basic course info for your pleasure...

History 231—TuTh 9:30AM - 11:35AM
Spring 2012
Section 001 CRN 30117
Music Building 114
Office: Faculty Towers 201A
Instructor: Dr. Brett Schmoll
Office Hours: Tues and Thu 11:35-2:35
…OR MAKE AN APPOINTMENT!!!
Email: bschmoll@csub.edu
Office Phone: 654-6549

Thursday, May 31, 2012

FINAL EXAM


The final exam in this course will consist of two parts.

Part One will be completed outside of class and brought to the final: (50%)

Utilize any examples from the course that help you answer the following question:

In looking at this nation's history from the early Republic to the Civil War, is it more accurate to call this the land of liberty and freedom or the land of the oppressed and downtrodden?
                        (approximately 2 pages, typed or handwritten)

Part Two will completed in class and will consist of one essay question to be
answered in class.  This essay is different from the in-class one because you will not be able to bring in an outline or other materials. You should, however, plan to include details and plan to answer with a thoughtful essay on the following topic:
           
What caused the Civil War?

Final Exam Day and Time…

Road to Civil 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)

SOUTHERN RESPONSE:

Louisville, Kentucky, Journal (28 May 1856)
The assault of Brooks upon Sumner in the Senate Chamber has created a prodigious excitement throughout the North. The assault is deeply to be regretted, because in the first place it was a very great outrage in itself, and because in the second place it will, especially if not promptly and properly punished at Washington, greatly strengthen the anti-slavery and anti- Southern feeling in the Northern States and thus help the Black Republican party.

Columbia, South Carolina, South Carolinian (27 May 1856)
We were not mistaken in asserting, on Saturday last, that the Hon. Preston S. Brooks had not only the approval, but the hearty congratulations of the people of South Carolina for his summary chastisement of the abolitionist Sumner.

Immediately upon the reception of the news on Saturday last, a most enthusiastic meeting was convened in the town of Newberry…The meeting voted him a handsome gold-headed cane, which we saw yesterday, on its way to Washington, entrusted to the care of Hon. B. Simpson.

Here in Columbia, a handsome sum, headed by the Governor of the State, has been subscribed, for the purpose of presenting Mr. Brooks with a splendid silver pitcher, goblet and stick, which will be conveyed to him in a few days by the hands of gentlemen delegated for that purpose. In Charleston similar testimonials have been ordered by the friends of Mr. Brooks.

And, to add the crowning glory to the good work, the slaves of Columbia have already a handsome subscription, and will present an appropriate token of their regard to him who has made the first practical issue for their preservation and protection in their rights and enjoyments as the happiest laborers on the face of the globe.


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)
Douglas:
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)

Lincoln’s Response:
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)

Thursday, May 17, 2012

CELIA IN CLASS DISCUSSION

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? 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.” --illusion that slavery is good for slaves 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.” If you had the opportunity to describe the meaning of the book to a friend, not what it is about but what it means, what would you say? In other words, the moral of this story is…

IN CLASS ESSAY PROMPT

We will write the slavery essay in class on Tuesday, 5/29
IN CLASS ESSAY RULES:
·         You may bring an outline. Make sure it is an outline, not full sentences or a paragraph. You know the difference;
·         You may bring Celia, any book, or other sources;
·         You may not use electronics during the essay;
·         You will have the whole period to write your essay;
·         You may not ask your instructor how long the essay should be; the essay should have an introduction and conclusion and various body paragraphs. The essay should be detailed with names, dates, organizations, and anything else that helps you make your case;
·         Your essay will be judged on the strength of the argument and the quality of evidence that you employ to prove your case. Your essay will be judged on the argument. What this means is that I expect standard English but not perfect form or perfect grammar and spelling.



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

7. COME UP WITH YOUR OWN TOPIC...YOU MUST CLEAR THIS WITH ME BEFORE THE 29TH!