THE ROAD TO CIVIL WAR

--Road to War--

I.                    Sectional Differences:

A.     The Breadbasket West:

St. Louis, Cincinnati, Milwaukee, Indianapolis, Chicago

Chicago:           1833: 150 houses

                                                                        1847: 17,000 people

                                                                        1860: 109,000 people

B.     The Urbanizing North

1820: 6.1%

1860: 20%

1860:  110,274 industrial

establishments

(128,300 in entire country)

1860 Northern City 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

C.     The Oligarchic South

--1860: 5.6 million whites  

--1700 own around 100 slaves

--46,274 own around 20 slaves

--slave population was 3.84 million

--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.

--By 1850, 20 percent of adult white southerners

could not read or write, compared to a national figure of 8 percent.

DO THESE DIFFERENCES MATTER?

                                    Wilmot Proviso (1846)

II.  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

III. The Trouble Escalates:

A. Transcontinental Railroad

--Stephen Douglas

            B. Kansas-Nebraska Act

C. “Bleeding Kansas” (1854-1858)

                                    --New England Emigrant Aid Company

                                    --“Beecher’s Bibles”

                                    --John Brown

                                    --Pottawatomie Creek (May 24, 1856)

D. The Caning of Sumner (1856)

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--

            Buchanan(Dem.) vs. Fremont(Rep.) in North

Buchanan vs. Fillmore in South

                                                                        (American/Know-Nothing/Whig)

V. On the Verge of War:

            A. Dred Scott

An Excerpt from Booker T. Washington’s Up From Slavery.

Washington recounts a conversation with an elderly black man who said he had been born in Virginia and sold into Alabama in 1845. I asked him how many were sold at the same time. He said, “There were five of us: myself and brother and three mules.”

B. Panic of 1857

C. Lincoln-Douglas Debate for Senate

                        (Rep.)                          (Dem.)

August 21, 1858 (first debate)

I would never consent to confer the right of voting and of citizenship upon a negro.

 I believe that this new doctrine preached by Mr. Lincoln and his party will dissolve the Union if it succeeds. They are trying to array all the Northern States in one body against the South, to excite a sectional war between the Free States and the Slave States, in order that the one or the other may be driven to the wall. (Douglas)

I will say here, while upon this subject, that I have no purpose directly or indirectly to interfere with the institution of slavery in the States where it exists. I believe I have no lawful right to do so, and I have no inclination to do so. I have no purpose to introduce political and social equality between the white and the black races.

There is a physical difference between the two, which in my judgment will probably forever forbid their living together upon the footing of perfect equality, and inasmuch as it becomes a necessity that there must be a difference, I, as well as Judge Douglas, am in favor of the race to which I belong, having the superior position. I have never said anything to the contrary, but I hold that notwithstanding all this, there is no reason in the world why the negro is not entitled to all the natural rights enumerated in the Declaration of Independence, the right to life, liberty and the pursuit of happiness.

A house divided against itself cannot stand…I believe that this country cannot endure permanently half slave and half free. (Lincoln)

            D. John Brown's Raid

            E. The Election of Lincoln

                        Lincoln (Rep.)

                        Douglas (Dem.)   {border and North}

                        Breckinridge (Dem.)  {South}

            

Lincoln’s First Inaugural Address: March 4, 1861

In your hands, my dissatisfied fellow-countrymen, and not in mine, is the momentous issue of civil war. The Government will not assail you. You can have no conflict without being yourselves the aggressors. You have no oath registered in heaven to destroy the Government, while I shall have the most solemn one to "preserve, protect, and defend it."

I am loath to close. We are not enemies, but friends. We must not be enemies. Though passion may have strained it must not break our bonds of affection. The mystic chords of memory, stretching from every battlefield and patriot grave to every living heart and hearthstone all over this broad land, will yet swell the chorus of the Union, when again touched, as surely they will be, by the better angels of our nature.

