The collection of documents brought together in this project begins to tell the story of the growth of Protestant religion among African Americans during the nineteenth century, and of the birth of what came to be known as the "Black Church" in the United States. This development continues to have enormous political, spiritual, and economic consequences. But perhaps what is most apparent in these texts is the diversity of ways in which that religious tradition was envisioned, experienced, and implemented. From the white Baptist and Methodist missionaries sent to convert enslaved Africans, to the earliest pioneers of the independent black denominations, to black missionaries in Africa, to the eloquent rhetoric of W.E.B. DuBois, the story of the black church is a tale of variety and struggle in the midst of constant racism and oppression. It is also a story of constant change, and of the coincidence of cultural cohesion among enslaved Africans and the introduction of Protestant evangelicalism to their communities.

Whether it be called the Civil War, the War between the States, the War of the Rebellion, or the War for Southern Independence, the events of the years 1861-1865 were the most traumatic in the nation's history. This curriculum unit will introduce students to several important questions pertaining to the war.

This course explores the causes, course, and consequences of the American Civil War, from the 1840s to 1877. The primary goal of the course is to understand the multiple meanings of a transforming event in American history. Those meanings may be defined in many ways: national, sectional, racial, constitutional, individual, social, intellectual, or moral. Four broad themes are closely examined: the crisis of union and disunion in an expanding republic; slavery, race, and emancipation as national problem, personal experience, and social process; the experience of modern, total war for individuals and society; and the political and social challenges of Reconstruction.

This course will introduce you to the Western philosophical tradition through the study of thinkers such as Plato, Aristotle, Descartes, Cavendish, Hume, and Kant. You'll grapple with questions that have been significant to philosophy from its beginnings: Questions about the nature of the mind, the existence of God, the foundations of knowledge, and the good life. You'll also observe changes of intellectual outlook over time, and the effect of scientific, religious, and political concerns on the development of philosophical ideas.

In this lesson, students analyze similarities and differences among depictions of slavery in "The Adventures of Huckleberry Finn", Frederick Douglass' "Narrative", and nineteenth century photographs of slaves. Students formulate their analysis of the role of art and fiction, as they attempt to reliably reflect social ills, in a final essay.

Nat Turner (1800–1831) was known to his local “fellow servants” in Southampton County as “The Prophet.” On the evening of Sunday, August 21, 1831, he met six associates in the woods at Cabin Pond, and about 2:00 a.m. they began to enter local houses and kill the white inhabitants. Over the next 36 hours, they were joined by as many as 60 other slaves and free blacks, and they killed at least 10 men, 14 women, and 31 infants and children. By noon of Tuesday, August 23, the insurgents had been killed, captured, or dispersed by local militia. Nat Turner alone escaped—until October 30, when he was caught in the immediate vicinity, having used several hiding places over the previous 9½ weeks. The next day he was delivered to the county sheriff and lodged in the county jail in Jerusalem (now Courtland), Virginia. There, from November 1 through November 3, he was interviewed by Thomas Ruffin Gray, a 31-year-old lawyer who had previously represented several other defendants charged in the uprising. Gray had witnessed the aftermath of the killings, interviewed other participants, and survivors, and had supplied written accounts to various newspapers. He was familiar with the outlines of Nat Turner’s life and the plot, and he was aware of the intense interest and the commercial possibilities of its originator’s narrative.

In the Confessions, Nat Turner appears more a fanatic than a practical liberator. He tells of being spoken to by the Holy Spirit, of seeing visions and signs in the heavens—”that I was ordained for some great purpose in the hands of the Almighty.” In Gray’s view, “He is a complete fanatic, or plays his part most admirably.”

On November 5th, Nat Turner was tried and condemned to be executed; on November 9th, he was hanged. On November 10th, Gray registered his copyright for the Confessions, in Washington, D.C. Within a week his pamphlet appeared, and it is estimated over 50,000 copies were sold in the next few months.

This electronic online edition is based on the first edition, published at Baltimore, MD, in November 1831.

