New Jersey's Quakers and the American Revolution

Teaser

Did you know the Quakers were pre-Revolution abolitionists?...

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Description

While many Quakers owned slaves prior to the American Revolution, the Quakers passed a rule in 1758 forbidding their members to buy or sell slaves. This lesson examines how the Quakers' religious views influenced their opposition to slavery during the Revolutionary period. We like that students are asked to analyze a series of primary sources to identify the reasoning behind the Quaker's anti-slavery stance.

Article Body

The lesson plan suggests that teachers begin by delivering a lecture based on an online talk by historian Jean Soderlund. (Adobe Flash Player and Acrobat Reader are required to access the lecture). However, the historian’s lecture is brief, informative, and fairly engaging, so teachers may want to consider playing the lecture for students.

Next, students are asked to read a set of documents written by Quakers in the 18th century, and identify the various reasons Quakers were opposed to slavery. The documents are rich and informative. However, the language is challenging; and teachers may need to modify and shorten the documents, and create guiding questions to help students analyze them.

For an assessment, middle school students create protest pamphlets expressing the reasons behind Quaker opposition to slavery. High school students analyze the Declaration of Independence from the Quaker perspective. High school teachers may want to consider having students also analyze the original draft of the Declaration of Independence which had much stronger language opposing slavery. The original draft of the Declaration of Independence reflects more of Jefferson’s personal views, while the final version reflects more of the consensus view of congress.

Topic
Quaker opposition to slavery during the Revolution
Time Estimate
1-2 days, 90 minutes total
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
The plan provides a brief historical overview and a historian's lecture.

Rubric_Content_Read_Write

Yes
Students must read primary sources and respond with a written assessment.

Rubric_Analytical_Construct_Interpretations

Yes
Students read several primary documents to determine the reasons behind Quaker opposition to slavery in the 18th century.

Rubric_Analytical_Close_Reading_Sourcing

Yes

Rubric_Scaffolding_Appropriate

No
The language of the documents may have to be modified—especially for middle school students.

Rubric_Scaffolding_Supports_Historical_Thinking

No
Teachers should consider providing students with a few focusing questions for each document.

Rubric_Structure_Assessment

Yes
There are different assessments for the high school and middle school level. However, no rubrics or specific assessment criteria are included.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes
A sleek lesson that could be done in one or two class periods.

Watergate and the Constitution

Teaser

To indict or not to indict? Watergate raised complicated questions concerning Constitutional interpretation.

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Description

Students analyze a primary source document which sets forth points both for and against the indictment of Richard Nixon, before considering Constitutional interpretations of Watergate.

Article Body

The strength of this lesson is that it is centered around a document which presents compelling arguments both for and against the indictment of former President Nixon for his role in the Watergate scandal. The featured document, a memo to the Watergate Special Prosecutor Leon Jaworski, was written by Jaworski's staff as he was considering whether or not to indict Nixon.

The memorandum’s language should be accessible to most high school students. Both a copy of the original document and a transcribed version are available.

The question at the center of the lesson is, "Should the Watergate Special Prosecutor seek an indictment of the former President?" If teachers want to make this lesson more of an historical inquiry, we recommend modifying that question to read: "What were the main arguments for and against the indictment of former President Richard Nixon?"

An additional strength of this lesson is two activities that use the Constitution as a lens to understand the Watergate affair. One of the suggested activities asks students to identify the specific role each branch of government played in the Watergate affair. Another activity asks students to apply specific sections of the Constitution and determine the role particular constitutional powers and rights played in the Watergate affair.

This lesson would likely work best after an introductory lesson on Watergate. While there is no formal assessment included in this lesson, the questions presented by the document easily lend themselves to an essay or a discussion.

Topic
Watergate, the Constitution
Time Estimate
1 day
flexibility_scale
3
Rubric_Content_Accurate_Scholarship

Yes
Historical background is detailed and accurate. The document is from The National Archives.

