US History Notes

Greiner NMC US History "Notebook" Agenda

Table of Contents:
- Unit One: Revolutionary America
- Unit Two: Sectional America and the Civil War
- Unit Three: Industrial America
- Unit Four: Responding to Global Crises
- Unit Five: Reconstruction through Civil Rights
- Unit Six: Cold War, New Right, and 9/11 (student chosen topics)
First Week
- Lesson One: The Market Revolution: Market, Women’s roles, and immigration
- Lesson Two: Manifest Destiny: Westward Expansion and Native American Removal
- Lesson Three: The “Pro-Business” Twenties
- Lesson Four: The Great Depression (and Fireside Chat Project)
- Lesson Five: Mobilizing for World War II
- Lesson Six: WWII and Race
- Lesson Seven: The GI Bill and the Post-War Boom
- Lesson One: Introduction to Industrial America. The Homestead Strike Case Study
- Lesson Two: Immigration in Industrial America–Ellis v. Angel Island
- Lesson Three: Civil Rights Pioneers in the Age of Jim Crow (Douglass, Washington, DuBois, Wells, and the Great Migration) (1885-1920)
- Lesson Four: The Abolitionist Movement
- Lesson One: Mobilizing for the First World War
- Lesson Two: Women’s Suffrage Movement
- Lesson Three: Project and Debate Progressives Reshape The Government (Link to one-page summary of movement)
- Lesson Four: Imperialism as the New Manifest Destiny
- Lesson One: What Freed the Slaves? (1861-1865)
- Lesson Two: The Reconstruction Amendments (1865-1872)
- Lesson Three: The Cotton Revolution and Slavery
- Lesson Five: The Sectional Crisis of the 1850s
- Lesson Six: WWII and Aerial Bombing
- Lesson One: The Vietnam War
- Lesson Two: The Rise of the “New Right”
- Lesson Four: The Civil Rights Movement 1945-1965
- Lesson Five: The Selma Case Study: Why did nonviolence work?
- Lesson One: What were they thinking?
- Lesson Three: Checks and Balances
- Lesson Four: 9/11 and the War on Terror
- Lesson Six: The Civil War and the 13th Amendment
- Podcast Project II: John Brown or Fugitive Slave Law Lead to the Civil War
New Media Communities US History Classroom Notebook
- Purpose: Provide a hard copy of this running agenda for every lesson with questions, vocabulary, activity directions, and supplemental readings.
- Use agenda to set up personal notebook.
- Handwritten, personal notebooks can be used on open-note quizzes but not agenda packets or other teacher-produced materials.
First Week Agenda:
- Tuesday, 9/3: Introductions & Name Tags: Purchase materials for next week: Folder, Notebook, Writing utensils
- Thursday, 9/5: A Block: NMC Meetup. Combine blocks to go over directions and begin our first media activity. B Block: Meet for half the class, then switch. In History, discuss level differentiation and switches. Also, learn each other’s names! Work on “Step Into Storytelling” Media assignment – counts for formative assessment grade in History class. And purchase classroom materials.
- Monday, 9/9: Routines and Expectations: -Icebreaker -Classroom Norms for AI -Reading Annotations -Grading Expectations Complete “Step Into Storytelling” by 8 p.m. Submit the video to Ms. Michaels’ Schoology page.
- Tuesday, 9/10: Start learning some US History!!

UNIT ONE: REVOLUTIONARY AMERICA

LESSON ONE: What were the writers of the Constitution thinking?

