Requirements for each of the things—all provided in
this module--that you may compare:
·
You must use only
the primaries listed on the Content webpage.
·
You must use only
the exact pages in the textbook that
are listed on the Contents webpage.
Caution: If you used an incorrect page with a
prior Comparison, you cannot use it now. Double-check your pages.
·
You compare an event or action from 1600s through 1763 to those equivalent events or actions from 1763 through
the 1830s.
·
You must focus—to quote the Texas standard—“to
connect choices, actions, and consequences to ethical decision making.” Note: you will find background on the Texas
standard in the Instructions link.
Tip: This may seem difficult unless you ask
yourself what made history change from those two broad time periods and how
much did individuals’ actions have to do with those changes. Sometimes things
work well and sometimes they don’t and frequently human action or inaction
makes that difference.
In each these 4 choices, you must meet all of the
listed requirements above:
1.
Compare an issue
with government (whether colonial, state, or national level) from 1600s through
1763 with an equivalent issue from 1763 to the 1830s “to connect choices,
actions, and consequences to ethical decision making.”
2.
Compare an issue
with individuals using the resources they had to try to solve a problem they
faced from 1600s through 1763 with individuals’ equivalent issues from 1763 to
the 1830s. What do those actions reveal about “consequences to ethical decision
making.”
3.
Compare the North
and South on an issue from 1600s through 1763 with an equivalent issue from
1763 to the 1830s. What do those actions reveal about “consequences to ethical
decision making.”
4.
Compare a form of
servitude in the period from 1600s through 1763 with equivalent issues from
1763 to the 1830s. What do those forms of servitude reveal about “consequences
to ethical decision making.”
If you would like to suggest something else to compare
that is equivalent work and uses the same textbook pages and the same
primaries, send me an email proposing the question. Unless I fear there is not
enough content for you to succeed, I will try to approve it.
Caution: do not begin working on it until I approve.
For the Major Comparison, whichever Comparison Topic
you select:
1.
You may only use the possible primaries listed
below. They are placed immediately below this link. The section on primaries
tells you how to cite the primaries with the simple method provided in this
course.
2.
You may only use pages of the textbook that
were listed for prior Comparisons.
All of those pages are listed below.
3.
You may only use the definitions and maps
provided for the prior Comparisons. All of those are provided in this folder.
If you decide to use either of these,
you cite in this way:
- A brief
portion of a definition, you cite by writing the word Definition and then the
word.
For example, if you decide to use a brief part of the definition of the word servitude, you would place this as the
text for the endnote:
Definition: Servitude
-
The map of the
Missouri Compromise, you cite by writing this as the text for the endnote
Map: Missouri
Primaries are documents written during the periods we
have been examining. The Constitution is certainly a primary and it is visible
immediately below this link. A folder contains the other primaries listed
below.
You must compare an issue
about two periods of time; therefore, you need at least one primary source from each of these time periods.
- 1600s through 1763
- 1763 through the 1830s
(You may use a specific section of the Constitution as the primary for this
time period.)
You can tell the date of the document from the first
column—and the links in the folder are in the same date order. The second
column is a brief description—and the links in the folder have the same
description.
In citing your two primaries, you use the title in the
third column to identify it. For the simple method to cite using Chicago in this course, you place the
brief title and the page number as the text for the endnote. For example, if
you wanted to cite the sixth document below (one with page numbers provided in
the document), you cite by writing this as the text for the endnote:
Nat Turner, p. 3
If there is no page number in the document or no
section number in the document, you can
click on File and the Print Preview to get an estimate of the page you want to
cite.
If you want to read dictionary definitions, you can
find them beneath this link.
