UPDATED SCHEDULE

By popular demand and the good graces of your teacher,
the Frederick Douglass Reading is NOW DUE FRIDAY.

The Essay is NOW DUE WEDNESDAY.

TURNITIN.COM HAS BEEN UPDATED, SO THE ESSAY WILL NOW BE DUE TO TURNITIN BY MIDNIGHT ON WEDNESDAY.

War with Mexico

War with Mexico
Causes of War
Economic Expansion:
Playing Politics:
British Interests in Texas
Slave State Power Grab
Ideas:
Manifest Destiny
John L. O’Sullivan

Two Wars:

California


Mexico


Outcome:

A. Treaty of Guadalupe Hidalgo (1848)

1. Mexican cession of 525,000 square miles
2. U.S. pays $15 million
3. U.S. assumes $3.25 million in debt to Mexico

B. Gadsen Purchase: $10 million

C. Trouble: (imbalance)
Two Articles from Treaty of G-H
ARTICLE VIII
Mexicans now established in territories previously belonging to Mexico, and which remain for the future within the limits of the United States, as defined by the present treaty, shall be free to continue where they now reside, or to remove at any time to the Mexican Republic, retaining the property which they possess in the said territories, or disposing thereof, and removing the proceeds wherever they please, without their being subjected, on this account, to any contribution, tax, or charge whatever.
Those who shall prefer to remain in the said territories may either retain the title and rights of Mexican citizens, or acquire those of citizens of the United States. But they shall be under the obligation to make their election within one year from the date of the exchange of ratifications of this treaty; and those who shall remain in the said territories after the expiration of that year, without having declared their intention to retain the character of Mexicans, shall be considered to have elected to become citizens of the United States.
In the said territories, property of every kind, now belonging to Mexicans not established there, shall be inviolably respected. The present owners, the heirs of these, and all Mexicans who may hereafter acquire said property by contract, shall enjoy with respect to it guarantees equally ample as if the same belonged to citizens of the United States.
ARTICLE IX
The Mexicans who, in the territories aforesaid, shall not preserve the character of citizens of the Mexican Republic, conformably with what is stipulated in the preceding article, shall be incorporated into the Union of the United States. and be admitted at the proper time (to be judged of by the Congress of the United States) to the enjoyment of all the rights of citizens of the United States, according to the principles of the Constitution; and in the mean time, shall be maintained and protected in the free enjoyment of their liberty and property, and secured in the free exercise of their religion without; restriction.

FINAL EXAM TIMES

1. Sunday, 1-4 (you have 1.5 hours for the test but may start anytime)

2. Monday during our regular class time

3. Wednesday, 6/10 from 2-4:30 (you have 1.5 hours for the test but may start anytime)

If none of these times work we will find a time that does work for you.

Frederick Douglass Reading Guide

In addition to these questions, draw as many comparisons as possible between the life of F.D. and that of Celia.

1. What are Douglass' best arguments against slavery?

2. According to Douglass, how does slavery affect slaves' human development (personality, behavior, sense of self)?

3. After his confrontation with Mr. Covey, why does Douglass write, "however long I might remain a slave in form, the day had passed forever when I could be a slave in fact"?

4. Why is Douglass able to "understand the deep meaning of those rude and apparently incoherent songs" sung by slaves only when he no longer is a slave himself?

5. When Douglass writes, "You have seen how a man was made a slave; you shall see how a slave was made a man," what does he understand a man to be?
What does Douglass mean when he talks of "... the right of each man to own his own body and soul..."?

6. How is Douglass able to maintain his religious faith when that of his owners is used to justify their treatment of him?
Why does Douglass consider holiday celebrations as part of the "inhumanity of slavery"? (p. 115)

7. Douglass says that "Slavery proved as injurious to his master's wife as it did to him." What impact does slavery have on gender roles in the South?

8. Douglass describes knowledge as "valuable bread" and the Liberator as his "meat and drink.” Discuss.

FINAL EXAM STUDY GUIDE

You people must be very special. Noone has ever asked for the study guide so early. I am certain it is because of your innate love of history and desire to know more, right? Good!
We'll cover these terms and ideas in class.

I. Identifications(4 OF 6) 5% each=40%

You will answer 4 identifications out of the 6 that I give you:
Cherokee Nation v. Georgia
Worcester v. Georgia
Battle of Manassas (Bull Run)
John Brown
Battle of New Orleans
Lewis and Clark
Lowell Factory System
Caning of Sumner
St. Patrick's Battalion
Manifest Destiny
John C. Calhoun
Embargo Act
John Marshall
“Quaker Gun”
Marbury v. Madison
Erie Canal
Louisiana Purchase
Kansas-Nebraska Act
Bleeding Kansas
Treaty of Guadalupe-Hidalgo
Compromise of 1850
“Beecher’s Bibles”
Know-Nothings
Dred Scott Case
Election of 1860
Jefferson Davis
Battle of Gettysburg
Gettysburg Address

II. Essay Questions: (60%)
One of the following questions will be on the test.

1. The sectionalism that developed between the North and South, ultimately causing the Civil War, was the product of numerous factors. What were the most important political issues that drove the two sections of the nation apart? What role did slavery play in causing the war?

2. What were the most important arguments against slavery in the books Celia, A Slave and The Autobiography of Frederick Douglass.

3. Compare and contrast the War of 1812, the War with Mexico, and the Civil War.

4. Thomas Jefferson urged Congress to withdraw the United States “from all further participation in those violations of human rights which have long continued upon the unoffending inhabitants of Africa.” His ideas contradicted his life. How did this contradiction, the presence of the ideal of freedom and the reality of slavery, change the United States in the period from the Revolution to the Civil War?

