HIST+151+Fall+14


 * Friday, 5 December**


 * Friday Songs**


 * I. Prayer/Attendance**


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

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


 * III. Final Exam**

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

Please write this exam in pen.

Exam times**:**

//**9:20 section:**// Monday, 8 December 9:35 am-11:25 am

//**10:40 section:**// Wednesday, 10 December 11:55 am-1:45 pm


 * 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 []

This so-called Compromise of 1877 effectively ended Reconstruction


 * Wednesday, 3 December**


 * I. Prayer/Attendance**


 * II. Homework for Friday, 5 December:**

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

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

Please write this exam in pen.


 * Exam times:**

//**9:20 section:**// Monday, 8 December 9:35 am-11:25 am

//**10:40 section:**// Wednesday, 10 December 11:55 am-1:45 pm


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

Religion in the North (National Humanities Center) []

Religion in the South (National Humanities Center) []


 * V. In class today: new material**


 * 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

Johnny Horton song https://www.youtube.com/watch?v=xI7vBQRuTYg&feature=youtube_gdata_player


 * 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) []


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


 * Monday, 1 December**


 * Welcome back!**


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 3 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:**

//**9:20 section:**// Monday, 8 December

//**10:40 section:**// Wednesday, 10 December


 * IV. 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/


 * V. In class today: new material**


 * CIVIL WAR**


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

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

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

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

Here are a couple of songs Dixie https://www.youtube.com/watch?v=XQmO-WfEkk4&feature=youtube_gdata_player

Johnny Reb (Johnny Horton) https://www.youtube.com/watch?v=1ZxMDZ3TdZM&feature=youtube_gdata_player


 * 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


 * Monday, 24 November**


 * I. Prayer/Attendance**


 * II. Homework for Monday, 1 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: reactions 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


 * THE 1850s**


 * Context: Crucial interplay of several factors**

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

Frames of reference of North and South toward each other:

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


 * Compromise of 1850**

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

Major provisions of the Compromise of 1850:

a. California entered the Union as a free state

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

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

Slavery itself was still permitted

c. Fugitive Slave Act

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

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


 * Friday, 21 November**

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


 * I. Prayer/Attendance**


 * II. Homework for Monday, 24 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**

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

IV. In class today: new material


 * 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


 * 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)**

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, 19 November**


 * I. Prayer/Attendance**


 * II. Homework for Friday, 21 November**

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


 * 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


 * 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**

V. In class today:


 * 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

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


 * Second Great Awakening**

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


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

Focus on individual salvation; no impulse to reform society

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


 * 1. Camp meetings**

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

Cane Ridge Revival Kentucky (Google Images) []

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

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


 * 2. Circuit riders**

Methodist Circuit Riders (Google Images) []

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

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


 * B. In the north**

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


 * Charles G. Finney**

Key name in Second Great Awakening

Charles Finney (God in America) []

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

New York lawyer Converted (1821)

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

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


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

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

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

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


 * Converts organized into voluntary associations**

1810—Foreign Missions Board

1816—American Bible Society—distributed Bibles in the West

1825—American Tract Society—to seamen and urban poor


 * Friday, 14 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

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

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

Open up Google Images: Soldaderas

Las Soldaderas: Battlefield heroes of the Mexican Revolution (University of Michigan) http://www.umich.edu/~ac213/student_projects06/joelan/

c. 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**


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

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

America declared war

President Polk's war message to Congress http://www.pbs.org/weta/thewest/resources/archives/two/mexdec.htm

//2. Some in U.S. opposed war://

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

Abraham Lincoln's Spot Resolutions http://www.pbs.org/kera/usmexicanwar/biographies/abraham_lincoln.html http://www.archives.gov/education/lessons/lincoln-resolutions/

//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

History of the Bear Flag (Bear Flag Museum) []

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

Mexican War Map: []

a) General Zachary Taylor: invaded Mexico from north

b) General Winfield Scott: invaded Mexico from seacoast

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

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

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

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

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


 * Legacy of the Mexican-American War**

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


 * Wednesday, 12 November**


 * I. Prayer/Attendance**


 * II. Exam #2**

Will have it back to you hopefully on Monday; if not, by Wednesday.


 * III. Homework for Friday, 14 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/Mexican War, part 1


 * 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


 * 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.


 * Monday, 10 November**

Exam #2


 * Friday, 7 November**

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


 * I. Prayer/Attendance**


 * II. Item of interest**

Early American paintings in the Worcester Art Museum http://www.worcesterart.org/collection/Early_American/

III. Term Papers: Narrow your term paper topic and find key articles with good bibliographies

1. Do a Google search

Let's use "religion on the Oregon Trail" as an example:

[I was not getting much when I searched on Google for "religion on the Oregon Trail," but I found this one after changing my search term to "Christianity on the Oregon Trail."]

Jerry Rushford. //Christians on the Oregon Trail: Churches of Christ and Christian Churches in Early Oregon, 1842-1882//. (1997)

One version: [go to page 577 for the Bibliography] http://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?article=1004&context=heritage_center

Book version on Amazon.com http://www.amazon.com/Christians-Oregon-Trail-Christian-1842-1882/dp/0899007775

2. Amazon.com

Search within a book>>Table of contents>>Bibliography pages>>page search

Other similar books. This particular book doesn't have anything.

Can't look inside this particular book from Amazon.com.

Here is an example of one that has both other suggestions and search inside option. [I ran out of time before I could find one for us this morning.]

3. APU Quick Search

When I tried using the APU Quick Search, this same book came up.

