • People there: Abolitionists, Quakers, suffrage Housewives, etc. • Sojourner Truth –“Aint I a woman? ”– • Dec. of Sent. – proposal for women ’s rights – modeled after Dec. of Ind. awareness of black women − it listed acts of tyranny by men over women The Legacy of Seneca Falls (cont.) Women (at this time) • Elizabeth Cady Stanton – organized • Could not hold office; only white men Seneca Falls Convention, concerned • Could not practice professions (i.e. with voting rights medicine or law) • Susan B. Anthony – built movement into • Could not control their own money or national organization, concerned with property (fathers or husbands women getting equal treatment in work controlled it) place. • Would be disciplined by males 3 Intro to the Civil War: Immediate Causes SIDES • Election of Lincoln as President • NORTH: Union • Secession of southern states • SOUTH: Confederacy Issues Leading to the Civil War Northwest Ordinance 1787 • Southerners threaten secession to get what they want!!! • All states North of Ohio River = FREE • Balance of Power in Congress: 1840’s Southerners want to • All states South of Ohio River = SLAVE extend slavery into new territories Add a picture here. Missouri Compromise: attempt to keep equal number of slave & free states Compromise of 1850 •Southern states threatened to break (secede) • California = free state; New Mexico & Utah = slave state from Union if Missouri became a “free ” state • Passed a stricter Fugitive Slave Law – returning slaves to their owners when they would run away •So … Missouri = slave; Maine = free • Southerners threaten secession if Fugitive Slave Law not enforced •36 ’30 parallel – North of it free, South of it − wasn ’t enforced slave •kept Union together; but no one happy # of slave and free states EQUAL! 4 Harriet Beecher Stowe • Uncle Tom ’s Cabin • book that turned many Northerners against slavery • author scorned by South Kansas-Nebraska ACT Dred Scott Case • cancelled Missouri Compromise • slave from Missouri who was taken to Wisconsin (a free state) • allow settlers to decide issue of slavery state) − popular sovereignty – rule by the people • sued to gain freedom when returning to Missouri − North = upset, South = happy • said he was made free in Wisconsin • struggle over slavery turned violent • Decision of case: − “ ”– Bleeding Kansas violence between pro and anti slavery − 1. Slaves are PROPERTY not citizens! (no right to forces sue..) − 2. Fugitive Slave law must be enforced − 3. Missouri Compromise was unconstitutional 5th Amendment Republican Party • slaves are property – Scott was a slave • new party formed • • Property cannot be taken away without due process believed no man can own another • South = happy; North = mad • nominated Abraham Lincoln for Illinois Senator he lost 5 Abraham Lincoln John Brown • did not want Union • Abolitionist (Radical) divided over slavery divided over slavery • Raided Harpers Ferry in Virginia, plan to seize guns • slavery is a moral issue, • wanted weapons to arm slaves for rebellion not a legal one • all men caught, tried, hanged • not an abolitionist but wanted to stop slavery • Northerners outraged from spreading into new • Southerners alarmed territories • increase tension between North & South Lincoln-Douglas Debates (1858 Senate Campaign) Presidential Election of 1860 • Lincoln’s views on slavery: It • Stephen Douglas: believed • Lincoln won should not be allowed to each state should decide spread! for itself whether or not to • Election results made it clear: the nation no longer wanted allow slavery compromise • Now 18 free states, 15 slave states • South is upset! Secession Fort Sumter • South saw Lincoln as an abolitionist • 1861 • South Carolina – first state to break away from Union • Southerners captured federal fort for weapons • no one killed, but surrendered to South 6 Confederacy Established… Intro to the Civil War: Long Term Causes • 1861 • Conflict over slavery in territories • seceding states formed a new nation, the Confederate • Compromise failure in Congress (i.e. Missouri States of America, with its president = Jefferson Davis Compromise) • Economic differences − South – needed slaves − North – want to end slavery Emancipation Proclamation • During the Civil War, Lincoln freed all the slaves in states that were rebelling • exception: slaves in South Carolina remained slaves − political move Effects of the Civil War Amendments from the Civil War • Abolition of slavery • 13 th – outlawed slavery • Devastation to the South • 14 th – made slaves (freedmen) citizens • Reconstruction of the South • 15 th – gave all citizens (freedmen) the right to vote • Nation reunited • Boom of Industry • Federal Authority dominant 7 CIVIL WAR: the bloodiest war in American History NORTH • NORTH: UNION • STRENGTHS • WEAKNESSES • President – Abraham • More people than South • Military Leaders Lincoln • 90% of nation’s − 1/3 of nation’s military manufacturing in North officers returned to the • Soldiers –“Yankees ” South • more RR tracks (will • Commanding General – become nation’s biggest − Many remaining officers too old for combat Ulysses S. Grant business post-civil war) • Must invade South South: Confederacy SOUTH • President – Jefferson Davis • STRENGTHS • WEAKNESSES • Soldiers – Rebels • Fighting a defensive battle • Economy: − wealth in land & slaves • – • Great Military Leaders Commanding General Robert E. Lee − Few factories to produce guns and military supplies • Transportation Problem = − lacked RR network & transportation Anaconda Plan • Capture Richmond, VA - capital of Confederacy; destroy rebel government • Gain control of Mississippi River = separates the Confederacy (can ’t travel or trade) • Union blockade of Southern coastal ports − Northern strategy that prevented cotton & other products from being exported to Britain and France − Weakened Southern economy 8 BATTLES of the Civil War BULL RUN (VA) • 1st major battle of the Civil War • Stonewall Jackson stopped Union troops • Southern Victory • Rose Greenhow – spy for South − Union plan to capture Richmond Fort Wagner (SC) Antietam (MD) • (Union) • Bloodiest day Massachusetts 54 th • 6000 died, Regiment – 1st 17000 injured black regiment • No one won (“Glory”) (but South will claim they did) • heavy losses • Southern Victory Battle of Shiloh (TN) Vicksburg (MS) • Ulysses S. Grant led advance in south; he refused • Fought for control of Mississippi River to retreat & WON • Union Victory: captured the Mississippi River and • U.S. army = 13,000 losses managed to divide the Confederate states • C.S. army = 10,000 losses • Gave the Union access
Load more

Recommended publications
  • IOM Regional Strategy 2020-2024 South America
    SOUTH AMERICA REGIONAL STRATEGY 2020–2024 IOM is committed to the principle that humane and orderly migration benefits migrants and society. As an intergovernmental organization, IOM acts with its partners in the international community to: assist in meeting the operational challenges of migration; advance understanding of migration issues; encourage social and economic development through migration; and uphold the human dignity and well-being of migrants. Publisher: International Organization for Migration Av. Santa Fe 1460, 5th floor C1060ABN Buenos Aires Argentina Tel.: +54 11 4813 3330 Email: [email protected] Website: https://robuenosaires.iom.int/ Cover photo: A Syrian family – beneficiaries of the “Syria Programme” – is welcomed by IOM staff at the Ezeiza International Airport in Buenos Aires. © IOM 2018 _____________________________________________ ISBN 978-92-9068-886-0 (PDF) © 2020 International Organization for Migration (IOM) _____________________________________________ All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the publisher. PUB2020/054/EL SOUTH AMERICA REGIONAL STRATEGY 2020–2024 FOREWORD In November 2019, the IOM Strategic Vision was presented to Member States. It reflects the Organization’s view of how it will need to develop over a five-year period, in order to effectively address complex challenges and seize the many opportunities migration offers to both migrants and society. It responds to new and emerging responsibilities – including membership in the United Nations and coordination of the United Nations Network on Migration – as we enter the Decade of Action to achieve the Sustainable Development Goals.
