AP United States History

2005-08-18T06:35:00.000-07:00

Testing

Stamp Act Cartoon

View this powerpoint

Study Guide

2005-03-14T09:57:00.001-08:00

I had this left over from last year's honors class.

Use it if it helps you organize your thoughts on the Great War:

World War One Summary Sheet
Complete this sheet using your reading notes and textbook.
What was the “spark” that set off World War One?

Who were the Central Powers? (List the major three nations)

Who were the Allied Powers? (List the major three nations in 1914-1917)

What Allied Power dropped out of the war in 1917? Why?

What Allied Power joined the war in 1917? Why?

What was the name of Wilson’s plan to eliminate the causes of war?

Describe the key ideas of the plan:
Self-determination

Freedom of the seas

League of Nations

Mandate system

Prohibition of secret treaties

What treaty ended the War with Germany?

Describe the treaty, being sure to include either the word “harsh” or the word “lenient.”

What did France and Britain want to do with Germany? Why?
What two major European nations were excluded from writing this treaty? Explain why each was excluded.

What international organization did the treaty create?

Describe boundary changes made as a result of the treaty:

Germany

Eastern Europe/Russia

Poland

Austria-Hungary

Ottoman-Empire

Why did many Americans object to the treaty?

Do you think George Washington would have opposed the treaty? Explain your answer.

Who led opposition to the treaty in the Senate?

Did the Senate approve the treaty?

What were the results of WWI? <>

American and European Pacifism

The “Lost Generation”

German resentment

Economic problems

John Maynard Keynes: “The Economic Consequences of the Peace.”

Study Guide

2005-03-14T09:57:00.000-08:00

Do Your Notes Look Like Mine?

2005-03-14T09:18:00.000-08:00

DULCE ET DECORUM EST1
Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares2 we turned our backs And towards our distant rest3 began to trudge. Men marched asleep. Many had lost their boots But limped on, blood-shod. All went lame; all blind; Drunk with fatigue; deaf even to the hoots4 Of tired, outstripped5 Five-Nines6 that dropped behind.
Gas!7 Gas! Quick, boys! – An ecstasy of fumbling, Fitting the clumsy helmets8 just in time; But someone still was yelling out and stumbling, And flound'ring like a man in fire or lime9 . . . Dim, through the misty panes10 and thick green light, As under a green sea, I saw him drowning. In all my dreams, before my helpless sight, He plunges at me, guttering,11 choking, drowning.
If in some smothering dreams you too could pace Behind the wagon that we flung him in, And watch the white eyes writhing in his face, His hanging face, like a devil's sick of sin; If you could hear, at every jolt, the blood Come gargling from the froth-corrupted lungs, Obscene as cancer, bitter as the cud12 Of vile, incurable sores on innocent tongues, My friend, you would not tell with such high zest13 To children ardent14 for some desperate glory, The old Lie; Dulce et Decorum est Pro patria mori.15
8 October 1917 - March, 1918
1 DULCE ET DECORUM EST - the first words of a Latin saying (taken from an ode by Horace). The words were widely understood and often quoted at the start of the First World War. They mean "It is sweet and right." The full saying ends the poem: Dulce et decorum est pro patria mori - it is sweet and right to die for your country. In other words, it is a wonderful and great honour to fight and die for your country
2 rockets which were sent up to burn with a brilliant glare to light up men and other targets in the area between the front lines (See illustration, page 118 of Out in the Dark.)
3 a camp away from the front line where exhausted soldiers might rest for a few days, or longer
4 the noise made by the shells rushing through the air
5 outpaced, the soldiers have struggled beyond the reach of these shells which are now falling behind them as they struggle away from the scene of battle
6 Five-Nines - 5.9 calibre explosive shells
7 poison gas. From the symptoms it would appear to be chlorine or phosgene gas. The filling of the lungs with fluid had the same effects as when a person drowned
8 the early name for gas masks
9 a white chalky substance which can burn live tissue
10 the glass in the eyepieces of the gas masks
11 Owen probably meant flickering out like a candle or gurgling like water draining down a gutter, referring to the sounds in the throat of the choking man, or it might be a sound partly like stuttering and partly like gurgling
12 normally the regurgitated grass that cows chew; here a similar looking material was issuing from the soldier's mouth
13 high zest - idealistic enthusiasm, keenly believing in the rightness of the idea
14 keen
15 see note 1
World War One: INEVITABLE, PSYCHOLOGICAL breakpoint

Previous optimism, faith in upward progress destroyed.
Belief that mankind’s problems will be solved by technology and science replaced by knowledge that technology and science can be harnessed to slaughter our fellow man.

Der Screi imitation

Industrialization/inhumanity of the Great War
Gas
Submarines
Machineguns
Massed artillery barrages
Barbed wire
Mines
Trench warfare

Entire generation in Europe fed into attrition’s maw (reference attrition)

America gets off easiest – late arrival BUT echoes still felt

Lost generation writers
Remarque (German)
Hemmingway
War poets like Owen

Was war inevitable?

Comparison discussion to Civil War

“Blunder” historiography

Inevitable from structure of Europe, Franz Ferdinand or no Franz Ferdinand (Fashoda, Morroco, etc.)

Nationalism
Mobocracy
Russia even exploits popular sentiment
Austro-Hungarian exception (polyglot superstate)
Militarism
Universal military service: Maximum effort
Tyranny of the tables

Unsatisfied Power (new addition – blaming Germany)
Crazy Willy
Bizmarck’s industrialization
“Place in the Sun”
Kultur v. Mission Civilizatrice and White Man’s Burden

America’s entry
Not initially involved
Failure of Schlieffen Plan
Belgium: Propaganda (“Gallipoli”)
Pro-Central power minorities
Irish (Easter rising)
Germans (Bundesguild)
America’s trade:
Why not trade w/Germany?
Public opinion
Sussex/Lusitania/”unfairness” of submarine warfare/Legal basis for complaint?
British Propaganda
Bumbling German saboteurs
Zimmerman Telegram
America’s entry turns the tide of the war.
Doughboys

As you read:
Focus on why we entered, impact, Wilson’s diplomacy, peace negotiations.
I won’t ask about battles other than Chateau Thierry

Unit 22 Plan

2005-03-11T08:57:00.000-08:00

Unit 22: World War One

Readings:
Amsco 22 (take notes and answer the multiple-choice questions)
Bailey 31 (take notes and complete the workbook questions)

I’ll collect your notes, multiple choice, and workbook for a quick homework grade on test day.

Test day will be:
A day – Tuesday, March 15
B day – Wednesday, March 16

AP Points

Trip:
Visit and tour Woodrow Wilson’s house in Staunton. This is worth two points – send me an e-mail. You’ll have more fun if you go with a few friends from class.

Movies:
Watch “Iron Jawed Angels” – Make a Tueting-style discussion question guide and answer it.

Political Cartoons:
Find three political cartoons about the red scare and Palmer raids. Analyze the point of view of the artist.

Draw a (poster-sized) cartoon showing how the other members of the Big Four viewed Wilson’s actions and arguments at the Peace Conference.

Papers:
Explain how “Blackjack” Pershing got his name, exploring what his nickname says about American society on the eve of the Great War.

Assess the legal culpability of Germany for the deaths of the Americans aboard the Lusitania.

Write a brief political biography of Jeanette Rankin.

Compare Woodrow Wilson’s international idealism with George Bush’s international idealism.

Assess the accuracy of the following statement: “Woodrow Wilson’s personality doomed any hope of America ratifying the Treaty of Versailles.”

Poster:
Prepare a poster illustrating the new industrial technologies that made the Great War so horrifying.

Prepare a poster showing the terms and long term effects of the Treaty of Versailles.

Literature:
Choose one war poet. Analyze three poems, assessing how they reflect the psychological horror of industrialized warfare. For a second point, write your own war poetry that includes at least 10 terms from your Amsco key term list.

Choose one American writer who emerged during the interwar years. Explain how his or her writing reflects the long term psychological impacts of the war.

Read “All Quiet On the Western Front.” (e-mail me to get credit).

Art:
Find three wartime propaganda posters and discuss how they appeal to either women or African-Americans. What do the posters reveal about gender attitudes or race relations in America?

Speech:
Pretend you are a member of the United States Congress in 1917. Prepare a three to five minute speech supporting or opposing the declaration of war. Videotape yourself delivering the speech.

With a few friends, simulate a suffragist rally. Film yourselves making pro-suffrage speeches actually delivered by the historical leaders of the movement (it is okay to resort to anachronism – combing speeches from different time periods).

Political Cartoons

2005-03-10T11:02:00.000-08:00

Optional Notebook Check

2005-03-01T19:39:00.000-08:00

If you wish to add another grade to the fourth six weeks, please bring the following activities to me on Wednesday or Thursday. I will check them with you.

Amsco 16 mc
Bailey 26 notes
Industrialization of America lecture notes
Amsco 18 mc
Bailey 25 notes
Bailey 25 workbook
Amsco 19 notes
Amsco 21 mc

Breakfast Cancelled

2005-02-27T17:44:00.000-08:00

I wouldn't want any students/parents out driving in the middle of the snowstorm. Stay home and be safe.

And Jenny: Put some gas in the car.

We're Off To See the Wizard!

2005-02-24T13:58:00.000-08:00

Those of you going to see "Wizard of Oz" this weekend should stop by and pick up a couple of articles I have on Oz as an allegory for populism. If you read the articles and then watch the play looking for the analogies, I'll give you an AP point.

On Monday morning, we will discuss whether Herr Littlefield (the leading popularizer of the allegory thesis) suffered from "English Teacher's disease." We will meet at Mr. J.'s at 6:30 and chat around bagels. In order to attend, you must have read the Littlefield article. Parents may attend for half an AP point each, but be sure you share the article with them so they can participate in the discussion.

UPDATE:

Just to wet your appetite.

Kudos

2005-02-24T13:57:00.000-08:00

Good job to Libby and Charlotte for the dance team.

Wish Katie good luck at Moot Court.

Unit 21

2005-02-24T13:56:00.000-08:00

Please read Amsco 21 for Friday (or Monday for A day). Do the multiple choice questions.

The lecture will cover Bailey 29; reading it will be helpful for the test.

For those of you who are looking for a little push at the end of the six weeks, I'll take Bailey 29 workbook activities as an extra-credit assignment on Monday or Tuesday.

Unit 20 Test

2005-02-22T14:58:00.000-08:00

I have been working of the Unit 20 test. It will be around 35-40 questions.

I have one bit of advice to all my studious little campers: Make sure you can find all of the locations discussed on a map. Just sayin'.

Unit 19

2005-02-17T14:06:00.000-08:00

Unit 19 is quick and simple.

Read Amsco 19 and take notes. Answer the multiple-choice questions.

Test on Monday (or Tuesday) after the three-day break.

Balloon Framing

2005-02-15T06:57:00.000-08:00

My B day folks really have me stumped. I have no idea where the name comes from.

I did find this succinct description of the process.

There is an image here.

Thanks

2005-02-14T08:13:00.000-08:00

Dear Frederick Jackson Turner and Edmund Morgan,

Thank you for the valentine.

Do Your Notes Look Like Mine?

2005-02-14T08:11:00.000-08:00

The New Urbanization

Why did the cities grow rapidly?
Freedom from water power
Massive immigration
Increased productivity of farms
Opening of markets
New technology

Growing not just in population but in physical size
Proximity to jobs for workers
Streetcar: Influence?
Wages: Supply and Demand
Suburbs: An American Invention
Five causes in Amsco:
Cheap land
Rail
Balloon-frame house (compare to European stonework)
Ethnic/racial/CLASS prejudice
Privacy
Reason 6: Lack of a landed aristocracy: Rich are industrialists
Rich escape
Middle class escape (Manager class)
Long term: highway construction/Levittowns
White flight during desegregation/Crash of city services
Wealth: Home ownership
New Urbanization?

Growing in new architecture:
Elevator
Bessamer process
Skyscrapers: Moderninsm
Henry Hobson Richardson
Romanesque Richardson surpassed by modernist Louis Sullivan
Frederick Law Olmsted: Transcendentalist appeal of nature: Regulated nature in the parks (regimented nature) Tenements
Outline a flat: 6* 12 on floor
Construction: Why not use steel?
Immigrant housing
Potential problems?
Crowding
Fire
Septic
Heat
Unhealthiness
Reformers: Dumbell tenements
Read pp. 106 in the primary source book: Mary Antin Praises America

Immigration
New vs. Old Immigrants
What triggered shift in immigration?
Maturity of Western industry
Oppression/slow industrialization of East/South
Pogroms in Russia
Changing farmwork/productivity
Population boom
Chinese with Railroad labor contracts
Do Chinese count as “New immigrants?”
Impact on wages
Labor reaction

Immigrant experience
Prejudice/discrimination (NINA)
Corrupt machine politics
De facto segregation (vs. de jure)
Ethnic neighborhoods
Social associations: Provide social services
Insurance
Modern day evolution: Birthday clubs
Paternalism:
Settlement houses
Orphan trains
Do-gooderism?

