TODAY'S+SCHEDULE


 * TODAY'S SCHEDULE**

Was the American Revolution a Holy War? http://www.washingtonpost.com/opinions/was-the-american-revolution-a-holy-war/2013/07/05/039fb5b8-e25f-11e2-aef3-339619eab080_story.html


 * Friday, 7 December**


 * Friday Songs**


 * I. Prayer/Attendance**

a. Remember Pearl Harbor

b. Save your wiki page

Go to top right of your page, past EDIT to the block with the three dots: ... Choose either PRINT or PDF.

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework: NONE**


 * IV. Your responses to** **Reaction #35: Religion during the Civil War: South**

Religion in the South (National Humanities Center) []

Rabbi-Chaplains of the Civil War - NYTimes.com []


 * V. In class today, Friday, 7 December**


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


 * 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**

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 Lincoln assassination: 14 April 1865

Jefferson Davis captured (Today in History, Library of Congress) http://memory.loc.gov/ammem/today/may10.html


 * 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

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, 5 December**

The Abolitionists http://www.pbs.org/wgbh/americanexperience/films/abolitionists/player/
 * Check this out:**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for Friday, 7 December**
 * Reaction #35: Religion during the Civil War: South**

Religion in the South (National Humanities Center) []

Rabbi-Chaplains of the Civil War - NYTimes.com []

**IV. Your responses to** **Reaction #34: Religion during the Civil War: North**

Religion in the North (National Humanities Center) []

Lincoln and the Mormons - NYTimes.com []


 * V. In class today, Wednesday, 5 December**

Continue with the "Civil War" module http://thelearningprofessor.wikispaces.com/Civil+War


 * Life of a soldier**

Camp Life http://ncmuseumofhistory.org/exhibits/civilwar/about_section2a.html

Campaigning http://ncmuseumofhistory.org/exhibits/civilwar/about_section2b.html


 * Women Soldiers**

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


 * Black Union soldiers**

Racism in the Union army was strong. Black soldiers in the Union army (120,000) fought for acceptance from their white comrades


 * 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 Would free the slaves if it preserved Confederate independence An effort was made to emancipate: too little, too late


 * Major Battles of the Civil War**

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


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

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


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


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


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

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


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

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

Stonewall Jackson shrine (National Park Service) http://www.nps.gov/frsp/js.htm

Fakebook http://www.classtools.net/main_area/fakebook/gallery/

Stonewall Jackson on Fakebook http://www.classtools.net/fb/34/S6FgN8


 * Monday, 3 December**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for Wednesday, 5 December**
 * Reaction #34: Religion during the Civil War: North**

Religion in the North (National Humanities Center) []

Lincoln and the Mormons - NYTimes.com []


 * IV. Your responses to the last two reactions:**

John Brown: America's First Terrorist? []
 * Reaction #32: John Brown**


 * Reaction #33: Civil War Photos**

Places []

People []


 * V. In class today, Monday, 3 December**

Begin the "Civil War" module http://thelearningprofessor.wikispaces.com/Civil+War


 * War aims**

North: Preserve the Union. Not free the slaves

South: Preserve slavery==the southern way of life


 * Names used to describe each side**:

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

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


 * Key Leaders/Generals**

Meet the Civil War Commanders interactive http://www.teachingamericanhistory.org/neh/interactives/cmdrs/


 * North**:

Abraham Lincoln Ulysses Grant William Tecumseh Sherman George Meade George McClellan


 * South**:

Meet the Civil War Commanders interactive http://www.teachingamericanhistory.org/neh/interactives/cmdrs/

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
 * Civil War side comparisons interactive**

Northern advantages:

Larger population Greater industrial production More railroads and canals

Southern advantages:

Greater emotion Excellent military commanders

[]
 * Union military strategy**

[]
 * Confederate military strategy**

Offensive defensive:

a. Attack when possible b. Mostly play defense c. Use interior lines of transportation d. Concentrate its forces at crucial points of Union attack

What else could the Confederates have done to win the war?


 * Union diplomatic strategy**

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


 * Confederate diplomatic strategy**

"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


 * Friday, 30 November**


 * Friday Songs [1 more week]**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for Monday, 3 December**
 * Reaction #33: Civil War Photos**

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

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

http://thelearningprofessor.wikispaces.com/Integrating+Technology
 * IV. In class today: Integrating Technology**


 * Wednesday, 28 November**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for Friday, 30** **November**
 * Reaction #32: John Brown**

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


 * In class today: One-on-one assessment huddles**

Here's how I have approached my assessment.

At the beginning of the semester we covered--in class--my detailed philosophy on grading. That material--from which I have summarized pertinent items--is on our wiki: http://thelearningprofessor.wikispaces.com/Grading

So far this semester I have intentionally let you work on your own--sort of like an independent study.

I worked through your wiki page reactions in detail.

I will go over with you individually what I observed about your work and the overall course grade which you have earned thus far.

Remember: the base grade from which we begin is B-/C+. All of the following components either add to or subtract from that base grade.


 * Here are the several components which contribute to your overall semester grade**:


 * I. Reactions**


 * ("A" level) should have the following characteristics**:

Reactions that go beyond just merely reciting what happened. I need to see that you have put yourself into each reaction.

Reactions that are thoughtful and evaluative, not shallow and obvious.

Reactions that are consistently more than the threshold minimum word count (MWF classes: 250 words; TTH classes: 500 words).

Reactions that make connections to other things you are learning.

Reactions that have virtually no mechanical (punctuation, grammar, and spelling) errors.

Reactions that give evidence that your work is not just a first draft.

Reactions that are carefully proofread.

Reactions should be timely:

Reactions should be posted on time (generally within 24 hours for MWF class sessions and on the day of class for TTh sessions) to count.

No credit for any reactions more than a week past due.


 * II. Look and Feel of Your Wiki Page**:

There should be an attractive "look and feel" both to your reactions individually and to your wiki page as a whole.

a. Correctly titled reactions b. Reaction divided into paragraphs c. Ideally, you should put one space between paragraphs

Visuals: They add to the quality of your page.


 * III. Absences**:

Excess absences (more than 3 in MWF classes and more than 2 in TTh classes) will push your grade lower.


 * IV. Classroom Contribution**:

This classroom contribution aspect will generally make the difference between an "A/A-" and an "A-/B+" (and so forth).

Student participates //regularly// through comments or questions:

Possible variations

a. No real participation; student does not volunteer at all b. Student answers effectively--only when called upon c. Student answers in an average fashion--only when called upon

Student makes an effort to insure that his/her facial expression and body language demonstrate enthusiasm and a positive attitude toward our class sessions.

Student does not focus continually on laptop but looks regularly toward me and makes eye contact.

Student does not work on other materials during the class session, either on the laptop or otherwise.


 * Now, while we are doing our one-on-ones, here are some items--not part of any required reaction--I would like you to enjoy:**

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 []


 * Or, if you prefer to spend your time working ahead, here is the assigned material for next week's reactions [our last week!!]**:


 * Homework for Monday, 3 December**
 * Reaction #33: Civil War Photos**

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

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


 * Homework for Wednesday, 5 December**
 * Reaction #34: Religion during the Civil War: North**

Religion in the North (National Humanities Center) http://www.nationalhumanitiescenter.org/tserve/nineteen/nkeyinfo/cwnorth.htm

Lincoln and the Mormons - NYTimes.com []


 * Homework for Friday, 7 December**
 * Reaction #35: Religion during the Civil War: South**

Religion in the South (National Humanities Center) http://www.nationalhumanitiescenter.org/tserve/nineteen/nkeyinfo/cwsouth.htm

Rabbi-Chaplains of the Civil War - NYTimes.com []


 * Monday, 26 November 2012**


 * Welcome Back!**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for** **Wednesday, 28 November**
 * Reaction #31: Uncle Tom's Cabin**

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

Anthony Burns captured http://www.pbs.org/wgbh/aia/part4/4p2915.html

David Blight on slave narratives and Uncle Tom's Cabin http://www.pbs.org/wgbh/aia/part4/4i2986.html


 * IV. In class Wednesday and Friday: One-on-one huddles to discuss my assessment of your work**

Bring earphones.

You will have things to work on during the class session.

How I have approached my assessment. More on this Wednesday.