Fort Sumter, the first official “battle” of the Civil War, would occur a month later  (April 12, 1861)

FINAL EXAM STUDY GUIDE

FINAL EXAM DATE: FINAL EXAM: Tuesday, Nov. 22, 11-1:30pm
FINAL EXAM FORMAT:

HISTORY 231 FINAL EXAM FORMAT:

I.                 Multiple Choice: 15 of 17 (30%)

These will be taken from the information since the midterm.

II.           Essay (70%) You will have two essay questions. The two questions will come from the following areas. You will write on one of the two questions:

  1.    Sectionalism: from the foundation of the nation to the Civil War.
2. War and History: the French and Indian War, the Revolution, the War of 1812, the War with Mexico, and the Civil War. (causes and outcomes)
3. Course Readings: Consider the key themes from The Autobiography of Benjamin Franklin, Common Sense and Celia, A Slave. Link each of these to its time….Benjamin… to the mid-century challenges, Common Sense to the discussion of the Revolution, and Celia… to slavery and sectionalism.

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.
TO STUDY, MAKE OUTLINES FOR EACH THEME, ADDING TONS OF INFORMATION.

War with Mexico and Its Sectional Outcomes

War with Mexico

Causes of War

      Economic Expansion:

      Playing Politics:

            British Interests in Texas

            Slave State Power Grab

      Ideas:

            Manifest Destiny

                  John L. O’Sullivan

Two Wars:

      California

      Mexico

Outcome:

A. 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

B. Gadsen Purchase: $10 million

C. Trouble: (imbalance)

COMPROMISE OF 1850

     1845: 15-13   (Texas and Florida)

     1846: 15-14 (Iowa)

     1848: 15-15 (Wisconsin)

1.                       Fugitive Slave Act

2.                       Popular Sovereignty in new territories

3.                       Cali in as Free State

4.                       resolved boundary dispute btw. Texas

and New Mexico

5.                       abolish slave trade in D.C.

Two Articles from Treaty of G-H

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.

HOMEWORK DUE ON THURSDAY, 11/10

By Thursday, you must submit an electronic copy of your paper to Turnitin.com.
You do not need to print anything out; just submit the paper.

To enroll, go to turnitin.com.
If you have an account, sign in and go from there.
If you do not have an account, click on "create an account."
Follow the instructions.

Here is the info that you will need in either case:
CLASS ID: 4535832
Password: (I'll tell you in class)

By Thursday, submit your paper.
If you have trouble, just come by my office anytime by or on Thursday with an electronic version of your paper, and we can submit your paper together.

SLAVERY ESSAY: now due 11/8

3-4 pages...double spaced...typed...any citation format.

The basic idea for the essay is that it is about slavery in the antebellum (pre-Civil War)period. To be more specific, you will be writing about some specific theme, taken from Celia or other readings on American slavery such as the WPA Narratives. You should think about this as an opinion and argument piece more than an essay that traces a bunch of facts.

YOU MAY CHOOSE ONE OF THE FOLLOWING OR THINK ABOUT MAKING YOUR OWN TOPIC BASED ON SOMETHING THAT INTERESTS YOU:

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

2. 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

3. Compare and contrast Sally Hemmings and Celia.
Here are some good sources on Hemmings:
http://www.monticello.org/plantation/lives/sallyhemings.html#
http://www.monticello.org/plantation/hemingscontro/hemings-jefferson_contro.html
http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/

4. Compare and contrast the experience of Celia with someone who lived or died during the HOlocaust. What was the hsitorical nature of these two systems of evil?

5. 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

6. According to Frederick Douglass and other sources, what was more important in maintaining the discipline of the plantation, physical or psychological control?

IN CLASS WORK ON CELIA

Describe the area of Calloway County, Missouri. What was the land like? What were the people like? Describe the economic and social life.

What is Newsom’s position in that social and economic structure?

          How much land does he own?

