...Outcomes of the Civil War | How could the outcome of the Civil War been changed? | The Civil War was won by the Union but what would have happened if the Confederates would have won? What would have happened if the Union had won earlier? What would the outcome have been if new technologies had been implemented? These are questions that are not easy to answer. These questions demand speculation and assumptions that are not provable. The best guesses of different outcomes are all we have to work with. The first question, what if the Confederates had won, has many different outcomes. The most likely outcome of this is that the United States would have become five different countries. The Union and the Confederates are obvious but Texas and California would have pushed to become sovereign countries. Utah would have become the fifth country by becoming a Church State. The northwest States probably would have rejoined the Union in the 1930’s due to the Great Depression. Abraham Lincoln may not have been assassinated since John Wilkes Booth did not have a motive for the killing. Lincoln would have finished his career as a senator after twenty years. He would have written his memoirs after the war with many thousands of copies sold mainly in the south. Robert E. Lee would have become Confederate President Jefferson Davis's special envoy to the United States. But the strain of the job, and trying to maintain friendly relations with a former enemy, would have...
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...The Civil War was by far the most significant war that America had seen thus far. This war was the separation of our so far ‘United Country’, and had it gone the other way, who knows how our society would be like today. The fact is, the South was at a disadvantage right from the get-go, before the war even started. From then on, the south was hurt not only economically at the beginning of the war, but also with man power and many other complications to come. One being that most of the population living in the South at that time was made up of slaves. They were also far behind the North with industry, technology and transporting goods which was a huge setback because the North controlled goods coming from England and other countries. When Abraham Lincoln became president, he and the Republican Party had a long list of things they wanted to accomplish right away, which included the Homestead Act, and Lincoln’s Emancipation Proclamation. The ongoing bickering and intense hatred between the North and South before the civil war was so distinct that you could cut the tension with a knife. In 1820, forty years before the Civil war, it was the beginning of a monster to come. As the country rapidly moved west into new territories, there had to be a decision made. Were the new territories going to be slave states or Free states? This argument was what fueled the fire for forty years to come. The Missouri Compromise was thought to be the ultimate fix to the slave issue. Any state about...
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...Expansion Slavery and Spanish Colonization The Meaning of America The Black Legend Colonial Era/17th Century (Read below for quiz 1) European Colonization North of Mexico Spanish Colonization English Settlement Colonial Era/17 century (Read below for quiz 2) English Colonization Begins Life in Early Virginia Slavery Takes Root in Colonial Virginia Founding New England The Puritans The Puritan Idea of the Covenant Regional Contrasts Dimensions of Change in Colonial New England The Salem Witch Scare Slavery in the Colonial North Struggles for Power in Colonial America Diversity in Colonial America The Middle Colonies: New York Fear of Slave Revolts The Middle Colonies: William Penn’s Holy Commonwealth The Southernmost Colonies: The Carolinas and Georgia Colonial Administration (Read below for quiz 2) No readings th Road to Revolution (Read for quiz 3) Colonial America/18th Century The The The The The The Emergence of New Ideas about Personal Liberties and Constitutional Rights Great Awakening Seven Years’ War Rise of Antislavery Sentiment Fate of Native Americans Road to Revolution American Revolution (Read for quiz 3) Entire Chapter on American Revolution Introduction Why should we care about the American Revolution? Why did the American Revolution take place? The Road to Revolution The Revolution Begins Why did the colonists rebel and the British resist? Declaring Independence Was the Revolution justified? The Revolutionary War How were the colonies able to...
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...Jeffersonian and Jacksonian democracy from the start of the American Revolution through the Civil War. During this time period, a vast number of changes were implemented into the system of democracy, many of which still remain active today. Democracy created a variety of conflicts between the “Whigs” and the Democrats during the mid-1830s. These battles were fueled by their different beliefs regarding the economic issues of policy, political leaders and different class powers. “Like the Federalist of the 1790s, the Whigs wanted a political world dominated by men of ability and wealth” (Henretta 313). The majority of Whigs were yeomen whites who did not support the power of democrats who were mainly planters (313). These planters were driven by the sole purpose to acquire property and combine man labor with the world’s resources, they did this through slavery. These men believed they possessed the right to replace government if they felt it could not properly protect them and their property (Farless lecture). Most southern planters began to blame their short-comings on the northern states as they began to fall behind. During both 1840 and 1860 the per capita of wealth in the south was only 80% and in the industrializing north it was 139% of the average. Many wealthy southerners resented the idea of manufacturing and trading and wanted to continue buying slaves and land for their quick, but sizable profits, and rejected all technological advances that were...