Assimilation?
Melting Pot theory
True at one point and not others?
Discomfort with those who won’t assimilate
Theory of visual Americanization: Persistance of racism against blacks/refusal to assimilate (Irish example: Asian counter-example)
Oscar Handlin: The uprooted
Isolated from children
Common complaint: Our children are Americans
John Bodnar: The Transplanted

Today?

Schedule Change

2005-02-09T14:04:00.000-08:00

The Amsco 17 test just went "poof!" We will quiz on Amsco 18 (10 fill in the blank questions) and then do the lecture on urban culture. Those of you who are going to be floating for the next couple of chorus/Godspell days OUGHT to come the first ten minutes of class to take the quiz and then get lecture notes from a pal.

Kudos To The Merry Band Of Semantic Crusaders

2005-02-09T14:03:00.000-08:00

Please clap Meg, Cathleen, Sean, Rob, Tarpley, and Nathan on the back. They went to bat for you all and earned back 31 points on the last test.

Good job, guys!

History as Argument

2005-02-09T05:34:00.000-08:00

This month's "Veterans of Foreign Wars" has an article by Richard Fournier bemoaning the politically correct liberalism of our high school history textbooks.

Best example of the liberal bias of textbooks:

"In Asia, the failure to contain communism in China failed utterly."

Ummmmm.... And Richard Fournier believes we successfully prevented the ascension of Mao Tse-Tung, only to have liberal historians hide that fact?

When we get to the Cold War, I will have to assign this article.

Cool Class

2005-02-08T09:14:00.000-08:00

I wish I was young and taking courses at Illinois/Urbana.

These kids seem to have solved one of recent history's great mysteries: The identity of Deep Throat, the mole who helped Woodward and Berstein take down Nixon.

Unit 18 AP Points

2005-02-08T05:35:00.000-08:00

AP Points

Architecture Posters:
A) Choose one skyscraper built at the turn of the century. Find several images of the skyscraper. Use text to explain to the poster viewers how this particular building reflects the technology and spirit of turn of the century America.

B) Research a Frederick Law Olmsted installation. Using a landscape plan, show how Olmsted’s design ideas are represented in that park or garden.

C) Research how “dumbbell” tenements hoped to improve the lot of the working poor. On the poster, explain the urban challenges these tenements were designed to overcome and show, schematically, how the architecture of these buildings tried to meet those challenges.

Posters:
D) Compare the “old immigrants” with the “new immigrants.” Use at least ten points of comparison.

Political Cartoons:
E) Find three cartoons supporting or opposing the Chinese Exclusion Act. Explain each cartoon.

F) Draw a political cartoon (poster size) that supports or opposes Carry Nation’s crusade. Your cartoon should have at least five recognizable symbolic elements.

Transportation hobbyists:
G) Research train buffs who like to recreate streetcar lines – write a short paper explaining how these hobbyists try to capture a snapshot of urban history.

Papers:
H) Choose one of the authors discussed in the Amsco section and explain how that person’s writing reflected the zeitgeist.

I) Assess the morality of Jane Addams and the settlement houses. Were their good intentions undermined by their paternalism?

Music:
J) Prepare a tape or cd in which you play a selection of music from the time period, then explain in your own words how that music is representative of American culture at the turn of the century. (Fair use for educational purposes puts you on safe legal ground). If you are a musician and want to play or sing the music yourself, I’ll give you a second AP point.

Far and Away Discussion Questions

2005-02-07T16:51:00.000-08:00

How does the movie illustrate the English oppression of the Irish people?

How does the Christie Mansion compare to the Donnely croft? Is this analogous to the wealth gap in the United States?

When Joseph awakens in the Christie home, what desire – common to most immigrants – is his main dream?

How does the Christie family’s treatment of Shannon mirror America’s cult of domesticity?

Why would the duel challenge have not happened in the American South?

How was transoceanic travel improved by the late 1890s?

Why does ward boss Kelly send a boy to greet new arrivals in the harbor?

Why would the Irish tend to gravitate to the ward boss’ social club?

What services does the ward boss provide Joseph and Shannon?

How does Shannon’s exchange of insults with the floor manager reflect the power of employers over unskilled labor during the Gilded Age?

What would middle class Protestants have made of the activities of the Irish social club?

Politicians and factory owners encouraged inter-ethnic sports competitions. Why? How could these events support the status quo?

Side note for sports aficionados: The introduction of elaborate boxing rules was an attempt to reclaim the sport of boxing from rowdy immigrants.

How does the eviction scene demonstrate the ward boss’ power over the police and economic activity?

How are Joseph and Shannon treated by the public as they search for work and shelter? What psychological enablers let the public treat them that way?

Describe Joseph’s life working on a railroad gang.

How do the Oklahoma homesteaders stake their claims? How does this method reflect the American character?

What factors would make some quarter-sections more valuable than others?

Driving the Last Spike

2005-02-07T16:19:00.000-08:00

Watching "Far and Away" tonight, I was put in mind of an old Genesis song about the building of the railroads in England. Although it is not set in America, the working class sentiments are pretty reflective of what our railroad workers would have experienced.

Its Hard For A Historian To Be Optimistic

2005-02-07T15:57:00.000-08:00

I hope, I hope, I hope.
Today's Washington Post.

I fear, I fear, I fear.
From 1967.

Unit 18: The Growth of Cities and Urban Culture Plan

2005-02-07T15:04:00.000-08:00

B day is a day ahead.

Due for Wesdnesday: Review Amsco 17

Due for Thursday: Read and take notes on Amsco 18; do the multiple choice

Thursday in class: Amsco 17 Test. Amsco 18 quiz. Lecture: American Urban Culture

Due for Friday: Read Bailey 25 and take notes.

Over the weekend: Complete Bailey 25 workbook. Study for the test

Monday in class: Unit 18 test (Amsco 18/Bailey 25) Lecture: William Jennings Bryan

Amsco 16/17 Test

2005-02-07T15:00:00.000-08:00

The test has morphed into a monster; I'm going to cut out Amsco 17 to keep it under 150 questions. So the test will cover Amsco 16, Bailey 26 and Bailey 24. Amsco 17 will be given Thursday and Friday. If you have already studied, you'll be ahead of the game.

For Meg

2005-02-03T06:46:00.000-08:00

In case I disappear suddenly, you'll know why.

AP Point for Sean

2005-02-02T10:06:00.000-08:00

Sean suggested an AP point for watching the State of the Union. Since we have minimized the number of AP points, I'm reluctant to give a point for just watching. I will post a few reflection questions tomorrow to tie the speech to our lessons; if you watch and then complete the questions, I'll give you an AP point.

AP 17 Unit

2005-02-02T10:04:00.000-08:00

You have already read Amsco 17.

Today (Tomorrow for A day) was a set of review activities.

For Friday, read Bailey 24.

Friday will be a lecture on the industrialization of America.

The combine 16/17 test will be Tuesday/Wednesday.

Movie/Paper Topic Rescheduling

2005-02-02T10:03:00.000-08:00

Paper topic meetings will be Thursday (tomorrow) and the movie night for Far and Away will be Monday night.

Paper Topic Meetings

2005-01-30T04:42:00.000-08:00

For those of you choosing to do the research paper, we will have a brief (15 minute) meeting after school on Tuesday to work on topics and get started. Please leave a comment if you plan to attend.

Exodusters Breakfast

2005-01-30T04:41:00.000-08:00

Here is the sign-in sheet for our Exoduster breakfast.

Test Questions

2005-01-30T04:40:00.000-08:00

Post your test questions and answers here/

History Humor

2005-01-26T09:36:00.000-08:00

I Just saw this on a blog and it reminded me of one of our recurring class themes:

Brian: Yeah, um about your pamphlet...I'm not seeing anything about German
history between 1939 and 1945. There's just a big gap.

Tour Guide: Everyone was on vacation. On your left is Munich's first city
hall erected in 15…

Brian: Wait, wait. What are you talking about? Germany invaded Poland in
1939 and…

Tour Guide: We were invited! Punch was served! Check with Poland!

New Assignment!

2005-01-26T09:00:00.000-08:00

Please go to this web page and read through the chapters.

Unit 16: Last West and the New South, 1865-1900

2005-01-25T05:36:00.000-08:00

Unit 16: The Last West and The New South, 1865-1900

“B” day is now ahead of A day, so A day should adjust dates accordingly.

Due for Wednesday, January 26: Read AMSCO 16. Complete multiple-choice questions.

Due for Thursday, January 27: Take the “key names, events, and terms” at the back of AMSCO 16 and turn them into flash cards – one term on the front, your definition and key facts about that term on the back. Use the cards.

Thursday morning breakfast: “Primary Source Analysis: The Exodusters.” Mr. J’s at 6:30. One AP point for attendance, half a point for bringing a parent. (SAME DAY FOR BOTH CLASSES – You must have completed AMSCO 16 to participate)

Thursday in class: Lecture: “Settling the Great Plains” Document Analysis

Due for Friday: Read Bailey 26 and take notes

Over the weekend: Review for test; post one question and two answers in “test review” post of the blog.

Monday in class: Test on unit 16

AP Points:

Book:
Read one of the “Little House on the Prairie” books and reflect on how it reflects the life of people on the Great Plains (The first book deals with the Old Northwest – specifically the great state of Wisconsin).

Essay:
Choose one of the AMSCO essays for unit 16.

Do a quick internet perusal of the Exodusters. Explain how historians have worked around the lack of traditional sources when studying this group.

Choose one invention that helped to open the Great Plains and persuade your reader that it was THE most important of those inventions.

Write a paper explaining the impact of the “Frontier Thesis”

Write a paper explaining the impact of “A Century of Dishonor”

Posters:
Compare and contrast Booker T. Washington and W.E.B. Dubois

Illustrate the key points and impact of Plessy v. Ferguson

Trace the Ghost Dance Movement

Art Analysis:
Choose three illustrations or sculptures by Frederic Remington and explain how they reflect (or romanticize) the “Last West.”

Architecture:
Design a poster showing how the material prosperity of the industrial North in the form of Sears’ kit houses, was shipped, via railroads, to the Great Plains. Settlers, by the first decade of the 1900s, had come a long way from soddies!

Political Cartoons:
Choose and explain three political cartoons supporting or opposing the Grange movement.

