Today+HIST+151


 * This is the wiki page entitled Today HIST 151 (it represents the Sept-Dec 2015 semester)**


 * Friday, 11 December**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs** [Today's the day, we are finally through]


 * I. Prayer/Attendance**


 * II. Exam #3 [Final Exam]**

a. Study Guide http://thelearningprofessor.wikispaces.com/Exam+3

b. Exam times:

(9:20 section) Monday, 14 December, from 9:35-11:25

(10:40 section) Wednesday, 16 December, from 11:55-1:45


 * III. In class today: new material**


 * Reconstruction (1865-1877)**


 * Place of ex-slaves in southern society**

Four million slaves in the South were free. What to do about them?

The civil rights movement led by Martin Luther King, Jr., has been called the Second Reconstruction.

Consider also the powerful feelings that arise even today over the issue of affirmative action.


 * Reconstruction Plans:**


 * How to bring the Southern states back into America**

Post World War II comparison: former Nazi leaders

Prodigal son comparison [Luke 15:11-32 NIV] https://www.biblegateway.com/passage/?search=Luke+15&version=NIV


 * a. President Lincoln's Reconstruction Plan**

Lincoln was assassinated (April 1865)

Abraham Lincoln-John Kennedy comparisons http://www.snopes.com/history/american/lincoln-kennedy.asp

Lincoln's plan would have been fairly mild and probably accepted by Congress.

Andrew Johnson took over as the new President of the United States From Tennessee, but stayed with the Union during the Civil War Former slave owner himself

He was the wrong man for the challenge to reconcile the country.


 * b. Johnson's Reconstruction Plan**

Northerners hoped he would remove Old South leaders from power Through most of 1865, Johnson alone controlled Reconstruction policy Congress recessed shortly before he became President (April) Congress did not meet again until December 1865 Congress angered at lenient presidential Reconstruction policy


 * Congress attempted (unsuccessfully) to impeach Johnson**


 * c. Congressional reconstruction plan**

Congress believed it had constitutional role in Reconstruction Congress controlled by Republican party Congressional Republicans wanted the Southern states that came back into the Union to be Republican

Radical Republicans (former abolitionists) wanted to go farther than most They wanted to transform southern society (sort of like the issue today of "nation building")

They wanted to keep out Southern states until this transformation


 * Election of 1876/Compromise of 1877**

On This Day: Rutherford B. Hayes Named Winner Over Samuel Tilden in 1876 Presidential Election []

This so-called Compromise of 1877 effectively ended Reconstruction


 * Wednesday, 9 December**


 * I. Prayer/Attendance**


 * II. Exam #3 [Final Exam]**

a. Study Guide http://thelearningprofessor.wikispaces.com/Exam+3

b. Exam times:

(9:20 section) Monday, 14 December, from 9:35-11:25

(10:40 section) Wednesday, 16 December, from 11:55-1:45


 * III. Homework for Friday, 11 December**

None


 * IV. In class today: reaction to homework**

Women soldiers in the Civil War (National Archives magazine) []


 * V. In class today: new material**

Johnny Horton: Johnny Reb https://www.youtube.com/watch?v=1ZxMDZ3TdZM&feature=youtu.be

[]
 * Map of the Civil War, 1863-1865**


 * Battle of Chancellorsville** (May 1863). Confederates won battle. But lost their great general, Stonewall Jackson.

May 2, 1863 | Stonewall Jackson Shot by His Own Men at Chancellorsville (New York Times) []

Battle Summary of Chancellorsville http://www.nps.gov/abpp/battles/va032.htm


 * Battle of Vicksburg** (July 1863). Union victory. Union gained complete control of Mississippi River. Western part of Confederacy cut off.

Battle Summary of Vicksburg http://www.nps.gov/abpp/battles/ms011.htm


 * Gettysburg** (July 1863)

Battle of Gettysburg Begins (Finding Dulcinea, On This Day) http://www.findingdulcinea.com/news/on-this-day/July-August-08/On-this-Day--Battle-of-Gettysburg-Begins-.html

Union victory. "High tide" of Confederacy. Turning point of the war for the South.

Battle Summary of Gettysburg http://www.nps.gov/abpp/battles/pa002.htm


 * Gettysburg Address** (November 1863)

President Lincoln Delivers Gettysburg Address (Finding Dulcinea, On This Day) http://www.findingdulcinea.com/news/on-this-day/November/President-Lincoln-Delivers-Gettysburg-Address.html

Text of Gettysburg Address: http://www.abrahamlincolnonline.org/lincoln/speeches/gettysburg.htm


 * Battle of Atlanta** (1864). Union victory. Ensured Lincoln's reelection.

Battle Summary of Atlanta http://www.nps.gov/abpp/battles/ga017.htm


 * Sherman's March through Georgia**

Union victory Sherman operated in deep South Across Georgia: Atlanta to Savannah Destroyed everything in a path 50 miles wide, 200 miles long

Great map showing the path of the march http://www.civilwar.org/hallowed-ground-magazine/fall-2014/images/shermans-march-map.png

Sherman's March to the Sea (Eyewitness to History) http://www.eyewitnesstohistory.com/sherman.htm


 * Grant's overland campaign** pursuing Lee's army to Richmond

Two major battles during this campaign

a. Battle of the Wilderness http://www.nps.gov/abpp/battles/va046.htm

b. Battle of Cold Harbor http://www.nps.gov/abpp/battles/va062.htm


 * Appomattox** (9 April 1865).

Confederate Robert E. Lee surrendered to Union Ulysses S. Grant


 * President Lincoln's assassination** (14 April 1865)


 * Deaths in the Civil War**

Total deaths 620,000===(360,000 North; 260,000 South)


 * Monday, 7 December** [Japanese attack on Pearl Harbor this day in 1941]


 * I. Prayer/Attendance**


 * II. Exam #3 [Final Exam]**

a. Study Guide http://thelearningprofessor.wikispaces.com/Exam+3

b. Exam times:

(9:20 section) Monday, 14 December, from 9:35-11:25

(10:40 section) Wednesday, 16 December, from 11:55-1:45


 * III. Homework for Wednesday, 9 December**

Women soldiers in the Civil War (National Archives magazine) []


 * IV. In class today: reaction to homework**

Religion in the NORTH during the Civil War (National Humanities Center) []

Religion in the SOUTH during the Civil War(National Humanities Center) []


 * V. In class today: addition to material from last time**


 * My thanks to William Ward** for asking me a great question after our last class. His question led me to think more about why France did not enter the Civil War on the side of the South.

Here are two links that will help us dig further into that question:

France and the American Civil War https://en.wikipedia.org/wiki/France_and_the_American_Civil_War

Cinco de Mayo [particularly the paragraph entitled "Consequences to the United States] https://en.wikipedia.org/wiki/Cinco_de_Mayo


 * VI. In class today: new material**


 * Emancipation**

a. Abraham Lincoln's approach

1. Hoped to achieve a peace treaty compromise with the South

2. Tried to balance conflicting parts of his Republican party coalition

Radical Republicans wanted immediate emancipation Others (especially border slave states) did not

3. His priority remained: to preserve the Union, not end slavery

4. But he needed to keep Britain from aiding the Confederacy

Emancipation Proclamation []

b. Jefferson Davis's approach

Preserving Confederate independence was the key for Davis. He would free the slaves if it preserved Confederate independence An effort was made to emancipate: too little, too late


 * Major Battles of the Civil War**

How battles are named: North often named them after bodies of water South often named them after nearest town

[]
 * Map of the Civil War, 1861-1862**


 * Battle of Bull Run (First Manassas)**. South won. Southerners confident. Stonewall Jackson.

Stonewall Jackson profile (Finding Dulcinea) http://www.findingdulcinea.com/features/profiles/j/thomas--stonewall--jackson.html

Johnny Horton: Battle of Bull Run https://www.youtube.com/watch?v=xI7vBQRuTYg&feature=youtube_gdata_player

Battle Summary of Bull Run http://www.nps.gov/abpp/battles/va005.htm


 * Battle of Shiloh**. Union barely won. General Grant removed from command. Large casualties revealed the horrible nature of modern warfare.

Battle Summary of Shiloh http://www.nps.gov/abpp/battles/tn003.htm


 * Battle of Antietam**. Battle a draw. First time South invaded North. Antietam and Gettysburg the only major battles outside the South.

Union troops discover Lee's battle plan http://www.history.com/this-day-in-history/union-troops-discover-rebels-antietam-battle-plan

Battle Summary of Antietam http://www.nps.gov/abpp/battles/md003.htm


 * Battle of Fredericksburg** (December 1862). Union lost big. Made 14 charges against well–entrenched Confederates.

Battle Summary of Fredericksburg http://www.nps.gov/abpp/battles/va028.htm


 * Friday, 4 December**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs** [1 more week and we'll be through]


 * I. Prayer/Attendance**


 * II. Homework for Monday, 7 December**

Religion in the NORTH during the Civil War (National Humanities Center) []

Religion in the SOUTH during the Civil War(National Humanities Center) []


 * III. In class today: reaction to homework**

Civil War photos: Places []

Civil War photos: People []


 * IV. Civil War links**


 * Here are a few of my favorite Civil War web links:**

Music of the American Civil War (1861-1865) []

Washington Post Special Series:150th anniversary (in 2011) of the start of the Civil War []

The Valley of the Shadow: Two Communities in the American Civil War []

Civil War Battle Summaries index (by state) http://www.nps.gov/abpp/battles/bystate.htm

Battle Summary: Wilderness, VA [highlight index page] []


 * V. In class today: new material**


 * War aims during the Civil War**

a. North: Preserve the Union. Not free the slaves

b. South: Preserve slavery==the southern way of life


 * Names used to describe each side**:

a. North=Federals=Yankees=Union=Billy Yank=Blue

b. South=Confederates=Rebels=Secessionists=Johnny Reb=Gray


 * Key Leaders/Generals**

a. North:

Abraham Lincoln Ulysses Grant William Tecumseh Sherman George Meade George McClellan

b. South: Confederate States of America

Jefferson Davis Robert E. Lee Stonewall Jackson J.E.B. Stuart

http://www.teachingamericanhistory.org/neh/interactives/civilwar/lesson1/civil_war.swf
 * Comparisons of both sides**

a. Northern advantages:

Larger population Greater industrial production More railroads and canals

b. Southern advantages:

Greater emotion Excellent military commanders


 * Diplomatic strategy**

a. North

Lincoln tried hard to prevent Britain and France from aiding the Confederacy

Trent Affair (Historian of the State Department) http://history.state.gov/milestones/1861-1865/TrentAffair

b. South

"King Cotton" diplomacy

Hoped that Britain and France would aid South to get southern cotton It did not happen Both countries developed other supply sources


 * Wednesday, 2 December**


 * I. Prayer/Attendance**


 * II. Homework for Friday, 4 December**

Civil War photos: Places []

Civil War photos: People []


 * III. In class today: reaction to homework**

The Harper's Ferry Raid http://www.pbs.org/wgbh/amex/brown/peopleevents/pande09.html

Abraham Lincoln: Life Before the Presidency http://millercenter.org/president/biography/lincoln-life-before-the-presidency

Abraham Lincoln: Family Life http://millercenter.org/president/biography/lincoln-family-life


 * IV. In class today:**

Video; Crash Course>>The Election of 1860 and the Road to Disunion https://www.youtube.com/watch?v=roNmeOOJCDY&feature=youtu.be


 * John Brown at Harpers Ferry** **(1859)**

Using both whites & blacks, John Brown attacked federal arsenal at Harpers Ferry Brown hoped to arm slaves and trigger a slave rebellion Brown failed: captured, tried, and executed Northern abolitionists saw him as a Jesus figure South bothered by this adulation; thought all northerners endorsed him

John Brown: America's First Terrorist? (National Archives magazine) http://www.archives.gov/publications/prologue/2011/spring/brown.html


 * U.S. Presidential Election of 1860**

Lincoln got no southern electoral votes but still won the election. http://en.wikipedia.org/wiki/United_States_presidential_election,_1860

Lincoln's analysis "You in the south think slavery is right and ought to be expanded. We think it is wrong and ought to be restricted."


 * Secession**

Map of secession: []

Civil War (1): Intro, Secession, Eastern Theater 1861-1863 http://mappinghistory.uoregon.edu/english/US/US23-00.html

Secession of South Carolina (December 20, 1860)

The secession of South Carolina led other southern states to secede

Distinguish the two waves of secession

a) Deep South: Miss., Fla., Ala., Ga., La., Tx. b) Upper South: Ark., Tn., N.C., Va.

