HIST+151+Fall+13

List for syllabus of the great web sites for each course

Why don't YouTube videos stream well for me.

What other videos to use.

Or use a picture illustrative of class topic for that day. Start with it. Ask the students: what do you see or infer?

Political cartoons (could be a nice RT topic, one cartoon per student)

Do better at discussion.

Use Dan's line from Terrorism syllabus: read the new articles I post to our wiki page

Highlight on DIIGO

Try to use Socrative this semester

++++++++++

HERE IS WHAT I DID IN FALL 2013

Friday, 6 September 2013

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs**


 * I. Prayer/Attendance**

Let me take the time to work through your information cards.

Visual learning versus what I was hoping to do with documents/close reading/critical thinking.


 * II. Homework for today**: your reactions?

a. My biographical sketch http://thelearningprofessor.wikispaces.com/About+Me

b. My Facebook fan page: []


 * III. In class today, Friday, 6 September**

a. Mrs. Yollis' Classroom Blog: Back to School Night []

b.Reading Like a Historian []

c. Lunchroom Fight []


 * IV. Homework for Monday, 9 September**

Work through the following material

a. The Vikings (NOVA) []

b. Vikings: The North Atlantic Saga (Smithsonian) []


 * V. High Fives**

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

Monday, 9 September


 * I. Prayer/Attendance**


 * Syllabus is progressing!**


 * II. Homework for today: your reactions**

Vikings landed in Newfoundland in 1001. No real connection between their voyages and the voyages of subsequent Portuguese and Spanish explorers.

a. The Vikings (NOVA) []

b. Vikings: The North Atlantic Saga (Smithsonian) []

http://thelearningprofessor.wikispaces.com/Exploration
 * III. In class today: Exploration module>Portuguese**

Check out this great map to begin: Early explorations http://images.classwell.com/mcd_xhtml_ebooks/2005_world_history/images/mcd_mwh2005_0618377115_p93_f02.jpg

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) []

Earlier role of Italy as middlemen in European overland trade with China. Marco Polo's //Travels// (1275) to China. Published in 1477. Marco Polo (BBC) []

Constantinople (1453). Fell to the Muslim Turks. [] Fall of Constantinople (Google Images) []

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

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

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.


 * IV. Homework for Wednesday, 11 September**

European Voyages of Exploration website: Portuguese exploration

Toward Africa http://www.ucalgary.ca/applied_history/tutor/eurvoya/africa.html

Target ultimately: Asia http://www.ucalgary.ca/applied_history/tutor/eurvoya/asia.html

Sea route to India [cool graphics on this one] http://www.ucalgary.ca/applied_history/tutor/eurvoya/vasco.html

Sea route to India http://www.ucalgary.ca/applied_history/tutor/eurvoya/vasco2.html

V. High Fives

Wednesday, 11 September


 * I. Prayer: particularly for 11 September 2001**


 * II. In class: Homework for today: special emphasis on the maps**

Return to this great map: Early explorations http://images.classwell.com/mcd_xhtml_ebooks/2005_world_history/images/mcd_mwh2005_0618377115_p93_f02.jpg

Zheng He: 1405-1433 Dias (Portugal): 1487-1488 (Cape of Good Hope--southern tip of Africa) Columbus (Spain): 1492 Treaty of Tordesillas: 1494 (Pope divided world between Spain and Portugal) Da Gama (Portugal): 1497-1498

European Voyages of Exploration website: Portuguese exploration Toward Africa http://www.ucalgary.ca/applied_history/tutor/eurvoya/africa.html Target ultimately: Asia http://www.ucalgary.ca/applied_history/tutor/eurvoya/asia.html Sea route to India [**cool graphics on this one**] http://www.ucalgary.ca/applied_history/tutor/eurvoya/vasco.html Sea route to India http://www.ucalgary.ca/applied_history/tutor/eurvoya/vasco2.html


 * III. In class today (11 September): new material**

Exploration module on our Learning Professor wiki http://thelearningprofessor.wikispaces.com/Exploration

Map of voyages of exploration: http://wps.ablongman.com/wps/media/objects/1483/1518969/DIVI012.jpg


 * a. Christopher Columbus** (Italian by birth, sailed for Spain)

Christopher Columbus (On This Day, Finding Dulcinea) []

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.


 * b. Treaty of Tordesillas (1494)**

Treaty of Tordesillas http://theageofdiscovery.wikispaces.com/The+Treaty+of+Tordesillas

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


 * Other explorers to remember**:


 * Ponce de Leon** (1513).

Florida: Fountain of Youth

Ponce de Leon (American Journeys) []


 * Ferdinand Magellan** (1519–1522).

Sailed around the globe.

Ferdinand Magellan (Royal Museums, Greenwich) []

Ferdinand Magellan (On This Day, Finding Dulcinea) []


 * Hernando de Soto** (1539–42).

Southeastern United States

Hernando de Soto Map http://bit.ly/18bR68P

De Soto reaches the Mississippi (History.com This Day in History | 5/8/1541) []

De Soto dies in the American wilderness (History.com This Day in History | 5/21/1542) []


 * Francisco Vázquez de Coronado** (1540–1542).

Southwestern United States

Coronado's Report to the King of Spain (PBS, The West) []

Map of his travels (PBS,The West) []


 * IV. Homework for Friday, 13 September**

Hernán Cortés; Spanish conqueror of Aztec empire in Mexico

1. Aztec Empire: [1517-1519: First Contact] http://www.pbs.org/conquistadors/cortes/cortes_a00.html

2. Cortes Expedition: [February 1519, Cortes defies the Governor] http://www.pbs.org/conquistadors/cortes/cortes_b00.html

3. Montezuma's Messengers [April 20, 1519: A Display of Force] http://www.pbs.org/conquistadors/cortes/cortes_c00.html

4. From Explore to Conquer: [Cortes burns his boats] http://www.pbs.org/conquistadors/cortes/cortes_d00.html

5. Spaniards in Tenochtitlan: [November 1519: The most beautiful thing in the world] http://www.pbs.org/conquistadors/cortes/cortes_e00.html

6. Cortes Seizes Power [November 1519: Montezuma arrested] http://www.pbs.org/conquistadors/cortes/cortes_f00.html

7. War Breaks Out [June 1520: Massacre at Tenochtitlan] http://www.pbs.org/conquistadors/cortes/cortes_g00.html

8. Siege of Tenochtitlan [December 1520: Siege, Starvation, & Smallpox] http://www.pbs.org/conquistadors/cortes/cortes_h00.html

