HOMEWORK FOR FRIDAY...

Read the following Ten Amendments. Decide which one is most important. You will answer this question as you enter class on Friday...not by email, not written, just be ready to answer on Friday.


Amendment I

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.


--------------------------------------------------------------------------------

Amendment II

A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.


--------------------------------------------------------------------------------

Amendment III

No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.


--------------------------------------------------------------------------------

Amendment IV

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.


--------------------------------------------------------------------------------

Amendment V

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.


--------------------------------------------------------------------------------

Amendment VI

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.


--------------------------------------------------------------------------------

Amendment VII

In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.


--------------------------------------------------------------------------------

Amendment VIII

Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.


--------------------------------------------------------------------------------

Amendment IX

The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.


--------------------------------------------------------------------------------

Amendment X

The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.

MIDTERM STUDY GUIDE

Midterm: Wednesday April 27
I. KEY TERMS: (40%) Identify and give the significance of 4 terms from a list of 5.

THE FIVE ON THE TEST WILL COME FROM THIS IDENTIFICATION POOL:

Hernan de Cortes
Giovanni da Verazzano
John Winthrop
"Modelle of Christian Charity"
Town Meeting
Tituba
William Berkeley
House of Burgesses
Middle Passage
Indentured Servitude
Jonathan Edwards
“Sinners in the Hands of an Angry God”
George Whitefield
The Junto
South Carolina Regulators
North Carolina Regulators
Susquehannah Company
Paxton Boys
Boston Fire of 1760
Treaty of Paris of 1763
Treaty of Paris of 1783
Stamp Act
Sugar Act
Boston Massacre
“Common Sense”
Battle of Yorktown
Sons of Liberty
Daughters of Liberty
Burning the Gaspee
Articles of Confederation


II. ESSAY: (60%) One of the following questions will appear on the test:

1. What impact did the mid-century challenges have on the relationship between England and the American colonies? Consider at least four of the following in your answer: the American Enlightenment, the Great Awakening, the French and Indian War, the Susquehanna Company, the Paxton Boys, and/or the Regulator Movements.

2. You are British to the core. Many of your family members live in London. As a longtime resident of Philadelphia and a writer for Benjamin Franklin's newspaper, The Gazette, you often discuss political subjects. For instance, several months ago you wrote an opinion piece on “Common Sense.” The "Declaration of Independence" was just delivered to the King, yet many of your readers are unsure of their allegiance: to the Crown or to the colonies? Franklin wants you to write an editorial giving what you feel is the correct opinion on this matter. Should you go against England and support the Revolution? Should you be loyal to your British roots? What will your newspaper column say?
(this is a creative piece but it requires the same level of detail as all the others)

3. The colonies of Massachusetts and Virginia were founded differently, each with unique goals, people, economies, and social circumstances. By 1730, around the time the Great Awakening began, were the two colonies more similar or different? Use any relevant information from that period in your answer.

4. What were the key events and ideas that caused the American Revolution?

HOW TO STUDY FOR THIS MIDTERM:

1. Separate your thinking on the studying into two realms, the essay and the terms, but be willing to link up the two later. Too many students learn tons of info for the terms and then fail to include that same detail in the essay.

2. For the terms, write out each with bullets. Even though you cannot use bullets on the exam, it’s easier to see the information in that form during your studying. There’s much more success when people write out each term and its details rather than simply highlighting your notes.

3. Make outlines for the essays. Make sure that your outlines have way too much detail, way more than any normal human could ever remember.

4. Try to memorize the outlines. Try to write them word for word without looking at the original. Fill in the gaps where you did not recall something. Do it again. Walk around your study area speaking the outline, looking down only when you need to for a quick reminder of the detail. Speak it again. Write it again…and most of all, have fun.

5. Use the Paul Johnson book liberally while you study to fill in the gaps in your notes and to add detail where you lack it.

6. Follow Napoleon’s advice: “In planning a campaign I purposely exaggerate all the dangers and all the calamities that the circumstances make possible.”


FOR THE IDENTIFICATIONS:

A good answer to this section would be a full paragraph, would have sufficient detail identifying the term(who is it, when was it, what was it, etc), and would clearly explore the significance of the term. In your answer you should state, “This is significant because…” To find the significance of a term, link it to the larger theme of that time.

SAMPLE FULL CREDIT RESPONSE
Virginia Plan
This was a plan in 1789 inspired by federalist James Madison but proposed by Edmund Randolph that called for a Congress to be created that was based entirely on the population of a given state. This would give the more populous states, like Virginia, an edge, and would hurt the tiny states, like Rhode Island. Eventually, the delegates at the Constitutional Convention would agree on a mixed system, where one house was based on population and one, the Senate, was set forever at two representatives per state. The Virginia Plan was significant because it showed the deep division that plagued the new nation before, and after, ratification.

