...Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 3 assignment entitled. “Timeline Part II.” NOTE: The timeline project does not need to be submitted to turnitin. NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part II up to 250 words per topic/subtopic. For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed. Be sure to cite all sources. Major Event/Epoch in American History | Time Period/Date(s) | Description and Significance of the People/Event(s) to American History | 1) The evolution of the institution of slavery from the Colonial Period to the 1860s. | 1619 - 1865 | Slavery began with in 1619 with the first slaves brought to Virginia as indentured servants. As time goes by, slavery becomes more popular, to help with farming large farms or plantations. Though the Declaration of Independence in 1776 states that “all men are created equal” this did not apply to people of color. By the time the Civil War starts, slavery is big business, and the south is fighting for the right to keep it. In 1865 the U.S. abolishes slavery with the 13th Amendment. | 2) The socio-cultural impact of the abolitionist movement including: a) The effect of Uncle Tom’s Cabin b) The Kansas-Nebraska Act c) The Compromise of 1850 d) The Underground Railroad | 1850 - 1865 | a) Uncle Tom’s Cabin brought...
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...The History of Chicago: Demographic and Economic Structure Jean Baptiste Point Du Sable 1745-1818 born in Haiti and migrated to the United States in 1764. Settling in New Orleans, Du Sable and his friend Jacques Clemorgan met a Native American they named Choctaw, who had lived in the great lake region of the country, who was now working for a catholic mission in New Orleans. The three men moved to Illinois, where Choctaw taught Du Sable and Clemorgan how to set traps, and where to find small slender animals called martens to sell the fur. The three of them started a trading post, Du Sable and Choctaw dedicated their time to hunting, and Clemorgan transported the captured pelts back to New Orleans to sell. While on a hunting expedition one...
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...Border Citizens It is easy to characterize the history of the American West from 1865 to 1912 after reading Eric Meek’s “Border Citizens: The Making of Indians, Mexicans, and Anglos in Arizona.” In the first chapter, Meek mentions how ‘hundreds of Americans moved into the territory to improve their fortunes” (15). The United States changed dramatically from 1865 to 1912. The Southwest went through many changes as well during these times. Many changes occurred in industrialization, foreign affairs, government, as well as in society and culture. The events that took place within this time period helped shape this country into what it is today. It affected Native Americans in many ways; some beneficial, some not so much. In the first half of Eric Meek’s Border Citizens, he writes about the ethnic heterogeneity in Arizona between 1850 and 1920. He discusses agriculture, its mechanization, and the growth of several industries in the state, including mining. During the 1830s and 1840s about 100,000 Natives were moved west. The tragic “Trail of Tears” was part of this era, and so were the first western Native American reservations. The continued westward movement frustrated the attempts of U.S. policy makers to achieve a peaceful solution to the Native American problem. When many of these removed tribes signed military pledges of support for the Confederacy during the Civil War, further excuses for taking their land were now available for the many voices of Manifest Destiny...
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...eateries, and other open offices in the American South. In the Plessy choice, the Supreme Court decided that such isolation did not disregard the fourteenth Amendment of the Constitution of the United States. This alteration gives measure up to insurance of the law to all U.S. natives, paying little mind to race. The court decided in Plessy that racial isolation was lawful the length of the different offices for blacks and whites were "equivalent." This "different yet equivalent" tenet, as it came to be known, was just in part actualized after the choice. Railroad autos,...
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...As stated by John Winthrop in the 17th Century, Americans have committed the cardinal sin of putting their own good ahead of the common good of the nation. However, Americans of different races, classes, and genders have experienced a variety of obstacles in maintaining their own good. Over the course of the nineteenth and twentieth centuries, these obstacles caused conflicting and changing meanings of individualism, community, and freedom according to Foner, Plunkitt, Etulain, Buder, Gilfoyle, Bernstein, Leuchtenburg, Degler, Friedan, and Horwitz. As stated by Eric Foner, in the 1860s after the Civil War and the Emancipation Proclamation by President Lincoln, Congress ratified multiple new amendments and added them to the Constitution. First,...