4. LINK+ LINK+ does not list this book, so that avenue is closed.

5. World Cat

a. World Cat does have it. Then go to World Cat from this Quick Search screen

b. Here is how to get into World Cat from scratch

All Databases>>W>>World Cat [I don't use the World Cat.org one]>>Author search

World Cat helps me get other search terms:

Here is the one that will help the most to begin with: Restoration movement (Christianity) -- Oregon -- History -- 19th century.

To get the actual book, request it on Interlibrary Loan [a different step than LINK+]

6. Then I decided to look up info on Jerry Rushford on Google

This turns out to be great!

Jerry Rushford Center (Pepperdine University) http://digitalcommons.pepperdine.edu/rushford/

Plus other links to him.

7. I am sure many other sources are available for Christians on the Oregon Trail.


 * IV. Exam #2: Monday, 10 November**

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

If you need to remind yourself of the background of events on the study guide, go to the section of our daily lesson plan ("In class today: new material") for links to articles we used in class.

V. In class today: reaction to homework

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


 * VI. In class: new material**


 * Oregon Country**

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

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

U.S. Territorial acquisitions


 * California Gold Rush (1849)**

Gold Discovered at Sutter's Mill (Finding Dulcinea, On This Day) [Let's go through some of the links] http://www.findingdulcinea.com/news/on-this-day/On-this-Day--Gold-Discovered-at-Sutter-s-Mill.html

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, 5 November**


 * I. Prayer/Attendance**


 * II. Exam #2: Monday, 10 November**

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

If you need to remind yourself of the background of events on the study guide, go to the section of our daily lesson plan ("In class today: new material") for links to articles we used in class.


 * III. Homework for Friday, 7 November: California 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**

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

V. In class today: new material


 * Indian Removal**

Native American resistance and removal []

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


 * Removal Act of 1830**

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

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


 * Cherokee Trail of Tears**

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

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

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

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


 * Mountain Men (1822-1840)**

Mountain Men and the Fur Trade http://www.xmission.com/~drudy/mtman/museum/index.html

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] Guns of the Mountain Men [|http://user.xmission.com/~drudy/mtman/museum/guns/guns.html] Cache [|http://user.xmission.com/~drudy/mtman/museum/cache/cache.html]

Mountain Men: Pathfinders of the West (University of Virginia) http://xroads.virginia.edu/~hyper/hns/mtmen/home.html

1. Competition of fur trading companies Beaver the prize commodity: fashionable hats

2. Mountain men covered the entire west: learned its geography

3. Key names: [go to Google Images]

a. Jim Bridger

b. Jedidiah Smith (grizzly bear; friend sewed his scalp on)

Jedidiah Smith--For God and Wild West (Christianity.com) http://www.christianity.com/ChurchHistory/11630332/

c. John Colter (raced naked for his life)

4. Rendezvous: held once a year

5. Mountain men became guides on Oregon Trail


 * 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


 * Monday, 3 November**


 * I. Prayer/Attendance**


 * II. Exam #2: Monday, 10 November**

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


 * III. Homework for Wednesday, 5 November: Oregon Trail**

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


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

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

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

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

V. In class today: new material


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

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

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

Marine Corps Hymn: "To the shores of Tripoli"


 * WAR OF 1812**

Remember: Britain and France locked in a world war

Napoleon invaded Russia in 1812.

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


 * A. American grievances with British**:

1. Impressment

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

2. Desire to defend American independence and honor


 * B. The vote for war**

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


 * C. War Hawks**

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

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

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

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

British captured the city.

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

2. **Baltimore**

British bombarded; Americans held out.

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

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

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

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

Andrew Jackson's troops defeated the British.

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

Battle of New Orleans: Johnny Horton http://www.youtube.com/watch?v=VL7XS_8qgXM&feature=youtube_gdata_player


 * E. Consequences of War of 1812**

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


 * Friday, 31 October**

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


 * I. Prayer/Attendance**


 * II. Exam #2: Monday, 10 November**

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


 * III. Homework for Monday, 3 November**

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

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

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


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

Thomas Jefferson http://thelearningprofessor.blogspot.com/2011/10/website-spotlight-thomas-jefferson.html

V. 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).

Thomas Jefferson http://thelearningprofessor.blogspot.com/2011/10/website-spotlight-thomas-jefferson.html


 * 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) []


 * 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) []

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

Great Maps:



Jefferson compromised his strict constructionist views


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

Here is a terrific map of the total route:

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

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

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

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


 * Wednesday, 29 October**


 * I. Prayer/Attendance**


 * II. Exam #2: Monday, 10 November**

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


 * III. Homework for Friday, 31 October: Thomas Jefferson**

[Follow the links on my blog post] http://thelearningprofessor.blogspot.com/2011/10/website-spotlight-thomas-jefferson.html


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

Admiral James Stavridis: What I Read http://www.thewire.com/global/2012/08/natos-supreme-allied-commander-europe-james-stavridis-what-i-read/55626/

V. In class today: new material

The Presidency of George Washington

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


 * First Congress** (April 1789):

Members were Federalists—generally


 * Congress succeeded at its four immediate tasks**:

a. Revenue Act of 1789.

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

b. Bill of Rights

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

c. Beginnings of a "Cabinet"

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

d. Judiciary Act of 1789.

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


 * First political party system**:

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

a. **Federalists**

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

Washington and Adams were both Federalists.

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

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

b. **Democrat-Republicans**

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

Key person: Thomas Jefferson.