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...Jeffersonian and Jacksonian democracy from the start of the American Revolution through the Civil War. During this time period, a vast number of changes were implemented into the system of democracy, many of which still remain active today. Democracy created a variety of conflicts between the “Whigs” and the Democrats during the mid-1830s. These battles were fueled by their different beliefs regarding the economic issues of policy, political leaders and different class powers. “Like the Federalist of the 1790s, the Whigs wanted a political world dominated by men of ability and wealth” (Henretta 313). The majority of Whigs were yeomen whites who did not support the power of democrats who were mainly planters (313). These planters were driven by the sole purpose to acquire property and combine man labor with the world’s resources, they did this through slavery. These men believed they possessed the right to replace government if they felt it could not properly protect them and their property (Farless lecture). Most southern planters began to blame their short-comings on the northern states as they began to fall behind. During both 1840 and 1860 the per capita of wealth in the south was only 80% and in the industrializing north it was 139% of the average. Many wealthy southerners resented the idea of manufacturing and trading and wanted to continue buying slaves and land for their quick, but sizable profits, and rejected all technological advances that were...
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...Background Joshua Lawrence Chamberlain was born in Brewster, Maine on September 8th , 1828. Originally born Lawrence Joshua, he changed his name to Joshua Lawrence when he reached adulthood. Joshua was the eldest of three sons. Joshua’s father, Joshua Chamberlain Jr., was a farmer who held many political offices. Despite his father’s aspirations for him to become a soldier, Chamberlain wanted to be a missionary from a young age. Chamberlain attended Bowdoin College in Brunswick, Maine in 1848, where he met Harriet Beecher Stowe, a northern abolitionist writer. It was her book, Uncle Tom’s Cabin, a novel about the cruelty of slavery in America, that sparked his contempt for slavery. For the first two years of his college experience,...
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...Chapter 11 Terms 1. Anaconda plan the Union plan to split the Confederacy in half in order to weaken it 2. Fort Sumter A fort in South Carolina where the first battle of the Civil War occurred and resulted in a Confederate victory 3. PGT Beauregard lead Confederates in the battle of Bull Run 4. 5 Northern Advantages larger population and troops, experienced government, better transportation, coal/more supplies because of more factories, and had navy 5. 5 Southern Advantages familiar territory, stronger military leaders, fought with passion, allies from cotton trade, and had better strategic plans 6. Union Naval blockade blocked supplies from getting to the south since Confederacy was too reliant on trade 7. Robert E. Lee one of the best military leaders in history, on Confederate side 8. Border States elaware, Kentucky, Maryland, and Missouri. D 9. Significance of Washington D.C. and Richmond, VA Washington DC is Union capital and Richmond, VA is Confederate capital 10. Thomas “Stonewall” Jackson Confederate general who refused to yield to Union armies, great leader but killed at Fredericksburg 11. George B. McClellan Union general who was very passive and often clashed with Lincoln, eventually fired and then lost to Lincoln in the election of 1864 12. 1st Bull Run in Manassas, VA; Union winning at first and then ended up losing 13. Ulysses S. Grant one of the best Union generals; known as a butcher and ...
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...Abraham Lincoln was born on February 12, 1809 close to Hodgenville, Kentucky. His family moved to Indiana in 1816. When Lincoln was ten his mother died from poisoned milk. His father remarried the next year to Sarah Bush Johnston. Abraham liked her very much and even later recalled her "his angel mother. (Encarta)" Abraham had less than one year of formal education during his life. He was self-educated and taught himself how to read and write. When he was not in school, he worked on the frontier farm clearing out forests with his axe. When Abraham Lincoln was 21 he and his family moved to Illinois. There he worked on a farm growing corn. But more importantly here was where he gave his first political speech. In 1830, the same year his family moved to Illinois, he went to a political rally and was convinced to talk for a candidate on his behalf. According to a witness there, Lincoln "was frightened but got warmed up and made the best speech of the day. (Encarta)." Abraham Lincoln's political career started in the spring of 1832 by running for a seat in the Illinois' House of Representatives. However an unusual turn of events happened a month after he announced he was running. The store he was working at went bankrupt and he lost his job. Very shortly thereafter Native Americans rebelled and the governor of Illinois asked for volunteers to help put this down to which Lincoln promptly volunteered for. He never experienced actual combat, but during his 3 month time period he served...
