FINAL EXAM STUDY GUIDE

EXAM TIME: THURSDAY, MARCH 22, 8-10:30
FINAL EXAM FORMAT:The final exam this quarter will consist of one thoughtful piece of work and one long essay.
I. Thoughtful work: 10%
II. Essay 90%

I. For the first part of the exam, you will complete this assignment and bring it with you to the final. You will include it with your exam. Here's the assignment: Take 5 descriptive snapshots of the quarter. Number them 1-5, but they do not have to be in any particular ranking. Explain the 5 moments and discuss why each stands out to you.

II. The possible essay questions are below.
I will choose two; you will write on one.
YOU NEED TO BRING A BLUE BOOK.
1. War and History: What impact did war have on the nation? Choose at least three of the following: the French and Indian War, the Revolution, the War of 1812, the War with Mexico, and the Civil War

2. Sectionalism: How did this nation move from unity to disunion? In other words, what caused the Civil War?

3. Course Readings: Consider the key themes from The Autobiography of Benjamin Franklin, “Common Sense,” and Celia. Link each book to its time. For example, link Benjamin Franklin to the mid-century challenges or the American Enlightenment.

4. SURVEY OF COURSE: Considering the whole course, would you say that the history of the U.S. to 1865 is better characterized as a story of sorrow and oppression or one of success and freedom? Which point of view more aptly captures the history of this nation?

FOR ALL OF THESE ESSAYS, REMEMBER, PLAN TO WRITE FOR AT LEAST AN HOUR. THIS IS A COMPLETE AND THOROUGH ESSAY AND SHOULD HAVE NUMEROUS REFERENCES TO SPECIFIC DETAIL…NAMES, DATES, STORIES, EVENTS, LAWS, ETC.

ROAD TO THE CIVIL WAR

I.   Imperialism in the 1840s: War with Mexico

         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

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.

Wilmot Proviso (1846)

COMPROMISE OF 1850

1845: 15-13   (Texas and Florida)

1846: 15-14 (Iowa)

1848: 15-15 (Wisconsin)

1.     Fugitive Slave Act

2.     Abolish slave trade in D.C.

3.     Cali in as Free State

4.     Popular Sovereignty in new territories

5.     Resolved boundary dispute btw. Texas

and New Mexico

II.   The Trouble Escalates:

A. Transcontinental Railroad

·      Stephen Douglas

B.   Kansas-Nebraska Act

C.   “Bleeding Kansas”

·      New England Emigrant Aid Company

·      “Beecher’s Bibles”

·      John Brown

·      Pottawatomie Creek

D.   The Caning of Sumner

IV.   Party Politics

A.   Decline of the Whigs

B.   Rise and Fall of the “Know-Nothings”

C.   Rise of the Republicans

·      The Election of 1856--

V.   On the Verge of War:

A.   Dred Scott

B.   Panic of 1857

C.   Lincoln-Douglas Debates

D.   John Brown’s Raid

E.   The Election of Lincoln

SPECIAL OFFICE HOURS: MONDAY AND TUESDAY

MONDAY...MARCH 5...9-12:30

TUESDAY...MARCH 6...8-3:00

SLAVERY ESSAY GUIDELINES:

FORMAT: 3 PAGES, DOUBLE-SPACED, TYPED

ESSAY DUE DATE: TUESDAY, 3/6/12

ESSAY DUE TO TURNITIN BY TUESDAY NIGHT AT MIDNIGHT.

Go to turnitin.com.

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 so that we can revise it together. I CAN ONLY REVISE ONE DRAFT WITH YOU, SO REVISE AND EDIT AS MUCH AS POSSIBLE BEFORE BRINGING ME A ROUGH DRAFT.

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. Considering Celia, A Slave, 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

2. Compare and contrast Sally Hemmings and Celia.

3. What was the meaning of music on in the antebellum slave community?
http://www.pbs.org/jazz/time/time_slavery.htm
http://americanabolitionist.liberalarts.iupui.edu/plantation_life.htm

4. If you have read The Autobiography of Frederick Douglass, this one may be for you: Compare and contrast Celia’s attack of Robert Newsom and Frederick Douglass’ fight with the overseer Covey.

5. What was more important in maintaining the discipline of the plantation, physical or psychological control?

6. What was the significance of gender on the slave plantation?

“Gender becomes a way of denoting 'cultural constructions'—the entirely social creation of ideas about appropriate roles for women and men.”  Joan Scott

Turnitin.com Information

Class ID is 4913413 

The Password is a secret…it’s        history

Another good source on slavery...

