It was the Roman emperor and philosopher Marcus Aurelius who said, "A man's worth is no greater than the worth of his ambitions." The truth of this statement expands far past the ruins of an Ancient Rome and into the coffers of those great businessmen of America who changed the face of commerce in the country during the latter years of the nineteenth century and on into the twentieth century. Men such as J.P. Morgan, Cornelius Vanderbilt, Andrew Carnegie, and the colossal John D. Rockefeller represent the age where a young nation stretched its legs into the long fitting pants of capitalism. Many saw these giant men of commerce as robber barons, manipulators of huge monopolies that preyed on the public. Still many view them as validation for the American Dream. In such a light, they are pioneers of business in the "pursuit of happiness" or "Captains of Industry". Your task is to determine which of these interpretations is true using online resources and present your argument in a PowerPoint presentation.
In your presentation...
•Be sure to identify the sources you used for your work (the web address).
•Be sure to clearly state your position (i.e. They were captains of industry or they were robber barons).
•Be sure to provide logical and reasonable support for the position you take.
This presentation will be due Friday, December 17, 2010.
Friday, December 10, 2010
Inventions and Industrial Giants
Below you will find a history of the major inventions of the Industrial Revolution:
http://inventors.about.com/od/indrevolution/Industrial_Revolution.htm
Below you will find very basic biographies on the American giants of industry (other than J.D. Rockefeller, who was already listed previously).
JP Morgan - Banking
http://en.wikipedia.org/wiki/J._P._Morgan
Andrew Carnegie - Steel (U.S. Steel)
http://en.wikipedia.org/wiki/Andrew_Carnegie
Cornelius Vanderbilt - Transport (Shipping, Railroads)
http://en.wikipedia.org/wiki/Cornelius_Vanderbilt
Jay Gould - Banks, Transportation
http://en.wikipedia.org/wiki/Jay_Gould
http://inventors.about.com/od/indrevolution/Industrial_Revolution.htm
Below you will find very basic biographies on the American giants of industry (other than J.D. Rockefeller, who was already listed previously).
JP Morgan - Banking
http://en.wikipedia.org/wiki/J._P._Morgan
Andrew Carnegie - Steel (U.S. Steel)
http://en.wikipedia.org/wiki/Andrew_Carnegie
Cornelius Vanderbilt - Transport (Shipping, Railroads)
http://en.wikipedia.org/wiki/Cornelius_Vanderbilt
Jay Gould - Banks, Transportation
http://en.wikipedia.org/wiki/Jay_Gould
Bill Gates Meets J.D. Rockefeller
You are about to embark on a study that will contrast two specific time periods - the Industrial Revolution and the Information Age. In the first stage, you will be doing some reading to familiarize yourself with these two eras with an eye towards searching for common characteristics. Later, you will try to apply what you know about one era to predict what might happen in the other.
Use the following sources as a point of departure:
http://americanhistory.about.com/od/industrialrev/a/indrevoverview.htm
http://library.thinkquest.org/4132/info.htm
http://en.wikipedia.org/wiki/John_D._Rockefeller
http://en.wikipedia.org/wiki/Bill_Gates
Use the following sources as a point of departure:
http://americanhistory.about.com/od/industrialrev/a/indrevoverview.htm
http://library.thinkquest.org/4132/info.htm
http://en.wikipedia.org/wiki/John_D._Rockefeller
http://en.wikipedia.org/wiki/Bill_Gates
Tuesday, November 23, 2010
Civil War Study
As discussed in class, you are expected to write a 5 - 7 page research paper covering some aspect of the Civil War that will involve primary historical documents. This paper will be due on January 13, 2011.
Browse the Valley of the Shadow Archive to help you decide the topic for your paper.
http://valley.vcdh.virginia.edu/choosepart.html
You may use the page below to help you decide on a topic if you like.
http://www.vcdh.virginia.edu/teaching/vclassroom/vclasscontents.html#topics
Here are some primary sources for you to use:
http://www.civilwar.org/education/history/primarysources/
Preparing your own document based question DBQ from the Valley of the Shadow archive.
(Adapted from The Internet as an Opportunity for Students to Create Their Own Document-Based Question by Daniel Kotzin
Beth Tfiloh Dahan High School, Baltimore, Maryland)
Requirements
1. The Question: Your question must be one that requires an answer that uses both the documents chosen and brings in outside knowledge from the reading and/or class discussion. The question must either be comparative (between North/South) or require an answer that spans from 1861-1865. The question must also require an answer that makes a general thesis statement about the Civil War using Franklin County and/or Augusta County as examples.
2. The Documents: You must have between 8-12 documents as part of your DBQ. The majority of your documents should be text from reports, newspapers, letters, and/or diaries. No one document in your DBQ should be more than two paragraphs, but feel free to cut paragraph excerpts from the sources you use. You must also use at least one image or at least one statistic, but no more than two. Each document must have a label that cites where the document is from. For example, if you are using the Diary of Rachel Cormany, you would do the following: From the Diary of Rachel Cormany, July 2, 1863
3. Your Answer: You will be expected to use both the documents and outside information in your answer.
Other possible essays:
Was the Civil War inevitable?
Shelby Foote has said the Civil War changed the United States from an "are" to an "is"; as in prior to the conflict, people would say, "The United States are..." and after the conflict they would say, "The United States is..." Agree or disagree with this assessment.
Explain how the South was able to win the war through to 1963. Were the Confederacy's generals so much superior to the Union's? How was the North unable to exploit it's numerical, financial, and technological superiority?
Compare a civil war personality with another historical figure of another era.
Who should get the blame or the credit for military victory at Gettysburg?
How would North America have been changed had the South won its independence?
Nathan Bedford Forrest - Confederate hero or villain?
Any other topic as approved by me. Please ensure that your topic has enough material to allow you to write a substantive paper. Also make sure your topic has a research question to it that allows you to justify a position rather than tell about something.
You may also write a researched short story, much like the novel, "Shiloh," by Shelby Foote.
Browse the Valley of the Shadow Archive to help you decide the topic for your paper.
http://valley.vcdh.virginia.edu/choosepart.html
You may use the page below to help you decide on a topic if you like.
http://www.vcdh.virginia.edu/teaching/vclassroom/vclasscontents.html#topics
Here are some primary sources for you to use:
http://www.civilwar.org/education/history/primarysources/
Preparing your own document based question DBQ from the Valley of the Shadow archive.
(Adapted from The Internet as an Opportunity for Students to Create Their Own Document-Based Question by Daniel Kotzin
Beth Tfiloh Dahan High School, Baltimore, Maryland)
Requirements
1. The Question: Your question must be one that requires an answer that uses both the documents chosen and brings in outside knowledge from the reading and/or class discussion. The question must either be comparative (between North/South) or require an answer that spans from 1861-1865. The question must also require an answer that makes a general thesis statement about the Civil War using Franklin County and/or Augusta County as examples.
2. The Documents: You must have between 8-12 documents as part of your DBQ. The majority of your documents should be text from reports, newspapers, letters, and/or diaries. No one document in your DBQ should be more than two paragraphs, but feel free to cut paragraph excerpts from the sources you use. You must also use at least one image or at least one statistic, but no more than two. Each document must have a label that cites where the document is from. For example, if you are using the Diary of Rachel Cormany, you would do the following: From the Diary of Rachel Cormany, July 2, 1863
3. Your Answer: You will be expected to use both the documents and outside information in your answer.
Other possible essays:
Was the Civil War inevitable?
Shelby Foote has said the Civil War changed the United States from an "are" to an "is"; as in prior to the conflict, people would say, "The United States are..." and after the conflict they would say, "The United States is..." Agree or disagree with this assessment.
Explain how the South was able to win the war through to 1963. Were the Confederacy's generals so much superior to the Union's? How was the North unable to exploit it's numerical, financial, and technological superiority?
Compare a civil war personality with another historical figure of another era.
Who should get the blame or the credit for military victory at Gettysburg?
How would North America have been changed had the South won its independence?
Nathan Bedford Forrest - Confederate hero or villain?
Any other topic as approved by me. Please ensure that your topic has enough material to allow you to write a substantive paper. Also make sure your topic has a research question to it that allows you to justify a position rather than tell about something.
You may also write a researched short story, much like the novel, "Shiloh," by Shelby Foote.
Civil War
We have completed our study of the Civil War period. Continued below you will find the supplemental material that we covered in class:
•Battle Flags
http://www.oldstatehouse.com/collections/flags/
•Robert E. Lee
http://en.wikipedia.org/wiki/Robert_E._Lee
•Thomas "Stonewall" Jackson
http://www.civilwarhome.com/jackbio.htm
•The Black Flag
The Black Flag was flown by certain irregular Confederate Army units to symbolize that they would neither give, nor accept quarter; symbolizing the opposite of the white flag of surrender.
•Dates of Secession
http://library.thinkquest.org/CR0215469/secession.htm
First Manassas/Bull Run:
http://www.historyanimated.com/BullRunAnimation.html
Birth of the Rebel Yell:
One of the first accounts of the yell was given at the battle of First Battle of Manasses (Bull Run) during then Brig. General Thomas Jonathan Stonewall Jackson's assault at Henry House Hill where the order was given during a bayonet charge to "yell like furies", and was instrumental in routing the Federal forces under General Irvin McDowell back to Washington D.C.