Several slave states remained committed to the North: Mo., Ky., Md., Del.

Crisis at Fort Sumter []


 * Confederate States of America**

Confederacy was a separate country Problems similar to those of the Articles of Confederation

Jefferson Davis chosen as President of the Confederate States of America

Jefferson Davis Elected (Today in History, Library of Congress) http://memory.loc.gov/ammem/today/nov06.html

Jefferson Davis http://www.tulane.edu/~latner/Davis.html

Capital of the Confederacy was initially in Montgomery, Alabama Capital for remainder of war in Richmond, Virginia Each side tried to take the enemy's capital city


 * Monday, 30 November**

Welcome back. I missed you. Hope you had a good break from classes.


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 2 December**

The Harper's Ferry Raid http://www.pbs.org/wgbh/amex/brown/peopleevents/pande09.html

Abraham Lincoln: Life Before the Presidency http://millercenter.org/president/biography/lincoln-life-before-the-presidency

Abraham Lincoln: Family Life http://millercenter.org/president/biography/lincoln-family-life


 * III. In class today: new material>>the 1850s**


 * THE 1850s**


 * Context: Crucial interplay of several factors**

Should new states be slave or free? "If slavery was the sore spot in the body politic, territorial disputes were salt rubbed into the wound."

Frames of reference of North and South toward each other:

Northerners: feared an evil Southern Slave Power wanting to take over U.S. Southerners: felt that northerners were all abolitionists--wanting to oppress the South


 * Compromise of 1850**

A North–South division was deepening Slavery in the territories colored every other national issue The first sectional battle of the decade involved California California's request to enter Union as free state caused political conflict Compromise of 1850 became a temporary armistice in the slavery issue

Major provisions of the Compromise of 1850:

a. California entered the Union as a free state

California becomes the 31st state in record time (History.com This Day in History | 9/9/1850) http://www.history.com/this-day-in-history/california-becomes-the-31st-state-in-record-time

b. Trading and auction of slaves abolished in Washington, D.C.

Slavery itself was still permitted

c. Fugitive Slave Act

Stronger than past ones Citizens must help capture and return runaway slaves Suspected runaways denied trial by jury

Anthony Burns captured (1854) []

Daniel Webster Endorses Compromise of 1850 (Finding Dulcinea, On This Day) http://www.findingdulcinea.com/news/on-this-day/March/Daniel-Webster-Endorses-Compromise-of-1850-in-3-Hour-Speech.html


 * Uncle Tom's Cabin (1852)**

Harriet Beecher Stowe's portrait of slave suffering made southerners mad

Harriet Beecher Stowe (God in America) http://www.pbs.org/godinamerica/people/harriet-beecher-stowe.html

Slave narratives and Uncle Tom's Cabin http://www.pbs.org/wgbh/aia/part4/4p2958.html

The Underground Railroad http://www.pbs.org/wgbh/aia/part4/4p2944.html

Uncle Tom's Cabin and American Culture (University of Virginia) [] []


 * Republican party** **(1854)**

New party—not connected to the earlier Jeffersonian Republican party A purely sectional third party--based in the North Dedicated to keeping slavery out of the territories

Kansas-Nebraska Act (1854) []

Secession Era Editorials Project (Furman): Kansas-Nebraska Bill (1854) []


 * Sumner–Brooks incident** **(1856)**

Sen. Charles Sumner (Mass.) an abolitionist His antislavery remarks were an insult to Rep. Preston Brooks (S.C.) Brooks beat Sumner with a cane—in Senate chamber

South seemed to condone violence to have its way South sent Brooks more canes Northerners shocked at this southern assault on free speech

The Caning of Senator Charles Sumner (US Senate) http://www.senate.gov/artandhistory/history/minute/The_Caning_of_Senator_Charles_Sumner.htm


 * Dred Scott decision (1857)**

Supreme Court attempted to decide issue of slavery in the territories Five of the nine Supreme Court justices were southerners

The case ruled as follows:
 * Blacks could not be U.S. citizens
 * Congress could not prohibit slavery in a territory
 * This implied a repeal of the Missouri Compromise
 * South delighted; North outraged

Supreme Court Rules Against Dred Scott (Finding Dulcinea, On This Day) http://www.findingdulcinea.com/news/on-this-day/March/Supreme-Court-Rules-Against-Dred-Scott.html


 * Lincoln-Douglas debates (1858)**

The Lincoln-Douglas Debates Begin (Finding Dulcinea, On This Day) http://www.findingdulcinea.com/news/on-this-day/July-August-08/On-this-Day--The-Lincoln-Douglas-Debates-Begin.html


 * Monday, 23 November**


 * I. Prayer/Attendance**


 * II. Homework for Monday, 30 November**

None. Have a great holiday!!


 * III. In class today: reaction to homework**

Slave religion http://www.vgskole.net/prosjekt/slavrute/24.htm

Slave resistance http://nationalhumanitiescenter.org/tserve/freedom/1609-1865/essays/slaveresist.htm

IV. Ken Burns Civil War series

Slavery: All Night Forever https://www.youtube.com/watch?v=eWSf2L7QYoI


 * V. In class today: new material**


 * Slave religion**

Slave religion []

Most white southerners were religious

Most believed they should help slaves become Christians

But they did so on their own terms

Whites used religion as a form of control:

God commanded slaves to serve and obey their masters: Ephesians 6:5, 9 (masters) https://www.biblegateway.com/passage/?search=Ephesians+6&version=NIV Colossians 3:22 https://www.biblegateway.com/passage/?search=Colossians+3&version=NIV 1 Peter 2:18 https://www.biblegateway.com/passage/?search=1+Peter+2&version=NIV

Slaves felt there must be a real Bible somewhere One not written by their white owners

Many whites unwilling to accept slaves as brothers and sisters in Christ.

Christianity helped slaves cope with bondage:

Slaves used religion as a refuge Religion gave them an inner sense of personal worth and dignity Slaves hoped for deliverance from bondage, surely in heaven but hopefully in this lifetime


 * Slave family life**

How slavery affected African-American families []

Slaves tried to be monogamous

Slave marriages had no legal basis Slaves still had marriage ceremonies Vows were changed to "till death or distance do us part" Family was central to slave life

Worst fear was family separation by sale

At any moment, the master could a. Sell a slave husband or wife b. Die in debt, forcing a division of his property c. Give a slave child away as a wedding present

Husbands tried to provide for their wife and children Could not protect the females from sexual exploitation by the master


 * Slave resistance**

Slave resistance []

Few violent rebellions

Whites had firepower, slave patrols, militia, and federal troops

Slaves tried to preserve mental independence and self–respect

Coping mechanisms:
 * Trickster tales
 * Nonviolent forms of resistance
 * Stealing food
 * Temporarily running away
 * Slacking off at work


 * Nat Turner slave rebellion in Virginia** **(1831)**

Nat Turner []

Turner an educated black lay preacher

Key slave rebellion—a violent one Caused an intense white reaction in the south


 * Virginia legislature slavery debate** **(1832)**

White advocates of gradual abolition of slavery forced a debate Argued that slavery was injurious to Virginia's modernization Motion favoring abolition lost Last public debate on slavery in the antebellum South


 * Friday, 20 November**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs** on Thursday [3 more weeks and we'll be through]


 * I. Prayer/Attendance**


 * II. Homework for Monday, 23 November**

Slave religion http://www.vgskole.net/prosjekt/slavrute/24.htm

Slave resistance http://nationalhumanitiescenter.org/tserve/freedom/1609-1865/essays/slaveresist.htm


 * III. In class today: reaction to homework**

Varieties of slave labor []


 * IV. In class today: new material>>Slavery**


 * Antebellum South**

Old South or Antebellum South (before the Civil War) (1800-1860)

North grew and changed

South just grew:
 * Remained a rural, agrarian society
 * Thin population distribution
 * Few cities
 * Small number of factories


 * Rise of the Cotton South**

Several factors increased the growth of slave–supplied cotton plantations:

Growth of cotton production and spread of slavery http://mappinghistory.uoregon.edu/english/US/US18-00.html

Map: Cotton Production in the American south http://teachers.henrico.k12.va.us/tucker/strusky_m/webquests/VUS6_Expansion/Cotton%20Production%201820-1860.jpg

1. Cotton gin [before gin:10 hours for 1 pound; after: 1000 pounds/day] http://www.eliwhitney.org/7/sites/default/files/minisites/cotton/patent.html

2. English and northern U.S. textile factories need for cotton


 * Southern society**

Some 75% of white southern families owned NO slaves at all.

Most planters owned fewer than 10 slaves. But the big planters (100 slaves or more) set the tone for southern society.


 * Slave life**

Food generally adequate, but plain and monotonous

Slaves owned few clothes and lived in small, one–room cabins

Slaves worth more healthy than sick

Women as child bearers were particularly valuable to owner

Slaves treated as property:

Pledged for a debt Gambled away in a card game White crimes against slaves went unpunished Slaves could not testify against whites


 * Slave work routine**

Varieties of slave labor []

1. House slaves

2. Field slaves

Most field slaves worked in the **gang system** White overseer: compensated on how much he produced Black slave drivers: foremen to keep down dissension

3. Some slaves worked the **task system**

In urban settings and on some rice plantations Assigned daily tasks to complete at their own pace Remainder of the time was their own

4. Slave **hire system**

Some skilled slaves were able to hire themselves out They could keep most of their wages Often used proceeds to purchase their freedom


 * Wednesday, 18 November**


 * I. Prayer/Attendance**


 * II. Homework for Friday**

Varieties of slave labor []


 * III. In class today: reaction to homework**

Abolition: African American Odyssey (Library of Congress) http://memory.loc.gov/ammem/aaohtml/exhibit/aopart3.html

Abolition: The African-American Mosaic (Library of Congress) []


 * IV. In class today: new material**


 * Antislavery**

Antislavery was not a unified movement at first

Its adherents differed over several issues:
 * a. How hard to push the issue
 * b. The rights of women
 * c. The place of free blacks in American society

The issue of slavery eventually became so compelling that it consumed all the other reforms we have discussed.

Abolition: African American Odyssey (Library of Congress) http://memory.loc.gov/ammem/aaohtml/exhibit/aopart3.html

Abolition: The African-American Mosaic (Library of Congress) []

The Abolitionists http://www.pbs.org/wgbh/americanexperience/films/abolitionists/player/

The demise of slavery []


 * Gradual emancipation**:

1. American Colonization Society (founded in 1816)

American Colonization Society []

2. Advocated gradual emancipation of former slaves

3. Suggested resettlement in Africa

Colonization: The African-American Mosaic (Library of Congress Exhibition) http://www.loc.gov/exhibits/african/afam002.html

4. Liberia was set up for this purpose Its capital, Monrovia, named for President James Monroe


 * Immediate emancipation**

Immediatism surpassed gradualism as dominant anti-slavery approach


 * a. Immediate—right now
 * b. Complete—no other labor contract
 * c. Uncompensated—owners not paid a thing

[]
 * William Lloyd Garrison**

William Lloyd Garrison []

Garrison was a white abolitionist He argued for immediate emancipation His newspaper, //The Liberator//, began publication in 1831 []


 * Black abolitionists**

Much of abolitionism was run by free blacks

By 1830, blacks had organized some 50 abolitionist societies


 * Underground Railroad**

Underground Railroad []

Levi Coffin House - Underground Railroad's "Grand Central Station" []


 * Women abolitionists**
 * Women more prominent in abolition than other movements
 * Women could not vote
 * Women expected to "keep their place" in the background

Angelina and Sarah Grimke []

White daughters of a South Carolina slave owner Moved to the North Became involved in anti-slavery and women's rights Attacked the concept of subordination of women to men


 * Opposition to abolitionists**: **Murder of Elijah Lovejoy (1837)**

Elijah Lovejoy killed by a pro-slavery mob in Alton, Illinois (Library of Congress) http://www.americaslibrary.gov/jb/reform/jb_reform_lovejoy_1.html

Many white Americans violently opposed abolitionism They did not want to compete with freed blacks Hostile whites threatened abolitionist editors and speakers An example of this opposition was the murder of Elijah Lovejoy, a white abolitionist newspaper editor

Northerners outraged: Not because they supported abolition But because they wanted to preserve free speech


 * Gag rule**

Many Northern church women signed anti-slavery petitions Sent these petitions to Congress

From 1836 to 1844, Congress refused even to open or read the petitions Southerners were happy

Northerners felt their free speech was violated.