A rare anti-North satire, probably dealing with either the Crittenden Compromise or the Douglas Compromise. Proposed in December 1860 in the form of several constitutional amendments, the former called for restoration of the Missouri Compromise line and prohibition of slavery north of it. Stephen Douglas's compromise, an alternative proposed immediately thereafter, offered two similar amendments but also advocated settlement of the slavery issue by popular sovereignty. "Congressional Surgery" reflects the viewpoint of the lower South, which rejected both compromises. "Doctor North" (Pennsylvania congressman Thaddeus Stevens) sits with hands folded in a chair at left, a young black crouching beside him. On the doctor's desk rests a wooden leg labeled "Constitutional Amendment." The Doctor says, "Help you! Of Course! We will first, with your assistance, take you off your legs, & then fix you up nicely on these Constitutional Amendments." His patient "South," a tall bearded man with his left arm in a sling, replies, "Can't see it." Behind the desk are several crutches and bookshelves holding a bottle of "Black Draught" and a skull.|Signed: A. Del.|Title appears as t is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1860-44.

In 1792, recent college graduate Eli Whitney moved to Georgia to work as a tutor on a plantation. There, Whitney learned that southern planters were eager to make cotton a profitable crop. Once cotton was picked from the field, seeds had to be removed from the cotton fiber by hand before cotton could be sold. This process was labor-intensive and time-consuming, and it limited the amount of cotton that planters, relying on the work of enslaved people, could produce.

The artist portrays congressional efforts to pass the Crittenden Compromise as an antidote to Republican intransigence on the slavery issue. (For an earlier anti-North satire relating to the compromise, see "Congressional Surgery. Legislative Quackery," no. 1860-44.). Three well-dressed men (probably members of Congress) attend a sick man, who wears a dressing gown and holds a document inscribed "Republican Platform No Compromise." Together they pull the invalid from his chair and struggle to force an oversized pill "Crittenden Compromise" down his throat, pushing it with a "Petition of 63,000." A box of "Constitutional Remedies" (containing more giant pills) is on the floor nearby. The door to the room stands open at right.|Ent'd According to act of Congress 1861.|Published by Benj. Day 48 Beekman St. N.Y.|Signed: BDay del (Benjamin H. Day, Jr.).|Title appears as it is written on the item.|Weitenkampf, p. 130.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1861-1.

Foreseeing political death for the Democrats in the election, the artist imagines a funeral of the party's standard-bearers with a procession of the faithful. Democratic senators (left to right) Sam Houston of Texas, Thomas Hart Benton of Missouri, (obscured unidentified man), and South Carolina's John Calhoun carry a litter bearing the bodies of Van Buren, as a fox, and Lewis Cass, as a gas balloon (an unflattering play on his last name). Cass expels clouds of gas from his mouth. Benton carries a slip of paper with the words, "Last of the Family Reign." Calhoun carries an iron collar or manacle labeled "Slavery." They are followed by a second group of pallbearers: Ohio Senator William Allen, former Van Buren advisor Amos Kendall, New Hampshire Democratic leader Levi Woodbury, and former general William Worth, who carry a stretcher bearing retiring President Polk (with cloven hoofs and a devil's tail). Kendall also carries a document labeled "Latest Despatch" while Worth holds his "Military Comi--- [Commission?]," possibly alluding to his role in the Scott-Pillow controversy. (See "Self-Inflating Pillow," no. 1848-2.) An empty "Sub Treasury" box lies open next to Polk on the stretcher. The Independent or "Sub Treasury" bill was a widely criticized measure passed by the Polk administration in August 1846. All of the mourners wear clerical robes. A tombstone for the newspaper "Washington Union" is at left and a monument "To the Memory of Democracy" at right.|Probably drawn by E.F. Durang.|Pubd. by Peter E. Abel & Durang, Philada.|Title appears as it is written on the item.|Weitenkampf, p. 90.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1848-48.

