McClellan not to use all of his during Second Manassas?
(here’s a clue: the Fifth Ammendment was in his way)
How was Emancipation to bleed the south?
How did he do it?
Wednesday, November 7, 2007
Exam. Due Friday Nov. 16
Tuesday, November 6, 2007
Upcoming Class Schedule:
Wed Nov 7: Antietam and Emancipation
Mon Nov 12: Gettysburg (take home test)
Wed Nov 14: (pete out) Gods and Generals, the movie
Fri Nov 16: (pete out) the movie
Mon Nov 19: the Wilderness and Petersburg
Mon Nov 26: Surrender and Lincoln (take home test)
Wed Nov 28: Reconstruction
Fri Nov 30: Civil Rights
Mon Nov 12: Gettysburg (take home test)
Wed Nov 14: (pete out) Gods and Generals, the movie
Fri Nov 16: (pete out) the movie
Mon Nov 19: the Wilderness and Petersburg
Mon Nov 26: Surrender and Lincoln (take home test)
Wed Nov 28: Reconstruction
Fri Nov 30: Civil Rights
Monday, October 29, 2007
Homework for Wednesday Oct 31
Define and illustrate the following:
Interior Lines in battle
Interior Lines on the grand scale (for instance the use of rivers and railroads)
Interior Lines in battle
Interior Lines on the grand scale (for instance the use of rivers and railroads)
Thursday, October 25, 2007
Friday's Class (October 26)
We will be watching part of the wonderful Ken Burns' documentary for this class.
There will be two homework assignments for this weekend: first, illustrate on a map the general thrusts of the Anaconda Plan. Second, I will ask you to do a little research: List the advantages that the North had and the advantages that the South had. There should be at least three each. Be sure to explain them.
There will be two homework assignments for this weekend: first, illustrate on a map the general thrusts of the Anaconda Plan. Second, I will ask you to do a little research: List the advantages that the North had and the advantages that the South had. There should be at least three each. Be sure to explain them.
Sunday, October 7, 2007
Review for Wednesday's Exams.
Most of the following will be on either the in-class exam or the take home test due on Friday.
All take home exams must be emailed to me by 4:00 Friday afternoon.
Friday we will be viewing the beginning of the Ken Burns documentary.
What are the basic outlines of the Dred Scott Case?
What was the conflict between property and personhood?
How did the Dred Scott case reflect the philosophy of government in the south?
What is natural law. What is positive law?
Describe the Missouri Compromise. When was it? Who wrote it?
Compare the centrality of factories in the north to the centrality of slavery in the south.
How did the north and south change in relation to slavery from 1830-60?
How was the early wealth of the north created?
What was that wealth invested into?
What did the south depend on the north for?
How did cheap labor, immigration, and industrialization relate to one another?
Describe the southern elite.
How did attitudes towards work differ between the elites of the north and south?
How did slavery differ between Virginia, South Carolina, and the lower Mississippi?
Describe the following conditions for industrialization in the north:
labor (skilled and unskilled); buildings, land, and equipment;
power (coal, water); capital; raw materials; ports; transportation
Contrast northern and southern agriculture. How did the growth of cities affect the specialization of farming in the north? What was the main influence on farming in the south?
Who was Henry Clay? Who was John Calhoun?
Why were "improvements" important to the north, and anathema to south?
Describe the biggest influences on the US in the mid-19th century:
slavery, immigration, technology (agricultural, industrial, communication),
democracy, and land.
According to Calhoun what was the only constitutional role for the federal government?
Describe the Compromise of 1850: how was a state traded for theory? Who brokered it?
Why were Californians against coming in as a slave state?
Why did their representatives vote with the south throughout the 1850's?
All take home exams must be emailed to me by 4:00 Friday afternoon.
Friday we will be viewing the beginning of the Ken Burns documentary.
What are the basic outlines of the Dred Scott Case?
What was the conflict between property and personhood?
How did the Dred Scott case reflect the philosophy of government in the south?
What is natural law. What is positive law?
Describe the Missouri Compromise. When was it? Who wrote it?
Compare the centrality of factories in the north to the centrality of slavery in the south.