 * Monday, 16 November**


 * I. Prayer/Attendance**


 * II. Exam #2**

I will have it back to you on Wednesday.


 * III. Homework for Wednesday, 18 November**

Abolition: African American Odyssey (Library of Congress) http://memory.loc.gov/ammem/aaohtml/exhibit/aopart3.html

Abolition: The African-American Mosaic (Library of Congress) []


 * IV. In class today: reaction to homework**

Charles Finney (God in America) []

The Religious Origins of Manifest Destiny http://nationalhumanitiescenter.org/tserve/nineteen/nkeyinfo/mandestiny.htm


 * V. In class today: new material>>Second Great Awakening**


 * Second Great Awakening**

Began around 1800 Democratized American religion—as voting was being democratized Rejected doctrine of predestination


 * A. On the frontier: West and South**

Focus on individual salvation; no impulse to reform society

Let's take a look at the section in this article entitled "Great Revival of the South" http://www.lewis-clark.org/content/content-article.asp?ArticleID=2449


 * 1. Camp meetings**

Attended by thousands Cane Ridge (1801): 10,000 participants

Cane Ridge Revival Kentucky (Google Images) []

Cane Ridge Meeting House http://www.caneridge.org/ Plus: The Great Revival http://www.caneridge.org/revival.html

Religion and the New Republic (Library of Congress) Go to "Camp Meeting" http://www.loc.gov/exhibits/religion/rel07.html


 * 2. Circuit riders**

Methodist Circuit Riders (Google Images) []

Nothing but Crows and Methodist Preachers http://www.forgottenword.org/crows.html

“A Religious Flame That Spread All Over Kentucky”: Peter Cartwright Brings Evangelical Christianity to the West, 1801–04 (History Matters) http://historymatters.gmu.edu/d/6370


 * B. In the north**

Congregationalists and Presbyterians Small to medium-sized towns Northern revivals led to an impulse to reform society


 * Charles G. Finney**

Key name in Second Great Awakening

Charles Finney (God in America) []

"My Heart Was So Full of Love That It Overflowed": Charles Grandison Finney Experiences Conversion (History Matters) []

New York lawyer Converted (1821)

Finney became a full–time evangelist "I have a retainer from Jesus to plead his case" Focused initially on the small towns in western New York.

Arminianism==Free will A more democratic version of Christianity than predestination. Any person who wanted to be saved could be saved.


 * Charles Finney's evangelistic approach** was controversial for its time:

a. Protracted meetings. Revivals continued nightly for a week or more.

b. Anxious bench. "Almost saved" would sit up front. They were made an object of special prayer.

c. Women allowed to speak aloud and pray for male relatives


 * Converts organized into voluntary associations**

1810—Foreign Missions Board

Haystack Prayer Meeting https://en.wikipedia.org/wiki/Haystack_Prayer_Meeting

1816—American Bible Society—distributed Bibles in the West

1825—American Tract Society—to seamen and urban poor


 * Friday, 13 November**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs** on Thursday [4 more weeks and we'll be through]


 * I. Prayer/Attendance**


 * II. Exam #2**

I will probably have it back to you on Monday (Wednesday at the latest).


 * III. Homework for Monday, 16 November**

Charles Finney (God in America) []

The Religious Origins of Manifest Destiny http://nationalhumanitiescenter.org/tserve/nineteen/nkeyinfo/mandestiny.htm


 * IV. In class today: reaction to homework**

a. Life in the U.S. Army during the U.S.-Mexican War []

b. Life in the Mexican Army during the U.S.-Mexican War []


 * V. In class today: new material>>U.S.-Mexican War**


 * Manifest Destiny**

The notion that American expansion westward and southward was inevitable, just, and divinely ordained

In accordance with this view: Native Americans: savages, best eliminated Hispanics: inferior peoples, best controlled or conquered

Manifest Destiny []


 * Mexican War (1846–1848)**

Mexican War interactive (Mapping History) http://mappinghistory.uoregon.edu/english/US/US16-01.html

Mexican War Map: []

1. Beginnings of the war

Mexico felt that the U.S. annexation of Texas in 1845 was a cause for war.

American sent forces into a disputed region to provoke a Mexican attack.

Mexicans did attack.

America declared war

2. Some in U.S. opposed war:

Many northerners opposed the war with Mexico They saw in a war an evil design by slave owners to increase possible slave territory

Abraham Lincoln's Spot Resolutions http://www.pbs.org/kera/usmexicanwar/biographies/abraham_lincoln.html

3. American interest in California:

New England clipper ships traded with the area in the 1830s http://en.wikipedia.org/wiki/Clipper

Bartered manufactured goods for cowhides Boston companies set up resident agents in California Agents' reports back East sparked interest in California

a. Richard Henry Dana's //Two Year Before the Mast//: a best seller (1840)

Richard Henry Dana http://www.winthrop.dk/rhdana.html

Dana Point. Ship visit: Pilgrim. http://www.ocean-institute.org/programs/pilgrim.html

b. Sutter's Fort. Sacramento. At end of Overland Trail.

4. When war with Mexico seemed likely, U.S. claimed California

Bear Flag Revolt (June 14, 1846)

Key names: Sonoma; William B. Ide; John Fremont; Mexican Governor Mariano Guadalupe Vallejo

Separate country for less than a month

California's Bear Flag revolt begins (History.com This Day in History | 6/14/1846) http://www.history.com/this-day-in-history/californias-bear-flag-revolt-begins

5. U.S. Forces in Mexico

Mexican War Map: []

a) General Zachary Taylor: invaded Mexico from north

b) General Winfield Scott: invaded Mexico from seacoast

c) Two interesting items about the Mexico City phase of the war

From the American side: "Halls of Montezuma" in the U.S. Marine Corps song

From the Mexican side: Los Niños Héroes http://en.wikipedia.org/wiki/Ni%C3%B1os_H%C3%A9roes

6. Treaty of Guadalupe Hidalgo [2 February 1848 http://www.pbs.org/kera/usmexicanwar/war/wars_end_guadalupe.html

Present U.S. states: California, Nevada, Utah, Arizona, (and parts of Wyoming, Colorado, and New Mexico) U.S. territory enlarged by 20%

U.S. Territorial acquisitions


 * Legacy of the Mexican-American War**

$100 million in military costs 13,000 Americans died Training ground for U.S. military officers later famous in Civil War Gold discovered in California (1848): a few months before treaty signed Continuing controversy over extension of slavery in land won from Mexico


 * Wednesday, 11 November**


 * I. Prayer/Attendance**


 * II. Exam #2**

I will probably have it back to you on Monday (Wednesday at the latest).


 * III. Homework for Friday, 13 November**

a. Life in the U.S. Army during the U.S.-Mexican War []

b. Life in the Mexican Army during the U.S.-Mexican War []


 * IV. In class today: new material**


 * Texas**

Map: []

Americans move into Spanish, then Mexican Tejas Panic of 1819 pushed some Americans westward Mexico gained its independence from Spain (1821)

Spain gave land grants to Moses Austin

Mexico continued the same deal with Stephen Austin (1824) []

Americans not happy with three aspects of life in Mexico:

a. Catholicism: Settlers either converted superficially or ignored requirement b. Slavery (in 1829 Mexico freed its slaves)(colonists freed slaves but signed them to lifelong indentured servant contract c. Self government

Texas part of Mexican state of Coahuila (Texas outnumbered 3 to 1)

Americans demanded a Mexican state of their own

Dictator Santa Anna abolished separate Mexican states (1834) []


 * Texas revolution** (1836)

By 1835, Texas population: 30,000 Americans; 3,000 Mexicans "War party" declared Texas independent in 1836

Guests who rebelled against their hosts


 * Main battle of the Texas Revolution**:

Alamo: 187 all died (Davy Crockett, Jim Bowie, William Travis)

Alamo (Google Images) http://bit.ly/VyD0ru

The Alamo Came Under Attack http://www.findingdulcinea.com/news/on-this-day/Feb/On-this-Day--The-Alamo-Came-Under-Attack.html


 * Texas: the Lone Star Republic** (1836–1845)

Texas a separate country

Sam Houston the first president. []

Population increased from 30,000 to 142,000 Annexation delayed until 1845: volatility of the slavery issue


 * Monday, 9 November**

Exam #2


 * Friday, 6 November**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs** on Thursday [5 more weeks and we'll be through]


 * I. Prayer/Attendance**


 * II. Exam #2 will be on Monday, 9 November**

Bring your blue book. Please write in pen.

Study Guide for Exam #2 http://thelearningprofessor.wikispaces.com/Exam+2


 * III. In class today: reaction to homework>>California Gold Rush**

Discovery [] The News [] Across Land [] By Sea [] Elephant [] Miner's Life [] Prospecting [] Commerce [check out the Levi Strauss example] [] Entertainment [|http://museumca.org/goldrush/fever18.htm]


 * IV. In class today: new material**


 * Indian Removal**

Native American resistance and removal []

Most whites wanted land Most whites were racist: had little respect for Indians' rights and culture Indians always seemed to be in the way of whites' land hunger Some whites: physically separate Indians and white settlers Other whites: "civilize" Indians and assimilate them into American culture


 * Removal Act of 1830**

Indian Removal (Africans in America) http://www.pbs.org/wgbh/aia/part4/4p2959.html

The government forced the Five Civilized Tribes to move west of the Mississippi River. Five Civilized tribes: Choctaw, Chickasaw, Creek, Cherokee, Seminole


 * Cherokee Trail of Tears**

One part, a sad one, of the overall Indian removal. Some 4,000 of the 13,000 Cherokees died along the way.

Cherokees. If civilizing Indians was the American goal, no tribe met that test better than the Cherokees: Cherokee–language Bible

Sequoyah http://en.wikipedia.org/wiki/Sequoyah

Bilingual tribal newspaper Formal government complete with legislature and court system Written constitution modeled after that of the U.S. Ownership of black slaves Almost total conversion to Christianity.


 * Oregon Trail**:

Map: []

Independence, Missouri to Oregon/California Trip was 2,000 miles; took 6 months Role of Methodist missionaries (1833) "Oregon fever" began after the Panic of 1837 Fremont mapped the trail (1842) 1843—major increase in migration over the Trail


 * Oregon Country**

Boundary dispute map: http://wps.ablongman.com/wps/media/objects/1483/1518969/DIVI236.jpg

U. S. negotiated for Oregon Country (1846). U.S. to brink of war with Britain over Oregon boundary. Polk's campaign slogan: Fifty-Four Forty or Fight U.S. could not fight Mexico and Britain at same time

U.S. Territorial acquisitions


 * California Gold Rush (1849)**

1. Discovery of gold (1848) (2 months before Mexican-American war treaty)

California Gold Rush (1849) Overland trail plus passage around South America 100,000 arrived in one year

Mining camp map (California Highway 49) []

2. California statehood (1850)


 * Wednesday, 4 November**


 * I. Prayer/Attendance**


 * II. Exam #2 will be next Monday, 9 November**

Study Guide for Exam #2 http://thelearningprofessor.wikispaces.com/Exam+2


 * III. Homework for Friday, 6 November: Gold Rush**

Discovery [] The News [] Across Land [] By Sea [] Elephant [] Miner's Life [] Prospecting [] Commerce [check out the Levi Strauss example] [] Entertainment [|http://museumca.org/goldrush/fever18.htm]


 * IV. In class today: new material**


 * Lewis and Clark Expedition** (May 1804-Sept 1806)

Here is a terrific map of the total route:

4,000 Miles. Explored extent of Louisiana Purchase: rivers that drain into Mississippi. Began in St. Louis; up the Missouri River to its source Across the Rocky Mountains (Continental Divide) Rivers running east go to Mississippi, those to West to Pacific Ocean Winter camp in Astoria, Oregon

Meriwether Lewis (The West) http://www.pbs.org/weta/thewest/people/i_r/lewis.htm

William Clark (The West) http://www.pbs.org/weta/thewest/people/a_c/clark.htm

Sacagawea (The West) http://www.pbs.org/weta/thewest/people/s_z/sacagawea.htm


 * War with Barbary pirates (1801-1815)**

Barbary States: Morocco, Algeria, Tunisia, and Tripoli (today's Libya). []

Pirates attacked U.S. ships in the Mediterranean U.S. got tired of paying protection money U.S. built up its naval and marine capacity Pirates defeated by 1815; no more protection money

Marine Corps Hymn: "To the shores of Tripoli"


 * WAR OF 1812**

Remember: Britain and France locked in a world war

Napoleon invaded Russia in 1812.

