BASIC INFORMATION

Office: Faculty Towers 201A
Instructor: Dr. Schmoll
Office Hours: MTWTH 10-11am
…OR MAKE AN APPOINTMENT!!!

Email: bschmoll@csub.edu
Phone: 654-6549

Monday, June 2, 2014

FINAL EXAM STUDY GUIDE


I. MULTIPLE CHOICE: (40%) (taken from the outlines since the midterm) You will answer 20 of 22.

II. SHORT ESSAY: (10%)   BRING THIS WITH YOU, TYPED, SINGLE-SPACED
The books we read this quarter were The Autobiography of Benjamin Franklin, Common Sense, Twelve Years a Slave, and Midnight Rising. How they are connected? In a short essay(around a page), find some points of synthesis between these four works. In other words, what are two themes that are relevant to all four books?

III. LONG ESSAY: (50%)
What caused the Civil War?


Wednesday, May 28, 2014

SECTIONALISM AND THE ROAD TO CIVIL WAR

I. Sectionalism...

A.  The Breadbasket West:


St. Louis, Cincinnati, Milwaukee, Indianapolis, Chicago

     B.  The Urbanizing North



    C.  The Oligarchic South

--1860: 5.6 million whites      

--1700 own around 100 slaves

--46,274 own around 20 slaves

--slave population was 3.84 million

--26,000 free blacks in the South

--36% of families in South own

slaves in 1830

--25% of families in South own

slaves in 1860


--By 1850, 20 percent of adult white southerners

could not read or write, compared to a national figure of 8 percent.


DO THESE DIFFERENCES MATTER?

                                    Wilmot Proviso (1846)
THE WAR WITH MEXICO: 
Treaty of Guadalupe Hidalgo


II.  COMPROMISE OF 1850



            1845: 15-13   (Texas and Florida)

            1846: 15-14 (Iowa)

            1848: 15-15 (Wisconsin)

  1. Fugitive Slave Act
  2. Abolish slave trade in D.C.
  3. Cali in as Free State
  4. Popular Sovereignty in new territories
  5. Resolved boundary dispute btw. Texas  and New Mexico



III. The Trouble Escalates:


A. Transcontinental Railroad

--Stephen Douglas

            B. Kansas-Nebraska Act


            C. “Bleeding Kansas” (1854-1858)
                                    --New England Emigrant Aid Company
                                    --“Beecher’s Bibles”
                                    --John Brown
                                    --Pottawatomie Creek (May 24, 1856)

            D. The Caning of Sumner (1856)

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


IV. Party Politics

            A. Decline of the Whigs
            B. Rise and Fall of the "Know-Nothings"
            C. Rise of the Republicans

                        --The Election of 1856--

            Buchanan(Dem.) vs. Fremont(Rep.) in North
Buchanan vs. Fillmore in South
                                                (American/Know-Nothing/Whig)

V. On the Verge of War:

            A. Dred Scott

An Excerpt from Booker T. Washington’s Up From Slavery.

Washington recounts a conversation with an elderly black man who said he had been born in Virginia and sold into Alabama in 1845. I asked him how many were sold at the same time. He said, “There were five of us: myself and brother and three mules.”

B. Panic of 1857
            C. Lincoln-Douglas Debate for Senate
                        (Rep.)                          (Dem.)

            D. John Brown's Raid…the book discussion
            E. The Election of Lincoln

                        Lincoln (Rep.)
                        Douglas (Dem.)   {border and North}
                        Breckinridge (Dem.)  {South}



Lincoln’s First Inaugural Address: March 4, 1861

In your hands, my dissatisfied fellow-countrymen, and not in mine, is the momentous issue of civil war. The Government will not assail you. You can have no conflict without being yourselves the aggressors. You have no oath registered in heaven to destroy the Government, while I shall have the most solemn one to "preserve, protect, and defend it."

I am loath to close. We are not enemies, but friends. We must not be enemies. Though passion may have strained it must not break our bonds of affection. The mystic chords of memory, stretching from every battlefield and patriot grave to every living heart and hearthstone all over this broad land, will yet swell the chorus of the Union, when again touched, as surely they will be, by the better angels of our nature.