More On Redeemers' Nullification of the 15th Amendment

2005-01-25T05:35:00.000-08:00

http://www.crmvet.org/info/lithome.htm
Today, most citizens register to vote without regard to race or color by signing their name and address on something like a postcard. But it was not always so.
Prior to passage of the federal Voting Rights Act in 1965, southern (and some western) states maintained elaborate voter registration procedures whose primary purpose was to deny the vote to those who were not white. In the South, this process was often called the "literacy test." In fact, it was much more than a simple test, it was an entire complex system devoted to denying African-Americans (and in some area, Latinos) the right to vote.
The registration procedures, and the Registrars who enforced them, were just one part of this interlocking system of racial discrimination and oppression. The various state, county, and local police forces — all white of course — routinely intimidated and harassed Blacks who tried to register. They arrested would-be voters on false charges and beat others for imagined transgressions; and often this kind of retribution was directed not only at the man or woman who dared try to register, but against their family members as well, even the children.
Throughout the deep South, white businesses, employers, banks, and landlords were organized into White Citizens Councils who imposed economic retaliation against non-whites who tried to vote. Evictions. Firings. Boycotts. Foreclosures. Under the southern sharecrop system, tenant-farmers had to have an annual crop-loan each year in order to survive. Banks denied those loans to Blacks who tried to vote, forcing them off the land.
And if economic pressure proved inssuficiant, the Ku Klux Klan was ready with violence and mayhem. Cross-burnings. Night riders. Beatings. Rapes. Church bombings. Arson of businesses and homes. Murder and mob lynchings, drive-by shootings and sniper assassinations. Today they would be called "terrorists," but back then to government they were defenders of "Southern heritage" and the "Southern way of life."
While in theory there were standard state-wide registration procedures, in real-life the individual Registrars and clerks did things their own way. The exact procedure varied from county to county, and within a county it varied from day to day according to the mood of the Registrar. And, of course, it almost always varied according to the race of the application.
In Alabama, a typical registration process for an African-American citizen went something like this:
In the rural counties where most folk lived, you had to go down to the courthouse to register. The Registrars Office was only open two or three days each month for a couple of hours, usually in the morning or afternoon. You had to take off work — with or without your employer's permission — to register. And if a white employer gave such permission, or failed to fire an African-American who tried to vote, he could be driven out of business by economic retaliation from the Citizens Council.
On the occasional registration day, the county Sheriff and his deputies made it their business to hang around the courthouse to discourage "undesirables" from trying to register. This meant that Black women and men had to run a gauntlet of intimidation, insults, and threats just to get to the Registration office. Once in the Registrars Office they faced hatred, humiliation, and harassment from clerks and officials.
The Alabama Application Form and oaths you had to take were four pages long. It was designed to intimidate and threaten. You had to swear that your answers to every single question were true under penalty of perjury. And you knew that the information you entered on the form would be passed on to the Citizens Council and KKK.
Many counties used what they called the "voucher system." You had to have someone who was already a registered voter "vouch" for you — under oath and penalty of perjury — that you met the residence qualification to vote. In some counties this "supporting witness" had to accompany you to the registrars office, in others they were interviewed elsewhere. Some counties limited the number of new applicants a registered voter could vouch for in a given year to two or three. Since no white voter would dare vouch for a Black applicant, in counties where only a handful of African-Americans were already registered only a few more each year could be added to the rolls. And in counties were no African-Americans were registered, none ever could because they had no one to vouch for them.
In addition to completing the application and swearing the oaths, you had to pass the actual "Literacy Test" itself. Because the Movement was running "Citizenship Schools" to help folk learn how to fill out the forms and pass the test, Alabama changed the test 4 times in less than two years (1964-1965). At the time of the Selma Voting Rights campaign there were actually 100 different tests in use. In theory, each applicant was supposed to chose one at random from a big loose-leaf binder. In real life, some individual tests were easier than others and the registrar made sure that Black applicants got the hardest ones.
A typical test consisted of three-parts. For example:
· In "Part A" the applicant was given a selection of the Constitution to read aloud. The registrar could assign you a long complex section filled with legalese and convoluted sentences, or he could tell you to read a simple one or two sentence section. The Registrar marked each word he thought you mispronounced. In some cases you had to orally interpret the section to the registrar's satisfaction. You then had to either copy out by hand a section of the Constitution, or write it down from dictation as the registrar spoke (mumbled) it. White applicants usually were allowed to copy, Black applicants usually had to take dictation. The Registrar then judged whether you were able to "read and write," of if you were "illiterate."
In Parts "B" and "C," you had to answer two different sets of four written questions each. Part "B" was 4 questions based on the excerpt you had written down. Part "C" consisted of 4 "general knowledge" questions about state and national government.
Your application was then reviewed by the three-member Board of Registrars — often in secret at a later date. They voted on whether or not you passed. It was entirely up to the judgment of the Board whether you passed or failed. If you were white and missed every single question they could still pass you if — in their sole judgment — you were "qualified." If you were Black and got every one correct, they could still flunk you if they considered you "unqualified."
Your name was published in the local newspaper listing of those who had applied to register. That was to make sure that all of your employers, landlords, mortgage-holders, bank loan officers, business-suppliers, and etc, were kept informed of this important event. And, of course, all of the information on your application was quietly passed under the table to the White Citizens Council and KKK for appropriate action. Their job was to encourage you to withdraw your application, — or withdraw yourself out of the county, — by whatever means they deemed necessary.
Some people ask how anyone, white or Black, ever got through this mess to actually register? A good question. As a matter of public record, white registration in Alabama was very high, while Black registration was minuscule. In the counties where African-Americans were the majority of the population, white registration was close to, or over, 100% (in some cases as high as 115%), while Black registration was zero or close to it.
White registration could be over 100% because when white voters died or moved out of the area their names were kept on the voting list. Oddly enough, many of them (even the dead ones), still somehow managed to actually vote (usually for the incumbent) every election day. This was commonly referred to as the "tombstone vote" and to the local politicians it was a miracle of Southern democracy.

For Adriana

2005-01-21T09:14:00.000-08:00

Amsco answers, unit 14:

1 e
2 a
3 e
4 e (and a case can be made for c)
5 d
6 e
7 e
8 d
9 b
10 a

Bailey 22 workbook

A
1 T
2 F
3 T
4 T
5 T
6 F
7 T
8 F
9 T
10 F
11 F
12 T
13 F
14 T
15 F

B
1 c
2 c
3 b
4 b
5 c
6 a
7 a
8 c
9 c
10 b
11 c
12 c
13 a
14 b
15 d

C
1 Freedmen
2 Freedmen's Bureau
3 Baptist
4 10 percent plan
5 13th Amendment
6 Black Codes
7 Fourteenth Amendment
8 Moderates
9 Radicals
10 Union League
11 Ex Parte Milligan
12 Scalawags
13 Carpetbaggers
14 15th Amendment
15 Alaska

D
1 H
2 K
3 C
4 M
5 B
6 J
7 O
8 I
9 F
10 G
11 E
12 A
13 L
14 N
15 D

E
(In chronological order:)

Lincoln's 10 percent plan
Johnson is thwarted by Congress and Black Codes
Johnson avoids impeachment
15 amendment
Redeemers seize power

F
1 D
2 E
3 J
4 C
5 I
6 F
7 H
8 B
9 A
10 G

Somersby At Home

2005-01-21T09:04:00.000-08:00

If you weren't able to attend movie night (and attendance was very low), you may borrow my copy of the movie. If you watch it at home, please do it with a fellow student or a parent and discuss the following questions based on the film:

During the introductory montage showing Jack walking home, what images illustrate conditions in the South at the close of the "recent unpleasantness?"

When the town gives a homecoming party to Jack, how does Jack treat his former slave? How do the other townspeople react to his conduct?

When Jack questions Laurel about her conduct with Oren, how does she turn away his wrath? (Remember our discussion of the ornamentalism of plantation women)

When Jack goes to the tinker to have new shoes made, how does the tinker shop illustrate the differences between the Northern and Southern economies?

Why is the plantation in such dire financial straits?

Describe the scene where Jack presents his financial scheme to the community. How do the townspeople react to the possibility of Joseph owning land?

There is a montage of the townspeople preparing and planting tobacco. Describe the steps and compare the labor intensity with grain production.

Describe the visit of the "Knights of the White Camelia" and put that group into historical perspective.

When Jack is arrested, why does he have to travel so far for his trial? Compare this situation with the Northwest.

When the Judge enters the courtroom, explain the reactions of the townspeople. Why does the judge carry a revolver?

How does Jack use Fulsom's (the plantation owner from Redfern) cultural conditioning against him?

Why do you suppose executions were public events?

Do Your Notes Look Like Mine?

2005-01-21T09:03:00.000-08:00

Tragic failure of Reconstruction

Did it fail?

Criteria:
Reconcile Southerners to defeat
Reestablish state governments/representation
Punish the south?
Role of freedmen in society
(Radical spectrum inc. Stevens/Sumner)
Reintegrate South into national economy (textile-munititions-textile)
Disabled/widows/orphans (n/s split)
Political viability

Pair plan summaries: Lincoln/Johnson/Congress

Lincoln’s death: political opportunity
Charity/No malice
Ten percent
Secession null since unconstitutional
Unclear on Freedmen
No A.H.H. Stevens

Johnson: Psychology/temperment
Whistle-stop tour
Impeachment
Marginilization (Clinton comparison)

Reign of the Major Generals
13/14/15 Amendments
State suicide theory
Radicals use desire to punish to advance Freedmen’s rights
Confederate debt?

Freedmen’s goals:
LAND (failure of 40 acres and a mule)
Education
Religion
Family
Move for jobs?

If land: what will they grow?

Economic threat to factory workers, factory owners, Northwestern farmers
Erodes support for reconstruction. Further eroded by increased emphasis on material wealth during the birth pangs of the gilded age.

Southern resistance
Forrest/KKK: cultural roots of cross-burning and lynching
Compare to Sons of Liberty
Jury nullification
Scalawags – traitors to the race?

Loss of radical power
Election of 1876
Compromise (Finishes work of Medill Tariff Act in linking Republicanism with big business.

Redeemer governments
Black Codes
Vagrancy
Literacy Test
Poll Tax
Grandfather Clause

AP Plan Unit 15

2005-01-19T05:46:00.000-08:00

AP Plan for Unit 15:
Reconstruction

The Schedule reflects “A” day; “B” day is one day behind.

Due for Thursday: Read and take notes on AMSCO 15; complete the multiple-choice questions.

Thursday in class: Plans for Reconstruction: Reconciliation of the Irreconcilable?

Thursday after school (BOTH CLASSES): Movie night: Sommersby (Must have AMSCO completed to attend)

Due for Friday: Complete Bailey 22 workbook.

Due for Friday: Read and take notes on Bailey 22.

Over the weekend: Study for the test

Tuesday in class: Test on Reconstruction; Introduction to the Great Plains

AP Points

There will be FIVE AP Points due this six weeks.

Movie Night:
Sommersby (1 point for attendance, half a point for a parent) Thursday at 5:30.

Paper:
Religion of the Lost Cause -- Ask Mr. Tueting for a copy of this scholarly article. Read it and write a two page summary of the content.

Religion of African Americans – Do a little research on the theology of the newly created African American churches. How did they differ from the parent pro-slavery churches? Write a 750-1000 word analysis.

Trace the career of an African American politician during Reconstruction and write a brief biography focusing on how his experience of slavery affected his public service.

Compare how James Longstreet and Nathan Bedford Forest reacted to the death of the Confederacy (750-1000 words)

Poster:
Design a poster that illustrates how the Black Codes attempted to restore slavery in all but name.

Option: (5-7 AP points)
Research Paper (More info to follow on the blog)

Grades for Third Six

2005-01-14T07:44:00.000-08:00

Grades for the third six weeks are done. If any of my little stress monkeys can't wait until Tuesday, drop me an e-mail and I'll let you know how your final score modified by AP points came out.

And yes, I know that that sentence ended with a preposition. It still made sense, and reworking an entire sentence into a grammatically correct, but awkward sentence, is, as the Great Churchill once said, "nonsense, up with which, I will not put."

Have a good weekend.

AP Point at JMU

2005-01-12T07:55:00.000-08:00

Medgar Evers' widow will be speaking at JMU on the 17th to celebrate MLK Day. You may attend the speech for an AP Point. I think it will be interesting. More info can be found here.

AP Points

2005-01-11T10:24:00.000-08:00

AP Points

AP Points are due by January 19. If you wish them to count for this six weeks, I need them by Friday morning (7:30 AM)

Meetings:
Breakfast Discussion: Teaching the Civil War/Document Analysis
Movie: Little Women

Visits:
Visit New Market (one point for visiting, one point for a poster presentation of the visit)

Written:
You may answer one of the Amsco essay questions from chapter 13
You may answer one of the Amsco essay questions from chapter 14
You may choose one general from the Civil War and explain the he used in his various battles
Do a bit of online research on the morality of total war. From a specific philosophical viewpoint (consequentialist, utilitatian, etc. – see me if you need help), discuss the morality of Sherman’s tactics.

Book:
Read “Across Five Aprils;” This is a quick read at about the middle school level but it gives a good snapshot of life on the homefront during the Civil War. I will award two points because it will likely take around four hours to read it. Let me know that you have done this point by e-mail.

Art analysis:
Matthew Brady: Find 3 Brady photographs from the war. Discuss how the photographs, when published, would have affected Lincoln’s effort to maintain the Union’s will to win.

Poster:
Make a poster describing the Anaconda Plan and geographically illustrating how it was put into affect.
Make a poster explaining how technology changed warfare between the Mexican and Civil Wars.
Make a poster that documents the entry of women into the nursing field during the Civil War.

Artwork:
Make a political cartoon poster that illustrates one of the following aspects of the Civil War. The cartoon should be accompanied by a one page document that explains your symbols and puts the topic in context. You may choose the confiscation acts, the Emancipation Proclamation, the fall of King Cotton, “Unspeakable Slaughter” Grant. You may also make suggestions.

Movies
You may watch each one of these movies for a point. I would prefer that you watch the movies with a classmate or two so you can discuss the underlying history shown in the films. E-mail me to claim credit.
Glory
Cold Mountain
Gods and Generals
Suggestions?

Notebook Check

2005-01-11T10:09:00.000-08:00

Notebooks will be checked while you take the test.
Charlotte and Alyssa will kick me in the can if I forget, so be ready.

I will collect:

Civil Disobedience document analysis
Amsco 12 notes and mc
Ferment of Reform/Ripon Phalanx class notes
Bailey 17 notes
Bailey workbooks 15 and 17
Amsco 13 notes
Amsco 13 multiple choice
Bailey 18 notes
Bailey 19 notes
Amsco 14 multiple choice
Bailey 20 workbook

B Day Test

2005-01-11T10:07:00.000-08:00

B Day students, because of the schedule, have the option to take the Civil War test for this six weeks or the next six weeks.

If you wish to have the Civil War test count for this six weeks, please come see me during a free exam block OR make arrangements to catch me after school.