Supporters: Anti-federalists during ratification process

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


 * Monday, 27 October**


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 29 October**

Admiral James Stavridis: What I Read http://www.thewire.com/global/2012/08/natos-supreme-allied-commander-europe-james-stavridis-what-i-read/55626/


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

The #1 Secret of Great Writers [this is good] []

"The Lesson behind “Sh++ty First Drafts" (The Writers Coin) []

http://thelearningprofessor.wikispaces.com/Term+Paper
 * IV. In class today: Research and Writing Resources for your term papers**


 * Friday, 24 October**

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


 * I. Prayer/Attendance**


 * II. Homework for Monday, 27 October**

The #1 Secret of Great Writers [this is good] []

"The Lesson behind “Sh++ty First Drafts" (The Writers Coin) []


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

​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


 * Virginia plan**

Tuesday, May 29 (Virginia Plan introduced) []

Goal: Replace the Articles of Confederation

Large states liked this plan Two–house legislature:

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

Proportional representation in both houses

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

National judiciary—became basis of Supreme Court

Congressional veto over state laws.


 * New Jersey plan**

Thursday, June 14 (New Jersey Plan introduced) []

Goal: Just amend the Articles of Confederation

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


 * Great [Connecticut] Compromise**

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

The Great Compromise reconciled the Virginia and New Jersey plans:

1. Lower House

Proportional representation Members elected directly by the people

2. Upper house

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


 * Three–Fifths clause**

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

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

Constitutional Convention: Monday, June 11 []


 * Other constitutional protections for slavery**

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


 * Separation of powers**

Power balancing power. Gridlock intentionally built in.

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


 * Ratification (approval) Conventions**:

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

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


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

//**Federalists**//:

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

//**Antifederalists**//:


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

[]
 * Federalist Papers**:

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


 * Ratification (approval) vote**:

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

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

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

But the Constitution was ultimately approved!

Wednesday, 22 October


 * I. Prayer/Attendance**


 * II. Homework for Friday, 24 October: Benjamin Franklin**

​Ben A to Z (Ben's Interests and Achievements) [] It's The Little Things [Ben's various inventions] [] Name That Ben: [be sure to click on "Silence Dogood" and read Ben's first Silence Dogood letter] [] Self-Improvement [] Health []


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

a. Selections from the diary of Joseph Plumb Martin http://www.ushistory.org/march/other/martindiary.htm

b. George Washington describes the Continental Army at Valley Forge http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/turning/valley.html

IV. In class today: new material


 * Articles of Confederation:**

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

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

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

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


 * Features of the Articles of Confederation:**

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

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


 * Northwest Ordinance of 1787**

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

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

Northwest Territory Map:

Incorporating the Western Territories (Library of Congress) []


 * 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] []


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

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


 * Convention itself**

Where: Philadelphia When: May–Sept 1787

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

[]
 * Constitutional Convention (Gordon Lloyd)**

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

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

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

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


 * People who were NOT delegates at the convention**

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


 * Procedural rules crucial to the outcome**:

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


 * James Madison—his vital role**:

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

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

Took notes during entire Convention

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

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


 * Monday, 20 October**


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 22 October**

a. Selections from the diary of Joseph Plumb Martin http://www.ushistory.org/march/other/martindiary.htm

b. George Washington describes the Continental Army at Valley Forge http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/turning/valley.html


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

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

Read the following: a. Introductory paragraphs b. "Resistance to Tyranny a Christian Duty" c. "Revolution Understood in Scriptural Terms" d. "Revolution Justified by God" e. "A Fighting Parson" f."A Revolutionary Chaplain"

IV. In class today: new material


 * 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

Map (a static one of the war): []


 * 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


 * Patriot winter camp**: **Valley Forge**

Tremendous suffering

Time for needed training (Baron von Steuben)


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

Officers developed intense commitment to the revolutionary cause

Arnold betrayed the cause (History.com) http://www.history.com/this-day-in-history/benedict-arnold-commits-treason


 * Washington "crossed the Delaware" River**

Attacked Trenton and Princeton These victories cheered American spirits


 * Battle of Saratoga**

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

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

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.


 * British Surrender at Yorktown** (1781)

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

Yorktown (Animated Map) http://www.revolutionarywaranimated.com/YorktownAnimation.html


 * Peace Treaty of Paris** (1783)

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

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

Map of America at 1783 http://images.classwell.com/mcd_xhtml_ebooks/2005_world_history/images/mcd_awh2005_0618376798_p642_f2.jpg


 * Friday, 17 October**

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


 * I. Prayer/Attendance**


 * II. Homework for Monday, 20 October**

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

Read the following: a. Introductory paragraphs b. "Resistance to Tyranny a Christian Duty" c. "Revolution Understood in Scriptural Terms" d. "Revolution Justified by God" e. "A Fighting Parson" f."A Revolutionary Chaplain"


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

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

Boston Tea Party account by George Hewes (History Place) []

IV. In class today: new material


 * 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


 * British military planners made three erroneous assumptions**:

1. Americans would not stand up to professional troops

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

3. Military victory would be sufficient to win the struggle


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

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

Lexington and Concord (Massachusetts Historical Society) []

Battles of Lexington and Concord (Animated Map) []

Results: Colonial victory (note casualties and losses


 * Battle of Bunker Hill** (June 1775)

Battle of Bunker Hill (Massachusetts Historical Society) []

Battle of Bunker Hill (Animated Map) []

Results: British victory


 * Second Continental Congress**

Second Continental Congress (Massachusetts Historical Society) []

Convened in May 1775 at Philadelphia

a. Became the intercolonial government during American Revolution b. Authorized the printing of money c. Established a committee to supervise relations with foreign countries d. Created Continental Army e. Washington, from the South, appointed commanding general


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

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

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

Thomas Paine: Citizen of the World (BBC) []


 * 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

b. Colonists would no longer accept legitimacy of Parliament

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

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

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

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


 * Wednesday, 15 October**


 * I. Prayer/Attendance**


 * II. Exam #1**


 * III. Homework for Friday, 17 October**

a. Read carefully through the complete text of the Declaration of Independence, using the "Historical Context" version on the Claremont Institute website: []

b. Eyewitness account of Boston Tea Party by George Hewes (History Place) []


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

What is a "massacre"? Was this truly a "massacre"?