Image: “Scene at the Signing of the Constitution of the United States (1787),” by Howard Chandler Christy, 1940
Timeline:
- 1770s
  - 1773-1774: Boston Tea Party punished through Coercive Acts
  - 1775: Fighting at Lexington, Concord, and Bunker Hill
  - 1776: Declaration of Independence
- 1780s
  - 1781: Articles of Confederation ratified
  - 1783: Treaty of Paris ends Revolutionary War
  - 1786: Shays’ Rebellion in MA demonstrates the weakness of Articles of Confederation
  - 1787: Constitution signed
- 1790s
  - 1789: Constitution ratified,
  - 1791: Bill of Rights added
  - 1793: First party system forms around opposition to Alexander Hamilton’s economic program.
  - 1796: Washington declines to run again.
  - 1800: After a nasty election, Jefferson wins the Presidency. Adams concedes–the first peaceful transition of power in modern history.
HOMEWORK: Due Monday, 9/16: Annotated Textbook Reading: Chapter 6, pages 4-8
Expectations:
- Annotation is about actively reading.
  - Summarization: in less than one sentence, paraphrase the main idea of the paragraph.
  - Reaction: did the reading spark an emotional reaction like disgust, surprise, or delight? Write your reaction in the margin.
  - Questions: Confused? Write your question in the margin.
LESSON ACTIVITIES:
- Washington elected President outline
- Introduction to Revolutionary America Study Guide
- US Geography: Complete map using Study Guide
- Brief Lecture: The Thinking Behind the US Constitution
  - The US Constitution applies many Enlightenment principles like popular sovereignty, limited government, individual rights, and the social contract.
  - It was also a document intended to solve the problems of its time and possible future problems the founders anticipated by looking back at the history of other failed republics and confederacies.
  - If the Constitution had failed to address the very real economic and social problems of the 1780s, it would never have gained legitimacy.
  - If it had not anticipated the various ways that a representative government could tyrannically abuse its power, it would not have lasted a generation, let alone 232 years!
- Review Enlightenment Principles found in the Declaration of Independence (1776)
  - Quick introduction to the Declaration of Independence: Ted-Ed
  - Set a standard that America would be a nation founded on lofty and almost unachievable principles and ideas.
  - Our unifying national idea would be a goal, not a shared history, ethnicity, or religion.
  - Those Enlightenment ideas were in response to the absolutism and arbitrary power of Louis XIV and claims of “Divine Right. ”
    - The Social Contract:
    - Popular Sovereignty:
    - Limited Government:
    - Natural Rights:
  - In small groups, read the first three paragraphs of the Declaration of Independence (attached) and find an example of EACH of the four principles above. Annotate in the margin and be ready to be called on to share.
- Briefly review the complaints against King George III.
  - What are they complaining about?
- The American Revolution: clips from Crash Course #7
  - Notes: In the box below, jot down any quick answers to the question. In your notebook, answer: Why did the American Revolution leave the new United States in economic, political, and social chaos in the 1780s?
- Task: The Articles of Confederation Simulation (copy attached)
  - In small groups, students will use the powers granted to the Articles of Confederation government to solve the economic and social problems in the 1780s.
  - Then, you will conclude by brainstorming a list of national government powers that would have helped them solve these problems!
  - Share it out as a class. In your notebook, summarize the weaknesses of the Articles of Confederation government using as much of the vocabulary to the right as you can.
    - Executive
    - Congress
    - Taxation
    - Regulate Trade
    - Currency
    - Inflation
- INTRODUCING JAMES MADISON, the “Father of the US Constitution” and History Nerd Question: How did the Constitution reflect Madison’s fears about tyranny & factionalism?
  - Introduction Lecture: James Madison and the US Constitution
    - James Madison is often referred to as the “Father of the Constitution” due to his central role in providing the ideological framework.
    - He showed up at the Convention with a written draft, much of which became the final draft.
    - While he borrowed many ideas from state constitutions and enlightenment thinkers (Locke, Montesquieu, etc.), some of his ideas were original and upended centuries of assumptions about representative government.
    - His main concern was the Tyranny of the Majority. Yes, a tyrannical ruler could abuse his power. Still, it was more likely that one group of people with a shared interest would elect their representatives and vote for policies that only served their narrow interests.
    - Fun facts: He was also the fourth President of the United States, was 5’1”, and weighed less than 100 pounds.
    - Unfun fact: his family owned roughly 300 enslaved people, making him one of the wealthiest slave owners in early American history.
  - Preview Video: The Constitution and James Madison’s Three Big Ideas
    - Watch the video together
    - Review Madison’s Three Big Ideas
  - Add to your notebook:
    - Idea #1: “Enlarge the Sphere”
      - The sphere = who participates in politics
    - Idea #2: Federalism
    - Idea #3: Protect the Rights of the Minority (not really his idea, but the way the B.O.R. is structured is)
    - Why did small republics fail?
    - Why would large republics be less likely to fail?
    - If we have to give power to the government, how can we prevent one faction from abusing its power?
    - Madison and his generation did not think racial minorities or women could participate in politics.
    - What minority was being protected by the Bill of Rights?