Do Your Notes Look Like Mine?

2005-01-11T10:06:00.000-08:00

Order of secession:

First wave: Deep South

Fort Sumter

Who started the shooting?

Lincoln’s Call for volunteers

Second Wave: Upper South

Why?

Strategy/Tactics/Logistics

Strengths and weaknesses summary.

Why does the South think it can win?

King Cotton

Britain and France

Defensive War/Northern Will

Why it didn’t work:

1) Cotton reserves

2) Diplomacy: Lincoln and Seward

3) Slavery issue (Emancipation Proclamation

4) Never won a major battle on Northern soil (Antietem/Gettysburg)

5) Lee’s offensive strategy
Fabian vs. Napoleonic strategy
Changes in technology give defensive superiority (musket to rifle)

6) Lincoln’s political savvy

7) Industrial might/Chase’s financial management

Without Southern conditions for victory: North WILL WIN

North’s Plan: Anaconda Plan (Scott)

1) Blockade/coast
2) Mississippi
3) Take Richmond

Why did Northern victory take so long?

1) Better southern generals – Lee, Jackson, Longstreet
(Side note: Anyone ever seen Longstreet high school?)

2) Defensive war

3) Southern determination, even after war is lost
Bitterness has implications for reconstruction

4) Slow mobilization

Immigrant resistance?

African Americans

Frederick Douglass

Emergence of Grant and Sherman: Anaconda plays a supporting role

1) Grant’s “genius”

Attrition

2) Sherman’s “genius”

Total war

“War is Hell” “Make the Damned Secessionists Pay”

March to the Sea

Important Events:

1861 Fort Sumter

1862 Antietem

Emancipation Proclamation

1863 Gettysburg

Gettysburg Address

“All men are created equal”

“Of the people, by the people, for the people”

“One nation”

Repudiates Southern State Compact Theory

1863 Vicksburg

The war is LOST

1864 Lincoln’s reelection

1865 Appomattox

THE GETTYSBURG ADDRESS:

Four score and seven years ago our fathers brought forth on this
continent a new nation, conceived in liberty and dedicated to the
proposition that all men are created equal. Now we are engaged in
a great civil war, testing whether that nation or any nation so
conceived and so dedicated can long endure. We are met on a great
battlefield of that war. We have come to dedicate a portion of
that field as a final resting-place for those who here gave their
lives that that nation might live. It is altogether fitting and
proper that we should do this. But in a larger sense, we cannot
dedicate, we cannot consecrate, we cannot hallow this ground.
The brave men, living and dead who struggled here have consecrated
it far above our poor power to add or detract. The world will
little note nor long remember what we say here, but it can never
forget what they did here. It is for us the living rather to be
dedicated here to the unfinished work which they who fought here
have thus far so nobly advanced. It is rather for us to be here
dedicated to the great task remaining before us--that from these
honored dead we take increased devotion to that cause for which
they gave the last full measure of devotion--that we here highly
resolve that these dead shall not have died in vain, that this
nation under God shall have a new birth of freedom, and that
government of the people, by the people, for the people shall
not perish from the earth.

Unit 14 Plan

2005-01-07T09:12:00.000-08:00

Unit 14: Civil War

Due for Thursday, December 6: Read Amsco 14 and Bailey 20

Thursday in class: Finish Part III of Ken Burns; Lecture on “Strategy, Tactics, and Logistics.”

Due for Monday: Do Amsco 14 multiple choice and the Bailey workbook. Read the “Who Won the Civil War Handout” and, if your parent is planning to come to the breakfast, share and talk about the article with him/her/them.

Monday morning: “How the Civil War is Taught” breakfast discussion at 6:30 at Mr. J’s (the one next to Food Lion on 42). We’ll listen to your parents talk about what they were taught about the causes of the Civil War and do a document analysis.

Monday in class: Lecture: “Lincoln and the Radicals: Evolution of the Emancipator,” document analysis for fair and equal time for opposing views.

Monday after school: “Little Women” movie night. 5:30 in 7315.

Due for Wednesday: Study for the test and put notebook together for turn-in.

Wednesday in class: Test on the Civil War
(We’ll have to decide when to do this for “B” day as I will not see you on Thursday.)

Unit 14: Civil War

Due for Thursday, December 6: Read Amsco 14 and Bailey 20

Thursday in class: Finish Part III of Ken Burns; Lecture on “Strategy, Tactics, and Logistics.”

Due for Monday: Do Amsco 14 multiple choice and the Bailey workbook. Read the “Who Won the Civil War Handout” and, if your parent is planning to come to the breakfast, share and talk about the article with him/her/them.

Monday morning: “How the Civil War is Taught” breakfast discussion at 6:30 at Mr. J’s (the one next to Food Lion on 42). We’ll listen to your parents talk about what they were taught about the causes of the Civil War and do a document analysis.

Monday in class: Lecture: “Lincoln and the Radicals: Evolution of the Emancipator,” document analysis for fair and equal time for opposing views.

Monday after school: “Little Women” movie night. 5:30 in 7315.

Due for Wednesday: Study for the test and put notebook together for turn-in.

Wednesday in class: Test on the Civil War
(We’ll have to decide when to do this for “B” day as I will not see you on Thursday.)

Unit 13 Test

2004-12-22T07:30:00.000-08:00

Cut and paste this test into a Word document and answer away. E-mail your responses to mtueting@harrisonburg.k12.va.us. Please send it to me by December 27. If your holiday schedule makes this deadline too burdensome, e-mail me and we’ll discuss an extension. The test is open-book and open-notes, but you may NOT consult with your colleagues. All work must be your own. Make sure your name is at the top of the page.

Name: __________________________________

Unit 13 Test – 140 points

Answer each of the following questions in one or two paragraphs (ten points each):

A) Why did territorial expansion fuel the fire of sectionalism?
B) Trace the decline and death of the Whig Party.
C) What three books were most influential in the debate over slavery? Why?
D) What does the response to the Sumner caning tell us about American culture?
E) Assess the importance of the Dred Scott decision.
F) Discuss how historians’ experience with their own contemporary events have influenced the historiography of the civil war.
G) Compare the Hartford and Nashville Convention.
H) Summarize the stances of Clay, Calhoun, Webster, and Seward on the Compromise of 1850.
I) Compare the Proclamation of 1763 with the Fugitive Slave Law of 1850.
J) Contrast the electoral maps of 1856 and 1860 and explain the differences.
K) Make a moral judgment about John Brown’s career. There is no right answer; I’m just looking for whether you support your answer.
L) Examine the map on page 427. Explain the voting pattern shown with reference to cultural geography.
M) Compare the principals underlying the secession of the American colonies from Great Britain and the secession of the Southern states from the United States.
N) Read the Varying Viewpoints at the end of chapter 19. Based on Mr. Tueting’s lectures, to what interpretive school does he belong? Support your answer.

AP Point From Kate

2004-12-22T05:54:00.000-08:00

Read the following article from the Washington Post and write a 750-1000 word reaction. Discuss what the treatment of Osborne by historians reflects how history is written.

Sole Survivor If the raid at Harpers Ferry had been a movie, Osborne Perry Anderson might have won Best Supporting Actor. And yet his role went largely unrecognized -- until a Northern Virginian moved it into the spotlight