          How many slaves does he own?

(he “had invested in human chattel”)

Describe Celia’s introduction to life as a slave of Robert Newsom.

George said “he would have nothing more to do with her [Celia] if she did not quit the old man.”

Why does he say this?

Who is George?

                             Why does he assume Celia has

a choice?

How does Celia kill Newsom?

Throughout the book, when does Celia express agency, the ability to make decisions and exert some measure of power on her own and over her own body and mind?

Describe the reaction of the press, the courts, and of the Newsom family to the killing.

Interpret the quote on page 107, toward the beginning of Chapter Six:

“At this point the defense’s arguments began to threaten the very foundations of the institution of slavery. Celia, the defense insisted, even though a slave, was entitled by law to use deadly force to protect her honor.”

Interpret the quote on page 119:

“Another generally held expectation within the society was that the slaveholder be responsible for and behave morally toward his human property.”

IN CLASS WORK ON CELIA

Describe the area of Calloway County, Missouri. What was the land like? What were the people like? Describe the economic and social life.

What is Newsom’s position in that social and economic structure?

     How much land does he own?

     How many slaves does he own?

(he “had invested in human chattel”)

Describe Celia’s introduction to life as a slave of Robert Newsom.

George said “he would have nothing more to do with her [Celia] if she did not quit the old man.”

Why does he say this?

Who is George?

                Why does he assume Celia has

a choice?

How does Celia kill Newsom?

Throughout the book, when does Celia express agency, the ability to make decisions and exert some measure of power on her own and over her own body and mind?

Describe the reaction of the press, the courts, and of the Newsom family to the killing.

Interpret the quote on page 107, toward the beginning of Chapter Six:

“At this point the defense’s arguments began to threaten the very foundations of the institution of slavery. Celia, the defense insisted, even though a slave, was entitled by law to use deadly force to protect her honor.”

Interpret the quote on page 119:

“Another generally held expectation within the society was that the slaveholder be responsible for and behave morally toward his human property.”

From Jefferson to the 1820s

SHAPE OF THE NATION:

2.5 million in 1775

5.3 million in 1800

300,000 in towns of 2500 or more (less than 7% “urban”)

893,000 people in slavery

"My father was a farmer and by the help of his trusty rifle kept the family in wild meat such as bear, elk, deer, and wild Turkey."

"My Farm gave me and my family a good living on the produce of it; and left me, one year after another, one hundred and fifty dollars, for I have never spent more than ten dollars a year, which was for salt, nails, and the like. Nothing to wear, eat, or drink was purchased, as my farm produced all."

From Jefferson to the 1820s

I.                                First Party System:

Federalists vs. Anti-Federalists

                        Hamilton                       vs.        Jefferson

Hamilton:                      People are “ambitious, vindictive, and rapacious…and seldom judge or determine right.”

II.                             Election of 1796: (Adams)

Jay Treaty

Whiskey Tax

Bank of the United States

Alien and Sedition Acts

III.                           Election of 1800

Revolution of 1800?

IV.                          The Courts

Marbury v. Madison (1803)

V.                             The West: Completing the Vision

A. Louisiana Purchase

B. Lewis and Clark

VI.                          Slavery

VII.                        Jeffersonians start acting like “federalists”

A. Louisiana Purchase/

Lewis and Clark

                        B. National Bank

                        C. High Tariff

                        D. Strong Military

VIII.                     Foreign Entanglements:

War of 1812

IX.                          The Transportation Revolution

1. Canals   http://www.eriecanal.org/locks.html

2. Turnpikes

3. Steamboats

X.                             The “Knell” of the Union

The Missouri Compromise: 1821

THE ALMIGHTY DECLARATION!

IN CONGRESS, JULY 4, 1776
The unanimous Declaration of the thirteen united States of America
when in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. — Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

He has refused his Assent to Laws, the most wholesome and necessary for the public good.

He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.