1812 Overture http://en.m.wikipedia.org/wiki/1812_Overture


 * A. American grievances with British**:

1. Impressment

Britain's navy suffered a severe shortage of sailors. Britain stopped American ships Forcible draft of American sailors.

2. Desire to defend American independence and honor


 * B. The vote for war**

Congress deeply divided over whether to go to war with Britain. Federalists in New England did not want to go to war. Many Federalist considered conflict to be "Mr. Madison's War." Raising troops in New England was difficult. People in west wanted to go to war.


 * C. War Hawks**

Their fathers had fought in the Revolution. They themselves wanted to prove themselves in war

Key names: John C. Calhoun of South Carolina House Speaker Henry Clay of Kentucky

[]
 * D. Key battles of the War of 1812**:

War of 1812 (Mapping History) http://mappinghistory.uoregon.edu/english/US/US12-01.html

1. **Washington, D.C.**

British captured the city.

British Troops Burn White House and Capitol (Finding Dulcinea, On This Day) []

2. **Baltimore**

British bombarded; Americans held out.

Francis Scott Key Writes “The Star-Spangled Banner” (Finding Dulcinea, On This Day) []

3. **Horseshoe Bend** (in today's Alabama)

Andrew Jackson (future American president) defeated the Creek Indians. He forced them to sign away most of their land.

4. **New Orleans** (8 Jan 1815)

Andrew Jackson's troops defeated the British.

Johnny Horton song: Battle of New Orleans https://www.youtube.com/watch?v=50_iRIcxsz0&feature=youtu.be

British: 300 killed, 1300 wounded, 500 captured Americans: 30 killed, 40 wounded

Battle of New Orleans http://www.findingdulcinea.com/news/on-this-day/On-this-Day--U-S--Forces-Defeat-the-British-in-the-Battle-of-New-Orleans.html


 * E. Consequences of War of 1812**

1. Affirmed the freedom won in the Revolutionary war 2. Strengthened America's resolve to avoid European politics 3. Dealt a serious blow to Indian resistance to American expansion 4. Increased nationalism—renewed feeling of confidence and assertiveness 5. Stimulated economy (capitalists began to invest in home manufactures)


 * Monday, 2 November**


 * I. Prayer/Attendance**


 * II. Exam #2 will be next Monday, 9 November**

Study Guide for Exam #2 http://thelearningprofessor.wikispaces.com/Exam+2


 * III. Homework for Wednesday, 4 November: Oregon Trail**

Introduction to Oregon Trail [|http://www.america101.us/trail/Introduction.ht] "Jumping off" [] Power [] Hardships [] Camping [] Buffalo []


 * IV. In class today: new material**


 * The Presidency of George Washington**

Washington elected unanimously Vice President John Adams Washington acted cautiously Aware of precedents for the future Only used his veto power when he felt a bill was unconstitutional


 * First Congress** (April 1789):

Members were Federalists—generally


 * Congress succeeded at its four immediate tasks**:

a. Revenue Act of 1789.

Congress adopted a 5 percent tariff on certain imports. Raised sufficient revenue to support the new government.

b. Bill of Rights

Responding to state ratification conventions' call for a bill of rights. James Madison took the lead. First ten amendments to the Constitution passed.

c. Beginnings of a "Cabinet"

Secretary of State Thomas Jefferson Secretary of Treasury Alexander Hamilton Secretary of War Henry Knox Attorney General Edmund Randolph

d. Judiciary Act of 1789.

Organized the federal judiciary. Supreme Court (6 members) District courts (13) Circuit courts of appeal (3)


 * First political party system**:

Both groupings gradually divided into two opposing camps, each accusing the other of having sold out the principles of the Revolution.

a. **Federalists**

Supporters of Alexander Hamilton began calling themselves Federalists to link themselves with the federal Constitution.

Washington and Adams were both Federalists.

Supporters: Those in favor of the Constitution during ratification Concentrated in New England

Strong national government Central economic planning For a National Bank Internal improvements (roads, harbors) Commercially-oriented America: For manufacturing Protective tariffs (a tax on imported goods—to protect American industry) Who should hold power: social elite—best interests of the people More order, less liberty: protection of property rights Constitution: broad construction==loose interpretation Foreign policy: closer ties with Great Britain

b. **Democrat-Republicans**

Supporters of Jefferson began calling themselves Republicans, contending that they were the true heirs of the Revolution and that Hamilton was plotting to subvert republican principles.

Key person: Thomas Jefferson.

Supporters: Anti-federalists during ratification process

Their policies were generally the opposite of the Federalists on almost every domestic and foreign policy issue.


 * Presidency of Thomas Jefferson**

From 1801–1824, all three American presidents were Republicans and Virginians: Thomas Jefferson (8 yrs.); James Madison (8 yrs.); James Monroe (8 yrs).


 * Empire of liberty**

Jefferson shared with other Americans the belief that the U.S. was destined to expand its "empire of liberty." Most past empires had been run by dictators.


 * Four obstacles to America's empire of liberty** would have to be confronted:

a. French in New Orleans and the Louisiana Territory b. Spanish in Florida and Mexico c. British in Canada d. Native Americans throughout the continent.


 * Presidential Election of 1800**

Republicans Jefferson and Burr tied for the election Jefferson selected by Federalist–controlled House of Representatives Peaceful transition of power between political parties New Congress controlled by Democrat-Republicans

Jefferson won election of 1800 (Today in History, Library of Congress) http://memory.loc.gov/ammem/today/feb17.html


 * Louisiana Purchase** (1803)

The obstacle to the "empire of liberty" posed by the French was the first to be overcome.

Louisiana Purchase (Today in History, Library of Congress) http://memory.loc.gov/ammem/today/oct20.html

U.S. paid $15 million to France. Doubled the size of America.

Jefferson compromised his strict constructionist views

Great Maps of Louisiana Purchase:




 * Friday, 30 October**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs** on Thursday [6 more weeks and we'll be through]


 * I. Prayer/Attendance**


 * II. Exam #2 will be on Monday, 9 November**

Study Guide for Exam #2 http://thelearningprofessor.wikispaces.com/Exam+2


 * III. Homework for Monday, 2 November**

None. Take time to catch up with yourself.


 * IV. In class today: reaction to homework**

a. Go to the webpage entitled "The Federalists." Read the sections on Origins, Status, and Authorship. Skip the section entitled Outline. http://teachingamericanhistory.org/fed-antifed/federalist/

b. Go to the webpage entitled "The Antifederalists. Read "Why the Name" and "Three Kinds of Antifederalists." http://teachingamericanhistory.org/fed-antifed/antifederalist/


 * V. In class today: new material**

http://teachingamericanhistory.org/convention/summary/#0611
 * Check out how the day-by-day summary shows the voting:**


 * Great [Connecticut] Compromise**

Convention had almost collapsed because of the large state/small state split over representation.

The Great Compromise reconciled the Virginia and New Jersey plans:

1. Lower House

Proportional representation Members elected directly by the people

2. Upper house

Each state had two members Equal votes per state (so they thought) Elected by state legislatures (1916: direct election)


 * Three–Fifths clause**

Issue of proportional representation now became a stumbling block to the delegates.

How to allocate lower house representation among the states? This question divided states between slave/free rather than state size Slaves to count as "three–fifths" of a person for representation South gained power: House of Representatives & electoral college

Constitutional Convention: Monday, June 11 []


 * Other constitutional protections for slavery**

Congress prohibited from outlawing slave trade for twenty years Fugitive slave clause: states must return runaways to masters. National troops can help put down states' "domestic violence"


 * Separation of powers**

Power balancing power. Gridlock intentionally built in.

Checks and balances both horizontal and vertical: Horizontal: President, Congress, and Supreme Court. Vertical: Federalism—balance between national and state levels


 * Ratification (approval) Conventions**:

Ratification of the Constitution required approval of nine states Most state legislatures were only willing to revise the Articles

The question became: How to bypass the state legislatures The solution: State constitutional conventions—people selected convention delegates Rationale: Since a constitution more important than normal legislation, it should not be passed by regular legislative process.


 * Two general groupings arose out of the ratification convention**s:

Federalists:

Called themselves Federalists, not nationalists.
 * Wanted a strong national government
 * Supported the Constitution as drafted
 * Promised a Bill of Rights after ratification

Antifederalists:


 * Wanted strong state governments as chief protectors of individual rights
 * Opposed the Constitution as drafted
 * Demanded a Bill of Rights to protect individuals from national government

[]
 * Federalist Papers**:

1. Written primarily for the ratification battle in New York 2. Published anonymously (Publius) 3. Actually written by James Madison, Alexander Hamilton, and John Jay 4. Classic of political theory 5. Original intent issue 6. What was in the mind of the Framers? 7. Plus Madison's notes


 * Ratification (approval) vote**:

Ratification http://www.teachingamericanhistory.org/ratification/

The proposed Constitution not overwhelmingly popular Debate in the state constitutional ratifying conventions was spirited.

Some state votes were close:
 * Massachusetts (187–168)
 * New Hampshire (57–46)
 * New York (30–27)
 * Virginia (89–79)

But the Constitution was ultimately approved! Yea!!


 * Wednesday, 28 October**


 * I. Prayer/Attendance**


 * II. Homework for Friday, 30 October**

From the Federalist/AntiFederalists Debates over the Constitution:

a. Go to the webpage entitled "The Federalists." Read the sections on Origins, Status, and Authorship. Skip the section entitled Outline. http://teachingamericanhistory.org/fed-antifed/federalist/

b. Go to the webpage entitled "The Antifederalists. Read "Why the Name" and "Three Kinds of Antifederalists." http://teachingamericanhistory.org/fed-antifed/antifederalist/


 * III. In class today: reaction to homework (Ben Franklin)**

Ben A to Z (Ben's Interests and Achievements) []

It's The Little Things [Ben's various inventions] []

Name That Ben: [be sure to click on "Silence Dogood" and read Ben's first Silence Dogood letter] []

Self-Improvement []

Health []


 * IV. In class today: new material**

[]
 * Constitutional Convention (Gordon Lloyd)**

1. Biographical sketches of some of the better-known Framers [read the pop-up box for each of the following] []

Virginia: James Madison Maryland: Daniel Carroll New York: Alexander Hamilton Connecticut: Roger Sherman Virginia: George Mason Delaware: John Dickinson New Jersey: William Paterson Virginia: Edmund Randolph Virginia: George Wythe Pennsylvania: Robert Morris Massachusetts: Elbridge Gerry [Gerrymandering] []

2. Age of Framers [scan the listing] []

3. Educational Backgrounds of Framers [scan the listing] []


 * People who were NOT delegates at the convention**

Thomas Jefferson (ambassador to France) John Adams (ambassador to England) Patrick Henry ("smelled a rat")


 * Procedural rules crucial to the outcome**:

a. Absolute secrecy b. OK to reopen questions c. Only a majority vote of states required to approve provisions


 * James Madison—his vital role**:

Well prepared: Studied comparative governments historically Analyzed our existing government in his essay entitled "Vices of the Political System of the United States"

James Madison (Today in History, Library of Congress) []

Took notes during entire Convention

From Madison's Notes on the debate in the Convention []

Often called the "Father of the Constitution" Later role as Fourth President of the United States


 * Virginia plan**

Tuesday, May 29 (Virginia Plan introduced) []

Goal: Replace the Articles of Confederation

Large states liked this plan Two–house legislature:

Lower house elected directly by the people Upper house selected by the lower

Proportional representation in both houses

"National" executive with "supreme" powers "National" executive to be chosen by legislature; (electoral college)

National judiciary—became basis of Supreme Court

Congressional veto over state laws.


