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Identity
The French and Indian War helped create an American identity separate from the British Empire. It
made people like George Washington aware that the colonists were not considered full and equal British
citizens, rather 2nd class subjects
How did a separate culture separate from England develop, especially after the War of 1812?
The Civil War completed the growth of nationalism and one America, the United States instead of these
United States
Women’s history can be tough to write on because there are less specific events and people to refer to
since women are usually in a second class status in American history. Women are not the ones making
decisions; rather they must react to the environment around them. The trick then is to tell what is
happening in the rest of society and how that affects women’s lives.
Colonial History
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In early 1600’s, women were more valued in Virginia since mostly single men come to settle, as
opposed to families in New England.
Religion offered some entrance into the public world, could not be leaders, but made up a majority in
many church congregations, like Puritans
Women lost all control of her property when she married, almost impossible for women to initiate
Pocahontas- saves John Smith and marries John Rolfe
Anne Hutchinson- Antinomianism, God’s grace saves people, not good works, conflict with church
leadership good her in trouble, said the elect did not need to listen to church leaders
Salem Witch trials- ¾ of all accused were women
“Natural Increase”- average woman bore 8 children
Revolutionary Times
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Daughters of Liberty- help support Revolution, boycott imperial goods and make own homemade goods
Abigail Adams tells John Adams to “remember the ladies” when drafting the Declaration of
Independence and that women would not be bound to support laws that did not come from their consent
 Republican Motherhood- A republic depends on virtuous citizens to be effective. Thus, the women’s
role is to raise their children to be good citizens. Thus, women need to be more educated to do this task,
which leads to higher literacy rates for women. Literacy rates are about equal for men and women on
the eve of the Civil War. Also, it became easier for women to get divorces
Antebellum America
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American society is undergoing the market revolution, barter economy to market economy, whereby
work and home are becoming separate entities. This leads to the notion of separate spheres and the
“Cult of Domesticity.” This rested on the notions of the idealization of the lady, designation of the
home as the appropriate place of a woman, and the women’s prime duties were child care and establish
a moral climate in the home
Putting Out System, homespun industry, carding and spinning, before the Market Revolution
Lowell Girl’s the first factory workers, single farm girls, at 1st well taken care of, finishing schools and
later exploited, tried to unionize, displaced by Irish immigrants that would work for lower wages
Women Reformers- Dorthea Dix, Mental Health and Prison Reform, Frances Willard- Temperance,
Grimke Sisters, Harriet Tubman, Harriet Beecher Stowe- Uncle Tom’s Cabin , Sojourner Truth, Harriet
Jacobs- Are not I Women, Emma Willard- Troy Seminary, train women teachers, Mount HolyokeMary Lyons, Mother Ann Lee-founded Shaker Utopian society in Lebanon, New York
Women’s rights movement resulted from split in abolition movement
Seneca Falls, 1848, Lucretia Mott and Elizabeth Cady Stanton issue the Declaration of Sentiments
modeled after the Declaration of Independence giving birth to the Women’s rights movement, little