 * V. Your responses to the past two reactions**


 * Reaction #30:** **Fugitive Slaves and Northern Racism [our normal 250 words]**

Introduction http://www.pbs.org/wgbh/aia/part4/4narr3.html

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

Race-based legislation in the North http://www.pbs.org/wgbh/aia/part4/4p2957.html

Harriet Tubman http://www.pbs.org/wgbh/aia/part4/4p1535.html


 * Reaction #29: Slave Life [500 words]**

How Slavery Affected African American Families (National Humanities Center) http://nationalhumanitiescenter.org/tserve/freedom/1609-1865/essays/aafamilies.htm

Slavery and Religion in the Antebellum South http://www.studentpulse.com/articles/372/slavery-and-religion-in-the-antebellum-south


 * V. In Class Today: Monday, 26 November **

Begin the "1850s" Module http://thelearningprofessor.wikispaces.com/The+1850s


 * THE 1850S**


 * Crucial interplay of several factors**

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


 * Frames of reference** of North and South toward each other:

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


 * Compromise of 1850**

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


 * Major provisions of the Compromise of 1850**:

a. **California entered the Union as a free state**

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

b. **Popular sovereignty** allowed in Utah & New Mexico Territories

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

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

Slavery itself was still permitted

d. **Fugitive Slave Act**

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

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


 * Uncle Tom's Cabin (1852)**

Uncle Tom's Cabin (Today in History, Library of Congress) http://memory.loc.gov/ammem/today/jun05.html

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


 * 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


 * 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


 * Presidential Election of 1860**

Lincoln got no southern electoral votes but still won the election.

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


 * Monday, 19 November 2012**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for the NEXT TWO class sessions:**


 * A. Homework for Wednesday, 21 November**
 * VIRTUAL CLASS**
 * Reaction #29: Slave Life**
 * [This reaction should be 500 words]**

How Slavery Affected African American Families (National Humanities Center) http://nationalhumanitiescenter.org/tserve/freedom/1609-1865/essays/aafamilies.htm

Slavery and Religion in the Antebellum South http://www.studentpulse.com/articles/372/slavery-and-religion-in-the-antebellum-south


 * B. No Reaction Due: Friday, 23 November (Happy Thanksgiving!!)**


 * C. Homework for Monday, 26 November**
 * Reaction #30:** **Fugitive Slaves and Northern Racism**
 * [This reaction should be our normal 250 words]**

Introduction http://www.pbs.org/wgbh/aia/part4/4narr3.html

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

Race-based legislation in the North http://www.pbs.org/wgbh/aia/part4/4p2957.html

Harriet Tubman http://www.pbs.org/wgbh/aia/part4/4p1535.html


 * IV. Your responses to Reaction #28: Antebellum Slavery**

Introduction to Antebellum Slavery []

Conditions of Antebellum Slavery []

Slave Religion (Slavery and the Making of America) [] []


 * V. In Class Today: Monday, 18 November **

Complete the "Slavery" Module http://thelearningprofessor.wikispaces.com/Slavery


 * Antislavery Overview**

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


 * 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.


 * Friday, 16 November 2012**


 * Friday Songs [3 more weeks]**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III(a). Class next Wednesday, 21 November, will be a virtual class (online)**


 * III(b). Homework for NEXT class: Monday, 19 November**
 * Reaction #28: Antebellum Slavery**

Introduction to Antebellum Slavery http://www.pbs.org/wgbh/aia/part4/4narr1.html

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

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. Your responses to Reaction #27: Second Great Awakening (2)**

Charles Finney (God in America) []

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


 * V. In Class Today: Friday, 16 November **

Begin the "Slavery" Module http://thelearningprofessor.wikispaces.com/Slavery


 * Antebellum South**

Old South or Antebellum South (before the Civil War) (1800-1860) North grew and changed South just grew


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


 * Rise of the Cotton South**

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

1. Cotton gin [before gin:10 hours for 1 pound; after: 1000 pounds/day] http://www.freetech4teachers.com/2012/02/cotton-gin-animated.html#.UJ5lFoY9WSo

2. Short–staple cotton

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


 * Southern society**

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

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


 * Slave life**

Food generally adequate, but plain and monotonous

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

Slaves worth more healthy than sick

Women as child bearers were particularly valuable to owner

Slaves treated as property:

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


 * Slave work routine**

1. House slaves

2. Field slaves

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

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

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

4. Slave **hire system**

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


 * Slave religion**

Most white southerners were religious

Most believed they should help slaves become Christians

But they did so on their own terms

Whites used religion as a form of control:

God commanded slaves to serve and obey their masters Slaves felt there must be a real Bible somewhere One not written by their white owners Many whites unwilling to accept slaves as brothers and sisters in Christ.

Christianity helped slaves cope with bondage:

Slaves used religion as a refuge Inner sense of personal worth and dignity Slaves hoped for deliverance from bondage Surely in heaven but hopefully in this lifetime


 * Slave family life**

Slaves tried to be monogamous

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

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

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


 * Slave resistance**

Few violent rebellions

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

Slaves tried to preserve mental independence and self–respect

Coping mechanisms


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


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

Nat Turner []

Turner an educated black lay preacher

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


 * Virginia legislature slavery debate** (1832)

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


 * Wednesday, 14 November 2012**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for NEXT class: Friday, 16 November**
 * Reaction #27: Second Great Awakening (2)**

Charles Finney (God in America) []

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


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">IV. Your responses to Reaction #26: Second Great Awakening (1)**
 * Wednesday, 14 November**

Let's look at this item: Religion and the New Republic (Library of Congress) Go to "Camp Meeting" http://www.loc.gov/exhibits/religion/rel07.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


 * V. In Class today: Wednesday, 14 November**

http://thelearningprofessor.wikispaces.com/Reform
 * Complete "Reform" Module**


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

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

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

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


 * Converts organized into voluntary associations**

1810—Foreign Missions Board

Students at Williams College: Haystack Prayer Meeting http://wso.williams.edu/~dchu/MissionPark/meeting.html

1816—American Bible Society—distributed Bibles in the West

1825—American Tract Society—to seamen and urban poor


 * Perfectionism**

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


 * Reformers organized associations to address pressing social ills**:

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


 * b. Temperance**

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

Cold Water Pledge insignia (Memorial Hall) http://www.memorialhall.mass.edu/collection/itempage.jsp?itemid=17958


 * c. Seneca Falls Woman's Rights Convention** (1848)

1. Elizabeth Cady Stanton and Lucretia Mott the organizers:

Elizabeth Cady Stanton []

Lucretia Mott []

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

3. Offered a "Declaration of Sentiments" http://www.nps.gov/wori/historyculture/declaration-of-sentiments.htm


 * Monday, 12 November 2012**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for NEXT class: Wednesday, 14 November**
 * Reaction #26: Second Great Awakening (1)**

“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


 * IV. Your responses to Reaction #25 U.S.-Mexican War**
 * Monday, 12 November**

James K. Polk and the Mexican War http://www.pbs.org/kera/usmexicanwar/prelude/jp_jp_and_the_mexican_war.html

The American Army http://www.pbs.org/kera/usmexicanwar/war/american_army.html

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

Newspapers: U.S. Press http://www.pbs.org/kera/usmexicanwar/war/us_press.html

Was the U.S.-Mexican War Necessary? http://www.pbs.org/kera/usmexicanwar/aftermath/was_the_war_necessary.html

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


 * V. In Class today: Friday, 9 November**

Begin "Reform" Module http://thelearningprofessor.wikispaces.com/Reform


 * 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


 * 2. Circuit riders**

Methodist Circuit Riders (Google Images) []

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

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

Circuit Riders http://en.wikipedia.org/wiki/Circuit_rider_%28religious%29


 * 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

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.

Finney's evangelistic approach

Was controversial for its time:

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

b. Anxious bench

"Almost saved" would sit up front Made an object of special prayer.