    [Show full text]
  • North America Other Continents
    Arctic Ocean Europe North Asia America Atlantic Ocean Pacific Ocean Africa Pacific Ocean South Indian America Ocean Oceania Southern Ocean Antarctica LAND & WATER • The surface of the Earth is covered by approximately 71% water and 29% land. • It contains 7 continents and 5 oceans. Land Water EARTH’S HEMISPHERES • The planet Earth can be divided into four different sections or hemispheres. The Equator is an imaginary horizontal line (latitude) that divides the earth into the Northern and Southern hemispheres, while the Prime Meridian is the imaginary vertical line (longitude) that divides the earth into the Eastern and Western hemispheres. • North America, Earth’s 3rd largest continent, includes 23 countries. It contains Bermuda, Canada, Mexico, the United States of America, all Caribbean and Central America countries, as well as Greenland, which is the world’s largest island. North West East LOCATION South • The continent of North America is located in both the Northern and Western hemispheres. It is surrounded by the Arctic Ocean in the north, by the Atlantic Ocean in the east, and by the Pacific Ocean in the west. • It measures 24,256,000 sq. km and takes up a little more than 16% of the land on Earth. North America 16% Other Continents 84% • North America has an approximate population of almost 529 million people, which is about 8% of the World’s total population. 92% 8% North America Other Continents • The Atlantic Ocean is the second largest of Earth’s Oceans. It covers about 15% of the Earth’s total surface area and approximately 21% of its water surface area.
    [Show full text]
  • Teaching Speculative Fiction in College: a Pedagogy for Making English Studies Relevant
    Georgia State University ScholarWorks @ Georgia State University English Dissertations Department of English Summer 8-7-2012 Teaching Speculative Fiction in College: A Pedagogy for Making English Studies Relevant James H. Shimkus Follow this and additional works at: https://scholarworks.gsu.edu/english_diss Recommended Citation Shimkus, James H., "Teaching Speculative Fiction in College: A Pedagogy for Making English Studies Relevant." Dissertation, Georgia State University, 2012. https://scholarworks.gsu.edu/english_diss/95 This Dissertation is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. TEACHING SPECULATIVE FICTION IN COLLEGE: A PEDAGOGY FOR MAKING ENGLISH STUDIES RELEVANT by JAMES HAMMOND SHIMKUS Under the Direction of Dr. Elizabeth Burmester ABSTRACT Speculative fiction (science fiction, fantasy, and horror) has steadily gained popularity both in culture and as a subject for study in college. While many helpful resources on teaching a particular genre or teaching particular texts within a genre exist, college teachers who have not previously taught science fiction, fantasy, or horror will benefit from a broader pedagogical overview of speculative fiction, and that is what this resource provides. Teachers who have previously taught speculative fiction may also benefit from the selection of alternative texts presented here. This resource includes an argument for the consideration of more speculative fiction in college English classes, whether in composition, literature, or creative writing, as well as overviews of the main theoretical discussions and definitions of each genre.
    [Show full text]
  • 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.
    [Show full text]
  • End: Grant Sidebar>>>>>
    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.
    [Show full text]
  • SOUTH AMERICA July/August 2007 GGETTINGETTING SSTARTEDTARTED: Guide
    SOUTH AMERICA July/August 2007 GGETTINGETTING SSTARTEDTARTED: Guide Is It Time for a ® South American Strategy? Localization Outsourcing ® and Export in Brazil Doing Business ® in Argentina The Tricky Business ® of Spanish Translation Training Translators ® in South America 0011 GGuideuide SSoAmerica.inddoAmerica.indd 1 66/27/07/27/07 44:13:40:13:40 PPMM SOUTH AMERICA Guide: GGETTINGETTING SSTARTEDTARTED Getting Started: Have you seen the maps where the Southern Hemisphere is at South America the top? “South-up” maps quite often are — incorrectly — referred to as “upside-down,” and it’s easy to be captivated by them. They Editor-in-Chief, Publisher Donna Parrish remind us in the Northern Hemisphere how region-centric we are. Managing Editor Laurel Wagers In this Guide to South America, we focus on doing business and work in Translation Department Editor Jim Healey South America. Greg Churilov and Florencia Paolillo address common trans- Copy Editor Cecilia Spence News Kendra Gray lation misconceptions in dealing with Spanish in South America. Jorgelina Illustrator Doug Jones Vacchino, Nicolás Bravo and Eugenia Conti describe how South American Production Sandy Compton translators are trained. Charles Campbell looks at companies that have Editorial Board entered the South American market with different degrees of success. Jeff Allen, Julieta Coirini, Teddy Bengtsson recounts setting up a company in Argentina. And Bill Hall, Aki Ito, Nancy A. Locke, Fabiano Cid explores Brazil, both as an outsourcing option and an Ultan Ó Broin, Angelika
    [Show full text]
  • 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.
