Civil War and Reconstruction Response Essay-How Can Economic Conflict Lead to War

Unit 1 EQ: How Can Economic Conflict Lead to War?

Essay, Due Monday, November 23
**Please keep in mind that we will spend some class time working on this project, but we will move on to our next unit before the final paper is due. Use your time wisely.

For the past several weeks we have been watching "Queen" and reading documents that expore the issues of race, gender and class in the antebellum South. In your next assignment you will weave these pieces together to provide your own analysis and interpretation of the pre-Civil War South. You will have a choice between two response questions:

a) How did slavery the lives impact black women, particulary in their roles as mothers? How did slavery impact African American families? Do you think the legacy of slavery is still evident today in this context?



b) How did the economic system of the South impact whites? How did the institution of slavery impact social class and economic opportunities among Southern whites? How did class distinctions impact whites' perceptions of each other?


Your paper must contain eveidence obtained from the following sources:

a) "Slavery and the Growth of the South"
b) "The Nature of Female Slavery"
c) "The Peculiar Institution"**
d) "The Old South"**
e) "Drawing the Color Line", "Slavery Without Submission, Emancipation Without Freedom"**

**These are class refernce texts. You must use class time to read and annotate these texts. They cannot be brought home)

You should submit an essay that:

a) Contains a clear point of view and explicitly uses evidence to defend your thesis.

b) Demonstrates your your understanding of the antebellum culture and economic system.

c) Includes at least 8 quotes from the documents you received in class, including primary sources and statistic/numeric evidence.

d) References one of the characters from "Queen" as part of your discussion about slavery or social class; includes quotes from the film

e) Is nuanced. Evidence should be mixed and not all come from the same document. You should have more than one argument.

f) Demonstrates critical thinking; raises and answers questions.

g) Conforms to grammar standards.

i) Is interesting to read and well written.

h) Is 4-5 pages, typed, double-spaced 12 pt font

Democratizing Twentieth Century Response Essay-Women's Suffrage

Response essay, due Friday, November 13.

For the past several weeks we have been studying the Industrial Revolution as a context for understanding how and why women got the right to vote when they did. In your next essay, you will discuss the Women's Suffrage Movement. You will demonstrate your understanding of this movement--its roots, its successes and its limitations. You will also demostrate your understanding of the historic context, including the rise of socialism and Progressivism.

In this essay you must include evidence obtained from the following sources:

a) Howard Zinn - "The Socialist Challenge" and "War is the Health of the State"
b) Kerber, De Hart - "Industrializing America"
c) Who Built America? - "Woman Suffrage", "Factory Reform and the Conditions of Labor", "The Garment Industry and Working Women's Activism", "Socialist, Marxists and Anarchists" **(this book is only available in class and yuo must use class time to take your notes)
d) Women's Suffrage Packet

Your essay should respond to the Essential Questions:

a) Why then? Why did the endeavor for this reform get underway when it did?

b) What gains were won? What gains were sought but not won?

c) If this reform was only partially achieved, what limited its attainment?

You must write an essay that:

a) Contains a clear point of view and explicitly uses evidence to defend your thesis.

b) Demonstrates your knowledge of the Women's Suffrage Movement and its historic context.

c) Demonstrates your understanding of political and economic systems.

d) Includes at least 8 quotes from the documents you received in class, including primary sources and statistic/numeric evidence.

e) Includes at least 2 quotes from an article you found that discusses Women's Suffrage

f) Is nuanced. Evidence should be mixed and not all come from the same document. You should have more than one argument.

g) Demonstrates critical thinking; raises and answers questions.

h) Conforms to grammar standards.

i) Is interesting to read and well written.

j) Is 4-5 pages, typed, double-spaced 12 pt font

Homework Due Monday, October 26

Sorry this post is late folks (no computer). Please try to have this done for Monday, but I wont check until Tuesday.

Civil War and Reconstruction

Read: Slavery and the Growth of the South pgs 306 to 324

-fill out first analysis sheet for pg 306-16 (Agranian Society through Slaves and Conditions of Their Servitude)

-fill out second sheet for pg 316-324 (Slaves and Condotions of Their Servitude to Harmony and Tension in a Slave Society)


Democratizing Twentieth Century America

-Read the Battle for Suffrage Packet. Identify the following terms using a few sentences for each:


Seneca Falls Convention
women's education/college
Grover Cleveland
Anna Garlin Spencer
Carrie Chapmann Catt
Alice Paul
Woodrow Wilson/Women's Suffrage
Woodrow Wilson/WWI
CPI
Fourteen Points
Nineteenth Amendment


-construct a venn diagram to compare NASWA and NWP (National Woman's Party)

-Read Zinn pgs 56-the end, make notes and annotate.

Answer the following questions:

1. Discuss the Progressive Era. List the pieces of Progressive legislation. What does Zinn seem to be saying about the intentions of Progressives like Theodore Roosevelt. Compare Progressivism with socialism.

2. Discuss the Ludow Massacre.

3. What was the National Civil Federation. How did it undermine the goals of socialists and radicals?

Civil War and Reconstruction Homework, Due Oct 22

Finish Reading the Nature of Female Slavery (pgs 110-115)

1. Discuss truancy among female slaves. Why were female slaves less likely to have survival skills than male slaves?

2. What was an abroad marriage? How did the abroad marriage impact the male or female slave's ability to escape? Discuss.