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


 * Friday, 9 November 2012**


 * Friday Songs [4 more weeks]**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for NEXT class: Monday, 12 November**
 * Reaction #25: U.S.-Mexican War**

James K. Polk and the Mexican War http://www.pbs.org/kera/usmexicanwar/prelude/jp_jp_and_the_mexican_war.html

The American Army http://www.pbs.org/kera/usmexicanwar/war/american_army.html

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

Newspapers: U.S. Press http://www.pbs.org/kera/usmexicanwar/war/us_press.html

Was the U.S.-Mexican War Necessary? http://www.pbs.org/kera/usmexicanwar/aftermath/was_the_war_necessary.html

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


 * IV. Your responses to Reaction #24 Gold Rush**
 * Friday, 9 November**

Read these three screens for context: The Oregon-California Trail [] Panama Shortcut [] Around Cape Horn []

Lure of Gold [] Discovery [] First Finds [] The News [] Across Land [] By Sea [] Elephant [] Miner's Life [] Prospecting [check out the subtopic screens] [] Chinese Miners [] Commerce [check out the Levi Strauss example] [] Entertainment []


 * V. In Class today: Friday, 9 November**

Continue "Expansion" Module http://thelearningprofessor.wikispaces.com/Expansion


 * Mexican War (1846–1848)**

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

Mexican War Regular Map: []

1. 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: New England Whig party: Henry Clay; Abraham Lincoln

2. American interest in California:

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

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

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

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

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

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

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

Bear Flag Revolt (June 14, 1846)

Google Images http://bit.ly/SRNoZl

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

Bear Flag Revolt Re-enactment http://news.sonomaportal.com/2007/06/07/pub-a-1073/

4. U.S. Forces in Mexico

a) General Zachary Taylor: invaded Mexico from north

b) General Winfield Scott: invaded Mexico from seacoast

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

5. Treaty of Guadalupe Hidalgo

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

U.S. paid Mexico $15 million Present states: California, Utah, New Mexico, Nevada, Arizona U.S. territory enlarged by 20%


 * Legacy of the Mexican-American War**

$100 million in military costs 13,000 Americans died Training ground for 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, 7 November 2012**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**

Check out the one entitled "Five-Fingered Prayer"


 * III. Homework for NEXT class: Friday, 9 November**
 * Reaction #24: Gold Rush**

Read these three screens for context: The Oregon-California Trail [] Panama Shortcut [] Around Cape Horn []

Lure of Gold [] Discovery [] First Finds [] The News [] Across Land [] By Sea [] Elephant [] Miner's Life [] Prospecting [] Chinese Miners [] Commerce [check out the Levi Strauss example] [] Entertainment []


 * IV. Your responses to Reaction #23 Oregon Trail**
 * Wednesday, 7 November**

Introduction []

Discoverers and Explorers [Only read the section entitled "Mountain Men"] []

"Jumping off" []

Power []

Hardships []

Camping []

Buffalo []

Native Americans [Only read the section entitled "Relationships"] http://www.america101.us/trail/Native.html


 * IV. In Class Today, Wednesday, 7 November:**

Continue "Expansion" Module http://thelearningprofessor.wikispaces.com/Expansion


 * Oregon Country**

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

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


 * California Gold Rush (1849)**

Gold Discovered at Sutter's Mill (Finding Dulcinea, On This Day) http://www.findingdulcinea.com/news/on-this-day/On-this-Day--Gold-Discovered-at-Sutter-s-Mill.html

President Polk Sparks the California Gold Rush (On This Day, Finding Dulcinea) http://www.findingdulcinea.com/news/on-this-day/On-This-Day--President-Polk-Sparks-the-California-Gold-Rush.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)


 * 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 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


 * Monday, 5 November 2012**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**

Reaction #23: Oregon Trail
 * III. Homework for NEXT class: Wednesday, 7 November**

Introduction []

Discoverers and Explorers [Only read the section entitled "Mountain Men"] []

"Jumping off" []

Power []

Hardships []

Camping []

Buffalo []

Native Americans [Only read the section entitled "Relationships"] http://www.america101.us/trail/Native.html


 * IV. Your responses to Reaction #22: Trail of Tears**
 * Monday, 5 November**

Context: Indian Removal []

The Trail of Tears and the Forced Relocation of the Cherokee Nation http://www.nps.gov/history/NR/twhp/wwwlps/lessons/118trail/118trail.htm

The Cherokee Nation in the 1820s http://www.nps.gov/history/NR/twhp/wwwlps/lessons/118trail/118facts1.htm

"You cannot remain where you now are ..." http://www.nps.gov/history/NR/twhp/wwwlps/lessons/118trail/118facts2.htm

"Every Cherokee man, woman or child must be in motion..." http://www.nps.gov/history/NR/twhp/wwwlps/lessons/118trail/118facts3.htm


 * V. In Class Today**

Begin "Expansion" Module http://thelearningprofessor.wikispaces.com/Expansion


 * Indian Removal**

Native American resistance and removal []


 * Removal Act of 1830**

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


 * Mountain Men**

Mountain men became guides on Oregon Trail

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) []

Jedidiah Smith (American Journeys) []

c. John Colter (raced naked for his life)

d. Liver-eating Johnson

Museum of the Mountain Man http://www.museumofthemountainman.com/

The Trapper's Camp http://user.xmission.com/~drudy/mtman/museum/camp/camp.html

Rendezvous: Trade Goods http://user.xmission.com/~drudy/mtman/museum/goods/goods.html

Firearms http://user.xmission.com/~drudy/mtman/museum/guns/guns.html

Cache http://user.xmission.com/~drudy/mtman/museum/cache/cache.html


 * Oregon Trail**:

Map: []

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

Mormon Trail

Ran parallel to the Oregon Trail

Mormon Pioneer Day (Today in History, Library of Congress) http://memory.loc.gov/ammem/today/jul24.html

Joseph Smith (PBS, God in America) []

Brigham Young profile (Finding Dulcinea) http://www.findingdulcinea.com/features/profiles/y/brigham-young.html


 * Friday, 2 November 2012**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs [5 more weeks]**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for NEXT class: Monday, 5 November**
 * Reaction #22: Trail of Tears**

Context: Indian Removal []

The Trail of Tears and the Forced Relocation of the Cherokee Nation http://www.nps.gov/history/NR/twhp/wwwlps/lessons/118trail/118trail.htm

The Cherokee Nation in the 1820s http://www.nps.gov/history/NR/twhp/wwwlps/lessons/118trail/118facts1.htm

"You cannot remain where you now are ..." http://www.nps.gov/history/NR/twhp/wwwlps/lessons/118trail/118facts2.htm

"Every Cherokee man, woman or child must be in motion..." http://www.nps.gov/history/NR/twhp/wwwlps/lessons/118trail/118facts3.htm


 * IV. Your responses to Reaction #21: Alien and Sedition Acts**

Sedition Act of 1798 Becomes Law (On This Day, Finding Dulcinea) http://www.findingdulcinea.com/news/on-this-day/July-August-08/On-this-Day--Sedition-Act-of-1798-Becomes-Law.html

The Alien and Sedition Acts (Colonial Williamsburg) http://www.history.org/Foundation/journal/Winter07/alien.cfm


 * V. In Class Today**

Complete "A New Nation" Module http://thelearningprofessor.wikispaces.com/A+New+Nation


 * WAR OF 1812**

Remember: Britain and France locked in a world war

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


 * American grievances with British**:

1. Impressment

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

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


 * The vote for war**

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


 * War Hawks**

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

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


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

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

Let's watch the following video clip: http://www.youtube.com/watch?v=wLa0mUWAiVk

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

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

British captured the city.

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

2. **Baltimore**

Americans held out.

Francis Scott Key and our national anthem.

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

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

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

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

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

Animated Map: New Orleans http://www.revolutionarywaranimated.com/index.php/the-battle-of-new-orleans

Andrew Jackson's troops defeated the British.

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

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


 * Consequences of War of 1812**

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


 * Wednesday, 31 October 2012**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for NEXT class: Friday, 2 November**
 * Reaction #21: Alien and Sedition Acts**

Sedition Act of 1798 Becomes Law (On This Day, Finding Dulcinea) http://www.findingdulcinea.com/news/on-this-day/July-August-08/On-this-Day--Sedition-Act-of-1798-Becomes-Law.html

The Alien and Sedition Acts (Colonial Williamsburg) http://www.history.org/Foundation/journal/Winter07/alien.cfm


 * IV. Your responses to Reaction #20: Lewis and Clark Expedition**

Here is a terrific map of the total route:

Did They Pray? http://www.lewis-clark.org/content/content-article.asp?ArticleID=2452 To Equip an Expedition [] Circa 1803 [] Sacagawea [] York's Experience [] Caches [] Flagship: Barge/Keelboat [against the current of the river] []


 * V. In Class Today**

Continue "A New Nation" Module http://thelearningprofessor.wikispaces.com/A+New+Nation


 * The Presidency of John Adams**

Election of 1796 won by John Adams, but a quirk in Electoral College made Jefferson (opposite political grouping) vice president.