9. Fall of the Aztecs [The Last Stand: An Aztec Iliad] http://www.pbs.org/conquistadors/cortes/cortes_i00.html

V. High Fives

Friday, 13 September

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs**


 * I. Prayer/Attendance**


 * II. Homework for Monday, 16 September**

English Exploration:

a. Historical Background on Roanoke Island (Time Team America, PBS) http://www.pbs.org/opb/timeteam/sites/ft_raleigh/history.php

b. Ancient map gives clue to fate of 'Lost Colony' (Telegraph) http://www.telegraph.co.uk/science/science-news/9244947/Ancient-map-gives-clue-to-fate-of-Lost-Colony.html

c. Pocahontas (National Park Service, Jamestown) http://www.nps.gov/jame/historyculture/pocahontas-her-life-and-legend.htm


 * III. In class today (Friday, 13 September)**

Hernán Cortés; Spanish conqueror of Aztec empire in Mexico

Let's orient ourselves with the aid of two excellent maps:

http://clio.missouristate.edu/chuchiak/cortmap.gif

http://clio.missouristate.edu/chuchiak/Cortes%20Conquest%20Maps1.gif

1. Aztec Empire: [1517-1519: First Contact] http://www.pbs.org/conquistadors/cortes/cortes_a00.html

2. Cortes Expedition: [February 1519, Cortes defies the Governor] http://www.pbs.org/conquistadors/cortes/cortes_b00.html

3. Montezuma's Messengers [April 20, 1519: A Display of Force] http://www.pbs.org/conquistadors/cortes/cortes_c00.html

4. From Explore to Conquer: [Cortes burns his boats] http://www.pbs.org/conquistadors/cortes/cortes_d00.html

5. Spaniards in Tenochtitlan: [November 1519: The most beautiful thing in the world] http://www.pbs.org/conquistadors/cortes/cortes_e00.html

6. Cortes Seizes Power [November 1519: Montezuma arrested] http://www.pbs.org/conquistadors/cortes/cortes_f00.html

7. War Breaks Out [June 1520: Massacre at Tenochtitlan] http://www.pbs.org/conquistadors/cortes/cortes_g00.html

8. Siege of Tenochtitlan [December 1520: Siege, Starvation, & Smallpox] http://www.pbs.org/conquistadors/cortes/cortes_h00.html

9. Fall of the Aztecs [The Last Stand: An Aztec Iliad] http://www.pbs.org/conquistadors/cortes/cortes_i00.html

Monday, 16 September


 * Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/HIST+151+Syllabus
 * I. Syllabus is complete.**


 * II. Homework for Wednesday, 18 September**

America in 1607: Jamestown and the Powhatans (National Geographic) []

Be prepared to talk about 2 items from the website you thought were awesome.


 * III. In class today: reactions to Roanoke Island and Pocahontas**

English Exploration:

a. Historical Background on Roanoke Island (Time Team America, PBS) http://www.pbs.org/opb/timeteam/sites/ft_raleigh/history.php

b. Ancient map gives clue to fate of 'Lost Colony' (Telegraph) http://www.telegraph.co.uk/science/science-news/9244947/Ancient-map-gives-clue-to-fate-of-Lost-Colony.html

c. Pocahontas (National Park Service, Jamestown) http://www.nps.gov/jame/historyculture/pocahontas-her-life-and-legend.htm


 * IV. In class today: Colonial Virginia**

Supplemental materials are on the Colonial Era module: http://thelearningprofessor.wikispaces.com/Colonial+Era

Map of the Chesapeake Colonies []
 * Chesapeake** (Bay). Term includes Virginia and Maryland, mostly.


 * Jamestown** (1607)

First permanent English settlement in America

Route taken across the ocean http://4.bp.blogspot.com/-Y6bYos6rgQw/TjCmJXpOUUI/AAAAAAAACNk/EoLNjnfwRZg/s640/jtown+map.png

Colony barely survived. Captain John Smith's leadership was crucial. Joint–stock company: Limited liability of investors Not financed by government. Not for religious purposes.


 * Anglican Church in Virginia**

Church of England (Episcopalians today). Not Puritans.

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


 * 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

Powhatan Indian World (National Park Service, Jamestown) http://www.nps.gov/jame/historyculture/the-powhatan-indian-world.htm


 * House of Burgesses** (1619)

First Legislative Assembly in America (National Park Service, Jamestown) http://www.nps.gov/jame/historyculture/the-first-legislative-assembly.htm

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


 * Royal colony**

In 1624, Virginia became a royal colony, ruled by the king through appointed officials.


 * Tobacco**

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


 * 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


 * Indentured servitude**

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


 * Virginia Families**

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.

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, September 18


 * I. Prayer/Attendance**

II. Homework for Friday, 18 September

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


 * III. In class today:**

America in 1607: Jamestown and the Powhatans (National Geographic) http://ngm.nationalgeographic.com/2007/05/jamestown/jamestown-standalone []

Which 2 items from the website did you think were awesome?

1. Jamestown

Explore the Fort Life and death at Jamestown Surviving in the New World What's Cooking? Impact of colonization A fort reveals its secrets Exploring the New World

2. Werowocomoco

Explore Werowocomoco Finding Powhatan's village Who were the Powhatans? Indian interactions with settlers What's cooking? Indian perspectives today?


 * IV. In class today**


 * Religious Setting**

Protestant Reformation (1517)

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 (Lutherans).**

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 (Calvinists).**


 * Events in England**


 * Key point to remember**: The History of America from 1607-1776 is English Colonial history. Colonies were a part of England, so what happened there mattered greatly to the colonists.


 * Reformation in England.**

English King Henry VIII—broke with Rome in 1533.

Under Henry, Protestantism hardly differed from Catholicism.

His son, Edward VI, was Protestant, but died as a teenager.

His daughter, "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. Returned to England after the death of Mary Eager to "purify" English church of any hint of Catholicism.

. Henry's other daughter.
 * Queen Elizabeth I (1558-1603)**

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


 * New Royal family (after Queen Elizabeth I)**

House of Stuart. (Like House of Clinton v. House of Bush)

James I (1603-1625)

Charles I (1625-1649)

Intolerant of Puritans. Believed in divine right of kings. Puritan dissenters decided to flee from England.