SLIGHTLY REVISED SCHEDULE

MONDAY 4/18...NORMAL WONDERFUL CLASS...REVIEW FOR MIDTERM
WEDNESDAY 4/20...TWO THINGS DUE: 1. PAINE, 2. DECLARATION OF INDEPENDENCE
FRIDAY 4/22...NO CLASS

MONDAY 4/25...NORMAL WONDERFUL CLASS
WEDNESDAY 4/27...MIDTERM EXAM

THE ROAD TO REVOLUTION

I. Changing Policies:
(ending “salutary neglect”)

A. Navigation Acts:
B. Sugar Act (1764)
George Grenville

C. Stamp Act (1765)
D. Townshend Duties (1767)

II. Escalation:
A. The Boston Massacre

In spite of each parasite, each cringing slave
Each cautious dastard, each oppressive knave
Each gibing ass, that reptile of an hour
The supercilious pimp of abject slaves in power
We are met to celebrate in festive mirth
The day that gave our freedom second birth
That tells us, British Grenville never more
Shall dare usurp unjust, illegal power
Or threaten America’s free sons with chains,
While the least spark of ancient fire remains

B. Burning of the Gaspee
C. The Boston Tea Party, 1773

Revolutionary Tea, ANONYMOUS SONG

There was an old lady lived over the sea
And she was an island queen.
Her daughter lived off in a new country
With an ocean of water between.
The old lady’s pockets were full of gold
But never contented was she,
So she called on her daughter to pay her a tax
Of three pence a pound on her tea,
Of three pence a pound on her tea.

“Now, mother, dear mother,” the daughter replied,
“I shan’t do the thing you ax.
I’m willing to pay a fair price for the tea,
But never the three-penny tax.”
“You shall,” quoth the mother, and reddened with rage,
“For you’re my own daughter, you see,
And sure ’tis quite proper the daughter should pay
Her mother a tax on her tea,
Her mother a tax on her tea.”

And so the old lady her servant called up
And packed off a budget of tea;
And eager for three pence a pound, she put in
Enough for a large family.
She ordered her servant to bring home the tax,
Declaring her child should obey,
Or old as she was, and almost full grown,
She’d half whip her life away,
She’d half whip her life away.

The tea was conveyed to the daughter’s door,
All down by the ocean’s side,
And the bouncing girl poured out every pound
In the dark and boiling tide;
And then she called out to the island queen,
“Oh, mother, dear mother,” quoth she,
“Your tea you may have when ’tis steeped quite enough
But never a tax from me,
But never a tax from me.”

D. Intolerable Acts
(1774, also called The Coercive Acts)
1. Boston Port Bill
2. Massachusetts Bay Regulating Act
3. Impartial Administration of Justice Act

--RELATED BUT NOT CALLED INTOLERABLE EVEN THOUGH THEY WERE INTOLERABLE--
The Quartering Act
The Quebec Act

III. Events plus Ideas=
Revolution
A. EVENTS:
Lexington and Concord

B. IDEAS:
1. Thomas Paine,
“Common Sense” 1776

“But where says some is the King of America? I'll tell you Friend, he reigns above, and doth not make havoc of mankind like the Royal Brute of Britain...let it be brought forth placed on the divine law, the word of God; let a crown be placed thereon, by which the world may know, that so far as we approve of monarchy, that in America THE LAW IS KING.”
“Small islands not capable of protecting themselves, are the proper objects for kingdoms to take under their care; but there is something very absurd, in supposing a continent to be perpetually governed by an island. In no instance hath nature made the satellite larger than its primary planet, and as England and America, with respect to each Other, reverses the common order of nature, it is evident they belong to different systems: England to Europe- America to itself.”

2. Thomas Jefferson:
Declaration of Independence

DECLARATION OF INDEPENDENCE ASSIGNMENT

DUE WEDNESDAY

Delaware
• George Read
• Caesar Rodney
• Thomas McKean

Pennsylvania
• George Clymer
• Robert Morris
• John Morton
• Benjamin Rush
• George Ross
• James Smith
• James Wilson
• George Taylor

Massachusetts
• John Hancock
• Robert Treat Paine
• Elbridge Gerry

New Hampshire
• Josiah Bartlett
• William Whipple
• Matthew Thornton

Rhode Island
• Stephen Hopkins
• William Ellery

New York
• Lewis Morris
• Philip Livingston
• Francis Lewis
• William Floyd

Georgia
• Button Gwinnett
• Lyman Hall
• George Walton

Virginia
• Richard Henry Lee
• Francis Lightfoot Lee
• Carter Braxton
• Benjamin Harrison
• George Wythe
• Thomas Nelson, Jr.