Rubric_Content_Historical_Background

Yes
Th lesson includes background information for teachers and students, as well as a chronology of the Watergate affair.

Rubric_Content_Read_Write

Yes
The lesson is centered around a primary document from the Watergate scandal, and requires students to read the Constitution.

Rubric_Analytical_Construct_Interpretations

Yes
Students are asked to weigh the reasons for and against indicting Nixon.

Rubric_Analytical_Close_Reading_Sourcing

Yes

Rubric_Scaffolding_Appropriate

Yes
The main document is appropriate and accessible for most high school students, as are the teaching activities.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
The lesson includes the Archives' worksheet for analyzing primary source documents, asking students to consider source and contextual information when interpreting the document.

Rubric_Structure_Assessment

No

Rubric_Structure_Realistic

Yes
The lesson is clearly presented and is easily adapted to emphasize either History or Civic standards.

Rubric_Structure_Learning_Goals

Yes
Appropriate for one class period.

Building the Erie Canal

Teaser

Cutting through New York from the ocean to the Great Lakes, the Erie Canal changed lives.

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Description

How would the Erie Canal have changed your life and the lives of those around you? Politics, trade, and the land itself were all affected.

Article Body

This lesson from Teachers’ Domain examines how the construction of the Erie Canal affected the geographic, economic, and political landscape of the United States. In exploring these issues, students are presented with four computer-based activities.

The first two activities—viewing documentary video clips—are engaging, brief, and informative. These clips could be projected to the whole class if a teacher does not have access to multiple computers.

The third—an interactive graphic organizer—allows students to categorize different consequences of the construction of the Erie Canal in terms of geographic, political, and economic effects. The interactive graphic organizer allows students to draw connections between consequences in different categories and explain how they are interconnected in a pop-up comment box. After they are done, students can print out the graphic organizer.

The final activity in the lesson, which requires students to read and write, can be done either on a computer or not. It asks students to synthesize information from the video clip and a background reading (available in two different reading levels), and students can choose from three different writing assignments.

Topic
Erie Canal
Time Estimate
1 day
flexibility_scale
5
Rubric_Content_Accurate_Scholarship

Yes
Featured video contains interviews with reputable scholars.

Rubric_Content_Historical_Background

Yes
Historical background provided in videos and handouts.

Rubric_Content_Read_Write

Yes
Students take notes throughout the assignment and write a short essay evaluating the major changes resulting from the construction of the Erie Canal.

Rubric_Analytical_Construct_Interpretations

Yes
Using evidence from the documentary video and a background reading, students assess and examine the economic, political, and geographic effects of the Erie Canal on the nation.

Rubric_Analytical_Close_Reading_Sourcing

No

Rubric_Scaffolding_Appropriate

Yes
Two versions of background handout are included for different grade levels.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
A graphic organizer helps students organize their ideas and draw connections between the various effects resulting from the Erie Canal’s construction.

Rubric_Structure_Assessment

Yes
Students can write an essay on the canal’s effects on America or New York State. Students can write a journal from the perspective of someone who experienced the effects of the Erie Canal five years after its construction.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

No
Requires access to multiple computers, but can be adapted for classroom use in which only one computer and a projector are needed to stream the video.

Woman Suffrage and the 19th Amendment

Teaser

Relive the dream of the women's vote through roleplay or interfacing with primary documents.

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Description

Access primary sources and activities for a unit on the suffrage movement, from the Seneca Falls Convention to the passage of the 19th Amendment.

Article Body

This lesson is anchored by nine primary source documents related to the women's suffrage movement, from 1868 to 1920. Students and teachers alike will appreciate that the site includes images of the original documents—not simply transcriptions.

It also has six teaching activities that range from document analysis, to role-play, to student research. Activity three, which asks students to use textbooks, library resources, and documents to make a timeline, can be an effective way of helping younger students understand historical chronology. For older students, activity six, which asks students to write and stage a one-act play, presents an opportunity to interpret and synthesize primary sources. The script for a one-act play commissioned by the National Archives, "Failure Is Impossible," is available as a model.