 * XYZ affair (1798)**

France began capturing American ships carrying British goods President Adams sent three commissioners to ask France to stop French demanded a bribe of $250,000 prior to any discussions Anti–French sentiment—even cries for war—swept the country

Adams held off demand for war


 * French–American Convention** (1800)

Freed America from French Treaty of Alliance Peaceful settlement cost Adams re–election Buy laid foundation for Louisiana Purchase (1803)


 * Alien and Sedition Acts** (1798)

Federalist attempt to muzzle Jeffersonian-Republicans Political criticism defined as treasonous No concept of loyal opposition First major crisis over civil liberties


 * Kentucky and Virginia resolutions**

How could Democrat-Republicans combat Alien and Sedition Acts National-level institutions (President, Congress, Court) controlled by Federalists They therefore turned to only other forum available for protest: state legislatures Claimed Constitution a compact among states (and not individual citizens)


 * Presidency of Thomas Jefferson**

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


 * Empire of liberty**

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


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

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


 * Presidential Election of 1800**

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

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


 * Louisiana Purchase** (1803)

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

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

Jefferson compromised his strict constructionist views

Great Maps:


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

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


 * 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

[God bless you, our U.S. Marine classmates: Cameron Fraser and Walter Serrano]
 * Marine Corps Hymn: "To the shores of Tripoli"**

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


 * Monday, 29 October 2012**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for NEXT class: Wednesday, 31 October**
 * Reaction #20: Lewis And Clark Expedition**

Discovering Lewis and Clark from the air []

Did They Pray? http://www.lewis-clark.org/content/content-article.asp?ArticleID=2452

To Equip an Expedition []

Circa 1803 []

Native Americans: Introduction []

Sacagawea []

York's Experience []

Caches []

Dugout Canoe []

Flagship: Barge/Keelboat []

Guns []


 * IV. Your responses to Reaction #19: Benjamin Franklin**

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


 * V. In Class Today**

Begin "A New Nation" Module http://thelearningprofessor.wikispaces.com/A+New+Nation


 * The Presidency of George Washington**

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


 * First Congress** (April 1789):

Members were Federalists—generally


 * Congress succeeded at its four immediate tasks**:

a. Revenue Act of 1789.

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

b. Bill of Rights

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

c. Beginnings of a "Cabinet"

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

d. Judiciary Act of 1789.

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


 * First political party system**:

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

a. **Federalists**

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

Washington and Adams were both Federalists.

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

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

b. **Democrat-Republicans**

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

Key person: Thomas Jefferson.

Supporters: Anti-federalists during ratification process

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


 * Hamilton's economic program**

a. **Report on Public Credit** (1790)

Approved by Congress Consolidate debts at national level==power to national level Fund foreign and domestic debt at full face value Assume remaining debts owed by states Those who had paid off already were mad Deal made to move U.S. capitol to Washington, D.C.

b. **Defense of the Constitutionality of the Bank** (1790)

Hamilton said U.S. need a central bank to facilitate money movements Hamilton: a bank is permitted: loose construction view Can make laws necessary for commerce, taxation, war, etc. Implied powers argument Jefferson: a bank not permitted: strict constitutional view

c. **Report on Manufactures** (Dec 1791)

Congress did not approve it Reverse reliance on Europe for manufactured goods Encourage infant U.S. industries (shoes and textiles) with govt subsidies Tariffs to protect infant industries Promote immigration of technicians and laborer.


 * Whiskey rebellion** (1794)

Hamilton's economic program required tax on whiskey to fund debt Farmers turned grain into whiskey (easier to ship) Farmers (mostly Democrat-Republicans) in western Pa. refused to pay Challenge to national authority had to be confronted Army sent to disperse the "rebellion" which "faded away like a vapor" Washington believed rebellion politically motivated by Jeffersonians Jeffersonians believed military response unnecessary


 * French Revolution**

Meanwhile, developments in foreign affairs magnified the domestic disagreements. Disagreements over the American response to the French revolution led to partisan disagreements. U.S. initially welcomed the French revolution but was bothered by its excesses. (Remember: U.S. was first independent country without a king.)


 * American neutrality** (April 1793)

Proclamation issued by George Washington. U.S. a small nation; caught in world war between Britain and France U.S. wanted to remain neutral; continue trade with everyone U.S. would act "friendly and impartial" toward the warring powers


 * Democratic–Republican societies**:

Opposed to Washington's administration; first formal political dissent Members: Jefferson followers; sympathetic to French Revolution Saw themselves as heirs of the Sons of Liberty First grassroots political organizations


 * Washington's Farewell Address**

"The great rule of our conduct in regard to foreign nations is to have with them as little political connection as possible."

"It is our true policy to steer clear of permanent alliances with any portion of the foreign world."


 * Friday, 26 October 2012**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * Friday Songs (5 more weeks)**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for NEXT class: Monday, 29 October**
 * Reaction #19: Benjamin Franklin**

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

Firefighter []

Abolitionist []

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

Read All About It []

Self-Improvement []

Health []

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

Celebrity []


 * IV. Your responses to Reaction #18: Constitutional Convention**

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

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

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

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

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


 * V. In class today**

http://thelearningprofessor.wikispaces.com/Constitution
 * Complete the Constitution module**


 * Day-to-Day Summary of Debates at the Convention**

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

Here is the final version of the Constitution http://www.founding.com/the_constitution/

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

Notice the voting on each aspect of Virginia Plan over the next several days http://www.teachingamericanhistory.org/convention/summary.htm

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

Thursday, July 12 (Census) http://www.teachingamericanhistory.org/convention/debates/0712.html

Friday, July 20 (Impeachment) http://www.teachingamericanhistory.org/convention/debates/0720.html


 * Three–Fifths clause**

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

Constitutional Convention: Monday, June 11 http://www.teachingamericanhistory.org/convention/debates/0611.html


 * Other constitutional protections for slavery**

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


 * Presidency**

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


 * Court system**

Judicial powers not as fully outlined as legislative and executive.


 * Separation of powers**

Power balancing power. Gridlock intentionally built in.

Checks and balances both horizontal and vertical:

Horizontal: President, Congress, and Supreme Court. Vertical: Federalism—balance between national and state levels


 * Ratification (approval) Conventions**:

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

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

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

Two general groupings arose out of the ratification conventions:


 * Federalists**:

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


 * Antifederalists**:


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

[]
 * Federalist Papers**:

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

[]
 * Ratification (approval) vote**:

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

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

Constitution was ultimately approved!


 * Wednesday, 24 October 2012**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for NEXT class: Friday, 26 October**
 * Reaction #18: Constitutional Convention**

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

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

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

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

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


 * IV. Your responses to Reaction #17: A Day in the Life of Thomas Jefferson**

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


 * V. In class today**

http://thelearningprofessor.wikispaces.com/Constitution
 * Continue the Constitution module**


 * Convention itself**

Philadelphia. May–Sept 1787

Delegates to the Federal (Grand) Convention.