    [Show full text]
  • The Perceptions of Race and Identity in Birmingham
    SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Capstone Collection SIT Graduate Institute Spring 5-25-2014 The eP rceptions of Race and Identity in Birmingham: Does 50 Years Forward Equal Progress? Lisa Murray SIT Graduate Institute Follow this and additional works at: https://digitalcollections.sit.edu/capstones Part of the Political History Commons, Race, Ethnicity and Post-Colonial Studies Commons, and the Social History Commons Recommended Citation Murray, Lisa, "The eP rceptions of Race and Identity in Birmingham: Does 50 Years Forward Equal Progress?" (2014). Capstone Collection. 2658. https://digitalcollections.sit.edu/capstones/2658 This Thesis (Open Access) is brought to you for free and open access by the SIT Graduate Institute at SIT Digital Collections. It has been accepted for inclusion in Capstone Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. The Perceptions of Race and Identity in Birmingham: Does 50 Years Forward Equal Progress? Lisa Jane Murray PIM 72 A Capstone Paper submitted in partial fulfillment of the requirements for a Master of Arts in Conflict Transformation and Peacebuilding at SIT Graduate Institute in Brattleboro, Vermont, USA. May 25, 2014 Advisor: John Ungerleider I hereby grant permission for World Learning to publish my capstone on its websites and in any of its digital/electronic collections, and to reproduce and transmit my CAPSTONE ELECTRONICALLY. I understand that World Learning’s websites and digital collections are publicly available via the Internet. I agree that World Learning is NOT responsible for any unauthorized use of my capstone by any third party who might access it on the Internet or otherwise.
    [Show full text]
  • 100 the SOUTH-WEST CORNER of QUEENSLAND. (By S
    100 THE SOUTH-WEST CORNER OF QUEENSLAND. (By S. E. PEARSON). (Read at a meeting of the Historical Society of Queensland, August 27, 1937). On a clear day, looking westward across the channels of the Mulligan River from the gravelly tableland behind Annandale Homestead, in south­ western Queensland, one may discern a long low line of drift-top sandhills. Round more than half the skyline the rim of earth may be likened to the ocean. There is no break in any part of the horizon; not a landmark, not a tree. Should anyone chance to stand on those gravelly rises when the sun was peeping above the eastem skyline they would witness a scene that would carry the mind at once to the far-flung horizons of the Sahara. In the sunrise that western region is overhung by rose-tinted haze, and in the valleys lie the purple shadows that are peculiar to the waste places of the earth. Those naked, drift- top sanddunes beyond the Mulligan mark the limit of human occupation. Washed crimson by the rising sun they are set Kke gleaming fangs in the desert's jaws. The Explorers. The first white men to penetrate that line of sand- dunes, in south-western Queensland, were Captain Charles Sturt and his party, in September, 1845. They had crossed the stony country that lies between the Cooper and the Diamantina—afterwards known as Sturt's Stony Desert; and afterwards, by the way, occupied in 1880, as fair cattle-grazing country, by the Broad brothers of Sydney (Andrew and James) under the run name of Goyder's Lagoon—and the ex­ plorers actually crossed the latter watercourse with­ out knowing it to be a river, for in that vicinity Sturt describes it as "a great earthy plain." For forty miles one meets with black, sundried soil and dismal wilted polygonum bushes in a dry season, and forty miles of hock-deep mud, water, and flowering swamp-plants in a wet one.