This lesson also includes links to related websites, including those from the Library of Congress, the National Park Service, the National Register of Historic Places, and the National Women’s History Project.

Topic
Women's suffrage
Time Estimate
Varies
flexibility_scale
2
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Minimal
Includes a one-act play based on archival sources.

Rubric_Content_Read_Write

Yes
Students are asked to read multiple documents, and there are opportunities for original student writing based on document analysis.

Rubric_Analytical_Construct_Interpretations

Yes
Activities two and six ask students to assess suffragist strategies and write an evidence-based play, respectively.

Rubric_Analytical_Close_Reading_Sourcing

Yes
Activity one focuses on these skills, and can be paired with a downloadable Document Analysis Worksheet.

Rubric_Scaffolding_Appropriate

Unclear
Audience is unstated.

Rubric_Scaffolding_Supports_Historical_Thinking

No
Teachers may need to supplement the provided materials.

Rubric_Structure_Assessment

No

Rubric_Structure_Realistic

Yes
The lesson is designed for easy adaptation by teachers.

Rubric_Structure_Learning_Goals

Yes

The Progressive Era

Teaser

Explore the ins and outs of turn-of-the-century labor law, business, housing, and immigration.

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Description

Access primary sources, activities, instructional tips, and assessments for a unit on the Progressive Era.

Article Body

This unit on the Progressive Era consists of seven teaching activities, which build upon each other and culminate in an optional service learning project exploring modern day progressivism. Each part of the unit can be downloaded as an individual PDF, or the entirety can be downloaded at once. Overall, the complete package is age-appropriate, while also challenging students to develop historical thinking skills.

Activities 3, 4, and 5 utilize primary source documents and photographs, and ask students to analyze documents and draw conclusions from them. Activity 3, for instance, prompts students to examine child labor and its impact by looking at two collections of photographs—Kids at Work and Kids on Strike. It then asks students to consider questions such as "How did the people that wrote these books put their stories together?" and "What sources did they use to be successful history detectives?"

While each part of this lesson builds on the last, teachers can pick and choose among the seven activities. For teachers looking for more direction, the lesson includes a narrative script that can be used to frame each activity. It also includes a vocabulary list, a student learning chart/grading rubric, and a collection of links to selected websites.

Topic
The Progressive Era, immigration, industrialization, capitalism
Time Estimate
1-7 days
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
A brief overview of historical background for each activity is included in the "Narrative Flow, Teachers' Background."

Rubric_Content_Read_Write

Yes
Students are asked to read primary documents, and there are opportunities for original student writing based on document analysis.

Rubric_Analytical_Construct_Interpretations

Yes

Rubric_Analytical_Close_Reading_Sourcing

Yes
The unit includes close analysis of both text and photographic primary sources.

Rubric_Scaffolding_Appropriate

Yes
The scaffolding is very well-done, including student-friendly language and examples.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
The process for each activity is clear.

Rubric_Structure_Assessment

Yes
A rubric is included that focuses on both content goals and process goals.

Rubric_Structure_Realistic

Yes
The rubrics are divided into content and process goals.

Rubric_Structure_Learning_Goals

Yes
Lesson is also open to teacher adaptation.

Midnight Ride of Paul Revere: Fact, Fiction, and Artistic License

Teaser

Did Revere's ride really look like that? Use historical documents to analyze flights of artistic fancy.

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Description

Students assess a famous artistic depiction of Paul Revere's ride, based on historical documents.

Article Body

This lesson asks students to use primary source evidence to assess Grant Wood’s famous 1931 painting, The Midnight Ride of Paul Revere. Students must also determine the event's historical significance. This lesson offers a wealth of resources for analyzing artwork as historical evidence and provides a nice example for using artwork along with written documents to learn about the past.

The lesson opens up by asking students to note their initial impressions of Wood's painting. Additional resources are included to help students analyze the painting.