Friday, 20 September

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs**


 * I. Prayer/Attendance**


 * II. Homework for Monday, 23 September**

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

b. God in America: Pilgrims http://www.pbs.org/godinamerica/people/pilgrims.html

c. God in America: Puritans http://www.pbs.org/godinamerica/people/puritans.html

d. American as a Religious Refuge (Library of Congress) http://www.loc.gov/exhibits/religion/rel01.html


 * III. In class today: reaction to the assigned reading**

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


 * IV. Transition from last class**

New Royal family (after Queen Elizabeth I)

House of Stuart. (Like House of Clinton v. House of Bush)

James I (1603-1625)

Charles I (1625-1649)

Intolerant of Puritans. Believed in divine right of kings. Puritan dissenters decided to flee from England.


 * V. In class today: new material**

Colonial House http://thelearningprofessor.blogspot.com/2011/09/website-spotlight-colonial-house.html Meet the Colonists: Verdecia House (involves former APU student Maddison Verdecia) []

Map of New England colonies []


 * a. Plymouth (1620)**

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

Came to America on the Mayflower

Plymouth Rock.

Mayflower Compact.

Governor William Bradford.

Pokanoket Indians (compare to Powhatans) help Pilgrims. Squanto (compare him to Malinche) helps Pilgrims. http://en.wikipedia.org/wiki/Squanto

First Thanksgiving.

b. 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 []

c. Massachusetts Bay (1630)

Non Separatist Puritans

Governor John Winthrop. [] A "city on a hill."

Religious intolerance in treatment of Roger Williams and Anne Hutchinson. Roger Williams (God in America, PBS) [] Anne Hutchinson (God in America, PBS) []

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

Puritan church became known as Congregationalists

d. 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.

e. 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.

Monday, 23 September


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 25 September**

a. America as a Religious Refuge (Part 2) (Library of Congress) http://www.loc.gov/exhibits/religion/rel01-2.html

b. Religious Pluralism in the Middle Colonies (Divining America) http://nationalhumanitiescenter.org/tserve/eighteen/ekeyinfo/midcol.htm

[note to myself: Homework for Friday on the First Great Awakening (LOC)]


 * III. In class today: your reactions to the assigned readings**

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

b. God in America: Pilgrims http://www.pbs.org/godinamerica/people/pilgrims.html

c. God in America: Puritans http://www.pbs.org/godinamerica/people/puritans.html

d. American as a Religious Refuge (part 1) (Library of Congress) http://www.loc.gov/exhibits/religion/rel01.html


 * IV. In class today: new material**


 * Back again to English history as it affects colonies**


 * English Civil War**

English civil war (1642–1646). Armies of Puritan–dominated Parliament defeated armies of King Charles I (executed in 1649). His sons, Charles II and James II, went into exile in France.

English Civil War timeline http://en.wikipedia.org/wiki/Timeline_of_the_English_Civil_War

Choosing Sides in the English Civil War (BBC) http://www.bbc.co.uk/history/british/civil_war_revolution/choosingsides_01.shtml

The Execution of Charles I (BBC) He was the son of James I http://www.bbc.co.uk/history/british/civil_war_revolution/charlesi_execution_01.shtml


 * Oliver Cromwell**

Commonwealth Period.

Puritans under Oliver Cromwell controlled the English government until 1658. Puritans did not need to migrate to America.

Oliver Cromwell (BBC) http://www.bbc.co.uk/history/british/civil_war_revolution/cromwell_01.shtml


 * Restoration of the monarchy**

Stuart Restoration (1660). House of Stuart restored to the monarchy.

Country was tired of the Puritan Commonwealth; wanted a king again.

Parliament asked Charles II to come back from exile in France.


 * Charles II** (1660–1685)

Restoration [of the monarchy]

Restoration colonies. During the reign of Charles II (1660–1685). Charles gave land grants of new colonies as rewards to men who supported him during his exile. All were proprietorships: their owners held title to the soil and controlled the government.

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


 * Key for America**:

Charles gave land grants of new colonies as rewards to men who supported him during his exile in France.

All were proprietorships: their owners held title to the soil and controlled the government.

Restoration colonies.

[]
 * Map of the Middle Colonies, 1685**


 * New York**

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

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

King James II (British Monarchy) http://www.royal.gov.uk/HistoryoftheMonarchy/KingsandQueensoftheUnitedKingdom/TheStuarts/JamesII.aspx

New Netherlands was conquered in 1664 by the English; renamed New York.

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

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


 * Pennsylvania** (1681)

Charles II gave William Penn a proprietary land grant

William Penn [|William Penn Religious Revolutionary, segment from "The American Birthright Part I" Documentary - YouTube]

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


 * Quakers**

Society of Friends, founded in England by George Fox.

Quakers then 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?

Wednesday, 25 September


 * I. Prayer/Attendance**


 * II. Homework for Friday, 27 September**

Religion in Eighteenth-Century America (Library of Congress) []


 * III. In class today: reaction to the assigned reading**

a. America as a Religious Refuge (Part 2) (Library of Congress) http://www.loc.gov/exhibits/religion/rel01-2.html

b. Religious Pluralism in the Middle Colonies (Divining America) http://nationalhumanitiescenter.org/tserve/eighteen/ekeyinfo/midcol.htm


 * IV. In class today: new material**


 * Carolinas** (1663)

Map of the Carolinas and Georgia []

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

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.

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.


 * The Enlightenment**

History to this point believed faith was the sole guide to knowledge

Holders of Enlightenment views differed. What we would call secular humanism today. This trend was bothersome to deeply religious people

Enlightenment is often connected to Deism God was a master clockmaker Put the world in motion No longer involved himself in the world.

Holders of Enlightenment views believed in the following:

Experimental method and observation should rule We live in a mechanistic universe. Universe moves in accordance with natural laws. Reason can explain these laws


 * John Locke's "Two Treatises of Government" (1691)**

a. Challenged previous concepts of a divinely sanctioned political order. b. Governments were created by men and so could be altered by them. c. If a ruler broke his contract with the people and did not protect their rights, he could legitimately be ousted from power by peaceful—or even violent—means. d. The aim of government was the good of the people.


