Second Marking period
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In the Beginning of the Second marking period, we will discuss how the United States formed a government after winning the Revolutionary War.
Creating a Nation
Constitution You Should know: Problems with the Articles of Confederation. Shays’ Rebellion Constitutional Convention
Articles of Confederation Shay’s Rebellion The Constitutional Convention Compromises Separation of Powers Ratification 
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The Constitutional Convention (1787)
Below is a chart detailing various issues that faced the framers of the constitution. The solutions that they created became the Constitution of the United States of America. Issue Compromise/Solutions Representation: 1. How would the legislature be chosen? The large states wanted representation based upon population; the smaller states wanted all states represented equally. 2. How would slaves be counted? The North wanted slaves counted for tax purposes, the south wanted slaves counted for the purposes of representation in Congress. 1. The Great Compromise: A bicameral legislature consisting of two houses was set up: a) The Senate: Upper House, all states represented equally, 2 per state. b) The House of Representatives: Representation by population. 435 members subject to change as per US census. 2. The 3/5 Compromise: Slaves were to be counted in the following manner; 5 slaves equaled three persons. Slavery: 1. Would slavery continue? 1. Yes, but the Constitutional convention banned importation of slaves after 1808. The Presidency: 1. How would the President be elected? 2. How long would the Presidents term of office be? 1. The Electoral College was created to vote for the President. Each state was given the same number of electors as they had representatives. In later years the Electoral college promised to vote based upon the what the majority of each state wanted. This became known as the electoral college promise. 2-- 4 Years. Power of the Federal Government 1. How would the powers of the states (something very important to the colonists who at that time felt more like "Virginians or Pennsylvanians" then Americans) be protected? 2. How would the central government's power be limited do that it could not take away peoples rights? | ||||||||||||||||
1. Federalism - The Federal system (also known as Division of Powers) was created. The federal government was given certain powers, the states were given certain powers and there were certain powers that they shared.
2. Checks and Balances: The government was divided into three branches. Each branch (Executive, Legislative and Judicial) was given certain powers that limited the powers of the other branches. In this way no one branch can gain too much power. This is also known as separation of powers.
The founding fathers also wrote the Bill of Rights.
These solutions and compromises formed the basis of the new American government written in a document called the Constitution of the United States.
2. Checks and Balances: The government was divided into three branches. Each branch (Executive, Legislative and Judicial) was given certain powers that limited the powers of the other branches. In this way no one branch can gain too much power. This is also known as separation of powers.
The founding fathers also wrote the Bill of Rights.
These solutions and compromises formed the basis of the new American government written in a document called the Constitution of the United States.
POWERS OF CONGRESS GAME
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Powers of Congress Game- Each Student shall bring in a lunch bag size paper bag . In the bag should be eleven small, school appropriate items EACH of which symbolize one of the powers of congress enumerated in the constitution .
ENUMERATED POWERS: The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises, to pay the Debts and provide for the common Defense and general Welfare of the United States; but all Duties, Imposts and Excises shall be uniform throughout the United States; To borrow on the credit of the United States; To regulate Commerce with foreign Nations, and among the several States, and with the Native American Tribes; To establish a uniform Rule of Naturalization, and uniform Laws on the subject of Bankruptcies throughout the United States; To coin Money, regulate the Value thereof, and of foreign Coin, and fix the Standard of Weights and Measures; To provide for the Punishment of counterfeiting the Securities and current Coin of the United States; To establish Post Offices and Post Roads; To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries; To constitute Tribunals inferior to the supreme Court; To define and punish Piracies and Felonies committed on the high Seas, and Offenses against the Law of Nations; To declare War, grant Letters of Marque and Reprisal, and make Rules concerning Captures on Land and Water; To raise and support Armies, but no Appropriation of Money to that Use shall be for a longer Term than two Years; To provide and maintain a Navy; To make Rules for the Government and Regulation of the land and naval Forces; To provide for calling forth the Militia to execute the Laws of the Union, suppress Insurrections and repel Invasions; To provide for organizing, arming, and disciplining, the Militia, and for governing such Part of them as may be employed in the Service of the United States, reserving to the States respectively, the Appointment of the Officers, and the Authority of training the Militia according to the discipline prescribed by Congress; To exercise exclusive Legislation in all Cases whatsoever, over such District (not exceeding ten Miles square) as may, by Cession of particular States, and the acceptance of Congress, become the Seat of the Government of the United States, and to exercise like Authority over all Places purchased by the Consent of the Legislature of the State in which the Same shall be, for the Erection of Forts, Magazines, Arsenals, dock-Yards, and other needful Buildings; And To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof. — Article I, Section 8 of the United States Constitution |
Take a small paper bag (lunch-bag size or smaller) and put at least 12 small, school appropriate items in it that represent 12 powers of Congress. Example: Congress has the power to make money - put a small coin in the bag.