By Eugene L. MeyerSunday, December 12, 2004; Page W20

They met furtively, first inside a wood-frame church, then in a school, then at a firehouse and finally at a Baptist church in the Canadian town of Chatham, all over two days in May 1858. There were 46 altogether, all men, 12 white and 34 black. They had come north to escape a society where blacks were often no more than chattel. So when their charismatic leader proposed an audacious plan to establish an independent free state for blacks in the southern Appalachians, there were no dissenters.
Among the participants voting to endorse John Brown's vision and to adopt a provisional constitution was a handsome 28-year-old man of mixed race born free in Pennsylvania. He would be chosen in Chatham to be a member of the future Congress of the black state. Then, where Brown, the fiery, self-appointed commander in chief, would lead, Osborne Perry Anderson, alone among the blacks at Chatham, would loyally follow.
Where the abolitionist would lead Anderson and others was, of course, to Harpers Ferry, a federal arsenal town at the confluence of the Shenandoah and Potomac rivers, 57 miles upstream from Washington. There Brown intended to seize the arsenal, arm and free the area's slaves, and proceed south to the mountains to consummate his plan. He fully expected that a general slave revolt would follow.
Anderson accompanied Brown on the raid, launched the Sunday night of October 16, 1859. He was one of five black participants, and the only one of the raiders at Harpers Ferry -- white or black -- to escape immediate death, or capture and hanging. Moreover, he alone would live to write an insider's account. His purpose, he wrote, was "to save from oblivion the heroism of the colored men who so nobly seconded the efforts of the immortal John Brown." He meant not only the black raiders but also local slaves who, rejoicing in their sudden liberation, aided in the raid.
The watershed event failed miserably to achieve its immediate goal. But, many historians say, the raid hastened the Civil War -- and it made John Brown's very name a battle cry for freedom.
But while Brown died a martyr on the gallows, Anderson was destined for neither fame nor infamy. He would die a pauper 13 years later of tuberculosis in Washington and be buried on the site of what is now the Rhode Island Avenue Metro station. His remains are now believed to rest in a cemetery in the shadows of FedEx Field in Landover.
Anderson's book -- a slim volume of 72 pages first "printed for the author" in Boston in 1861 and now out of print -- is called A Voice from Harpers Ferry. His version of events was all but dismissed by early John Brown historians, and he has long been eclipsed in legend and history by Brown himself. Anderson survives today mainly in the arcane files of Civil War buffs and historians, and in the determination of those claiming to be his descendants to establish Anderson's rightful place in history. Chief among these is Dennis Howard Jr., a 54-year-old Northern Virginian who, according to his family's oral tradition, is Anderson's great-great-grandson. Howard has made it his life's mission to gain recognition for his presumptive ancestor. But more of him later.
THERE IS BUT ONE KNOWN PHOTO OF OSBORNE ANDERSON. It is undated, its location and photographer unidentified. But the black-and-white image is telling. Anderson is well-dressed, wearing a high-necked white shirt with a dark cravat and wide-lapelled jacket. His left hand is fashionably resting inside his vest. He is sporting what in a later time would be called an Afro and a neatly trimmed beard. His is a symmetrically handsome, oval face, wearing a look of quiet determination tinged with sadness. Underscoring this impression are deep lines under both eyes. In this image he appears to be a prosperous but not a well man.
Anderson's story remains, like the photo, cloaked in mystery. Yet, there is still much that is known about the man and his life. He was born July 27, 1830, in West Fallowfield Township, Chester County, Pa. The county, abutting Delaware, is one jurisdiction removed from Philadelphia. Census records include the names of his father, Vincent Anderson, and many siblings. Oral tradition is that Anderson's mother was a red-haired white woman from Ireland or Scotland. Census records list both Osborne and Vincent Anderson as "M" for "mulatto."
Osborne Anderson was educated in public schools, and several sources say he attended Oberlin College, but the Ohio institution has no record of him. During his formative years in Pennsylvania, Anderson became well-acquainted with another free black family, the Shadds, who had moved from nearby Delaware, a less hospitable, slave state. If John Brown would become the deus ex machina, the most influential and defining man in Anderson's life, then Mary Ann Shadd would be the most influential woman. Seven years older, she was born in Wilmington in 1823 to a black mother and a mulatto father who was a prosperous boot manufacturer. After the family moved to West Chester, Pa., in the mid-1830s, Shadd was privately educated there in Quaker schools.
The passage of the 1850 Fugitive Slave Act, which made it a federal crime to harbor an escaped slave, prompted many American blacks, free as well as slave, to emigrate to Canada. Within three months of the law's enactment, an estimated 3,000 crossed the border. Most landed in the southwestern corner of what is now the province of Ontario, and many of them settled in Chatham. Of the 15,000 American-born blacks in Canada in 1860, some 2,000 lived in Chatham.
Among those who had made their homes there by the fall of 1851 were the Shadds: Mary Ann; her father, Abraham; brother Isaac; and other family members. Anderson moved there, too, to manage the farm of Mary Ann's uncle. In Chatham, the Shadds published the Provincial Freeman. With Mary Ann Shadd as editor, Anderson went to work for the newspaper in June 1856, at first as a subscription salesman and then as a printer.
Mary Ann Shadd Cary (she married a Toronto barber) editorialized against black emigration to Africa and against "begging" for money and support from whites. Anderson himself wrote in the August 8, 1857, edition that such solicitations were among "the greatest wrongs" and that the suggestion "we must be expatriated to the shores of Africa . . . I detest and ever will." He urged readers to follow the words of Sir Francis Bacon, the English philosopher: "Against the winds, against the tide, now steady, on with upright zeal."
Chatham would be a perfect plotting ground for Brown, who with his followers had infamously murdered slave owners and their families in "Bloody Kansas," a deadly battleground between pro- and anti-slavery forces leading to the Civil War. Determined to organize a slave rebellion, Brown issued a mail call for "a very quiet convention" to be held in Chatham. Invitees included African American abolitionists Frederick Douglass and Harriet Tubman, but neither would attend. Those assembling on Saturday, May 8, 1858, were Brown's closest associates, who were white, and a large contingent of Afro-Canadians, including Anderson and Mary Shadd Cary's husband and brother. With his "long white beard, thoughtful and reverent brow and physiognomy," Brown reminded Anderson, he later wrote, "of a Puritan of the most exalted type."
Anderson was one of two secretaries at a series of pre-convention meetings and a full participant in the conference, which began at 10 a.m., ostensibly to establish a black Masonic lodge in the British Methodist Episcopal Church. Chosen as one of the first two members of Congress for the future free black state, he was also appointed to a 15-member committee to fill vacant offices. Sources differ on whether the Harpers Ferry raid was discussed at Chatham. But clearly the organizational framework was laid. The record shows that Anderson voted for the provisional constitution and ordinances put forth by Brown. It would be another 17 months before he would follow Brown to Harpers Ferry.
FROM THE CEMETERY ABOVE HARPERS FERRY, THE VISTA IS STILL, as Thomas Jefferson once wrote, "worth a voyage across the Atlantic." The town itself nestles at the point where the Potomac and Shenandoah meet and a train trestle spans the Potomac between Maryland and West Virginia. With mountains rising all around, the view from above takes in three states and extends for many miles. It looks remarkably like the old prints of Harpers Ferry drawn from the same vantage point in the 19th century.
From here and from the Harpers Ferry National Historic Park below, with its restored antebellum buildings, it is possible to time-travel, to imagine what it was like that fateful October weekend in 1859 when the raiders came to town, when Osborne Anderson was part of and bore witness to events that would forever change his times and ours.
The bustling factory town had 2,551 people then, many more than it does now. In addition to the federal arsenal, it had the government rifle works, which employed hundreds of people, many from elsewhere. Among the populace were 1,212 whites, 1,251 "free coloreds" and 88 slaves.
Posing as a cattle breeder named Isaac Smith, Brown arrived in the area on July 3, 1859, and rented a farmhouse four miles from Harpers Ferry on the Maryland side of the Potomac. He secured the two-story log house from the heirs of Booth Kennedy, a doctor. Then, as now, it was known as the Kennedy farmhouse.
A letter to Brown from a black member of the Chatham conference announcing Anderson's departure for the Kennedy farm had confirmed that Anderson would be "found an efficient hand." Another black member recalled in 1923 that Anderson might not have been there at all had it not been for the drawing of lots among the principals of the Provincial Freeman newspaper, which felt obliged to send at least one recruit.
Paying his own way, Anderson left Canada on September 13, 1859. Brown picked him up by wagon at the Mason-Dixon line, and they arrived at the Kennedy farm at dawn on September 25. There Anderson, among the last raiders to arrive, declared he was ready for war. But the days and nights came and went as Brown waited for more recruits. During that time, Brown's army almost mutinied, but "Chatham Anderson," as they called him, remained steadfast.
At the Kennedy farm, Brown's army hid by day in a loft in the farmhouse. But at night, Anderson wrote, "we sallied out for a ramble, or to breathe the fresh air and enjoy the beautiful solitude of the mountain scenery around, by moonlight."
So trusted was Anderson by Brown that he was, he wrote, "appointed to the Chair" to preside over a last-minute parley on October 16. That evening, Brown led his raiding party of 17 to Harpers Ferry, leaving his teenage daughter Annie and four others, all of whom would survive, at the farmhouse. An early casualty of the raid was, ironically, a free black man, Hayward Shepherd, a baggage master for the B&O Railroad who was walking near the tracks and did not halt when told. That he was killed by one of Brown's men made him a hero to slaveholders and their descendants, who would dedicate a monument to him in 1931.
While Brown's raiders secured the town and armory with little resistance, a party of six -- including Anderson -- was dispatched four miles away to the home of Col. Lewis W. Washington, the great-grand-nephew of the first president and a slave owner. Today the manor house, Beallair, remains, just off the highway that connects Harpers Ferry with the Charles Town racetrack and its 3,500 slot machines. The house is slated to be the social hall for a subdivision of 299 new homes, also to be known as Beallair, and the development is promoted on its Web site as "a gracious place for residents to relax, socialize or entertain."
It was anything but, however, on the night of October 16, 1859. Through intelligence, Brown knew that Washington had in his possession a sword that Frederick the Great had given Washington's illustrious ancestor, as well as two horse pistols that had belonged to the Marquis de Lafayette. Brown specifically directed that Lewis Washington surrender these treasures to the black man from Chatham. "Anderson being a colored man, and colored men being only things in the South, it is proper that the South be taught a lesson upon this point," Brown wrote in his Order No. 11. Brown's men also took Washington hostage and freed his slaves.
The next morning, a rainy Monday, found Washington among scores of hostages being held by Brown's raiders inside the fire engine house in Harpers Ferry. Local militia supplemented by federal troops led by Col. Robert E. Lee were on their way to the fire engine house, forcing Brown to a defensive position inside. The task assigned to Anderson, white comrade Albert Hazlett and fugitive slave Shields Green was to guard the arsenal where arms were stored, 200 feet away.
By that evening, however, Brown's situation had become desperate, as 1,500 militiamen from nearby towns were joined by the federal troops from Baltimore. The following morning, the soldiers stormed the engine house. Of Brown's raiding party of 17, nine were dead and six were taken prisoner, to be tried, convicted and hanged. Several liberated slaves also died in the fighting. In a letter to his wife October 31, two days before his execution, Brown wrote that he thought Anderson had been killed.
AS HE SAW TROOPS CHARGING THE ENGINE HOUSE, ANDERSON WROTE, he and Hazlett decided to escape; Green chose to return to Brown's side, a fateful decision. He would be captured and hanged. Anderson wrote that he and Hazlett "never left our position until we saw . . . that we could be of no further avail to our commander, he being a prisoner . . . We could not aid Captain Brown by remaining. We might, by joining the men at the Farm, devise plans for his succor."
Anderson's account appears to say Brown was taken prisoner on Monday afternoon, not, as was widely reported, on Tuesday morning. Did he really believe before escaping with Hazlett that Brown had been captured? Oswald Garrison Villard, grandson of abolitionist William Lloyd Garrison, in his 1910 Brown biography, called Anderson's "an incredible . . . misleading and exaggerated account of their escape . . . In all probability, they left their posts in the arsenal about nightfall on Monday, when everybody was watching the armory yard and the engine house." Still, Villard gives Anderson this much: ". . . Their escape by whatever means was miraculous, for they did reach the Kennedy Farm and from there found their way into Pennsylvania."
As Anderson tells the story, he and Hazlett walked along the Shenandoah, hiding on a hill outside town for three hours, then returning to town and following the railroad tracks along the Potomac, briefly taking a hostage and then finding a boat in which they crossed the river. On the Maryland side, the two men hiked five miles up the C&O Canal towpath to a culvert that took them under the canal. From there they walked to the farmhouse, looking for food and allies. Finding neither, they headed into the mountains. It was dark and raining during much of their 50-mile trek to Chambersburg, Pa., their immediate destination.
Ten miles from the Pennsylvania town, Anderson left Hazlett, who Anderson, would later write, was too weary and hungry to keep up. Later, Hazlett would be arrested outside his hometown of Carlisle, extradited to Virginia and hanged in Charles Town in January 1860. Anderson, however, slipped in and out of Chambersburg without detection. From there he traveled east to York, where William Goodridge, a black man who owned a railroad line, put him on a train bound for Philadelphia.
But Anderson wasn't safe even above the Mason-Dixon line. He later told Brown's daughter Annie that "his own father turned him out from the door, threatening to have him arrested if he ever came again; and that most of the people he met turned the cold shoulder to him as if he was an outcast." Anderson made his way to Cleveland -- there meeting Charles Plummer Tidd, a white member of Brown's rear guard who escaped but later died in the Civil War. From there, Anderson crossed the border and returned to Chatham.
Notably, on July 4, 1860, Anderson attended the memorial at Brown's farm in North Elba, N.Y., telling a crowd of 1,000 people that this was the first time he'd ever felt like taking part in a Fourth of July celebration. Until the raid on Harpers Ferry, which he viewed as the coming Civil War's opening salvo, he said, he'd felt the holiday had been a lie. He said Brown's sacrifice would be rewarded. An account in William Lloyd Garrison's weekly, the Liberator, noted Anderson's thoughtful face and sadly earnest eyes.
Financially, the man who had urged other blacks not to beg was reduced to relying on the monetary support of others. "If you can send me 20.00 Dolars pleas do so soon," he wrote October 13, 1860, to Richard J. Hinton, a Brown sympathizer. Anderson wrote his book in part to support himself, with, many historians assert, editing help from Mary Shadd Cary, though there is no acknowledgment of her assistance. In April 1860, speaking at the Coloured Regular Baptist Church in Toronto, Anderson pleaded for funds to publish his account in order to rebuff the "false and willful statement . . . that the slaves of that section . . . refused to join in the insurrection -- that they were pressed into service, and as soon as the opportunity offered itself deserted their liberators."
After President Abraham Lincoln authorized the formation of black regiments in the Union Army, Anderson actively recruited Afro-Canadians, while Cary, by then a widow with two children, recruited blacks in Indiana and Connecticut. Later in the war, Hinton wrote in 1894, Anderson himself joined the Army, though there is no record of his military service.
Sometime after the war, Anderson wound up in the District, as did Cary, in 1869. Here she owned a house at 1421 W St. NW, became a public school principal and, in 1883, obtained a law degree from Howard University. She was an active suffragette and died in 1893, buried, as was Anderson, in the Columbian Harmony Cemetery on Rhode Island Avenue.
"Anderson, Osb'n P.," occupation "messenger," is the listing in the 1872 Washington directory. His address is the same as Alfred M. Green, an early proponent of raising "colored regiments" to fight for the Union. Together, Anderson and Green would twice visit Harpers Ferry and the Charles Town jail where John Brown had been held. Anderson would make a final visit to Harpers Ferry with several friends a few days before he died.
The first hint that Anderson was "dangerously ill" appeared in Douglass's New National Era newspaper in June 1872. As Anderson's health was failing, according to another account, in the Washington Chronicle, members of 15th Street Presbyterian Church raised $75 for the "sick and suffering man." In October, Anderson visited Philadelphia, where those attending a church tribute donated $69.02. One of his friends asked him to accept the money "not . . . as a gift; it is only a partial payment for services rendered. As you are the last of [John Brown's] apostles, we owe you unfading honors, and sustenance as long as you may live."
Anderson died, according to an obituary in the Washington Star, at Green's home at 14th and C streets NW on the morning of December 11, 1872, at age 42. "The deceased was a man of good character, and was quite effective as a political speaker," the paper said.
Anderson "was truly a noble and devoted lover of freedom for all mankind," opined the New National Era. Funeral services were Friday, December 13, at 15th Street Presbyterian Church, then between I and K streets NW, with three ministers and 10 African American pallbearers who included Lewis H. Douglass, a son of Frederick Douglass; John M. Langston, inspector general of the Freedmen's Bureau and later a congressman from Virginia; and George T. Downing, a Newport, R.I., hotel and restaurant owner who for 10 years was in charge of the cafe dining room of the House of Representatives.
A week after Anderson's death, the New National Era published a eulogy by Daniel A. Straker, another pallbearer, under the headline, "Osborne P. Anderson, A Hero." "The greatest hero . . . in the struggle for liberty has gone to his rest," he wrote. "His was no money sacrifice . . . but it was personal sacrifice." Anderson's death, Straker wrote, was "deeply lamented by all lovers of freedom . . . Let us cherish his memory to our latest generation."
THERE REMAINS NO MEMORIAL AT HARPERS FERRY TO OSBORNE PERRY ANDERSON. Instead there is one to Hayward Shepherd, the hapless black railroad worker killed by John Brown's men, "an industrious and respected colored freeman" who "in pursuance of his duties as an employee of the Baltimore and Ohio Railroad Company . . . became the first victim of this attempted insurrection," the plaque says. It was erected in 1931 by the United Daughters of the Confederacy, with only one discordant note when a black woman present rose to protest.
When it was later deemed too controversial by its National Park Service stewards, the Shepherd memorial was covered up. The plywood sheathing was removed in 1995, not without protest, and a new interpretive plaque added. Anderson is mentioned in Park Service displays, but not prominently.
For years, historians dismissed Anderson's accounts of slaves sympathetic to and even joining in the John Brown raid. They also raised questions about his fealty to Brown. Villard, Brown's sympathetic biographer, asserted flatly that Anderson's written account "contains many erroneous statements" -- the most egregious, in Villard's view, Anderson's assertion that he and Hazlett remained at their posts until Brown's capture and only then escaped. The late Morgan State College historian Benjamin Quarles eschewed such criticisms in his book Allies for Freedom (1974). But it was left largely to Jean Libby, a California community college instructor, to come to Anderson's defense and rediscover him in a serious way. Her Black Voices from Harpers Ferry, self-published in 1979, reprints Anderson's original work, annotates it and, drawing on a variety of contemporary sources and Libby's own deductions, refutes or challenges much of the criticism.
Why was Anderson so long ignored or dismissed? According to University of Massachusetts historian Stephen B. Oates, whose 1970 To Purge This Land with Blood was the first major Brown biography since Villard's: "Obviously for years racism played a part. He's been overlooked in the main because he's black. Second, turning up stuff on him has been real difficult. It's time this gentleman got his due."
Dennis Howard thinks it's long past time. Howard, now a towering 6-foot-5 and 265 pounds, recalls being the only black pupil in class at Arlington's newly integrated Stratford Junior High School in 1964 when the teacher asked each student to trace his or her roots to England and bring in the family crest.
What Howard learned from his grandmother Sarah Anderson Gibson proved to be far more interesting. She believed that Logan Anderson, Howard's great-grandfather and her father, was a son of the man who had fought with John Brown. Public records are inconclusive. There are no documents showing that Anderson ever married or fathered children. Records do show that Logan Anderson was born in Virginia, either in 1872, 1873 or 1876, depending on the census cited, and eventually lived in Purcellville, near Harpers Ferry. Howard's grandmother thought Logan had been born in 1868.
"She wasn't 100 percent sure the man said to have fought with Brown was her grandfather," Howard said. "She knew he was a relative."
In 1992, still unsure of the name of the ancestor, Howard visited Harpers Ferry. He repeated his grandmother's story to a knowledgeable park ranger, who confirmed that Osborne Perry Anderson was its subject and thus was Howard's presumed great-great-grandfather. Years of research since have failed to confirm or disprove the link.
Undaunted, Howard organized a family reunion and memorial service with Park Service participation at Harpers Ferry in August 2000. Three months later, he was instrumental in putting together a Veterans Day ceremony at National Harmony Memorial Park in Landover, where Anderson's remains are presumed to be among those of the 37,000 moved from the Rhode Island Avenue site in 1959. The Harpers Ferry mayor attended the dedication of a small plaque honoring Anderson, as did local politicians and African American Civil War reenactors.
Howard went on to organize a weekend conference and second Osborne Anderson memorial service in August 2002 at 15th Street Presbyterian Church -- now at 15th and R streets NW -- that drew descendants of Mary Shadd Cary and others. Then, Howard's near-obsession with Anderson was interrupted by military service. A child protective services worker for the District government, Howard is also an Army Reserve officer in a medical unit based at Fort Eustis, Va. Called up in March 2003, he was dispatched to Madigan Army Hospital at Fort Lewis, Wash., where his assignment was to work with families fractured by war.
In June, he took five days' leave to return to the Washington area for a visit to National Harmony. He had been to the cemetery several times, but this was his first visit since the Veterans Day event. He drove to the cemetery office, where he was given a map and directions. Then, he and a reporter traveled a short distance, parked and walked past several family plots to an obscure site near a chain-link fence that marks the cemetery's eastern boundary.
"There it is," he said, finally spying the bronze plaque. Flat against the ground, a modest 18-by-36 inches, it is easily missed. Yet, gazing down on it, Howard said he felt "a sense of achievement, some closure and some satisfaction that it will be here for posterity."
For a silent moment, he knelt to read the marker's raised lettering, a broad-brimmed straw hat shading his face. "This dedicated and brave Christian soldier traveled from Chatham, Canada, to Harper's Ferry, West Virginia, to fight beside John Brown in his quest to abolish slavery," it declared. And then, at the bottom, this from the gospel of St. John:
"Greater love hath no man than this, that a man lay down his life for his friends."
Eugene L. Meyer is a former Washington Post reporter and editor. He is the author of Chesapeake Country and Maryland Lost and Found . . . Again.