 * First Great Awakening**: a reaction to the decline of religious fervor

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

Friday, 27 September

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs**


 * I. Prayer/Attendance**


 * II. Homework for Monday, 30 September: French and Indian War**

a. Work through: Animated Map: French and Indian War http://www.revolutionarywaranimated.com/FrenchAnimation.html

b. Watch: The Seven Years War & Great Awakening (Crash Course US History #5) []

http://thelearningprofessor.wikispaces.com/Exam+1
 * III. Study guide: an advance word**

I have opened this special page on our wiki to gather the material from our class lesson plans that you should study.


 * IV. In class today: reaction to the assigned reading**

Religion in Eighteenth-Century America (Library of Congress) []


 * V. In class today: new material **


 * First Great Awakening**


 * Jonathan Edwards**

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

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.

Jonathan Edwards: The Life of a Master Preacher (Princeton University) [|http://www.princeton.edu/~mudd/exhibits/edwards/index.html]

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


 * 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).

Monday, 30 September


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 2 October**

Stamp Act (Massachusetts Historical Society) http://www.masshist.org/revolution/stamp.php


 * III. In class: reaction to homework**

a. Animated Map: French and Indian War http://www.revolutionarywaranimated.com/FrenchAnimation.html

b. The Seven Years War & Great Awakening (Crash Course US History #5) []


 * IV. In class today: new material**


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

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

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


 * Peace Treaty of Paris** (1763)

This map is great! []

British got all of Canada. France out of America entirely. British got all French North American possessions east of Mississippi River==all of Canada.

Britain got all of Spanish Florida. To compensate for Spain's loss of Florida, France gave Louisiana to Spain France will later get Louisiana back from Spain We will purchase it from France in 1803

France is thereby 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.


 * 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.

Wednesday, 2 October


 * I. Prayer/Attendance**


 * II. Homework for Friday, 4 October**

Boston "Massacre" (Massachusetts Historical Society) []


 * III. In class: reaction to homework**

Stamp Act (Massachusetts Historical Society) http://www.masshist.org/revolution/stamp.php


 * IV. In class today: new material**


 * Reminder: Through our semester, look up people and events on Google Images.**


 * 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 MountainsBritish 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) http://www.masshist.org/revolution/stamp.php

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).


 * Protests against the Stamp Act**

Colonists feeling their way.

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.

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

Friday, 4 October

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

I. Prayer/Attendance


 * II. Next week's schedule:**

a. **Exam #1** on Monday, 7 October. Bring a blue book.

b. Study Day on Wednesday, 9 October. No class.

c. No homework for Friday, 11 October. Just bring your smiling self to class!


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

Boston "Massacre" (Massachusetts Historical Society) []


 * IV. In class today: new material**


 * 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.

Sons of Liberty (Massachusetts Historical Society) []


 * 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.


 * Asserted Parliament's ability to tax & legislate for the colonies "in all cases whatsoever."**


 * Townshend Acts** (1767)

Townshend Acts (Massachusetts Historical Society) []

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"?

Massachusetts Historical Society []


 * 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.

Friday, 11 October

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


 * I. Prayer/Attendance**


 * II. FYI**

Exam #1. I will do my best to get it back to you on Monday.

No specific homework for Monday. Enjoy the Homecoming weekend.


 * III. Spanish language Bible (New International version)**

a. Text of 1 Corinthians 13 Keep this open to read it in one browser window. http://www.biblegateway.com/passage/?search=1+Corintios+13&version=NVI

b. Audio of 1 Corinthians 13 Click on the audio link. Then minimize the screen so you can read the text while listening to the audio.


 * IV. In Class today**


 * Committees of Correspondence**

Committees of Correspondence (Massachusetts Historical Society) []

Widen geographic scope of resistance movement.


 * Boston Tea Party (1773)**

American Patriots Carry Out Boston Tea Party (On This Day, Finding Dulcinea) http://www.findingdulcinea.com/news/on-this-day/On-this-Day-Guests-Arrive-for-the-Boston-Tea-Party.html

Boston Tea Party museum website http://www.bostonteapartyship.com/

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.

Tea Party itself:

Tea destroyed worth almost $1 million. Colonists refused to pay for the tea.

Eyewitness account by George Hewes (History Place) []

Use of "tea party" in political symbolism [|http://opinionator.blogs.nytimes.com/2010/11/17/tea-partying-like-its-1860]

Monday, 14 October


 * I. Prayer/Attendance**


 * II. Exam #1**: will have it back on Wednesday


 * III. Homework for Wednesday, 16 October**

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

http://www.bostonteapartyship.com/
 * IV. FYI**: Boston Tea Party museum website


 * V. In class today**


 * Coercive Acts (1774)**

Coercive Acts (Massachusetts Historical Society) __ [] __

Called Intolerable Acts by the colonists

British Parliament Adopts the Coercive Acts (History.com) http://www.history.com/this-day-in-history/british-parliament-adopts-the-coercive-acts

Americans convinced British planned to take away their liberty.


 * Port of Boston closed to shipping** until tea was paid for: "Lord North is closing the port of Boston."

a. Massachusetts Government Act

Altered the Massachusetts charter Substituted an appointed council for an elected one Increased the powers of the Governor Halted most town meetings.

b. Justice Act

British officials would be sent to England for trial.

c. Quartering Act

British military commanders could house their troops in private dwellings.


 * 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.

Quebec Act maps http://en.wikipedia.org/wiki/File:Province_of_Quebec_1774.gif


 * 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.


 * 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)

First Continental Congress (Massachusetts Historical Society) []

First Continental Congress:

1. Declaration of Rights and Grievances (Library of Congress) http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/rebelln/rights.html

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 (Library of Congress) http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/rebelln/assoc.html

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

Wednesday, 16 October


 * I. Prayer/Attendance**


 * II. Homework for Friday, 18 October: Declaration of Independence**

Read carefully through the complete text of the Declaration of Independence

Go to "The Declaration" along the top of HOME page of Founding.com (A Project of the Claremont Institute) [] Three annotated versions are provided: click on and read the "Historical Context" version. []


 * III. Exam #1**

Please click on our wiki page for the Exam #1 Study Guide. http://thelearningprofessor.wikispaces.com/Exam+1


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

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

Friday, 18 October

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


 * I. Prayer/Attendance**


 * II. Homework for Monday, 21 October: Battle of Saratoga**

Battle of Saratoga (Animated Map) http://www.revolutionarywaranimated.com/Saratoga/Saratoga.html


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

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

Declaration of Independence []


 * IV. In class today: New material--Continue the chronology of the Revolution**


 * 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

http://wps.ablongman.com/wps/media/objects/1483/1518969/DIVI101.jpg
 * Revolutionary War Map**


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

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

Routes of the British Raid and the Patriot Messengers http://en.wikipedia.org/wiki/File:Concord_Expedition_and_Patriot_Messengers.jpg

Results: Colonial victory (note casualties and losses) http://en.wikipedia.org/wiki/Battles_of_Lexington_and_Concord


 * Battle of Bunker Hill** (June 1775)

Battle of Bunker Hill http://en.wikipedia.org/wiki/File:Array_of_American_Forces_on_the_Field_at_the_Battle_of_Breeds_Hill.png

Grave marker at Old North Church in Boston reads as follows: "Major Pitcairn, a British officer, fatally wounded while rallying the Royal Marines at Bunker Hill, was carried from the battlefield to the boats on the back of his son, who kissed him and returned to duty."