LESSON TWO: THE “DIRTY COMPROMISES” OVER SLAVERY

Intro 1: “The Revolution’s rhetoric created a “revolutionary generation” of slaves and free black Americans that would eventually encourage the antislavery movement….In the long term, the Revolution failed to reconcile slavery with these new egalitarian republican societies, a tension that eventually boiled over in the 1830s and 1840s and effectively tore the nation in two in the 1850s and 1860s. ” –The American Yawp, Chapter 5 Section VI
Intro 2: “We are the American Heartbreak” by Langston Hughes
Intro 3: The Story of Elizabeth Freeman Before the Revolutionary War
Timeline
- 1770s
- 1780s
- 1790s-1820s
- 1619: First enslaved Africans sold in Virginia colony
- 1680s: Most colonies pass “slave codes” making slavery hereditary and racially-based
- 1775: Lord Dunmore’s proclamation enlists enslaved people into the British Army
- 1776: Washington allows black soldiers. By the war's end, roughly 5,000 black men fought for independence.
- 1780: PA passes gradual emancipation law.
- 1780: Mum Bett and Quok Walker sued for freedom in MA, leading to abolition in that state.
- 1787: Constitution ratified with 3/5ths Compromise and other protections for slavery. Northern states gradually emancipated enslaved people, though there were still legally owned people in some northern states through the 1840s
- 1793: Cotton gin made slavery vastly more profitable in the Deep South, eventually increasing demand.
- 1807: Transatlantic slave trade banned.
Background map: Slavery in the New Nation
Background map #2: The Transatlantic Slave Trade Timelapse
SUMMARY: SLAVERY IN THE EARLY UNITED STATES
- What was the demography of slavery in the new United States? (i.e., where did many enslaved people live? What places had few or no enslaved people? Which places had the most enslaved people imported from Africa?)
Background lecture: Representative government
- The Articles of Confederation gave equal power to the states regardless of population.
- James Madison understood that for the new government to have legitimacy, it would need to give more populous states a larger voice in the legislative branch. The American colonies had a long history of representation by town, and Americans expected their community to be represented by someone they connected to. He proposed one representative for every 30,000 people (today, it is around one representative for every 710,000 people).
- To have Congressional representation based on population, you need to COUNT that population in a CENSUS.
- Counting raised a critical question: Who should be counted? Voters? Adults? All people? And what about those legally considered property and without legally protected rights?
- “The states were divided into different interests not by their difference of size…but principally from the effects of their having or not having slaves. ” –James Madison on the Constitutional Convention
The Slavery Compromises in the US Constitution: Crash Course Black American History #9
Notebook Review: The Slavery Protections in the US Constitution
- Transatlantic Slave Trade Compromise:
- 3/5ths Compromise:
- Domestic Insurrection clause:
- Fugitive Slave clause:
Write, Turn, and Talk
- Notebook Summarize: How did the “Dirty Compromise” give increased power to a slave-holding minority?
- Notebook optional Speculate: What could be the long-term implications of a system establishing minority rule?
How could it possibly undermine the legitimacy of the Constitution (and cause a Civil War)?
Minority Rule: Giving a minority faction of voters increased representation that allows them to either prevent legislation supported by a popular majority or enact legislation opposed by a popular majority.

