...In the year 1850, about 14% of the population of the United States are slaves. While slavery was virtually non-existent in the Northern states, states in the south had slave populations as high as 58%. Also in 1850, there was a compromise that left California a slave-free state, while giving Utah and New Mexico the choice. The Fugitive Slave Act of 1850 made it that southern slave masters could look for runaway slaves in the north. This gave the Northerners a fear of “Is slavery sectional or national?” Everything changed in 1852 when Harriet Beecher Stowe wrote Uncle Tom’s Cabin, a novel that told the life of a fictional slave. It shows how slaves are mistreated. More abolitionists resulted. In 1854, the Kansas-Nebraska act repealed the Missouri...
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...In the time between 1850 and 1861, slavery became a major conflict within the American government and its citizens. In determining whether the Constitution is a source of disunion in the United States, it is important to look at different angles of interpretation. Morally, interpretations of the Constitution influence the rights and wrongs of slavery and the laws along with it. Socially, principles and provisions of the Constitution allow for the states to grasp rights, but also allow others to limit them. Politically, viewpoints from political figures on the Constitution bring forward ideas and opinions on laws regarding states’ rights and disunion. By the 1850s, the Constitution became a factor in the failure of the Union due to the opposing...
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...under the Fugitive Slave Act of 1850, was denied his petition for a writ of habeas corpus and ordered returned to the State of Georgia into the custody of his owner, James Potter. He brings a petition of error before this Court and prays for issue of the writ, that he may have the lawfulness of his imprisonment tried upon his discharge. The facts sufficiently appear in the opinion of the Chief Justice. TRUEPENNY, C.J. The defendant is a colored person living in Boston, Massachusetts. Upon complaint of John B. Bacon of Savannah, Georgia, acting as agent and attorney of James Potter of Chatham, Georgia, the defendant was arrested pursuant to a warrant issued by George T. Curtis, Commissioner of the Circuit Court of the United States for the Massachusetts District, charging the defendant with being a fugitive from labor, and with having escaped from Georgia whilst owing service or labor to said Potter. U.S. Marshal Charles Deven and U.S. Deputy Marshal Frederick D. Byrnes, acting under direction of the warrant, arrested and imprisoned the defendant on the 4th of April, 1851. The defendant claims via petition, both signed and sworn to by him, that he was free, and not a slave. The defendant prayed for a writ of habeas corpus so that he may be discharged from his imprisonment and brought before a court to have his case heard. Counsel for the defendant asked the court to consider, first, whether Congress has authority to pass any law on the subject of fugitive slaves and, second...
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...complicating loyal Americans’ major war aim, the Union. The above quote stated by Gary Gallagher is one of the main causes as to why the North won the Civil War because with the joining of citizens who wanted to fight for their democratic government, it gave the Union more soldiers that wanted to fight than the Confederates. They won the Civil War simply because they had more people. The North won the Civil War they were on the right side of human ethical issues. They had their best interest in helping the morals of humans and this alone helps citizens be able to trust the Union’s tendencies and this can also make a citizen loyal. The North clearly had more men to fight for them and there were more people that wanted to end slavery, consisting of slaves themselves. The North managed to enlist many people for the war. Superior leadership is often seen as the main reason for Union victory. Yet, in many respects, the Confederacy was well led. While President Lincoln’s dominance to Jefferson Davis might seem self-evident, Lee could think of no one in the South who could have done a better job than Davis. Davis certainly worked...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...This document unquestionably favors Sanford’s side as it portrays one of the founding fathers as a pro-slavery type of person. He denounces and also belittles his slave on the fly and refers to it as property. A brief investigation into Thomas Jefferson and one would find it evident that he was somewhat conflicted on this subject himself. It’s not a surprise to find out that he was heavily influenced by the philosophical great that was John Locke. On Document C, Jefferson’s initial draft on the Declaration of Independence, his usage of the word “men” in the draft equates slaves with free men. In that document he also charges the King of England with perpetuating slavery in the colonies. Favoring Dred Scott’s side, thus having two different interpretations of one of the founding fathers Thomas Jefferson. Each one benefiting their cause and helping them in reaching their...