On the due date, we will play the Powers Of Congress Game. Students will be divided into work groups. In each group, students will decide their best 12 items representing the Powers of Congress. If a students item is picked, that student receives 1 point in the game. In the Large Group, the class will vote on the best 12 items. If an item is chosen, each member of the group that submitted it will receive a game point. The student with the most points wins the game and receives a prize! If you show up to class without your items, you will be given an alternative assignment.
How does the Constitution give us a voice in Government?
As of 2015, there are 318.9 million Americans, so with 435 members of the House of Representatives, that gets you to 733,103 Americans/district. We in NJ have 12 Representatives in the House (see below). LODI is in the 5th NJ District and our Representative is Scott Garrett, Republican. He serves on the Budget and Financial Services Committees. But Mr. Garrett just lost an election this November, so after January, our Representative will be JOSH Gottheimer. Besides the House of Representatives ,each State gets 2 Senators. Since there are 50 States, there are 100 Senators. The two NJ Senators are Cory Booker and Robert Menendez, both Democrats. As of the 2010 Census, New Jersey has 14 electoral votes in a Presidential Election, representing 8.8 million people. That number comes from the amount of Representatives (12) and Senators (2, like every other state) from NJ. NJ House Members, Party, Phone Number, and Committee: 1Norcross, Donald D-202-225-6501Armed Services the Budget 2LoBiondo, Frank R-202-225-6572Armed Services Intelligence (Permanent) Transportation 3MacArthur, Tom R-202-225-4765Armed Services Natural Resources 4Smith, Chris R-202-225-3765Foreign Affairs 5Garrett, Scott R-202-225-4465Financial Services the Budget 6Pallone Jr., Frank D-202-225-4671Energy and Commerce 7Lance, Leonard R-202-225-5361Energy and Commerce 8Sires, Albio D-202-225-7919Foreign Affairs Transportation 9Pascrell Jr., Bill D-202-225-5751the Budget Ways and Means 10Payne Jr., Donald D-202-225-3436Homeland Security Small Business 11Frelinghuysen, Rodney R-202-225-5034Appropriations 12Watson Coleman, Bonnie D-202-225-5801Homeland Security Oversight and Government Select Panel | ||
QUIZ
| constitution_quiz_.pdf |
| constitution_million_game_1.ppt |
DECEMBER
WEEK 5 -December 5-ish
CURRENT EVENTS DUE FRIDAY DEC 9th.
Chapter 6 Reading Checks Due Dec.13th
WEEK 5 -December 5-ish
CURRENT EVENTS DUE FRIDAY DEC 9th.
Chapter 6 Reading Checks Due Dec.13th
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After the writing of the Constitution the nation began take form. As various issues arose political parties began to form around strong central leaders like Hamilton and Jefferson. In time the beliefs of these leaders became the beginning of the two party system.
Topics:
The Young Republic
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THE era of good feelings - President James monroe
Homework
WEEK 6 -
Read Chapter 7 - Section 1 and 2 Reading Checks Due Friday January 6th.
Section 3 and 4 Reading Checks Due Friday January 13th. (End of Marking Period)
Chapter Terms (p. 262) Due Friday January 13th.
WEEK 6 -
Read Chapter 7 - Section 1 and 2 Reading Checks Due Friday January 6th.
Section 3 and 4 Reading Checks Due Friday January 13th. (End of Marking Period)
Chapter Terms (p. 262) Due Friday January 13th.
| us_1-_ch_7_8_student_teaching.doc |
| monroe_doctrine_and_the_era_of_good_feelings_[autosaved].pptx |
| ch_7-_2_industry.ppt |
What changes took place in America during the Presidency of James Monroe?
What is the AMERICAN SYSTEM?
What is the AMERICAN SYSTEM?
| growth_and_division_chapter_7_test.docx |
Notes for your notebook!
