Monday, December 11, 2017
Monday, December 11
In Class: Study/review day
Homework: Open notebook/Open book TCI multiple Choice test tomorrow.
Tuesday, December 12
In Class: Open notebook/Open book TCI multiple Choice test tomorrow
Homework: Open notebook fill in the blank test tomorrow/Thursday.
Wednesday/Thursday December 13/14 (BLOCK)
In Class: Open Notebook--fill in the blank test.
Friday, December 15
In Class: Test review/Wrap Up, The Man Who Wouldn't Be King.
Posted by TLhistory8Morris at 2:43 PM
Monday, December 4, 2017
War in the South notes, Liberty’s Kids-Conflict in the South
Notes, Deborah Samson--Liberty's Kids, Workday chapter 7 handout
Review Day-America Story of US Story of Us video
Test next Tuesday and Wed/Thurs.
The test will be open notes and cover chapter 5-7. If you have band, orchestra or choir, please plan ahead for studying--you were notified of the test dates last Monday, November 27
Posted by TLhistory8Morris at 10:00 AM
Wednesday, November 29, 2017
Notes—Saratoga Liberty’s Kids (Read 7.6)
Notes: Valley Forge, Battle of Monmout
Notes: John Paul Jones, Ch 7 Handout/Questions
Notes: Bendict Arnold
Revolutionary War Test part 1 will be on Tuesday, December 12. It will be an open note and open book multiple choice TCI test covering chapters 5-7.
Part 2 will be Wednesday/Thursday, December 13/14. It will be an open notebook fill in the blank type test covering chapters 5-7 and our class notes.
Posted by TLhistory8Morris at 10:57 AM
Monday, November 13, 2017
In Class: Battle of New York,
Homework: Notebook check tomorrow, Ch 6 ISN due.
In Class: Peer Notebook Check, Notes--Battle of Long Island (Hamilton—Right Hand Man)
In Class: READ 7.4 & 7.5, The Crossing--video and questions
In Class: The Crossing--video and questions
Posted by TLhistory8Morris at 11:45 AM
Monday, November 6, 2017
In Class: Ch 6 ISN
Homework: Make sure "Common Sense" and excerpts from the Declaration of Independence are in your notebook.
In Class: Ch 6 ISN, One Life to Lose—Liberty’s Kids
Homework: Ch 6 ISN due next Tuesday 11/14
In Class: Arlington—Field of Honor video and questions.Homework: Ch 6 ISN due next Tuesday 11/14
No School--Veteran's Day Observed
Declaration of Independence Answers
1. When one group of people is going to break away from a country to form its own nation, then they should explain why they are doing it.2. Individuals have some basic rights that are obvious and that should not be taken away. Freedom for example is one of those rights.
3. Governments are formed to make sure people’s rights are protected. Government power should come from the people.5. England has repeatedly interfered with colonists’ rights. In doing so, it has unfairly ruled over the American colonies.
4. When a government is taking away the rights of citizens and is not doing what the people want, then the citizens have the right to change or replace the government.
6. Here is proof that England has interfered with colonial rights: the King has not allowed laws that help the colonists the most.
7. Every time we colonists felt we were being treated unfairly, we wrote the King. He answered by treating us more unfairly. A ruler who abuses his power should not be able to rule us.
8. We now consider ourselves to be an independent country.
Posted by TLhistory8Morris at 9:29 AM
Friday, November 3, 2017
In Class: Rev. War Notes, Washington Takes Command
Homework: Ch 5 questios and Vocab due tomorrow.
Tuesday 10/31In Class: Rev. War Notes, Common Sense —Liberty’s Kids, Handout, Hamilton-Farmer Refuted
In Class: Common Sense Handout—review, Farmer Refuted, Notes, 1st 4th of July Liberty's Kids
In Class: Excerpts from Declaration of Independence
Excerpt from the Declaration What the Excerpt Means
Excerpt 1: “When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.”
Excerpt 2: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”
Excerpt 3: “[T]o secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed…”
Excerpt 4: “That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government…”
Excerpt 5: “The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States.”
Excerpt 6: “To prove
[that England has interfered with colonial rights], let Facts be submitted to
a candid world: He has refused to assent to laws, the most wholesome and
necessary for the public good.”
Excerpt 7: “In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.
Excerpt 8: “We, therefore ….solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States.”
The Declaration of Independence: What It Means
ANSWERS ARE NOT IN ORDER
England has repeatedly interfered with colonists’ rights. In doing so, it has unfairly ruled over the American colonies.