early success
Women’s Legal Status
1. Unable to vote.
2. Legal status of a minor.
3. Single  could own her own property.
4. Married  no control over her property or her children.
5. Could not initiate divorce.
6. Couldn’t make wills, sign a contract, or bring suit in court without her husband’s permission.
Civil War- Clara Barton, nurse, founds Red Cross
Victorian Culture and Values
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Named after Queen Victoria in England, white middle-class lifestyle
Modesty, not supposed to talk about sex, huge, impractical dresses
Progressive Women Reformers
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Women were needed in the Progressive Era to clean up and fix the abuses of the Gilded Age, their
moral purity was needed in the public sphere and out of the house
Triangle Shirtwaist Factory Fire- 114 women garment workers die in fire
Settlement Houses, Hull House in Chicago, Jane Addams most famous woman of the time
Muckrakers, Ida B. Wells-anti-lynching campaign and Ida Tarbell exposed Standard Oil
Leaders in Prohibition, 18th Amendment, Anti-Saloon League and WCTU, Women’s Christian
Temperance Union, state by state approach, clash with liquor interests, Carry “Hatchet” Nation
Women’s Suffrage- 19th Amendment, 1920
o NAWSA- Carrie Chapman Catt, state approach
o NWA- Alice Paul, push at national level
o After 19th, Paul proposed an ERA
o Done in states first before it was reached at the national level
o Wyoming the first, first states to have it were all west of the Mississippi River, frontier effect
o After WWI, rewarded with suffrage for help on the home front in WWI
o Militants picketed the White House, arrested, starvation tactics, learn methods from Great
Britain
Worko 1900, 1/5 adult women work, only 5% of all married women worked
o Factory work restricted to areas that were considered extensions of the home: textile, garments,
and food processing
o Secretaries, book keeping, typists, and telephone operators become feminized, lose status and
pay
o Teaching and nursing are also considered pink collar professions
1920’s
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19th Amendment, 1920, League of Women voters, some feminist pushed for an ERA
Aimee Semple McPherson, new age evangelical preacher in LA
Roaring 20’s, New woman, flappers, radical change in dress and behavior, like smoking and drinking,
reversal of Victorian values in urban areas, beginning of Miss America Pageant
New dating and mating rituals, automobility, Jazz and nightclubs, speakeasies, decrease in marriages
and increase in divorces
Margaret Sanger, National Birth Control League, arrested under Comstock Laws
Great Depression
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Lower birthrates due to poor economy.
Dorthea Lange captured the plight of women in “Migrant Mother”
Eleanor Roosevelt worked for humanitarian reforms.
Mary McLeod Bethune was part of FDR’s cabinet
WWII
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Rosie the Riveter, 6 million women enter the work force, good bye babies, and day care centers, WAC
serve in military,
1950’s
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Expected to return to traditional gender roles after WWII, still employment does increase after the war
1950’s cult of domesticity, women as homemakers, baby boom, suburban lifestyle
TV portrays the stereotype, Donna Reed, June Cleaver, Ozzie and Harriet, and Father Knows Best
Women as sex objects, Marilyn Monroe, Kinsey Report on sex
Betty Friedan wrote Feminine Mystique, published 1963, about life in the conformist 50’s
Technology, kitchen appliances, dishwasher, automobile
Rosa Parks
1960’s and 1970’s
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Women’s Liberation movement, Second Wave of Feminism
Betty Friedan wrote Feminine Mystique, problem with no name, launches the women’s rights
NOW, founded 1966
Oral contraceptive, the Pill, Sexual Revolution, sex before marriage norm
Roe v. Wade- legalized abortion
Title IX- equality in funding for college sports
Active in Civil Rights Movement and Anti-war movement
Civil Rights Act 1964, included to sabotage the bill, Equal Pay Act, 1963
Music, Joan Boaz and Janis Joplin
ERA- Equal Rights Amendment, almost ratified Phyllis Schlafly led conservative opposition, STOP ERA
Protest Miss America Pageant 1968, Bra burning
“Ms.” title & “Glass Ceiling”
Native American History
Native Americans migrate to North America by crossing the Bering Strait Land Bridge from Asia.
Contact
North America and the Caribbean on the Eve of European “Invasion”
 4.5 million people in North America
 350 different societies: agricultural, nomadic…
 Importance of maize (corn)
 Aztecs “unsurpassed in power and wealth”
 “tremendous cultural diversity”
Christopher Columbus, 1492
 “Discovered America” and brought 3 cultures together, Europeans, Indians, and Africans
 Looking for gold, enslaved many Indians he first meet.
Columbian Exchange
 The biological exchange of plants and animals between the New and Old Worlds
 Americas to Europe: Potato, llama, tomato, tobacco, turkeys, corn, vanilla…
 Europe to Americas: horse, cows, pigs, coffee, sugar, rice, wheat, DISEASE: Small Pox
Chesapeake
Jamestown, 1607
 John Smith became the leader (non-gentleman) by necessity, started a work for food program
 Smith captured by the Indians
 Chief Powhatan: Led a Confederacy of a tribes in the area
 Powhatan saw the English as allies in his struggles to control other Indian tribes in the region.
 Pocahontas threw herself on Smith to prevent his beheading?
