The early 1790s witnessed major crises on a number of different fronts from the perspective of the federal government. It faced domestic unrest from the backcountry. On the international front there was trouble with France and England. And Native Americans in the west regrouped to pose a significant threat to U.S. plans for expansion.
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The French Revolution. The emergence of the two-party system. Threats of war with France and England. The first transfer of Presidential political power. George Washington called "debauched" and worse. The clampdown of personal freedoms. Welcome to the political 1790s in America.
The passage of the Kansas-Nebraska Act would lead to a civil war between pro-slavery and anti-slavery settlers in Kansas.Missouri counties that bordered Kansas were strongly pro-slavery and wanted their neighbor to be a slave state. In the fall of 1854, Senator David Atchison of Missouri led over 1,700 men from Missouri into Kansas to vote for their pro-slavery representative. These were the infamous "border ruffians," who threatened to shoot, burn and hang those opposed to slavery.
Lawrence was the center of Kansas's anti-slavery movement. It was named for Amos Lawrence, a New England financier who provided aid to anti-slavery farmers and settlers. This group went beyond simple monetary aid. New England Abolitionists shipped boxes of Sharps rifles, named "Beecher's Bibles," to anti-slavery forces. The name for the rifles came from a comment by Henry Ward Beecher, the anti-slavery preacher who had remarked that a rifle might be a more powerful moral agent on the Kansas plains than a Bible. The lines were now drawn. Each side had passion, and each side had guns.
John Brown was not a timid man. A devout reader of the Bible, he found human bondage immoral and unthinkable. The father of 20 children, he and his wife Mary settled in Kansas to wage a war on the forces of slavery. A few days after the sack of Lawrence, Brown sought revenge. He was furious that the people of Lawrence had chosen not to fight. He told his followers that they must "fight fire with fire," and they must "strike terror in the hearts of the pro-slavery people." In his eyes, the only just fate for those responsible for the border ruffian laws was death. A great believer in "an eye for an eye," John Brown sought to avenge the sack of Lawrence.
This describes the incident in which two Representative Preston Brooks of South Carolina beat Charles Sumner with a Cane over a debate about slavery. The incident polarized the country and was an antecedent to the Civil War
When President Lincoln called upon the governors and states of the Union to furnish him with 75,000 soldiers, he asked for an enlistment of only 90 days. When the Confederacy moved its capital to Richmond, Virginia, 100 miles from Washington, everyone expected a decisive battle to take place on the ground between the two cities.
The horror of Antietam proved to be one of the war's critical events. Lee and Davis did not get their victory. Neither Britain nor France was prepared to recognize the Confederacy. Five days after the battle, Lincoln issued his preliminary Emancipation Proclamation. On November 5, Lincoln, impatient with McClellan's hesitancy, relieved him of command, and replaced him with General Ambrose Burnside.
Each of the original thirteen colonies had experienced violent uprisings. Americans had shown themselves more than willing to take up arms to defend a cause held dear. This tradition of rebellion characterized the American spirit throughout its early history.
Bureau of Justice Statistics offers dynamic data analysis tools allows you to generate tables and graphs of arrest, recidivism, federal case processing among other data.
This collection uses primary sources to explore school desegregation in Boston. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Chapter 19 Social Revolution is a chapter out of a text book being used at a community college for a 100 level college history course.
This course's aims are two-fold: 1) to offer students the theoretical and practical tools to understand how and why cities become torn by ethnic, religious, racial, nationalist, and/or other forms of identity that end up leading to conflict, violence, inequality, and social injustice; and 2) to use this knowledge and insight in the search for solutions. As preparation, students will be required to become familiar with social and political theories of the city and the nation and their relationship to each other. They also will focus on the ways that racial, ethnic, religious, nationalist or other identities grow and manifest themselves in cities or other territorial levels of determination (including the regional or transnational). In the search for remedies, students will be encouraged to consider a variety of policymaking or design points of entry, ranging from the political- institutional (e.g. forms of democratic participation and citizenship) to spatial, infrastructural, and technological interventions.
Students will discuss current events, world and local news, as well as dangerous weather and climates. In this activity, students will learn to talk about current events and describe an event in Spanish, acting as a television news reporter.
The role of the family in human evolution, and as a symbol in our own social and political lives. Topics include: sex, marriage, and parenting; the labor market; class, race, and ethnicity; and the family's probable future. We begin by considering briefly the evolution of the family, its cross-cultural variability, and its history in the West. We next examine how the family is currently defined in the U.S., discussing different views about what families should look like. Class and ethnic variability and the effects of changing gender roles are discussed in this section. We next look at sexuality, traditional and non-traditional marriage, parenting, divorce, family violence, family economics, poverty, and family policy. Controversial issues dealt with include day care, welfare policy, and the "Family Values" debate.
Conversations host Harry Kreisler welcomes Harvard historian Niall Ferguson for a discussion of his book ŇThe War of the World.Ó Ferguson analyzes the role of ethnic conflict, economic volatility, and the decline of empires in making the twentieth century the most violent one in human history. (57 min)
Students will discuss current events, world and local news, as well as dangerous weather and climates. In this activity, students will learn to talk about current events and describe an event in (target language), acting as a television news reporter.
In this lesson, students imagine themselves attending a high school that is polarized by violence between U.S.-born students and foreign-born African immigrants. After learning about the situation, students use problem-solving skills to determine what they would do to deal with the violence if they attended that school. The lesson is adapted from an actual situation that took place at Edward Little High School in Auburn, Maine.
Global Womens Issues and the Beijing Platform for Action. This book is based on the 12 critical areas of concern identified at the Beijing Conference: 1 The persistent and increasing burden of poverty on women 2 Inequalities and inadequacies in and unequal access to education and training 3 Inequalities and inadequacies in and unequal access to health care and related services 4 Violence against women 5 The effects of armed or other kinds of conflict on women, including those living under foreign occupation 6 Inequality in economic structures and policies, in all forms of productive activities and in access to resources 7 Inequality between men and women in the sharing of power and decision- making at all levels 8 Insufficient mechanisms at all levels to promote the advancement of women 9 Lack of respect for and inadequate promotion and protection of the human rights of women 10 Stereotyping of women and inequality in womens access to and participation in all communication systems, especially in the media 11 Gender inequalities in the management of natural resources and in the safeguarding of the environment 12 Persistent discrimination against and violation of the rights of the girl child
This collection uses primary sources to explore the Homestead Strike. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.