“Then arose that do-or-die expression, that maniacal maelstrom of sound; that penetrating, rasping, shrieking, blood-curdling noise that could be heard for miles and whose volume reached the heavens–such an expression as never yet came from the throats of sane men, but from men whom the seething blast of an imaginary hell would not check while the sound lasted.” -Colonel Keller Anderson of Kentucky's Orphan Brigade
Zouaves
http://en.wikipedia.org/wiki/Zouave#Zouaves_of_the_United_States_of_America_and_of_the_Confederate_States
Joshua Lawrence Chamberlain
http://learn.bowdoin.edu/joshua-lawrence-chamberlain/overview/
http://en.wikipedia.org/wiki/Joshua_Chamberlain
Military Drill (Including moving from Column of Fours to Line of Battle)
http://www.public.asu.edu/~roblewis/ACW/hardee%20toc.htm
Fredericksburg
http://militaryhistory.about.com/od/civilwar/p/fredericksburg.htm
http://en.wikipedia.org/wiki/Battle_of_Fredericksburg
Irish Brigade
http://irishvolunteers.tripod.com/irish_brigade_history.htm
http://88ny.net/Battles.htm
http://www.28thmass.org/history.htm
A Civil War Christmas
http://www.awod.com/gallery/probono/cwchas/fredxmas.html
http://www.premiumchristmastree.com/a39/Christmas-During-the-Civil-War/article_info.html
William Pendleton --Artillery Chief of the Army of Northern Virginia
http://en.wikipedia.org/wiki/William_N._Pendleton
Civil War Music
http://www.civilwarmusic.net/
Origin of the Term "Dixie" to Describe the South
http://en.wikipedia.org/wiki/Dixie
http://en.wikipedia.org/wiki/Dixie_(song)
The Emancipation Proclamation
http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/
Symbolism of the Pineapple
http://www.mindspring.com/~sixcatpack/pineappl.htm
Chancellorsville
http://www.civilwaranimated.com/index.php/chancellorsville-east-35
Gettysburg
http://www.civilwaranimated.com/index.php/gettysburg-east-50
http://www.usa-civil-war.com/Gettysburg/g_view_f.html
Iron Brigade
http://en.wikipedia.org/wiki/Iron_Brigade
Artillery Drill
http://www.nps.gov/archive/vick/interp/lhcannon.htm
1863-1865 Timeline
http://www.rci.rutgers.edu/~eagleton/e-gov/e-politicalarchive-CivilWar2.htm
•Battle Flags
http://www.oldstatehouse.com/collections/flags/
•Robert E. Lee
http://en.wikipedia.org/wiki/Robert_E._Lee
•Thomas "Stonewall" Jackson
http://www.civilwarhome.com/jackbio.htm
•The Black Flag
The Black Flag was flown by certain irregular Confederate Army units to symbolize that they would neither give, nor accept quarter; symbolizing the opposite of the white flag of surrender.
•Dates of Secession
http://library.thinkquest.org/CR0215469/secession.htm
First Manassas/Bull Run:
http://www.historyanimated.com/BullRunAnimation.html
Birth of the Rebel Yell:
One of the first accounts of the yell was given at the battle of First Battle of Manasses (Bull Run) during then Brig. General Thomas Jonathan Stonewall Jackson's assault at Henry House Hill where the order was given during a bayonet charge to "yell like furies", and was instrumental in routing the Federal forces under General Irvin McDowell back to Washington D.C.
“Then arose that do-or-die expression, that maniacal maelstrom of sound; that penetrating, rasping, shrieking, blood-curdling noise that could be heard for miles and whose volume reached the heavens–such an expression as never yet came from the throats of sane men, but from men whom the seething blast of an imaginary hell would not check while the sound lasted.” -Colonel Keller Anderson of Kentucky's Orphan Brigade
Zouaves
http://en.wikipedia.org/wiki/Zouave#Zouaves_of_the_United_States_of_America_and_of_the_Confederate_States
Joshua Lawrence Chamberlain
http://learn.bowdoin.edu/joshua-lawrence-chamberlain/overview/
http://en.wikipedia.org/wiki/Joshua_Chamberlain
Military Drill (Including moving from Column of Fours to Line of Battle)
http://www.public.asu.edu/~roblewis/ACW/hardee%20toc.htm
Fredericksburg
http://militaryhistory.about.com/od/civilwar/p/fredericksburg.htm
http://en.wikipedia.org/wiki/Battle_of_Fredericksburg
Irish Brigade
http://irishvolunteers.tripod.com/irish_brigade_history.htm
http://88ny.net/Battles.htm
http://www.28thmass.org/history.htm
A Civil War Christmas
http://www.awod.com/gallery/probono/cwchas/fredxmas.html
http://www.premiumchristmastree.com/a39/Christmas-During-the-Civil-War/article_info.html
William Pendleton --Artillery Chief of the Army of Northern Virginia
http://en.wikipedia.org/wiki/William_N._Pendleton
Civil War Music
http://www.civilwarmusic.net/
Origin of the Term "Dixie" to Describe the South
http://en.wikipedia.org/wiki/Dixie
http://en.wikipedia.org/wiki/Dixie_(song)
The Emancipation Proclamation
http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/
Symbolism of the Pineapple
http://www.mindspring.com/~sixcatpack/pineappl.htm
Chancellorsville
http://www.civilwaranimated.com/index.php/chancellorsville-east-35
Gettysburg
http://www.civilwaranimated.com/index.php/gettysburg-east-50
http://www.usa-civil-war.com/Gettysburg/g_view_f.html
Iron Brigade
http://en.wikipedia.org/wiki/Iron_Brigade
Artillery Drill
http://www.nps.gov/archive/vick/interp/lhcannon.htm
1863-1865 Timeline
http://www.rci.rutgers.edu/~eagleton/e-gov/e-politicalarchive-CivilWar2.htm
Wednesday, November 10, 2010
Test Handed Back and the Civil War
Just a note here as a means of record keeping. We finished going over the test today and we have spent several classes looking at material from the Civil War. I will be putting together a few blog entries concerning this material over the next little while and then we will proceed with a research assignment.
Tuesday, November 2, 2010
A Test and An Election... Hmmm... Let's Call it Judgement Day!
Hope you enjoyed the test. Now it's time to enjoy the election. Thought you might like the poster, given the title of the blog entry and the tone for today's activities... Even better that the star of the film is none other than the Governator himself. Although I like President George H.W. Bush's nickname for Arnold better -- Conan the Republican.
You can use this blog entry to keep up with the election results tonight. It will be interesting to see if the pollsters and pundits are right. Republicans are poised for a big win in the House and maybe a chance to tighten things up in the Senate. Let's see how it actually turns out. Does President Obama duck under the Republican wave, or does he just become a lame duck?
Here's a few items which will assist you in getting the dirt before it's just old dirt...
6 pm CST
Georgia, Indiana, Kentucky, South Carolina, Vermont and Virginia
Indiana and Kentucky need to go for the GOP, if Republicans are going to have any chance to win the Senate.
In the House, watch John Spratt of South Carolina - 14 term Democrat is in a tight race.
Also, watch Ben Chandler, a three term moderate Democrat in Kentucky who could perhaps distance himself from the party leadership and the President. If he goes down, it could be a long night for the Democrats.
In Virginia, Republican Robert Hurt is trying to unseat Democrat Tom Perreillo, a big time liberal and staunch Obama supporter. Perreillo will likely lose, but if he can make it close, maybe the death of the Democrats will be greatly exaggerated.
Also, in Virginia, it will be interesting to see if Democrat Rick Boucher (a member since 1983) and freshman Democrat Jerry Connolly can survive. If so, it will be an important hold for Democrats. If not, it will be a sign that traditionally democratic voters are swinging towards the GOP. This might be the first sign of a landslide rout for Republicans.
6:30 pm CST
Ohio, West Virginia and North Carolina
Bottom line - West Virginia is where Democrats can draw a line in the sand over the Senate. If Democrat Joe Manchin (replacing old Robert C. Byrd) wins, Republicans are going to have to probably win two of California, Connecticut, and Washington.
In the House, a loss by Democrat incumbent Nick Joe Rahall is another sign that for Democrats
...Ohio might be another place for Democratic hope... Republicans look solid to roll in the Senate, but the Governor's race is very tight. This suggests that local politics might be more important to some people than national issues -- and given the mood of the country, that would be good for Democrats.
And check out the Ohio House races ... As ESPN would say... Here they are...By the Numbers...
3 Democrats go down - good night for the GOP
4 Democrats lose - Republicans will be back to where they were in 2002
5 or more Dems fall - there's going to be the sound of champagne popping at GOP headquarters, as that will mean a real sea change
7 pm CST
Alabama, Connecticut, Delaware, Florida, Illinois, Maine, Maryland, Massachusetts, Mississippi, Missouri, New Hampshire, New Jersey, Oklahoma, Pennsylvania and Tennessee
Both Dems and the GOP have strong people who will win back their seats in these parts, but here are the game changers...
Illinois, President Obama's old Senate seat may well go Republican, but it will be close. In Connecticut, it looks like Democrats will hold on, but if former WWE CEO Linda McMahon wins for the Republicans, it will be a major upset and the Senate will be in play.
Democrats might actually have a shot to steal one from Republicans in the Illinois House race -- watch the 10th district.
However, most of the attention will be on Florida.
Republicans are gunning for 4 pickups in the House, but if they get more, once again it will be an indication of a landslide.
Western New Hampshire's 2nd district and Massachusetts' 10th district are open seat contests that would also show Republican strength. Longtime Democrat Barney Frank is also in a real fight -- his loss would be devastating to Democrats in what has been a safe seat.