The conclusion of the War of 1812 brought about a feeling altogether different than what had previously existed in America. For the first time America had fought a war as a nation, united. The feeling that resulted from this unification of spirit marked a rise of nationalism and a shift in both foreign and domestic policy.
I. The Presidency of James Monroe
A. How did America respond to the end of the War of 1812?
1. A strong sense of nationalism swept the country in the years following the War of 1812.
2. This period of increased nationalism and prosperity was called the Era of Good Feelings.
B. What measures did the nation take to further our prosperity?
1. Monroe developed the idea of the American System
The Supreme Court, under the leadership of Chief Justice John Marshall, supported the trend toward national power. This should come as no surprise considering he was one of the Federalist judges appointed by Adams. During his term, he dominated the court, writing more than half the opinions. Marshall's decisions enlarged the power of the Supreme Court.
Week seven
The Land Of Cotton
1)The Cotton Economy
a)The Rise of King Cotton
i)19th century upper South (VA, MD, NC) cultivated tobacco, but unstable prices and exhaustive of soil. By 1830s upper South began to grow wheat, tobacco growing shifted westward. Southern regions of South (SC, GA, FL) continued growing rice, Gulf some sugar—crops limited b/c hard to cultivate
ii)Decline of tobacco in upper South led not to industrialization but growing of short-staple cotton- could grow in difft env’ts, w/ cotton gin now profitable. Demand for cotton growing b/c of rise of textile industry in GB 1820s/30s and New England 1840s/50s—new lands and expansion to meet new demand
iii)Beginning 1820s production of cotton moved westward into Alabama, Mississippi, LA, TX, AK. By 1850s dominated economy
iv)“Lower South”/ “Cotton Kingdom” attracted many seeking profits, also slaves
b)Southern Trade and Industry
i)Business classes and manufacturers unimportant, slow growth + mainly in upper South. Non-farm commercial sectors mainly served needs of plantation economy- brokers who marketed crops, acted as merchants and lenders
ii)Primitive banking system did not allow for structures necessary for industrial development. Inadequate transport system: few roads, canals, nat’l railroads
iii)Some southerners recognized economic subordination to north and advocated for economic independence- New Orlean James De Bow- De Bow’s Review
c)Sources of Southern Difference
i)Despite “colonial dependency” South did little to industrialize b/c agricultural system + cotton so profitable, little incentive to look beyond. Wealthy had already invested much of their capital into land + slaves
ii)Lack of commercial growth also b/c traditional values distinctive to South discouraged cities + industry- elegance, more refined life than rapid growth 2)White Society in The South
a)The Planter Class
i)Majority of ppl didn’t own slaves (only ¼ did), of those small % owned many
ii)Planter aristocracy (those earning 40+ slaves and 800+ acres of land) exercised power and influence greater than their number. Political economic, social control. Saw themselves as aristocracy, though most wealth was recent
iii)Growing crops profitable but as competitive and risky as industry in North
iv)After struggling to reach their position in society they were determined to defend it—perhaps why defense of slavery and South’s “rights” stronger in booming lower South and weaker in more established areas
b)“Honor”
i)White males adopted code of chivalry that obligated them to defend their “honor”. Ethical ideal and bravery but also public appearance of dignity & authority- anything to challenge dignity or social station a challenge
c)The “Southern Lady”
i)Lives of affluent centered in home, little role in public activities or as wage earners. White men more dominant + women subordinate than in North- solitary farm life w/ no access to “public world” led to main role wife, mother
ii)Less educational opportunities, higher birth rate and infant mortality rate
d)The Plain Folk (Yeomen)
i)Typical person not planter + slaveholder but modest yeoman farmer. Mainly subsistence farming- lacked resources for cotton or to expand operations
ii)Little prospect of bettering position b/c southern educational system provided poor whites with little opportunity to learn and therefore advance
iii)Majority excluded from planter society, but opposition to elite limited mainly to “hill” and “backcountry” ppl who were secluded, unconnected to commercial economy, and loyal to whole nation and above sectional fighting
iv)Most nonslave-owning whites lived in middle of plantation system and were tied to it, relied on planters for markets, credit, and linked thru kinship. Also large sense of democracy + political participation gave sense of cnxn to societal order. Cotton boom of 1850s gave them hope of economic betterment
v)Belief that assault on one hierarchical system (slavery) would threaten another hierarchical system (patriarchy)
vi)Even the south’s poorest members (“clay eaters”) who owned no profitable land did not offer great opposition to society—greatest factor binding all classes together was perception of race and members of ruling race