Four Traditions of Diplomacy

2004-12-21T11:30:00.000-08:00

Check out this Michael Totten essay.

Union in Peril Test

2004-12-20T08:47:00.000-08:00

B day has convinced me to let you do the test open-book and online over the break.

I will post the test on Wednesday. Copy the test off the blog into a word document, type in your answers, and e-mail it to me by December 27.

An e-mail test! What an experiment!

Libby AP Point

2004-12-20T08:46:00.000-08:00

If you read Huckleberry Finn, you may write a short essay (750-1000) explaining how Twain is subtly arguing against slavery in his novel.

Cartoon Sources

2004-12-17T11:45:00.000-08:00

Dee asked for links to help find cartoons for the AP Points. Here are some of the sites I use (and from which I get the cartoons I place on the test.)

Alphabatized by subject

Harper's Weekly

Dee also points out that the earlier links to Spark Notes can be followed to find notes for this period as well.

Have a good weekend everybody!

P.S. for B-day: Study for the quiz; a good portion of A day got shellacked.

Do your notes look like mine?

2004-12-17T07:24:00.000-08:00

Different sections of the country/Summarize economic development

Why didn’t South industrialize?

Lack of capital
Power
No immigration
Aristocratic mindset

After cotton gin, attitudes about slavery change

Anomaly = Necessary Evil = Positive Good

North slowly became increasingly opposed to slavery
(Not always for the best of reasons – Free Soilers)

William Lloyd Garrison – The Liberator

Religion: Quakers/Groups that came out of the Puritans/Lutherans

Liberalism: 48ers

Harriet Beecher Stowe
Uncle Tom’s Cabin

Best selling book

Emotional appeal

Frederick Douglass’ Autobiography
Masculinity

Religion

Education

Slave revolts
Nat Turner

Southern reaction

Suppression of dissent
Harsh laws for slaves

Racism
No abolitionist literature in mail

Harsh suppression of dissent (traitors to their race?)

George Fitzhugh: Cannibals All!

Territorial expansion heightened problem!
SENATE AND GOVERNMENT

1820 Missouri Compromise
Louisiana Purchase

E-W line

Missouri exception

Clay’s American system

Mexican-American War

Texas => Lone Star Republic

Slavocracy?

Wilmot Proviso (racist origins)

Guadalupe-Hidalgo
California, Texas, New Mexico

1850 Compromise (Great Compromise)

California gold rush (forty-niners)

Secession?

Henry Clay, Daniel Webster, John C. Calhoun

Co-presidents?

Nashville convention: Fire eaters

California a free state

Other Mexican territories: “free” to decide for slavery

Fugitive Slave Act

Backfires!

Nullification of Fugitive Slave Laws (States’ Rights)

Kansas-Nebraska Act (1854)
Douglas
Repeals the Great Compromise of 1850

“Popular Sovereignty”

“Bloody Kansas”

Republican Party

Lincoln-Douglas Debates
Illinois Senate

Lincoln: Opposed spread of slavery
Constitutional protection of existing slave states

Territories are federal property until statehood

“House divided” phrase

Douglas: Popular Sovereignty

Freeport Doctrine

John Brown’s Raid

Terrorist?

Panic, anger in South

1860 Presidential Election

Democrats split

Lincoln Elected

Secession!

Amsco 13 Error

2004-12-17T06:12:00.000-08:00

There is a significant error in Amsco 13. Who found it?

Kudos to Eli

2004-12-15T09:25:00.000-08:00

Eli,

Very nice critique of the American Indian Museum.

History IS argument.

Luckily for us. :)

Unit 13 Overview: The Union In Peril

2004-12-15T04:46:00.000-08:00

All days are for “A” day. “B” day will be one day later.

Due for Thursday: Read Amsco 13 and answer the multiple-choice questions.

Due for Friday: Read Bailey 18 and take notes.

Friday in class: Quiz on Bailey 18. Teetering (or Tuetingering?) on the Precipice of War

Due over the weekend: Read Bailey 19 and take notes.

Due for Tuesday: Review, Review, Review. There is a bunch of material.

Tuesday in class: TEST (mc, timed)

AP Points to be posted on the blog.

First In The Hearts of His Countrymen

2004-12-15T04:31:00.000-08:00

George Washington died on this date in 1799.

Jackson Test

2004-12-14T11:10:00.000-08:00

We do not have time in class to do the usual test analysis.
I have posted the answers to the test below.
Feel free to make the case for individual questions in the comments. If more good challenges arise than the seven I have already speculatively given you, we will add points to the test.

1 e
2 b
3 e
4 b
5 b
6 b
7 c
8 b
9 c or e
10 d
11 d
12 b
13 a
14 d
15 a
16 a
17 d
18 c
19 b
20 d
21 a
22 b
23 e
24 b
25 c
26 d
27 e
28 e
29 d
30 e (ERROR ON KEY; ONE POINT)
31 e
32 a
33 a
34 c
35 c
36 d
37 e
38 c
39 b
40 c
41 d
42 c
43 d
44 b
45 d
46 c
47 a
48 e
49 e
50 d
51 b
52 d
53 c
54 b
55 d
56 c
57 e
58 d
59 c
60 a
61 b
62 d
63 b
64 b
65 a
66 e
67 a
68 c
69 e
70 b
71 c
72 d
73 c
74 a
75 c (a is also a good answer: POINT)
76 b
77 b
78 c
79 c
80 c

Do Your Notes Look Like Mine?

2004-12-14T04:23:00.000-08:00

Nothing directly testable here; this will summarize the Amsco and Bailey chapters and draw links to the present.

A day did not get this; but since A day's lesson fell right on its rear end, I had to back up and punt.

Mexican War

Context
Small group comparisons to 1812, Vietnam, Iraq?

Driving Factors: Manifest Destiny/Slavocracy Mix?

Missouri Compromise (Review)
36-30
Need to keep pace in Senate

Texas
Austin
Mexican invitation: free land!
Conditions: Oath, taxes, convert, obey laws inc. no slavery
Violations
Enforcement: Tyranny
Texan independence
Santa Anna
Side note: Bubble Gum (1869)
Dictator of Mexico
Weak political institutions
No tradition of representative government (Spanish Catholic absolutism)
Independence in 1810 not an internal political development (why?)
Series of dictators unable to unite Mexico under stable leadership: Warlords
Review Healy and Caudillos.
Mexico to this day blames America for its lack of economic development BUT caudillo government covers the entire period of Mexican history from independence until recently (?) (interpretation: single party rule: Dressed up as a democracy?)
Alamo
San Jacinto
Sam Houston
Capture/treaty: Rejected by legislature freed from their dictator.
Texan unrecognized independence
Alamo: Interpretations
Alamo docent (Mrs. Tueting holds back her husband)
Movies
Popular Culture (Disney, for God’s sake!)
King of the Hill
Overeaching/Overcompensation? (Broaden to expansion in general)
See Amsco historiography (4 focus topics)
Inaccurate picture?
Long term benefits?
Colonization issues (Phillippines and Africa)
Globalization today? (Central America: Evil Nike industrialists?)
Mexico Museum
Recent documents discovered about the fate of the Alamo

Annexation?
Goal of many Texans
Blocked in Senate. Why?
Nationalistic reaction (anti-slavery tempered by Manifest Destiny (John O’ Sullivan)
Election of James K. Polk
3 goals: Texas, California, Oregon
Clay: I was against the annexation of Texas before I was for it? Heh. Kerry.
Annexation (5 state division rights: why?)
Slidell Mission
Nueces River/Rio Grande
Taylor moves into disputed territory
American blood on American soil
Spotty Lincoln
Gulf of Tonkin Resolution
Other examples (I know someone will bring up Al Queda Link?/WMD)
Country split over war
Small groups provide examples of split:
Military success outpaces opposition (War of 1812 link?)
Kearney: New Mexico
Fremont: The Path Finder to California
Bear Flag Republic (Possible AP point?)
Political infighting
Taylor: Buena Vista
Winfield Scott: Vera Cruz/Mexico City
The whiny Nicholas Trist
Treaty of Guadalupe-Hidalgo
Terms?
Gadsen Purchase (why?)

Spark Notes for the Test

2004-12-13T08:14:00.000-08:00

See here, here, here, and here.

Cool, Cool, and More Cool!

2004-12-13T05:59:00.000-08:00

Do this!

What a great experience!

And what a great thing to put on your college applications!

Plus, you get to go to William and Mary and study with Doc Whittenburg.

Charlotte Modification

2004-12-13T04:53:00.000-08:00

Charlotte has suggested outlining rather than writing the AMCO essays. That will get you to mentally review the material just as well (my objective for the activity), so it is so.

You may either write the essays OR outline them.