8:00pm CST
Colorado, Kansas, Louisiana, Michigan, Minnesota, Nebraska, New Mexico, New York, North Dakota, Rhode Island, South Dakota, Texas, Wisconsin and Wyoming
If projections are right, this will be the hour that the networks will declare a Republican majority in the House. If the Senate is still in play by this time, Colorado will become very critical. Watch for this one.
Also in Colorado, the House 7th district will be a thermometer for the rest of the west. If Democrat Ed Perlmutter wins by a wide margin, the Senate race in Colorado could go for the Democrats, but if Republican Ryan Frazier is even close, the Senate seat could go for the GOP.
Another key sign of a Republican landslide in the works would be if New York House seats go their way. Right now the magic number for the GOP is 6 or better.
Minnesota's Democrat James Oberstar will be an interesting person to watch. He has been in Congress for 34 years and has never had anyone really challenge him. If Chip Cravaack is even close for the Republicans, it is another sign of big changes. Should Oberstar win 60% of the vote, it will be business as usual.
9 pm CST
Arizona, Iowa, Montana, Nevada and Utah
Will this hour be witching hour for Harry Reid? The Democratic Majority leader in the Senate is in for a close night, and Republicans would love to send him into retirement. More importantly, this a fight between labor and the Obama folks who have come out strong to save Reid and Republican Sharron Angle, who is a poster child for the Tea Partiers. If Democrats are getting wiped out all over the country and Angle can't get Reid, it will be a blow to the Tea Party movement.
The Nevada 3rd district battle in the House will see Republicans trying to take back what they lost in 2008. Democrat Dina Titus is under pressure from Republican Joe Heck. If Heck looks good, Harry Reid can likely start sharpening his resume.
10 pm CST
California, Idaho, Oregon and Washington
It might be all academic by this time, but either a strong Republican showing or a weak Republican showing nationally would mean good late night tv. On a good night, the Senate might still be up for grabs. On a bad night, control of the House might still be undecided.
California and Washington senate races are in play. Again, a House race will help clear things up. Democrats are vying to take the 8th district from Republican Dave Reichert. But if Reichert wins big, it might mean that those same folks will vote to oust Democratic Senator Patty Murray.
And Senator Barbara Boxer will need a big turnout of minority voters to seal the other Senate seat for California in the Democratic column. A low turnout will hurt her and might mean traditional Democratic voters are staying away, something President Obama has been concerned about.
11 pm CST
Hawaii and Alaska
Aloha, from the Sandman!
If you are still up by this point, go to bed!
The Alaska senate seat might make for some good drama, but you can read about it the next day.
Thursday, October 28, 2010
Friday, October 15, 2010
The Crossing
The Crossing is a dramatization of George Washington's brilliant victory at Trenton the day after Christmas in 1776. Had the desperate Continental Army not attempted to surprise the Hessians at Trenton or had the Hessians won the battle, the American Revolution would probably have failed. This engagement, between a little more than 3,000 men, was a turning point in history.
In order to present more history, the screenwriter has changed a number of the details and subsidiary events. However, the The Crossing gets the broad scenario right. It presents the desperate situation of the Continental Army and of the Revolution. It shows Washington's resolve to make a last ditch effort to show that American soldiers could defeat the British Empire's best troops. The movie brings to life the frigid crossing of the river, the miserable march to Trenton, the battle, and the victory. Washington, often seen as distant and aloof, is presented as a human being contending with vastly superior British forces, a crumbling army, and resistance to his leadership from some of his fellow generals.
Thursday, October 14, 2010
Details Surrounding the Battle of Trenton
Here are a few supplementary details from The Crossing...
Artillery history relevant to the Revolutionary War…
Smooth-bore cannon were the universal choice. No other invention except the wheel was better-suited to its duty, and remained less changed in fundamental nature from its inception in the 15th century, to its final disappearance in the middle of the 19th. The shock power of this instrument, on land as well as on sea, cannot be overestimated. The cannon was first of bronze, then of cast iron as this cheaper material became available. It was simply a smooth bore, closed at one end, with a touch hole drilled to the surface of the breech. It projected solid shot of cast iron or stone, later also bags of musket balls or grapeshot, and even lengths of chain, and other inventive loads for special purposes. Iron shot could be heated red-hot in a furnace to cause fires when embedded in a wooden hull or palisade. A shell was a hollow ball filled with powder and provided with a fuse that would be lighted when the shell was fired, sputtering as the shell flew, and finally setting off the powder, shattering the casing. This was purely an antipersonnel load. To fire a cannon, the bore was first swabbed with water to extinguish any sparks that would make loading unsafe. A measured quantity of gunpowder was then poured into the bore, and rammed down behind a wad of some material. A small amount of powder was also poured down the touch hole. The load was then rammed onto the wad. The gun was set to bear, and a match (a glowing stick called a slow-match was popular) touched to the touch-hole. A flash, a boom, a cloud of smoke, and the load was sent on its way at the speed of sound. The gun recoiled, hurling its mass backwards against any restraint provided. A gun rigidly mounted had to be very well mounted indeed, to prevent destruction of its mount. By 1800, the match had been replaced by some kind of lock that ignited the powder in the touch hole (or other kind of fuse) by a spark when a lanyard was pulled. Also, the powder, wad, and load could be pre-measured and packed in bags or cartridges to make loading faster. The phrase 'to spike a cannon' meant to disable it by driving a tapered wrought iron plug, or spike, down the touch hole with a hammer until it was level and firmly embedded.
Alexander Hamilton
http://americanrevwar.homestead.com/files/hamilt.htm
General Hugh Mercer
http://en.wikipedia.org/wiki/Hugh_Mercer
Hessian Soldiers
http://en.wikipedia.org/wiki/Hessian_(soldiers)
John Glover
http://www.revolutionarywararchives.org/glover.html
Henry Knox
http://www.u-s-history.com/pages/h1196.html
Colonel Johann Gottlieb Rall
http://www.revolutionarywararchives.org/rall.html
Artillery history relevant to the Revolutionary War…
Smooth-bore cannon were the universal choice. No other invention except the wheel was better-suited to its duty, and remained less changed in fundamental nature from its inception in the 15th century, to its final disappearance in the middle of the 19th. The shock power of this instrument, on land as well as on sea, cannot be overestimated. The cannon was first of bronze, then of cast iron as this cheaper material became available. It was simply a smooth bore, closed at one end, with a touch hole drilled to the surface of the breech. It projected solid shot of cast iron or stone, later also bags of musket balls or grapeshot, and even lengths of chain, and other inventive loads for special purposes. Iron shot could be heated red-hot in a furnace to cause fires when embedded in a wooden hull or palisade. A shell was a hollow ball filled with powder and provided with a fuse that would be lighted when the shell was fired, sputtering as the shell flew, and finally setting off the powder, shattering the casing. This was purely an antipersonnel load. To fire a cannon, the bore was first swabbed with water to extinguish any sparks that would make loading unsafe. A measured quantity of gunpowder was then poured into the bore, and rammed down behind a wad of some material. A small amount of powder was also poured down the touch hole. The load was then rammed onto the wad. The gun was set to bear, and a match (a glowing stick called a slow-match was popular) touched to the touch-hole. A flash, a boom, a cloud of smoke, and the load was sent on its way at the speed of sound. The gun recoiled, hurling its mass backwards against any restraint provided. A gun rigidly mounted had to be very well mounted indeed, to prevent destruction of its mount. By 1800, the match had been replaced by some kind of lock that ignited the powder in the touch hole (or other kind of fuse) by a spark when a lanyard was pulled. Also, the powder, wad, and load could be pre-measured and packed in bags or cartridges to make loading faster. The phrase 'to spike a cannon' meant to disable it by driving a tapered wrought iron plug, or spike, down the touch hole with a hammer until it was level and firmly embedded.
Alexander Hamilton
http://americanrevwar.homestead.com/files/hamilt.htm
General Hugh Mercer
http://en.wikipedia.org/wiki/Hugh_Mercer
Hessian Soldiers
http://en.wikipedia.org/wiki/Hessian_(soldiers)
John Glover
http://www.revolutionarywararchives.org/glover.html
Henry Knox
http://www.u-s-history.com/pages/h1196.html
Colonel Johann Gottlieb Rall
http://www.revolutionarywararchives.org/rall.html
Wednesday, October 13, 2010
And We Are Off...
The preliminary research projects will be due on Monday, October 18. This means you will have to have completed the following:
research - the background to your problem or question
hypothesis - a prediction concerning what your study will find or attempt to answer
variables - things that can change, depending on conditions (independent/dependent)
procedure - what will be done, in order to get an answer to the hypothesis
Friday, October 1, 2010
Prognosticator's Corner
Here's a few links that will supply you with a look at the polling numbers and projections for the 2010 election...
This is often referred to as "the horse race" angle of the election. Some believe that polls become almost like self fulfilling prophesies (i.e. People read the polls and it influences whether or not they vote or how they will vote. Hmmmm maybe another problem that needs research.)
Election Projection
http://www.electionprojection.com/index.php
Larry J. Sabato's Crystal Ball
http://www.centerforpolitics.org/crystalball/
MSNBC Election Map
http://www.msnbc.msn.com/id/3032553/#slice-5
Nate Silver's Political Calculus
http://fivethirtyeight.blogs.nytimes.com/
Intrade Predictions (see how Intrade works - Very Cool - http://www.intrade.com/ )
http://electoralmap.net/2010/house_seats.php
This is often referred to as "the horse race" angle of the election. Some believe that polls become almost like self fulfilling prophesies (i.e. People read the polls and it influences whether or not they vote or how they will vote. Hmmmm maybe another problem that needs research.)