He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.

He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their Public Records, for the sole purpose of fatiguing them into compliance with his measures.

He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.

He has refused for a long time, after such dissolutions, to cause others to be elected, whereby the Legislative Powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.

He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.

He has obstructed the Administration of Justice by refusing his Assent to Laws for establishing Judiciary Powers.

He has made Judges dependent on his Will alone for the tenure of their offices, and the amount and payment of their salaries.

He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people and eat out their substance.

He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.

He has affected to render the Military independent of and superior to the Civil Power.

He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:

For quartering large bodies of armed troops among us:

For protecting them, by a mock Trial from punishment for any Murders which they should commit on the Inhabitants of these States:

For cutting off our Trade with all parts of the world:

For imposing Taxes on us without our Consent:

For depriving us in many cases, of the benefit of Trial by Jury:

For transporting us beyond Seas to be tried for pretended offences:

For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies

For taking away our Charters, abolishing our most valuable Laws and altering fundamentally the Forms of our Governments:

For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.

He has abdicated Government here, by declaring us out of his Protection and waging War against us.

He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people.

He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation, and tyranny, already begun with circumstances of Cruelty & Perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.

He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.

He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.

Nor have We been wanting in attentions to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States, that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. — And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.

SCHEDULE UPDATES: Midterm and Slavery Essay Information

10/11 MIDTERM EXAM: Bring a Blue Book
Format:
50% Multiple Choice: 25 of 27 questions (you cross out two that you do not want to answer)
These questions will be taken directly from class notes.

Here are two sample multiple choice questions to show you the level of detail you need:

The French and Indian War ended with the
a. Treaty of Paris of 1763
b. Treaty of Paris of 1783
c. Treaty of Paris of 1898
d. Treaty of Versailles

The Prime Minister of England who signed the Stamp Act was
a. Thomas Hucthinson
b. George Grenville
c. Benjamin Franklin
d. King George III
FOLLOW THIS ADVICE:
Napoleon: “In planning a campaign I purposely exaggerate all the dangers and all the calamities that the circumstances make possible.”


50% Essay:
I will choose one of the following three questions:a. Why did the English colonize the Americas? What was religious, political, and economic life like in these early colonies?
b. What were the key events that directly caused the American Revolution?
c. What impact did “Common Sense,” and the “Declaration of Independence”
have on the forming of the United States?


SLAVERY ESSAY: due 11/3
The basic idea for the essay is that it is about slavery in the antebellum (pre-Civil War)period. To be more specific, you will be writing about some specific theme, taken from Celia or other readings on American slavery such as the WPA Narratives. You should think about this as an opinion and argument piece more than an essay that traces a bunch of facts.

YOU MAY CHOOSE ONE OF THE FOLLOWING OR THINK ABOUT MAKING YOUR OWN TOPIC BASED ON SOMETHING THAT INTERESTS YOU:

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

2. 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

3. Compare and contrast Sally Hemmings and Celia.
Here are some good sources on Hemmings:
http://www.monticello.org/plantation/lives/sallyhemings.html#
http://www.monticello.org/plantation/hemingscontro/hemings-jefferson_contro.html
http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/

4. Compare and contrast the experience of Celia with someone who lived or died during the HOlocaust. What was the hsitorical nature of these two systems of evil?

5. 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

6. According to Frederick Douglass and other sources, what was more important in maintaining the discipline of the plantation, physical or psychological control?

American Revolution Origins

WHAT WOULD IT TAKE FOR YOU TO TAKE UP ARMS AND REVOLT VIOLENTLY AGAINST YOUR COUNTRY?

How do modern political, social, or market movements spread?