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...Racial Oppression in American History The United States of America was born from a rebellion and has become one of the leading super powers; a place that is highly sought after to live. Throughout, American history there are instances where racial oppression was the status quo. The rights and civil liberties of people were cast aside either by deep rooted racism, misguided fears or both. Some of the most well-known misdeeds of the United States is the historic treatment of African Americans, Native Americans and Japanese Americans as has been discussed in class. Racial oppression has been in American history in one form or another, taking on many different faces and going in various depths. These blemishes are but a few of the dark bricks laid...
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...Timeline Matrix" document. Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 3 assignment entitled. “Timeline Part II.” NOTE: The timeline project does not need to be submitted to turnitin. NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part II up to 250 words per topic/subtopic. For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed. Be sure to cite all sources. Major Event/Epoch in American History | Time Period/Date(s) | Description and Significance of the People/Event(s) to American History | 1) The evolution of the institution of slavery from the Colonial Period to the 1860s. | 16th Century – 19th Century | I found this excerpt from Robert Francis Engs from the Macmillan Information Now Encyclopedia: The history of African American slavery in the United States can be divided into two periods: the first coincided with the colonial years, about 1650 to 1790; the second lasted from American independence through the Civil War, 1790 to 1865. Prior to independence, slavery existed in all the American colonies and therefore was not an issue of sectional debate. With the arrival of independence, however, the new Northern states--those of New England along with New York, Pennsylvania...
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...Reconstruction and the West Tajah Rubiera HIS 120/U.S History 1865-1945 January 20, 2014 Nick Weeks Reconstruction and the West The South “Some historians argue that Radical Reconstruction was not radical enough” (HIS 120 syllabus). Many would argue saying that the Radical Reconstruction was not radical enough because it did not “redistribute land to freed slaves, it did not provide black people with guaranteed access to education, it did not forbid racial segregation, and it did not call for absolute racial equality for black and white people” (Shultz, 2012). However, the Radical Reconstruction made some great progress and radically forced the south into submission. It also lead to the adoption of the 14th and 15th amendments. The Radical Reconstruction began when Congress overrode President Johnson’s veto over the Civil Rights bill. This would be the start of many overriding vetos made by the men in Congress. The first order of business was to create and introduce what would be known as the Fourteenth Amendment. This amendment “barred Confederate leaders from ever holding public office in the United States, gave Congress the right to reduce the representation of any state that did not give black people the right to vote, and declared that any person born or naturalized in the United States was, by that very act, an American citizen deserving of equal protection of the law” (Shultz, 2012). After congress passed this amendment it went to the states for ratification....
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...this time to Miss Varina Howell. (Alward, nd)[2] Davis was both a devoted father and husband. I. DAVIS: SENATOR, CONGRESSMAN, & CONFEDERATE PRESIDENT Davis was elected US senator from the state of Mississippi serving ten years between 1835 and 1845 and served as a U.S. Congressman from 1846 to 1846 and again from 1857 to 1861. In 1861 when Mississippi seceded from the Union, David withdrew from the U.S. Senate. Davis was appointed the provisional president by the provisional Congress of the Confederate States on February 18, 1861. Davis held the title of the President of the Confederacy until the surrender of General Robert E. Lee at Appomattox, Virginia, on April 9, 1865. II. DAVIS: THE AUTHOR Jefferson Davis wrote the work entitled: “A Short History of the Confederate States of America” published in 1890 and in Chapter 1: Before Secession, The Causes of the War Between the States Davis writes that: “Ignorance and credulity have enable unscrupulous partisans so to mislead public opinion, both at home and abroad, as to create the belief that the institution of African slavery was the chief cause, instead of...
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...Timeline Part II NOTE: Before starting the Timeline project please refer to the "Example Timeline Matrix" document. Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 3 assignment entitled. “Timeline Part II.” NOTE: The timeline project does not need to be submitted to turnitin. NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part II up to 250 words per topic/subtopic. For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed. Be sure to cite all sources. Major Event/Epoch in American History | Time Period/Date(s) | Description and Significance of the People/Event(s) to American History | 1) The evolution of the institution of slavery from the Colonial Period to the 1860s. | 1600s-1860s | Slavery was the main source of manual labors in the southern territories after the invention of cotton gin; since the machine increase the profitable cash and required more manual labor- leading to the plantation system. Prior to this event, slave trade was mostly involved in New England- the triangle trade, which keep the flow of slaves to Europe in exchange for molasses; the main ingredient for rum making. | 2) The socio-cultural impact of the abolitionist movement including: a) The effect...