 * New Jersey plan**

Friday, June 15 (New Jersey Plan introduced) http://teachingamericanhistory.org/convention/debates/0615-2/

Goal: Just amend the Articles of Confederation

Small states liked this plan One–house legislature Each state would have an equal vote Only a modestly stronger national government


 * Monday, 26 October**


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 28 October**


 * Benjamin Franklin**

​Ben A to Z (Ben's Interests and Achievements) []

It's The Little Things [Ben's various inventions] []

Name That Ben: [be sure to click on "Silence Dogood" and read Ben's first Silence Dogood letter] []

Self-Improvement []

Health []


 * III. In class today: reaction to homework**

Declaration of Independence, "Historical Context" version (Claremont Institute) http://www.founding.com/the_declaration_of_i/pageid.2418/default.asp

Religion and the American Revolution (Library of Congress) []


 * IV. In class today: new material: Constitution module**


 * Articles of Confederation:**

The first American constitution Codified the way the Second Continental Congress operated Government was unwieldy and inefficient

Like a League of Friendship Compare it to the Confederacy during Civil War. Compare it to U.S. participation in the United Nations.

Articles of Confederation (Today in History, Library of Congress) []

Religion and the Congress of the Confederation (Library of Congress) []


 * Features of the Articles of Confederation:**

1. No strong central government 2. Sovereignty and independence retained by states 3. One house in Continental Congress—each state had an equal vote 4. State control of Congressional delegation
 * Delegates selected by state legislatures
 * Delegates paid by states
 * Delegates had one-year terms, up to a maximum of 3 terms

5. Nine of thirteen states' votes required for normal legislation 6. All 13 states' votes needed to amend the articles itself 7. No separate executive branch to administer the government 8. No national-level court system 9. No power to levy taxes 10. No authority to regulate commerce 11. No strong, centralized military


 * Northwest Ordinance of 1787**

Confederation Congress successful in one thing: legislation for Northwest Territory

Northwest Territory comprised today's states of Wisconsin, Michigan, Illinois, Indiana, and Ohio

a. Abolished slavery in Northwest territory

b..Guaranteed freedom of religion within the territory

c. Defined how formal governments would be organized: When 6,000 settlers: territorial status When 60,000 settlers: apply for statehood

d. New states would join Union on equal footing with original thirteen

Northwest Territory Map:


 * Shays' Rebellion** (January 1787)

This rebellion convinced many political leaders that the nation's problems extended far beyond trade policy.

Massachusetts farmers were angered by high taxes and the scarcity of money.

They took up arms to protest.

Led by Daniel Shays, a Revolutionary War veteran.

Used same arguments Patriots had used against the British.

Was this protest a forerunner of similar revolts in other locations?

Shays Rebellion [this website is organized much like the Deerfield website] []

Shays Rebellion []

Shays Rebellion []


 * Why did we have what became known as the Constitutional Convention?**

Many American leaders felt that the laws of the Confederation government were not adequate to run the country.


 * Convention itself**

Where: Philadelphia When: May–Sept 1787

Delegates to the Federal (Grand) Convention are considered to be: Founding Fathers Framers of the Constitution


 * Friday, 23 October**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs** on Thursday [7 more weeks and we'll be through]


 * I. Prayer/Attendance**


 * II. Homework for Monday, 26 October**

Declaration of Independence, "Historical Context" version (Claremont Institute) http://www.founding.com/the_declaration_of_i/pageid.2418/default.asp

Religion and the American Revolution (Library of Congress) []


 * III. In class today: reaction to homework**

Thomas Jefferson [work through the items on my blog post] http://thelearningprofessor.blogspot.com/2011/10/website-spotlight-thomas-jefferson.html


 * IV. In class today: new material**


 * Thomas Paine: //Common Sense//** (Jan 1776)

His essay helped Americans accept the idea of separation from Britain.

a. Wildly popular book b. Helped Americans accept the idea of separation from Britain c. Advocated creation of an independent republic d. Downplayed benefits of links to mother country e. Insisted Britain had exploited colonies unmercifully f. Americans hated Parliament, but thought King was sympathetic g. Paine disagreed: h. King was a royal brute i. King only pretended to care for the colonist's welfare

Thomas Paine (National Portrait Gallery exhibit) []


 * Declaration of Independence** (July 4, 1776)

Declaration of Independence, "Historical Context" version (Claremont Institute) []

a. Thomas Jefferson was chosen to draft the Declaration

b. Colonists would no longer accept legitimacy of Parliament

c. Declaration of Independence concentrated on King George III as the villain

The King had attempted to destroy representative government The King oppressed Americans by excessive force

d. All men are created equal: principle to live up to

e. Signers of the Declaration at great risk: treason. John Hancock's big signature: "King won't need his spectacles"


 * Lineup of opponents during the war itself**:

a. War took place on several levels

Regular troops: British against Patriots Irregular troops: Partisan warfare (Patriots versus Loyalists)

Map of the war []

b. Fighting moved chronologically from North to South:
 * New England
 * Middle colonies
 * Southern colonies


 * Continental army**

a. Never numbered more than 18,500 men b. Included black (5,000) troops c. Short–term militiamen helped in their own area d. Women traveled with the army


 * Washington "crossed the Delaware" River (December 1776)**

Patriots attacked Trenton and captured almost a thousand Hessian soldiers This victory cheered American spirits

Battle of Trenton https://en.wikipedia.org/wiki/Battle_of_Trenton

Hessians http://www.pbs.org/ktca/liberty/popup_hessians.html

Famous painting https://en.wikipedia.org/wiki/Washington_Crossing_the_Delaware


 * Patriot winter camp**: **Valley Forge (winter 1777-1778)**

Tremendous suffering Time for needed training (Baron von Steuben)


 * Battle of Saratoga (1778)**

a. British invaded New York to cut off New England from rest of colonies b. British General Burgoyne surrendered 6,000 troops c. American victory led to French recognition of American independence

Battle of Saratoga https://en.wikipedia.org/wiki/Battles_of_Saratoga


 * Franco–American Treaty of Alliance** **(1778)**

Treaty of alliance brought France into war on American side: http://history.state.gov/milestones/1776-1783/french-alliance

a. Americans had mixed feelings b. France had been major enemy in past c. French were Catholic d. But French were anxious to avenge their defeat in the French and Indian War

French help was critically important to the overall Patriot victory against the British.


 * British Surrender at Yorktown** **(1781)**

a. British General Cornwallis trapped on Tidewater peninsula b. American and French armies surrounded him on land. c. French navy defeated British rescue effort off Chesapeake Bay d. Great American victory.

Battle of Yorktown https://en.wikipedia.org/wiki/Siege_of_Yorktown


 * Peace Treaty of Paris** (1783)

American diplomats: Benjamin Franklin, John Adams, and John Jay

Our negotiators won a tremendous settlement for America http://www.findingdulcinea.com/news/on-this-day/September-October-08/On-this-Day--Treaty-of-Paris-Signed--Ending-Revolutionary-War.html

Map of America in 1783 as a result of this treaty: http://images.classwell.com/mcd_xhtml_ebooks/2005_world_history/images/mcd_awh2005_0618376798_p642_f2.jpg

a. England recognized American independence b. Britain kept Canada—but reduced to its original boundaries before Quebec Act c. U.S. got all territory east of the Mississippi d. Britain ignored territorial rights of its Indian allies e. French GOT NOTHING out of the peace treaty


 * Wednesday, 21 October**


 * I. PRAYER/ATTENDANCE**


 * II. MY OBSERVATIONS ON EXAM #1**


 * Remember: I love you and care for you--no matter how you did on the exam.**


 * Also Remember**: Your answers to the two questions represent how much you learned in 1/3 of a college course.

Wait at least 24 hours before you talk to me about your grade. Before we talk, take the time to type out your answers so we can determine how much you included in your answers related to the study guide expectation.

As an APU student, you are expected to study 1-2 hours outside of class for every hour in class. The only grades for this course (besides class participation--which you should strive to do better on) are the three essay exams. Decide for yourself how much time you are actually investing in the course.


 * Number of pages**:

Your answers to both questions should be hitting concrete points from the study guide.

As I read your blue book, I underlined or circled the points you made that counted toward your answer.

When your answer is barely more than one page, with few concrete points from the study guide, you will probably have a fairly low grade.


 * Grades**:

In some cases, your actual grade should have been an F. For this exam, I allocated a provisional grade of C- (70 points). This will be the grade you keep--provided you improve on future exams.

This is our first exam together. I will look at how you progress over the semester.

Please let me help you figure out how to up your game.

I did not write much to you in the way of notes (I am never quite sure what to say).

But my thoughts are these:

Let me help you (particularly in how to benefit from the study guide). Hang in there. Put "more meat on the bones."


 * Hints for next exam**:

Be sure to study principally the material on the study guide. I am trying to help you by limiting what you are responsible for.

Write out material to study from and then condense.

Hit overall main points for sure. Then put important details under the main points.


 * III. HOMEWORK**


 * a. Friday, 23 October**

Thomas Jefferson [work through the items on my blog post] http://thelearningprofessor.blogspot.com/2011/10/website-spotlight-thomas-jefferson.html


 * b. Monday, 26 October**

Declaration of Independence, "Historical Context" version (Claremont Institute) []


 * IV. IN CLASS TODAY: NEW MATERIAL**


 * British military planners made three erroneous assumptions**:

1. Americans would not stand up to professional troops

2. English could fight a conventional war as they would in Europe

3. Military victory would be sufficient to win the struggle


 * Battles of Lexington and Concord** (April 1775).

Paul Revere's Ride (Finding Dulcinea, On This Day) []

Lexington and Concord (Massachusetts Historical Society) []

Map: Lexington and Concord https://en.wikipedia.org/wiki/Battles_of_Lexington_and_Concord

Results: Colonial victory (note casualties and losses


 * Battle of Bunker Hill** (June 1775)

Battle of Bunker Hill (Massachusetts Historical Society) []

Map: Bunker Hill https://en.wikipedia.org/wiki/Battle_of_Bunker_Hill

Results: British victory


 * Second Continental Congress**

Second Continental Congress (Massachusetts Historical Society) []

Convened in May 1775 at Philadelphia

a. Became the intercolonial government during American Revolution

b. Authorized the printing of money

c. Established a committee to supervise relations with foreign countries

d. Created Continental Army

e. George Washington, from the South (Virginia), appointed commanding general http://www.masshist.org/revolution/washington.php

Note: George Washington named Britain's greatest ever foe (Telegraph) []


 * Monday, 19 October**


 * I. Prayer/Attendance**


 * II. Mid-term exam.**

I will definitely have it back to you on Wednesday. My weekend did not go well--for various reasons. I apologize for letting you down.


 * III. Homework for Wednesday, 21 October**

None.


 * IV. In class today: reaction to homework**

William Pitt's defense of the colonies []


 * V. In class today: new material**


 * Townshend Duties Repealed (12 April 1770)**

Townshend Duties Repealed/Non-Importation (Massachusetts Historical Society) []

Parliament revoked all the duties except that on tea. (This will be a cause of the Boston Tea Party)

The other Townshend provisions remained in force.


 * Boston Tea Party (1773)**

a. Tea Act (May 1773)

1. Monopoly: British East India Company sell off surplus tea to America 2. Patriots were making money smuggling tea from Holland. 3. Patriots feared precedent of paying even a small tax on tea.

b. Tea destroyed worth almost $1 million.

c. Colonists refused to pay for the tea.

Boston Tea Party (textbook) http://www.ushistory.org/us/9f.asp

Boston Tea Party (Massachusetts Historical Society) http://www.masshist.org/revolution/teaparty.php

Boston Tea Party (eyewitness account of George Hewes) http://www.historyplace.com/unitedstates/revolution/teaparty.htm

__ [] __
 * Coercive Acts (1774)**

Major provision: Port of Boston closed to shipping until tea was paid for.

British response to the Tea Party.

Americans became further convinced British planned to take away their liberty.

Americans referred to these as the "Intolerable Acts" http://www.ushistory.org/us/9g.asp


 * Quebec Act (1774)**

Intended to ease strains of British conquest of the former French colony.

Catholics granted greater religious freedom.

Representative assembly abolished.

Canada boundary extended to Ohio River.

Many American colonists coveted this land.


 * Results thus far** in the arguments between the British government and the colonies:

Colonists worried over precedents of Coercive Acts and Quebec Act. Both Acts made colonists fear that Britain had a deliberate plan to oppress the American colonies.

BUT: few people wanted to take hasty action. Most patriots remained loyal to Britain and hoped for reconciliation Colonists agreed to send delegates to Philadelphia to attend a Continental Congress to consider an appropriate response.