ESSAY ASSIGNMENT

Format: 2-4 pages, typed, double-spaced

Due Date: Monday, June 1
Due to Turnitin.com: Midnight on the night of Monday, June 1

Although the Turnitin information is on the syllabus, here it is again:
Class ID: 2675523
Password: history

Remember, the best way to be certain that your essay is ready to be turned in as a final draft is to bring me a rough draft in the days before the final draft is due.

In addition, check the blog for citation format and revision advice.

Remember, your own original analysis of whichever question you choose is crucial. If you are thinking of this history paper as a description of a book or two, think again! Simple description is pointless; make an argument! Again, these issues will be discussed further on the blog and in class.

In a well argued and thoroughly revised essay, answer one of the following questions:

1. Compare and contrast Celia’s attack of Robert Newsom and Frederick Douglass’ fight with the overseer Covey.

2. How important was gender in the slave community? Where and how do masculinity and femininity become important elements of Celia, A Slave and Narrative of the Life of Frederick Douglass?

3. Considering Celia, A Slave, Narrative of the Life of Frederick Douglass, and at least two of the Slave Narratives from the American Memory Project what role did violence play in maintaining order on the plantation? http://lcweb2.loc.gov/ammem/snhtml/snhome.html.


FORMER HISTORY 102 STUDENTS: If you have already taken my History 102 course, you may want to think about this essay question as an option:

4. Compare and contrast the experience of Celia or Frederick Douglass with Primo Levi during the Holocaust.


5. FIND YOUR OWN: There are plenty of great ideas out there, but the one requirement is this: YOU MUST APPROVE THE TOPIC WITH ME BEFORE WRITING THE ESSAY!!!

UNTO THE 182Os

--Industrialism in America--

I. The Transportation Revolution:
A. Canals
B. Turnpikes
C. Steamboats
D. Railroads

II. New Working Conditions:
A. Factories
1. The Putting-Out System
2. The Waltham System
(Francis Cabot Lowell)
B. New Inventions
--handout--

III. Immigration:
A. Irish
B. German
C. Chinese

IV. Significance:

Stability and Decline: Into the 1820s

Stability and Decline: Into the 1820s

I. Jeffersonians become “federalists”
A. Lousiana Purchase
B. Gallatin and the National Bank
C. High Tariff
D. Military Might

II. The Era of Good Feelings
A. Electing James Monroe
B. Economics in the Era
1. Bank of the United States
2. Panic of 1819
a. over-production
b. land speculation
3. The Panic, the Bank, and Sectional Tension

Jefferson and the New Nation

I. Election of 1800

SHAPE OF THE NATION:

2.5 million in 1775
5.3 million in 1800

300,000 in towns of 2500 or more (less than 7% “urban”)

"My father was A farmer and by the help of his trusty rifle kept the family in wild meat such as bear, elk, deer, and wild Turkey."

"My Farm gave me and my family a good living on the produce of it; and left me, one year after another, one hundred and fifty dollars, for I have never spent more than ten dollars a year, which was for salt, nails, and the like. Nothing to wear, eat, or drink was purchased, as my farm produced all."


II. Revolution of 1800?


III. The Courts
Marbury v. Madison (1803)

IV. The West: Completing the Vision
A. Louisiana Purchase
B. Lewis and Clark

V. Slavery: Jefferson and Hemmings

Reading Guide for Celia, A Slave

This book is due in class on Friday, 5/15.
The questions are not due but will help you prepare for the essay and for class discussion.


Celia, A Slave Reading Guide


HERE’S A BIG GENERAL IDEA TO CONSIDER: Notice in this book moments when Celia expresses agency, the ability to make decisions and exert some measure of power on her own.


Describe the area of Calloway County, Missouri. What was the land like? What were the people like?

Describe Celia’s introduction to life as a slave of Robert Newsom.

George said “he would have nothing more to do with her [Celia] if she did not quit the old man.” Why does he say this? Who is George? What does he assume about Celia and Newsom?

How does Celia kill Newsom?

Describe the reaction of the press, the courts, and of the Newsom family to the killing.

Read the Chapter “The Verdict” carefully.

Interpret the quote on page 107, toward the beginning of Chapter Six: “At this point the defense’s arguments began to threaten the very foundations of the institution of slavery. Celia, the defense insisted, even though a slave, was entitled by law to use deadly force to protect her honor.”

What are the most important conclusions drawn by the author in the final chapter? If you had the opportunity to describe the meaning of the book to a friend, not what it is about but what it means, what would you say?

The New Nation

Two Great Quotes from Abigail Adams
“...remember the ladies, and be more generous and favorable to them than your ancestors. Do not put such unlimited power into the hands of the Husbands. Remember all Men would be tyrants if they could. If particular care and attention is not paid to the Ladies we are determined to foment a Rebellion, and will not hold ourselves bound by any Laws in which we have no voice, or Representation.”

Virginians could not have the "passion for Liberty" they claimed they did, since they "deprive their fellow Creatures" of freedom.



The New Nation:

I. Ratification of the Constitution


II. First Party System:
Federalists vs. Anti-Federalists


Amendment I
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
Amendment II
A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.
Amendment III
No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.
Amendment IV
The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.
Amendment V
No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.
Amendment VI
In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.
Amendment VII
In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.
Amendment VIII
Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.
Amendment IX
The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.
Amendment X
The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.



III. Election of 1796: (Adams)

Alien and Sedition Acts

IV. Election of 1800