Use only
the page numbers below to avoid problems. With additional settlement, the
colonies in the South change:
Areas in
Time Order |
What You
Read |
What to
Observe and How to Pay Attention to Terms |
Servitude of Africans in English colonies in the
South (about 1620 to 1660) |
Chapter 2: “Africans in Early Virginia.” |
What varied
things happened to Africans sold in early Virginia? Term: servant,
see its use in Chapter 2: “Tobacco Boom.” |
Servitude of English servants in English colonies in
the South (about 1620 to about 1660) |
Chapter 2: “Tobacco Boom” and “The Colony
Expands” Chapter 3: “War in the Chesapeake”—but only for
content about the years before
about 1660. |
How did availability of land at the end of their
service change for English servants from early settlement to the 1660s? Term: English
servant or indentured servants in some locations is English servants—that is, from England. |
Slavery of Africans in English colonies in the South
(after 1660) |
Chapter 3: “Systems of Slavery in North America.”
Focus on the beginning of this section. Do not read about slavery outside of the South. |
How did laws in the 1660s change what happened to Africans
and African Americans in Maryland and Virginia?
|
Servitude of English servants in English colonies in
the South (1660s through Bacon’s Rebellion in 1676) |
Chapter 3: “War in the Chesapeake”—but only for
content about the years after
about 1660. |
What did the investigation say about these events
and what happens to landless freemen? What happens about the slave trade and
the planters (the owners of land)? The textbook makes some powerful
statements at the end of that section. Notice carefully. Term: freemen
and landless freemen – English
servants who had completed their term of service, with some having no land in
return for their promised years of labor |
Slaves (both Africans and African Americans) in the
British# colonies in the South from 1720 and “throughout the rest
of the century” – a phrase used in Chapter 3 in “Plantation Economies in the
Chesapeake and South Carolina” (In the 4th edition paper, that is
on 79.) |
Chapter 3: “Plantation Economies in the Chesapeake
and South Carolina,” focusing on African issues only. For the South Carolina
variation including the Stono uprising, see the last 2 paragraphs in
“Plantation Economies in the Chesapeake and South Carolina.” Chapter 4: “The Growth of the African-American
Population.” Do not
read about slavery outside of the South. |
Notice the differences in slavery even in the South.
Notice knowledge. Notice worship. Notice how they resisted slavery, including the
Stono Rebellion. Tip: Look at the
bottom of this webpage in the chart. Notice what a small proportion of the
population is African in 1660 and even in 1720. |
“Non-landholding whites” in British#
colonies in the South after 1720 – a phrase used in Chapter 3 in “Plantation
Economies in the Chesapeake and South Carolina” (In the 4th
edition paper, that is on 79.) |
Chapter 3: “Plantation Economies in the Chesapeake
and South Carolina,” focusing on “non-landholding whites” only. For the conditions of the Anglican Church, see
Chapter 4:“Religious Diversity Before the Great Awakening” (In the 4th
edition paper, that is on 91.) For the absence of education for this group, see
Chapter 4:“Education in the British Colonies.” Look for the phrase “large
numbers of poor whites.” (In the 4th edition paper, that is on
page 88.) |
The term “non-landholding whites” is explained at
the beginning of that section. Ask yourself if it means the same thing as
“landless freemen” at the time of Bacon’s Rebellion. Notice the South develops without needing ports. (In
the 4th edition paper, that is on page 80.) Notice what that does.
Notice worship. Reminder: The Anglican Church is the
established church. If you don’t
know what that is, ask. Notice knowledge. |
#The term
shifts from English colonies to British colonies after 1700.
Students fail at understanding history because they
start writing before they have read enough and even tried to figure things out.
The remaining things on this webpage cover where students have frequently
misunderstood.
Caution: There is a difference in labor (something most of us have to do for
our daily bread and a roof over our heads) and forced labor. With forced
labor:
|
The content and the
quotations in the second column on Slavery in Africa of the table at the
bottom of this link are from the 3rd edition. To see that page,
click here. (It is also
used with a reading example provided in the Good Habits for Evidence link (next
to the last page from the Rubric with Links or directly by
clicking here).
This link also shows an example of how I label in the
margins any words I have to do
something with—including explain the content to another person. I was taught to
do this kind of marking years ago by a community college professor. Although I
marked this page very quickly, it is shows two basic principles of any
information where you have to do
something:
1) Read once, but mark the facts with labels so you
can:
2) When you use
your marked text, you not only save time but also begin to understand it better
and catch your own mistakes.