Founding Fathers Framers of the Constitution

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


 * Key people who were not delegates at the convention**

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


 * Procedural rules crucial to the outcome**:

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

Bypassed the 9/13 rule of the Articles of Confederation


 * James Madison—his vital role**:

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

Took notes during entire Convention Often called the "Father of the Constitution" Later role as Fourth President of the United States

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


 * Virginia plan**

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**

Just amend the Articles of Confederation

On June 15, William Paterson submitted the New Jersey Plan It scrapped all the popular representation provisions of the Virginia Plan Small states liked this plan One–house legislative setup Each state would have an equal vote 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)


 * Monday, 22 October 2012**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for NEXT class: Wednesday, 24 October**
 * Reaction #17: Thomas Jefferson: A Day in the Life**

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


 * IV. Your responses to Reaction #16: Spy Letters of the American Revolution**

1. Letter: Rachel Revere to Paul Revere http://www2.si.umich.edu/spies/stories-networks-1.html http://www2.si.umich.edu/spies/letter-1775apr.html

2. Spy Methods:

Secret Code http://www2.si.umich.edu/spies/methods-code.html Invisible Ink http://www2.si.umich.edu/spies/methods-ink.html Captured Letters http://www2.si.umich.edu/spies/methods-captured.html Mask Letter http://www2.si.umich.edu/spies/methods-mask.html Quill Letter http://www2.si.umich.edu/spies/methods-quill.html


 * V. In class today**

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


 * Articles of Confederation**:

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

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

Articles of Confederation (Today in History, Library of Congress) http://memory.loc.gov/ammem/today/nov15.html

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


 * Features of the Articles of Confederation:**

1. No strong central government

2. Sovereignty and independence retained by states

3. One house in Continental Congress—each state had an equal vote

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

4. State control of Congressional delegation
 * Delegates selected by state legislatures
 * Delegates paid by states
 * Delegates had one-year terms, up to a maximum of 3 terms

5. Nine of thirteen states' votes required for normal legislation

6. All 13 states' votes needed to amend the articles itself

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

7. No separate executive branch to administer the government

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

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

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

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

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


 * Northwest Territory**:

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

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

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


 * Northwest Ordinance of 1787**

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


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

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


 * Shays' Rebellion** (January 1787)

This rebellion convinced many political leaders that the nation's problems extended far beyond trade policy. Massachusetts farmers were angered by high taxes and the scarcity of money. They took up arms to protest. Led by Daniel Shays Used same arguments Patriots had used against the British. Was this protest a forerunner of similar revolts in other locations?

Shays Rebellion [this website is organized much like the Deerfield website] http://shaysrebellion.stcc.edu/


 * Friday, 19 October 2012**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * I. Friday Songs (6 more weeks)**


 * IIa. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * IIb. My Latest Tweets**


 * III. Homework for NEXT class: Monday, 22 October**
 * Reaction #16: Spy Letters of the American Revolution**

1. Letter: Rachel Revere to Paul Revere http://www2.si.umich.edu/spies/stories-networks-1.html http://www2.si.umich.edu/spies/letter-1775apr.html

2. Spy Methods:

a. Secret Code http://www2.si.umich.edu/spies/methods-code.html

b. Invisible Ink http://www2.si.umich.edu/spies/methods-ink.html

c. Captured Letters http://www2.si.umich.edu/spies/methods-captured.html

d. Mask Letter http://www2.si.umich.edu/spies/methods-mask.html

e. Quill Letter http://www2.si.umich.edu/spies/methods-quill.html


 * IV. Your responses to Reaction #15: Valley Forge**

Video http://www.youtube.com/watch?v=1OI40GsNiHk

"Washington Describes the Continental Army at Valley Forge, Winter 1777-1778" http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/turning/valley.html


 * V. In class today**

http://thelearningprofessor.wikispaces.com/Revolution
 * Complete the Revolution module**


 * 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 of the war: []

Washington attacked Trenton and Princeton These victories cheered American spirits
 * 1. Washington "crossed the Delaware" River (25-26 December 1776)**


 * 2. Battle of Saratoga (September-October 1777)**

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


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

Tremendous suffering

Valley Forge (Library of Congress) "Washington Describes the Continental Army at Valley Forge, Winter 1777-1778"

Time for needed training (Baron von Steuben)

Valley Forge (National Park Service) http://www.nps.gov/vafo/historyculture/people.htm


 * 4. Franco–American Treaty of Alliance** (6 February1778)

Treaty of Alliance with France 1778 (Today in History, Library of Congress) http://memory.loc.gov/ammem/today/feb06.html

American victory at Saratoga was crucial. 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.

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

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

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


 * 6. Fighting moved to the south**

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

But still the British were not stopping the Patriots

British thought they would have better success in the South


 * 7. British Surrender at Yorktown** **TODAY** (19 October 1781)

Cornwallis Surrender at Yorktown (Today in History, Library of Congress) http://memory.loc.gov/ammem/today/oct19.html

a. British General Cornwallis trapped on Tidewater peninsula http://www.britishbattles.com/battle-yorktown.htm

b. American and French armies surrounded him on land.

c. French navy defeated British rescue effort off Chesapeake Bay


 * 8. Peace Treaty of Paris** (1783)

Benjamin Franklin, John Adams, and John Jay won a tremendous settlement for America

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

Map, 1783: http://images.classwell.com/mcd_xhtml_ebooks/2005_world_history/images/mcd_awh2005_0618376798_p642_f2.jpg

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


 * Wednesday, 17 October 2012**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**


 * III. Homework for NEXT class: Friday, 19 October**
 * Reaction #15: Valley Forge**

1. Watch this stirring video comparing the suffering of the U.S. Marines at the Chosin Reservoir during the Korean War with similar suffering of American patriots at Valley Forge during the Revolution. http://www.youtube.com/watch?v=1OI40GsNiHk

2.Then write your reaction--based on the following document from the Library of Congress: "Washington Describes the Continental Army at Valley Forge, Winter 1777-1778" http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/turning/valley.html

IV. Your responses to **Reaction #14: Religion and the American Revolution** (Library of Congress) []


 * V. In class today**

http://thelearningprofessor.wikispaces.com/Revolution
 * Continue the Revolution module**

1. **Battle of Bunker Hill** (June 1775)

Battle of Bunker Hill (Massachusetts Historical Society) []

Battle of Bunker Hill (Animated Map) http://www.revolutionarywaranimated.com/index.php/bunker-hill

2. **Boston siege**

Patriot troops surrounded British in Boston for next year

3. **Second Continental Congress**

Second Continental Congress (Massachusetts Historical Society) []

Convened in May 1775 at Philadelphia

a. Became the inter-colonial 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 appointed commanding general

Washington from the South

Washington as Commander (Massachusetts Historical Society) []

Note: George Washington named Britain's greatest ever foe (Telegraph) http://www.telegraph.co.uk/history/9204961/George-Washington-named-Britains-greatest-ever-foe.html

4. **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

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

Thomas Paine (National Portrait Gallery exhibit) http://www.npg.si.edu/exhibit/paine/

a. Wildly popular book: Common Sense 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: King was a royal brute h. King only pretended to care for the colonist's welfare


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

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

Noted committee members to draft a Declaration: Thomas Jefferson, John Adams, Benjamin Franklin

Both Jefferson and Adams died exactly 50 years later (July 4, 1826) [James Monroe on 4 July 5 years later; James Madison 28 June] http://www.findingdulcinea.com/news/on-this-day/July-August-08/On-this-Day--John-Adams-and-Thomas-Jefferson-Die.html


 * Monday, 15 October 2012**


 * I. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * II. My Latest Tweets**

What if Twitter had been around during the American Revolution? http://www.foreignpolicy.com/articles/2012/07/03/british_r_coming_please_rt

[]
 * III. Homework for NEXT class: Wednesday, 17 October**
 * Reaction #14: Religion and the American Revolution** (Library of Congress)

IV. Your responses to **Reaction #13: Declaration of Independence**

Declaration of Independence ("Historical Context" annotated version) Read the entire Declaration of Independence carefully and completely. Click on items that you don't quite understand. []


 * V. In class today**

http://thelearningprofessor.wikispaces.com/Revolution
 * Begin the Revolution module**


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


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

First Continental Congress (Massachusetts Historical Society) []

First Continental Congress:

1. Declaration of Rights and Grievances

Colonists would obey normal laws of British Parliament Colonists would not obey taxes in disguise (like Townshend Duties)

2. Continental Association: boycott of English goods

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

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

Popularly elected congresses took over government in each colony

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


 * Choosing sides**

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

Americans who were against the British


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

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

Those who tried to remain in the middle


 * Sincere pacifists (Quakers)
 * Those who supported whoever controlled their area
 * Those who simply wanted to be left alone

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

Loyalists were Americans who remained loyal to the British:


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

100,000 loyalists left America, many to Canada.