Election Projection
http://www.electionprojection.com/index.php
Larry J. Sabato's Crystal Ball
http://www.centerforpolitics.org/crystalball/
MSNBC Election Map
http://www.msnbc.msn.com/id/3032553/#slice-5
Nate Silver's Political Calculus
http://fivethirtyeight.blogs.nytimes.com/
Intrade Predictions (see how Intrade works - Very Cool - http://www.intrade.com/ )
http://electoralmap.net/2010/house_seats.php
Thursday, September 30, 2010
We Report, You Decide... Fair and Balanced
Here are two sources for coverage of the election that will offer different perspectives on the issues.
Although as Sledge Hammer would say... "I prefer to get my news from more reliable sources like rumor and small children."
Gotta Love Politics That Has Slogans like "I'll Take You Out, Buddy"
Just to show you it can get nasty, here is the story of a confrontation between a reporter from the New York Post and Republican nominee for governor, Carl Paladino over photographs that were taken of Paladino's ten year old daughter through her bedroom window. As well, Paladino has accused Andrew Cuomo, the Democratic candidate of extramarital affairs.
http://www.foxnews.com/politics/2010/09/29/paladino-reporter-ill/
Wednesday, September 29, 2010
The Research Study
Research Study:
DUE DATE FOR THE FINAL VERSION OF THIS PROJECT IS TUESDAY, NOVEMBER 30, 2010.
You are about to undertake a study of the 2010 midterm election in the United States. Your task will be to conduct a research study that will either: A)help one to understand the American political character in terms of what is valued what are the ideas that are being argued about; or B) evaluate the news media and to what extent it is fair and balanced .
The following provides some examples of the possible research questions:
How does media bias (either conservative or liberal) influence people's perceptions with respect to a particular issue?
How does media bias (either conservative or liberal) influence people's perceptions with respect to the election in general?
How does media bias (either conservative or liberal) influence people's perceptions with respect to a particular political figure?
Which media outlet offers the fairest, most balanced coverage of the election?
Does the Tea Party movement represent a real shift in American politics or is it a blip?
Will the 2010 election settle isssues or is it simply the first battle in a general war heading towards 2012?
Is there a Culture War raging in America?
**You may develop your own question for approval...
You are to develop your study using the scientific method.
Your model must include the following components:
•research - the background to your problem or question
•hypothesis - a prediction concerning what your study will find or attempt to answer
•variables - things that can change, depending on conditions (independent/dependent)
•procedure - what will be done, in order to get an answer to the hypothesis
•results - findings of executing your procedure
•observation - your records of what you did or studied
•conclusions - a final analysis of whether or not the hypothesis was proved
Before class on Friday, consider which question you are interested in and think about the issues you need to learn about to study that question.
Starting next class, I will work with you to help you through the process of developing your model.
DUE DATE FOR THE FINAL VERSION OF THIS PROJECT IS TUESDAY, NOVEMBER 30, 2010.
You are about to undertake a study of the 2010 midterm election in the United States. Your task will be to conduct a research study that will either: A)help one to understand the American political character in terms of what is valued what are the ideas that are being argued about; or B) evaluate the news media and to what extent it is fair and balanced .
The following provides some examples of the possible research questions:
How does media bias (either conservative or liberal) influence people's perceptions with respect to a particular issue?
How does media bias (either conservative or liberal) influence people's perceptions with respect to the election in general?
How does media bias (either conservative or liberal) influence people's perceptions with respect to a particular political figure?
Which media outlet offers the fairest, most balanced coverage of the election?
Does the Tea Party movement represent a real shift in American politics or is it a blip?
Will the 2010 election settle isssues or is it simply the first battle in a general war heading towards 2012?
Is there a Culture War raging in America?
**You may develop your own question for approval...
You are to develop your study using the scientific method.
Your model must include the following components:
•research - the background to your problem or question
•hypothesis - a prediction concerning what your study will find or attempt to answer
•variables - things that can change, depending on conditions (independent/dependent)
•procedure - what will be done, in order to get an answer to the hypothesis
•results - findings of executing your procedure
•observation - your records of what you did or studied
•conclusions - a final analysis of whether or not the hypothesis was proved
Before class on Friday, consider which question you are interested in and think about the issues you need to learn about to study that question.
Starting next class, I will work with you to help you through the process of developing your model.
Friday, September 24, 2010
Red vs. Blue Nation... or Are You an Elephant or a Donkey? Try Not to Take This Personally...
We are about to embark on a crash course in American politics... Let's start with the basics...
The American political landscape consists of two political parties -- the Democratic Party and the Republican Party.
The Democratic party is the party of President Obama and also controls the House of Representatives and the Senate.
The Republican party is in the minority in both the House and the Senate, but is poised to make significant gains in the November elections. President Bush was the last Republican president.
Here is a short article on the symbols of the two parties...
The American political landscape consists of two political parties -- the Democratic Party and the Republican Party.
The Democratic party is the party of President Obama and also controls the House of Representatives and the Senate.
The Republican party is in the minority in both the House and the Senate, but is poised to make significant gains in the November elections. President Bush was the last Republican president.
Here is a short article on the symbols of the two parties...
Democrats see the government as a force for good and look suspiciously towards entrepreneurs and business in general. They see government as a redistributer of wealth that from time to time makes thing fairer and helps out the less fortunate members of society. Democrats favor higher taxes on those who earn higher incomes as part of their "social responsibility" to help society because they can. The term "liberal" or "left wing" is sometimes used. Many Democrats are pro-choice and oppose what they consider the government legislating on "morality" issues. In the Iraq War, most Democrats wanted American troops to leave as soon as possible and thought it was a mistake to go to Iraq in the first place, although the majority did actually vote to go to war.
Republicans in general see government as a necessary evil and believe that the less government, the better. They favor entrepreneurs and business as the real creators of wealth and seek to have government stay out of the way. Republicans favor lower taxes, as they believe that taxation (especially raising rates on higher incomes) punishes achievement and discourages people from looking after themselves and being productive, responsible individuals. The term "conservative" or "right wing" is sometimes used. Many Republicans are pro-life and support government legislation on "morality" issues. In the Iraq War, Republicans wanted American troops home as soon as possible, but they saw Iraq as a legitimate battleground in the War on Terror and would think it wrong to leave until the country is more stable.
Remember, candidates create their own brand of the party that they belong to. John McCain was seen as a maverick because he has broken ranks with the Republican party in the past on "morality" issues. Part of Sara Palin's nomination can be tied to the fact that some Republicans thought McCain too "liberal" and not a true "conservative", as Palin herself has strong backing from the more conservative wing of the party.
Bill Clinton sometimes broke ranks with the Democratic party, as was the case when he signed a Republican bill into law that reduced welfare. Again, the American system allows the individual politician more flexibility than is found in Canada.
Now find out if you are a donkey or an elephant...
http://typology.people-press.org/typology/
Whenever any social group comes up with a system of governance, there are two competing factors at work; rights and responsibilities.
While the government may be charged with protecting certain individual rights, there is no escaping the fact that an individual who agrees to any democratic majoritarian system is to some extent giving up their individual freedoms. In other words, they accept the reality that they might not always be on the majority side of an argument and therefore have to abide by a law that restricts their individual liberty.
The examples I used included the restrictions on the use of property in a residential area and the restrictions on access to medical service in a universal health care system. In the former, an individual would not be allowed to use the property for industrial purposes. In the latter, an individual could be prohibited from "jumping the queue" because of their ability to pay for a particular medical procedure. In both cases, freedom of choice is restricted because a larger social good or responsibility has been deemed to take precedence over the individual right.
Here's another example from American headlines... it's the case of "It's My Lawnmower and I Can Shoot it If I Want To"...
http://www.foxnews.com/story/0,2933,391522,00.html
The classic struggle between rights and responsibilities is not limited to the labor that gives birth to a new government. Rather, it endures in an unremitting set of challenges fermenting the public discourse that ultimately shapes the character of the nation. And in that discourse, Lady Liberty has been sculpted in an image which consistently gives shelter to individual rights.
Read the Mayflower Compact. Note how the Pilgrims specifically recognize their need to "promise all due Submission and Obedience..." in abiding by the laws created for the good of the colony. The November 11, 1620 document cements America's preference for a government based on the consent of the governed.
http://www.yale.edu/lawweb/avalon/amerdoc/mayflower.htm
Friday, September 17, 2010
I'm Just A Bill -- Better Than Schoolhouse Rock - How a Bill Becomes a Law on the Fruited Plain
We have now finished looking at the differences between the British parliamentary model and American Republicanism. While there are similarities in these forms of government, there are also glaring differences. The main contrast between these two systems can be seen in how power is distributed within the basic structure. In Canada, power is highly centralized. The executive (the Prime Minister and the cabinet) work as part of the legislative branch. Indeed, they are in full control of the legislative agenda. In the United States, there is great diffusion of power between the legislative and executive branches. This was referred to by the framers as a "system of checks and balances". In other words, Americans so distrust the abuse of government power that they deliberately designed their system to "starve" each of the moving parts of the system, forcing the entirety to work together or suffer "gridlock" (the inability to move forward on legislation). As well, in the United States, the President and the cabinet (the executive) are not part of the legislative branch at all. However, the President does have the power of veto. Other differences in the systems:
•There is more flexibility for individual parliamentarians in the American system to "go their own way" -- Cabinet solidarity vs. bipartisanship
•Passing legislation is less complicated in Canada and easier to do (see the charts).
•Government can be held more directly responsible in the Canadian system. The president needs the help of the House and the Senate to get things done.