How did the north and south change in relation to slavery from 1830-60?
How was the early wealth of the north created?
What was that wealth invested into?
What did the south depend on the north for?
How did cheap labor, immigration, and industrialization relate to one another?
Describe the southern elite.
How did attitudes towards work differ between the elites of the north and south?
How did slavery differ between Virginia, South Carolina, and the lower Mississippi?
Describe the following conditions for industrialization in the north:
labor (skilled and unskilled); buildings, land, and equipment;
power (coal, water); capital; raw materials; ports; transportation
Contrast northern and southern agriculture. How did the growth of cities affect the specialization of farming in the north? What was the main influence on farming in the south?
Who was Henry Clay? Who was John Calhoun?
Why were "improvements" important to the north, and anathema to south?
Describe the biggest influences on the US in the mid-19th century:
slavery, immigration, technology (agricultural, industrial, communication),
democracy, and land.
According to Calhoun what was the only constitutional role for the federal government?
Describe the Compromise of 1850: how was a state traded for theory? Who brokered it?
Why were Californians against coming in as a slave state?
Why did their representatives vote with the south throughout the 1850's?
Thursday, September 27, 2007
Tuesday, September 25, 2007
Geography Take Home Test, Part One, Due Wednesday
Draw the following on a blank map. Be accurate!
Cities:
Cincinatti
Louisville
Cairo
Memphis
Vicksburg
Baton Rouge
New Orleans
Savannah
Nashville
Knoxville
Richmond
Montgomery
Atlanta
Columbia
Pittsburg
Boston
New York
Brooklyn
Philadelphia
Baltimore
Washington D.C.
Norfolk
Charleston
Mobile
Trenton
Cities:
Cincinatti
Louisville
Cairo
Memphis
Vicksburg
Baton Rouge
New Orleans
Savannah
Nashville
Knoxville
Richmond
Montgomery
Atlanta
Columbia
Pittsburg
Boston
New York
Brooklyn
Philadelphia
Baltimore
Washington D.C.
Norfolk
Charleston
Mobile
Trenton
Why such mind boggling changes north and south?
We begin our exploration of the massive change in the U.S. between 1830 and 1860. Some argue that the tremendous differences between north and south made war inevitable. I do not believe that.
But combine tremendous increases in population, huge shifts in geography, and new technologies with incompetent political leadership and you have a big problem.
By the 1850's, the U.S. had a big, big problem.
First, however a review of Monday's class. Basically we discussed the conditions necessary for economic growth, capitalist style:
What did one need back then to get a factory underway?
LABOR: a large, cheap labor force. Both skilled and unskilled.
BUILDINGS, LAND, AND EQUIPMENT: the materials to build, the land to build on, land that is near labor, power, and supplies, and other factories and businesses to produce the supplies
POWER: Small rivers to power water wheels and coal to fire furnaces.
TRANSPORTATION: Roads, railroads, and canals to carry raw materials, replacement parts, and to ship finished goods out to other markets.
CAPITAL: investors to help raise money, banks to make and secure loans
RAW MATERIALS: iron, wood, cotton, hemp, etc
FOOD: Industrial workers do not raise their own. It has to be raised elsewhere.
Each of these elements build upon one another. How?
But combine tremendous increases in population, huge shifts in geography, and new technologies with incompetent political leadership and you have a big problem.
By the 1850's, the U.S. had a big, big problem.
First, however a review of Monday's class. Basically we discussed the conditions necessary for economic growth, capitalist style:
What did one need back then to get a factory underway?
LABOR: a large, cheap labor force. Both skilled and unskilled.
BUILDINGS, LAND, AND EQUIPMENT: the materials to build, the land to build on, land that is near labor, power, and supplies, and other factories and businesses to produce the supplies
POWER: Small rivers to power water wheels and coal to fire furnaces.
TRANSPORTATION: Roads, railroads, and canals to carry raw materials, replacement parts, and to ship finished goods out to other markets.
CAPITAL: investors to help raise money, banks to make and secure loans
RAW MATERIALS: iron, wood, cotton, hemp, etc
FOOD: Industrial workers do not raise their own. It has to be raised elsewhere.
