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)
Monday, February 28, 2011
Monday, February 21, 2011
FREDERICK DOUGLASS: READING DUE MARCH 2
HERE'S THE FD READING GUIDE. THESE QUESTIONS SHOULD GUIDE YOUR READING. WE WILL DISCUSS THEM IN CLASS ON MARCH 2ND
1. WHAT DOES THIS STORY SAY ABOUT DOUGLASS? ABOUT THE TIMES IN WHICH HE LIVED?
The Character of FD
In the summer of 1843, I was traveling and lecturing, in company with William A. White, Esq., through the state of Indiana. Anti- slavery friends were not very abundant in Indiana, at that time, and beds were not more plentiful than friends. We often slept out, in preference to sleeping in the houses, at some points. At the close of one of our meetings, we were invited home with a kindly-disposed old farmer, who, in the generous enthusiasm of the moment, seemed to have forgotten that he had but one spare bed, and that his guests were an ill-matched pair. All went on pretty well, till near bed time, when signs of uneasiness began to show themselves, among the unsophisticated sons and daughters. White is remarkably fine looking, and very evidently a born gentleman; the idea of putting us in the same bed was hardly to be tolerated; and yet, there we were, and but the one bed for us, and that, by the way, was in the same room occupied by the other members of the family. White, as well as I, perceived the difficulty, for yonder slept the old folks, there the sons, and a little farther along slept the daughters; and but one other bed remained. Who should have this bed, was the puzzling question. There was some whispering between the old folks, some confused looks among the young, as the time for going to bed approached. After witnessing the confusion as long as I liked, I relieved the kindly-disposed family by playfully saying, "Friend White, having got entirely rid of my prejudice against color, I think, as a proof of it, I must allow you to sleep with me to-night." White kept up the joke, by seeming to esteem himself the favored party, and thus the difficulty was removed.
My Bondage and My Freedom, another FD autobiography
2. What are Douglass' best arguments against slavery?
3. According to Douglass, how does slavery affect slaves' human development (personality, behavior, sense of self)?
4. After his confrontation with Mr. Covey, why does Douglass write, "however long I might remain a slave in form, the day had passed forever when I could be a slave in fact"? When Douglass writes, "You have seen how a man was made a slave; you shall see how a slave was made a man," what does he understand a man to be?
What does Douglass mean when he talks of "... the right of each man to own his own body and soul..."?
5. Why is Douglass able to "understand the deep meaning of those rude and apparently incoherent songs" sung by slaves only when he no longer is a slave himself?
6. How is Douglass able to maintain his religious faith when that of his owners is used to justify their treatment of him?
Why does Douglass consider holiday celebrations as part of the "inhumanity of slavery"? (p. 115)
7. Douglass says that "Slavery proved as injurious to his master's wife as it did to him." What impact does slavery have on gender roles in the South?
8. Douglass describes knowledge as "valuable bread" and the Liberator as his "meat and drink.” How important was reading to Douglass?
1. WHAT DOES THIS STORY SAY ABOUT DOUGLASS? ABOUT THE TIMES IN WHICH HE LIVED?
The Character of FD
In the summer of 1843, I was traveling and lecturing, in company with William A. White, Esq., through the state of Indiana. Anti- slavery friends were not very abundant in Indiana, at that time, and beds were not more plentiful than friends. We often slept out, in preference to sleeping in the houses, at some points. At the close of one of our meetings, we were invited home with a kindly-disposed old farmer, who, in the generous enthusiasm of the moment, seemed to have forgotten that he had but one spare bed, and that his guests were an ill-matched pair. All went on pretty well, till near bed time, when signs of uneasiness began to show themselves, among the unsophisticated sons and daughters. White is remarkably fine looking, and very evidently a born gentleman; the idea of putting us in the same bed was hardly to be tolerated; and yet, there we were, and but the one bed for us, and that, by the way, was in the same room occupied by the other members of the family. White, as well as I, perceived the difficulty, for yonder slept the old folks, there the sons, and a little farther along slept the daughters; and but one other bed remained. Who should have this bed, was the puzzling question. There was some whispering between the old folks, some confused looks among the young, as the time for going to bed approached. After witnessing the confusion as long as I liked, I relieved the kindly-disposed family by playfully saying, "Friend White, having got entirely rid of my prejudice against color, I think, as a proof of it, I must allow you to sleep with me to-night." White kept up the joke, by seeming to esteem himself the favored party, and thus the difficulty was removed.