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...jesse perez 1.1 Converging Cultures Area 1 investigates how social orders in North America have changed over the long run and how European provinces created. A huge number of years before Christopher Columbus and other European wayfarers set foot in America, Native Americans started planting and raising products. When of Columbus started his voyages in the late fifteenth century, an extensive variety of developments and dialects existed in North America. When wayfarers discovered that Columbus had come to new grounds, other European investigations started to scan for new domain. New pioneers hoped to subjugated Africans to help ranch. The brutal treatment of the Africans was a sharp difference to the lives of the advantaged. While subjugated...
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...to. Essentially, civility was at an all-time low during the bloodshed of the Civil war. Over 500,000 lives were claimed, however the etiquette and ideological platforms of both sides proved to be The old world charm of the South was encapsulated by John Mosby and his revenge against a Union trooper killing a young child in front of the child’s mother. Mosby exclaimed that revenge was not a primary, or even a secondary motivation. He honestly believed that he had to kill in order to stop the killing (Civil War Times, 31). This etiquette and honor displayed during the bloodshed was in contradistinction to the crass and needless killing committed by the Union soldier. This shows how oftentimes ideologies can mask the deeper, truer feelings and sentiments of people. The Union exhibited regard for the abolition of slavery and expanded human rights, to a degree, however The Confederacy’s ideological platform was viewed as rigid and hateful though the actions of Mosby show that they exhibited warmth, pride and humanitarian principles on a personal level. Abraham Lincoln’s general, George McLellan,...
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...the destitution and difficulty of everyday life and the capability to be on a level playing field with many people that believe the same way, no matter what socio-economic class they represent. One sport in particular has transcended all other games, has continually been a psychological shelter from pain and hardships of life, and also a cultural rocket breaking through the social barriers in the American society. That sport is simply the most beloved American game of all, baseball. The purpose of this essay is to critically explore a myriad of aspects of life that have been changed due to sports, all the while concentrating on baseball as the main focal point. Further, this work will continually pose the question of how it is conceivable that a single and simple sport could greatly impact a country the way baseball has the United States. At the time of the first foreign inhabitants of North America, life was more difficult than someone of the twenty-first century could have imagined. The hardships were endured by every colonist nearly twenty-four hours a day, with little to relieve their minds of the complexities of early American life. Nonetheless, there was at least one aspect of life that offered them the ability to escape the perennial cruelties of life, and that was sports. Throughout the colonies, no matter north or south,...
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...separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture homepage, reading assignments, required videos, and two threaded discussions. You should can find your required reading articles through the internet and TUW library databases to learn more about the subject matter pertinent to the module. Although there are no textbooks, you are provided with links...
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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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...Learning with Technology Evidence that technology can, and does, support learning. A white paper prepared for Cable in the Classroom James M. Marshall, Ph.D. San Diego State University May 2002 Executive Summary “We’ve wired the schools — now what?” This question resonates with educators, and troubles them at the same time. After countless local and national efforts have boosted the infrastructure of our schools, the significant issues now arise. Should we continue to pump money into educational technology for our schools? Do computers really help students learn? How can students and teachers best learn from the World Wide Web and its content? These questions are not new, nor unique to the dawn of Internet-connected schools. Earlier technologies, from textbook and illustration to film, television, and multimedia computer, have prompted similar ponderings. If technology is to have a significant role in schools, we need assurance that it works. More emphatically, we need confidence that use of educational technology results in learning. Research, both historical and contemporary, suggests that technology-based instruction can and does result in learning. Witness these examples of television, multimedia, and computer technologies delivering content to support learning: • Watching the television program Blue’s Clues has strong effects on developing preschool viewers’ flexible thinking, problem solving, and prosocial behaviors (Bryant, Mullikin, McCollum...
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...Proceeding for the School of Visual Arts Eighteenth Annual National Conference on Liberal Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch...
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