LESSON THREE: Checks and Balances in the Original US Constitution (~ 2 days)

Timeline:
- 1780s
  - 1781: Articles of Confederation set up a weak centralized government
  - 1786: Hyperinflation and debt drive Shays’ Rebellion
  - 1787: Constitution written in Philadelphia
- 1790s
  - 1789: Washington elected President under the newly ratified Constitution
  - 1791: Bill of Rights added as first ten amendments, fulfilling a promise during the ratification debates
  - 1793: First major challenge to Constitution: Washington sends troops to make people pay their federal taxes in western PA
  - 1798: Alien and Sedition Acts arrest people critical of the President, creating a Constitutional crisis.
- 1800s
  - 1800: Jefferson elected President, first peaceful transition of power (a trend that would continue until 2020)
  - 1801: Supreme Court asserts the implied power of Judicial Review in Marbury v. Madison; future Constitutional challenges typically decided by the Court.
Preview Video: “I’m Just a Bill.”
Preview Quiz: Take the “Constitution Quiz” on Schoology to test your knowledge before we discuss the details.
READ: Organization and Function of Government, How a Bill Becomes a Law, Separation of Powers handouts.
Transfer to your notebook the following core ideas of the Constitution:
- How does a BILL become a LAW?
“Separation of Powers” and “Checks and Balances”
- What does each branch of the federal government do, and how can they prevent the other branches from overstepping?
- Vocab to include:
  - House of Representatives
  - Senate
  - President
  - override
  - Commander-in-Chief of Armed Forces
  - Runs all federal agencies
  - power of the purse (taxation and spending)
  - veto
  - judicial review
  - impeachment (x2)
  - appointment
  - “advise and consent” (approval)
  - negotiate treaties
  - settle disputes between states
  - oversight of federal agencies
  - amendment (change)
Discussion/Analysis: Why is the government structured this way?
- Which branch of government has the most power?
- Which branch of government operates the most independently from checks and balances by other branches?
- Why does it take so many stakeholders to pass any law in the United States?
- What do you think is the purpose of including so many factions in the decision-making process?
- Why do you think that the writers of the Constitution gave the Senate more checks on the President’s power than the House?
- Which branch is the most democratic?
- What do you think the founding fathers feared more–populism* or elite rule?
- What could you point to in the Constitution to argue your point of view?
- Populism: a style of politics that appeals to the “ordinary” person, often by arguing that an elite is ignoring the interests of the ordinary person and must be overcome. Populism can be economic populism (like Bernie Sanders) or cultural populism (like Donald Trump).
Retake the Constitution quiz even if you have already scored 100%!
FEDERALISM: ONE ADDITIONAL TYPE OF “SEPARATION OF POWERS”
- Some powers need to be executed as a nation.
- Other powers, though, can be left to the states or local governments.
- OTHER powers need to be “concurrent,” meaning they are exercised independently by the state and federal governments.
- Discussion: Which level of government exercises each responsibility?
  - Federal (National)
  - State (or local)
  - Concurrent
  - Schools
  - US Military
  - Tariffs (taxes on goods from other countries)
  - Taxation (sales, income, etc.)
  - Manage elections (inc. voter registration)
  - Health and Safety codes
- NOTE: YOU SHOULD TAKE AP US GOVERNMENT NEXT YEAR :)
- Federalism is MUCH more complicated in reality, and that’s for two reasons:
  - THE 14th AMENDMENT: After the Civil War, the federal government became responsible for protecting your civil rights. So, while local governments run the schools, they have to meet federal requirements because education is a civil right.
  - MONEY: The federal government has a lot of money, and can incentivize states by spending money (or withholding money) that the states desperately need. So, while states build roads, they often are partially or completely funded by the federal government to meet certain national goals.

LESSON FOUR: THE BILL OF RIGHTS The Last Line of Defense Against Tyranny of the Majority