In the textbook, the phrase used for indentured
servants in some locations is English
servants. What’s the word indentured
mean with the word servant? Merriam Webster Online explains it is “a person who signs and is bound by
indentures to work for another for a specified time especially in return for
payment of travel expenses [like a trip across the Atlantic Ocean to Virginia]
and maintenance [like something to eat and a roof over your head].” To sign a document indicates the signer is a
free person who agrees to the terms of the indenture. What’s an indenture? “to divide (a document) so as
to produce sections with irregular edges that can be matched for
authentication.” Think of it this way: when you tear paper, the ragged edge is
unique.
Notice these things:
In the table, the content and the quotations on Slavery in Africa are from the 3rd edition, which has a few
more details. To see the page, click here.
The Comparison Topics from Unit 2 have been removed and all that remains is a general name for the content.
If you want to read dictionary definitions, you can
find basic words at the dictionary provided in History Resources.
You must read the definitions of
democracy and republic and what James Madison says about both.
Reminders:
·
These Shaysites
who are losing their farms are also veterans of the American Revolutionary War
who fought because they believed the British government was not protecting
life, liberty, and property—to use John Locke’s 3 items.
·
Specie (coins of
gold and silver) had always been in scarce supply in the colonies and it is
still scarce in the new states. (Our phrase for this today is a “credit crisis”
or “crisis of liquidity.”)
Parts of This Comparison Topic |
What You Read |
What to Observe and How to Pay Attention to
Terms |
Shays’s
Rebellion |
Chapter
6: “Political and Economic Turmoil, including all of the parts |
Notice
the issues: ·
of the
farmers ·
of
merchants ·
of the
state governments (who are they taxing and in what form do they want payment) ·
of
debtors who could not pay and what sequence of events happen when a debtor
can’t pay Notice
the reforms the farmers want, including: ·
About
state government ·
About
states printing paper money and passing tender laws (settling debts by giving
goods—such as grain--to the creditor, not gold or silver coins). Notice
the rebellion cannot be stopped by the state government or the
national/central government—both are powerless. Who does stop the rebellion? |
Sections
to Read from the Constitution |
Use
it online in this module. Read
with care the clauses specified to the right. |
Look
for ·
Article
1, Section10 regarding what the states can’t do regarding tender laws and
debts. ·
Article
IV, Section 4 regarding dealing with “domestic violence” and what is
guaranteed with “republicanism” |
Sections
to Read from the Textbook Explanation of these Things in the Constitution |
Chapter
6: “The Movement for Constitutional Reform” |
Carefully
read all of the pages to the end of the chapter looking for what the textbook
authors say about the issues, the reforms, and about rebellion. Tips: ·
Notice
what Madison thinks. ·
Notice
that “many Americans believed that the states—the small republics—had lost
too much power [with this new Constitution]” |
If you want to read dictionary definitions, you can
find basic words at the dictionary provided in History Resources.
You must read the definitions of
democracy and republic and what James Madison says about both.
Parts of This Comparison Topic |
What You Read |
What to Observe and How to Pay Attention to
Terms |
Shays’s
Rebellion |
Chapter
6: “Political and Economic Turmoil, including all of the parts |
See
the issues listed and reforms in the Comparison Topic above. Focus
on how the rebellion cannot be stopped by the state government or the
national/central government—both are powerless. Who does stop the rebellion? |
Sections
to Read from the Constitution |
Use
it online in this module. Read
with care the clauses specified to the right. |
Look
for Article IV, Section 4 regarding dealing with “domestic violence” and what
is guaranteed with “republicanism.” Search
for the word excise tax. It is also
defined in the online Constitution. |
Sections
to Read from the Textbook Explanation of these Things in the Constitution |
Chapter
6: “The Movement for Constitutional Reform” |
Carefully
read all of the pages to the end of the chapter looking for what the textbook
authors say about things that were “too democratic” and “too much influence
to the common people.” Tips:
Notice what Madison thinks. |
Whiskey
Rebellion |
Chapter
7: “Expansion and Conflict in the West” |
Look
for the one-sentence introduction at the beginning saying it is an excise tax
and then details on the rebellion Note:
The Stamp Act was a British excise tax. |
Chapter
8: “Jefferson’s Revolution” |
As
part of reforms, it “repealed all excise taxes, including that on whiskey.”