Each of these elements build upon one another. How?
Tuesday, September 18, 2007
Dred Scott: Discussion
Please post intelligent comments regarding the following:
Was the Dred Scott decision racist? Or was it political? Explain what the difference may be to you.
Was it constitutional to support property rights over Black civil rights? If so, do you think the Constitution was racist at that time?
Was the Dred Scott decision racist? Or was it political? Explain what the difference may be to you.
Was it constitutional to support property rights over Black civil rights? If so, do you think the Constitution was racist at that time?
Monday, September 17, 2007
Review of class Monday Sept. 19th
We reviewed Dred Scott and discussed it as the Supreme Court's smack-down of the newly powerful Republican Party. The court asserted that slaves are not "persons" under the Constitution, that they cannot sue in court, and that the Missouri Compromise is an unconstitutional extension of Congress' power.
We discussed a definition of "racism" as a clear program, by a government, supported by law, to deny rights to people of a certain race. The United States was not clearly "racist" in this sense early in its history, but became increasingly so during the first half of the 1800's.
We discussed a definition of "racism" as a clear program, by a government, supported by law, to deny rights to people of a certain race. The United States was not clearly "racist" in this sense early in its history, but became increasingly so during the first half of the 1800's.
Homework due Wed. Sept 19th
On the blank map handed out today:
Fill in the states admitted to the U.S. prior to 1860.
Draw the line created by the Missouri Compromise of 1820.
Fill in the states admitted to the U.S. prior to 1860.
Draw the line created by the Missouri Compromise of 1820.
Thursday, September 13, 2007
Upcoming Blog Discussion: Sept 17-21
Dear Students,
All next week we will be discussing the nature of democracy, the Constitution, and the idea of expanding rights. You will be asked to keep in mind the many tensions that influenced 19th century America, such as black freedom and property rights, federal power and state power, empire and republic, southern society and social justice, etc.
We will begin with a quote or a question. All students are expected to participate.
All next week we will be discussing the nature of democracy, the Constitution, and the idea of expanding rights. You will be asked to keep in mind the many tensions that influenced 19th century America, such as black freedom and property rights, federal power and state power, empire and republic, southern society and social justice, etc.
We will begin with a quote or a question. All students are expected to participate.
Wednesday, September 12, 2007
Class news and reviews Sept 12th
We reviewed the following:
If Dred Scott is freed upon entering Minnesota, then states can free slaves.
This means that one state can define another state's law concerning property.
This also means that the status of a person under the Constitution is subject
to interpretation by one state or another.
One implication of this is that a state can take property without compensation.
The Federal courts are supposed to settle conflicts between states.
This is also a conflict between natural law and positive law.
GEOGRAPHY QUIZ on Friday.
If Dred Scott is freed upon entering Minnesota, then states can free slaves.
This means that one state can define another state's law concerning property.
This also means that the status of a person under the Constitution is subject
to interpretation by one state or another.
One implication of this is that a state can take property without compensation.
The Federal courts are supposed to settle conflicts between states.
This is also a conflict between natural law and positive law.
GEOGRAPHY QUIZ on Friday.
Tuesday, September 11, 2007
Here is your quiz for Sept 12th....
You will be asked to find on a map the following (and then draw each on a blank map):
Memphis
Vicksburg
New Orleans
Richmond
Montgomery
Atlanta
New York
Philadelphia
Baltimore
Washington D.C.
Charleston
Delaware Bay
Chesapeake Bay
Hampton Roads
Charleston Bay
Delaware
Ohio
Potomac
Mississippi
Missouri
Susquehanna
Appalachian Mtns
Atlantic Ocean
Gulf of Mexico
Do as many as you can in 15 minutes.
Memphis
Vicksburg
New Orleans
Richmond
Montgomery
Atlanta
New York
Philadelphia
Baltimore
Washington D.C.
Charleston
Delaware Bay
Chesapeake Bay
Hampton Roads
Charleston Bay
Delaware
Ohio
Potomac
Mississippi
Missouri
Susquehanna
Appalachian Mtns
Atlantic Ocean
Gulf of Mexico
Do as many as you can in 15 minutes.