    [Show full text]
  • Military Challenges in the Union Army and Lincoln's Call for a Militia
    Armstrong Undergraduate Journal of History Volume 10 Issue 1 Article 2 4-2020 An Unguaranteed Victory: Military Challenges in the Union Army and Lincoln’s Call for a Militia Madelaine Setiawan Lee University Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/aujh Part of the United States History Commons Recommended Citation Setiawan, Madelaine (2020) "An Unguaranteed Victory: Military Challenges in the Union Army and Lincoln’s Call for a Militia," Armstrong Undergraduate Journal of History: Vol. 10 : Iss. 1 , Article 2. DOI: 10.20429/aujh.2020.100102 Available at: https://digitalcommons.georgiasouthern.edu/aujh/vol10/iss1/2 This article is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Armstrong Undergraduate Journal of History by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. Setiawan: An Unguaranteed Victory An Unguaranteed Victory: Military Challenges in the Union Army and Lincoln’s Call for a Militia Madelaine Setiawan Lee University (Cleveland, Tennessee) At the outbreak of the Civil War, Abraham Lincoln (1809-1865) called for 75,000 volunteers to suppress the Confederacy. The secession of eleven southern states and the bombardment of Fort Sumter officially began the Civil War. Because of the United States’ reliance on an expandable army during wartime, Lincoln was mandated to release a proclamation calling for volunteers. Most men who called southern states home had withdrawn from the Union to fight against it, and while each Confederate soldier had different motives for their enlistment, their withdrawal meant that the Union lacked men to fight for their army.
    [Show full text]
  • Coriolis Effect
    Project ATMOSPHERE This guide is one of a series produced by Project ATMOSPHERE, an initiative of the American Meteorological Society. Project ATMOSPHERE has created and trained a network of resource agents who provide nationwide leadership in precollege atmospheric environment education. To support these agents in their teacher training, Project ATMOSPHERE develops and produces teacher’s guides and other educational materials. For further information, and additional background on the American Meteorological Society’s Education Program, please contact: American Meteorological Society Education Program 1200 New York Ave., NW, Ste. 500 Washington, DC 20005-3928 www.ametsoc.org/amsedu This material is based upon work initially supported by the National Science Foundation under Grant No. TPE-9340055. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation. © 2012 American Meteorological Society (Permission is hereby granted for the reproduction of materials contained in this publication for non-commercial use in schools on the condition their source is acknowledged.) 2 Foreword This guide has been prepared to introduce fundamental understandings about the guide topic. This guide is organized as follows: Introduction This is a narrative summary of background information to introduce the topic. Basic Understandings Basic understandings are statements of principles, concepts, and information. The basic understandings represent material to be mastered by the learner, and can be especially helpful in devising learning activities in writing learning objectives and test items. They are numbered so they can be keyed with activities, objectives and test items. Activities These are related investigations.
    [Show full text]
  • Private Schools for Blacks in Early Twentieth Century Richmond, Virginia
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2016 Private Schools for Blacks in Early Twentieth Century Richmond, Virginia Sharron Smith College of William and Mary, [email protected] Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the History Commons Recommended Citation Smith, Sharron, "Private Schools for Blacks in Early Twentieth Century Richmond, Virginia" (2016). Dissertations, Theses, and Masters Projects. Paper 1477068460. http://doi.org/10.21220/S2D30T This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Private Schools for Blacks in Early Twentieth Century Richmond, Virginia Sharron Renee Smith Richmond, Virginia Master of Liberal Arts, University of Richmond, 2004 Bachelor of Arts, Mary Baldwin College, 1989 A Thesis presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Master of Arts Department of History The College of William and Mary August, 2016 © Copyright by Sharron R. Smith ABSTRACT The Virginia State Constitution of 1869 mandated that public school education be open to both black and white students on a segregated basis. In the city of Richmond, Virginia the public school system indeed offered separate school houses for blacks and whites, but public schools for blacks were conducted in small, overcrowded, poorly equipped and unclean facilities. At the beginning of the twentieth century, public schools for black students in the city of Richmond did not change and would not for many decades.
    [Show full text]