(In the 4th edition paperback, the page number is 209.) |
Reminder: Missouri is part of the territories acquired
at the Louisiana Purchase.
Parts of This Comparison Topic |
What You Look at or Read with Care |
What to Observe and How to Pay Attention to
Terms |
Sections
to Read from the Constitution |
Use
it online in this module. Read with care the clauses specified
to the right. |
Use
the Sorted version of the Constitution to find Slavery. Read with Care the 1st
4 clauses on slavery. (For this Comparison Topic, do not use the fifth clause—the one from 1865.) Notice
the dates when those clauses are no longer protected from amendment. Notice
there is nothing stated about the right of expansion of slavery. |
Sections
to Read from the Textbook Explanation of these Things in the Constitution |
Read with great care
Chapter 6: “The Executive, Slavery, and Commerce” Focus
only on slavery sections. Notice
the deal-making. |
Notice
Table 6.1 Enslaved Population in the United States, 1790. Caution: The
North—not the South--will grow in population and number of states by 1820. Notice
all the clauses described. Useful
quotations and Cautions: ·
Do
notice that counting 3/5s of the slaves for population gave “white southerners an unfair
advantage” because “slaves…could not vote.” ·
“Northern
delegates did almost nothing to promote the abolition of slavery” and see
what they traded for a commerce clause. (For
all quotations, the page number is 164 in the 4th edition
paperback.) |
Louisiana
Purchase |
Look at
Chapter 8: “The Louisiana Purchase” or
just look at the information to the right. |
Use
the map in the module to notice the latitude (how far North) of the Louisiana
Purchase. Useful
quotations: ·
Jefferson
called this “the empire of liberty” ·
“A
successful republic was dependent on broad property holding, for virtuous,
independent, middling farmers made ideal citizens.” (Middling means of “average size or quality”—not a big planter with many slaves. (For
all quotations, the page number is 211 in the 4th edition
paperback.) |
Missouri
Compromise |
Read with great care Chapter
9: “The Missouri Compromise, 1820” |
Use
the map in the module to notice the latitude (how far North) is Missouri in
the Louisiana Purchase and what it is even with in the Northwest Territories.
It also provides the quantities of states in 1820 and 1860 and the total
population so you can see who is the majority. Notice
all of the Northern issues about representation. |
Background on this Comparison Topic: The textbook
makes these two statements:
·
“The debates over
slavery in Missouri in 1819 and 1820 were not between fervent proslavery
advocates in the South. Neither of those had not yet been defined positions.”
·
“In a real sense,
the debates over slavery in Missouri created ‘the North’ and ‘the South,’
uniting the new states of the Northwest with the states of New England, new
York, and Pennsylvania, and forging a tighter alliance among the new states of
the Southwest and Virginia, the Carolinas, and Georgia.
Reminder: Missouri is part of the territories acquired
at the Louisiana Purchase.