North Carolina
• William Hooper
• John Penn
• Joseph Hewes

South Carolina
• Edward Rutledge
• Arthur Middleton
• Thomas Lynch, Jr.
• Thomas Heyward, Jr.

New Jersey
• Abraham Clark
• John Hart
• Francis Hopkinson
• Richard Stockton
• John Witherspoon

Connecticut
• Samuel Huntington
• Roger Sherman
• William Williams
• Oliver Wolcott

Maryland
• Charles Carroll
• Samuel Chase
• Thomas Stone
• William Paca

SCHMOLL/H231/Dec. of Ind. Assignment/
Your name:

STEP ONE: Go online and read Thomas Jefferson’s account of the signing of the Declaration of Independence: http://www.ushistory.org/declaration/account/index.htm (three pages)

STEP TWO: Sign up for one of the signatories of the Declaration and find information on that person.
You may use online sources, but be sure to keep track of your sources. The key information you need is why this person signed the declaration.

STEP THREE: Find an image of the person you are studying. Print that image out at a reasonable size,
one that will fit in the space below.

STEP FOUR: Fill out the rest of the form based on your own reading.

Signed by ___________________.
From the colony of ___________________.
Here is an image of this signatory:


My social and political position in the colony was


Something interesting about my life is that


I signed this document because


(the number of sources is up to you)
SOURCES: For this project, I used the following sources:

Mid-Century Challenges

I. Great Awakening
II. French and Indian War
III. Economic Shift
IV. Land Conflicts
A. Susquehannah Company
(Pennamite Wars)
B. Paxton Boys
C. South Carolina Regulators
D. North Carolina Regulators
E. The Boston Fire of 1860
F. The Great Migration of 1773

From 1763 to 1776 there was an influx of immigrants into British North America:
55,000 Protestant Irish
40,000 Scots
30,000 English
12,000 Germans (mostly to Philadelphia)
84,500 enslaved Africans

How might this immigration alter the historical trajectory of the colonies?

By the way, total population of the
13 colonies was about 2.5 million…

and the largest city in the colonies in 1776 is Philadelphia with 25,000.

…one example, a family of four from Heuchelheim, Germany.

V. Significance

HISTORY 231/SCHMOLL/LIBRARY ASSIGNMENT

Here's the handout from class. Feel free to print this out or simply use it to make your own form.
------------
Name:

DUE AT THE START OF CLASS Monday

Step One: Go to the library website: http://www.csub.edu/library/
Click on “CSUB Library Catalogue” (under the heading “Research Tools”)
Step Two: Go to the library. Search for books on slavery in the Americas.
Some good search tools to find the sections on slavery might be the following:
Slavery, United States, plantation, south, antebellum, history.
If you are having trouble finding a book on slavery, speak to a reference librarian on the first floor. They can be incredibly helpful.
You may use any book on slavery in the Americas (yes, that includes Brazil or the Caribbean). The book should not be a children’s book, but it may be on any topic within the world of slavery. The book should be about slavery itself and not reconstruction or Jim Crow or anything that happened after the Civil War.
Step Three: Go to the stacks and find the book. Remember, often when you go to one
particular book, the area around that book is full of other fine titles.
Step Four: Check the book out.
Step Five: Fill in the information below.
Author Name:
Book Title:
Year Published:

Look at the table of contents. Based on the title of this book and by glancing at the table of contents, what do you think this book will be about? What do you expect the author will discuss? (2-3 sentences)

PLEASE REMEMBER, THERE ARE 95 OTHER PEOPLE DOING THIS SAME ASSIGNMENT. THAT SHOULD ENCOURAGE YOU TO GET THIS DONE EARLY. MORE IMPORTANTLY, GET THIS DONE IN AN HONORABLE WAY. IF YOU ARE IN THE STACKS OF BOOKS, DO NOT TAKE TWENTY BOOKS TO A TABLE TO SEE WHICH ONE YOU WANT TO READ. TAKE THEM ONE AT A TIME SO THAT YOU DO NOT HINDER THE SEARCHING OF YOUR CLASSMATES. DO NOT PUT BOOKS IN SECRET LOCATIONS SO THAT YOU CAN GO BACK LATER AND CHECK THEM OUT…