4. **African–Americans**

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

5. **Indians**

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


 * The War itself**


 * 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


 * Revolution Chronology**:

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

Lexington and Concord (Massachusetts Historical Society) []

Battles of Lexington and Concord (Today in History, Library of Congress) http://memory.loc.gov/ammem/today/apr19.html

Paul Revere's Ride (Finding Dulcinea, On This Day) http://www.findingdulcinea.com/news/on-this-day/March-April-08/Paul-Revere-Begins-Midnight-Ride.html

Battles of Lexington and Concord (Animated Map) http://www.revolutionarywaranimated.com/index.php/lexington-and-concord


 * Friday, 12 October 2012**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * I. Friday Songs (7 more weeks)**


 * IIa. Prayer/Attendance**

http://thelearningprofessor.wikispaces.com/My+Latest+Tweets
 * IIb. My Latest Tweets**


 * III. Homework for NEXT class: Monday, 15 October**
 * Reaction #13: Declaration of Independence**

Declaration of Independence ("Historical Context" annotated version) Read the entire Declaration of Independence carefully and completely. Click on items that you don't quite understand. []

IV. Your responses to **Reaction #12: Sons of Liberty**

Sons of Liberty (Colonial Williamsburg) http://www.history.org/Foundation/journal/winter12/liberty.cfm Read the entire article. In addition, be sure to click on and read the "Online Extras."


 * V. In class today**

http://thelearningprofessor.wikispaces.com/Road+to+Revolution
 * Complete the Road to Revolution module**

1) **Townshend Duties** (1767) (Massachusetts Historical Society) []

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

b) 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

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

2) **Townshend Duties repealed (12 April 1770)**

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

The other Townshend provisions remained in force.

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

4) **Committees of Correspondence** (Massachusetts Historical Society) []

Expanded the geographic scope of the colonists' resistance movement.

5) **Boston Tea Party** (1773)

6) **Coercive Acts** (Massachusetts Historical Society) __ [] __

Called Intolerable Acts by the colonists

Americans convinced British planned to take away their liberty.


 * Port of Boston closed to shipping until tea was paid for.**

a) **Massachusetts Government Act**

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

b) **Justice Act**

Any accused British officials would be sent to England for trial.

c) **Quartering Act**

British military commanders could house their troops in private dwellings.

7) **Quebec Act** (1774)

Quebec Act http://en.wikipedia.org/wiki/Quebec_Act

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.

8) **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.


 * Monday, 8 October 2012**


 * I. Prayer/Attendance**


 * II. No class on Wednesday, 10 October (Study Day). No reaction required for that day.**


 * III. Homework for Friday, 12 October**
 * Reaction #12: Sons of Liberty**

Sons of Liberty (Colonial Williamsburg) http://www.history.org/Foundation/journal/winter12/liberty.cfm Read the entire article. In addition, be sure to click on and read the "Online Extras."


 * IV. Your responses to Reaction #11: Boston Tea Party**

a) Boston Tea Party (Massachusetts Historical Society website) Read Introductory page [] b) Eyewitness account by George Hewes : [] c) The use of "tea party" in political symbolism []

How would you personally have reacted to the events surrounding the Boston Massacre and the Boston Tea Party? What, if anything, about these events would have convinced you to join the colonial resistance movement? What would you have seen as the risks you faced in joining the resistance?


 * V. In Class Today: 8 October**

http://thelearningprofessor.wikispaces.com/Road+to+Revolution
 * Continue the Road to Revolution module**


 * 1) Protests against Stamp Act**

Colonists feeling their way

a) **James Otis** (1764)

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** (1765) http://memory.loc.gov/ammem/today/may29.html

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.

2) Despite the uproar over the Stamp Act, most Americans wanted to remain loyal British subjects and were not yet arguing for independence. **Declaration of Independence is not until 1776**.

3) **Sons of Liberty** (Massachusetts Historical Society) http://www.masshist.org/revolution/sons_of_liberty.php

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 U.S. history, groups who want to protest government action often will call themselves Sons of Liberty.

4) **Tarring and Feathering** (History Matters) http://historymatters.gmu.edu/d/6806

5) **Sam Adams**

Samuel Adams (Finding Dulcinea) http://www.findingdulcinea.com/features/profiles/a/samuel-adams.html

6) **Liberty Tree** http://en.wikipedia.org/wiki/Liberty_Tree

7) **Non-importation association** (Massachusetts Historical Society) []

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

8) **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.

9) **Declaratory Act** (March 1766)

Linked to the repeal of the Stamp Act. Dangerous implications for the colonists. Asserted Parliament's ability to tax & legislate for the colonies "in all cases whatsoever."


 * Friday, 5 October 2012**

http://thelearningprofessor.wikispaces.com/Friday+Songs
 * I. Friday Songs (9 more weeks)**


 * II. Prayer/Attendance**


 * III. Homework for NEXT class: Monday, 8 October**
 * Reaction #11: Boston Tea Party**

a) Boston Tea Party (Massachusetts Historical Society website) Read Introductory page []

b) Eyewitness account by George Hewes : []

c) The use of "tea party" in political symbolism []


 * IV. Your responses to Reaction #10: Boston "Massacre"**

"The Boston Massacre Trials: An Account" []

Key Figures in the trial []

Diary entry of John Adams concerning his involvement in the trial []


 * V. In Class Today: 5 October**

http://thelearningprofessor.wikispaces.com/Road+to+Revolution
 * Continue the Road to Revolution module**

1) Great Website we will use for next few classes: **Coming of the Revolution** (Massachusetts Historical Society) Let's see how it is organized. a. Topic List [] Each topic has accompanying documents: Example: Stamp Act [] b. Excerpts from John Rowe's Diary []

2) **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

3) **Currency Act** (1764)

Currency Act of 1764 (Google Images)

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.

4) **Stamp Act** (1765)

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).


 * VI. Bye**


 * Wednesday, 3 October 2012**


 * I. Prayer/Attendance**


 * II. Homework for NEXT class: Wednesday, 5 October**
 * Reaction #10: Boston Massacre**

"The Boston Massacre Trials: An Account" []

Key Figures in the trial []

Diary entry of John Adams concerning his involvement in the trial []

III. Your responses to **Reaction #9 French and Indian War**

Animated Map: French and Indian War http://www.revolutionarywaranimated.com/index.php/the-french-and-indian-war

Clash of Empires exhibit http://www.fortedwards.org/gazette/clash/clash.htm

George Washington's role in French and Indian War (Clements Library exhibition) http://www.clements.umich.edu/exhibits/past/g.washington/case.08/case08.html


 * IV. In Class Today: 3 October**

Continue the Road to Revolution module http://thelearningprofessor.wikispaces.com/Road+to+Revolution

a) Ideological conflicts between Britain and the American colonies

Nature of political representation Role of a national government

b) Major themes along the Road to Revolution

Development and spread of the colonial resistance movement British actions Colonists' responses

c) King George III (ruled from 1760-1820)

New young king; various prime ministers. http://www.bbc.co.uk/history/british/empire_seapower/george_iii_poisoned_well_01.shtml

d) Pontiac's Rebellion (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 http://en.wikipedia.org/wiki/File:Pontiac%27s_war.png

Pontiac's Rebellion (History.com | 5/7/1763)) http://www.history.com/this-day-in-history/pontiacs-rebellion-begins

e) Proclamation Line of 1763

Map http://media.ourstory.com/49/79/92/b232b472b7d2a188a6e6bdb4526121588be231a5/ef038f37deb94e861ca21f8dc9e3bbaa0471d49a.jpg

Good explanation http://teachinghistory.org/history-content/ask-a-historian/25374

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.


 * V. Bye**


 * Monday, 1 October 2012**


 * I. Prayer/Attendance**


 * II. Homework for NEXT class: Wednesday, 3 October**
 * Reaction #9: French and Indian War**

Animated Map: French and Indian War http://www.revolutionarywaranimated.com/index.php/the-french-and-indian-war

Clash of Empires exhibit http://www.fortedwards.org/gazette/clash/clash.htm

George Washington's role in French and Indian War (Clements Library exhibition) http://www.clements.umich.edu/exhibits/past/g.washington/case.08/case08.html

III. Your responses to **Reaction #8 Colonial Williamsburg**

Religion in Early Virginia []

Colonial Social Classes http://www.history.org/Almanack/life/classes.cfm

Daily Schedule for a Young Gentry Woman http://research.history.org/Historical_Research/Research_Themes/ThemeFamily/GentryWoman.cfm

Home and Beauty Remedies http://www.history.org/Almanack/life/homebeauty/index.cfm

Looking at 18th-Century Clothing [] Women's Clothing [] Men's Clothing: read particularly the one about "wigs" []

Food in Colonial America http://www.history.org/Almanack/life/food/index.cfm

Begin the Road to Revolution module http://thelearningprofessor.wikispaces.com/Road+to+Revolution
 * IV. In Class Today: 1 October**

Really a French versus British war with Indian allies on both sides.
 * French and Indian War** (1754-1763)

French began to encircle the British colonies.