Overview essay by Douglas Linder: "The Boston Massacre Trials: An Account" []

Key Figures in the "Boston Massacre" []


 * V. In class today: new material**


 * 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.


 * Boston Tea Party (1773)**

Boston Tea Party (Massachusetts Historical Society) []

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: Eyewitness account of Boston Tea Party by George Hewes (History Place) []

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

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

British response to the Tea Party.

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

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


 * Quebec Act (1774)**

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

Catholics granted greater religious freedom.

Representative assembly abolished.

Canada boundary extended to Ohio River.

Many American colonists coveted this land.


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

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

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


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


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

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

2. Continental Association Boycott of English goods

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

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

Popularly elected congresses took over government in each colony

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


 * Monday, 13 October**


 * I. Prayer/Attendance**


 * II. Exam #1**: will get them to you on Wednesday. I want to review my assessments once more.

Here are my observations of your exam:


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


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


 * Your answers**:

The number of pages is not the key to a high grade. What you say in your answer IS the key. You have to be including material from the study guide.

Total points for the exam is 100; therefore, each answer is worth 50 points. If you devote most of your blue book to one question, you are leaving yourself short.

I have tried to help you by allocating one grade for the entire exam--at least on this first one.

You can write 3 pages on each question and still not get a high grade, particularly if you do not stay focused on the chronology and organization of the material. You must be making concrete points from the study guide and demonstrating that you have read the assigned homework.

Your answer should be proportional to the material in the study guide. For example, on the exploration question, many students devoted almost half of their answer just to the Vikings. Note, however, that the Vikings are only one small part of the required answer.

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


 * Grades**:

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

Grade ranges: A=95; A/A-=92; A-/B+=90; B/B+=88; B=85; B/B-=82; B-/C+=80; C+/C-78; C=75; C/C-=72; C-=70 and below.

The lowest grade I awarded on this first exam is a C-. If you got a C- it generally indicates your real grade would probably have been a D or an F.

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

I won't write many long notes to you, but may include brief ones such as the following:

Let me help you. Hang in there. Put "more meat on the bones."


 * Hints for next exam**:

Stay up with the homework readings. They are the foundation for your success.

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

Write out material to study from and then condense. Remember my 4x6 cards.

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

To assess your own work, go back to the study guide and see what else you might have said but did not.
 * Self-assessment**

If you have issues with your grade, here is what I would ask you to do before we can talk about it:

a. Type out your actual answers from your blue book. b. Compare what you wrote (how clearly you covered the material) with what is on the study guide. c. If you think we still need to talk, we will for sure.


 * III. Homework for Wednesday, 15 October: Boston Massacre**

Overview essay by Douglas Linder: "The Boston Massacre Trials: An Account" []

Key Figures in the "Boston Massacre" []

IV. In class today: reaction to homework

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

b. Religion and the American Revolution (National Humanities Center) http://nationalhumanitiescenter.org/tserve/eighteen/ekeyinfo/erelrev.htm


 * V. In class today: new material**

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


 * Sugar Act** (1764)

Sugar Act (Massachusetts Historical Society) []

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

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


 * Currency Act** (1764)

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

Currency Act outlawed colonial issues of paper money.

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

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


 * Stamp Act** (1765)

Stamp Act (Massachusetts Historical Society) []

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

Three aspects to remember:

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


 * Protests against the Stamp Act**

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

a) James Otis:

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

b) Patrick Henry

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

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


 * 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)

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

Linked to the repeal of the Stamp Act.

Dangerous implications for the colonists.


 * Friday, 10 October**

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


 * I. Prayer/Attendance**


 * II. Homework for Monday, 13 October**

a. Animated Map: French and Indian War [here is how it works] http://www.revolutionarywaranimated.com/FrenchAnimation.html

b. Religion and the American Revolution (National Humanities Center) http://nationalhumanitiescenter.org/tserve/eighteen/ekeyinfo/erelrev.htm


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

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

The Great Awakening Comes to Weathersfield, Connecticut: Nathan Cole's Spiritual Travels  [| http://historymatters.gmu.edu/d/5711/]

IV. In class today: new material


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


 * New France**

Good overview from U.S. History.org http://www.ushistory.org/us/8a.asp

Excellent summary from The Canadian Encyclopedia http://www.thecanadianencyclopedia.ca/en/article/new-france/

Exciting material in the Virtual Museum of New France http://www.historymuseum.ca/virtual-museum-of-new-france/


 * Who was on each side in the war**

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

Map of the various battles in the French and Indian War http://wps.ablongman.com/wps/media/objects/1483/1518969/DIVI084.jpg

See also:

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

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


 * Peace Treaty of Paris** (1763)

Great Map! []

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

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

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


 * King George III** (1760–1820)

New young king; various prime ministers. []


 * Pontiac's uprising** (1763)

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

Good map


 * Proclamation Line of 1763**

Good map []

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


 * Wednesday, 8 October**


 * I. Prayer/Attendance**


 * II. Exam #1:**

I have not had a chance to get to them yet.


 * III. Homework for Friday, 10 October**

Religion in Eighteenth-Century America (Religion and the Founding of the American Republic, Library Republic (Library of Congress)  [| http://www.loc.gov/exhibits/religion/rel02.html]

a. Read the Introduction. b. Skip the section entitled "The Appearance of Eighteenth-Century Churches." c. Scan the section on "Deism". d. Devote your reaction to the remainder of the screen: "The Emergence of American Evangelicalism"

The Great Awakening Comes to Weathersfield, Connecticut: Nathan Cole's Spiritual Travels  [| http://historymatters.gmu.edu/d/5711/]

IV. In class today: new material


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

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


 * 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 (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, 6 October**

Exam #1


 * Friday, 3 October**

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


 * I. Prayer/Attendance**


 * II. For Monday, 6 October: Exam #1**

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

//**Hints for the exam**//:

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

Our readings/websites add color and excitement to our material, but you should not spend too much of your exam time telling long stories from the websites--unless you hit the main study guide material as well.

