Monday, April 2, 2012

Forty Acres and A Mule

I suspect that I will not be able to cover all of the content that I would like to cover tomorrow - I'm very much looking forward to your presentations, though!  I thought that instead of trying to fit it in tomorrow I would use the blog to answer the other question that was raised at the end of class last week.  This had to do with the passage in section III,

"Many freedmen erroneously thought each family would be given 'forty acres and a mule' to begin new lives as independent farmers.  Instead teh Freedmen's Bureau tried with varying success to persuade black agricultural workers to return to the fields in return for reasonable wages.  In trying to help the freedmen, the bureau often found itself also trying to aid cash-strapped white Southern farmers.

This might have been the formula for a Southern renaissance.  A federal government plan to help both white and black Southerners might have been an earlier Marshall Plan.  But it was tragically not to be."
I'm going to do my best to make this clearer.  Bennett, as he often does, assumes that the reader has more background information than most of us really do!  The term 'Fortry Acres and a Mule' (according to Wikipedia) originated during the last stages of the war as a part of Sherman's March to the Sea campaign.  Sherman's Special Field Orders No. 15 provided arable land and the army also sometimes provided a mule to former slaves as the Union front advanced south.  According to Wikipedia this was never supposed to be an official US political policy that would extend to all emancipated slaves, but was a strategic policy used to during Sherman's campaign.  After Lincoln's assasination, Johnson revoked the land grants and returned the land to the original owners.

It seems that many people assumed that the Freedman's Bureau was set up to establish the Fortry Acres and a Mule Policy, but this was never the case.  The Freedmen's Bureau was started by Lincoln and was supposed to be in effect for one year after the war.  It was supposed to help emancipated slaves find food, healthcare, housing and jobs.  It also helped reunite families.  Even though Johnson vetoed the Bureau, Congress overrode his veto and the Bureau was in place for six years.  It was disbanded during Grant's administration.

My source for the remaining piece of the puzzle (other than Bennett and his references) is a website called Teaching US History.  I think their lesson on Reconstruction is a bit easier to understand than Bennett.  The Southern economy depended on agriculture and particularly on large scale plantations for which the most needed resource was labor.  Without labor the entire Southern economy was broken.  Slaves were emancipated and given their freedom and were no longer required to work on the plantations but they were not provided with another way to earn any income.  So you have large farms idle and a large labor population idle - a sure recipe for disaster.  The Freedmen's Bureau was used as a labor contractor so that former slaves could find work on plantations.  I am assuming here for the moment, but it seems likely that they helped establish wages and work hours and such.  Operating in this fashion - in aiding the emancipated slaves - the Freedmen's Bureau was also helping the southern plantation owner.

This is why Bennett compares it to the Marshall plan, but since we haven't reached that point in history most of you probably have no idea what the Marshall plan is.  Very simply the Marshall plan was an economic policy/plan that the US put in place after WWII which worked to rebuild European economies to make it less likely for communism to spread into Europe.

I hope I have answered questions rather than raising more, but if you still have questions let me know!

Wednesday, March 21, 2012

Faces of War


Photos from the National Portrait Gallery, Smithsonian Institution referenced from 'Reconsidering the Man from Illinois' by Rothstein in the NY Times, 2008.
 On the Life-Mask of Abraham Lincoln
This bronze doth keep the very forma d mold
Of our great martyr's face.  Yes, this is he:
That brow of all wisdom, all benigity;
That human, humorous mouth; those cheeks that hold
Like some harsh landscape all the summer's gold;
That spirit fit for sorrow, as the sea
For storms to beat on; the lone agony
Those silent, patient lips too well foretold.
Yes, this is he who ruled a world of men
As might some prophet of the elder day, --
Brooding above the tempest and the fray
With deep-eyed thought and more than mortal ken.
A power was his beyond the touch of art
Or armed strength:  It was his mighty heart.
Richard Watson Gilder, 1886

Monday, February 20, 2012

Chapter 10 Week 1 Homework

This week we begin a new chapter and begin the end of the Civil War.  Looking forward to our time next week.  Below is an assignment checklist for you this week:

___at least 30 Minutes studying for Final
___at least 30 Minutes working on Oral Family History
___Listen to Bennett's Introduction under 'Chapter Media'
___Read Chapter 10
___6 Flashcards:  Alexander Stephens, Ambrose Burnside, Charles Wilkes, David Glasgow Farragut, Edwin Stanton, Mattew Brady

Thursday, February 16, 2012

Race and Conscription: The NYC Draft Riots of 1863

Source G of the Role of Racism assignment refers to the NY Draft Riot of 1863.  Mrs. Newton briefly discussed this two weeks ago.  Below is a very good video that tells the story of this event.  It's just over 9 minutes long.  If you don't want to hear any graphic descriptions of the violence mute the video at 6:25 and turn the volume back on at 7:30.  As you watch the video you will see some of the stereotyping in the drawings and posters.  You will also see evidence of discrimination against the Irish (Irish need not apply).  This is a very good example of NATIVISM that Mrs. Newton discussed. 