See the sites below to review how a bill becomes a law in the United States. The simple chart is interactive and allows you to click on it for more detailed information. The second site takes you to a flow chart for the whole process.
http://www.cybertelecom.org/images/howlaw.gif
http://www.filibustercartoons.com/law.gif
Thursday, September 16, 2010
Influences and Foundations
The following is a collection of influences and foundations that shaped the United States in its formative moments:
Declaration of Independence
Below you will find the goals of the Declaration of Independence (as well as the text), as discussed in class:
1. To inform Britain and the world that the Thirteen Colonies were going their own way and were going to be independent.
When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
2. To explain the reasons for independence.
The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.
He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their Public Records, for the sole purpose of fatiguing them into compliance with his measures.
He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.
He has refused for a long time, after such dissolutions, to cause others to be elected, whereby the Legislative Powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.
He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.
He has obstructed the Administration of Justice by refusing his Assent to Laws for establishing Judiciary Powers.
He has made Judges dependent on his Will alone for the tenure of their offices, and the amount and payment of their salaries.
He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people and eat out their substance.
He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.
He has affected to render the Military independent of and superior to the Civil Power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:
For quartering large bodies of armed troops among us:
For protecting them, by a mock Trial from punishment for any Murders which they should commit on the Inhabitants of these States:
For cutting off our Trade with all parts of the world:
For imposing Taxes on us without our Consent:
For depriving us in many cases, of the benefit of Trial by Jury:
For transporting us beyond Seas to be tried for pretended offences:
For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies
For taking away our Charters, abolishing our most valuable Laws and altering fundamentally the Forms of our Governments:
For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.
He has abdicated Government here, by declaring us out of his Protection and waging War against us.
He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people.
He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation, and tyranny, already begun with circumstances of Cruelty & Perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.
He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.
He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.
Nor have We been wanting in attentions to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity.
3. To identify a set of ideals and values that the new nation would be based on and would rely on in the formation of its government and its society as a whole. Those values were to include:
•equality
We hold these truths to be self-evident, that all men are created equal...
•individual rights
that they are endowed by their Creator with certain unalienable Rights that among these are Life, Liberty and the pursuit of Happiness.
•a government completely accountable to the people
That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.
•the people's right to choose and change the governmental structure as it suits them
That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.
4. To make a personal blood oath between the signers in order to ensure the survival of the new country.
We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States, that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. — And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.
Here is a new link to the Declaration of Independence... Check out the background to the document found here:
http://americanrevwar.homestead.com/files/declara.htm
Another view on the purposes of the Declaration on Independence
http://www.revolutionary-war-and-beyond.com/purpose-of-declaration-of-independence.html
The following is an article discussing the sacrifices made by the signers of the Declaration of Independence:
http://www.rushlimbaugh.com/home/folder/american_who_risked_everything_1.guest.html
The Story of John Hancock signing the Declaration of Independence
http://www.ushistory.org/declaration/signers/hancock.htm
Age of Enlightenment (Age of Reason), Locke and Paine
Background to the Age of Enlightenment
http://www.newworldencyclopedia.org/entry/Age_of_Enlightenment
John Locke
http://www.newworldencyclopedia.org/entry/John_Locke
Still, despite the problems between the colonies and Britain, independence was not a foregone conclusion. However, the writings of Thomas Paine in a simple pamphlet called, "Common Sense" seemed to bring everything into focus.
"Common Sense" became an instant best seller and Paine's words stoked the flames of revolution. He continued to write after the war about various matters of public policy. Here are some short samples of his writing, representative of his style and his philosophy.
"A constitution is not the act of a government, but of a people constituting a government; and government without a constitution is power without a right. All power exercised over a nation, must have some beginning. It must be either delegated, or assumed. There are not other sources. All delegated power is trust, and all assumed power is usurpation. Time does not alter the nature and quality of either."
"Those who expect to reap the blessings of freedom must, like men, undergo the fatigue of supporting it."
"But if you say, you can still pass the violations over, then I ask, hath your house been burnt? Hath your property been destroyed before your face? Are your wife and children destitute of a bed to lie on, or bread to live on? Have you lost a parent or a child by their hands, and yourself the ruined and wretched survivor? If you have not, then you are not a judge of those who have. But if you have, and can still shake hands with the murderers, then you are unworthy of the name of husband, father, friend, or lover, and whatever may be your rank or title in life, you have the heart of a coward and the spirit of a sycophant."
"I have always strenuously supported the right of every man to his own opinion, however different that opinion might be to mine. He who denies another this right makes a slave of himself to his present opinion, because he precludes himself the right of changing it."
"These are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly. Heaven knows how to put a proper price upon its goods; and it would be strange indeed, if so celestial an article as Freedom should not be highly rated."
"SOME writers have so confounded society with government, as to leave little or no distinction between them; whereas they are not only different, but have different origins. Society is produced by our wants, and government by our wickedness; the former promotes our happiness positively by uniting our affections, the latter negatively by restraining our vices. The one encourages intercourse, the other creates distinctions. The first is a patron, the last a punisher.
Society in every state is a blessing, but government even in its best state is but a necessary evil in its worst state an intolerable one; for when we suffer, or are exposed to the same miseries by a government, which we might expect in a country without government, our calamities is heightened by reflecting that we furnish the means by which we suffer! Government, like dress, is the badge of lost innocence; the palaces of kings are built on the ruins of the bowers of paradise. For were the impulses of conscience clear, uniform, and irresistibly obeyed, man would need no other lawgiver; but that not being the case, he finds it necessary to surrender up a part of his property to furnish means for the protection of the rest; and this he is induced to do by the same prudence which in every other case advises him out of two evils to choose the least. Wherefore, security being the true design and end of government, it unanswerably follows that whatever form thereof appears most likely to ensure it to us, with the least expense and greatest benefit, is preferable to all others."
Below you will find the works of Thomas Paine. The full text version of "Common Sense" may be found in Volume I.
http://oll.libertyfund.org/?option=com_staticxt&staticfile=show.php%3Ftitle=1743&Itemid=27
Declaration of Independence
Below you will find the goals of the Declaration of Independence (as well as the text), as discussed in class:
1. To inform Britain and the world that the Thirteen Colonies were going their own way and were going to be independent.
When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
2. To explain the reasons for independence.
The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.
He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their Public Records, for the sole purpose of fatiguing them into compliance with his measures.
He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.
He has refused for a long time, after such dissolutions, to cause others to be elected, whereby the Legislative Powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.
He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.
He has obstructed the Administration of Justice by refusing his Assent to Laws for establishing Judiciary Powers.
He has made Judges dependent on his Will alone for the tenure of their offices, and the amount and payment of their salaries.
He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people and eat out their substance.
He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.
He has affected to render the Military independent of and superior to the Civil Power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:
For quartering large bodies of armed troops among us:
For protecting them, by a mock Trial from punishment for any Murders which they should commit on the Inhabitants of these States:
For cutting off our Trade with all parts of the world:
For imposing Taxes on us without our Consent:
For depriving us in many cases, of the benefit of Trial by Jury:
For transporting us beyond Seas to be tried for pretended offences:
For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies
For taking away our Charters, abolishing our most valuable Laws and altering fundamentally the Forms of our Governments:
For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.
He has abdicated Government here, by declaring us out of his Protection and waging War against us.
He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people.
He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation, and tyranny, already begun with circumstances of Cruelty & Perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.
He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.
He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.
Nor have We been wanting in attentions to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity.
3. To identify a set of ideals and values that the new nation would be based on and would rely on in the formation of its government and its society as a whole. Those values were to include:
•equality
We hold these truths to be self-evident, that all men are created equal...
•individual rights
that they are endowed by their Creator with certain unalienable Rights that among these are Life, Liberty and the pursuit of Happiness.
•a government completely accountable to the people
That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.
•the people's right to choose and change the governmental structure as it suits them
That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.
4. To make a personal blood oath between the signers in order to ensure the survival of the new country.
We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States, that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. — And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.
Here is a new link to the Declaration of Independence... Check out the background to the document found here:
http://americanrevwar.homestead.com/files/declara.htm
Another view on the purposes of the Declaration on Independence
http://www.revolutionary-war-and-beyond.com/purpose-of-declaration-of-independence.html
The following is an article discussing the sacrifices made by the signers of the Declaration of Independence:
http://www.rushlimbaugh.com/home/folder/american_who_risked_everything_1.guest.html
The Story of John Hancock signing the Declaration of Independence
http://www.ushistory.org/declaration/signers/hancock.htm
Age of Enlightenment (Age of Reason), Locke and Paine
Without a doubt, the colonists and Thomas Jefferson himself did not conceive of this new nation in a vacuum. They were heavily influenced by the Age of Enlightenment and writers such as John Locke.
Background to the Age of Enlightenment
http://www.newworldencyclopedia.org/entry/Age_of_Enlightenment
John Locke
http://www.newworldencyclopedia.org/entry/John_Locke
Still, despite the problems between the colonies and Britain, independence was not a foregone conclusion. However, the writings of Thomas Paine in a simple pamphlet called, "Common Sense" seemed to bring everything into focus.
"Common Sense" became an instant best seller and Paine's words stoked the flames of revolution. He continued to write after the war about various matters of public policy. Here are some short samples of his writing, representative of his style and his philosophy.
"A constitution is not the act of a government, but of a people constituting a government; and government without a constitution is power without a right. All power exercised over a nation, must have some beginning. It must be either delegated, or assumed. There are not other sources. All delegated power is trust, and all assumed power is usurpation. Time does not alter the nature and quality of either."