3)Slavery: The “Peculiar Institution”
a)Varieties of Slavery
i)Called “peculiar” by Southerners b/c was distinctive from N., Western world
ii)Slavery regulated by law, slave codes forbade property, congregation, teaching a slave. Anyone suspected w/ trace of African blood defined as black
iii)Despite provisions of law variety within slave system b/c white owners handled most transgressions, conditions. Size of farm, # of slaves varied
iv)Majority of slave-owners small farmers, but majority of slaves lived on medium + large plantations-less intimate owner/slave relationship
b)Life Under Slavery
i)Generally received enough necessities to enable them to live and work; lived in slave quarters. Slaves worked hard, women labored in fields w/ men and had other chores, often single b/c husbands sold away (single parents)
ii)High death rate and less children survived to adulthood than whites
iii)Some say material condition of slavery may have been better than some northern factory workers, less sever than slaves in Caribbean + South Amer. Law preventing slave import incentive to Southern elite to provide some care
iv)Other cheap laborer (such as Irish) used to perform most dangerous and least healthy tasks to protect investment. Still overseers hired by owners often treated slave badly, and household servants often sexually abused by master
c)Slavery in the Cities
i)On isolated plantations masters maintained direct control. Slaves in cities were often hired out to do labor and unskilled jobs in cities + towns
ii)In cities line btwn slavery + freedom less clear, white southerners viewed slavery incompatible w/ city life- sold slaves to countryside, used segregation
d)Free African Americans
i)About 250,000 free African Americans in slaveholding states before Civil War, most in VA and MD. Some had earned money and bought freedom for themselves and family- mostly urban blacks able to do this
ii)Some slaves freed by master for moral reasons, other after master died
iii)During 1830s state laws for slaves tightened b/c growing number of free blacks, abolition movement in North—made manumission of slaves harder
iv)Most free blacks very poor, limited opportunity, only quasi-free
e)The Slave Trade
i)Transfer of slaves from one part of South to another important consequence of development of Southwest. Sometimes moved with master, more often transferred thru slave traders
ii)Domestic slave trade impt to growth and prosperity of system, but dehumanizing- children separated from parents
f)Slave Resistance
i)Most slaves unhappy with being slaves, wanted freedom- but dealt w/ slavery thru adaptation (slaves who acted as white world expected him, charade for whites) or resistance (those who could not come to accommodate their status)
ii)1831 Nat Turner, a slave preacher, led armed African Americans in VA, overpowered by state + federal troops. Only actual slave insurrection 19th century, but fear of slave conspiracies renewed violence + led to stricter laws
i ii)Some attempted to resist by running away, escaping to the North or Canada using underground railroad + sympathetic whites. Odds of success low
iv)Resisted also by refusing to work hard, stealing from master
4)The Culture of Slavery
a)Language and Music
)Slaves incorporated African speech w/ English- called “pidgin”
ii)Songs very impt- to pass time, some political, emotional, religious
b)African-American Religion
i)By 19th century nearly all slaves Christians. Black congregations illegal, most went to master’s church led by Baptist or Methodist white minister
ii)A.A. religion more emotional, reflected influence of African customs and practices- chanting, emphasized dream of freedom and deliverance. Christian images central to revel leaders Gabriel Prosser, Denmark Vesey, Nat Turner
c)The Slave Family
i)Blacks deprived of legal marriage, but “nuclear family” dominant kinship model nevertheless. Up to 1/3 of black families broken apart by slave trade- led to strong extended kinship networks
ii)Black women often bore children to white masters who didn’t recognize kids
iii)Slaves had complex relationships w/ masters b/c depended on them for material means of existence, sense of security and protection. This paternalism was used as an instrument of white control, sense of mutual dependence reduced resistance to institution that only benefited ruling white race
The conclusion of the War of 1812 brought about a feeling altogether different than what had previously existed in America. For the first time America had fought a war as a nation, united. The feeling that resulted from this unification of spirit marked a rise of nationalism and a shift in both foreign and domestic policy.
I. The Presidency of James Monroe
A. How did America respond to the end of the War of 1812?
1. A strong sense of nationalism swept the country in the years following the War of 1812.
2. This period of increased nationalism and prosperity was called the Era of Good Feelings.
B. What measures did the nation take to further our prosperity?
1. Monroe developed the idea of the American System
- This divided the United States into 3 sections.