Results: British pyrrhic victory (note casualties and losses) http://en.wikipedia.org/wiki/Battle_of_Bunker_Hill


 * Boston siege**

Patriot troops surrounded British in Boston for next year.


 * 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. Washington, from the South, appointed commanding general

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


 * 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 Who: wives and widows of poor soldiers Doing what: cooks, nurses, and launderers


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

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


 * ALL OF THE ABOVE TOOK PLACE BEFORE ANY DECLARATION OF INDEPENDENCE**


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

a. Thomas Jefferson was chosen to draft the Declaration

He wrote well He had recently drafted the Virginia state constitution

b. Colonists 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"

Monday, 21 October


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 23 October**


 * Thomas Jefferson: A Day in the Life**

Work through my Website Spotlight blog post: http://thelearningprofessor.blogspot.com/2011/10/website-spotlight-thomas-jefferson.html


 * III. In class today: reactions to homework--Battle of Saratoga**

Battle of Saratoga (Animated Map) http://www.revolutionarywaranimated.com/Saratoga/Saratoga.html


 * IV. In class today: new material**

http://wps.ablongman.com/wps/media/objects/1483/1518969/DIVI101.jpg
 * Revolutionary War Map**


 * 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)

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


 * Washington "crossed the Delaware" River (26 December 1776)**

Attacked Trenton and Princeton These victories cheered American spirits

Battle of Trenton (Animated map) http://www.revolutionarywaranimated.com/trentonprinceton


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

Tremendous suffering Time for needed training (Baron von Steuben)

Valley Forge (Library of Congress) Click on "Revolutionary War, The Turning Point, 1777-1778" [] Then look at the following document: "Washington Describes the Continental Army at Valley Forge, Winter 1777-1778"

http://en.wikipedia.org/wiki/Battle_of_Saratoga http://en.wikipedia.org/wiki/File:Burgoyne_1777.jpg
 * Battle of Saratoga (October 1777)**

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

Benedict Arnold's Leg http://www.pbs.org/ktca/liberty/popup_arnoldsleg.html


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

French Alliance (Historian of the State Department) http://history.state.gov/milestones/1776-1783/FrenchAlliance

Treaty of alliance brought France into war on American side:

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.


 * Treason of Benedict Arnold (21 September 1780)**

Officers developed intense commitment to the revolutionary cause

Arnold bio sketch http://www.ushistory.org/valleyforge/served/arnold.html


 * Fighting moved to the south**

British had taken key cities in the North:
 * Boston
 * Newport, Rhode Island
 * New York City (their headquarters for most of the war)
 * Philadelphia

But still the British were not stopping the Patriots

British thought they would have better success in the South

Southern Campaign (Animated map) http://www.revolutionarywaranimated.com/index.php/the-southern-campaign-cowpens-camden-guilford-court-house

Southern campaign (Regular map) http://wps.ablongman.com/wps/media/objects/1483/1518969/DIVI101.jpg


 * British Surrender at Yorktown** (October 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.

Though wait a minute! Did killer mosquitoes cause the British defeat? []

Yorktown (Animated Map) http://www.revolutionarywaranimated.com/index.php/yorktown

Joseph Plumb Martin at Yorktown http://historymatters.gmu.edu/d/6597/


 * Peace Treaty of Paris** (1783)

American diplomats: Benjamin Franklin, John Adams, and John Jay Won a tremendous settlement for America

Treaty of Paris Signed (Finding Dulcinea, On This Day) http://www.findingdulcinea.com/news/on-this-day/September-October-08/On-this-Day--Treaty-of-Paris-Signed--Ending-Revolutionary-War.html

Great map: []

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, 23 October


 * I. Prayer/Attendance**


 * II. Homework for Friday, 25 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: reactions to homework**


 * Thomas Jefferson: A Day in the Life**

Work through my Website Spotlight blog post: http://thelearningprofessor.blogspot.com/2011/10/website-spotlight-thomas-jefferson.html


 * IV. In class today: new material**

Begin the Constitution module http://thelearningprofessor.wikispaces.com/Constitution


 * 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) http://memory.loc.gov/ammem/today/nov15.html

Religion and the Congress of the Confederation (Library of Congress) http://www.loc.gov/exhibits/religion/rel04.html


 * 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

Each state could have 2-7 delegates--but only one vote per state

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

A proposed 5% import tax approved by all but Rhode Island

7. No separate executive branch to administer the government

One member picked to act as "president" "President" had no veto power "President" had no power to appoint officers or conduct policy

8. No national-level court system State land claims created animosity

9. No power to levy taxes Could only make requests to states for contributions U.S. had poor credit rating with other countries

10. No authority to regulate commerce Various states negotiated their own treaties with foreign countries Some states collected customs duties on goods from other states

11. No strong, centralized military National army small Military largely dependent on state militias Army not strong enough to make British leave their frontier posts


 * Northwest Territory**:

Confederation Congress successful in one thing: legislation for Northwest Territory Northwest of the Ohio River and east of the Mississippi River Today's states of Wisconsin, Michigan, Illinois, Indiana, and Ohio

Northwest Territory Map: http://mrjohnsonssclasses.wikispaces.com/file/view/Northwest+ordinance+map.bmp

Incorporating the Western Territories (Library of Congress) http://memory.loc.gov/ammem/collections/continental/territ.html


 * Northwest Ordinance of 1787**

Abolished slavery in Northwest territory Guaranteed freedom of religion within the territory Defined how formal governments would be organized When 6,000 settlers: territorial status When 60,000 settlers: apply for statehood New states would join Union on equal footing with original thirteen

Friday, 25 October

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


 * I. Prayer/Attendance**


 * II. Homework for Monday, 28 October**


 * Constitutional Convention**

1. Biographical sketches of Framers [read the pop-up box for each of the following] http://www.teachingamericanhistory.org/convention/delegates/

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

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

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

4. Christy's Portrait: Interactive Scene at the Signing of the Constitution [Move your mouse over a delegate to see that delegate's name and state. Click on a delegate for further biographical information.] []


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


 * 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 []


 * IV. In class today: new material**


 * 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.


