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.
Wednesday, May 27, 2009
Friday, May 22, 2009
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.
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.
Monday, May 18, 2009
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.
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.
Friday, May 15, 2009
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.
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.
Wednesday, May 13, 2009
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?
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?
Monday, May 11, 2009
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!!!
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!!!
Friday, May 8, 2009
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:
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:
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