"Those who expect to reap the blessings of freedom must, like men, undergo the fatigue of supporting it."
"But if you say, you can still pass the violations over, then I ask, hath your house been burnt? Hath your property been destroyed before your face? Are your wife and children destitute of a bed to lie on, or bread to live on? Have you lost a parent or a child by their hands, and yourself the ruined and wretched survivor? If you have not, then you are not a judge of those who have. But if you have, and can still shake hands with the murderers, then you are unworthy of the name of husband, father, friend, or lover, and whatever may be your rank or title in life, you have the heart of a coward and the spirit of a sycophant."
"I have always strenuously supported the right of every man to his own opinion, however different that opinion might be to mine. He who denies another this right makes a slave of himself to his present opinion, because he precludes himself the right of changing it."
"These are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly. Heaven knows how to put a proper price upon its goods; and it would be strange indeed, if so celestial an article as Freedom should not be highly rated."
"SOME writers have so confounded society with government, as to leave little or no distinction between them; whereas they are not only different, but have different origins. Society is produced by our wants, and government by our wickedness; the former promotes our happiness positively by uniting our affections, the latter negatively by restraining our vices. The one encourages intercourse, the other creates distinctions. The first is a patron, the last a punisher.
Society in every state is a blessing, but government even in its best state is but a necessary evil in its worst state an intolerable one; for when we suffer, or are exposed to the same miseries by a government, which we might expect in a country without government, our calamities is heightened by reflecting that we furnish the means by which we suffer! Government, like dress, is the badge of lost innocence; the palaces of kings are built on the ruins of the bowers of paradise. For were the impulses of conscience clear, uniform, and irresistibly obeyed, man would need no other lawgiver; but that not being the case, he finds it necessary to surrender up a part of his property to furnish means for the protection of the rest; and this he is induced to do by the same prudence which in every other case advises him out of two evils to choose the least. Wherefore, security being the true design and end of government, it unanswerably follows that whatever form thereof appears most likely to ensure it to us, with the least expense and greatest benefit, is preferable to all others."
Below you will find the works of Thomas Paine. The full text version of "Common Sense" may be found in Volume I.
http://oll.libertyfund.org/?option=com_staticxt&staticfile=show.php%3Ftitle=1743&Itemid=27
Monday, September 13, 2010
Introductory Classes
Welcome to the best course there is bar none. I will be using this blog as a means of providing you with notes, assignments, due dates, test dates and the like. In the spirit of American capitalism and consumerism, this is your one stop shopping site for everything American History AP. We will NOT be undersold!
To begin the semester, we had a few introductory classes. Below you will find a summary of what was covered.
It is often useful to discuss the history of the United States in context with the history of Canada. You will find that if we were to compare the history of the two countries, America's history is inventive while Canada's is more reactive. This follows right from our origins.
Children of A Common Mother The Peace Arch found at the Washington - British Columbia border has the phrase,"Children of a Common Mother," inscribed on it. This speaks to our shared British colonial heritage, but it also is true of
two peoples who have lived on the
two peoples who have lived on the
same continent together.
Americans chose to blaze a trail to their own country in 1776. Tens of thousands of American colonists, known as the United Empire Loyalists, saw Canada as a haven where they could remain loyal to Britain, and flooded north to do so. Their settlement created a contrarianism to anything American.
In 1867, this reactiveness was seen again in our decision to create a nation of sorts. Canadian Confederation was heavily influenced by our fear of American invasion. The end of the Civil War in 1865 signaled a new, stronger, reunited America with a large, battle hardened, technically superior army at its disposal on one hand and Manifest Destiny in the other.
With a raft of regional identities, a national identity that is at least partially still made up of simply not being American, and the power and resonance of the American experience itself, it is easy to explain why we are reactive by nature. Perhaps Pierre Trudeau's analogy is most useful in this case.
At a speech to the National Press Club in Washington, D.C., Trudeau was quoted as saying,"Living next to you is in some ways like sleeping with an elephant. No matter how friendly and even-tempered is the beast, if I can call it that, one is affected by every twitch and grunt."
Ultimately, the American Revolution is the revolution that changes the world as we know it.
- It gives us the first country where individual rights are protected constitutionally;
- created the model for the modern nation-state;
- and is the first and only nation formed on the basis of an idea (...We hold these truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness -- That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. That whenever any form of government becomes destructive to these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness...)
Out of the crucible of the Revolutionary War, we see the essence of what America stands for and the values it survived by in those critical moments:
- freedom
- assertiveness - standing up for oneself
- resoluteness
- democracy
- competition
- patriotism
These values express themselves in a variety of ways and it is through this course that we will explore these manifestations and learn about the essense of the American character.
Monday, January 25, 2010
Cold War Essay
Discuss the impact of the Cold War on the American psyche. How does the conflict affect U.S. confidence?
Tuesday, January 19, 2010
The Car
The automobile is clearly the most obsequious symbol of the Industrial Revolution in America. It touches on many of the key themes of the American ethos. The car represents freedom to go where you want, when you want, at the speed that you want. For young people, it symbolizes a coming of age and the initial entry into adulthood.
http://www.popularmechanics.com/automotive/reader_rides/1267296.html
Cars are valued often for their performance, which is tied to power -- another key theme of the American ethos. Perhaps most importantly, the car is the strongest purveyor of individualism and consumerism. There is a car to suit every lifestyle and every unique personality...and if it hasn't been made, it can certainly be customized. It is in this ultimate freedom of choice that the car becomes a neccessity in American culture.
Becoming a car owner is a lifestyle in and of itself that requires the buyer to make a commitment -- to buying the fuel to keep it going, to maintaining it, and sometimes modifying it either to improve performance, fuel mileage, ergonomics, or aesthetics. But more that this, the car is the gateway greater consumer access. It gets you to the mall so you can buy more things that you need. It allows you to visit far away places on your timetable. It simplifies your day by getting you to work on your schedule. It opens doors of romance by making its owner seem more desirable or somehow more worldly than a rival. It creates social cliques of people who share a common lifestyle choice -- for example... the automotive enthusiast.
The car is the most tangible individual convenience of the industrial revolution. It is the artery through which the symbiosis between the individual need for more consumer goods and industry's need for more consumption in order to grow meets.
http://www.popularmechanics.com/automotive/reader_rides/1267296.html
Cars are valued often for their performance, which is tied to power -- another key theme of the American ethos. Perhaps most importantly, the car is the strongest purveyor of individualism and consumerism. There is a car to suit every lifestyle and every unique personality...and if it hasn't been made, it can certainly be customized. It is in this ultimate freedom of choice that the car becomes a neccessity in American culture.
Becoming a car owner is a lifestyle in and of itself that requires the buyer to make a commitment -- to buying the fuel to keep it going, to maintaining it, and sometimes modifying it either to improve performance, fuel mileage, ergonomics, or aesthetics. But more that this, the car is the gateway greater consumer access. It gets you to the mall so you can buy more things that you need. It allows you to visit far away places on your timetable. It simplifies your day by getting you to work on your schedule. It opens doors of romance by making its owner seem more desirable or somehow more worldly than a rival. It creates social cliques of people who share a common lifestyle choice -- for example... the automotive enthusiast.
The car is the most tangible individual convenience of the industrial revolution. It is the artery through which the symbiosis between the individual need for more consumer goods and industry's need for more consumption in order to grow meets.
Moving On
We are now embarking on the last part of the course, which will combine the essay writing requirement with a coverage of material post 1865. You have been asked to make use of the chapter titles in the textbook as a guide and timeline of sorts.
Here I will provide you with a more general overview of how this long list of eras can be shortened based on a few major overarching issues. To begin, note that to a significant degree after 1865, and moreover after 1877, the emphasis of American history shifts from a more inward looking and parochial view to an outward looking, global view.
The Civil War itself has many global influences. In Canada, it is a major factor leading to Confederation, as the original four provinces fear American aggression in light of the fact that the Union army is well trained, heavily armed, battle tested, and with little else to occupy itself. British subjects in the provinces suspected that the American Manifest Destiny ethic would inevitably lead to a northern invasion. Confederation would allow the individual colonies to provide for a unified defense.
When the CSS Virginia (USS Merrimack) and the USS Monitor blazed cannon at each other in the first naval battle of ironclads, it marked the obsolescence of every other navy in the world. This battle served to highlight the growing influence of the industrial era and the technologies that it would cultivate. The world was changing quickly. Even Robert E. Lee's brilliance and the valor of his Army of Northern Virginia would not be able to overcome the power of industry.
The signing of the armistace between the Confederate States of America and the United States signified the end of the agrarian era and the beginning of an industrial explosion which not only defeated the South but would propel the United States to the forefront of political, economic, and military superiority worldwide. This industrial expansion helped to ferment many of the principles and conventions that we hold true today regarding American culture.
In the post Civil War era and particularly in the beginning of the 20th century, industrial development led to large scale economic expansion. Mass production provided the ability to meet the needs of a large number of people in a relatively short space of time. Massive markets were required to increase output and ultimately the profitability of value added goods. The more people bought and the more people who bought things, the stronger and wealthier the nation could become. This naturally gives rise to the consumer culture.
http://www.encyclopedia.com/doc/1O119-ConsumerCulture.html
http://www.libraryindex.com/pages/1305/American-Consumer-RISE-CONSUMER-CULTURE.html
http://teachingamericanhistorymd.net/000001/000000/000129/html/t129.html
Here I will provide you with a more general overview of how this long list of eras can be shortened based on a few major overarching issues. To begin, note that to a significant degree after 1865, and moreover after 1877, the emphasis of American history shifts from a more inward looking and parochial view to an outward looking, global view.