Timeline:
- 1700s
  - 1787: Constitution signed
  - 1787-1789: Ratification debates in state legislatures. “Anti-Federalists” demand inclusion of Bill of Rights.
  - 1791: Bill of Rights ratified into the US Constitution (written by James Madison)
- 1800s
  - 1801: Supreme Court first uses power of Judicial Review to overturn laws
  - Before 1865: Bill of Rights only apply to federal laws. States have their own Bills of Rights in their Constitution.
  - 1868: 14th Amendment applies rights in US Bill of Rights to the states.
- 1900s
  - 1950s thru 1970s: Supreme Court “selectively incorporates” Bill of Rights by overturning state laws. ● Miranda Rights ● No Warrantless searches ● Public Defenders
Narrative Recap:
- Americans hoped to create a new national government that put Enlightenment principles into practice.
- They hesitated to create a strong central government because they were terrified of replacing British tyranny with American tyranny.
- The economic and social crises following the Revolutionary War (esp. Shays’ Rebellion) showed the dangers of a weak centralized government.
- State leaders met in Philadelphia to write a new Constitution to give the national government the power to tax, regulate trade, enforce the laws, and raise a military.
- Government power can be easily abused by self-interested factions.
- Madison reasoned that if the republic was large enough to prevent a single faction from seizing power, that would (hopefully) prevent abuses.
- Further protection from abuse came from dividing power within the federal government, selecting representatives in each branch in a different way, and creating checks on power like vetoes and overrides.
- Then, to ensure limited federal power, the Constitution reserved many important powers for the individual states to exercise.
- The final bit of insurance against tyranny would be a Bill of Rights.
LESSON ACTIVITIES:
- Video Introduction: “Why Wasn’t the Bill of Rights in the Original Constitution?” (Ted-Ed)
- Review Questions: Basics of the Bill of Rights for your notes
  - What were the ratification debates? What is their connection to the Bill of Rights?
  - What was one argument made AGAINST including a Bill of Rights in the US Constitution? (They addressed these fears by adding the 9th and 10th Amendments)
  - What does the Bill of Rights do?
- The Bill of Rights as a reflection of James Madison’s understanding of tyranny:
  - The Bill of Rights has become a nearly sacred text that protects individual liberty from the tyranny of the majority.
  - Understand the Bill of Rights as James Madison did–as a step-by-step guide on countering a tyrannical majority or a dictatorial leader.
  - Understanding the Bill of Rights this way helps us to understand the worldview of the 18th-century men who wrote the US Constitution.
- THE BILL OF RIGHTS as a DEFENSE AGAINST TYRANNY
- What does a tyrannical government do to crush an unpopular minority?
  - Control the public sphere so unpopular dissenting opinions cannot gain an audience.
    - How the Bill of Rights tries to prevent that tyrannical action: AMENDMENT I:
  - Use the army and police to threaten and intimidate dissenting political minorities so they are too scared to organize.
    - II:
    - III:
    - IV:
  - Use the courts to silence and intimidate dissenting political factions.
    - V, VI, and VII:
  - Get creative to devise new ways to make dissenting minority groups miserable!
    - VIII:
    - IX:
    - X:

UNIT TWO: SECTIONAL AMERICA and the CIVIL WAR

LESSON ONE: The Market Revolution

Review Tests: Discuss expectations for in-class essay writing.
Fast Forward:
- The Oxcart Man: A look at pre-Market Revolution economic life in New England
- The Louisiana Purchase video
- Unit Preview and more!
THE MARKET REVOLUTION
Like the Industrial Revolution, but smaller!
What was the Market Revolution?: Americans experienced three significant technological shifts that took them from a local, seasonal, agricultural bartering economy to one where producers mass-produced specialized goods to sell to distant customers for cash:
- The creation of the “American System of Manufacturing”
- A transportation revolution
- A communication revolution
These three technological revolutions overlapped and fed off each other.
Their cumulative impact transformed the United States from an economy that required trust to one that required cash.
Why are transportation networks a necessary precondition for a Market Revolution?
What religious and cultural changes are occurring in the areas most impacted by the Market Revolution?
Which 2 or 3 pieces of technology drove the Market Revolution?
Which social changes were many Americans worried about during the Market Revolution?
ADD THE FOLLOWING TO YOUR NOTES:
How would each of the following transform a rural Americans’ life?
- THE MARKET REVOLUTION TRANSFORMS THE NORTHEAST AND MIDWEST
  - TRANSPORTATION: Erie Canal; Railroads
  - COMMUNICATIONS: Steam printing; telegraph
  - MANUFACTURING: Lowell Mills, interchangeable parts, assembly lines
  - CONSEQUENCES: Increased immigration; Christian reform movements; economic busts

WOMEN in the MARKET REVOLUTION Temperance, Seneca Falls, and “Coverture”