 * 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 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] http://shaysrebellion.stcc.edu/


 * Convention itself**

Where: Philadelphia When: May–Sept 1787

Delegates to the Federal (Grand) Convention.

Founding Fathers Framers of the Constitution

http://www.teachingamericanhistory.org/convention/
 * Constitutional Convention (Gordon Lloyd)**


 * 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

Bypassed the 9/13 rule of the Articles of Confederation


 * James Madison—his vital role**:

James Madison (Today in History, Library of Congress) http://memory.loc.gov/ammem/today/mar16.html

Well prepared: Studied comparative governments historically "Vices of the Political System of the United States"

Took notes during entire Convention From Madison's Notes on the debate in the Convention http://www.teachingamericanhistory.org/convention/summary.html

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


 * Virginia plan**

Goal: Replace the Articles of Confederation

Tuesday, May 29 (Virginia Plan introduced) http://www.teachingamericanhistory.org/convention/debates/0529.html

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**

Goal: Just amend the Articles of Confederation

Thursday, June 14 (New Jersey Plan introduced) http://www.teachingamericanhistory.org/convention/debates/0614.html

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

Monday, October 28


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, October 30**

George Washington's plantation: Mount Vernon Browse the site http://www.mountvernon.org/

Mount Vernon Room by Room: which rooms would you like to have in your own home? http://www.mountvernon.org/mansion/room-by-room Virtual Mansion tour http://www.mountvernon.org/virtualtour

George Washington biography: go to (and read) the section on his Presidency http://www.mountvernon.org/georgewashington


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

Thanks to Julius Lopez for this link to YouTube video on Franklin's Glass Armonica http://www.youtube.com/watch?v=eQemvyyJ--g&feature=youtu.be

Ben Franklin's virtue quiz http://www.pbs.org/benfranklin/exp_virtue.html


 * Constitutional Convention**

1. Biographical sketches of Framers http://www.teachingamericanhistory.org/convention/delegates/

Massachusetts: Elbridge Gerry Gerrymandering http://en.wikipedia.org/wiki/Gerrymandering

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


 * IV. In class today: new material**


 * 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**

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 http://www.teachingamericanhistory.org/convention/debates/0611.html


 * 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"


 * Presidency**

Decisions on presidential powers made in light of the presumed first president: George Washington.


 * Court system**

Judicial powers not as fully outlined as legislative and executive.


 * 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 required approval of nine states Most state legislatures only willing to revise the Articles

How to bypass the state legislatures State constitutional conventions—people selected convention delegates

A constitution more important than normal legislation Should not be passed by regular legislative process.

Two general groupings arose out of the ratification conventions:


 * 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**:

Proposed Constitution not overwhelmingly popular Debate was spirited Some state votes were close:

Massachusetts (187–168) New Hampshire (57–46) New York (30–27) Virginia (89–79)

Constitution was ultimately approved!

Wednesday, October 30


 * I. Prayer/Attendance**


 * II. Homework for Friday, 1 November**


 * Lewis and Clark Expedition**

Here is a terrific map of the total route:

Context for the expedition [] Did They Pray? http://www.lewis-clark.org/content/content-article.asp?ArticleID=2452


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

Mount Vernon Room by Room: which rooms would you like to have in your own home? http://www.mountvernon.org/mansion/room-by-room Virtual Mansion tour http://www.mountvernon.org/virtualtour

George Washington biography: go to (and read) the section on his Presidency http://www.mountvernon.org/georgewashington


 * 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

Limited national government; favored States rights Against a National Bank Against Internal improvements (roads, harbors) Against manufacturing—it would cause slums in cities Against protective tariffs America based more on farming than on factories Who should hold power: the people More liberty, less order Constitution: limited construction==tight interpretation Foreign policy: closer ties with France

Friday, 1 November

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


 * I. Prayer/Attendance**


 * II. Homework for Monday, 4 November**


 * Oregon Trail**

Introduction

[|http://www.america101.us/trail/Introduction.htm]

"Jumping off" [] Power [] Hardships [] Camping [] Buffalo []


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


 * Lewis and Clark Expedition**

Here is a terrific map of the total route:

Context for the expedition [] Did They Pray? http://www.lewis-clark.org/content/content-article.asp?ArticleID=2452


 * IV. In class today: new material**

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:

Louisiana Purchase

Growth of America


 * 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

Context for the expedition [] Did They Pray? http://www.lewis-clark.org/content/content-article.asp?ArticleID=2452


 * 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":

From the Halls of Montezuma to the Shores of Tripoli; We fight our country's battles in the air, on land and sea; First to fight for right and freedom and to keep our honor clean; We are proud to claim the title of United States Marine.

Monday, 4 November


 * I. Prayer/Attendance**


 * II. Exam #2: next Monday, 11 November**

Take a look at the Study Guide: http://thelearningprofessor.wikispaces.com/Exam+2


 * III. Homework for Wednesday, 6 November**


 * Gold Rush**

Discovery [] The News [] Across Land [] By Sea [] Elephant [] Miner's Life [] Prospecting [] Commerce [check out the Levi Strauss example] [] Entertainment []


 * IV. In class today: reaction to homework on Oregon Trail**

Introduction []

"Jumping off" [] Power [] Hardships [] Camping [] Buffalo []


 * V. In class today: new material**


 * WAR OF 1812**

Remember: Britain and France locked in a world war

Napoleon invaded Russia in 1812. http://www.history.com/this-day-in-history/napoleon-enters-moscow


 * 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. Interference with neutral commerce 3. British alliances with the western tribes 4. Desire to defend American independence and honor


 * 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.


 * 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


 * War Hawk's desire to take British Canada**

A "mere matter of marching" [Harvard Law School student story] Americans were unsuccessful.

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

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

British captured the city.