 John Rolfe made the colony profitable with tobacco & later married Pocahontas
Culture Clash in the Chesapeake
 Relations between Indians & settlers grew worse.
 General mistrust because of different cultures & languages.
 English raided Indian food supplies during the starving times.
 1610-1614  First Anglo-Powhatan War
 De La Warr had orders to make war on the Indians.
 Raided villages, burned houses, took supplies, burned cornfields.
 1614-1622 peace between Powhatans and the English.
 1614 peace sealed by the marriage of Pocahontas to Englishman John Rolfe.
 1622-1644  periodic attacks between Indians and settlers.
 1622  Indians attacked the English, killing 347 [including John Rolfe].
 Virginia Co. called for a “perpetual war” against the Native Americans.
 Raids reduced native population and drove them further westward.
 1644-1646  Second Anglo-Powhatan War
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Last effort of natives to defeat English, Indians defeated again.
Peace Treaty of 1646, removed the Powhatans from their original land.
Formally separated Indian and English settlement areas!
Nathaniel Bacon’s Rebellion: 1676
 By late 17th c., large numbers of frustrated former indentured servants (freedmen) existed
 Most lived in western Virginia; resented planter aristocrats from the east.
 Many too poor to own land; could not find wives, forced to squat for lands in western part of the colony.
 Indians violently resisted white expansion in western Virginia and their territory.
 Freedmen angry that governor of Virginia didn't protect white settlers from attacks.
 Governor Berkeley & the House of Burgesses were generally friendly toward Indians b/c he
monopolized the fur trade with them and financially benefitted from it
 Nathaniel Bacon, an aristocrat in western Virginia and member of House of Burgesses, upset not part of
the inner circle
 Mobilized a militia to protect whites from Indians.
 Bacon's militia massacred Indians and set fire to Jamestown, forcing Governor Berkeley out of the city.
 Bacon’s rebels opposed to aristocrats and Indians.
 Bacon subsequently died of disease and Berkeley crushed the rebellion
 Lead to rise of slavery as a replacement to the hostile indentured servants
New England
Puritans vs. Native Americans
 Indians especially weak in New England  epidemics wiped out ¾ of the native population
 Wampanoags [near Plymouth] befriended the settlers.
 Cooperation between the two helped by Squanto
 1621  Chief Massasoit signed treaty with the settlers.
 Autumn, 1621  both groups celebrated the First Thanksgiving.
The Pequot Wars: 1636-1637
 Pequots  very powerful tribe in Connecticut River valley, upset over European expansion
 Whites, with Narragansett Indian allies, attacked Pequot village on Mystic River.
 Whites set fire to homes & shot fleeing survivors! (First real example of genocide and extermination of
Native Americans by English settlers)
 Pequot tribe virtually annihilated an uneasy peace lasted for 40 years.
King Philip’s War (1675-1676}
 Only hope for Native Americans to resist white settlers was to UNITE.
 Metacom [King Philip to white settlers]
 Massasoit’s son united Indians and staged coordinated attacks on white settlements throughout New
England.
 Frontier settlements forced to retreat to Boston, hundreds die, many villages destroyed.
 The war ended in failure for the Indians
 Metacom beheaded and drawn and quartered and his son and wife were sold into slavery.
 Final Expulsion of Indians from N.E.
 Happened the same time as Bacon’s Rebellion in the South, unrest in Colonial America
Roger Williams bought land from Indians, part of the reason Rhode Island is so small
Anne Hutchinson was killed by an Indian raid on Long Island, NY, seen as her divine punishment by Puritans
William Penn negotiated treaties with Indian tribes for land use, had relative peace during his time
Spanish Southwest
Spanish sought to Christianize Indians and use them for forced labor
 Utilized the encomienda system (forced labor in towns)
 hacienda system (forced labor for farming)
 mission system (forced conversion)
Pueblo Revolt, 1680
 Profitable agriculture region based on grain cultivation in the arid lands using local Pueblo knowledge
 Despite widespread conversion to Catholicism, most natives (including converts), continued to practice
their own religious rituals
 In 1680, Priests and the colonial government tried to suppress their native rituals
 Religious leader Pope led the rebellion
 Killed hundreds of Europeans, captured Santa Fe, and temporarily drove the Spanish out of the region
 12 years later the Spanish return, resume seizing Pueblo lands, and crushed the last revolt in 1696
New York and New France
League of Iroquois
 Located in modern day upstate New York, between New France and New Netherlands
 Confederation of 5 tribes: Seneca, Cayuga, Onondaga, Oneida, and the Mohawk
 One of few Indian groups to prosper and become more prosperous with contact with Europeans,
especially in the fur trade, often played European powers France and Britain against each other.