QUESTIONS: What were society’s expectations for American women in the early 1800s? How did women organize to improve their lives and economic opportunities?
The Temperance Movement: The Temperance Movement will eventually succeed in banning alcohol nationwide in the 1920s, but the movement began in the 1840s.
WHAT did the Temperance Movement want?
HOW did the Temperance activists pressure Americans into giving up alcohol?
WHAT does this movement reveal about the legal and social status of married women in the early 1800s?
- What had changed during the Market Revolution that turned the consumption of alcohol into a major social issue and target for Evangelical Christian reformers?
- Analyze two primary sources: Pro-Temperance Literature
- What are the underlying assumptions about alcohol made in these two documents?
- What does the Temperance Movement reveal about the status of married women in the early 1800s?
Although women were not supposed to speak in public or engage in political activities, why was it socially acceptable for them to participate in the Temperance Movement?
The Seneca Falls Convention (1848): The First Organized Women’s Rights Movement in US History
- Video introduction: The Seneca Falls Convention (PBS)
- What happened at the Seneca Falls Convention? Who was there? What did they do?
- Read the Declaration of Sentiments and select at least three (3) demands made by women’s rights activists. Then, use those demands to infer the status of women in the 1840s by thinking about why this demand is being put forward in the first place.
PUTTING IT ALL TOGETHER: What can the Temperance Movement and the Seneca Falls Convention teach us about the expectations for gender roles in the early 1800s?
SEPARATE SPHERES IDEOLOGY: the “ideal” middle-class gender roles
- MEN
- WOMEN
Which women in the early 1800s might not have been able to fit into this narrow view of “proper” gender roles?

IMMIGRATION during the MARKET REVOLUTION

IRISH IMMIGRATION: a visual introduction and Ted-Ed: The Potato Famine
- Main Ideas
  - Details Irish Immigration: push and pull factors fueling immigration to the northeast Know-Nothing Party Stereotypes, beliefs, and fears that fueled the anti-immigrant
  - Data on Immigration by 1860. The US had a population of roughly 31.5 million Americans (excluding Native Americans)
  - A decade of growth: Foreign-Born Population by country of birth: % of Foreign-Born by US State:
Argumentation Practice: The Rise of the Know-Nothings
- nativist populist movements hit the United States, historians look to two major causes–economic anxiety and social anxiety.
  - Economic Anxiety: worry about the loss of economic status.
  - Cultural Anxiety: Xenophobia, racial, or religious prejudice rooted in the idea that these new immigrants bring undeisrable values or will never become assimilated to the pre-existing American culture.
- Read Douglas Kierdorf’s “Getting to Know the Know-Nothings” from The Boston Globe, January 2016. A er we read, write down bulleted evidence that would bolster each claim.
  - The Know Nothing Party reflected economic anxiety
  - The Know Nothing Party reflected cultural anxiety… Now, it’s time for CRISIS WRITING!
- Politics in the 1840s and 1850s is a hot mess!
for now, know that the “Know-Nothings” eventually get absorbed into the Republican party, and the anti-immigration issue gets pushed out of the headlines by the intensifying debates over slavery and westward expansion.
we will see many of these same arguments used against a different immigrant group in the 1870s–Chinese Immigrants. While the Know-Nothing movement failed to secure any major restrictions to immigration, the anti-Chinese movement resulted in America’s first-ever immigration law–the Chinese Exclusion Act of 1882.
nativism will grow so strong that America nearly shut down legal immigration to the United States from the 1920s-1960s.

MANIFEST DESTINY and CHEROKEE REMOVAL

American Assumptions about Native American Peoples
- John Gast, “American Progress,” 1872
- President George Washington’s Letter to the Cherokee Nation” (1796)
“We Shall Remain”: The Cherokee
CHEROKEE REMOVAL: Exhibit from the Smithsonian Museum of the Native American
- What happened?: Define Removal. Who was removed? Where were they sent to?
- What were the consequences for “removed” people?
- How did Native peoples like the Cherokee resist removal? Why did that resistance fail?
- What were they thinking? Why did American leaders pursue this policy? What assumptions did American leaders make about Native American peoples?
- Why then and there? Why did leaders like Andrew Jackson pursue this policy so aggressively by the 1830s? Why did it seem urgent?
- What do we think about this? What can this information teach us about American nation-building in the 19th century?
- Also, what lessons can we learn from this moment in US History?