Schedule Change

2004-12-10T04:55:00.000-08:00

Due to the Chemistry SOL, the schedule for Unit 12 has been changed. See below.

Unit 12: Territorial and Economic Expansion

A day is first; B day will be one day later.

Due for Friday: Read and take notes on Amsco 12. Answer the multiple-choice questions.

Due over the weekend: Read and take notes on Bailey 17; complete the workbook. (You might want to start on the Amsco essays due Tuesday)

Monday in class: Lecture on the Mexican War.

Due for Tuesday: Answer TWO of the essays at the end of Amsco 12 in five paragraph format.

Wednesday in class: TEST

On Wednesday I will collects and check:

Civil Disobedience document analysis
Amsco 12 notes and mc
Ferment of Reform/Ripon Phalanx class notes
Bailey 17 notes
Bailey workbooks 15 and 17
Amsco Essays

New AP Point

2004-12-09T05:35:00.000-08:00

As suggested by Brendan,

Utopian communities are still around. The intellectural heirs of Brookfarm and the Phalanxes are still with us.

Read the following three internet essays:

One

Two

Three

Be aware that all three essays are produced from within the intententional community movement, so they can hardly be described as unbiased. I particularly enjoy how 8,000 people in North America are described as a thriving movement.

From the IC website, find an intentional community homepage and explore the philosophy it espouses. Then write a 750-1000 word essay comparing "your" community and one of the communties decribed in Bailey or Amsco.

Please Respond

2004-12-09T05:13:00.001-08:00

If you can see this post, please leave a comment showing what time you were able to find it; Blogger seems to be delaying postings. We theorize that it may be a server issue here at the high school. If you can see the post at home before I can pull it up at HHS, then this will serve as confirmation of that hypothesis.

AP Points

2004-12-09T05:13:00.000-08:00

AP Points for Amsco 12:

Essays:
1) “Polk was one of the greatest American Presidents because he entered office with clearly defined goals, accomplished them, and left office in triumph after one term.” Support or criticize this statement.

2) Explain why the United States did not annex the entirety of Mexico. Include outside research and quotes from contemporaries (you do not have to follow the footnoting rules for a research paper).

3) Trace efforts to build a canal through Central America, beginning with the Clayton-Bulwer Treaty and ending with T.R. “making the dirt fly.”

4) Visit thealamo.org. How does the official site of the Alamo deal with the issue of slavery? Do visitors come away with an accurate historical understanding of the role that slavery played in the settlement and eventual independence of Texas? Why or why not?

5) Research and explain Abraham Lincoln’s reaction to the Mexican War. What does it say about his political instincts and ideals?

Posters:
6) Make a map and timeline of American territorial expansion.

Art Analysis:
7) Find three political cartoons supporting OR opposing the Mexican War. Explain the imagery used by, and the viewpoint of, the artists.

Movies:
8) Watch a movie about the Alamo (there are many to choose from). Assess the historical accuracy of the movie.

Territorial and Economic Expansion

2004-12-09T05:10:00.000-08:00

We are blowing through this part. There will be no supplementary lecture. Call me over the weekend if you need clarification on any part of the reading.

Unit 12: Territorial and Economic Expansion

A day is first; B day will be one day later.

Due for Friday: Read and take notes on Amsco 12. Answer the multiple-choice questions.

Due over the weekend: Read and take notes on Bailey 17; complete the workbook.

Monday in class: Test.

On Monday I will collects and check:

Civil Disobedience document analysis
Amsco 12 notes and mc
Ferment of Reform/Ripon Phalanx class notes
Bailey 17 notes
Bailey workbooks 15 and 17

AP Points for Ferment of Reform

2004-12-01T16:42:00.000-08:00

Essays (750-1000 words)

1) Explain how the Book of Mormon modified traditional Christian doctrine.
2) Describe the Millerite movement and compare it with one other Millenialist movement.
3) Using quotes from Walden Pond, illustrate how Thoreau’s masterpiece reflected Transcendentalist belief.
4) Rent and review “Last of the Mohicans.” Even though the story takes place during the French and Indian War, explain how it also reveals the romanticism of the early Nineteenth Century.
5) Place “The Scarlet Letter” in the context of the early Nineteenth Century. How did prevailing beliefs influence Hawthorne’s writing?
6) Describe the condition of the mentally ill in America before and after the work of Dorothea Dix.

Posters
7) Make a chart comparing the four utopian movements described in AMSCO. Have at least ten points of comparison.
8) Illustrate the ideal woman, according to the “cult of domesticity.” Have at least ten elements that you discuss and show that you have completed outside research.
9) Compare the goals of the American Colonization Society, the American Anti-Slavery Society, the Liberty Party, and the violent abolitionists.

Art
10) Find three painting by George Caleb Bingham and explain why they are a good representation of genre painting.
11) Compare George Caleb Bingham’s work with that of one of the painters from the nationalistic school (Gilbert Stuart, et. al.)

Unit 11 overview

2004-12-01T06:29:00.000-08:00

AP Plan for Unit 11:
The Ferment of Reform, 1820-1860

This will be the last thematic unit before we return to chronological sequence - aren’t the antebellum decades messy?

This schedule’s days reflect A day, which is back in the lead.

Due for Thursday, December 2: Read and take notes on AMSCO 11; complete the multiple-choice questions.

Due for Friday, December 3: Read and take notes on the first half of Bailey 15 - pp. 320-333; stop at “The Dawn of Scientific Achievement.”

Friday, December 3 in class: The Era of Reform; “On Civil Disobedience.”

Complete over the weekend: Finish Bailey 15 and complete the workbook.

Monday, December 6 in class (B day): (Hopefully A day can join us for the first part). Dr. O’Meara on Transcendentalism, The Era of Reform, “On Civil Disobedience.”

Due for Tuesday: Complete review crossword puzzle.

Tuesday, December 7 in class: Test on the Ferment of Reform. This test will include 80 questions from Amsco, Bailey, lecture, and class activities. There will also be an essay. Both will be timed. As David Bowie would say – “pressure!”

2004-11-30T10:24:00.000-08:00

Do Your Notes Look Like Mine?

2004-11-30T08:29:00.000-08:00

Historiography of Jackson

Very controversial. If the story of America is democracy, then is Jackson the story of America?

First historical analysis by historians “Whig historians” AND those who generally shared his view on public policy: hostile and critical.
Why?
Historians as “liberal elite,” er, I mean, “intellectual elite”
Eastern, upper middle class patrician mindset
Loss of monopoly of power?
Need for enlightened leadership?
Spoils system – why they were against it.

Progressives: Fighting power of big business through democracy; saw America as fundamentally different from Europe
Much more favorable
Frederick Jackson Turner: Frontier thesis (driving factor of American history)
Jackson as avatar of frontier democracy/individualism
Not blanket praise, but “It must be said that Jackson’s presidency was more representative of Americans of his time than would have been any of his rivals.”
Spoils system: Not perfect, but turns out economic elite (For progs: “robber barons”) to give other people access to government. Opportunity for common man. “Alternative to elitist monopoly.”

Arthur M. Schlesinger “Age of Jackson” 1945. Pivotal/controversial
Does not see Jackson in terms of sectionalism (western v. northern) but in class terms. Many progressives (notable exception Chuck Beard) played down class conflict as a way to differentiate America from Europe.
Schlesinger recasts Jackson as Eastern workers versus capitalists.
“The business community has been ordinarily the most powerful of these groups, and liberalism in America has been ordinarily the movement on the part of the other sections of society to restrain the power of the business community”
Jackson v. bank

Criticisms of Schlesinger:
Entrepreneurial school: Not class conflict; small business v. large business. Individual capitalists who wanted to make their lives better. Commercialization of agriculture is a better explanation of rural support. Their misconceptions (founded in ignorance) about the role of the bank led to hostility to that institution.

No conflict at all: conflict for office (Ralph Nader, anyone?) Jacksonian democracy is a myth.

Psychology: Politics of insecurity. Reform as therapy. (See women’s reform movements) People unsettled by changes in society (push towards large industry/hardening of slavery.

Personality politics “Cult of personality”: REAL origin of two party system was not issues. Issues as a crutch. Compare to no difference

Movie Night on Monday

2004-11-30T08:27:00.000-08:00

Monday eveing the Mark Tueting Theatre will present "The Journey of August King" starring Jason Patric and Thandie Newton. One AP point for attendance and one for a parent.

We will start at 5:30 and probably finish around 7:30.

Hamilton and Jefferson: Pot Boosters?

2004-11-29T13:47:00.000-08:00

"Are you smoking the mary-jew-wanna?" - Henry Buhl (The man, the myth, the legend)

There is an interesting article about an upcoming Supreme Court case on page A2 of today's Washington Post. Pick up a copy from Carico's room - I can't seem to log on to the Washington Post website from a mac computer.

The case involves Hamilton's beloved commerce clause and the government's attempt to use the commerce clause to regulate pot grown at home by a person with a medicinal perscription.

Possible AP Point:

As either Alex Hamilton or Tom Jefferson, write an amicus curae brief on the case that either supports or upholds this use of the elastic clause.

UPDATE: Constitutional scholar Eugene Volokh is all over this case. Go to Volokh.com

AP Points for Age of Jackson

2004-11-29T13:08:00.000-08:00

We are in a new six weeks so the AP points will start over; seven are required this period.

Available for Jackson (all are due on Monday, December 6.

Short essays (750-1000 words)
A) Argue for or against the implementation of the spoils system in either 1828 OR 2004.

B) Compare and contrast the elections of 1828 and 2004.

C) Discuss the constitutional issues raised by the Cherokee removal.

D) Research the Webster-Hayne debate. Analyze whether either side can be said to have "won" the debate.

E) Choose one of the AMSCO essay questions on page 196.

Art Analysis

F) Find two contemporary paintings by different artists showing the trail of tears. Analyze the point of view of the artists.

G) Find and use three political cartoons from the election of 1828 to show how the "politics of personal destruction" is not a new creation.

Age of Jackson Test

2004-11-29T13:06:00.000-08:00

The Age of Jackson Test will be on Wednesday, December 1 for A day and Thursday for b day.

We will model the AP test time contraints this time. There will be 80 multiple choice questions you MUST complete them in 55 minutes - just as in the AP exam.

The questions will be drawn from the Bailey chapter, Amsco 10, and the lecture.

Please study and do well; the last test was nothing to write home about.

Age of Jefferson and AP Points

2004-10-28T05:22:00.000-07:00

The Age of Jefferson

Important Note: There will be no class lectures on this topic; there will be a brief Q & A period prior to the test, but otherwise you must get this information on your own.

As before, this schedule is based on “B” day; “A” day’s assignments are due one day later.

Due for Friday: Read AMSCO 7 and answer the multiple-choice questions.

Due for Saturday: Read and take notes on Bailey 11 (or fill in Buhl’s study sheet)

Due for Sunday: Read and take notes on Bailey 233-240 (About the War of 1812).

Due for Monday: Study for the test

AP Points for this unit (Due by Friday, November 5)

A) Explain in a 750-1000 word paper how the Electoral College works and why the Founders developed it the way they did.
B) Read George Will’s article at: http://www.msnbc.msn.com/id/5781897/site/newsweek/http://www.msnbc.msn.com/id/5781897/site/newsweek/
Summarize Will’s argument. After you summarize Will’s argument, explain whether Colorado’s plan is a good one – both ideally and pragmatically (you will have to identify which political party you support for the pragmatic part)
C) Watch election coverage on Tuesday night (let Mr. Tueting know on Wednesday for your point.
D) On Wednesday after school, Mr. Tueting will show a documentary on Lewis and Clark – attend for one point (3-5:30 PM)
E) Make a posterboard chart showing the evolution of the party system through 1820.
F) Write a 750-1000 word paper describing Sally’s Hemmings’ family’s attempt to be recognized and acknowledged by Jefferson’s traditional family. Use internet resources.
If you have audio on your computer, the following places are good starts:
http://www.npr.org/templates/story/story.php?storyId=1069625
http://www.npr.org/templates/story/story.php?storyId=1335017
G) Many people following the declension model of history and lament that politics has gotten so personal and ugly. Listen to:
http://www.npr.org/templates/story/story.php?storyId=4129492
Using the election of 1800 as an example, write a 750-1000 word paper showing how presidential campaigns have gotten ugly.
H) Choose either Hamilton or Jefferson. Then choose either the Republican or Democratic Platform for 2004 (find it on their website). From the point of view of your chosen founding father, evaluate the wisdom of one political platform (750-1000 words)
I) We will have a “predict the outcome of the election contest.” Only the top three winners will earn points, but you can spend as little or as much time analyzing things as you wish. Fill in the following information and return it to Mr. Tueting before 2:47 on Monday, November 2:

Name: _______________________________________________________

Bush Electoral Votes: __________ Kerry Electoral Votes: _____________

(Tiebreaker – round to nearest whole percent)

Bush Popular Vote: ___________% Kerry Popular Vote: ______________%

(Tiebreaker 2 – round to nearest TENTH percent):

Nader Popular Vote: __________% Badnarik Popular Vote: ___________%

Cool Site With Power Point!