Write out material to study from and then condense. Remember my 4x6 cards.

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


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

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

Go over the intro paragraph

Let's zoom in on the following selections:

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

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

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

D. I was exceedlngly prejudiced [Elizabeth Ashbridge]

E. all religious sects are tolerated [Gottlieb Mittelberger]

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


 * IV. In class today: new material**


 * Quakers**

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?

Society of Friends (Quakers) http://www.patheos.com/Library/Society-of-Friends-(Quaker).html


 * 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.

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

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.


 * Wednesday, 1 October**


 * I. Prayer/Attendance**


 * II. Our guest this morning:**

Kristen Leichty Senior Recruiter, Study Abroad Lithuania LCC International University http://www.lcc.lt/ Klaipeda, Lithuania


 * III. Homework for Friday, 3 October**

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


 * IV. Exam #1: Monday, 6 October**

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

V. In class today: reaction to homework

America as a Religious Refuge (Part 2) (Library of Congress) Read only the following sections: "The Quakers, William Penn, Penn's Frame of Government, Quaker meeting, Quaker Book of Discipline, The Pennsylvania Germans, Footwashing" []

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


 * V. In class today: new material for today and Friday**

Major readings for this week:

a. America as a Religious Refuge (Part 2) (Library of Congress) Read only the sections about Quakers and Pennsylvania: "The Quakers, William Penn, Penn's Frame of Government, Quaker meeting, Quaker Book of Discipline, The Pennsylvania Germans, Footwashing" []

b. Religious Pluralism in the Middle Colonies (Divining America) []

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

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.

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

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

King James II (British Monarchy) []

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

William Penn (US History.org) http://www.ushistory.org/penn/index.htm

http://www.ushistory.org/us/index.asp
 * Note**: Here is the link to a very good online US History textbook equivalent

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

"William Penn Advertises for Colonists" (History Matters) http://historymatters.gmu.edu/d/7440

Pennsylvania became grain producing area of colonial America


 * Quakers**

Society of Friends, founded in England by George Fox.

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

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?

Society of Friends (Quakers) http://www.patheos.com/Library/Society-of-Friends-(Quaker).html

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


 * 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.

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

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.

Monday, 29 September


 * I. Prayer/Attendance**


 * II. Exam #1: one week from today--Monday, 6 October**

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


 * III. Homework for Wednesday, 1 October**

America as a Religious Refuge (Part 2) (Library of Congress) Read only the following sections: "The Quakers, William Penn, Penn's Frame of Government, Quaker meeting, Quaker Book of Discipline, The Pennsylvania Germans, Footwashing" []

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


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

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


 * V. In class today: new material for this week**

Major readings for this week:

a. America as a Religious Refuge (Part 2) (Library of Congress) Read only the sections about Quakers and Pennsylvania: "The Quakers, William Penn, Penn's Frame of Government, Quaker meeting, Quaker Book of Discipline, The Pennsylvania Germans, Footwashing" []

b. Religious Pluralism in the Middle Colonies (Divining America) []

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

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) []

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

William Penn (US History.org) [good online US History textbook equivalent] http://www.ushistory.org/penn/index.htm

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 "William Penn Advertises for Colonists" (History Matters) http://historymatters.gmu.edu/d/7440

Pennsylvania became grain producing area of colonial America


 * Quakers**

Society of Friends, founded in England by George Fox.

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

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?

Society of Friends (Quakers) http://www.patheos.com/Library/Society-of-Friends-(Quaker).html

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


 * 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.

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

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.


 * Wednesday, 24 September**


 * I. Prayer/Attendance**


 * II. No class on Friday, 26 September**. I will be away at the Conference on Faith and History.


 * III. Exam #1: two weeks from today: Monday, 6 October**

Essentially, you are responsible for all the material on this "Today HIST 151" wiki page.

Study Guide for exam #1 [to be revised] http://thelearningprofessor.wikispaces.com/Exam+1


 * IV. Homework for Monday, 27 September**

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

http://www.besthistorysites.net/index.php/art-history
 * V. Best of History websites: Art History**

VI. In class today: reaction to homework

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

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

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

Roger Williams (God in America, PBS) []

Anne Hutchinson (God in America, PBS) []


 * VII. In class today: new material**

[Thanks to Corey for this link] Separate church seating arrangements] http://www.bibleviews.com/separateseating.html

Map of New England colonies []


 * a. Plymouth (1620)**

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

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

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

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


 * 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 colony (1630)**

(Non Separatist) Puritans

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

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

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

Religious intolerance in treatment of Roger Williams and Anne Hutchinson:

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

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

Puritan church became known as Congregationalists

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


 * e. 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.


 * f. 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, 22 September**


 * I. Prayer/Attendance**


 * II. In class today: Close Reading and Questions to ask of the material**

At APU, you are supposed to be spending 1-2 hours doing homework for each hour of class. In the absence of a textbook (I am now thinking that I will go back to requiring a textbook), the readings are designed to be your text.

a. If we are to discuss anything in class, we must read the material carefully.

b. Ask the journalist questions: Who, what, when, where, why, how

c. Some formats I assign are already in question-and-answer format.