Following the opening activity, students read a series of primary accounts of the event from the British perspective and the colonial perspective. Teachers should consider the lesson plan’s suggestion to jigsaw this activity since the documents range in length and difficulty.

The lesson concludes with multiple assessment options including analyzing the poem "Paul Revere's Ride" by Henry Wordsworth Longfellow, using evidence to distinguish between fact and fiction, and writing a short story. Teachers could also easily create a document-based question assignment to assess students' historical understanding.

Topic
Paul Revere’s Midnight Ride and Analyzing Paintings
Time Estimate
1-3 days
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
A wealth of background information is included about Revere's ride as well as relevant poetry and artwork.

Rubric_Content_Read_Write

Yes
Students are asked to read primary and secondary sources and write from the perspective of the historical actors.

Rubric_Analytical_Construct_Interpretations

Yes
Students analyze artistic interpretations of the past and construct historical interpretations of the past.

Rubric_Analytical_Close_Reading_Sourcing

Yes
Students are asked to consider the author’s perspective as they read and analyze primary sources.

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
Includes guiding questions that scaffold thinking. However primary documents may need further editing and preparation depending on students' reading levels.

Rubric_Structure_Assessment

Yes
Multiple assessment options

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Causing the Civil War

Article Body

Historically, textbooks have taught that incompatibility between northern and southern economies caused the Civil War. The industrial revolution in the North, during the first few decades of the 19th century, brought about a machine age economy that relied on wage laborers, not slaves. At the same time, the warmer Southern states continued to rely on slaves for their farming economy and cotton production. Southerners made huge profits from cotton and slaves and fought a war to maintain them. Northerners did not need slaves for their economy and fought a war to free them. Everything else, many textbooks claim, was tied to that economic difference and was anchored by cotton. The agricultural economy was certainly one cause of the Civil War, but not the only one. Wars are never simple and neither are their causes. Many other factors that helped bring about the war are central to understanding America's past. So what did start the Civil War—a war that divided the nation, destroyed crops, cities, and railroad lines, and claimed 630,000 lives? Many factors plunged the nation into chaos in 1861. Key political causes include the slow collapse of the Whig Party, the founding of the Republican Party, and, most important, the 1860 election of Abraham Lincoln as president. Religious opposition to slavery increased, supported by ministers and abolitionists such as William Lloyd Garrison. Geographical conflict over the spread of slavery into western territories and states—areas with neither an industrial nor a farm economy—grew. And political deals, such as the Missouri Compromise in 1820 and Compromise of 1850, and Supreme Court rulings, such as the Dred Scott decision in 1857, divided the country even more. These divisions went far beyond cotton and economics.

Urban vs. Rural, Factory vs. Farm

The central story told in textbooks is that the industrial revolution, beginning with the first textile mill in New England in the 1790s, created an economy that did not need slaves. Southerners, however, continued to use slave labor on their farms because agriculture was profitable. Closely related to this change, cities rose as population centers in the North created an urban society while the South remained primarily agrarian.total farms in U.S. 1860 Census data on farms and cities, however, reveals that while cities grew rapidly in the North between 1800 and 1860, they did not become leading population centers until 1920, 60 years after the Civil War began. total farms of 1000 acres in U.S. 1860In 1860, there were more farms in the North than in the South, although Southern states, especially in the Cotton Belt, had the majority of large farms (1,000 acres or more).

Census data on farms and cities, however, reveals that while cities grew rapidly in the North between 1800 and 1860, they did not become leading population centers until 1920, 60 years after the Civil War began.

The notion that there were no southern cities was also a myth. The U.S. had eight cities with more than 150,000 residents in 1860 and three of them—St. Louis, Baltimore and New Orleans—were in slave states. Several other southern cities, such as Louisville, Mobile, and Charleston, had more than 20,000 residents each and were listed among the largest urban places in the U.S. Similarly, data demonstrate the presence of manufacturing in the South. Richmond, VA, had mills and factories as early as 1800. The 1860 census shows the fairly even spread of manufacturing across the states, with only New York and Pennsylvania recording 17,000 or more manufacturing establishments (see Primary Source Farms Census Data [1860], List of Urban Areas [1860], and Manufacturing Census Date [1860]).