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...the "Example Timeline Matrix" document. Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 3 assignment entitled. “Timeline Part II.” NOTE: The timeline project does not need to be submitted to turnitin. NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part II up to 250 words per topic/subtopic. For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed. Be sure to cite all sources. Major Event/Epoch in American History | Time Period/Date(s) | Description and Significance of the People/Event(s) to American History | 1) The evolution of the institution of slavery from the Colonial Period to the 1860s. | 1619-1860 | At first, slaves could earn their freedom. When they did, slaves tended to own their own slaves. This is how it was up until 1750 when Georgia legalized slavery. Slavery was more needed in the south than the north due to the climate and ability to grow more crops. (Webmaster, 2011) Around 1808, the importation of slavery ended due to the rise in births. Blacks then made up 20% of the American population. | 2) The socio-cultural impact of the abolitionist movement including: a) The effect of Uncle Tom’s Cabin b) The Kansas-Nebraska Act c) The Compromise of...
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...Sitting Bull “We are poor but we are free no white man controls our footsteps if we must die we die defending our rights! That is a war quote from the Chief Sitting Bull. The Great Sioux wars in the year of the 1870s would lead to the Battle of Little BigHorn. Sitting bull and his tribe and confederation of tribes would go into battle with federal troops. The federal troops were lead under George Armstrong Custer. After the several years of war in Canada,Sitting Bull and his tribe finally surrendered to the U.S forces In Sitting Bull’s early life he was the son of the esteemed Sioux warrior named Returns- Again. Sitting Bull always looked up to his father and hoped to...
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...the Consumer League’s feisty Florence Kelley, and activists in the Women’s Trade Union League, T.R. endorsed state minimum-wage laws and mother’s pensions (later Aid to Families with Dependent Children). When he ran for president in 1912 on the third party Bull Moose ticket he endorsed woman suffrage and the modern welfare state, i.e. unemployment, health, and old age insurance. Though he never returned to the White House, T.R. made his mark as an environmental and urban reformer, a man who reflected his times and their debates, but also a man who tried to face the future by promoting new causes. T.R.’s story then is not just a private tale of growth and change. Roosevelt the reformer remains one of the most fascinating personalities in American...
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... The first is the importance of the Civil War and Reconstruction in setting the stage for the great industrial growth and development in the late 19th century. The second theme is the impact of industrialization in late 19th century America--economically, politically, socially, and culturally. A third theme centered on the emergence of an aggressive America foreign policy that in general sought to export American values and ideas so as to bring order to the international scene. The fourth major theme is the rise of progressivism in the first two decades of this century. Like the unions and Populists before them, the Progressives responded to the tremendous impact of industrialization and corporate capitalism on American society, however with much more success. A fifth theme centers on the American entrance into World War I and the war's impact on American society and politics. A sixth theme is the conflict over values and power in American society. Different groups (African-Americans, KKK, nativist/anti-immigrant, socialists, women, etc) with their own unique visions of what American society should be came into conflict over whose vision should predominate. A final theme is emergence of a powerful, welfare state in the form of the New Deal which finally addressed in a large-scale and systematic effort the negative consequences inherent in capitalism and industrialization. Below are some questions that should help you prepare for the first midterm. These are not the actual questions...
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...Immigration Experience Deborah Lewis U. S. History 1865 to 1945 Carolyn Lawes, PhD December 17, 2012 This paper will be examining the Immigration from Italy to American. This paper will also give you a look into the political, social, and economic factors that led to migration. The Italians settled in New York City, so we will be looking at the tenement housing, working condition, and the journey from Italy to American. The attitudes of the Americans about the immigrations will also be examined. From 1906 to 1915 almost two million Italians migrated to the United States. Many Italians migrated to the United States because Italy there weren’t any jobs. Overpopulation and poverty was another reason Italians migrated to the United States. They believed that the United States was the land of opportunity and that they will find better jobs and housing. The poverty rate in Italy included lack of medical care, lack of schooling, and poor housing conditions. When they decided to come to America it was a way to escape from these things. The bad economy and the shortage of land caused Italian immigrants to leave Italy. The Majority of the immigrants settled in New York City when they got to the United States. Some of them migrated because of political reasons or because of the dream of one day of returning to Italy with enough money to buy land. Political hardship was also a factor in the Italians migrating to America. In the 1870s the government took measures...
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