UNIT: SECTIONAL REVOLUTIONS LEAD TO CIVIL WAR

Part II: The Cotton Revolution in the South Slavery

Academic Vocabulary on Slavery:
- Enslaved Person
- Agency
- Slave codes
- Slave trade
- Free Soil
- Free Labor
- Pro-slavery ideology
  #### Introduction to the Cotton Revolution and the Deep South
Antebellum Slavery Statistics
Video Introduction: “All Night, Forever” by Ken Burns, from “Civil War”
The Cotton Boom: Powerpoint Summarize the following:
- Impact of the Cotton Gin
- The Cotton Belt (AKA the Black Belt): where is it? What is it?
- What made cotton plantations different from other plantations?
  #### SLAVERY PRIMARY SOURCES: GROUP ANALYSIS & ACADEMIC WRITING
Read
GROUP DISCUSSION: Analyze sources to determine how historians could use this source to understand at least one of the following topics:
- A. Labor of enslaved people
- B. Relationship between enslaved and slave owner
- C. Resistance to enslavement
  - a. Violent resistance or rebellion
  - b. Escape from enslavement (or assistance to others)
  - c. Cultural resistance (maintaining one’s individual identity)
- D. Punishment or coercion
- E. Quality of life (i.e., health, life expectancy, family)
SELECT EXEMPLARY QUOTATION(S): Before sharing, select at least one (1) brief quotation from the primary source that historians could use to demonstrate at least one of the themes above.
Report out to the class:
- a. Read your quotation
- b. Describe your analysis to add to the board.
- c. Ask any questions you still have about the source, i.e. historical context.

SLAVERY WRITING: INDIVIDUAL PARAGRAPH WRITING AND QUOTATION PRACTICE

To what degree were enslaved people able to exercise agency?
Using primary and secondary sources into a coherent original argument Using primary sources to support a selected thesis.
EXPLANATION OF HONORS PROMPT: Agency
- Agency is the ability to control the outcomes in one’s life.
- Enslaved people obviously had much less agency than free people, no matter their labor, geographic location, gender, or relationship with their owner, but were there any ways enslaved people could carve out some measure of humanity in a violent system of repression meant to maximize their labor?
- Little to no agency.
- Resistance as agency.
- Agency as a tool of the slave owner.

LESSON FOUR: THE ABOLITIONIST MOVEMENT and the rising opposition to slavery

#### The West!

Westward Expansion and Balancing Regional Interests
For much of the early 1800s, Americans ignored the issue of slavery in the southern states.
Northern states ended slavery, but often granted only limited political participation to the free Black Americans in their territory.
Most Americans could not or would not imagine a multiracial society, and freeing four million enslaved people was treated as a radical and unrealistic demand.
Disputes about slavery were about land, and what type of economic activity would take place on that land.

Interactive Map

THE OREGON TRAIL
Americans continued their westward march.
Legends grew about the disputed territory along the Columbia River, known as “Oregon Country.”
The Abolitionists and Moral Suasion
- American Colonization Society
- Nat Turner’s Rebellion
- William Lloyd Garrison’s “The Liberator”
- American Antislavery Society
- Moral Suasion Campaign
  #### Violence against the abolitionist movement
“Notes from an American”
- If you had been alive in 1853, you would have thought the elite enslavers had become America’s rulers. They were only a small minority of the U.S. population, but by controlling the Democratic Party, they had managed to take control of the Senate, the White House, and the Supreme Court.

LESSON FIVE: The Secession Crisis

#### Facts:

In 1857, the Supreme Court tried to take away Republicans’ power to stop the spread of slavery to the West by declaring in the infamous Dred Scott decision that Congress had no power to legislate in the territories.
This made the Missouri Compromise that had kept enslavement out of the land above Missouri unconstitutional.
The next day, Republican editor of the New York Tribune Horace
By January 1863, Lincoln had signed the Emancipation Proclamation ending the American system of human enslavement in lands still controlled by the Confederacy.
By November 1863 he