The Civil War itself has many global influences. In Canada, it is a major factor leading to Confederation, as the original four provinces fear American aggression in light of the fact that the Union army is well trained, heavily armed, battle tested, and with little else to occupy itself. British subjects in the provinces suspected that the American Manifest Destiny ethic would inevitably lead to a northern invasion. Confederation would allow the individual colonies to provide for a unified defense.
When the CSS Virginia (USS Merrimack) and the USS Monitor blazed cannon at each other in the first naval battle of ironclads, it marked the obsolescence of every other navy in the world. This battle served to highlight the growing influence of the industrial era and the technologies that it would cultivate. The world was changing quickly. Even Robert E. Lee's brilliance and the valor of his Army of Northern Virginia would not be able to overcome the power of industry.
The signing of the armistace between the Confederate States of America and the United States signified the end of the agrarian era and the beginning of an industrial explosion which not only defeated the South but would propel the United States to the forefront of political, economic, and military superiority worldwide. This industrial expansion helped to ferment many of the principles and conventions that we hold true today regarding American culture.
In the post Civil War era and particularly in the beginning of the 20th century, industrial development led to large scale economic expansion. Mass production provided the ability to meet the needs of a large number of people in a relatively short space of time. Massive markets were required to increase output and ultimately the profitability of value added goods. The more people bought and the more people who bought things, the stronger and wealthier the nation could become. This naturally gives rise to the consumer culture.
http://www.encyclopedia.com/doc/1O119-ConsumerCulture.html
http://www.libraryindex.com/pages/1305/American-Consumer-RISE-CONSUMER-CULTURE.html
http://teachingamericanhistorymd.net/000001/000000/000129/html/t129.html
Friday, January 15, 2010
The American Century
Discuss the growth of American power with regards to political, military and economic influence as a result of the first half of the 20th Century.
Due Wednesday, January 20th, 2010.
Due Wednesday, January 20th, 2010.
Friday, January 8, 2010
Today's Assignment
Prepare background on the following:
- The Roaring 20's
- The Depression
- World War I
- World War II
Be sure your focus is on the United States and the impact of the above on the nation. Also, in the case of the last three, prepare a list of plausible causes for each. Due Monday, January 11, 2010
Tuesday, January 5, 2010
Preparing for the Civil War Test
The test will be essay based. You will be required to write two essays chosen from a seires of essay questions. Expect to write one paragraph each for the introduction and the conclusion and two paragraphs for the body. The test will be written Thursday, January 14, 2010.
Here are a number of examples of essay topics:
1. What was the most significant cause of the Civil War?
2. Who was the most influential person in the Civil War and why?
3. Why did the Confederates have the military successes they did in the first three years of the war?
4. Was the Emancipation Proclamation made inevitable by the war?
5. Was Confederate military leadership superior to Union military leadership?
Here are a number of examples of essay topics:
1. What was the most significant cause of the Civil War?
2. Who was the most influential person in the Civil War and why?
3. Why did the Confederates have the military successes they did in the first three years of the war?
4. Was the Emancipation Proclamation made inevitable by the war?
5. Was Confederate military leadership superior to Union military leadership?
The Essay Writing Process
The following are notes that will assist you in the essay writing process. Use these in preparation for your Civil War test and every paper hereafter.
The essay assignment typically comes in two forms -- a question or a directive.
For example:
What was the most significant cause of the Civil War? (question)
Discuss the most significant cause of the Civil War. (directive)
The most important thing to remember when writing the essay is to make sure you understand the question and answer the question directly.
Below you will find the objectives we discussed for the introductory paragraph (in order of importance - NOT appearance):
1. Answer the question (thesis statement)
2. List of supporting ideas (evidence which will serve to prove your thesis)
3. Introductory statement (this is the first sentence in your essay)
Next, you will find the objectives for the body paragraphs (in order of appearance):
1. Topic sentence (from your list of supporting ideas and relates to thesis)
2. Supporting details (logically prove why the thesis is true... between 5-7 sentences)
3. Transition sentence (make the connection from the present supporting idea/topic to the next supporting idea/topic)
Finally, the conclusion has one simple objective:
1. Expand on the thesis and provide some original thought regarding the position you are trying to prove.
The essay assignment typically comes in two forms -- a question or a directive.
For example:
What was the most significant cause of the Civil War? (question)
Discuss the most significant cause of the Civil War. (directive)
The most important thing to remember when writing the essay is to make sure you understand the question and answer the question directly.
Below you will find the objectives we discussed for the introductory paragraph (in order of importance - NOT appearance):
1. Answer the question (thesis statement)
2. List of supporting ideas (evidence which will serve to prove your thesis)
3. Introductory statement (this is the first sentence in your essay)
Next, you will find the objectives for the body paragraphs (in order of appearance):
1. Topic sentence (from your list of supporting ideas and relates to thesis)
2. Supporting details (logically prove why the thesis is true... between 5-7 sentences)
3. Transition sentence (make the connection from the present supporting idea/topic to the next supporting idea/topic)
Finally, the conclusion has one simple objective:
1. Expand on the thesis and provide some original thought regarding the position you are trying to prove.
Civil War Notes - Gods and Generals and Gettysburg
We have completed our study of the Civil War period. Continued below you will find the supplemental material that we covered in class:
•Battle Flags
http://www.oldstatehouse.com/collections/flags/
•Robert E. Lee
http://en.wikipedia.org/wiki/Robert_E._Lee
•Thomas "Stonewall" Jackson
http://www.civilwarhome.com/jackbio.htm
•The Black Flag
The Black Flag was flown by certain irregular Confederate Army units to symbolize that they would neither give, nor accept quarter; symbolizing the opposite of the white flag of surrender.
•Dates of Secession
http://library.thinkquest.org/CR0215469/secession.htm
First Manassas/Bull Run:
http://www.historyanimated.com/BullRunAnimation.html
Birth of the Rebel Yell:
One of the first accounts of the yell was given at the battle of First Battle of Manasses (Bull Run) during then Brig. General Thomas Jonathan Stonewall Jackson's assault at Henry House Hill where the order was given during a bayonet charge to "yell like furies", and was instrumental in routing the Federal forces under General Irvin McDowell back to Washington D.C.
“Then arose that do-or-die expression, that maniacal maelstrom of sound; that penetrating, rasping, shrieking, blood-curdling noise that could be heard for miles and whose volume reached the heavens–such an expression as never yet came from the throats of sane men, but from men whom the seething blast of an imaginary hell would not check while the sound lasted.” -Colonel Keller Anderson of Kentucky's Orphan Brigade
Zouaves
http://en.wikipedia.org/wiki/Zouave#Zouaves_of_the_United_States_of_America_and_of_the_Confederate_States
Joshua Lawrence Chamberlain
http://learn.bowdoin.edu/joshua-lawrence-chamberlain/overview/
http://en.wikipedia.org/wiki/Joshua_Chamberlain
Military Drill (Including moving from Column of Fours to Line of Battle)
http://www.public.asu.edu/~roblewis/ACW/hardee%20toc.htm
Fredericksburg
http://militaryhistory.about.com/od/civilwar/p/fredericksburg.htm
http://en.wikipedia.org/wiki/Battle_of_Fredericksburg
Irish Brigade
http://irishvolunteers.tripod.com/irish_brigade_history.htm
http://88ny.net/Battles.htm
http://www.28thmass.org/history.htm
A Civil War Christmas
http://www.awod.com/gallery/probono/cwchas/fredxmas.html
http://www.premiumchristmastree.com/a39/Christmas-During-the-Civil-War/article_info.html
William Pendleton --Artillery Chief of the Army of Northern Virginia
http://en.wikipedia.org/wiki/William_N._Pendleton
Civil War Music
http://www.civilwarmusic.net/
Origin of the Term "Dixie" to Describe the South
http://en.wikipedia.org/wiki/Dixie
http://en.wikipedia.org/wiki/Dixie_(song)
The Emancipation Proclamation
http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/
Symbolism of the Pineapple
http://www.mindspring.com/~sixcatpack/pineappl.htm
Chancellorsville
http://www.civilwaranimated.com/index.php/chancellorsville-east-35
Gettysburg
http://www.civilwaranimated.com/index.php/gettysburg-east-50
http://www.usa-civil-war.com/Gettysburg/g_view_f.html
Iron Brigade
http://en.wikipedia.org/wiki/Iron_Brigade
Artillery Drill
http://www.nps.gov/archive/vick/interp/lhcannon.htm
1863-1865 Timeline
http://www.rci.rutgers.edu/~eagleton/e-gov/e-politicalarchive-CivilWar2.htm
•Battle Flags
http://www.oldstatehouse.com/collections/flags/
•Robert E. Lee
http://en.wikipedia.org/wiki/Robert_E._Lee
•Thomas "Stonewall" Jackson
http://www.civilwarhome.com/jackbio.htm
•The Black Flag
The Black Flag was flown by certain irregular Confederate Army units to symbolize that they would neither give, nor accept quarter; symbolizing the opposite of the white flag of surrender.
•Dates of Secession
http://library.thinkquest.org/CR0215469/secession.htm
First Manassas/Bull Run:
http://www.historyanimated.com/BullRunAnimation.html
Birth of the Rebel Yell:
One of the first accounts of the yell was given at the battle of First Battle of Manasses (Bull Run) during then Brig. General Thomas Jonathan Stonewall Jackson's assault at Henry House Hill where the order was given during a bayonet charge to "yell like furies", and was instrumental in routing the Federal forces under General Irvin McDowell back to Washington D.C.