William Pitt's defense of the colonies []


 * The American Revolution required patriot leaders to do three things**:
 * Establish a coalition in favor of independence
 * Gain foreign recognition.
 * Triumph over the British army


 * First Continental Congress** (Philadelphia, Sept 1774)

1. Declaration of Rights and Grievances Colonists would obey normal laws of British Parliament Colonists would not obey taxes in disguise (like Townshend Duties)

2. Continental Association Boycott of English goods

3. Committees of Observation & Inspection Committee members (7000) assigned to monitor boycott, Became, in effect, the local leaders of the American resistance.

Independence was being won at the local level, without formal acknowledgement and without much bloodshed.
 * Provincial conventions**:

Popularly elected congresses took over government in each colony

These conventions
 * a. elected delegates to the Second Continental Congress
 * b. organized militia units
 * c. gathered arms and ammunition
 * d. collected taxes


 * Choosing sides**

1. **Patriots** (40% of population)

Americans who were against the British


 * To win, Patriots had to neutralize or defeat potential internal enemies.**

2. **Neutrals** (40% of population)

Those who tried to remain in the middle
 * Sincere pacifists (Quakers)
 * Those who supported whoever controlled their area
 * Those who simply wanted to be left alone

3. **Loyalists** (20% of population)

Loyalists were Americans who remained loyal to the British:


 * British–appointed government officials
 * Merchants whose trade depended on British connections
 * Anglican (Church of England) ministers

100,000 loyalists left America, many to Canada

4. **African–Americans**

Slaves sought freedom by supporting the British. British eventually took away 55,000 slaves Colonies with highest slave %—less support for revolution.

5. **Indians**

Both British and patriots tried to keep Indians neutral Indians bitter at aggressive expansionism of colonists Most taking sides supported British—less threat than Patriots

Friday, 16 October

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs [8 more weeks and we'll be through**]

I. Prayer/Attendance


 * II. Mid-term exam.**

I will probably have it back to you on Monday.


 * III. Homework for Monday, 19 October**

William Pitt's defense of the colonies []


 * IV. In class today: reaction to homework will be blended in below**


 * V. In class today: new material**

Summary of items we studied for exam #1 pertaining to the Road to Revolution

Sugar Act Currency Act Stamp Act

Before we delve further into the Road to Revolution, let's consider the following**:**


 * Ideological conflicts between Britain and the North American colonies**


 * a) Conflict over the nature of political representation**


 * English view**:
 * Parliament collectively represented the entire nation
 * Member of Parliament voted on best interests of nation not his district.
 * Virtual representation: colonists were represented even if not there in person


 * Colonists' views**:
 * Advocated individual representation.
 * Legislator instructions
 * Represented only the regions that had elected them.


 * b) Conflicts over the role of a national government.**

1. Colonists saw conspiracies in England that threatened to take away their liberties.

Colonists believed that a central government should have only limited authority over people.

Colonists felt the need for perpetual vigilance to ensure that monarchs do not corrupt and oppress the people, encroach on their liberty, and seize their property

2. Colonists believed that there was an important link between liberty and property rights:


 * Excessive and unjust taxation could take away personal freedom.
 * No taxation without representation idea, but more subtle.
 * Not so much the amount of taxation, but who did the taxing.

Parliamentary Taxation of Colonies (Historian of State Department) http://history.state.gov/milestones/1750-1775/ParliamentaryTaxation


 * Sons of Liberty**

Colonial elites wanted to control the protests against unpopular laws. They created an inter-colonial association, the Sons of Liberty, to protest the Stamp Act. In subsequent U.S. history, groups who want to protest government action often will call themselves Sons of Liberty.

Boston Patriots (textbook) http://www.ushistory.org/us/9c.asp

Sons and Daughters of Liberty (textbook) http://www.ushistory.org/us/10b.asp

+++Sons of Liberty: Patriots or Terrorists http://www.earlyamerica.com/early-america-review/volume-1/sons-liberty-patriots-terrorists/


 * Committees of Correspondence**

Committees of Correspondence (textbook) http://www.ushistory.org/us/10c.asp

Used to link the colonies together by means of letters to each other.


 * Non-importation association**

The first attempts to use an economic boycott to pressure British exporters to demand repeal of the Stamp Act.

Non-Importation (Massachusetts Historical Society) []


 * Stamp Act Repeal** (March 1766)

New British Prime Minister, Lord Rockingham He repealed the Stamp Act **not because** he believed Parliament lacked the power to tax the colonies, **but because** he thought the law unwise and divisive.


 * Declaratory Act** (March 1766)

Linked to the repeal of the Stamp Act. Dangerous implications for the colonists.

Declaratory Act: Parliament can tax and legislate for the colonies "in all cases whatsoever."


 * Townshend Acts** (1767)

Townshend Acts (textbook) http://www.ushistory.org/us/9d.asp

1. British officials searched for new ways to generate revenue to help pay war debts from French and Indian War.

2. The passage of the Townshend Acts drew a swift response from the colonists, who were now less hesitant and better organized.

3. Townshend Acts provided as follows:
 * Duties on goods (paper, glass, tea) imported from Britain to the colonies
 * Proceeds would pay salaries for some royal officials in the colonies
 * American Board of Customs Commissioners (based in Boston)
 * Added vice–admiralty courts in Boston, Philadelphia, and Charleston


 * Boston "Massacre"** (5 March 1770)

British troops assigned to Boston to protect Customs Commissioners. Tensions in a military garrison town: soldiers took local jobs Was this a "massacre"?

Boston Massacre (textbook) http://www.ushistory.org/us/9e.asp

Boston Massacre (Massachusetts Historical Society) http://www.masshist.org/revolution/massacre.php


 * Wednesday, 14 October**


 * I. Prayer/Attendance**


 * II. Mid-term exam.**

I will probably have it back to you on Monday.


 * III. Homework for Friday, 16 October**

Townshend Acts (textbook) http://www.ushistory.org/us/9d.asp

Boston Patriots (textbook) http://www.ushistory.org/us/9c.asp

Sons and Daughters of Liberty (textbook) http://www.ushistory.org/us/10b.asp

Sons of Liberty: Patriots or Terrorists http://www.earlyamerica.com/early-america-review/volume-1/sons-liberty-patriots-terrorists/

Committees of Correspondence (textbook) http://www.ushistory.org/us/10c.asp

Boston Massacre (textbook) http://www.ushistory.org/us/9e.asp

Boston Massacre (Massachusetts Historical Society) http://www.masshist.org/revolution/massacre.php

Boston Tea Party (textbook) http://www.ushistory.org/us/9f.asp

Boston Tea Party (Massachusetts Historical Society) http://www.masshist.org/revolution/teaparty.php

Boston Tea Party (eyewitness account of George Hewes) http://www.historyplace.com/unitedstates/revolution/teaparty.htm


 * IV. In class today: Term Paper process**

You don't have a term paper in this class, but I think the material will help you for your other courses. http://thelearningprofessor.wikispaces.com/Term+Paper


 * Monday, 12 October**

Mid-Term Exam


 * Friday, 9 October**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs [9 more weeks and we'll be through**]


 * I. Prayer/Attendance**


 * II. Exam #1 on Monday, 12 October**

Study Guide http://thelearningprofessor.wikispaces.com/Exam+1


 * III. In class today: new material**


 * ROAD TO REVOLUTION**


 * Major themes along the Road to Revolution:**
 * Development and spread of the colonial resistance movement
 * British actions
 * Colonists' responses


 * King George III** (1760–1820)

New young king; various prime ministers. []


 * Pontiac's uprising** (1763)

Indian chief led Indian uprisings in the Ohio region to kick out colonists. British troops unable to defend the frontier against him.

Good map


 * Proclamation Line of 1763**

Good map []

British tried to keep colonists out of land west of Appalachian Mountains British wanted to protect Indians British wanted to slow down land speculation . But many colonists had already settled west of the Proclamation Line They refused to respect the line.


 * Sugar Act** (1764)

Sugar Act (Massachusetts Historical Society) []

New British Prime Minister George Grenville He felt that colonists should pay a greater share of costs of empire. Particularly pay back costs of French and Indian War.

American protests limited largely to New England merchants Navigation Acts OK Collection of revenue not OK


 * Currency Act** (1764)

British merchants complained that Americans were paying their debts in inflated local currencies.

Currency Act outlawed colonial issues of paper money.

The Sugar and Currency Acts hit an economy already in the midst of depression.

Lacking any precedent for a united campaign against Parliament, Americans in 1764 took only hesitant and uncoordinated steps of protest.


 * Stamp Act** (1765)

Stamp Act (Massachusetts Historical Society) []

Modeled on a law in effect in Britain for over a century.

Three aspects to remember:

Stamp Act required tax stamps on most printed material Tax stamps had to be paid for in cash (scarce) Violators would be tried in vice admiralty courts (no juries).

A Tax stamp []


 * Protests against the Stamp Act**

Colonists feeling their way on exactly how to protest British decisions that affected them.

a) James Otis:

How to combat certain acts of Parliament without questioning Parliament's authority over the colonies. He concluded that colonists had to obey British laws. Many Americans, therefore, reluctantly prepared to obey the Stamp Act.

b) Patrick Henry

Not all the colonists were resigned to paying the Stamp tax. Patrick Henry did not agree with James Otis He proposed the "Virginia Stamp Act Resolves" These resolves protested Parliament's right to tax Americans without their consent.

Stamp Act riots and tar and feathering []

c) Despite the uproar, most Americans wanted to remain loyal British subjects and were not yet arguing for independence.


 * Wednesday, 7 October**


 * I. Prayer/Attendance**


 * II. Exam #1 is next Monday, 12 October**

Study Guide http://thelearningprofessor.wikispaces.com/Exam+1


 * III. Homework for Friday, 9 October**

Stamp Act (Massachusetts Historical Society) []


 * IV. In class today: reaction to homework**

Reverend John Williams []

Let's look a bit at the Deerfield website:

~Home page []

~Timelines are terrific []

~Map: The March to Canada []

~Hot Points in the pictures

a. Attack []

b. March to Canada []

c. Parting Ways []

d. Captivity []

See Judges 21: wives for the Benjamites


 * V. In class today: new material**


 * ROAD TO REVOLUTION**

Major themes along the Road to Revolution:
 * Development and spread of the colonial resistance movement
 * British actions
 * Colonists' responses


 * King George III** (1760–1820)

New young king; various prime ministers. []


 * Pontiac's uprising** (1763)

Indian chief led Indian uprisings in the Ohio region to kick out colonists. British troops unable to defend the frontier against him.

Good map of Pontiac's Uprising


 * Proclamation Line of 1763**

Good map of the Proclamation Line of 1763 []

British tried to keep colonists out of land west of Appalachian Mountains British wanted to protect Indians British wanted to slow down land speculation . But many colonists had already settled west of the Proclamation Line They refused to respect the line.

Proclamation of 1763 []


 * Monday, 5 October**


 * Exam #1 is next Monday, 12 October**

Study Guide http://thelearningprofessor.wikispaces.com/Exam+1


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 7 October**

In


 * III. In class today: reaction to homework**

Religion in 18th century America (Library of Congress) http://www.loc.gov/exhibits/religion/rel02.html


 * IV. In class today: new material**

The Seven Years War and the Great Awakening (Crash Course US History #5) [10:39] []


 * FRENCH THREAT**


 * New France**

Good overview from U.S. History.org []

French began to encircle the British colonies.

French—from today's Canada—claimed the Great Lakes and Mississippi Valley.

French established New Orleans to anchor the southern end of the Mississippi River.

French claimed the Pittsburgh area (originally called Fort Duquesne by the French, Fort Pitt by the British).

Three rivers come together at Pittsburgh: Allegheny, Monongahela, and Ohio


 * French and Indian War (Seven Years' War), 1754-1763**

Who was on each side in the war?

Really a French versus British war with Indian allies on both sides.

Map of the various battles in the French and Indian War []

Fort Necessity [] http://www.nps.gov/fone/battle.htm

Braddock Campaign http://www.nps.gov/fone/braddock.htm

Scalping []


 * Peace Treaty of Paris** (1763)

Great Map! http://images.classwell.com/mcd_xhtml_ebooks/2005_world_history/images/mcd_awh2005_0618376798_p564_f1.jpg

France is entirely ousted from the North American continent France will want to get back at Britain for this defeat France will therefore be willing to help us win the American Revolution.