Individuals have some basic rights that are obvious and that should not be taken away. Freedom for example is one of those rights.
We now consider ourselves to be an independent country.
Here is proof that England has interfered with colonial rights: the King has not allowed laws that help the colonists the most.
When one group of people is going to break away from a country to form its own nation, then they should explain why they are doing it.
When a government is taking away the rights of citizens and is not doing what the people want, then the citizens have the right to change or replace the government.
Every time we colonists felt we were being treated unfairly, we wrote the King. He answered by treating us more unfairly. A ruler who abuses his power should not be able to rule us.
Governments are formed to make sure people’s rights are protected. Government power should come from the people.
Posted by TLhistory8Morris at 3:45 PM
Monday, October 23, 2017
In Class: Notes Midnight Ride—Liberty’s Kids
Homework: Ch 5 Handout due Monday 10/30
Tuesday /Wed10/24 10/25
In Class: Notes: The Spark; Lexington & Concord; Ticonderoga—Liberty’s Kids: Green Mountain Boys
Homework: Ch 5 Handout due Monday 10/30
In Class: Second Continental Congress, Bunker Hill.
Homework: Ch 5 Handout due Monday 10/30
Posted by TLhistory8Morris at 11:40 AM
In Class: Notes—Boston Massacre
In Class: Notes: Boston Tea Party
In Class: Notes: Intolerable Acts, 1st Continental Congress, Ch 5 Questions Handout/Workday
In Class: Notes--Liberty or Death (Patrick Henry) —Liberty’s Kids
Posted by TLhistory8Morris at 11:36 AM
Wednesday, October 11, 2017
In Class: Amazing Grace Amazing Grace--Arlo Guthrie, Revolutionary War Vocabulary
In Class: Notes: Underlying Cause, Symptoms, Spark; “What Caused the Riot At the Football Game?” Revolutionary War Vocabulary Workday.
Homework: Vocab due next Friday 10/20.
In Class: Revolutionary War Notes: French and Indian War, End of Salutary Neglect
Homework: Vocab due next Friday 10/20.
(John Newton, Arranged and Adopted by Arlo Guthrie)
Amazing Grace how sweet the sound
That saved a wretch like me
I once was lost but now I’m found
Was blind but now I see
T’was Grace that taught my heart to fear
And Grace my fears relieved
How precious did that Grace appear
The hour I first believed
Shall I be wafted to the skies
On flowery beds of ease
While others strive to win the prize
And sail on bloody seas
1982 Arloco Music Inc. ASCAP All rights reserved. Used by Permission.
Revolutionary War Vocabulary
Complete in the vocab section of your notebook using the textbook, *class lecture notes/discussion, dictionary or Internet.
First Great Awakening
Posted by TLhistory8Morris at 9:31 AM
Monday, October 2, 2017
Monday, October 2
In Class: "A Numbness of the Heart" article and questions
Homework: Finish article and questions by Friday.
Tuesday, October 3
In Class: Roots video and questions
Homework: Finish article and questions by Friday.
Wed/Thursday, October 4 & 5 (BLOCK)
In Class: Roots video and questions
Homework: Numbness of Heart questions due Friday
Friday, October 6
In Class: Roots video and questions Review Numbness of Heart article
A Numbness of the Heart (put on pages 55-57 of notebook)
Ironically, the first ship carrying slaves across the Atlantic went from west to east. During his second voyage to America, Columbus captured 500 Caribbean Indians to take back to Spain. About 200 Indians died during the Atlantic crossing and were thrown into the sea.
The Spanish failed in their experiment to make American Indians into slaves. When forced to work on sugar plantations in Cuba and the West Indies islands, they died by the hundreds.
Small numbers of black African slaves were introduced into Spanish America as early as 1501. Since the Africans seemed to survive longer than the native Indians, the Spanish began to look eastward for a new source of slave labor. In 1518, King Charles V of Spain granted the first license to sell African slaves in the Spanish colonies of America. The West African slave trade had begun.
At first, the Portuguese controlled the newly developing slave market in West Africa. By the mid-1500’s, the Dutch, Danes, French, English and other Europeans were establishing slave trading stations along Africa’s western seacoast.