Parts of This Comparison Topic |
What You Look at or Read with Care |
What to Observe and How to Pay Attention to
Terms |
Northwest
Ordinance – at the end of the Articles of Confederation period |
Look at
Chapter 6: “The Northwest Ordinances of 1785 and 1787” or just look at the information to the right. |
Use
the map in the module to notice the latitude (how far North) of the Northwest
Territories. Useful
quotations: ·
“Men
were eligible to vote if they owned at least fifty acres of land.” ·
“New
states would have equal status with the original thirteen.” In the future
that status of being a state also means: 2 Senators + at least 1 member of
the House of Representatives + the same number in the electoral college that determines
the president. ·
“It
prohibited slavery from the region forever.” (For
all quotations, the page number is 157 in the 4th edition
paperback.) |
Sections
to Read from the Constitution |
Use
it online in this module. Read with care the clauses specified
to the right. |
Use
the Sorted version of the Constitution to find ·
When,
how, how many – House ·
When,
how, how many – Senate |
Sections
to Read from the Textbook Explanation of these Things in the Constitution |
Read with great care
Chapter 6: “The
Great Compromise” and “The Executive,
Slavery, and Commerce” Focus
only on representation |
Notice
all the clauses described in the above sections of the Sorted Constitution. |
Louisiana
Purchase |
Look at
Chapter 8: “The Louisiana Purchase” or
just look at the information to the right. |
Use
the map in the module to notice the latitude (how far North) of the Louisiana
Purchase. Useful
quotations: ·
Jefferson
called this “the empire of liberty” ·
“A
successful republic was dependent on broad property holding, for virtuous,
independent, middling farmers made ideal citizens.” (Middling means of “average size or quality”—not a big planter with many slaves. (For
all quotations, the page number is 211 in the 4th edition
paperback.) |
Missouri
Compromise |
Read with great care Chapter
9: “The Missouri Compromise, 1820” |
Use
the map in the module to notice the latitude (how far North) is Missouri in
the Louisiana Purchase and what it is even with in the Northwest Territories.
It also provides the quantities of states in 1820 and 1860 and the total
population so you can see who is the majority. Notice
all of the Northern issues about representation. |
Two broad reasons for Northerners not wanting slavery
to spread to new territories were:
1.
Some Northerners
were opposed to enslaving anyone.
2.
Some Northerners
did not care about slaves or African Americans in general, but did not want
- To compete with slave labor (Example: if all you had
to sell was your own manual labor, you would want to live where people were
free.)
-
To compete in
growing crops against the price of slave-produced crops. (Example: you would
not want your own children to live as poorly as slaves did.)
Parts of This Comparison Topic |
What You Look at or Read with Care |
What to Observe and How to Pay Attention to
Terms |
Northwest
Ordinance – at the end of the Articles of Confederation period |
Look at
Chapter 6: “The Northwest Ordinances of 1785 and 1787” or just look at the information to the right. |
Use
the map in the module to notice the latitude (how far North) of the Northwest
Territories. Useful
quotations: ·
“Men
were eligible to vote if they owned at least fifty acres of land.” ·
“New
states would have equal status with the original thirteen.” Notice what being a state also means: 2
Senators + at least 1 member of the House of Representatives + the same
number in the electoral college that determines the president. ·
“It
prohibited slavery from the region forever.” (For
all quotations, the page number is 157 in the 4th edition
paperback.) |
Louisiana
Purchase |
Look at
Chapter 8: “The Louisiana Purchase” or
just look at the information to the right. |
Use
the map in the module to notice the latitude (how far North) of the Louisiana
Purchase. Useful
quotations: ·
Jefferson
called this “the empire of liberty” ·
“A
successful republic was dependent on broad property holding, for virtuous,
independent, middling farmers made ideal citizens.” (Middling means of “average size or quality”—not a big planter with many slaves. (For
all quotations, the page number is 211 in the 4th edition
paperback.) |
Missouri
Compromise |
Chapter
9: “The Missouri Compromise, 1820” |
Use
the map in the module to notice the latitude (how far North) is Missouri in
the Louisiana Purchase and what it is even with in the Northwest Territories. ·
With
the exception of Missouri, none of the Louisiana Purchase will have slavery. ·
That
also means the South will not have
additional slave-supporting Senators (2 per state) nor representatives in the
House of Representatives nor more electors in the electoral college for all
those potential states. Instead the North will. |
There is a reading example
provided in the Good Habits for Evidence link (next to the last page from the
Rubric with Links or directly by clicking here).
This link also shows an
example of how I label in the margins any words I have to do something with—including explain the content to another person.
I was taught to do this kind of marking years ago by a community college
professor. Although I marked this page very quickly, it is shows two basic
principles of any information where you have to do something:
1) Read once, but mark the
facts with labels so you can:
2) When you use your marked text, you not only save
time but also begin to understand it better and catch your own mistakes.