After the war, British colonists no longer feared a French threat. Indians could no longer play European powers against one another.


 * Friday, 2 October**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs** [**10 more weeks and we'll be through**]


 * I. Prayer/Attendance**


 * II. Homework for Monday, 5 October**

Religion in 18th century America (Library of Congress) http://www.loc.gov/exhibits/religion/rel02.html


 * III. Exam #1 is Monday, 12 October**

Study Guide http://thelearningprofessor.wikispaces.com/Exam+1


 * IV. In class today: reaction to homework**

Jonathan Edwards (God in America, PBS) http://www.pbs.org/godinamerica/people/jonathan-edwards.html

George Whitefield (God in America, PBS) []

Benjamin Franklin on Rev. George Whitefield, 1739 (National Humanities Center) []


 * V. In class today: new material**


 * Carolinas (1663)**

Map of the Carolinas and Georgia []

a. Remember: Charles II paid back several of his supporters (those who stood by him in exile in France) with land grants.

Creating the Carolinas (US History.org) http://www.ushistory.org/us/5c.asp

b. Northern portion of the grant (North Carolina) grew similarly to and was linked with Virginia.

Area around Charleston became the nucleus of South Carolina.

Heavily influenced by settlers from Barbados whose brand of slavery was harsher than in other parts of North America.

Major crops: Rice and indigo.

c. South Carolina used skills slaves brought from Africa (rice growing) and the West Indies (indigo—blue dye).

Both crops offset each other: different growing seasons; indigo grown on high ground, rice in low–lying swampy areas.


 * FIRST GREAT AWAKENING**

First Great Awakening: a reaction to the decline of religious intensity in the American colonies

Began in Massachusetts in 1730s; in all colonies by 1760s.


 * Jonathan Edwards**

Great Awakening began in Northampton, Massachusetts (1734–35) with Jonathan Edwards

Jonathan Edwards (God in America, PBS) http://www.pbs.org/godinamerica/people/jonathan-edwards.html

He noticed a remarkable number of conversions among the youth of his church to a message based on Calvinist principles, a recognition of their own depraved natures, and the need to surrender completely to God's will.


 * George Whitefield**

The effects of such conversions remained isolated until 1739, when George Whitefield, an English Anglican clergyman, arrived in America. For fifteen months he toured the colonies. Preached to large audiences from Georgia to New England. His journey: new interconnection among the previously distinct colonies.

George Whitefield (God in America, PBS) []

Benjamin Franklin on Rev. George Whitefield, 1739 (National Humanities Center) []


 * Impact of the Great Awakening**

Challenged deference, introduced egalitarianism to the colonies.

The Great Awakening divided churches over several issues:


 * Were pastors clearly born again?
 * How much education did pastors need?
 * Was itinerant evangelism allowable?

Denominations split into New Lights and Old Lights (Presbyterians) and Old Sides and New Sides (Congregationalists).


 * Wednesday, 30 September**


 * I. Prayer/Attendance**


 * II. Homework for Friday, 2 October**

Jonathan Edwards (God in America, PBS) http://www.pbs.org/godinamerica/people/jonathan-edwards.html

George Whitefield (God in America, PBS) []

Benjamin Franklin on Rev. George Whitefield, 1739 (National Humanities Center) []


 * III. In class today: reaction to homework**

Mingled Like Fish at Sea http://nationalhumanitiescenter.org/pds/becomingamer/peoples/text6/diversity.pdf

Let's go over the intro paragraph carefully, then we will zoom in on the following selections:

A. Hollanders, Swedes ... [Francis Lewis Michel] see the footnote 3

B. Naked and Hungry ... [Robert Beverly] My book on the Manakin Town Huguenots

C. Enjoy a free toleration ... [John Lawson] Stephen Lambert from Charleston

D. I was exceedlngly prejudiced [Elizabeth Ashbridge]

E. All religious sects are tolerated [Gottlieb Mittelberger]

F. Methods of great tenderness [Benjamin Franklin] see how his opinion changed from 1751 to 1753


 * Monday, 28 September**


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 30 September**

Mingled Like Fish at Sea http://nationalhumanitiescenter.org/pds/becomingamer/peoples/text6/diversity.pdf


 * III. Exam #1 will be two weeks from today**

More later on all that you will need to prepare for it.


 * IV. In class today: reaction to homework**

Religious Pluralism in the Middle Colonies http://nationalhumanitiescenter.org/tserve/eighteen/ekeyinfo/midcol.htm


 * V. In class today: new material**


 * MIDDLE COLONIES**

Map of the Middle Colonies, 1685 []

Charles II paid back several of his supporters (those who stood by him in exile in France) with land grants.


 * New York**

a. Charles II gave his younger brother, duke of York, a large land grant which include the Dutch–held New Netherlands.

Charles II (British Monarchy) http://www.royal.gov.uk/HistoryoftheMonarchy/KingsandQueensoftheUnitedKingdom/TheStuarts/CharlesII.aspx

The United States and the Netherlands []

b. Duke of York became King James II when his older brother Charles II died.

King James II (British Monarchy) []

c. New Jersey: Duke of York regranted much of his land grant to two friends.

We won't do anything more with either New York or New Jersey.


 * Pennsylvania (1681)**

Charles II gave William Penn a proprietary land grant Penn saw this land as a refuge for Quakers—a "holy experiment" Pennsylvania became known for its religious toleration. Religious diversity: Quakers, German Reformed, Lutherans, Mennonites Penn actively promoted his colony—to Germans (Deutsch) particularly Pennsylvania became grain producing area of colonial America

Let's go over these 2 articles about William Penn:

William Penn (God in America) http://www.pbs.org/godinamerica/people/william-penn.html

Wlliam Penn https://www.learner.org/series/amerpass/unit03/authors-6.html


 * Quakers**

Society of Friends, founded in England by George Fox.

Quakers believed everyone could be saved—all were children of God and could experience his inner light. No need of a formal priesthood or liturgy. Women were allowed an important role in ministry. Refused to swear oaths on the Bible—it would imply they were not telling the truth on other occasions. Pacifists. Refused to perform militia service or pay taxes for self–defense. Related well to the Indians. Could history have developed differently if we had learned from Quakers?

Let's go over this article:

America as a Religious Refuge (Part 2) (Library of Congress) Read the portions entitled "The Quakers" and "The Pennsylvania Germans" http://www.loc.gov/exhibits/religion/rel01-2.html

See also:

George Fox (US History.org.) http://www.ushistory.org/penn/fox.htm


 * Friday, 25 September**

Jennie Messenger Study Abroad Lithuania
 * Our guest today:**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs** [11 more weeks and we'll be through]


 * I. Prayer/Attendance**


 * II. Homework: Monday, 28 September**

Religious Pluralism in the Middle Colonies http://nationalhumanitiescenter.org/tserve/eighteen/ekeyinfo/midcol.htm


 * III. A note about my approach to our material**

I don't want you to think I'm just reading to you when we go over an article.

I want you to practice an important skill: close reading.

I pick short, tightly-written articles.

It is tempting for all of us to merely skim them.

But the meat of our course is in these articles.

So rather than me lecturing or doing power points, I am developing the material through the close reading of the articles.

A great advantage for you is to be able to reread the article to review for our exams.


 * IV. In class today: new material and reaction to homework**

Map of New England colonies []


 * PLYMOUTH COLONY**


 * (Notice the date: 1620)**

Separatist Puritans Called "Pilgrims" Wanted to leave the Church of England entirely.

God in America: Pilgrims []

Governor William Bradford William Bradford (C-SPAN American Writers) [| http://www.americanwriters.org/writers/bradford.asp]

Pokanoket Indians (compare to Powhatans) help Pilgrims. Squanto (compare him to Malinche) helps Pilgrims. []

Between 1620 and 1630, other options for settlement (besides Virginia and New England). English migrants settled on St. Kitts (1624) and Barbados (1627).

Great map illustrating the Great Migration during the1600s https://joannedi.files.wordpress.com/2012/12/greatmigrationmap1620-1640.jpg


 * MASSACHUSETTS BAY COLONY**


 * (Notice the date: 1630)**

(Non Separatist) Puritans

The Puritans (God in America, PBS) [| http://www.pbs.org/godinamerica/people/puritans.html]

Governor John Winthrop (God in America, PBS) [| http://www.pbs.org/godinamerica/people/john-winthrop.html]

Our First and Scariest Inaugural Address, Courtesy of the Puritans [| http://www.theatlantic.com/politics/archive/2013/01/our-first-and-scariest-inaugural-address-courtesy-of-the-puritans/267299/]


 * Religious intolerance** in treatment of Roger Williams and Anne Hutchinson:

Roger Williams (God in America, PBS) [] Anne Hutchinson (God in America, PBS) []

God covenanted with the Puritans and they with Him. People covenanted together to form a church.
 * Covenant theology**

Puritan church became known as Congregationalists


 * New England towns**

No headright system as in Virginia. Land distributed to groups, not individuals. Grants of land led to growth of communities not large personal estates.


 * New England families**

Numerous, large (5–7 healthy children), and long–lived. Even grandparents appeared. Parents exercised control over their adult children Allocation of land Need for children's labor to support them. Contrast with Chesapeake.


 * Wednesday, 23 September**


 * I. Prayer/Attendance**


 * II. Homework for Friday, 25 September**

The Puritans (God in America, PBS) [| http://www.pbs.org/godinamerica/people/puritans.html]

Governor John Winthrop (God in America, PBS) [| http://www.pbs.org/godinamerica/people/john-winthrop.html]

Our First and Scariest Inaugural Address, Courtesy of the Puritans [| http://www.theatlantic.com/politics/archive/2013/01/our-first-and-scariest-inaugural-address-courtesy-of-the-puritans/267299/]

Roger Williams (God in America, PBS) []

Anne Hutchinson (God in America, PBS) []


 * III. In class today: reaction to homework**

America as a Religious Refuge, Part 1 []

Puritanism and Predestination (Divining America, National Humanities Center) []


 * Monday, 21 September**


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 23 September**

America as a Religious Refuge, Part 1 []

Puritanism and Predestination (Divining America, National Humanities Center) []


 * III. In class today: reaction to homework**

a. Faith of the Pilgrims http://www.plimoth.org/what-see-do/17th-century-english-village/faith-pilgrims

b. English village FAQs: Frequently asked historical questions http://www.plimoth.org/what-see-do/17th-century-english-village/english-village-faqs

c. FAQs for Wampanoag Homesite: Frequently asked historical questions []


 * IV. In class today: new material**


 * MARYLAND**

Maryland (initially) a sanctuary for Catholics Catholics were severely persecuted in England.

A 17th-century cross with a surprising story will be at Pope Francis’s first U.S. Mass https://www.washingtonpost.com/news/grade-point/wp/2015/09/18/a-17th-century-cross-with-a-surprising-story-will-be-at-pope-franciss-first-u-s-mass/

Maryland: The Catholic Experiment (US History.org) []

Maryland Day (Today in History, Library of Congress) []


 * Maryland similar to Virginia**:

Rivers Tobacco Plantations Indentured servitude and slavery.


 * Maryland was a Proprietorship**. A personal possession.

Land grant from King Charles I to Calvert family (Lord Baltimore).


 * Friday, 18 September**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs**: [12 more weeks and we'll be through]


 * I. Prayer/Attendance**

Please sign your name as the roster comes around.


 * II. Homework for Monday, 21 September**

a. Faith of the Pilgrims http://www.plimoth.org/what-see-do/17th-century-english-village/faith-pilgrims

b. English village FAQs: Frequently asked historical questions http://www.plimoth.org/what-see-do/17th-century-english-village/english-village-faqs

c. Wampanoag Indians http://www.plimoth.org/what-see-do/wampanoag-homesite


 * III. In class today: reaction to homework**

The Lost City of Powhatan (Smithsonian Magazine) http://www.smithsonianmag.com/history/lost-city-of-powhatan-149908455/?all

Indispensable Role of Women at Jamestown (National Park Service, Jamestown) []


 * IV. In class today: new material--we shift from early days at Jamestown to later times at Williamsburg**


 * I. Anglican Church in Virginia**

Church of England (Episcopalians today).