“Then arose that do-or-die expression, that maniacal maelstrom of sound; that penetrating, rasping, shrieking, blood-curdling noise that could be heard for miles and whose volume reached the heavens–such an expression as never yet came from the throats of sane men, but from men whom the seething blast of an imaginary hell would not check while the sound lasted.” -Colonel Keller Anderson of Kentucky's Orphan Brigade
Zouaves
http://en.wikipedia.org/wiki/Zouave#Zouaves_of_the_United_States_of_America_and_of_the_Confederate_States
Joshua Lawrence Chamberlain
http://learn.bowdoin.edu/joshua-lawrence-chamberlain/overview/
http://en.wikipedia.org/wiki/Joshua_Chamberlain
Military Drill (Including moving from Column of Fours to Line of Battle)
http://www.public.asu.edu/~roblewis/ACW/hardee%20toc.htm
Fredericksburg
http://militaryhistory.about.com/od/civilwar/p/fredericksburg.htm
http://en.wikipedia.org/wiki/Battle_of_Fredericksburg
Irish Brigade
http://irishvolunteers.tripod.com/irish_brigade_history.htm
http://88ny.net/Battles.htm
http://www.28thmass.org/history.htm
A Civil War Christmas
http://www.awod.com/gallery/probono/cwchas/fredxmas.html
http://www.premiumchristmastree.com/a39/Christmas-During-the-Civil-War/article_info.html
William Pendleton --Artillery Chief of the Army of Northern Virginia
http://en.wikipedia.org/wiki/William_N._Pendleton
Civil War Music
http://www.civilwarmusic.net/
Origin of the Term "Dixie" to Describe the South
http://en.wikipedia.org/wiki/Dixie
http://en.wikipedia.org/wiki/Dixie_(song)
The Emancipation Proclamation
http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/
Symbolism of the Pineapple
http://www.mindspring.com/~sixcatpack/pineappl.htm
Chancellorsville
http://www.civilwaranimated.com/index.php/chancellorsville-east-35
Gettysburg
http://www.civilwaranimated.com/index.php/gettysburg-east-50
http://www.usa-civil-war.com/Gettysburg/g_view_f.html
Iron Brigade
http://en.wikipedia.org/wiki/Iron_Brigade
Artillery Drill
http://www.nps.gov/archive/vick/interp/lhcannon.htm
1863-1865 Timeline
http://www.rci.rutgers.edu/~eagleton/e-gov/e-politicalarchive-CivilWar2.htm
Monday, January 4, 2010
Civil War Notes - Gods and Generals and Gettysburg
We have completed our study of the Civil War period. Continued below you will find the supplemental material that we covered in class:
•Battle Flags
http://www.oldstatehouse.com/collections/flags/
•Robert E. Lee
http://en.wikipedia.org/wiki/Robert_E._Lee
•Thomas "Stonewall" Jackson
http://www.civilwarhome.com/jackbio.htm
•The Black Flag
The Black Flag was flown by certain irregular Confederate Army units to symbolize that they would neither give, nor accept quarter; symbolizing the opposite of the white flag of surrender.
•Dates of Secession
http://library.thinkquest.org/CR0215469/secession.htm
First Manassas/Bull Run:
http://www.historyanimated.com/BullRunAnimation.html
Birth of the Rebel Yell:
One of the first accounts of the yell was given at the battle of First Battle of Manasses (Bull Run) during then Brig. General Thomas Jonathan Stonewall Jackson's assault at Henry House Hill where the order was given during a bayonet charge to "yell like furies", and was instrumental in routing the Federal forces under General Irvin McDowell back to Washington D.C.
“Then arose that do-or-die expression, that maniacal maelstrom of sound; that penetrating, rasping, shrieking, blood-curdling noise that could be heard for miles and whose volume reached the heavens–such an expression as never yet came from the throats of sane men, but from men whom the seething blast of an imaginary hell would not check while the sound lasted.” -Colonel Keller Anderson of Kentucky's Orphan Brigade
Zouaves
http://en.wikipedia.org/wiki/Zouave#Zouaves_of_the_United_States_of_America_and_of_the_Confederate_States
Joshua Lawrence Chamberlain
http://learn.bowdoin.edu/joshua-lawrence-chamberlain/overview/
http://en.wikipedia.org/wiki/Joshua_Chamberlain
Military Drill (Including moving from Column of Fours to Line of Battle)
http://www.public.asu.edu/~roblewis/ACW/hardee%20toc.htm
Fredericksburg
http://militaryhistory.about.com/od/civilwar/p/fredericksburg.htm
http://en.wikipedia.org/wiki/Battle_of_Fredericksburg
Irish Brigade
http://irishvolunteers.tripod.com/irish_brigade_history.htm
http://88ny.net/Battles.htm
http://www.28thmass.org/history.htm
A Civil War Christmas
http://www.awod.com/gallery/probono/cwchas/fredxmas.html
http://www.premiumchristmastree.com/a39/Christmas-During-the-Civil-War/article_info.html
William Pendleton --Artillery Chief of the Army of Northern Virginia
http://en.wikipedia.org/wiki/William_N._Pendleton
Civil War Music
http://www.civilwarmusic.net/
Origin of the Term "Dixie" to Describe the South
http://en.wikipedia.org/wiki/Dixie
http://en.wikipedia.org/wiki/Dixie_(song)
The Emancipation Proclamation
http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/
Symbolism of the Pineapple
http://www.mindspring.com/~sixcatpack/pineappl.htm
Chancellorsville
http://www.civilwaranimated.com/index.php/chancellorsville-east-35
Gettysburg
http://www.civilwaranimated.com/index.php/gettysburg-east-50
http://www.usa-civil-war.com/Gettysburg/g_view_f.html
Iron Brigade
http://en.wikipedia.org/wiki/Iron_Brigade
Artillery Drill
http://www.nps.gov/archive/vick/interp/lhcannon.htm
1863-1865 Timeline
http://www.rci.rutgers.edu/~eagleton/e-gov/e-politicalarchive-CivilWar2.htm
•Battle Flags
http://www.oldstatehouse.com/collections/flags/
•Robert E. Lee
http://en.wikipedia.org/wiki/Robert_E._Lee
•Thomas "Stonewall" Jackson
http://www.civilwarhome.com/jackbio.htm
•The Black Flag
The Black Flag was flown by certain irregular Confederate Army units to symbolize that they would neither give, nor accept quarter; symbolizing the opposite of the white flag of surrender.
•Dates of Secession
http://library.thinkquest.org/CR0215469/secession.htm
First Manassas/Bull Run:
http://www.historyanimated.com/BullRunAnimation.html
Birth of the Rebel Yell:
One of the first accounts of the yell was given at the battle of First Battle of Manasses (Bull Run) during then Brig. General Thomas Jonathan Stonewall Jackson's assault at Henry House Hill where the order was given during a bayonet charge to "yell like furies", and was instrumental in routing the Federal forces under General Irvin McDowell back to Washington D.C.
“Then arose that do-or-die expression, that maniacal maelstrom of sound; that penetrating, rasping, shrieking, blood-curdling noise that could be heard for miles and whose volume reached the heavens–such an expression as never yet came from the throats of sane men, but from men whom the seething blast of an imaginary hell would not check while the sound lasted.” -Colonel Keller Anderson of Kentucky's Orphan Brigade
Zouaves
http://en.wikipedia.org/wiki/Zouave#Zouaves_of_the_United_States_of_America_and_of_the_Confederate_States
Joshua Lawrence Chamberlain
http://learn.bowdoin.edu/joshua-lawrence-chamberlain/overview/
http://en.wikipedia.org/wiki/Joshua_Chamberlain
Military Drill (Including moving from Column of Fours to Line of Battle)
http://www.public.asu.edu/~roblewis/ACW/hardee%20toc.htm
Fredericksburg
http://militaryhistory.about.com/od/civilwar/p/fredericksburg.htm
http://en.wikipedia.org/wiki/Battle_of_Fredericksburg
Irish Brigade
http://irishvolunteers.tripod.com/irish_brigade_history.htm
http://88ny.net/Battles.htm
http://www.28thmass.org/history.htm
A Civil War Christmas
http://www.awod.com/gallery/probono/cwchas/fredxmas.html
http://www.premiumchristmastree.com/a39/Christmas-During-the-Civil-War/article_info.html
William Pendleton --Artillery Chief of the Army of Northern Virginia
http://en.wikipedia.org/wiki/William_N._Pendleton
Civil War Music
http://www.civilwarmusic.net/
Origin of the Term "Dixie" to Describe the South
http://en.wikipedia.org/wiki/Dixie
http://en.wikipedia.org/wiki/Dixie_(song)
The Emancipation Proclamation
http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/
Symbolism of the Pineapple
http://www.mindspring.com/~sixcatpack/pineappl.htm
Chancellorsville
http://www.civilwaranimated.com/index.php/chancellorsville-east-35
Gettysburg
http://www.civilwaranimated.com/index.php/gettysburg-east-50
http://www.usa-civil-war.com/Gettysburg/g_view_f.html
Iron Brigade
http://en.wikipedia.org/wiki/Iron_Brigade
Artillery Drill
http://www.nps.gov/archive/vick/interp/lhcannon.htm
1863-1865 Timeline
http://www.rci.rutgers.edu/~eagleton/e-gov/e-politicalarchive-CivilWar2.htm
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