Albany Congress Plan of Union Join or Die cartoon (Teaching History.org) http://teachinghistory.org/history-content/ask-a-historian/19227

Lieutenant Colonel George Washington begins the Seven Years' War (History.com This Day in History | 5/28/1754) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">[]

Static map of the battles during the war []

Battle of the Plains of Abraham/Battle of Quebec http://www.britishbattles.com/battle-of-quebec.htm

Map of results of Peace Treaty of Paris (1763) http://images.classwell.com/mcd_xhtml_ebooks/2005_world_history/images/mcd_awh2005_0618376798_p564_f1.jpg


 * Friday, 28 September 2012**

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


 * II. Prayer/Attendance**


 * III. Homework for Next Class: Monday, 1 October**
 * Reaction #8 Colonial Williamsburg**

Religion in Early Virginia []

Colonial Social Classes http://www.history.org/Almanack/life/classes.cfm

Daily Schedule for a Young Gentry Woman http://research.history.org/Historical_Research/Research_Themes/ThemeFamily/GentryWoman.cfm

Home and Beauty Remedies http://www.history.org/Almanack/life/homebeauty/index.cfm

Looking at 18th-Century Clothing [] Women's Clothing [] Men's Clothing: read particularly the one about "wigs" []

Food in Colonial America http://www.history.org/Almanack/life/food/index.cfm


 * IV. In Class Today: Friday, 28 September 2012**
 * Your responses to Reaction #7 First Great Awakening**

1. Religion and the Founding of the American Republic (Library of Congress) []

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"

2. Article by professor Christine Heyrman on The First Great Awakening []

http://thelearningprofessor.wikispaces.com/Colonial+Era
 * V. In Class Today: Friday, 28 September 2012**
 * Continue the Colonial Era module**

Glorious Revolution in England Salem Witchcraft in America First Great Awakening

http://thelearningprofessor.wikispaces.com/Grading
 * VI. In Class Today: Friday, 28 September 2012**
 * Grading**


 * VII. Bye**


 * Wednesday, 26 September 2012**


 * I. Prayer/Attendance**

[This is for homework but not part of the required reaction.] Scan my wiki page on Grading. We will go over it in class Friday.] http://thelearningprofessor.wikispaces.com/Grading
 * IIA. Homework for Friday, 28 September: Grading**


 * IIB. Homework for Friday, 28 September: Reaction #7 First Great Awakening**

Work through **BOTH** of the following:

[]
 * 1. Religion and the Founding of the American Republic (Library of Congress)**

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"

[]
 * 2. Article by professor Christine Heyrman on The First Great Awakening**


 * III. Your responses to Reaction #6 Deerfield**

1. Attack [] 2. Interactive map of the March to Canada [] 3. March to Canada [] 4. Parting Ways [] 5. Captivity []

http://thelearningprofessor.wikispaces.com/Colonial+Era
 * IV. In Class Today: Continue the Colonial Era module**

Map of the Middle Colonies, 1685 []

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

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

Map of the Carolinas and Georgia []

Map of the African Slave Trade []

Interactive Map: Triangular Trade Routes http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/index.html


 * Monday, 24 September 2012**


 * I. Prayer/Attendance**


 * II. Homework for Wednesday, 26 September: Reaction #6 Raid on Deerfield**

a. Read this brief article for context: Deerfield Raid (America's Story, Library of Congress) http://www.americaslibrary.gov/jb/colonial/jb_colonial_deerfld_1.html

b. Then read just the overview insert from each of the following parts of an award-winning website.

1. Attack []

Read the tips entitled "How to Use this Page"

Select "Hot Spots" that interest you from the picture.

2. View the Interactive map of the March to Canada []

3. March to Canada []

4. Parting Ways []

5. Captivity []


 * III. Your responses to Reaction #5 New England**

Journey of the Mayflower II []

Faith of the Pilgrim []

The Pilgrims (God in America, PBS) http://www.pbs.org/godinamerica/people/pilgrims.html

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

http://thelearningprofessor.wikispaces.com/Colonial+Era
 * IV. In Class Today: Continue the Colonial Era module**


 * Major European powers in North America**:

English: Jamestown 1607 French: Quebec 1608 Spanish: Santa Fe 1609 Dutch: New York 1609


 * New France**

Jacques Cartier (1534) Sailed up the St. Lawrence River (Library of Congress) http://www.americaslibrary.gov/jb/colonial/jb_colonial_cartier_1.html http://www.enchantedlearning.com/explorers/gifs/Champlainmap.GIF

Samuel de Champlain's Path to Quebec City (1608) http://www.pbs.org/empireofthebay/maps/champlain.html

Jamestown, Quebec, Santa Fe (Smithsonian) Check out page 4 in particular http://americanhistory.si.edu/exhibitions/small_exhibition.cfm?key=126&exkey=244

Québec City, the crown jewel of French Canada (BBC Travel--Slideshow) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">[]


 * New Netherlands**

Netherlands a small country but a major trading power and enemy of England in Europe Dutch settled along the Hudson river in what is now New York.

Henry Hudson's explorations (1609). 400th anniversary in 2009

A Virtual Tour of New Netherland http://www.nnp.org/vtour/regions/map.html

New York’s Coldest Case: A Murder 400 Years Old (New York Times) http://www.nytimes.com/2009/09/05/nyregion/05murder.html?_r=3&hp=&pagewanted=all

http://faculty.umf.maine.edu/walter.sargent/public.www/web%20103/Map%20Great%20Migration.jpg
 * Great Migration during the1600s**


 * Back to some English history which affects the American colonies:**

English Civil War Execution of King Charles I Rule of Oliver Cromwell and Puritans: no need for Puritans to flee England during this period Restoration (of the Monarchy): King Charles II (son of the executed Charles I)


 * V. Bye**


 * Friday, 21 September 2012**

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


 * II. Prayer/Attendance**


 * III. Homework for Monday, 24 September: Reaction #5 New England**

Journey of the Mayflower II [] Use the interactive exhibit to follow the journey of the Mayflower II to America []

17th-Century English Village []

Faith of the Pilgrim []

The Pilgrims (God in America, PBS) http://www.pbs.org/godinamerica/people/pilgrims.html

Mayflower Compact (Pilgrim Hall Museum) http://www.pilgrimhall.org/compact.htm

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


 * IV. Your responses to Reaction #4 Jamestown**

Captain John Smith (National Park Service, Jamestown) http://www.nps.gov/jame/historyculture/life-of-john-smith.htm

Pocahontas (National Park Service, Jamestown) Read only the first half, until "The Oral History" http://www.nps.gov/jame/historyculture/pocahontas-her-life-and-legend.htm

Indispensable Role of Women at Jamestown (National Park Service, Jamestown) http://www.nps.gov/jame/historyculture/the-indispensible-role-of-women-at-jamestown.htm

Reverend Robert Hunt: The First Chaplain at Jamestown (National Park Service, Jamestown) http://www.nps.gov/jame/historyculture/the-reverend-robert-hunt-the-first-chaplain-at-jamestown.htm

http://thelearningprofessor.wikispaces.com/Colonial+Era
 * V. In Class Today: Continue the Colonial Era module**

Maryland Plymouth


 * VI. Bye**


 * Wednesday, 19 September 2012**


 * I. Prayer/Attendance**


 * II. Homework for Friday, 21 September: Reaction #4 Jamestown**

Read EACH of the following:

Captain John Smith (National Park Service, Jamestown) http://www.nps.gov/jame/historyculture/life-of-john-smith.htm

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

Indispensable Role of Women at Jamestown (National Park Service, Jamestown) http://www.nps.gov/jame/historyculture/the-indispensible-role-of-women-at-jamestown.htm