Fort Sumter, the first official “battle” of the Civil War, would occur a month later  (April 12, 1861)


VI. WAR...The Crucial Year:  1863

                                Emancipation Proclamation (1/1/63)

Battle of Gettysburg (July 1-3, 1863)

                                The Gettysburg Address (11/19/63)

Wednesday, May 21, 2014

MIDNIGHT RISING, THE FINAL BOOK OF THE QUARTER, IS DUE ON JUNE 2

HOW TO READ MIDNIGHT RISING

Read the prologue carefully.

Skim the chapters on the early part of John Brown's life.

What we are really looking for is this:
1. What drew JB into being an abolitionist?
2. Why did he think it was okay to kill people over this issue of slavery? (sometimes running them through with a broad sword.)
3. What happened at Harper's Ferry?
4. What difference did JB's life make?

This book will be a prominent part of our larger discussion of sectionalism. I hope you enjoy it!

Monday, May 19, 2014

CLASSWORK TODAY, 5/19/14...


  • Abolitionism…1820s…
  • 2nd Great Awakening

  • IMMEDIATE 
  • Frederick Douglass
  • “I will be harsh as truth and as uncompromising as justice…I am in earnest. I will not equivocate. I will not excuse. I will not retreat a single inch. AND I WILL BE HEARD.”
  • Wm. Lloyd Garrison, 1831

  • “We must and shall be free…in spite of you…and woe, woe, will be it to you if we have to obtain our freedom by fighting… I do declare that one good black man can put to death six white men…kill or be killed.”
  • David Walker's Appeal, 1829
  • 1830…
  • --no two Americas: just to clarify, what we meant by this is that we must avoid the oversimplified notion that the North was "against" slavery and that the South was "for" slavery. We should eschew such silly generalizations!

  • CITATIONS:
As we discussed in class, you must follow the academic honesty policies of the university. If you use someone else's IDEAS OR DIRECT QUOTES, you must cite them! For this essay, that means you cite them within the text of what you are writing. As you write along, you will simply refer to the document, source, book, or essay you used. 



Wednesday, May 14, 2014

SCHMOLL/IN CLASS ESSAY/WRITTEN IN CLASS MAY 21


IN CLASS ESSAY RULES:
·         You may bring an outline. Make sure it is an outline, not full sentences or a paragraph. You know the difference; the one exception to this rule is a "thesis" statement. That can be written out completely.
·         You may bring TWELVE YEARS A SLAVE, any book, or other sources;
·         You may not use electronics during the essay;
·         You will have the whole period to write your essay;
·         You may not ask your instructor how long the essay should be; The essay should have an introduction and conclusion and various body paragraphs. The essay should be detailed with names, dates, organizations, and anything else that helps you make your case;
·         MOST IMPORTANTLY, your essay will be judged on the strength of the argument and the quality of evidence that you employ to prove your case. Your essay will be judged on the argument. What this means is that I expect standard English but not perfect form or perfect grammar and spelling.

In a well-argued essay (numerous paragraphs, a clear argument), answer one of the following questions:

1. What was more important in maintaining the discipline of the plantation, physical or psychological control?

2. What was the significance of gender on the slave plantation?
“Gender becomes a way of denoting 'cultural constructions'—the entirely social creation of ideas about appropriate roles for women and men.”  Joan Scott

3. What was the meaning of escape? How did slaves view the North in their dreams of escape?

4. What was the meaning of music in the slave community?

5. How did slaves resist the system's domination?

--or--

COME UP WITH YOUR OWN TOPIC...YOU MUST CLEAR THIS WITH ME.


LET ME REITERATE SOMETHING IN ALL CAPS SO THAT IT SEEMS MORE LIKE I AM YELLING IT...STRIVE TO PROVE SOMETHING.
IF YOU FIND YOURSELF ONLY DESCRIBING, YOU ARE ON THE WRONG TRACK. 

IF, IN YOUR PREPARATIONS, YOU ARE HAVING TROUBLE FINDING SOMETHING TO PROVE, THAT SIGNIFIES THAT YOU NEED TO READ MORE, FIND MORE EVIDENCE, AND THINK MORE DEEPLY ABOUT THE ISSUES. 

IF YOU WOULD LIKE ME TO REVIEW ANY OTHER SOURCES YOU FIND, PLEASE SEND ME TITLES. THIS IS NOT AN ABSOLUTE REQUIREMENT, BUT YOU SHOULD KNOW THAT THERE ARE SOME PROBLEMATIC SOURCES OUT THERE
(one example is the Lynch Letter—do not use it as a source)