My Bondage and My Freedom, another FD autobiography
2. What are Douglass' best arguments against slavery?
3. According to Douglass, how does slavery affect slaves' human development (personality, behavior, sense of self)?
4. After his confrontation with Mr. Covey, why does Douglass write, "however long I might remain a slave in form, the day had passed forever when I could be a slave in fact"? When Douglass writes, "You have seen how a man was made a slave; you shall see how a slave was made a man," what does he understand a man to be?
What does Douglass mean when he talks of "... the right of each man to own his own body and soul..."?
5. Why is Douglass able to "understand the deep meaning of those rude and apparently incoherent songs" sung by slaves only when he no longer is a slave himself?
6. How is Douglass able to maintain his religious faith when that of his owners is used to justify their treatment of him?
Why does Douglass consider holiday celebrations as part of the "inhumanity of slavery"? (p. 115)
7. Douglass says that "Slavery proved as injurious to his master's wife as it did to him." What impact does slavery have on gender roles in the South?
8. Douglass describes knowledge as "valuable bread" and the Liberator as his "meat and drink.” How important was reading to Douglass?
Thursday, February 17, 2011
TWO DOCUMENTS FOR THE FIRST PARTY SYSTEM QUESTION
1. This one is Anti-Federalist:
The Anti-Federalists:
Letters from the Federal Farmer to the Republican: Richard Henry Lee or Melancton Smith, December 31, 1787.
Dear sir, In viewing the various governments instituted by mankind, we see their whole force reducible to two principles — the important springs which alone move the machines, and give them their intended influence and control, are force and persuasion: by the former men are compelled, by the latter they are drawn. We denominate a government despotic or free, as the one or other principle prevails in it. Perhaps it is not possible for a government to be so despotic, as not to operate persuasively on some of its subjects; nor is it, in the nature of things, I conceive, for a government to be so free, or so supported by voluntary consent, as never to want force to compel obedience to the laws. In despotic governments one man, or a few men, independant of the people, generally make the laws, command obedience, and inforce it by the sword: one-fourth part of the people are armed, and obliged to endure the fatigues of soldiers, to oppress the others and keep them subject to the laws. In free governments the people, or their representatives, make the laws; their execution is principally the effect of voluntary consent and aid; the people respect the magistrate, follow their private pursuits, and enjoy the fruits of their labour with very small deductions for the public use. The body of the people must evidently prefer the latter species of government; and it can be only those few, who may be well paid for the part they take in enforcing despotism, that can, for a moment, prefer the former. Our true object is to give full efficacy to one principle, to arm persuasion on every side, and to render force as little necessary as possible. Persuasion is never dangerous not even in despotic governments; but military force, if often applied internally, can never fail to destroy the love and confidence, and break the spirits, of the people; and to render it totally impracticable and unnatural for him or them who govern, and yield to this force against the people, to hold their places by the peoples' elections. I repeat my observation, that the plan proposed will have a doubtful operation between the two principles; and whether it will preponderate towards persuasion or force is uncertain. Government must exist — If the persuasive principle be feeble, force is infallibly the next resort — The moment the laws of congress shall be disregarded they must languish, and the whole system be convulsed — that moment we must have recourse to this next resort, and all freedom vanish.
2. This one is Federalist:
The Federalists: The Federalist Papers: 1788-1789 Author: Publius
Federalist Paper 23--Alexander Hamilton
The principle purposes to be answered by Union are these -- The common defense of the members -- the preservation of the public peace as well as against internal convulsions as external attacks-the regulation of commerce with other nations and between the States -- the superintendence of our intercourse, political and commercial, with foreign countries.
Federalist Paper 47--James Madison
The accumulation of all powers legislative, executive and judiciary in the same hands, whether of one, a few or many, and whether hereditary, self appointed, or elective, may justly be pronounced the very definition of tyranny.
Federalist Paper 51--James Madison
If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary. In framing a government which is to be administered by men over men, the great difficulty lies in this: You must first enable the government to control the governed; and in the next place, oblige it to control itself.
Federalist Paper 10--Alexander Hamilton
AMONG the numerous advantages promised by a well constructed Union, none deserves to be more accurately developed than its tendency to break and control the violence of faction. The friend of popular governments never finds himself so much alarmed for their character and fate, as when he contemplates their propensity to this dangerous vice. He will not fail, therefore, to set a due value on any plan which, without violating the principles to which he is attached, provides a proper cure for it. The instability, injustice, and confusion introduced into the public councils, have, in truth, been the mortal diseases under which popular governments have everywhere perished;
The Anti-Federalists:
Letters from the Federal Farmer to the Republican: Richard Henry Lee or Melancton Smith, December 31, 1787.