This is just a fabulous all around source:
http://eh.net/encyclopedia/article/wahl.slavery.us
The following is a blog I have created for my own research. Feel free to poke around or even comment:
http://slavenarrativeresearch.blogspot.com/

SCHMOLL/HISTORY231/DOCUMENT BASED WORK ON SLAVERY

1. One Englishman, William Harrison, wrote, (wm harrison) "As for slaves and bondmen, we have none, naie such is the privilege of our countrie, by the especiall grace of God and bountie of our princes, that if anie come hither from other realms, so soone as they set foot on land they become so free of condition as their master , whereby all note of servile bondage is removed from them."     (1577, written about England)

2. Sarah Frances Shaw Graves, Age 87 "I was born March 23, 1850 in Kentucky, somewhere near Louisville. I am goin' on 88 years right now. (1937). I was brought to Missouri when I was six months old, along with my mama, who was a slave owned by a man named Shaw, who had allotted her to a man named Jimmie Graves, who came to Missouri to live with his daughter Emily Graves Crowdes. I always lived with Emily Crowdes."

The matter of allotment was confusing to the interviewer and Aunt Sally endeavored to explain.

"Yes'm. Allotted? Yes'm. I'm goin' to explain that, " she replied. "You see there was slave traders in those days, jes' like you got horse and mule an' auto traders now. They bought and sold slaves and hired 'em out. Yes'm, rented 'em out. Allotted means somethin' like hired out. But the slave never got no wages. That all went to the master. The man they was allotted to paid the master."

"I was never sold. My mama was sold only once, but she was hired out many times. Yes'm when a slave was allotted, somebody made a down payment and gave a mortgage for the rest. A chattel mortgage. . . ."

"Allotments made a lot of grief for the slaves," Aunt Sally asserted. "We left my papa in Kentucky, 'cause he was allotted to another man. My papa never knew where my mama went, an' my mama never knew where papa went." Aunt Sally paused a moment, then went on bitterly. "They never wanted mama to know, 'cause they knowed she would never marry so long she knew where he was. Our master wanted her to marry again and raise more children to be slaves. They never wanted mama to know where papa was, an' she never did," sighed Aunt Sally.

3. Sarah Gudger, Age 121 

I 'membahs de time when mah mammy wah alive, I wah a small chile, afoah dey tuck huh t' Rims Crick. All us chillens wah playin' in de ya'd one night. Jes' arunnin' an' aplayin' lak chillun will. All a sudden mammy cum to de do' all a'sited. "Cum in heah dis minnit," she say. "Jes look up at what is ahappenin'," and bless yo' life, honey, da sta's wah fallin' jes' lak rain.* Mammy wah tebble skeered, but we chillen wa'nt afeard, no, we wa'nt afeard. But mammy she say evah time a sta' fall, somebuddy gonna die. Look lak lotta folks gonna die f'om de looks ob dem sta's. Ebbathin' wah jes' as bright as day. Yo' cudda pick a pin up. Yo' know de sta's don' shine as bright as dey did back den. I wondah wy dey don'. Dey jes' don' shine as bright. Wa'nt long afoah dey took mah mammy away, and I wah lef' alone.

4. Charley Williams, Age 94

When de day begin to crack de whole plantation break out wid all kinds of noises, and you could tell what going on by de kind of noise you hear.

Come de daybreak you hear de guinea fowls start potracking down at the edge of de woods lot, and den de roosters all start up 'round de barn and de ducks finally wake up and jine in. You can smell de sow belly frying down at the cabins in de "row," to go wid de hoecake and de buttermilk.

Den purty soon de wind rise a little, and you can hear a old bell donging way on some plantation a mile or two off, and den more bells at other places and maybe a horn, and purty soon younder go old Master's old ram horn wid a long toot and den some short toots, and here come de overseer down de row of cabins, hollering right and left, and picking de ham out'n his teeth wid a long shiny goose quill pick.

Bells and horns! Bells for dis and horns for dat! All we knowed was go and come by de bells and horns!

 

5. SOME SLAVERY STATISTICS:

Slaves as a percentage of Virginia's total population in 1680: 7

Slaves as a percentage of Virginia's total population in 1720: 30
Slaves as a percentage of Virginia's total population in 1770: 42
Number of slaves in Virginia in 1750: 100,000
Number of slaves in Virginia in 1850: 200,000

SOME DOCUMENTS NOT CONDUCIVE TO BLOGSPOT

10.