Wednesday, February 15, 2012

Role of Racism

Some of you have started on the Role of Racism lesson already.  I'm going to try and help you through the first two stereotypes to see if you can get the hang of how this works. 

First of all a stereotype is when we define or label an entire group based on simplified, generalized, and or exaggerated characteristics.  Often times exaggeration is at play.  Remember our lesson with the political cartoons?  Ask yourself what is being exaggerated in the description.  What is implied by that exaggeration? 

For Sambo take a look at the words used to describe him.  What is being exaggerated in this description and post your ideas in the comment box.

For Uncle Ned you may want to look up and read through all of the lyrics of 'Uncle Ned' HERE.  What is the action, what's happening in this song?  What might it mean?

Please don't stress about this assignment, there isn't one right answer.  We will use it to guide class discussion and it will be 'graded' for completion and effort!

Homework for February 21st

TIMELINE
We will begin class with a short review of the timeline of Civil War up to the Emancipation Proclomation.  To that end please review the timeline from two weeks ago.  To this timeline we will be adding a few events taking us to the Gettysburg Address and the beginning of Chapter 10.  Below is  a list of additional battles (I have assigned one to each  of you).  Prepare a short description of your battle (include the date of battle, who was in command, what happened there,  why it was important to the war) so that it can be printed and placed on an index card.  Email these to the class (including me) by Friday evening.

Vicksburg --  Nick
Fredericksburg --  Kaela
Antietam --  Hope
7 Days Battle -- Caleb
McLellan at Yorktown and Richmond advance -- Jonathan
Shiloh -- Julia
2nd Bull Run --Trey

HOW BAD WAS IT?
I will emailing you a follow up to this assignment.  Please read the handout and answer the three questions that accompany it.  Have them ready to turn in at the beginning of class.

VOICE OF SLAVERY & ROLE OF RACISIM
This week we will begin a deeper discussion about Racism in the United States.  This theme is something that we will follow all the way through the end of next year's class.  It's difficult to talk about - the words themselves are offensive to us.  In your reading you will see the 'n' word and other offensive, derogatory terms.  This assignment isn't given to shock you, but to help us all face some hard truths about our history.  I think if we use it wisely it can equip us to talk about and even to minister to the residue of these events and attitudes in our own time and culture.  If it makes you feel uncomfortable please talk about it with your parents - share with them what you are reading.  Unfortunately much of history is ugly.

There are two venues that we will use to begin this conversation.  One is the 'My Folks' book, the other is a handout I emailed to you about the role of racism during the Civil War.  If you follow the checklist below it will guide you to completing the racism handout with much less stress.  If you wait to Monday to start this you won't be able to do a very thorough job.  Below are the chapters I would like you to choose from in the My Folks book.  Email me which interview you would like to read.  If you do not have the book let me know so that I can email you a chapter.

Ann Parker (a103?)
Henry James Trentham (age 92)
Elias Thomas (age 9)
Mary Barbour (age 81)
Hannah Crasson (age 84)
Isaac Johnson (age 82)
Mary Anderson (age 86)

Answer the following questions about your reading and be prepared to share in class:

What can you learn about the Civil War from your interview?
About Slavery?
What evidence to you find about whether the slaves were treated with dignity or not - was their humanity recognized?  (In other words what things were they allowed to do/not to do and did that recognize that they were a person created in the image of God?)
Do you see prejudice or racism in your interview?  (Look up definitions of these words.)

___Prepare Battle Card
___Email Class Battle Card
___Make cards and bring all to class
___How Bad Was It?
___Read My Folks Interview & Answer Accompanying Questions. 
___Racisim Part I Completed by Thursday
___Racisim Part II Reading of Sources A-H and complete #7 the Causes of the Racism by Friday evening
___Racisim #'s 8-11 by Monday evening
___Email me your Oral Family History idea by the 21st
___Spend 20-30 minutes reviewing for Final  (suggested)
___Spend 20-30 minutes working on Oral History Project (suggested)

Monday, February 13, 2012

'High-Tech' Oral Family History Project

For a 'high-tech' project example go to my Mom's blog HERE and read this entry and watch the accompanying video .  This video was made by a HS student using a free software, Photo Story 3 which you can download HERE.  She says it's very easy to use, it really just creates a slide show and you can layer music and voice over the 'movie' of your slides.  I'm sure she would be available to answer questions (or one of her students would) if anyone wants to try this and has a question.

Other software such as Power Point and other photo management software will work, too, or it's ok to just just create a digital film.  If you decide to do a 'high-tech' project be sure that we work out compatability issues well in advance of presentation day.

Tomorrow I will post a couple of 'low-tech' examples.  I hope these will help get your wheels turning!