THE ROAD TO WAR

I. Changing Policies:
(ending “salutary neglect”)
A. Navigation Acts:
B. Sugar Act (1764)
George Grenville
Patrick Henry

C. Stamp Act (1765)

Stamp Act Repealed in February of 1766

In spite of each parasite, each cringing slave
Each cautious dastard, each oppressive knave
Each gibing ass, that reptile of an hour
The supercilious pimp of abject slaves in power
We are met to celebrate in festive mirth
The day that gave our freedom second birth
That tells us, British Grenville never more
Shall dare usurp unjust, illegal power
Or threaten America’s free sons with chains,
While the least spark of ancient fire remains

D. Townshend Duties (1767)

…written by John Dickinson of Delaware…1768.

Come join hand in hand, brave Americans all,
And rouse your bold hearts at fair Liberty's call;
No tyrannous acts, shall suppress your just claim,
Or stain with dishonor America's name.

In freedom we're born, and in freedom we'll live;
Our purses are ready,
Steady, Friends, steady.
Not as slaves but freemen our money we'll give.

II. Escalation:
A. The Boston Massacre

B. Burning of the Gaspee

C. The Boston Tea Party, 1773

Revolutionary Tea, ANONYMOUS SONG

There was an old lady lived over the sea
And she was an island queen.
Her daughter lived off in a new country
With an ocean of water between.
The old lady’s pockets were full of gold
But never contented was she,
So she called on her daughter to pay her a tax
Of three pence a pound on her tea,
Of three pence a pound on her tea.

D. Intolerable Acts
(1774, also called The Coercive Acts)

1. Boston Port Bill
2. Massachusetts Bay Regulating Act
3. Impartial Administration of Justice Act
4. Quartering Act

--RELATED BUT NOT CALLED INTOLERABLE EVEN THOUGH IT WAS INTOLERABLE--
The Quebec Act

III. Events plus Ideas=

Revolution
A. EVENTS:
Lexington and Concord

B. IDEAS:
1. Thomas Paine,
“Common Sense” 1776

Why does Paine think it is in America's best interest to be free from Britain?

What are his five best arguments?

How do you think a loyalist would react to Paine's arguments?

Write a short rebuttal to “Common Sense.”

“But where says some is the King of America? I'll tell you Friend, he reigns above, and doth not make havoc of mankind like the Royal Brute of Britain...let it be brought forth placed on the divine law, the word of God; let a crown be placed thereon, by which the world may know, that so far as we approve of monarchy, that in America THE LAW IS KING.”
“Small islands not capable of protecting themselves, are the proper objects for kingdoms to take under their care; but there is something very absurd, in supposing a continent to be perpetually governed by an island. In no instance hath nature made the satellite larger than its primary planet, and as England and America, with respect to each Other, reverses the common order of nature, it is evident they belong to different systems: England to Europe- America to itself.”

2. Thomas Jefferson:
Declaration of Independence

COMMON SENSE READING GUIDE

The pamphlet "Common Sense" must be read by October 4th. It is a fairly short read, but you should approach it in a particular way to get the most out of it. As you read, keep a list of arguments that Paine gives in support of independence. How does he argue his case? If you were a loyalist, would you agree with his assertions?
As with Franklin, these questions are intended to guide your reading. We will have a discussion of the book on Tuesday.

Mid-Century Challenges

By 1710:
Virginia: 78,281
Massachusetts: 62,390
New York: 21,625
Pennsylvania: 24,450