Cotton and Slavery

"Cotton is King!" bellowed James Hammond, a U.S. Senator from South Carolina, in 1859, reminding all of the importance of cotton in the South. A major error in the agricultural vs. industrial revolution theme, however, stated in book after book, is that slavery existed to produce cotton.U.S. Cotton Production, 1860 When I ask college students to talk about the causes of the war, many tell the story of Eli Whitney and the cotton gin. They remind me that there were no factories in the South prior to 1860 and are astonished when I tell them that factories flourished in the South as early as John Adams's Presidency. They gloat over the North's shipping yards and are surprised to learn of the busy shipping industry based in cities such as Richmond, Charleston, and New Orleans. Their jaws drop when I talk about the thousands of slaves in the South who worked in busy cities, not on quiet plantations. Slaves did not arrive in the U.S. in the early 1800s to work on cotton plantations. They began to arrive in the early 1600s to work on farms that grew a number of different crops. Sugar and tobacco became the most profitable to meet European demands for crops that did not grow in the colder European climate. Virginia planters made a fortune growing tobacco, making tobacco the first King. Cotton succeeded tobacco on the throne much later. By 1860, however, Alabama, Mississippi, and Louisiana replaced Georgia and South Carolina as leading growers of cotton (see Primary Source Cotton and Slaves Data [1860]).

[Students'] jaws drop when I talk about the thousands of slaves in the South who worked in busy cities, not on quiet plantations.

If farming was so important, why did southerners rush to enslave the colder Kansas and Nebraska territories that remained snow covered in winter months? In these areas, representing only one third of the United States, only 130 slaves lived. Why were southerners eager to bring territories such as New Mexico, Texas, and California—where very little cotton was grown—into the Union as slave states? There were many reasons completely unrelated to cotton. Slaves in the U.S., 1860Pro-slavery advocates in California, for example, wanted slaves to prospect for gold and build gold and silver mines. And if slavery was so central to the southern economy of farming, why did only one fourth of southerners own slaves? Why were so many prominent southerners, such as George Washington, George Wythe, and Thomas Jefferson, opposed, at least in theory, to the institution? Slavery, too, was seen as a moral evil by the hundreds of thousands of northern abolitionists who published newspapers and marched in the streets of small towns and large cities carrying their colorful banners. Abraham Lincoln did not target farming and cotton in his arguments against slavery; he used morality. He told one audience in Chicago in 1859 that, "I think slavery is wrong, morally and politically." Lincoln told another audience that America could not be seen "fostering human slavery and proclaiming ourselves, at the same time, the sole friends of human freedom." And, of course, in his fabled "House Divided" speech he predicted that the United States would be either all slave or all free.

Political Causes

Turbulent politics also led to the war. Following the compromise of 1850, legal, political, and physical battles raged over whether or not to admit Kansas as a slave state, a state with no cotton. Many students believe that the Republican Party, created in 1855, focused on slavery in the 1860 campaign, but their key issues centered on political corruption of the Buchanan Administration. The Republican platform called for containment, not the end of slavery. Lincoln's election, however, proved to be the icing on the southern secession cake. Only a minority of southern newspapers favored leaving the union prior to Lincoln's election; most supported secession after.

The notion that slave labor for cotton fields caused the Civil War has been reinforced by textbooks and fictional narratives for more than a century. Historians, however, argue for a more nuanced, complex understanding.

Other factors leading to war include John Brown's raid on Harper's Ferry in 1859, raucous battles over the Fugitive Slave Act, and President Buchanan's refusal to arbitrate between North and South, all connected to the increasingly bitter debate over slavery. In addition, northern newspapers campaigned against states' rights, southerners resented new taxes, and the Fort Sumter crisis turned into a pivotal moment (see Primary Source Editorials [1860-1861]).