British Troops Burn White House and Capitol (Finding Dulcinea, On This Day) http://www.findingdulcinea.com/news/on-this-day/July-August-08/On-this-Day--British-Troops-Burn-White-House-and-Capital.html

2. **Baltimore**

Americans held out.

Francis Scott Key and our national anthem.

"Oh, say can you see by the dawn's early light What so proudly we hailed at the twilight's last gleaming? Whose broad stripes and bright stars thru the perilous fight, O'er the ramparts we watched were so gallantly streaming? And the rocket's red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. Oh, say does that star-spangled banner yet wave O'er the land of the free and the home of the brave?"

Francis Scott Key Writes “The Star-Spangled Banner” (Finding Dulcinea, On This Day) http://www.findingdulcinea.com/news/on-this-day/September-October-08/On-this-Day--Francis-Scott-Key-Writes--The-Star-Spangled-Banner-.html

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.

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

Battle of New Orleans song http://www.youtube.com/watch?v=50_iRIcxsz0


 * 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)

Wednesday, 6 November


 * I. Prayer/Attendance**


 * II. Exam #2: next Monday, 11 November**

Take a look at the Study Guide: http://thelearningprofessor.wikispaces.com/Exam+2


 * III. Friday, 8 November**

Virtual class. Your assignment is to study for Exam #2 from the Study Guide.

I will be here physically in our classroom. Please drop by for any questions you may have about the exam material.


 * IV.** **In class today: reaction to homework on the California Gold Rush**

Discovery [] The News [] Across Land [] By Sea [] Elephant [] Miner's Life [] Prospecting [] Commerce [check out the Levi Strauss example] [] Entertainment []


 * V. In class today: new material**


 * Indian Removal**

Native American resistance and removal []

a. Removal Act of 1830

Five Civilized tribes: Choctaw, Chickasaw, Creek, Cherokee, Seminole

b. 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


 * Mountain Men**

Mountain men became guides on Oregon Trail

Museum of the Mountain Man http://www.museumofthemountainman.com/ The Trapper's Camp http://user.xmission.com/~drudy/mtman/museum/camp/camp.html Rendezvous: Trade Goods http://user.xmission.com/~drudy/mtman/museum/goods/goods.html Firearms http://user.xmission.com/~drudy/mtman/museum/guns/guns.html Cache http://user.xmission.com/~drudy/mtman/museum/cache/cache.html


 * 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**

Territorial Acquisitions Map 

Boundary dispute map: []

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


 * California Gold Rush (1849)**

Gold Discovered at Sutter's Mill (Finding Dulcinea, On This Day) []

President Polk Sparks the California Gold Rush (On This Day, Finding Dulcinea) []

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

2. California statehood (1850)

Wednesday, 13 November


 * I. Prayer/Attendance**


 * II. Exam #2**:

I will get it back to your probably on Monday of next week.


 * III. Homework for Friday, 15 November: U.S.-Mexican War**

Army Life: U.S. Army http://www.pbs.org/kera/usmexicanwar/war/army_life_us.html

Army Life: Mexican Army http://www.pbs.org/kera/usmexicanwar/war/army_life_mexican.html

Many Truths Constitute the Past http://www.pbs.org/kera/usmexicanwar/aftermath/many_truths.html


 * IV. In class today: new material: Texas Revolution**


 * 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 in1836 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 (Finding Dulcinea, On This Day) 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

Friday, 15 November

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


 * I. Prayer/Attendance**


 * II. Exam #2**:

I will get it back to you probably on Monday of next week.


 * III. Homework for Monday, 18 November**

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


 * IV. In class today: reaction to homework on U.S.-Mexican War**

Army Life: U.S. Army http://www.pbs.org/kera/usmexicanwar/war/army_life_us.html

Army Life: Mexican Army http://www.pbs.org/kera/usmexicanwar/war/army_life_mexican.html

Many Truths Constitute the Past http://www.pbs.org/kera/usmexicanwar/aftermath/many_truths.html


 * V. In class today: new material on 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


 * Mexican War (1846–1848)**

Best website: U.S.-Mexican War (PBS) http://www.pbs.org/kera/usmexicanwar/prelude/

Mexican War Map: []

//1.Beginnings of the war//

Mexico felt annexation of Texas cause for war

American sent forces into disputed region to provoke a Mexican attack Mexicans did attack America declared war

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 http://www.archives.gov/education/lessons/lincoln-resolutions/

//2. 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.

//3. 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

//4. U.S. Forces in Mexico//

a) General Zachary Taylor: invaded Mexico from north

b) General Winfield Scott: invaded Mexico from seacoast

Halls of Montezuma Marines raised U.S. flag over National Palace in Mexico City

//5. Treaty of Guadalupe Hidalgo [2 February 1848// http://www.pbs.org/kera/usmexicanwar/war/wars_end_guadalupe.html

Territorial Acquisitions Map 

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


 * 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

Monday, 18 November


 * I. Prayer/Attendance**


 * II. Exam #2**:

I will get it back to you on Wednesday.


 * III. Homework for Wednesday, 20 November**

Evangelism, Revivalism, and the Second Great Awakening http://nationalhumanitiescenter.org/tserve/nineteen/nkeyinfo/nevanrev.htm


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

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


 * V. In class today: 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) []

The Circuit Riders in Early Methodism http://www.gcah.org/site/pp.aspx?c=ghKJI0PHIoE&b=3828779

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) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">[]

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 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

1816—American Bible Society—distributed Bibles in the West

1825—American Tract Society—to seamen and urban poor

Wednesday, 20 November


 * I. Prayer/Attendance**


 * II. Homework for Friday, 22 November**

Slave Religion (Slavery and the Making of America) http://www.pbs.org/wnet/slavery/experience/religion/history.html http://www.pbs.org/wnet/slavery/experience/religion/history2.html


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

Evangelism, Revivalism, and the Second Great Awakening http://nationalhumanitiescenter.org/tserve/nineteen/nkeyinfo/nevanrev.htm


 * IV. In class today: new material**


 * Perfectionism**

Converted should confirm their status as Christians
 * Live a godly life: give up vices
 * Individual self-improvement
 * Convert others
 * Ask them to perfect themselves

Reformers organized associations to address pressing social ills:

a. Prison reform (US History.org) http://www.ushistory.org/us/26d.asp

b. Treatment of the mentally ill

Dorothea Dix: Memorial to the Legislature of Massachusetts (Disability Museum) http://www.disabilitymuseum.org/dhm/lib/detail.html?id=737


 * Temperance**

Temperance History http://www.temperancetantrum.com/Temperance%20history.htm

A campaign against the use of alcohol was one of the key reform efforts.
 * Evangelicals considered drinking a sin
 * Forsaking alcohol a part of conversion
 * The sale of whiskey often involved a Sabbath violation
 * Whiskey destroyed families

Alcohol consumption was cut. Ordinary women formed Martha Washington societies. Cold Water Army. No drinks but cold water. Teetotalers. Total abstinence for all drink.