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...DBQ: Nationalism & Sectionalism By John A. Braithwaite DIRECTIONS: The following DBQ is based upon the accompanying documents and your knowledge of the time period involved. This question tests your ability to work with historical documents. Your answer should be derived mainly from the documents, however, you may refer to historical facts, materials, and developments NOT mentioned in the documents. You should assess the reliability of the documents as historical sources where relevant to your answer. Check your school and community libraries for materials and also, surf the internet to help you find relevant outside information. QUESTION FOR ANALYSIS: In the period from 1815 to 1858, two giant forces—nationalism and sectionalism--ostensibly in opposition to each other—prevailed simultaneously in the first half of 19th century America. Describe these two forces and discuss the geographic, political, constitutional, economic, and diplomatic contrasts of both forces. PROMPT: Formulate a thesis statement Use documents as well as your own outside knowledge of the period. Deal evenly with all aspects of the questions Be sure to cover the time period given • Assess the validity of the documents • Draw effective and specific conclusions whenever possible TEXTBOOK RECOMMENDATIONS Gillon & Matson The American Experiment Boydston & McGerr Making A Nation Murrin, et.al Liberty, Equality, Power Norton...
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...McPherson writes the book expecting the reader to figure out the positions of pro-slavery and anti-slavery. In terms of freedom, the book seems to issue out more than one idea of what freedom is. Battle Cry of Freedom shows how the themes of slavery and free can have more than the implied meaning. When first reading a book on the Civil War, one might already come to the conclusion that slavery is the main cause of the war and that the issue of opposing sides over the problem of slavery is what fueled it. The sides were composed of the northerners and the southerners; the Union and the Confederacy. The Union was not in favor of the slave system and therefore held their ground against it. The Confederacy argued for their rights to have slave working on their plantations, so they also fought for what they desired. This view of slave versus free is the most common view that most people are aware of. However, the war was not solely fought over slavery. War of...
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...Introduction For all their good intentions, historians’ analysis of antebellum and postbellum women in South Carolina is often riddled with bias against a familial hierarchy that has existed in families since Biblical times. While this domestic and societal order is not fiction, it is only, for purposes in this research, a contextual experience that creates an understanding of women and their approach and reaction to events prior to, during, and after the Civil War, for ethical and moral values assigned to this status are of a different approach altogether. The Civil War’s effect on South Carolinian society was dramatic, as with many other states in the Union. On the homefront, a noticeable difference occurs in the woman’s role within her family structure and in her relationship to the culture in which she lived. An Antebellum South Carolina Antebellum Carolina On the eve of civil war, South...
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...Do You Hear People Sing? — A Brief Analysis of Thoreau’s Civil Disobedience Abstract: Civil disobedience is the valuable spiritual wealth of American spirits. From Henry David Thoreau to Martin Luther King, civil disobedience theory also had developed into a new stage. American people began to commonly accept and practice the civil disobedience theory, which pushed American Civil Rights Movement forward. This essay focuses on the origination of the civil disobedience and briefly introduces its development. Key Words: Civil disobedience Conscience Government 1、 Thoreau’s Imprisonment The Mexican-American war, which started from 1846, was an armed conflict between the United States and Mexico over the territorial dispute of Texas. Most abolitionists and transcendentalists were against this war, because they thought that this war was an act of a bullying government anxious to grab land from a weaker nation. Some even thought this war was a conspiracy of the southern slaveholders. Then Texas admitted slavery, while Mexico forbade slavery. They regarded this war as the expansion of slavery, which could strengthen the influence of the south in federation. Therefore the abolitionists and transcendentalists did their best to resist this war. Among them, Henry David Thoreau was a famous representative. Thoreau did not agree this aggressive war. To resist, he refused to pay the Massachusetts poll tax, which was a “per head” tax imposed on...