I. Great Awakening:

Jonathan Edwards

There is nothing that keeps wicked men, at any one moment, out of hell, but the mere pleasure of God.
That world of misery, that lake of burning brimstone is extended abroad under you. There is the dreadful pit of the glowing flames of the wrath of God; there is hell's wide gaping mouth open; and you have nothing to stand upon, nor any thing to take hold of: there is nothing between you and hell but the air; ‘tis only the power and mere pleasure of God that holds you up.
Your wickedness makes you as it were heavy as lead, and to tend downwards with great weight and pressure towards hell; and if God should let you go, you would immediately sink and swiftly descend and plunge into the bottomless gulf, and your healthy constitution, and your own care and prudence, and best contrivance, and all your righteousness, would have no more influence to uphold you and keep you out of hell, than a spider's web would have to stop a falling rock.
The bow of God's wrath is bent, and the arrow made ready on the string, and Justice bends the arrow at your heart, and strains the bow, and it is nothing but the mere pleasure of God, and that of an angry God, without any promise or obligation at all, that keeps the arrow one moment from being made drunk with your blood.
The God that holds you over the pit of hell, much as one holds a spider, or some loathsome insect, over the fire, abhors you, and is dreadfully provoked; his wrath towards you burns like fire; he looks upon you as worthy of nothing else, but to be cast into the fire; he is of purer eyes than to bear to have you in his sight; you are ten thousand times so abominable in his eyes as the most hateful venomous serpent is in ours. You have offended him infinitely more than ever a stubborn rebel did his prince; and yet ‘tis nothing but his hand that holds you from falling into the fire every moment.

"Father Abraham, whom have you in heaven? Any Episcopalians? No! Any Presbyterians? No! Any Independents or Methodists? No, No No! Whom have you there? We don't know those names here. All who are here are Christians...Oh, is this the case? The God help us to forget your party names and to become Christians in deed and truth." GW

How is the Great Awakening a challenge to British authority?

II. French and Indian War
“play off” system

Battle of Quebec:
Sept. 13, 1759
50 warships
200 transport ships
8500 men

General James Wolfe:
“The paths of glory lead but to the grave.”

How is the French and Indian War a challenge to British authority?

III. Economic Shift

What is industrialism and how does it change the historical trajectory of the world?


IV. Land Conflicts
A. Susquehannah Company
(Pennamite Wars)
B. Paxton Boys
C. South Carolina Regulators
D. North Carolina Regulators
E. The Boston Fire of 1760
F. The Great Migration of 1773

From 1763 to 1776 there was an influx of immigrants into British North America:
55,000 Protestant Irish
40,000 Scots
30,000 English
12,000 Germans (mostly to Philadelphia)
84,500 enslaved Africans

The colonies have around 200,000 in 1700 and around 2 million in 1776. Does that matter?

How might this immigration alter the historical trajectory of the colonies?

By the way, total population of the
13 colonies was about 2.5 million…

and the largest city in the colonies in 1776 is Philadelphia with 25,000.

…one example, a family of four from Heuchelheim, Germany.

V. Significance

BENJAMIN FRANKLIN READING GUIDE

READ THIS BOOK BY TUESDAY, 9/27

You will not turn these questions in, but will should guide your reading and aid your understanding of this book. The more specific page numbers you use, the better our discussion will be.

1. Describe the tone of this autobiography. Point to examples of Franklin’s tone sounding arrogant. Point to examples of Franklin’s humility.

2. How would you describe young Ben's attitude toward education, work, and financial success? Give an example or two to illustrate your answer.

3. In Part 3 of the Autobiography Franklin reflects on the problems encountered when governments are in the hands of people who pursue their own private interests at the expense of the public good. What solution does he advocate? How realistic do you think it is?

4. Give some examples of how Franklin spends his time making society better. Why do you think he does this? What is the purpose of the Junto club?

5. Give some examples of how Franklin spends time trying to improve himself.

6. What was Franklin’s daily life like?

7. Describe Franklin’s religious beliefs. What does the passage about George Whitefield say about Franklin’s view of religion?

8. And finally, do you think he was right in recognizing the tendency of politicians to seek after their own interest at the expense of the public good? Can you cite examples of such behavior in our current state, local, and national government?

9.
Former Secretary of Education and sometime Republican presidential candidate, William Bennett, in his best selling Book of Virtues, suggests that every American school boy and girl should be made to read and study the values contained in this eighteenth-century book. What are those values? Are they still applicable today? Can values be taught in schools? Should they be? Is it possible to agree on a single list of “virtues”?