Employers complained that drinkers took St. Monday as a holiday to recover from Sunday.

Demon rum became a prime target of reformers.

Temperance goals shifted over time:

From the moderate use of alcohol Debate on how to define "alcohol": beer, wine, whiskey To voluntary abstinence To total prohibition


 * Women's movement: Seneca Falls Woman's Rights Convention** (1848)

Seneca Falls Convention (Finding Dulcinea) http://www.findingdulcinea.com/features/multi-day/virtual-tourist/week-10/wed-seneca-falls.html

Women's Rights National Historical Park http://www.nps.gov/wori/historyculture/stories.htm

1. Elizabeth Cady Stanton and Lucretia Mott the organizers:

Elizabeth Cady Stanton []

Lucretia Mott [|http://www.pbs.org/godinamerica/people/lucretia-mott.htm]

Susan B. Anthony []

2. Felt that American society treated women no better than slaves

The Seneca Falls Convention (American Treasures of the Library of Congress) []

3. Offered a "Declaration of Sentiments" http://www.nps.gov/wori/historyculture/declaration-of-sentiments.htm "All men and women are created equal"

Friday, 22 November

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs** [2 more weeks and we'll be through]


 * I. Prayer/Attendance**


 * II. Homework for Monday, 25 November**

Conditions of Antebellum Slavery http://www.pbs.org/wgbh/aia/part4/4p2956.html


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

Slave Religion (Slavery and the Making of America) http://www.pbs.org/wnet/slavery/experience/religion/history.html http://www.pbs.org/wnet/slavery/experience/religion/history2.html


 * IV. In class today: new material**


 * 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: animated module 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**

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


 * 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 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 Inner sense of personal worth and dignity Slaves hoped for deliverance from bondage Surely in heaven but hopefully in this lifetime


 * Slave family life**

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**

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

Monday, 25 November


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 27 November**

Anti-slavery activists [] Angelina and Sarah Grimke []


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

Conditions of Antebellum Slavery http://www.pbs.org/wgbh/aia/part4/4p2956.html


 * 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

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


 * Gradual emancipation**:

1. American Colonization Society (founded in 1816)

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


 * 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)**

<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">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.

Wednesday, 27 November


 * Friday songs--on Wednesday [1 more week and we'll be through]**


 * I. Prayer/Attendance**


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

Anti-slavery activists [] Angelina and Sarah Grimke []


 * III. In class today: new material**


 * 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. Popular sovereignty allowed in Utah & New Mexico Territories

Popular Sovereignty (US History.org) http://www.ushistory.org/us/30b.asp

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

Slavery itself was still permitted

d. Fugitive Slave Act

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

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


 * 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

The Kansas-Nebraska Act and the Rise of the Republican Party http://lincoln.lib.niu.edu/biography6text.html


 * 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, 2 December


 * Welcome back!**


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 4 December: Religion during the Civil War:**

Religion in the North (National Humanities Center) []

Religion in the South (National Humanities Center) []

http://thelearningprofessor.wikispaces.com/Exam+3
 * III. Study guide for Exam #3 (Final exam)**

Please write this exam in pen.


 * Exam times:**

//**8:20 section:**// Monday, 9 December 8 a.m.-9:30 a.m.

//**10:40 section:**// Wednesday, 11 December 9:45 a.m.-11:15 a.m.


 * IV. In class today: new material**


 * CIVIL WAR**


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

Civil War photos: Places http://www.theatlantic.com/infocus/2012/02/the-civil-war-part-1-the-places/100241/

Civil War photos: People http://www.theatlantic.com/infocus/2012/02/the-civil-war-part-2-the-people/100242/

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

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

New York Times Special Series: Civil War--Disunion []


 * 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: []

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.


 * 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

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


 * War aims**

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, 4 December


 * I. Prayer/Attendance**


 * II. Homework for Friday, 6 December**

Civil War photos: Places http://www.theatlantic.com/infocus/2012/02/the-civil-war-part-1-the-places/100241/

Civil War photos: People http://www.theatlantic.com/infocus/2012/02/the-civil-war-part-2-the-people/100242/


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

Religion in the North (National Humanities Center) []

Religion in the South (National Humanities Center) []


 * IV. In class today: new material**


 * Life of a woman soldier**

Women soldiers in the Civil War (National Archives magazine) http://www.archives.gov/publications/prologue/1993/spring/women-in-the-civil-war-3.html


 * Emancipation**

a. 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 and France from aiding the Confederacy

The Civil War and emancipation (Africans in America) []

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**

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


 * Bull Run**. South won. Southerners confident. Stonewall Jackson.

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


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


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


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

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


 * 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) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">[]


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

Friday, 6 December


 * Friday Songs**


 * I. Prayer/Attendance**


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

Civil War photos: Places http://www.theatlantic.com/infocus/2012/02/the-civil-war-part-1-the-places/100241/

Civil War photos: People http://www.theatlantic.com/infocus/2012/02/the-civil-war-part-2-the-people/100242/


 * III. Final Exam**

Study guide http://thelearningprofessor.wikispaces.com/Exam+3

Please write this exam in pen.

Exam times**:**

//8:20 section:// Monday, 9 December 8 a.m.-9:30 a.m.

//10:40 section:// Wednesday, 11 December 9:45 a.m.-11:15 a.m.


 * IV. In class today: new material**

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


 * 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.


 * 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


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


 * 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

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


 * 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)


 * Reconstruction (1865-1877)**

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.


 * Place of ex-slaves in southern society**

Prodigal son comparison Post World War II comparison: former Nazi leaders


 * Presidential Reconstruction Plans**

a. **Lincoln's Reconstruction Plan**

Lincoln was assassinated (April 1865)

Andrew Johnson took over From Tennessee Former slave owner himself

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

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


 * 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")

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 <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">[]

This so-called Compromise of 1877 effectively ended Reconstruction