- a) An industrial North would turn out manufactured goods
b) Farmers in the South would provided agricultural products.
c) Farmers in the West would provided agricultural products. - The purpose of this was to develop self sufficiency. Factory workers in the North would form a market for agricultural products. Farmers in the South and West would buy manufacture goods.
- Tariff Act of 1816-Congress adopted a mild protective tariff. Then in 1828, it significantly raised the tariffs.
- National Road-Federal government authorized construction of a road from Maryland to Illinois, and also of canals so goods could move to market more easily.
- To help the two sections of the country do business with each other; the federal government set up a new national bank.
- Paper money quickly lost value because when the banks started to be regulated by the state banks, the banks issued a great deal of more paper money. This made it difficult to conduct business.
- Second Bank of the United States-1816 Congress chartered this bank with 25 branches throughout the country.
- The national bank issued its own paper money. These notes could be used anywhere, and by increasing the money supple they fueled a 2-year national business boom.
The Supreme Court, under the leadership of Chief Justice John Marshall, supported the trend toward national power. This should come as no surprise considering he was one of the Federalist judges appointed by Adams. During his term, he dominated the court, writing more than half the opinions. Marshall's decisions enlarged the power of the Supreme Court.
Week seven
The Land Of Cotton
1)The Cotton Economy
a)The Rise of King Cotton
i)19th century upper South (VA, MD, NC) cultivated tobacco, but unstable prices and exhaustive of soil. By 1830s upper South began to grow wheat, tobacco growing shifted westward. Southern regions of South (SC, GA, FL) continued growing rice, Gulf some sugar—crops limited b/c hard to cultivate
ii)Decline of tobacco in upper South led not to industrialization but growing of short-staple cotton- could grow in difft env’ts, w/ cotton gin now profitable. Demand for cotton growing b/c of rise of textile industry in GB 1820s/30s and New England 1840s/50s—new lands and expansion to meet new demand
iii)Beginning 1820s production of cotton moved westward into Alabama, Mississippi, LA, TX, AK. By 1850s dominated economy
iv)“Lower South”/ “Cotton Kingdom” attracted many seeking profits, also slaves
b)Southern Trade and Industry
i)Business classes and manufacturers unimportant, slow growth + mainly in upper South. Non-farm commercial sectors mainly served needs of plantation economy- brokers who marketed crops, acted as merchants and lenders
ii)Primitive banking system did not allow for structures necessary for industrial development. Inadequate transport system: few roads, canals, nat’l railroads
iii)Some southerners recognized economic subordination to north and advocated for economic independence- New Orlean James De Bow- De Bow’s Review
c)Sources of Southern Difference
i)Despite “colonial dependency” South did little to industrialize b/c agricultural system + cotton so profitable, little incentive to look beyond. Wealthy had already invested much of their capital into land + slaves
ii)Lack of commercial growth also b/c traditional values distinctive to South discouraged cities + industry- elegance, more refined life than rapid growth 2)White Society in The South
a)The Planter Class
i)Majority of ppl didn’t own slaves (only ¼ did), of those small % owned many
ii)Planter aristocracy (those earning 40+ slaves and 800+ acres of land) exercised power and influence greater than their number. Political economic, social control. Saw themselves as aristocracy, though most wealth was recent
iii)Growing crops profitable but as competitive and risky as industry in North
iv)After struggling to reach their position in society they were determined to defend it—perhaps why defense of slavery and South’s “rights” stronger in booming lower South and weaker in more established areas
b)“Honor”
i)White males adopted code of chivalry that obligated them to defend their “honor”. Ethical ideal and bravery but also public appearance of dignity & authority- anything to challenge dignity or social station a challenge
c)The “Southern Lady”
i)Lives of affluent centered in home, little role in public activities or as wage earners. White men more dominant + women subordinate than in North- solitary farm life w/ no access to “public world” led to main role wife, mother
ii)Less educational opportunities, higher birth rate and infant mortality rate
d)The Plain Folk (Yeomen)
i)Typical person not planter + slaveholder but modest yeoman farmer. Mainly subsistence farming- lacked resources for cotton or to expand operations
ii)Little prospect of bettering position b/c southern educational system provided poor whites with little opportunity to learn and therefore advance
iii)Majority excluded from planter society, but opposition to elite limited mainly to “hill” and “backcountry” ppl who were secluded, unconnected to commercial economy, and loyal to whole nation and above sectional fighting