3. Discuss the slave women Alcey and Lucy. What tactics did they use to resist involuntary servitude?

4. Discuss the story of Dr. Keitt as told by Mary Chesnut. What do you think of his slave's actions?

5. Discuss the use of illness to resist involuntary servitude. Why was this strategy more frequently employed by women?

6. Discuss President James Polk's slave Maria.

7. Discuss health care on plantations.

8. Discuss abortion and infanticide on the plantation. What is your personal view about what you've read about these issues?

Democratizing 20th Century America, Homework Due Oct. 22

Read Zinn pages 44-56

1) Create a three column chart. Label the columns as follows:

Column A - Term/Concept/Person
(For this column discuss the item. What does Zinn want you to know, thing and believe about this item.)

Column B - Quote
(Select a quote or quotes from the text about this item.)

Column C - Connections
(How does this connect to industrialization, women's suffrage, immigration or another unit topic)

Terms:

**means two quotes are needed

anarcho-syndicalism
IWW (I know you did this term before, you must do it again)
free speech fights
The Preacher and the Slave
Joe Hill
Lawrence, MA (I expect a detailed discussion of these events)**
difference between the AFL and IWW
"One Big Union"
Rules for Female Teachers


2)How did immigration impact the labor movement during the early Twentieth Century? (Include at least two quotes in your answer)

Homework: Week of 10/13, Schedule for Week of 10/13

We will have a very limited schedule next week, but you will all need to have these assignments done by Thursday. Our discussions and activities will be anchored by the readings, so make sure you have read everything by Tuesday. I suggest that you read and annotate first, then answer questions. Sorry this post is a little late.

Democratizing 20th Century
Unit 1: Democracy and Equality for Women: The Right to Vote - Why Then?

a) Read the following links:

http://www.pbs.org/wgbh/amex/carnegie/peopleevents/pande04.html

http://www.pbs.org/wgbh/amex/chicago/sfeature/sf_haymarket.html

b) Read Zinn pg 31-44

c) create a 3 column chart and label:

Column A - Identifications: Term described and discussed. What does Howard Zinn want you to know, think and believe about this term or concept?

Column B - Evidence: Write the quote that you used to draw your conclusions for Column A

Column C - Connections: In which ways does this term connect to at leat one of the following? women's suffrage, industrialization, imperialism or immigration

Terms:

Mark Twain
Upton Sinclair
Muckraker
J. P. Morgan, J. D. Rockefeller
Taylorism
Immigration and the Labor Force
Triangle Shirtwaist Company
International Ladies Garment Workers
Unionization/AFL
Samuel Gompers
Big Bill Heywood
IWW

d) create a primary source analysis table for
1. the quote by Emma Goldman on page 31
2. the quote from Cosmopolitan Magazine on page 35

Civil War and Reconstruction Unit 1: Race, Gender and Class in the Slave South - How can Economic Conflict Lead to War?

Read Nature of Female Slavery pgs 108-110

1. What percentage of the black population was enslaved by 1850?

2. How did geography impact fertitility? Use statistical data to support your answer.

3. Discuss the slave fertility rate.

4. Describe the experience of escaped slave Josiah Hanson.

5. Identify: Harriet Beecher Stowe

6. Discuss the experiences of the slaves Gina, Mary Montgomery and Linda Bret. **Include one quote for each.

7. Discuss the role gender played on patterns of resistance to slavery. **2 paragraphs, 4 quotes

Read Slavery and the Growth of the South pages 301-306 (until agrarian society)

1. Identify: Frederick Douglass

2. Discuss differences between North and South. Create a T-Chart.

3. Define: yeoman

4. Discuss the regional differences regarding slavery.

5. Identify: cotton boom, How did British demand for cotton impact the South?

6. Identify: Jefferson Davis

7. What was meant by "one generation aristocrats?" Explain your answer. How did cotton change social class dynamics between 1800 and 1860? Can you think of any "first generation aristocrats" who exist today?


8. What conclusions can you draw from the map on 305? Explain.

Due Wed, Oct 7 Civil War/Reconstruction

Read "Nature of Female Slavery" pg 104-to top of 109

complete front and back of secondary source analysis table

Due Wed, Oct 7 Democrating 20th Century Homework

Read "Industrializing America"

Complete front and back of secondary source analysis table

Due Friday Oct 9 - Vocabulary

For each word

a) list the part of speech
b) write the definition
c) construct a sentence or two that conveys your understanding of the word's meaning

agitator
amenity
aristocrat
autonomous
benevolent
chivalrous
commerce
cursory
domestic
emigrate
entrepreneur
exploit/exploitative
fluctuate
foundry
genteel
immense
inclement
industrious
laconic
lament
lure
multifaceted
orator
paternalistic
plague/plagued
prominent
rural
reluctant
subsistence
suffrage
teem/teeming
torment
unprecedented
urban
voracious
virtual

Terms for Exam - Tuesday, Oct 6

Be fimiliar the class documents (Tancredo interview, Denis Kucinich handout, Libertarian Party Platform handout)

Be familiar with the following terms or concepts:

political left, right and center, communism, socialism, liberalism, libertarianism, conservatism, religious fundamentalism, fascism, capitalism, free market, social democracy, nationalism, Social Darwinism, subsidize, Democrat, Republican