Another attack on the 1856 Democratic platform as pro-South and proslavery. The Buchanan-Breckenridge ticket is reviled on the basis of recent developments occurring during the outgoing Pierce administration. In the center of the picture is a flagstaff bearing an American flag inscribed "Buchanan & Breckenridge. Modern Democracy." To its base are chained two slaves (right)--a man and a woman. The woman kneels before an overseer with a whip and pistol in his pocket, and asks, "Is this Democracy?" The overseer declares, "We will subdue you." In the background one of Cuba's coastal towns burns and is fired upon by a ship. The scene probably refers to expressed Democratic ambitions to annex Cuba for the expansion of American slave territory. The phrase "A due regard for our just rights in the Gulf of Mexico" appears above the burning town. A similar scene of conflagration, "Squatter sovereignty demonstrated," appears in the left background. Here a settlement in Kansas burns and its inhabitants are driven away by armed marauders. Reference is to atrocities committed in the wake of the Kansas-Nebraska Act of May 1854, which was endorsed by the Democratic platform. The act provided for dividing the Nebraska territory into two parts, each later to be admitted into the Union as either slave or free, as decided in each case by popular (or "squatter") sovereignty. The measure ushered in a bloody struggle between proslavery and antislavery settlers over control of Kansas. The antislavery town of Lawrence, Kansas, was invaded and sacked by a proslavery posse on May 21, 1856. In the left foreground is Preston S. Brooks's May 22 attack on Charles Sumner in Congress. (See "Arguments of the Chivalry," no. 1856-1.)|B. Thurston, Steam Printer.|Published by James G. Varney, New York.|The Library's impression of the print was deposited for copyright on July 31, 1856, by James G. Varney.|Title appears as it is written on the item.|Weitenkampf, p. 117.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1856-11.

The Confederate leaders are portrayed as a band of competing opportunists led by South Carolina governor and secessionist Francis Pickens (far left). The artist criticizes the January 1861 secession of five states from the lower South, following the lead of South Carolina, which had formally declared its independence a month before. Armed with a whip and a pistol, Pickens sits on the back of a young slave, pronouncing, "South Carolina claims to be file leader and general whipper in of the new Confederacy, a special edict! Obey and tremble!" The other leaders are also armed. Pickens's tyranny is met by expressions of self-interest from the other confederates. The nature of these individual interests are conveyed pictorially and in the text. Leaders from Alabama, Mississippi, and Georgia sit on bales of cotton, while Florida and Louisiana sit on a wrecked ship's hull and a barrel of sugar respectively. Florida (represented by a bearded man, possibly Stephen R. Mallory, senator and later secretary of the Confederate navy ): "We want it distinctly understood that all the lights on the Coast will be put out, in order to facilitate wrecking business." Alabama (William L. Yancey): "Alabama proclaims that CĚ_Ąotton is King,' and the rest of the Confederacy "must obey" that Sovereign. Mississippi (Jefferson Davis): "We came in, with the understanding that we shall issue bonds to an unlimited extent, with our ancient right of repudiation when they became due." Georgia (Governor Joseph E. Brown): "Georgia must have half the honors, and all the profits, or back she goes to old Pluribus Unum.'" Louisiana (a mustachioed man): "A heavy duty must be levied on foreign sweetening in order to make up for what we have sacrificed in leaving the Union, otherwise we shall be like a PĚ_Ąelican in the wilderness!'" Although Texas, which seceded on February 1, is not represented here, the print probably appeared at the time of the Montgomery convention in early February when the Confederate States of America was formed, but before Jefferson Davis assumed its presidency. Texas did not attend that convention.|Published by Currier & Ives, 152 Nassau St. N.Y.|Title appears as it is written on the item.|Gale, no. 1730.|Weitenkampf, p. 128.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1861-6.

The cartoonist mocks the opportunism evident in Winfield Scott's endorsement of both the abolitionist cause and the Missouri Compromise. Scott, in military uniform, is seated at a table with a plate of soup before him. He lifts his spoon from the plate and finds in it a kneeling black man, with arms outstretched saying, "Dis poor nigger am like Jonah, when de men would'nt let him stay in de Ship; and de whale would'nt let him stay in de water." Scott observes, "Here's a predicament! first I shall have to swallow this nigger to please the north & then take a compromise emetic and deliver him up to please the south. Faugh! what a dose of Ginger, but I am anxious to serve the country at $25,000 pr Annum so down he goes." Appearing from out of the steam is a Southern planter who remarks, "I should think from the flavor of the Generals last plate of Soup that my darkey had tumbled into it. I've heard of 'Green Turtle' and 'Mock Turtle' but that would be a pretty Strong dish of 'Black Turtle." For the origin of the perennial joke about Scott's "hasty plate of soup," see "Distinguished Military Operations" (no. 1846-15). The style of "A Dish of Black Turtle" is similar to that of John L. Magee's "A Magnificent Offer to a Magnificent Officer" (no. 1852-27), and is probably by the same artist.|For sale No. 2 Spruce St. N.Y.|Probably drawn by John L. Magee.|Pub. by P. Smith [i.e., Nathaniel Currier] N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 109.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1852-28.