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

d. In other readings, look for the topic sentence (usually the first) of each paragraph:

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


 * III. Homework for Wednesday, 23 September [no class on Friday]**

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

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

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

Roger Williams (God in America, PBS) []

Anne Hutchinson (God in America, PBS) []


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

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

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

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

IV. Exam #1: two weeks from today: Monday, 6 October

Essentially, you are responsible for all the material on this "Today HIST 151" wiki page.

Study Guide for exam #1 [to be revised] http://thelearningprofessor.wikispaces.com/Exam+1


 * Friday, 19 September**

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

"Can North Carolina Declare an 'Official' Religion? http://ideas.time.com/2013/04/08/can-u-s-states-have-official-religions/
 * Item from 10:40 class**: thanks to Corey for the link


 * I. Prayer/Attendance**


 * II. Homework for Monday, 22 September**

Plimouth Plantation Work through the links on my Website Spotlight blog post http://thelearningprofessor.blogspot.com/2012/06/website-spotlight-plimoth-plantation.html


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

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

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


 * IV. In class today: new material**

A. 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

For other great sources, see the following:

Indians in Virginia []

Powhatan []

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

Pocahontas []

John Rolfe []

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

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

Pocahontas Revealed (NOVA) []

How Indians told time []

B. Indentured servitude:

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

Indentured Servants in colonial Virginia []

Runaway slaves and servants in colonial Virginia []

C. Virginia Families

Women in Colonial Virginia []

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

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, 17 September**

I. Prayer/Attendance

II. Homework for Friday, 19 September

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

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

III. In class today: reaction to homework

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

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

Religion in Early Virginia (Colonial Williamsburg) []

IV. In class today: new material

Map of the Chesapeake Colonies [| http://wps.ablongman.com/wps/media/objects/1483/1518969/DIVI025.jpg]

Route taken across the ocean []

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

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

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

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

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

Anglican Church in Virginia

Church of England (Episcopalians today). Not Puritans.

See also:

Anglican church in Virginia (Colonial Williamsburg) [| http://www.history.org/Almanack/life/religion/religionhdr.cfm]

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

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

House of Burgesses (1619):

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

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

See also:

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

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

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

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

Tobacco

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

John Rolfe (National Park Service, Jamestown) []

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

Headrights:

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

Headrights []

Monday, 15 September

I. Prayer/Attendance

II. Homework for Wednesday and Friday

//a. Wednesday, 17 September//

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

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

Religion in Early Virginia (Colonial Williamsburg) []

//b. Friday, 19 September//

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

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

III. In class today: reaction to homework

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

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

Check out John White's drawings: http://www.virtualjamestown.org/images/white_debry_html/jamestown.html

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

What are your personal feelings as you read this account. Working with primary sources can be quite exciting but the reading of them is never totally easy. So let's look a bit more closely at how to decipher this document (which--fortunately for us--has already been edited).

c. 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

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

IV. In class today: new material

Religions in Europe, 1500 []

A. Martin Luther (Lutherans): 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 (On This Day, Finding Dulcinea) []

B. John Calvin (Calvinists):

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

John Calvin biographical sketch (Calvin College) []

C. Reformation in England (1533)

1. English King Henry VIII

House of Tudor

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

An Overview of the English Reformation (BBC) []

Bio sketch of Henry VIII (British Monarchy) []

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

Edward VI (British Monarchy) []

3. One daughter, Mary I ("Bloody" Mary), was Catholic.

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

Mary I (British Monarchy) []

4. Queen Elizabeth I (1558-1603):

Henry's other daughter.

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

Elizabeth I (British Monarchy) []

D. New Royal family:

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

1. King James I (1603-1625)

During his reign, the Pilgrims fled to Netherlands and then from there to Plymouth colony

Jamestown (1607) named for him

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

In 2011 was celebrated the 400th anniversary of King James Bible.

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

James I (British Monarchy) []

2. King Charles I (1625-1649)

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

Charles I (British Monarchy) He was the son of James I His own sons were Charles II and James II []

Friday, 12 September

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

I. Prayer/Attendance

II. Homework for Monday, 15 September

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

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

c. 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

III. In class today: reaction to homework Hernán Cortés--Spanish conquest of Aztec empire in Mexico

a. Aztec Empire: [1517-1519: First Contact] http://www.pbs.org/conquistadors/cortes/cortes_a00.html A Fragile State Hernan Cortes--this one Yucatan Expedition

b. Cortes Expedition: [February 1519, Cortes defies the Governor] http://www.pbs.org/conquistadors/cortes/cortes_b00.html Expedition force Malinche--this one Cortes route

c. Montezuma's Messengers [April 20, 1519: A Display of Force] http://www.pbs.org/conquistadors/cortes/cortes_c00.html Royal greeting Montezuma II--this one Human sacrifice

d. From Explore to Conquer: [Cortes burns his boats] http://www.pbs.org/conquistadors/cortes/cortes_d00.html Stunned Aztecs Lust for gold Queztalcalatl--this one

e. Spaniards in Tenochtitlan: [November 1519: The most beautiful thing in the world] http://www.pbs.org/conquistadors/cortes/cortes_e00.html Tenochtitlan--this one Spanish eyewitnesses Montezuma's speech

f. Cortes Seizes Power [November 1519: Montezuma arrested] http://www.pbs.org/conquistadors/cortes/cortes_f00.html Spanish horror Aztec people Marketplace

g. War Breaks Out [June 1520: Massacre at Tenochtitlan] http://www.pbs.org/conquistadors/cortes/cortes_g00.html Massacre eyewitness Montezuma's death Noche Triste

h. Siege of Tenochtitlan [December 1520: Siege, Starvation, & Smallpox] http://www.pbs.org/conquistadors/cortes/cortes_h00.html Cortes letter The great rash Siege eyewitnesses

i. Fall of the Aztecs [The Last Stand: An Aztec Iliad] http://www.pbs.org/conquistadors/cortes/cortes_i00.html Fall eyewitness Aztec lament Cortes fate--this one

IV. In class today: new material

Map of Explorations to refer to: http://wps.ablongman.com/wps/media/objects/1483/1518969/DIVI012.jpg

English Exploration

England would not be bound by the Treaty of Tordesillas. But tried to explore initially in areas not claimed by Spanish or Portuguese.