Conclusion

The notion that slave labor for cotton fields caused the Civil War has been reinforced by textbooks and fictional narratives for more than a century. Historians, however, argue for a more nuanced, complex understanding. The Civil War was fought for many reasons, not solely or even primarily because of the growing importance of cotton on southern farms. Moving away from economic differences and cotton as simplistic causes leads to a more complex and far more interesting story.

Source 1 Title

Farms Census Data (1860)

Source 1 Annotation

This map, based on data from the federal census of 1860, shows the number of farms in the U.S. just prior to the Civil War. The top map plots the total number of farms per state, showing that agriculture was still widespread in northern states. In fact, there were more farms in many northern states than in southern states. The bottom map shows that the South had a higher concentration of large farms (more than 1,000) acres.

Source 2 Title

List of Urban Areas (1860)

Source 2 Annotation

This list of the nation's largest cities on the eve of the Civil War, drawn from the 1860 Federal Census, shows that the South was not entirely rural. It was home to some of the country's most populous places, such as New Orleans, Louisiana; Baltimore, Maryland; St. Louis, Missouri; Louisville, Kentucky; Richmond, Virginia; Charleston, South Carolina; and Mobile, Alabama.

Source 1 Image
Source 3 Title

Manufacturing Census Data (1860)

Primary Source Annotated Bibliography

Auer, Jeffrey, ed. Anti-Slavery and Disunion, 1858-1861: Studies in the Rhetoric of Compromise and Conflict, 1963. New York: Harper & Row, 1963. Auer's work is a collection of essays by historians on the events leading up to the Civil War.

Basler, Roy, ed. The Collected Works of Abraham Lincoln. Piscataway, NJ: Rutgers UP, 1953. This eight-volume set is a solid compendium of most of President Lincoln's letters and his important speeches from 1830 until his death. It contains many of his letters to leading political figures of the day, his speeches on his stand on slavery, and correspondence involving his political career.

Roswenc, Edwin, ed. The Causes of the American Civil War. Boston: Heath, 1961. Written to commemorate the 100th anniversary of the Civil War, Roswenc's collection of essays remains a good study on the many and different reasons that brought about the conflict.

Rowland, Dunbar, ed. Jefferson Davis, Constitutionalist: His Letters, Papers and Speeches. Jackson, MS: Printed for the Mississippi Dept. of Archives and History, 1923. This substantial, 10-volume set covers Davis's career from his days in the army to the his post-war life. It includes his lengthy and emotional speeches on slavery and disunion, letters to his wife, and notes to political colleagues. It offers numerous reasons for the Civil War from his point of view.

Source 1 Citation

Historical Census Browser. U.S. Census data, 1860. "Total Number of Farms" and "Farms of 1000 or More Acres." Accessed March 24, 2010.

Source 2 Image
Source 3 Annotation

This map drawn from data in the 1860 federal census shows that, except for the region centered on New York and lower New England, the density of manufacturing establishments was roughly the same in both North and South.

Secondary Source Annotated Bibliography

Davis, David Brion. The Problem of Slavery in the Age of Revolution, 1770-1823. Ithaca: Cornell University Press, 1975. This work by Pulitzer Prize-winner David Davis was originally printed in the 70s, yet it still stands as an important work on the history of slavery.

Davis, William. Jefferson Davis: The Man and His Hour. New York: HarperCollins, 1991. This thick and highly researched biography of the Confederate President captures all of the quirks of his volcanic personality and shows his importance in the South as a politician, war hero and, later, first President of the Confederacy. Historian Davis devotes a considerable amount of time to the causes of the war, seen from both the northern and southern viewpoint.

Fehrenbacher, Don. Prelude to Greatness: Lincoln in the 1850s. Palo Alto, CA: Stanford UP, 1982. This is a study of Lincoln's life in the decade preceding the war and the political and cultural storms that surrounded him.