iv)Most nonslave-owning whites lived in middle of plantation system and were tied to it, relied on planters for markets, credit, and linked thru kinship. Also large sense of democracy + political participation gave sense of cnxn to societal order. Cotton boom of 1850s gave them hope of economic betterment
v)Belief that assault on one hierarchical system (slavery) would threaten another hierarchical system (patriarchy)
vi)Even the south’s poorest members (“clay eaters”) who owned no profitable land did not offer great opposition to society—greatest factor binding all classes together was perception of race and members of ruling race
3)Slavery: The “Peculiar Institution”
a)Varieties of Slavery
i)Called “peculiar” by Southerners b/c was distinctive from N., Western world
ii)Slavery regulated by law, slave codes forbade property, congregation, teaching a slave. Anyone suspected w/ trace of African blood defined as black
iii)Despite provisions of law variety within slave system b/c white owners handled most transgressions, conditions. Size of farm, # of slaves varied
iv)Majority of slave-owners small farmers, but majority of slaves lived on medium + large plantations-less intimate owner/slave relationship
b)Life Under Slavery
i)Generally received enough necessities to enable them to live and work; lived in slave quarters. Slaves worked hard, women labored in fields w/ men and had other chores, often single b/c husbands sold away (single parents)
ii)High death rate and less children survived to adulthood than whites
iii)Some say material condition of slavery may have been better than some northern factory workers, less sever than slaves in Caribbean + South Amer. Law preventing slave import incentive to Southern elite to provide some care
iv)Other cheap laborer (such as Irish) used to perform most dangerous and least healthy tasks to protect investment. Still overseers hired by owners often treated slave badly, and household servants often sexually abused by master
c)Slavery in the Cities
i)On isolated plantations masters maintained direct control. Slaves in cities were often hired out to do labor and unskilled jobs in cities + towns
ii)In cities line btwn slavery + freedom less clear, white southerners viewed slavery incompatible w/ city life- sold slaves to countryside, used segregation
d)Free African Americans
i)About 250,000 free African Americans in slaveholding states before Civil War, most in VA and MD. Some had earned money and bought freedom for themselves and family- mostly urban blacks able to do this
ii)Some slaves freed by master for moral reasons, other after master died
iii)During 1830s state laws for slaves tightened b/c growing number of free blacks, abolition movement in North—made manumission of slaves harder
iv)Most free blacks very poor, limited opportunity, only quasi-free
e)The Slave Trade
i)Transfer of slaves from one part of South to another important consequence of development of Southwest. Sometimes moved with master, more often transferred thru slave traders
ii)Domestic slave trade impt to growth and prosperity of system, but dehumanizing- children separated from parents
f)Slave Resistance
i)Most slaves unhappy with being slaves, wanted freedom- but dealt w/ slavery thru adaptation (slaves who acted as white world expected him, charade for whites) or resistance (those who could not come to accommodate their status)
ii)1831 Nat Turner, a slave preacher, led armed African Americans in VA, overpowered by state + federal troops. Only actual slave insurrection 19th century, but fear of slave conspiracies renewed violence + led to stricter laws
i ii)Some attempted to resist by running away, escaping to the North or Canada using underground railroad + sympathetic whites. Odds of success low
iv)Resisted also by refusing to work hard, stealing from master
4)The Culture of Slavery
a)Language and Music
)Slaves incorporated African speech w/ English- called “pidgin”
ii)Songs very impt- to pass time, some political, emotional, religious
b)African-American Religion
i)By 19th century nearly all slaves Christians. Black congregations illegal, most went to master’s church led by Baptist or Methodist white minister
ii)A.A. religion more emotional, reflected influence of African customs and practices- chanting, emphasized dream of freedom and deliverance. Christian images central to revel leaders Gabriel Prosser, Denmark Vesey, Nat Turner
c)The Slave Family
i)Blacks deprived of legal marriage, but “nuclear family” dominant kinship model nevertheless. Up to 1/3 of black families broken apart by slave trade- led to strong extended kinship networks
ii)Black women often bore children to white masters who didn’t recognize kids
iii)Slaves had complex relationships w/ masters b/c depended on them for material means of existence, sense of security and protection. This paternalism was used as an instrument of white control, sense of mutual dependence reduced resistance to institution that only benefited ruling white race
| john_quincy_adams_as_president.ppt |
