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Outline for Week 4 (week of Weds 30 January 2008)

Outline for Week 4 (week of Weds 30 January 2008) Roundtable #3, based on readings in Chavez pp. 118-139, 140-146 & Calloway pp. 89-110, 111-132 Every Which Way But Loose: Destructive Violence as American Public Policy

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Outline for Week 4 (week of Weds 30 January 2008)

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  1. Outline for Week 4 (week of Weds 30 January 2008) • Roundtable #3, based on readings in Chavez pp. 118-139, 140-146 & Calloway pp. 89-110, 111-132 • Every Which Way But Loose: Destructive Violence as American Public Policy • Week #4 Readings: Henretta, pp. 398-441, ; Chavez, pp. 118-139, Calloway, pp. 89-110 and Critical Thinking Module “Who Freed the Slaves?” • Discussion Questions: • How did the War Against Mexico influence sectional identities and racial policy in the United States? • How did the Kansas-Nebraska Act affect the relative priorities of Indian policy and slave policy in the United States? • When and why did the Civil War become a war to free slaves? • How did Civil War influence U.S. policy regarding Indians in the West? Compare Sherman’s role in South and West? • c. Voices: Axalla John Hoole, Ernest Duveyier de Hauranne, Dolly Sumner Lunt, John C. Calhoun, Treaty of Guadalupe Hidalgo, Manuel Crscencio Rejón, Nathan Clifford, California Land Act, California Landowners Petition, Juan N. Sequín, Francisco Ramírez, Jerome Big Eagle, Strike the Ree, Medicine Cow, Passing Hail, Little Bear, Bear Head • d.

  2. Before Next Meeting (Wednesday) • See guidelines on syllabus for midterm exam (scheduled for next Weds, February 6: • Blue Books and dark-ink pen required for midterm • Includes readings and discussions through next Monday • Read and be prepared to discuss for Monday, Feb 4: • Week 4 Voices: Axalla John Hoole, Ernest Duveyier de Hauranne, Dolly Sumner Lunt • Week 5 Voices: Ida Lindgren, Harriet Hernandes, Jourdon Anderson, Read for understanding context of above materials: • Henretta, pp. 398-441 (from week 4) • Henretta, pp. 442-490 (assigned for week 5)

  3. The “American System” Whig Critique of Unplanned/Folk Expansionism: Integrated Economy

  4. How did the War Against Mexico influence sectional identities and racial policy in the United States?

  5. How did the Kansas-Nebraska Act affect the relative priorities of Indian policy and slave policy in the United States? The rise of sectional politics

  6. How did the Kansas-Nebraska Act affect the relative priorities of Indian policy and slave policy in the United States?

  7. How did the Kansas-Nebraska Act affect the relative priorities of Indian policy and slave policy in the United States?

  8. What happened to the “reform” ideal between 1850 and Lincoln’s Election? • Growing reality of slavery: • # Slaves in U.S. tripled, 1830-1860 • growth of New Southern economy • Growing inescapability of slavery (Dred Scott case) • Virtual Disappearance of the Indian question Who freed the slaves? Sea Islands, SC Slave family, ca. 1860

  9. Breaking Faith: 1861 Order of Secession

  10. The Union Conquest of the Confederacy: 1861-1865

  11. “War … is all Hell” –W.T.Sherman

  12. War on their people: Lee in PA, Summer 1863

  13. War on their people (2): Sherman in the Confederacy, November 1863- April 1865

  14. Anti-black riots, NY July 1863; Slave “contrabands”, Rappahannock, VA, 1863; Sea Island freed slaves, SC, 1864

  15. Martial Law and Reconstruction, 1861-1877:

  16. Before Next Meeting (Wednesday) • See guidelines on syllabus for midterm exam (scheduled for next Weds, February 6: • Blue Books and dark-ink pen required for midterm • Includes readings and discussions through next Monday • Read and be prepared to discuss for Monday, Feb 4: • Week 4 Voices: Axalla John Hoole, Ernest Duveyier de Hauranne, Dolly Sumner Lunt • Week 5 Voices: Ida Lindgren, Harriet Hernandes, Jourdon Anderson, Read for understanding context of above materials: • Henretta, pp. 398-441 (from week 4) • Henretta, pp. 442-490 (assigned for week 5)

  17. Perceptions of the West in 19th century America

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