John Cabot (1497) Basis of later English claims.

John Cabot (Royal Museums, Greenwich) http://www.rmg.co.uk/explore/sea-and-ships/facts/explorers-and-leaders/john-and-sebastian-cabot

Cabot Project (Bristol University) http://www.bristol.ac.uk/history/research/cabot.html

The Voyages of John Cabot (American Journeys) http://www.americanjourneys.org/aj-069/summary/index.asp

John Cabot, Italian Bankers, and the New World (New York Times) http://www.nytimes.com/2012/06/19/science/john-cabot-italian-bankers-and-the-new-world.html?pagewanted=all

Francis Drake

Francis Drake (On This Day, Finding Dulcinea) http://www.findingdulcinea.com/news/on-this-day/On-this-Day--Francis-Drake-Sets-Out-to-Circumnavigate-the-World-.html

Francis Drake (Golden Hind) [map on this page is useful] http://www.goldenhind.co.uk/voyage-golden-hind.php

Account of Sir Francis Drake's landing in California (National Humanities Center) Drake's Bay (Bodega Bay) near Point Reyes http://nationalhumanitiescenter.org/pds/amerbegin/contact/text5/drake.pdf

Drake claims California for England (History.com This Day in History | 6/17/1579) http://www.history.com/this-day-in-history/drake-claims-california-for-england

Francis Drake (American Journeys) [explain utility of this website] http://www.americanjourneys.org/aj-032/summary/index.asp

Francis Drake (Royal Museums, Greenwich) http://www.rmg.co.uk/drake

Roanoke Island

Present-day North Carolina First English colonization attempt.

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

Despite three tries, the colony at Roanoke failed.

Spanish Armada (1588)

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

Great map showing defeat of the Spanish Armada []

Spanish Armada prevented resupply to the Roanoke Colony.

See also:

Spanish Armada (Royal Museums, Greenwich) http://www.rmg.co.uk/explore/sea-and-ships/facts/navies-and-warships/the-spanish-armada

God Blew and They Were Scattered (UK National Archives) http://www.nationalarchives.gov.uk/education/lesson39.htm

The Spanish Armada (BBC) []

Native Americans

Native Americans originally came to America from Asia Land bridge from Siberia across the Bering Straits.

Map: Routes of the First Americans http://wps.ablongman.com/wps/media/objects/1483/1518969/DIVI001.jpg

Early cultures: fishing, hunting, and gathering for mere subsistence.

Settled agriculture (corn, beans, squash) more sophisticated civilizations.

Indian tribes adapted to different geographic settings.

Map: Location of Major Groups of First Americans http://wps.ablongman.com/wps/media/objects/1483/1518969/DIVI006.jpg

Five million Indians in North America at time of European arrival.

Over two hundred language groups.

Indians not organized into tribes but into hundreds of bands

Seldom did a "chief" hold significant power.

Bands quarreled with each other

Used Europeans to help them fight their enemies

Early North American civilizations:

a. Mound Builders http://www.touring-ohio.com/history/ancient-ohio.html

b. Anasazi

Who were the Anasazi (US Dept of the Interior, Bureau of Land Management) http://www.blm.gov/co/st/en/fo/ahc/who_were_the_anasazi.html

Cliff Dwelling Museum: Where did the Anasazi go and why? http://www.cliffdwellingsmuseum.com/anasazi

c. Mississippians (Midwest and Southeast U.S.).

Cahokia Mounds State Historic Site http://cahokiamounds.org/explore/

Use of the term "Indian

1. "American Indian" or "Native American"? []

2. Smithsonian National Museum of the American Indian []

3. Edward S. Curtis's North American Indian (American Memory, Library of Congress) []

4. American Indians: The Image of the Indian (National Humanities Center) []

Wednesday, 10 September

I. Prayer/Attendance

II. Homework for Friday, 12 September: Hernán Cortés--Spanish conquest of Aztec empire in Mexico

Read each of the nine categories outlined below. To learn more about each category, you can click on each of the three subheads listed at the top of the screen.

Let's work through a few of the screens as examples.

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

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

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

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

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

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

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

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

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

III. In class today: reaction to homework

a. YouTube video for your viewing enjoyment [|Columbus, de Gama, and Zheng He! 15th Century Mariners. Crash Course: World History #21 - YouTube]

Did you enjoy this video. Would you like me to use some others like this during the semester?

Here is the link to the Crash Course World History video about Indian Ocean trade network: http://www.youtube.com/watch?v=a6XtBLDmPA0

1. What about Zheng He? A Muslim.

Ancient Chinese Explorers (NOVA) http://www.pbs.org/wgbh/nova/ancient/ancient-chinese-explorers.html

China's Great Armada: Admiral Zheng He (National Geographic) http://ngm.nationalgeographic.com/print/features/world/asia/china/zheng-he-text

China has a great mariner to tell you about (New York Times) http://www.nytimes.com/2005/07/20/international/asia/20letter.html?pagewanted=all

Current connection to terrorism: Uighurs’ Veils Signal Protest Against China’s Restrictions (New York Times) http://www.nytimes.com/2014/08/08/world/asia/uighurs-veils-a-protest-against-chinas-curbs.html