Goodwin, Doris. Team of Rivals. New York: Simon & Schuster, 2007. Goodwin's lengthy and carefully researched book tells the story of Lincoln's selection of his chief opponents for the Republican nomination as cabinet officers. The book concentrates on the war, but there are numerous chapters and parts of chapters on the causes of the war.

McPherson, James. Battle Cry of Freedom: The Civil War Era. New York: Oxford UP, 1988. This Pulitzer Prize-winning work covers the history of the United States from the Mexican War through the end of the Civil War. Much of it is devoted to the causes of the war and the author shows, through significant research, how complicated they were. The book also probes the politics of the pre-war era and explains what effect Lincoln's election had on secession.

Richard, Leonard. The California Gold Rush and the Coming of the Civil War. New York: Knopf, 2007. Richard's study zeroes in on gold mining as the main reason why a large group of people in California wanted slavery in the state. There were no plans for giant cotton production in the state, just an immediate need for enslaved miners who could help their owners turn a large profit. This desire nearly put California in the Democratic column in 1860's close election in that state.

Towers, Frank. The Urban South and the Coming of the Civil War. Charlottesville, VA: University of Virginia, 2004. Towers chronicles the growth of cities in the South prior to the Civil War, noting their 62% jump in population, the arrival of street gangs, and manufacturing. Towers notes, too, that three of the largest eight cities in America were in slave states. He counters the argument that the South was an all-agrarian region.

White, Ronald. A. Lincoln. New York: Random House, 2009. White's detailed study of Lincoln shows him as the centerpiece of the pre-war era, but it also engages the reader in the different causes of the war. He also details the attack on Fort Sumter as a device to gain freedom for the South, not for cotton production.

Source 2 Citation

U.S. Census Bureau. U.S. Census data, 1860. "Population of the 100 Largest Urban Places." Accessed March 24, 2010.

Source 3 Image
Source 4 Title

Cotton and Slaves Data (1860)

Source 3 Citation

Historical Census Browser. U.S. Census data, 1860. "Manufacturing Establishments." Accessed March 24, 2010.

Source 4 Annotation

These maps from the 1860 census show that the regions of the South in which cotton was produced (above map) did not always correspond with the regions with the highest slave populations (lower map), undermining the argument that slavery persisted in the South only because of the peculiar necessities of cotton growing.

Source 5 Title

Editorials (1860-1861)

Image
Source 5 Annotation

William W. Holden, editor of the Weekly Daily Standard in Raleigh, North Carolina, was a strong Unionist in the years leading up to the Civil War. Holden tried, despite Lincoln's election, to quell his fellow North Carolinians' desire to secede, along with their neighboring states. Like other southerners, however, he believed that each state was sovereign, and when President Lincoln called for recruits in April 1861 to put down the rebellion, Holden saw this as an unconstitutional invasion of the South by the North. Holden then commenced writing editorials urging his fellow citizens to rise up to meet the "invaders."

Source 4 Image
Source 5 Text

Excerpted from The Voice of the People (December 26, 1860):
We have never felt, in any previous contest, more in need of the sustaining voice of the people than we do in this; and we are more than gratified to state that on no occasion in our long Editorial life have we been more warmly or generally sustained by the people than we are now. The voice of approval and encouragement comes to us from all quarters. It comes to us from Breckinridge men, from Bell men, from Douglas men, from Buchanan men, and from men of all shades of opinions, who are anxious for the preservation of a Constitutional Union, and who would hold North-Carolina back, at least a while longer, from the vortex of disunion now opening to receive South-Carolina. And this, be it remembered, is no voice of submission to arbitrary or undelegated power. It proceeds from men who will never submit to the administration of the government on principles inimical to the rights, the equality, or the safety of the slaveholding States; but who, while preparing for the emergency that may arise, are nevertheless disposed to "watch and wait" for any attempted overt act by a dominant sectional majority. . .