This activity foregrounds African American historical experiences in the history of the state of Minnesota. Students will navigate multiple historical websites and consult primary historical texts. By synthesizing these primary texts, they will identify a common theme related to Dred or Harriet Scott. Then students will analyze the historical importance of that theme in Minnesota history more broadly. 

Two scenes showing the differing perceptions of Franklin Pierce's stand on the issue of slavery, as viewed by the North and South. The cartoon is divided vertically by "Mason & Dixon's Line." An arrow identifies the left panel as the North and the right as the South. On the left, a group of men look skyward, holding tinted panels of glass through which to see an image of Pierce eclipsed by a black man. First man (far left): "There, Sir, look! if that is not the true Free Soil touch, pray where will you find it?" Second man, an abolitionist: "Well, well, upon my conscience in looking through your glass, I see the true Abolition eclipse! verily Franklin is one of us." A man holding copy of the New York "Tribune" exclaims, "Ay, it is true Congo!" A fourth man points up at the eclipse, saying, "The eclipse is very marked, you will observe!" To the right, four southern men also view an eclipse through tinted glass, but an eclipse in which Pierce's head overshadows the black man's visage. One man (second from right) comments: "It may be only fancy Sir: but it does not seem as if I could see something the other side which looks a little SHADY." A second man, seizing the glass: "Come, come now! Oh! my dear Sir! A man of your sense! you didn't hold the glass right, I assure you!" Another, a stout man holding an umbrella, observes: "Ah! that looks well! how they belied him about the Speech at New Boston." A fourth: "Do you see, Sir. No eclipse there. Nothing but the true orthodox color!"|Pubd. by John Childs, 84 Nassau St. N.Y.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1852-24.

An impassioned condemnation of the Fugitive Slave Act passed by Congress in September 1850, which increased federal and free-state responsibility for the recovery of fugitive slaves. The law provided for the appointment of federal commissioners empowered to issue warrants for the arrest of alleged fugitive slaves and to enlist the aid of posses and even civilian bystanders in their apprehension. The print shows a group of four black men--possibly freedmen--ambushed by a posse of six armed whites in a cornfield. One of the white men fires on them, while two of his companions reload their muskets. Two of the blacks have evidently been hit; one has fallen to the ground while the second staggers, clutching the back of his bleeding head. The two others react with horror. Below the picture are two texts, one from Deuteronomy: "Thou shalt not deliver unto the master his servant which has escaped from his master unto thee. He shall dwell with thee. Even among you in that place which he shall choose in one of thy gates where it liketh him best. Thou shalt not oppress him." The second text is from the Declaration of Independence: "We hold 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." The print is unusually well drawn and composed for a political print of the period. The handling of both the lithographic technique and the figures betray particular skill. |Entered . . . 1850 by Hoff & Bloede. |Publ. by Hoff & Bloede New York 180 William Str. Corner of Spruce Str. New York.|Signed in reverse: Th. Kaufmann (Theodor Kaufmann?).|The Library's impression of the print was deposited for copyright on October 30, 1850.|Title appears as it is written on the item.|Weitenkampf, p. 101.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1850-5.

Why was the Emancipation Proclamation important? While the Civil War began as a war to restore the Union, not to end slavery, by 1862 President Abraham Lincoln came to believe that he could save the Union only by broadening the goals of the war. Students can explore the obstacles and alternatives America faced in making the journey toward "a more perfect Union."

By the end of this section, you will be able to:Analyze the role slavery played in the history and economy of the British EmpireExplain the effects of the 1739 Stono Rebellion and the 1741 New York Conspiracy TrialsDescribe the consumer revolution and its effect on the life of the colonial gentry and other settlers

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?