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... History books mainly reflect the involvement of men. The abolitionists (Clarkson and Wilberforce), the Slave traders (Canot) and the enslaved (Equaino). In portrayal of enslaved people, men appear more frequently. In the movie Amistad it is told from the point of view of Cinque; in the TV series Roots it follows Kunta Kinte. This male dominated history fails to acknowledge, belittles and devalues the role of women at all levels of slavery. What about the female slave traders, slave owners, enslaved females, female rebels and abolitionists? Are they really invisible? Verene Shepherd, in Women in Caribbean History states that up until the 1970s Caribbean books neglected women because early historians looked at colonisation, government, religion, trade and war fare, activities men were more involved in. Also some historians felt that women’s issues did not merit inclusion and where women could have been included, such as slave uprisings, their contributions were ignored. Shepherd believes changes occurred with the influence of women’s groups who tried to correct the gender neutral or male biased history. There was also a shift into social history, looking at the non elite and into topics such as family life. Books started to look at women’s social and political activities. Unfortunately there was a lack of first hand accounts from the period of the transatlantic slave trade – accounts written by men at the time either ignored women or perpetuated the myth of female inferiority...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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...TOPIC 1: THE AMERINDIANS Week 1: THE ARAWAKS (Theme One) PAPER: CORE CONTENT----BAHAMIAN-WEST INDIAN HISTORY References: Bahamian History Bk.I by Bain, G. Macmillan,1983 2.Caribbean story Bk. I and II By Claypole, W Longman (new edition) 1987 3. Development to Decolonization by Greenwood R, Macmillan, 1987 4.Caribbean people Bk.I by Lennox Honeychurch. Nelson, 1979 The Migration of the Indians to the New World. It is believed that the people who Columbus saw when he came to the New World were nomadic hunters from central and East Asia who followed the buffalo and deer. When the herds moved, people moved after them because they were dependent on the animals for food. It is therefore suspected that the herds led the people out of Asia by the north-east, across the Bering Strait and into North America. They crossed the sea by an ice –bridge when it was frozen over during the last Ice-Age. They did not know that they were crossing water from one continent to another. Map 1 Amerindians migration from central Asia into North America. The Amerindians settled throughout North America and were the ancestors of the many Red Indian tribes we know today, as well as the Eskimos in the far north. In general, they were nomadic but some followed settled agricultural pursuits and developed civilizations of their own like the Mayas in South America (check internet reference for profile on this group, focus on...
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...Кафедра іноземної філології Literary and Social Concerns in the Novels of William Thackeray and Charles Dickens CONTENTS |INTRODUCTION……………………………………………………………… |3 | |PART 1. A review of literary and social concerns in the novels of William Thackeray and Charles Dickens………………………………………………… | | |1.1. Social concerns as a mirror of current literature in the XIX century…. |4 | |1.2. Social and literary problems in “Vanity Fair” by William Thackeray... |4 | |1.3. Art, veracity and moral purpose in “Oliver Twist” by Charles Dickens |5 | |Conclusion ……….…………………………………………………………….. |7 | |PART 2. Approaches and manners of the social problems transmission………. |10 | |2.1. The problem of poverty and social inequalty in society. The authors’ approach to this |11 | |problem............................................................................... ...
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...Federal Government Exam 1 Review: The first exam will consist of questions generated from the following review sheet. Make sure you understand each of these topics before proceeding to the test. The exam will be timed so you will not have the ability to peruse your notes or retake the exam. The exam itself will consist of 30 multiple choice questions and you will have 35 minutes to complete the exam. Federalism: The Basic elements of a Federal system of government (i.e. how is it structured/how power is shared) • Layers of gov • Equal power • Distinct powers Powers of the federal government: delegated powers, implied powers (necessary and proper clause), and concurrent powers. • Delegated Powers: (expressed/enumerated powers) powers given to the federal government directly by the constitution. Some most important delegated powers are: the authority to tax, regulated interstate commerce, authority to declare war, and grants the president role of commander and chief of the military • Implied Powers: Powers not expressed in the constitution, but that can be inferred. “Necessary and proper clause” • Concurrent powers: powers shared by both levels of government. Ex: Taxes, roads, elections, commerce, establishing courts and a judicial system • Reserved powers: powers not assigned by the constitution to the national government but left to the states or the people. Guaranteed by the 10th amendment. Include “police power”-health and public...
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