Religion in Early Virginia http://www.history.org/Almanack/life/religion/religionva.cfm

See also:

Church of England [| http://www.encyclopediavirginia.org/Church_of_England_in_Virginia]

Parishes [| http://www.encyclopediavirginia.org/Parish_in_Colonial_Virginia_The]


 * II. House of Burgesses (1619):**

First Legislative Assembly in America (National Park Service, Jamestown) []

Virginia began the tradition of local representative government New Spain, New France, and New Netherlands had autocratic rule

See also:

Governor's Council [| http://www.encyclopediavirginia.org/Governor_s_Council_The]

House of Burgesses [| http://www.encyclopediavirginia.org/House_of_Burgesses]

Voting in Early America [| http://www.history.org/Foundation/journal/Spring07/elections.cfm]

Elections in Colonial Virginia [| http://www.encyclopediavirginia.org/Elections_in_Colonial_Virginia]


 * III. Tobacco**

Basis of Virginia's success Key cash crop Required much land Required continuous labor

John Rolfe (National Park Service, Jamestown) []

Tobacco's Early History (National Park Service, Jamestown) []


 * IV. Headrights:**

Land grants to individuals Settlers could claim 50 acres of land for themselves 50 acres for those whom they paid passage (including servants). Enabled some to build a large estate of landed wealth

Headrights []


 * V. Indentured servitude:**

Indentured servants []

Need for laborers Tobacco cultivation required many laborers English began with indentured servants (7 years) from England Slaves cost three times as much for initial outlay Life was hard on servants; not much easier for owners Diet of pork and corn Not much material wealth (not like today's Williamsburg) Servant might not live through his indenture If he lived through it, he could become a landowner himself

See also:

Indentured Servants in colonial Virginia []

Runaway slaves and servants in colonial Virginia []


 * VI. Virginia Families**

Women in Colonial Virginia []

Predominance of males, servitude, high mortality rates caused Fewer, smaller (1–3 healthy children), and shorter–lived families. Most children had step–parents: death of parent and remarriage. Parents had less control of their children in Virginia than in New England.

Williamsburg: Story of a Patriot video [start at .33] https://www.youtube.com/watch?v=A0VXfVhenXQ

Rich families began by 1700 to control the colony They were intermarried, wealthy, powerful The same people were Burgesses, militia, church vestry, county court.


 * Wednesday, 16 September**


 * I. Prayer/Attendance**


 * II. Homework for Friday, 18 September**

The Lost City of Powhatan (Smithsonian Magazine) http://www.smithsonianmag.com/history/lost-city-of-powhatan-149908455/?all

Indispensable Role of Women at Jamestown (National Park Service, Jamestown) []

Religion in Early Virginia http://www.history.org/Almanack/life/religion/religionva.cfm

Indentured servants []


 * III. In class today: reaction to homework**

John Smith's Bold Endeavor (NOVA) http://www.pbs.org/wgbh/nova/ancient/john-smith.html

Powhatan Indian World (National Park Service, Jamestown) []


 * IV. In class today: new material**

A. Virginia Company Joint–stock company: Limited liability of investors Not financed by government. Not for religious purposes.

The Virginia Company []

B. Jamestown (Today in History, Library of Congress) []

Route taken across the ocean []

Jamestown Settlement [where I worked as a college student during the summer] http://www.historyisfun.org/Jamestown-Settlement.htm

Women of Jamestown: National Women's History Museum https://www.nwhm.org/online-exhibits/jamestownwomen/index.htm

C. John Smith (Today in History, Library of Congress) []

Colony barely survived. Captain John Smith's leadership was crucial.


 * Powhatan Indians**

They initially aided colonists Quarrels over land led to warfare (1622 and 1644) Indian massacre of 1622 Indians were defeated and pushed westward

See also:

The Lost City of Powhatan (Smithsonian Magazine) www.smithsonianmag.com/history-archaeology/digs_powhatan.html

Indians in Virginia []

Powhatan []

Pocahontas []

Pocahontas and John Rolfe (National Park Service, Jamestown) []

John Rolfe []


 * Monday, 14 September**


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 16 September**

John Smith's Bold Endeavor (NOVA) http://www.pbs.org/wgbh/nova/ancient/john-smith.html

Powhatan Indian World (National Park Service, Jamestown) []


 * III. In class today: reactions to homework**

John Smith's account of the trip to Virginia (Library of Congress) []

Reverend Robert Hunt (National Park Service, Jamestown) []

Remains of English Jamestown Colony leaders uncovered http://www.bbc.com/news/magazine-33680128


 * IV. In class today: new material**

[]
 * Religions in Europe, 1500**


 * Martin Luther**

(Lutherans): **Protestant Reformation (1517)**

In 2017 we will celebrate the 500th anniversary of the Protestant Reformation.

People saved by faith alone (Not by pilgrimages, indulgences) Priesthood of all believers replaced monasticism as the ideal Neither priests nor Latin Bible should keep people from the Word

Martin Luther (On This Day, Finding Dulcinea) []

See also:

Trial of Martin Luther (1521) []


 * Protestant Reformation in England (1533)**


 * English King Henry VIII** [House of Tudor]

Henry VIII broke with Rome in 1533. Under Henry, Protestantism hardly differed from Catholicism.

An Overview of the English Reformation (BBC) []

Biographical sketch of Henry VIII (British Monarchy website) []


 * Edward VI**

Son of Henry VIII was Protestant, but died as a teenager.

Edward VI (British Monarchy) []


 * Mary I**

Mary I (British Monarchy) []

One daughter of Henry VIII, Mary I ("Bloody" Mary), was Catholic.

Mary burned many Protestants at the stake. Other Protestants fled to safety of Frankfurt and Geneva There they absorbed radical Calvinist doctrines. They returned to England after the death of Mary. Eager to "purify" English church of any hint of Catholicism.

John Calvin (Calvinists): God alone decided who would be saved—predestination. Act as if you were one of the elect by strict morality and hard work Laymen governed church through elders and ministers (presbytery)

John Calvin biographical sketch (Calvin College) []


 * Elizabeth I (1558-1603)**

Elizabeth I (British Monarchy) []

Other daughter of Henry VIII, Elizabeth I, was Protestant:

Church settlement. Church of England became clearly Protestant, but in its own way. Latin liturgy translated into the English Book of Common Prayer. Cult of saints dropped. Clergy permitted to marry. Calvinists, however, did not think these reforms went far enough. Puritans versus Separatists


 * King James I (1603-1625)**

James I (British Monarchy) []

New royal family: House of Stuart

During his reign, the Pilgrims fled to Netherlands and then from there to Plymouth colony Jamestown (1607) named for him In 2011 was celebrated the 400th anniversary of King James Bible.

See also:

Virginia's Father: King James I (Colonial Williamsburg) []

Folger Shakespeare Library celebrates 400th anniversary of King James Bible (Washington Post) []


 * King Charles I (1625-1649)**

Charles I (British Monarchy website) []

He was the son of James I His own sons were Charles II and James II [we will meet up with them later in our semester]

Intolerant of Puritans Believed in divine right of kings Puritan dissenters decided to flee from England to Massachusetts Bay colony (1630)


 * Friday, 11 September**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs**: [13 more weeks and we'll be through]


 * I. Prayer/Attendance**

Let's be sure to remember 9/11.

I would like to work my way through the information cards you so kindly filled out.


 * II. Homework for Monday, 14 September**

Particularly learn about the Reverend Robert Hunt in each of these accounts.

John Smith's account of the trip to Virginia (Library of Congress) []

Reverend Robert Hunt (National Park Service, Jamestown) []

Remains of English Jamestown Colony leaders uncovered http://www.bbc.com/news/magazine-33680128


 * III. In class today: reaction to homework (Roanoke Island colony)**

Questions: When you are faced with a new topic and a lot of names/places, try to get the overall picture and the essence of what is going on. Pretend you are looking at a tree: get the shape of the trunk and the big branches fixed in your mind before you worry about the leaves on the individual branches.

Roanoke Colony in our online history text: http://www.ushistory.org/us/2a.asp

Ancient map gives clue to fate of 'Lost Colony' (Telegraph) []

The Roanoke Island Colony: Lost, and Found? http://www.nytimes.com/2015/08/11/science/the-roanoke-colonists-lost-and-found.html

Contingency and luck in historical research. This is a great example of it. Let me explain.

See also: [I need to point out how good these sources are]:

a. Roanoke Colonies (Encyclopedia of Virginia) http://www.encyclopediavirginia.org/Roanoke_Colonies_The

b. John White's Attempt to Rescue the Colonists at Roanoke (National Humanities Center) http://nationalhumanitiescenter.org/pds/amerbegin/exploration/text6/white.pdf


 * IV. In class today: new material**


 * Background to European exploration**:

Luxury goods in Asia: silk, dyes, perfumes, jewels, and gold.

Spices in Asia: pepper, cloves, cinnamon, and nutmeg.

Spice Islands [Moluccas in today's Indonesia] (Royal Museums, Greenwich) http://www.rmg.co.uk/explore/sea-and-ships/facts/faqs/places/what-and-where-are-the-spice-islands

Earlier role of Italy as middlemen in European overland trade with China.

Marco Polo's //Travels// (1275) to China. Published in 1477. http://www.bbc.co.uk/history/historic_figures/polo_marco.shtml

Constantinople (1453). Fell to the Muslim Turks.

Muslims then controlled overland trade routes from Catholic Europe to Asia.

Europeans sought all–water trade route to Asia to outflank Muslims.


 * Voyages of Exploration**:


 * Portugal**

Will try to reach Asia by sailing east. The other European countries will try to reach Asia by sailing west America gets in their way and becomes the heart of our story. Portugal began explorations first: Portuguese sailed around Africa to reach Asia

Early Explorations 1400s []


 * Spain**

Role of Columbus:

Sailed west to reach Asia. Landed in Bahamas on first voyage. Four voyages in all Believed he reached East Indies—called the natives "Indians." Never realized he discovered a whole new world.

European Exploration of the Americas []


 * Treaty of Tordesillas** (1494)

Pope divided land claims between Portugal and Spain Portugal got Africa and Brazil Spain got remainder of New World

Treaty of Tordesillas http://en.wikipedia.org/wiki/Treaty_of_Tordesillas

Treaty of Tordesillas (Google Images) http://bit.ly/NNoPwc


 * Spanish Armada**

Rivalry between Spain and England Spain was hard–core Catholic Spain hated Protestant England. Spanish naval Armada (fleet) attempted to invade England A major battle in world history. English defeated the Spanish.

Great map showing defeat of the Spanish Armada []


 * Roanoke Island**

Attempted base from which to harass Spanish treasure fleets. Resupply voyage stopped because of Spanish Armada

Spanish Armada prevented resupply to Roanoke Colony


 * V. High Fives**


 * WELCOME TO FALL SEMESTER 2015** (Wednesday, 9 September)

SORRY, NO CRASHING

I won't be able to add anyone who is not already registered.

I'm Dave Lambert. I hope you had a great summer.

We are going to have fun together this semester--while learning much in the process.

Here is the web address for this material. http://thelearningprofessor.wikispaces.com/Today+HIST+151

TODAY'S SCHEDULE

1. PRAYER

2. My Thorn in the Flesh http://thelearningprofessor.wikispaces.com/Thorn+in+the+Flesh

3. HOME WIKI: THE LEARNING PROFESSOR http://thelearningprofessor.wikispaces.com/

4. OUR COURSE PAGE Always turn to this page for our daily schedule http://thelearningprofessor.wikispaces.com/Today+HIST+151

5. INFORMATION CARD http://thelearningprofessor.wikispaces.com/Info+Card

6. SYLLABUS: still needs to be tweaked a bit http://thelearningprofessor.wikispaces.com/HIST+151+Syllabus

Major thrust of the syllabus:

a. No text per se.

b. Laptop required

b. Grade based on three exams (blue book essay exams) and class participation.

7. HOMEWORK FOR NEXT CLASS SESSION

a. I will try real hard to get to know about and connect with you. Hopefully, you will see some ways you can connect to things in my past. It would please me greatly if you would read carefully through my biographical sketch on the following page of our wiki: http://thelearningprofessor.wikispaces.com/About+Me

b. Roanoke Island colony

Ancient map gives clue to fate of 'Lost Colony' (Telegraph) []

The Roanoke Island Colony: Lost, and Found? http://www.nytimes.com/2015/08/11/science/the-roanoke-colonists-lost-and-found.html

Contingency and luck in historical research. This is a great example of it. Let me explain.

8. High Fives!!**

Here is why I like to do High Fives: http://thelearningprofessor.wikispaces.com/High+Fives