Excerpted from The News (April 17, 1861):
. . . As hostile as we may be to Mr. Lincoln, the cause of our country, now in fearful perils, requires that we should be just even towards him. But the Union cannot be maintained by force. As we said last year, in the Presidential campaign, "The Union would fall to pieces before the first touch of aggressive or coercive power." . . . A Convention of all the States could either reconstruct the Union or permit the seceded States to go in peace. As it is, we appear to be drifting to civil strife against the wish of the people of the United States, and without their having had any opportunity in their primary capacity to remove the evils which threaten all of us, both North and South, with one common ruin.

Excerpted from Proclamation by Governor Ellis (April 24, 1861):
We publish below the Proclamation of Gov. Ellis, convening the Legislature of this State, in this City, on the 1st day of May.

We think the Governor acted with patriotic promptness in refusing the call on this State for troops; and that, in convening the Legislature to take action in this great crisis, he will be sustained by the whole people of the State.

We have heretofore severely censured this functionary for his public conduct. We did this honestly and from a sincere desire to serve and save our country. We were moved to it by no selfish or personal feeling—by no disappointed ambition. We now come forward to sustain him in this day of trial, and to encourage him in our feeble way to stand like a man of iron for the rights and the honor of North-Carolina. May God defend the right! . . .

Source 4 Citation

Southeast Archeological Center, National Park Service. "Cotton Production, 1860." Accessed March 24, 2010.

Historical Census Browser. U.S. Census data, 1860. "Slaves in the U.S." Accessed March 24, 2010.

Source 5 Citation

Weekly Daily Standard. Editorials. Raleigh, North Carolina: 1860–1861.

TAH Annual Project Directors Conference

2011 Project Directors Meeting (Washington, DC)

The 2011 Teaching American History Project Directors Meeting in Washington, DC, focused on the theme "Lens on Talent: Portraits of Great History Teachers." Watch video of Dr. Bob Bain talking about historical thinking and the history classroom or a panel discussing lessons learned from a decade of TAH projects.

">August 9, 2011

Learning to Think Like a History Teacher: Understanding the Distinctive Challenges and Practices of History Teaching

Dr. Bob Bain, University of Michigan, MI

">August 10, 2011

How Can These TAH Projects Best Serve Teachers? A Discussion with TAH Teachers, Adminstrators, and Partners

Christina Chavarria, United States Holocaust Memorial Museum, DC
Keil Hileman, De Soto Unified School District 232, KS
Stacy Hoeflich, Alexandria City Public Schools, VA
Bruce Lesh, Franklin High School, MD
Dr. Mark Stout, Howard County Public School System, MD

2009 Project Directors Meeting (Washington, DC)

The 2009 Teaching American History Project Directors Conference in Washington, DC, emphasized the importance of evaluation, the goal of improving history education for students, strategies for creating strong professional development, and ways to promote sustainability. Watch video of keynote presenters who focused on public history, Latino history, and America and the world.

">December 9, 2009

Opening Remarks

Margo Anderson, Associate Assistant Deputy Secretary, U.S. Department of Education

Cruising with Clio Car: Applied History and Monumental Applications to Studying the American Past

Dr. James Percoco, West Springfield High School, VA
Priya Chhaya, Program Assistant, National Trust for Historic Preservation
Jin Prugsawan, Park Ranger, Arlington House National Memorial

">December 10, 2009

Latino History is American History: Latino Struggles for Equal Opportunity in Education

Dr. Virginia Sanchez Korrol, Brooklyn College, City University of New York

">December 11, 2009

Putting American History into World History

Dr. Thomas Bender, Professor of Humanities and History, New York University

Day Three

Bender discusses the trend toward teaching American history in a transnational framework and how a global approach can alter perception of key moments in American history. Slides available here.

Day Two

Korrol dispels the myth that Latinos do not prioritize education, focusing on Chicano (Mexican-American) and Puerto Rican populations in the U.S.