Slavery In Early America's Colonies: Seeds of Servitude Rooted in The Civil Law of Rome

by Charles P.M. Outwin (1996)

The question of definable humanity in the slave continued to plagued the courts. Though his Negroes were impersonally "salable," an owner was not allowed arbitrarily to kill one "as he could an ox." Indeed, in 1706 it was determined that "the common law takes no notice of negroes (sic) for being different from other men. By common law no man can have property in another, except in special instances ....” The opinion handed down by Sir Philip Yorke, Attorney-General of the realm at the end of 1729, stated that

a slave, by coming from the West Indies, either with or without his master, to Great Britain or Ireland, doth not become free; and that his master's property or right in him is not thereby determined or varied; and baptism doth not bestow freedom on him, nor make any alteration in his temporal condition in these kingdoms.This was an unfortunate decision, because by then American and British legal practice had already begun to diverge along the lines of economic expediency, supported by resort to Roman civil code. American courts in the South were to look more and more to Roman law concerning propertied interest for antecedents. The common law, then, had become victim of its own flexibility.

13. “The Universal Law of Slavery," by George Fitzhugh (most important advocate of slavery)   1857

He the Negro is but a grown up child, and must be governed as a child, not as a lunatic or criminal. The master occupies toward him the place of parent or guardian. We shall not dwell on this view, for no one will differ with us who thinks as we do of the negro's capacity, and we might argue till dooms-day in vain, with those who have a high opinion of the negro's moral and intellectual capacity.
Secondly. The negro is improvident; will not lay up in summer for the wants of winter; will not accumulate in youth for the exigencies of age. He would become an insufferable burden to society. Society has the right to prevent this, and can only do so by subjecting him to domestic slavery. In the last place, the negro race is inferior to the white race, and living in their midst, they would be far outstripped or outwitted in the chaos of free competition. Gradual but certain extermination would be their fate. We presume the maddest abolitionist does not think the negro's providence of habits and money-making capacity at all to compare to those of the whites. This defect of character would alone justify enslaving him, if he is to remain here. In Africa or the West Indies, he would become idolatrous, savage and cannibal, or be devoured by savages and cannibals. At the North he would freeze or starve.
We would remind those who deprecate and sympathize with negro slavery, that his slavery here relieves him from a far more cruel slavery in Africa, or from idolatry and cannibalism, and every brutal vice and crime that can disgrace humanity; and that it christianizes, protects, supports and civilizes him; that it governs him far better than free laborers at the North are governed. There, wife-murder has become a mere holiday pastime; and where so many wives are murdered, almost all must be brutally treated. Nay, more; men who kill their wives or treat them brutally, must be ready for all kinds of crime, and the calendar of crime at the North proves the inference to be correct. Negroes never kill their wives. If it be objected that legally they have no wives, then we reply, that in an experience of more than forty years, we never yet heard of a negro man killing a negro woman. Our negroes are not only better off as to physical comfort than free laborers, but their moral condition is better.
The negro slaves of the South are the happiest, and, in some sense, the freest people in the world. The children and the aged and infirm work not at all, and yet have all the comforts and necessaries of life provided for them. They enjoy liberty, because they are oppressed neither by care nor labor. The women do little hard work, and are protected from the despotism of their husbands by their masters. The negro men and stout boys work, on the average, in good weather, not more than nine hours a day. The balance of their time is spent in perfect abandon. Besides' they have their Sabbaths and holidays. White men, with so much of license and liberty, would die of ennui; but negroes luxuriate in corporeal and mental repose. With their faces upturned to the sun, they can sleep at any hour; and quiet sleep is the greatest of human enjoyments. "Blessed be the man who invented sleep." 'Tis happiness in itself--and results from contentment with the present, and confident assurance of the future.
A common charge preferred against slavery is, that it induces idleness with the masters. The trouble, care and labor, of providing for wife, children and slaves, and of properly governing and administering the whole affairs of the farm, is usually borne on small estates by the master. On larger ones, he is aided by an overseer or manager. If they do their duty, their time is fully occupied. If they do not, the estate goes to ruin. The mistress, on Southern farms, is usually more busily, usefully and benevolently occupied than any one on the farm. She unites in her person, the offices of wife, mother, mistress, housekeeper, and sister of charity. And she fulfills all these offices admirably well. The rich men, in free society, may, if they please, lounge about town, visit clubs, attend the theatre, and have no other trouble than that of collecting rents, interest and dividends of stock. In a well constituted slave society, there should be no idlers. But we cannot divine how the capitalists in free society are to put to work. The master labors for the slave, they exchange industrial value. But the capitalist, living on his income, gives nothing to his subjects. He lives by mere exploitations.