Dear sir, In viewing the various governments instituted by mankind, we see their whole force reducible to two principles — the important springs which alone move the machines, and give them their intended influence and control, are force and persuasion: by the former men are compelled, by the latter they are drawn. We denominate a government despotic or free, as the one or other principle prevails in it. Perhaps it is not possible for a government to be so despotic, as not to operate persuasively on some of its subjects; nor is it, in the nature of things, I conceive, for a government to be so free, or so supported by voluntary consent, as never to want force to compel obedience to the laws. In despotic governments one man, or a few men, independant of the people, generally make the laws, command obedience, and inforce it by the sword: one-fourth part of the people are armed, and obliged to endure the fatigues of soldiers, to oppress the others and keep them subject to the laws. In free governments the people, or their representatives, make the laws; their execution is principally the effect of voluntary consent and aid; the people respect the magistrate, follow their private pursuits, and enjoy the fruits of their labour with very small deductions for the public use. The body of the people must evidently prefer the latter species of government; and it can be only those few, who may be well paid for the part they take in enforcing despotism, that can, for a moment, prefer the former. Our true object is to give full efficacy to one principle, to arm persuasion on every side, and to render force as little necessary as possible. Persuasion is never dangerous not even in despotic governments; but military force, if often applied internally, can never fail to destroy the love and confidence, and break the spirits, of the people; and to render it totally impracticable and unnatural for him or them who govern, and yield to this force against the people, to hold their places by the peoples' elections. I repeat my observation, that the plan proposed will have a doubtful operation between the two principles; and whether it will preponderate towards persuasion or force is uncertain. Government must exist — If the persuasive principle be feeble, force is infallibly the next resort — The moment the laws of congress shall be disregarded they must languish, and the whole system be convulsed — that moment we must have recourse to this next resort, and all freedom vanish.
2. This one is Federalist:
The Federalists: The Federalist Papers: 1788-1789 Author: Publius
Federalist Paper 23--Alexander Hamilton
The principle purposes to be answered by Union are these -- The common defense of the members -- the preservation of the public peace as well as against internal convulsions as external attacks-the regulation of commerce with other nations and between the States -- the superintendence of our intercourse, political and commercial, with foreign countries.
Federalist Paper 47--James Madison
The accumulation of all powers legislative, executive and judiciary in the same hands, whether of one, a few or many, and whether hereditary, self appointed, or elective, may justly be pronounced the very definition of tyranny.
Federalist Paper 51--James Madison
If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary. In framing a government which is to be administered by men over men, the great difficulty lies in this: You must first enable the government to control the governed; and in the next place, oblige it to control itself.
Federalist Paper 10--Alexander Hamilton
AMONG the numerous advantages promised by a well constructed Union, none deserves to be more accurately developed than its tendency to break and control the violence of faction. The friend of popular governments never finds himself so much alarmed for their character and fate, as when he contemplates their propensity to this dangerous vice. He will not fail, therefore, to set a due value on any plan which, without violating the principles to which he is attached, provides a proper cure for it. The instability, injustice, and confusion introduced into the public councils, have, in truth, been the mortal diseases under which popular governments have everywhere perished;
Monday, February 7, 2011
MIDTERM REVIEW
FORMAT:
ESSAY 50%
MULTIPLE CHOICE 50%
I. SHORT ESSAY (50%)
One Short Essay (1 of the following questions will be on the test)
A. Why did the English colonize the Americas? What was life like in the early colonies of Massachusetts and Virginia?
B. Discuss the French and Indian War, the American Enlightenment, and the Regulator Movements as mid-century challenges. In your conclusion, discuss which of these was mostimportant in creating distance between the colonies and England.
C. What were the key events that caused the American Revolution? How important were “Common Sense,” and the “Declaration of Independence” as causes?
D. Describe the First Party System in the United States. Did Jefferson's presidency fulfill the goals of his party?
II. MULTIPLE CHOICE: (50%)
25 Multiple Choice Questions
(you will answer 25 of 28)
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 Hutchinson
b. George Grenville
c. Benjamin Franklin
d. King George III
FOLLOW THIS ADVICE:
1. Make outlines for each essay question. Add tons of detail to those outlines.
2. Do not just "go over your notes." That's a recipe for disaster.
3. Finally, be like Napoleon, who said, “In planning a campaign, I purposely exaggerate all the dangers and all the calamities that the circumstances make possible.”