2. What about Prince Henry the Navigator. (Sagres, Portugal) Cape Sagres (Rick Steves for Smithsonian Museum) http://www.smithsonianmag.com/ricksteves/cape-sagres-12592242/?no-ist

3. What about Prester John? The legend of Prester John http://geography.answers.com/famous-geographers/the-legend-of-prester-john

4. What about demarcation line? See below under Treaty of Tordesillas.

b. Vasco Da Gama (BBC History) http://www.bbc.co.uk/history/british/tudors/vasco_da_gama_01.shtml

1. For those who have been to South Africa, any evidence of these explorers (monuments, plaques, etc.).

2. Prior voyage of Bartholomew Diaz, 1487-1488 (Cape of Good Hope--southern tip of Africa) [South African history online encylopedia] []

3. That seemingly crazy route of going west first was what led to discovery later by Cabral (1500) of today's Brazil.

4. Christians, Muslims, Hindus. Role of religious issues in history.

IV. In class today: new material

Here is a capsule chronology:

Dias (Portugal): 1487-1488 (Cape of Good Hope--southern tip of Africa) Columbus (Spain): 1492 Treaty of Tordesillas demarcation line: 1494 (Pope divided world between Spain and Portugal) Da Gama (Portugal): 1497-1498 (Reached India)

European Exploration of the Americas: 2 different maps []

This one is easier to read http://wps.ablongman.com/wps/media/objects/1483/1518969/DIVI012.jpg

Spanish Exploration

a. Christopher Columbus (Italian by birth, sailed for Spain) (1492)

Christopher Columbus (On This Day, Finding Dulcinea) [explain how this website works for us] []

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) demarcation line

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

c. Hernán Cortés (1519-1521): we will talk about him on Friday based on your homework.

d. Ferdinand Magellan (1519–1522). [Magellan GPS anyone?]

Sailed around the globe.

Magellan voyage map (Google Images) []

Ferdinand Magellan (Royal Museums, Greenwich) []

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

e. 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) []

f. Francisco Vázquez de Coronado (1540–1542)

Southwestern United States

Coronado Expedition (Handbook of Texas online) [some states have excellent online encyclopedias] []

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

Monday, 8 September

Our very own volleyball star classmate: Mattie Shelford http://www.apu.edu/athletics/volleyball/stories/22254/

I. Prayer/Attendance

II. Syllabus: Let's talk about some of the highlights http://thelearningprofessor.wikispaces.com/HIST+151+Syllabus

III. Google Jockey: Let's talk about this a bit as well. http://thelearningprofessor.wikispaces.com/Google+Jockey

Who wants to volunteer to be the Google Jockey for our next class session?

IV. Homework for Wednesday, 10 September

For us to stay involved all semester in class and for me to get specific observations for your participation grade, I would like to have at least one student to facilitate our discussion of each assigned article or video. Usually I will assign the task, but for the next few classes I would welcome a volunteer.

a. YouTube video for your viewing enjoyment [|Columbus, de Gama, and Zheng He! 15th Century Mariners. Crash Course: World History #21 - YouTube]

Celebrating the legacy of a Chinese explorer http://www.nytimes.com/2014/12/19/world/asia/celebrating-the-legacy-of-a-chinese-explorer.html?_r=1

b. Vasco Da Gama (BBC History) http://www.bbc.co.uk/history/british/tudors/vasco_da_gama_01.shtml

V. In class today: reaction to homework

a. Viking Routes (Royal Museums, Greenwich) []

What places on this map are new names to you/have you been to any of them? What surprises you about all the varied places the Vikings went to? What items in the current news about several of the places: Iceland, Kiev, Baghdad. [Take a few minutes to look them up on your laptop.

b. Who Were the Vikings? (NOVA) []

Before reading this article, what was your opinion about the Vikings? How would you modify your opinion? What general principles can we learn from their approach? Have you heard of the Icelandic sagas. Look that up now on your laptop. What about the discovery of that map. Is that kind of situation normal in history research. How does the Baghdad of Vikings exploration connect to the Islamic State advance today in Iraq. What are the similarities/differences in ideology, slaves, etc.

c. Secrets of Norse Ships (NOVA) []

What made their ships so formidable. What does this suggest about the talents of peoples who we view as "ancient"?

d. Viking boat burial discovery 'a first' (BBC News) []

Basic facts: where was it discovered, by whom. Why should we care? Scotland independence issue connection.

VI. In class today: new material

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

What pushed European exploration?

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

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

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

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

Biggie: Constantinople (1453). Fell to the Muslim Turks.

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

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

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

Prince Henry the Navigator http://www.pbs.org/wgbh/aia/part1/1p259.html

Bartolomeu Dias: Cape of Good Hope (1488) http://www.history.com/topics/bartolomeu-dias

Vasco da Gama: India (1498) Da Gama extended article (BBC History) http://www.bbc.co.uk/history/british/tudors/vasco_da_gama_01.shtml

Friday, 5 September

Always turn to this page for today's schedule: Today HIST 151 http://thelearningprofessor.wikispaces.com/Today+HIST+151

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

I. Prayer/Attendance

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

II. Homework for Monday, 8 September

Work through each of these items and be prepared to discuss them in class.

Viking Routes (Royal Museums, Greenwich) []

Who Were the Vikings? (NOVA) []

Secrets of Norse Ships (NOVA) []

Viking boat burial discovery 'a first' (BBC News) []

III. In class today: new material

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

b. Two links to get you quickly up to speed about a blog

Spend a few minutes watching this video: []

"Understanding and Reading a Blog (for Newcomers)" []

c. Exploration Module on the Learning Professor wiki [use this as an example] I have tons of backup material on each of these modules. In class we will use only a few of the items. http://thelearningprofessor.wikispaces.com/Exploration

IV. High Fives!!**

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