2004-10-14T09:03:00.001-07:00

Here:

http://phs.dist214.k12.il.us/ProspectWeb/AcadeFolder/history/apus/outline.html

Unit Overview

2004-10-14T09:03:00.000-07:00

Unit Six: Confederation, Constitution, and New Republic

B day is now the start day; A day is one day later

Homework for Thursday: Read Bailey chapter 9 and complete Buhl worksheet (or take notes)

Homework for Friday: Read and complete multiple-choice questions for Amsco 6

Friday: Go over test and Bailey 9 reading guide; Confederation and Constitutional Convention

Homework over the weekend: Constitution Packet and Federalist #10 questions.

Homework for Tuesday: Bailey 10 with Buhl reading guide or notes.

Tuesday: Confederation and Constitution Quiz; lecture on New Republic: The Washington and Adams administrations

Homework for Wednesday: New Republic Packets.

Homework for Thursday: Do the workbooks for Bailey 9 and 10 as a review.

Thursday: Parent Conference Day

Friday: TEST on Confederation, Constitution, and New Republic

Notebook turn-in:

On Test day I will collect

Bailey 8 workbook
Amsco 4 multiple choice
Bailey 9 notes or Buhl worksheet
Amsco 5 multiple choice
Constitution Packet
Annotated Federalist #10
Bailey 10 notes or Buhl worksheet
New Republic Packet
Bailey workbooks 9 & 10

Imperial Wars, Colonial Conflict, and Revolution Test

2004-10-12T13:12:00.000-07:00

The test covers Bailey 6,7,8 and Amsco 4,5.

Post away in the comments thread.

VP Debate

2004-10-06T03:16:00.000-07:00

Please list your name in the comments thread if you watched the VP debate for an AP point.

I'll see everybody tomorrow.

Quote of the Day October 1

2004-10-01T06:35:00.000-07:00

What do we mean by the Revolution? The war? That was no part of the Revolution; it was only an effect and consequence of it. The Revolution was in the minds of the people, and this was effected, from 1760 to 1775, in the course of fifteen years before a drop of blood was shed at Lexington." John Adams, 1815

Unit IV Study Thread

2004-10-01T06:33:00.000-07:00

Post away.

Be sure you post; many of you did not participate in the last thread.

William Golding and Lord of the Flies

2004-09-30T11:27:00.000-07:00

We had a discussion in A day about whether "Lord of the Flies" is primarily a political or religious work. It could possibly be both.

Golding, a veteran of World War II certainly had a healthy skepticism of governmental violence and the nature of man. Perhaps what I referred to as a "smackdown" of Rousseau's idea of the noble savage is also a condemnation of political savagery (the book was written only nine years after the Nazi atrocities came to light).

While shallowly researching this topic, I came across some references to Ballantyne's "The Coral Island," a nineteenth century tale written at the height of British imperial arrogance. Some professors hold that Golding was going after the smug assumption that Englishmen are somehow inherently better than savages, debunking the earlier jingo novel. I haven't read "The Coral Island" so am hard-pressed to evaluate the claim. Has anyone else read it?

Sparknotes refers to the religious imagery of Lord of the Flies, as do several other "scholastic" cheat-sheets one can find on the internet. I'm not an English scholar, but it seems to me to be a bit of a stretch to imply primarily religious significance to Simon and to label the island the "Garden of Eden." To this social studies teacher, the references to the state of nature and Enlightenment thinking are much more direct and clear.

William Golding's Nobel acceptance speech does not reveal a Christian worldview as much as it shows a man cynical about the intentions of his fellow man. Read it here and tell me what you think.

You guys have read the novel much more recently than I. Do you see the novel as primarily political or religious? Comment away!

French and Indian War

2004-09-30T08:09:00.000-07:00

Do your notes look like mine?

The French and Indian War
Tueting’s notes

The fourth, last and most decisive of the colonial wars. NOT the first.

The French sought to pin the American colonies on the seaboard by making alliances with and arming Native Americans in the Appalachians.
Colonial government does not approve (to put it mildly).
Washington sent to Fort Duquesne – captures it, but then is captured.
Braddock sent to stamp out the French
Ignores Washington’s advice, gets ambushed and defeated
Native Americans raid up and down the colonies from Pennsylvania to North Carolina
Albany Plan of Union: Tries to bring the colonial governments together to pay for defense.
Fails in purpose because they don’t want taxation.
British viewpoint: Americans keep banking on us to pay their way. They are cheapskates.
Value: Colonial leaders at the meeting form relationships that will prove important in the resistance to British taxation after the war.
Join or Die cartoon
General War has erupted in Europe
British, at great expense, ship armies to North America to attack French colonies
Fall of Quebec, 1759
At Peace of 1763, France is forced to give up all territories in North America. Her ally, Spain, has to give up ____________.

RESULTS:
1) British supreme in North America – no more French arming of Native Americans
Americans no longer “NEED” Britain

2) Britain in financial trouble. Cannot raise taxes any higher on people in the British Isles. Want to tax Americans to pay for America’s defense at the exact point when the colonists no longer feel a great need for defense. Many Americans pay no taxes whatsoever (Colonial land sales and British support of colonial government).

3) British believe Americans can’t fight (tactics of the musket)

4) Americans resentful of British snobbery (Washington)

5) Washington gains military experience, sees weaknesses of British tactics

6) Salutary Neglect ends

7) Pontiac’s rebellion -> Proclamation of 1763

8) Quebec issue

Kudos to Sean

2004-09-30T08:04:00.000-07:00

Update on the Locke and human nature controversy after consultation with Healy:

Locke's Tabula Rasa is indeed a reflection of innate character; the importance of creating a society to promote positive traits is due to the need to avoid a society that promotes negative traits; Locke is almost exactly midway between Hobbes and Rousseau.

Sean was correct in our class discussion. Thanks for making me do a bit of research.

Quote of the Day September 30

2004-09-30T08:00:00.000-07:00

History is past politics and politics present history. (E.A. Freeman)

AP Point Possibility

2004-09-29T10:55:00.000-07:00

You may watch Thursday's presidential debate for an AP point. You do not have to write anything; just let me know that you watched it. If you are going to miss the beginning due to the movie night or college night, just record the debate and watch it later.

Unit III Test

2004-09-29T10:36:00.000-07:00

Well done on the test, folks.

While we didn't have 13 As like the last test, we did have 6!

The class broke down as:

6 As
11 Bs
6 Cs
0 Ds
2 Fs

The overall average was an 87%.

I gave a point for the Scotch-Irish question. I was looking for the frontier and thought that D was the best answer, but the textbook talks about the band of Scotch-Irish running from Pennsylvania to Georgia and Pennsylvania was also a possible answer. Heck, the "C" was actually over the frontier area of Pennsylvania.

I gave credit for the question on the speaking style of the Great Awakening because B day's test cut off the end of the correct answer (someone who is computer literate please explain to me why two printings of the same test would come out differently).

I gave credit on the Native American/African American cultural experience question because some people were confused by my use of "Old World" as a synonym for Europe.

I gave credit for the Salem witchcraft victims because there were two correct answers.

Quote of the Day September 27

2004-09-29T10:35:00.000-07:00

History does not repeat itself except in the minds of those who do not know history. (Kahlil Gibran)

Jack William Tueting

2004-09-24T06:33:00.000-07:00

9 pounds six ounces, 21 3/4 inches.
Mom and baby are great.

Topic 4 Unit Plan and AP Points

2004-09-22T13:37:00.000-07:00

AP Unit Four: Imperial Wars and Colonial Protest

Due Thursday, September 23: Read, take notes, and answer the multiple-choice questions on AMSCO 4.

Due Friday, September 24: Read Bailey 6. Complete workbook questions for chapter 6.

Friday in Class: Review Colonial Society Test; Go over workbook with the legendary Mr. Buhl.

Due Saturday or Sunday: Read Bailey 7. Complete workbook questions for chapter 7.

Due for Monday, September 27: Complete the Tax Conflict Organizer to turn in.

Tuesday in class: Post tax organizers. Enlightenment Refresher Course. Go over workbook 7 with Buhl. Begin Create-your-own lecture activity

Due Wednesday, September 29: Create-your-own lecture activity

Due Thursday, September 30: Organize homework to turn in.

Thursday in class: Uncle Mark’s Magical Mystery Tour and French and Indian War Lecture

Due Friday, October 1: Crossword Puzzle

Over the weekend: Study for test, organize work for a homework check. Post three study questions online and answer three others.

Monday, October 4 in class: Test on Imperial Wars and Colonial Protest
During the Test, Mr. Tueting will check:
AMSCO 3 notes and multiple choice
Bailey 4 notes
Bailey 4 workbook
AMSCO 4 notes and multiple choice
Bailey 6 workbook
Bailey 7 workbook
Tax organizer
Create-your-own-lecture
Crossword Puzzle
AP Points
Due on October 4
1) Last of the Mohicans night. Okay, okay, all of you who demand an immediate scheduling. We’ll assume everything is fine at the Tueting farmstead and schedule a potluck for Thursday, the 30th, 5:30 PM – in time for the six week break. One point for attendance and one point with a parent’s participation.
2) Monticello. Before it gets too cold, get a group of friends and visit Monticello. This is a four-point possibility: Two for going and touring the estate. One point for putting together a tourist pamphlet (blown up to poster size) advertising what Monticello has to offer – include at least five pictures of your group viewing the grounds. One point can be earned for writing a 750-1000 page – er, I mean word – essay describing how the docents at Monticello deal with one of the following controversial topics: Jefferson and slavery, Jefferson and ugly partisan politics, or Jefferson and Sally Hemmings. What do the docents say about each topic – is it downplayed or explored? How do they respond to questions about the topic?
3) Find examples of how versions of “Give me Liberty or give me death!” have entered pop culture/commercial advertisements. Discuss in a 750-1000 word essay how the historical facts have been modified for pop culture or commercial reasons.
4) Write an essay (750-1000) explaining how the ideas of the Great Awakening and Enlightenment helped lead to the Boston Tea Party.
5) We looked at how “The Crucible” was shaped by the politics of Arthur Miller’s world. Prepare a 750-1000 word essay explaining how Cooper’s tale of the French and Indian War was influenced by his time period. You do NOT have to read the book – there are many literary criticism sources online.
6) Art analysis. Find three cartoons protesting British tax policy that appeared in the colonies. Analyze how each cartoon’s portrayal of the American and British policy was designed to persuade readers.

Topic III Study Thread

2004-09-21T13:30:00.000-07:00

Post away!

Cool sites

2004-09-21T10:06:00.000-07:00

Whilst searching for test images last night, I came across these two cool sites:

John Singleton Copley

Benjamin West

Art lovers should check them out.

Buhl's Triumphant Return

2004-09-21T09:59:00.002-07:00

Mr. Buhl, the man, the myth, the legend, will be substituting for me when the wee Tueting arrives. He will be here Thursday, Friday, Monday, and Tuesday.

We all welcome him back with great glee.

On a related note, I will extend the deadline for the Poor Richard's Almanack until my return from paternity leave in the hope that someone will get Mr. Buhl to pose for silly aphorisms.

AP Points from Jordan and Heidi

2004-09-21T09:57:00.000-07:00

Two more possibilities:

1) Watch Pocohantas and write a 750-1000 word essay detailing the historical innacuracies of this Disney film. No, you may not use Mel Gibson's quote.

2)Examine a hymnal and compare the lyrics to hymns composed before and during the Great Awakening in a 750-1000 word essay.

DBQ Moved

2004-09-15T10:39:00.000-07:00

In a related note, I'm postponing the New England democracy DBQ - instead of doing it as homework over the weekend, I'm going to hold them until Thursday of next week and leave them with the substitute so you can do them in class whilst the wee Tueting is being born.

AP Identifications Canceled!

2004-09-15T10:37:00.000-07:00

And the people rejoiced!

Since the AP IDs have not ended up serving as a review for you, there is no point in leaving them as a burden - so I hereby call an end to AP ID posting. Just make sure that you use the IDs in the back of each AMSCO chapter as a key study resource.

Kudos to Sean, Brendan, Chris, et. al.

Kudos to Heidi

2004-09-15T06:01:00.000-07:00

Our alert reader brought in an excellent example of both multiculturalism and exceptionalism in the form of a letter to the DNR.

I'm not sure if the author is emulation Jonathan Swift's "A Modest Proposal."

At any rate, Swift's essay refers to the refusal of Britain to modify pro-agricultural export policies whilst the Irish were suffering from famine. It is excellent satire. Read and enjoy.