The English slave trade was three-cornered or triangular in nature. At an English seaport, a slave ship would load up with manufactured goods like cloth and muskets and then proceed to a slave trading station on Africa’s west coast. Here a white merchant, or factor, acted as the middleman, making a deal for trade goods between the slave ship captain and a local African king or black slave dealer. The slaves would then be taken aboard the ship for a perilous voyage across the Atlantic, the so-called “middle passage.” This second or middle leg of the trading triangle ended when the ship arrived at one of the many slave market ports in America. Once in America, the ship captain sold his slaves for cash, which he used to purchase raw materials like sugar, tobacco, cotton or other plantation products. After loading this new cargo, the captain headed back to England completing the trade triangle. Later on, Yankee slave ship captains from the United States developed their own version of the triangular trade system.
England proved to be the most successful slave-trading nation. Eventually, the English slave business became concentrated in the hands of large trading companies. Profits form these slave trading voyages, though not excessive (about 10 percent) helped England finance its Industrial Revolution.
Buying Slaves in Africa
How did an African become a slave? At first, white slave traders simply went on kidnapping raids, but this proved too dangerous for the Europeans. Instead, they established hundreds of forts and trading stations along Africa’s West Coast. Local African rulers and black merchants delivered captured people to these trading posts to sell as slaves to European ship captains.
About 50 percent of the slaves were taken as prisoners during the frequent tribal wars occurring among the West African kingdoms. Another 30 percent became slaves as punishment for crimes or indebtedness. The remainder were kidnapped by black slave traders.
An African trader usually transported his slaves to a coastal trading station by binding them around the neck with leather thongs, each slave about a yard distance from each other. There were often 30 or 40 in a string. The factor living at the trading station negotiated a price between the African slave trader and the slave ship captain.
After making a deal with the factor, the traders transported the slaves in large canoes to the ship, riding at anchor just beyond the thundering surf. The factor supervised the branding and loading of the slaves onto the ship. For land-bound Africans who had never seen it before, the ocean was a terrifying sight. Some slaves tried to escape by jumping into the sea, only to be devoured by sharks.
Gustavus Vassa, an African slave who later gained his freedom and wrote an account of his life, described his experience boarding a slave ship:
“I was immediately handled and tossed up to see if I were sound by some of the crew and I was now persuaded that I had gotten into a world of bad spirits and that they were going to kill me.... When I recovered, I found some black people about me. I asked if we were to be eaten by these men with horrible looks, red faces and long hair.”
The ‘Middle Passage’ to America
Once on board, men and boys were stripped naked and shackled two-by-two at the wrist and ankle. They were then prodded into the dark, unsanitary hold of the ship. Alexander Falconbridge, an English slave ship doctor, wrote this description of typical slave quarters:
They are frequently stowed so close, as to admit of no other posture than lying on their sides. Neither will the height between decks ... permit them the indulgence of an erect posture; especially where there are platforms, which is generally the case. These platforms are a kind of shelf, about eight feet in breadth, extending from the side of the ship towards the center. They are placed nearly midway between the decks, at the distance of two or three feet from each deck. Upon these the negroes are stowed in the same manner as they are on the deck [floor] underneath.
Women and children remained unchained and spent the voyage in separate quarters. All slaves slept on bare, rough wood. This, combined with the turbulent motions of the ship, often caused the skin on their elbows to wear down to the bone.
Two different loading philosophies were popular among slave ship captains. The “loose packers” believed that by carrying fewer slaves, more would survive to be sold in America. The “tight packers” argued that more money would be made by overcrowding the slaves on board the ship, even if this meant some would die due to poor health conditions.
In good weather, and only during the day, the crew allowed the slaves on deck. A slave’s diet consisted of two meals, usually boiled rice, yams, or beans and a daily ration of one pint of water. Should the slaves refuse to eat or drink, the crew sometimes used hot coals to force a slave’s mouth open. Sometimes a slave could be subjected to force feedings by having his jaws separated for him by a device. Members of the crew entertained themselves by whipping the slaves to make them sing and dance. Slave captains encouraged this activity under the premise that it prevented suicidal thoughts and even scurvy among the slaves. After all, in order to maximize his profit, the captain needed live and healthy Africans at the end of the middle passage.
Many Africans died during the middle passage due to smallpox, measles, malaria, and dysentery. During shipboard revolts, some slaves were killed. Those who went insane were thrown overboard. Others took their own lives or surrendered their will to live. On a typical voyage to America, about 10-15 percent of the Africans died; the longer the voyage lasted, the higher the death rate. Estimates vary, but up to 2 million died.