Reverend Robert Hunt: The First Chaplain at Jamestown (National Park Service, Jamestown) http://www.nps.gov/jame/historyculture/the-reverend-robert-hunt-the-first-chaplain-at-jamestown.htm


 * III. Your responses to Reaction #3--America in 1607**

America in 1607: Jamestown and the Powhatans (National Geographic) http://ngm.nationalgeographic.com/2007/05/jamestown/jamestown-standalone Work through my Website Spotlight blog post http://thelearningprofessor.blogspot.com/2012/06/website-spotlight-america-in-1607.html

http://thelearningprofessor.wikispaces.com/Colonial+Era
 * IV. In Class Today: Continue the Colonial Era module**

Jamestown

John Smith's account of the trip to Virginia (Library of Congress) http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/colonial/jamestwn/colonist.html

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


 * V. Bye**


 * Monday, 17 September 2012**


 * I. Prayer**


 * II. Attendance**


 * III. Homework for Wednesday: Reaction #3--America in 1607**

America in 1607: Jamestown and the Powhatans (National Geographic) http://ngm.nationalgeographic.com/2007/05/jamestown/jamestown-standalone Work through my Website Spotlight blog post http://thelearningprofessor.blogspot.com/2012/06/website-spotlight-america-in-1607.html


 * IV. Your Responses to** **Reaction #2**--**Roanoke Island**

Read all four of these:

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

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

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

http://thelearningprofessor.wikispaces.com/Colonial+Era
 * V. In Class Today: Begin the Colonial Era module**

Martin Luther John Calvin English Reformation King James I


 * VI. Bye**


 * Friday, 14 September 2012**

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


 * II. Prayer**


 * III. Attendance**


 * IV. Homework for Monday**: **Reaction #2**--**Roanoke Island**

Read all four of these:

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

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

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


 * V. Your responses to Reaction #1**

European Voyages of Exploration Website Spotlight blog post []

http://thelearningprofessor.wikispaces.com/Exploration
 * VI. In class today: Finish the Exploration Module**

Columbian Exchange Hernando de Soto Francisco de Coronado Spanish Armada map Native Americans: maps Africa: map


 * VII. Bye**


 * Wednesday, 12 September 2012**


 * I. Prayer**


 * II. Attendance**


 * III. Your reactions to the Viking websites**

The Vikings (NOVA) http://thelearningprofessor.blogspot.com/2011/09/website-spotlight-vikings-nova.html

Vikings: The North Atlantic Saga (Smithsonian) http://thelearningprofessor.blogspot.com/2011/09/website-spotlight-vikings-north.html


 * IV. Reaction #1: Homework for Friday, 14 September--European Voyages of Exploration**

European Voyages of Exploration Website Spotlight blog post []


 * V. Reactions**

Reactions are due even if you miss class.

Reactions are due by the next class.

Reaction minimum: 250 words

SAVE all your work in a Microsoft WORD document.

Post your reaction on your personal wiki page.


 * VI. How to do the reactions: preliminary remarks for now**

Characteristics of "Good" reactions

1) Reactions that go beyond just merely reciting what happened.

2) Reactions that are thoughtful and evaluative, not shallow and obvious.

3) Reactions that are consistently more than the threshold minimum word count.

4) Reactions that make connections to other things you are learning.

Characteristics of "not-so-good" reactions

1) Reactions in which the thinking level is thin, shallow, standard, obvious, or superficial.

2) Reactions that are barely up to the threshold word requirement.

3) Reactions that deal with only a small portion of the material covered that day.

4) Reactions that read more like a first draft than a thoughtful, polished entry.

5) Reactions with an overabundance of proofreading mistakes.

http://thelearningprofessor.wikispaces.com/Exploration
 * VII. In class work today: Exploration module**


 * VIII. Bye**


 * Monday, 10 September 2012**

I. Prayer

II. Attendance

III. Get everyone on our class wiki

Each class has its own wiki, a wiki separate from that of the Learning Professor wiki. The class wiki is private and protected.

We will use this specific class wiki for your personal page.

You will post your daily reactions on that page.

You will need to "join" this one.

HIST 151 (8:20 a.m.) http://ushistory0820fall2012.wikispaces.com/

HIST 151 (10:40 a.m.) http://ushistory1040fall2012.wikispaces.com/


 * I will invite you by email to be a member of our class wiki.**
 * [Send the email now!]**

To be a member of our class wiki, you must first **join Wikispaces**.

Here is how we can get everyone on the wiki:

Answer "NO" to the question on whether or not you wish to create a new wiki.

Then you can **enter the specific class wiki**.


 * CREATE YOUR PERSONAL WIKI PAGE**

1. Click the "Pages and Files" link at the top left of sidebar.

2. Click "New Page" at the top right of the next screen.

3. Since our wiki is private, you can use both your first and last name.

4. Click "CREATE"

5. Your page will show up in the list on the left sidebar.


 * HOW TO EDIT YOUR PAGE**

1. Click "Edit This Page."

2. Type in your text as you would in a normal word processing document.

3. There are no cut/paste functions on the toolbar. Use edit menu or right-click menu.

4. Wiki autosaves every minute.

[Nothing is ever really lost.]

5. Use the SAVE button prior to leaving your page and ending your session.


 * Wikispaces Help Pages**:

http://help.wikispaces.com/Editing+a+Page

http://help.wikispaces.com/Editor+Toolbar

IV. **Work in class for today**: Vikings http://thelearningprofessor.wikispaces.com/Exploration

V. **Homework**: no reaction, just work through the following material

The Vikings (NOVA) http://thelearningprofessor.blogspot.com/2011/09/website-spotlight-vikings-nova.html

Vikings: The North Atlantic Saga (Smithsonian) http://thelearningprofessor.blogspot.com/2011/09/website-spotlight-vikings-north.html

VI. **Bye**


 * Friday, 7 September 2012**

I will send this schedule to you in an email.

Please read through it for Monday.

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

II. Prayer

III. Roll Call (using your 4x6 cards)

IV. Items for our Professional Toolbox:

1. Mrs. Yollis' Classroom Blog: Back to School Night http://yollisclassblog.blogspot.com/2012/09/back-to-school-night-2012.html

2. NATO Commander Admiral James Stavridis: "What I Read" (Atlantic Wire) http://t.co/0Lr6bIz9

V. Items of interest since we were last together:

1. The Well-Decorated Dorm Room: "Leaving Home, but None of Its Comforts" (New York Times) http://t.co/P5rdbDm1

VI. Reading Like a Historian (Stanford History Education Group) []

Sourcing (Stanford History Education Group) []

Contextualization (Stanford History Education Group) []

Corroboration (Stanford History Education Group) []

Close Reading (Stanford History Education Group) []

VII. Thinking Like A Historian (Wisconsin Historical Society) http://www.wisconsinhistory.org/ThinkingLikeaHistorian/images/chart-back-cover.gif

VIII. Bye.

High Fives/Fist Bump


 * Wednesday, 5 September 2012**

WELCOME TO FALL SEMESTER 2012

I'm Dave Lambert.

I hope you had a great summer.

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

I will send this material to you in an email.

DIGRESSION: SORRY, NO CRASHING

I can't add anyone who is not already registered.

1. PRAYER

2. LAPTOP REQUIRED

You must bring a laptop to class every period.

3. CLASS ROSTER (WITH YOUR LOVELY PICTURES ON IT)

4. INFORMATION CARD (I will pass out a 4x6 card for you to use)

http://thelearningprofessor.wikispaces.com/Info+Card

5. SYLLABUS (Preliminary)

http://thelearningprofessor.wikispaces.com/HIST+151+Syllabus

6. HOME WIKI: THE LEARNING PROFESSOR

http://thelearningprofessor.wikispaces.com/

Reminder: This wiki is public, but only I can edit it.

You do not need to "join" it or ask to be a member.

We will use the material contained on this wiki during every class period.

Here are some of its features.

7. HOMEWORK FOR FRIDAY

Read through my biographical sketch on the following page of our wiki:

http://thelearningprofessor.wikispaces.com/About+Me

I will try real hard to get to know about and connect with you. Hopefully, you will see some ways you can connect to things in my past.

8. LOOK FORWARD TO OUR FRIDAY SONGS

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

9. BYE