Monday, September 10, 2007
Natural Law: Class review Monday Sept 10
We discussed the following:
What is a person under the Constitution? Is a slave a person, or only part person, and only if it serves certain white people? Is a child, or a woman a person?
Does a person's status change as they move around the country?
In the Constitution there is the memorable phrase: "to secure the blessings of liberty..." Does this phrase anchor the Constitution in a deeper more permanent moral order than simple law?
What is natural law?
And can the government just take property? Is freeing a slave "taking property"?
THERE WILL BE A GEOGRAPHY QUIZ ON WEDNESDAY.
What is a person under the Constitution? Is a slave a person, or only part person, and only if it serves certain white people? Is a child, or a woman a person?
Does a person's status change as they move around the country?
In the Constitution there is the memorable phrase: "to secure the blessings of liberty..." Does this phrase anchor the Constitution in a deeper more permanent moral order than simple law?
What is natural law?
And can the government just take property? Is freeing a slave "taking property"?
THERE WILL BE A GEOGRAPHY QUIZ ON WEDNESDAY.
Congratulations! Sept. 10
Nice work on the homework, Emma and Brandon. And an excellent legal mind seems to be in making for Patrick. Thank you for driving much of the class discussion on some of the oddities of slave law. Jay, we appreciate your understanding of key parts of the Constitution. And, not least of all, a blazing comeback of smarts and moral good sense from Suzanna at the end of class...
Friday, September 7, 2007
Review of Class (friday Sept 7)
Topics Covered today
In the Constitution:
3/5ths clause; 5th amendment
In Economics:
"Why were there race riots in northern cities and not in southern ones?
Immigration from Europe to northern cities
Slavery & Government:
Is a slave free just because he or she is in free territory?
Can the Federal Government "free" a slave. Isn't it just taking property?
Thursday, September 6, 2007
Assignment #1 due Monday Sept 10
Briefly explain what were the main issues involved in the Dred Scott case.
American Geography
You must be able to find the following on a map. A short assignment will be due every Wednesday for next several weeks. There will be several short quizzes as well.
Cities:
Cincinatti
Louisville
Cairo
Memphis
Vicksburg
Baton Rouge
New Orleans
Savannah
Nashville
Knoxville
Richmond
Montgomery
Atlanta
Columbia
Pittsburg
Boston
New York
Brooklyn
Philadelphia
Baltimore
Washington D.C.
Norfolk
Charleston
Mobile
Trenton
Bays:
Delaware Bay
Chesapeake Bay
Hampton Roads
Mobile Bay
Charleston Bay
Rivers:
Delaware
Ohio
Hudson
Potomac
Mississippi
Missouri
Tennessee
Cumberland
Rappahannock
York
James
Susquehanna
Mountains & Valleys:
Appalachian Mtns
Blue Ridge Mtns
Allegheny Plateau
Shenandoah Valley
Cumberland Plateau
Ozark Mtns
Boundaries:
Ky-Tn Border
Potomac River
Mississippi River
Ohio River
Atlantic Ocean
Gulf of Mexico
Cities:
Cincinatti
Louisville
Cairo
Memphis
Vicksburg
Baton Rouge
New Orleans
Savannah
Nashville
Knoxville
Richmond
Montgomery
Atlanta
Columbia
Pittsburg
Boston
New York
Brooklyn
Philadelphia
Baltimore
Washington D.C.
Norfolk
Charleston
Mobile
Trenton
Bays:
Delaware Bay
Chesapeake Bay
Hampton Roads
Mobile Bay
Charleston Bay
Rivers:
Delaware
Ohio
Hudson
Potomac
Mississippi
Missouri
Tennessee
Cumberland
Rappahannock
York
James
Susquehanna
Mountains & Valleys:
Appalachian Mtns
Blue Ridge Mtns
Allegheny Plateau
Shenandoah Valley
Cumberland Plateau
Ozark Mtns
Boundaries:
Ky-Tn Border
Potomac River
Mississippi River
Ohio River
Atlantic Ocean
Gulf of Mexico
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