Perhaps the worst atrocity aboard slave ships occurred in 1781 when Luke Collingwood, a slave ship captain from Liverpool, England, loaded more than 400 Africans into his ship, the Zong. Heading for Jamaica, Captain Collingwood lost over 60 slaves because of disease, and many more slaves were sick. In addition to rampant illness, the ship ran short on water. Collingwood mercilessly decided to throw the sick and weak members of his human cargo into the sea. Figuring the loss would be covered by the ship’s insurance, the captain selected 133 Africans to be cast into the ocean. Two “parcels” of slaves were handcuffed and thrown overboard. The remaining slaves were about to be flung over the side when a rainstorm replenished the ship’s meager water supply. No matter—the cruel Captain Collingwood went ahead with his plan.
In a famous court case that followed the incident, the company that insured the cargo of the Zong ended up not having to pay for the loss. For the first time, an English court ruled that slaves could not be treated simply as merchandise.
Selling Slaves in America
Before selling his slaves, a captain did everything he could to improve the price he would get for them. The Africans received increased food and water rations, and their skins were rubbed with palm oil to give them a healthy appearance. The ship’s doctor tried to hide scars or evidence of disease, sometimes using cruel or painful cosmetic techniques.
There were two main methods of selling slaves in the West Indies. The sick and weak were sold at auction “by inch of candle.” Bids on these slaves were accepted until an inch of a candle had burned down; the usual price was about $5. The strongest and healthiest slaves were sold by the “scramble” method. Before a sale, the ship’s captain and buyers agreed on an equal price for all slaves, often several hundred dollars a piece. These slaves were then assembled in a large yard. On a signal, the buyers burst into this yard to grab the best slaves. Fighting often ensued between excited buyers over a particularly good “specimen.”
End of the Slave Trade
The United States almost ended its role in the slave trade during the Constitutional Convention in 1787. Most of the convention delegates, including slave owners like George Washington, wanted a provision in the Constitution prohibiting the importation of slaves. Representatives from slave-importing Georgia and South Carolina, however, threatened to leave the union if prohibition was included. To solve this dilemma, delegates put a compromise in the Constitution that prevented Congress from passing any law against slave trading for 20 years.
After 1800, the slave trade came under increasing attack in Europe and the United States. In 1807, President Thomas Jefferson signed a law outlawing the importation of slaves for the purpose of selling them in the United States. A few weeks later, the English Parliament followed our example and passed a similar law. By 1820, most other European nations had banned slave trading.
Illegal slaving went on for about 50 years. In 1860, Nathaniel Gordon, one of the last American slave ship captains, made a voyage to West Africa and loaded his ship, the Erie, with 900 Africans, 600 of whom were children. As the Erie left Africa to begin its long homeward trek, an American warship intercepted it about 50 miles from the African coast. Captain Gordon was arrested and taken to New York for trial. The court found Gordon guilty of breaking the U.S. anti-slave trading law and sentenced him to hang. The infamous Captain Gordon remains the only American slave trader ever to be executed by the United States.
The West African slave trade, with its tortuous middle passage, lasted nearly 400 years. During this time, more than 11 million Africans found themselves sold into slavery. Of this number, about 5 percent or 500,000 ended up in the United States. Most of the rest ended up in the West Indies or the Caribbean Islands.
Looking back on this period, it is difficult to believe, and even harder to admit, that people could be so cruel as to trade human lives for profit. This despicable business meant a loss of some humanity to everyone involved. John Newton, a former slave ship captain, wrote in 1786 that the slave trade “gradually brings a numbness upon the heart, and renders most of those who are engaged in it too indifferent to the sufferings of their fellow creatures.”
Numbness of the Heart Questions—due FRI 10/6
In your notebook’s Roots/Slavery section, answer the following questions in short paragraphs. Use complete sentences and put the information in your own words.
1. Give a short history of slavery in the New World.
2. Explain the Golden Triangle, also known as the Triangular Trade.
3. Explain the process of obtaining slaves or describe how Africans became slaves. Tell all the possibilities.
4. Explain the “Middle Passage.” Be sure to discuss the different loading philosophies.
5. Explain the case of Luke Collingwood’s ship.
6. Explain how a slave was sold in America.
7. Describe the ending of the slave trade.
Posted by TLhistory8Morris at 12:48 PM
Tuesday, September 26, 2017
In Class: Chapter 3 Intro and 3.2, Colonial Brochure Assignment
In Class: Colonial Brochure Workday
Homework: Colonial Brochure due Wednesday/Thursday--due middle of Block period.
Wednesday/Thursday 9/27-9/28 (BLOCK)
In Class: Chapter 3, Colonial Brochure Presentations, Chapter 3 Review.
In Class: America—Story of Us—Episode 1
Posted by TLhistory8Morris at 9:57 AM