ESSAY 50%
MULTIPLE CHOICE 50%
I. SHORT ESSAY (50%)
One Short Essay (1 of the following questions will be on the test)
A. Why did the English colonize the Americas? What was life like in the early colonies of Massachusetts and Virginia?
B. Discuss the French and Indian War, the American Enlightenment, and the Regulator Movements as mid-century challenges. In your conclusion, discuss which of these was mostimportant in creating distance between the colonies and England.
C. What were the key events that caused the American Revolution? How important were “Common Sense,” and the “Declaration of Independence” as causes?
D. Describe the First Party System in the United States. Did Jefferson's presidency fulfill the goals of his party?
II. MULTIPLE CHOICE: (50%)
25 Multiple Choice Questions
(you will answer 25 of 28)
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 Hutchinson
b. George Grenville
c. Benjamin Franklin
d. King George III
FOLLOW THIS ADVICE:
1. Make outlines for each essay question. Add tons of detail to those outlines.
2. Do not just "go over your notes." That's a recipe for disaster.
3. Finally, be like Napoleon, who said, “In planning a campaign, I purposely exaggerate all the dangers and all the calamities that the circumstances make possible.”
Friday, February 4, 2011
FINAL CHECKLIST FOR YOUR ESSAY
BEFORE TURNING IN THE FINAL DRAFT OF YOUR ESSAY, BE SURE TO DO THE FOLLOWING:
1. READ AND RE-READ YOUR ESSAY. SPELL CHECK, TOO...SIMPLE, SILLY LITTLE ERRORS WILL BE COSTLY.
2. YOU DO NOT NEED A COVER PAGE, BUT YOU SHOULD HAVE SECTIONS LABELED PART A AND PART B.
3. BE SURE THAT YOUR PART B IS UTTERLY BRILLIANT. WOW ME WITH YOUR ANALYSIS! IF YOU READ IT AND THINK BLAH, PROBABLY I WILL TOO. IF YOUR BOOK WAS BLAH, THEN ALL THE MORE REASON TO CRITIQUE IT. HOW DARE AN AUTHOR OF A BOOK ON SLAVERY MAKE IT BORING. PART B IS YOUR CHANCE TO BE BOLD IN YOUR THINKING. WE PRACTICE THIS IN CLASS ALMOST EVERYDAY, WHEN YOU TURN TO A NEIGHBOR AND ANALYZE SOME TEXT. DON'T JUST SAY WHAT THE TEST SAYS, DELVE INTO WHAT IT MEANS. BOLD ANALYSIS BASED ON THE TEXT IS YOUR GOAL FOR PART B.
4. BY ALL MEANS, BE SURE THAT YOU DO NOT USE ANYONE ELSE'S WORDS WITHOUT PUTTING THEM IN QUOTES. REMEMBER, THESE ISSUES OF ACADEMIC HONESTY ARE VITAL.
1. READ AND RE-READ YOUR ESSAY. SPELL CHECK, TOO...SIMPLE, SILLY LITTLE ERRORS WILL BE COSTLY.
2. YOU DO NOT NEED A COVER PAGE, BUT YOU SHOULD HAVE SECTIONS LABELED PART A AND PART B.
3. BE SURE THAT YOUR PART B IS UTTERLY BRILLIANT. WOW ME WITH YOUR ANALYSIS! IF YOU READ IT AND THINK BLAH, PROBABLY I WILL TOO. IF YOUR BOOK WAS BLAH, THEN ALL THE MORE REASON TO CRITIQUE IT. HOW DARE AN AUTHOR OF A BOOK ON SLAVERY MAKE IT BORING. PART B IS YOUR CHANCE TO BE BOLD IN YOUR THINKING. WE PRACTICE THIS IN CLASS ALMOST EVERYDAY, WHEN YOU TURN TO A NEIGHBOR AND ANALYZE SOME TEXT. DON'T JUST SAY WHAT THE TEST SAYS, DELVE INTO WHAT IT MEANS. BOLD ANALYSIS BASED ON THE TEXT IS YOUR GOAL FOR PART B.
4. BY ALL MEANS, BE SURE THAT YOU DO NOT USE ANYONE ELSE'S WORDS WITHOUT PUTTING THEM IN QUOTES. REMEMBER, THESE ISSUES OF ACADEMIC HONESTY ARE VITAL.
Wednesday, February 2, 2011
UPDATED SCHEDULE
Feb. 7=Paper Due/Midterm Review
Feb. 11=No class...(conference in Sacramento for your teacher)
Feb. 18=Midterm Exam
Feb. 11=No class...(conference in Sacramento for your teacher)
Feb. 18=Midterm Exam
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