The Black American A Documentary History, Third Edition, by Leslie H. Fishel, Jr. and Benjamin Quarles, Scott, Foresman and Company, Illinois, 1976,1970

14. Theodore Dwight Weld, 1839, Slavery as it Really Is

Reader, you are empaneled as a juror to try a plain case and bring in an honest verdict. The question at issue is not one of law, but of fact--"What is the actual condition of the slaves in the United States?" A plainer case never went to a jury. Look at it. Twenty seven hundred thousand persons in this country, men, women, and children, are in slavery. Is slavery, as a condition for human beings, good, bad, or indifferent?...

Two millions seven hundred thousand persons in these States are in this condition. They are made slaves and are held such by force, and by being put in fear, and this for no crime!...

As slaveholders and their apologists are...flooding the world with testimony that their slaves are kindly treated; that they are well fed, well clothed, well housed, well lodged, moderately worked, and bountifully provided with all things needful for their comfort, we propose--first, to disprove their assertions by the testimony of a multitude of impartial witnesses, and then to put slaveholders themselves through a course of cross-questioning which shall draw their condemnation out of their own mouths. We will prove that the slaves in the United States are treated with barbarous inhumanity; that they are overworked, underfed, wretchedly clad and lodged, and have insufficient sleep; that they are often made to wear round their necks iron collars armed with prongs, to drag heavy chains and weights at their feet while working in the field, and to wear yokes, and bells, and iron horns; that they are often kept confined in the stocks day and night for weeks together, made to wear gags in their mouths for hours or days, have some of their front teeth torn out or broken off, that they may be easily detected when they run away; that they are frequently flogged with terrible severity, have red pepper rubbed into their lacerated flesh, and hot brine, spirits of turpentine, &c., poured over the gashes to increase the torture; that they are often stripped naked, their backs and limbs cut with knives, bruised and mangled by scores and hundreds of blows with the paddle, and terribly torn by the claws of cats, drawn over them by their tormenters; that they are often hunted with blood hounds and shot down like beasts, or torn in pieces by dogs; that they are often suspended by the arms and whipped and beaten till they faint, and when revived by restoratives, beaten again till they faint, and sometimes till they die; that their ears are often cut off, their eyes knocked out, their bones broken, their flesh branded with red hot irons; that they are maimed, mutilated, and burned to death over slow fires.... We will establish all these facts by the testimony of scores and hundreds of eye witnesses, by the testimony of slaveholders in all parts of the slave states, by slaveholding members of Congress and of state legislatures, by ambassadors to foreign courts, by judges, by doctors of divinity, and clergy men of all denominations, by merchants, mechanics, lawyers and physicians, by presidents and professors in colleges and professional seminaries, by planters, overseers and drivers.

15. More Numbers Regarding the Antebellum North and South

The Urbanizing North

1820: 6.1% urban

1860: 20% urban

1860:  128,300 industrial establishments (110,274 in North)

1860 Population

1.           New York City - 813,669

2.           Philadelphia - 565,529

3.           Brooklyn - 266,661

4.           Baltimore - 212,418

5.           Boston - 177,840

6.           Cincinnati - 161,044

7.           St. Louis - 160,773

8.           Chicago - 112,172

9.           Buffalo - 81,129

10.       Newark - 71,941

(The only Southern city to compare was New Orleans with 168,675 citizens)

Source: 1860 U.S. Census

The Oligarchic South: according to one source:

--1860: 5.6 million whites   

--1700 own around 100 slaves

--46,274 own around 20 slaves

--slave population was 3.84 million in 1860

--26,000 free blacks in the South

--36% of families in South own slaves in 1830

--25% of families in South own slaves in 1860

--Traveling the 1,460 miles from Baltimore to New Orleans in 1850 meant riding five different railroads, two stage coaches, and two steamboats.

--In 1850, 20 percent of adult white southerners could not read or write, compared to a national figure of 8 percent.