 Government: According to a controversial argument sometimes known as the Iroquois Influence Thesis,
the Iroquois League was an important influence on the development of the Articles of Confederation
and the United States Constitution.
 According to these historians, the democratic ideals of the Great Law of Peace provided a significant
inspiration to Benjamin Franklin, James Madison and other framers
 The Influence Thesis has since been rejected by many scholars and there is little evidence that the
framers of the Constitution sitting in Philadelphia drew much inspiration from the League
 French and Indian Wars
o Sided with the British against the French and their Algonquian allies (Traditional enemies of the
Iroquois)
o Hoped to gain favors, but in reality few participated
o Britain passed the Royal Proclamation of 1763 to prevent encroachment on Indian lands, yet
settlers moved in anyway
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In the Treaty of Fort Stanwix of 1768, the Iroquois sold all their remaining land claims to land
between the Ohio and Tennessee Rivers (Which they neither owned nor controlled!)
American Revolution
o Divisions within the League of Iroquois
o Many Tuscarora and the Oneida sided with the colonists, while the Mohawk, Seneca, Onondaga
and Cayuga remained loyal to Great Britain. This marked the first major split among the
Nations
French and Indian War (Versus British and Colonists)
 1754  Albany Plan of Union, Ben Franklin proposal
 Albany Congress failed, Iroquois broke off relations with Britain & threatened to trade with the French.
 Most Indian tribes ally with French because of their friendlier policies of intermarrying and the fact the
French were more interested in the fur trade than settling and colonizing Indian land.
 Pontiac’s Rebellion, 1763
o Ottawa Chief led attack on most all the British forts in the West, like Fort Niagra and Detroit
o Most forts were captured, took a large, expensive British effort to recapture them
 Response: Proclamation of 1763- settlers cannot move West of the Appalachian Mountains, too expense
for Britain to police, bring in Red Coat soldiers to police instead of Colonial militia
 Paxton Boys, 1764
o Colonial rebellion by Scots-Irish frontiersmen in Western Pennsylvania
o Upset that elite Easterners were not protecting them from Indian raids associated with Pontiac’s
Rebellion
o March on Philadelphia and threaten to burn it until Franklin helped negotiate a settlement
American Revolution
 Most tribes stay neutral in the fight between brothers
 Long term, the American Revolution is a disaster to Native Americans
Early American History
George Washington
 80% of his budget was spent on Indian issues
 1795- General Mad Anthony Wayne defeated the Indians and forced them to sign the Treaty of
Greenville to remove the Indians from Ohio River Valley
Thomas Jefferson
o Exploration of Louisiana Territory (1804-1804)
o Interested in finding an all-water route to the Pacific
o Meriwether Lewis & William Clark appointed to explore the region (Corps of Discovery)
o Sacajawea, a Shoshoni female, became a scout & translator when the expedition reached Bismark,
SD for the winter; crucial to its success.
o Expedition bolstered U.S. claim to Oregon and further opened the West to Indian trade and
exploration. Overall established good relations with most Western Indian tribes.
Overall Policy
o His policy was to allow Native Americans to remain east of the Mississippi as long as they became
assimilated or "civilized." His original plan was to guide the Natives towards adopting a sedentary
agricultural lifestyle. He hoped this policy would keep these Indians loyal to the United States
instead of Britain.
o Jefferson's expectation was that by assimilating them into an agricultural lifestyle, they would
become economically dependent on trade with white Americans, and would thereby be willing to
give up land that they would otherwise not part with, in exchange for trade goods (or forced to
because of debt made to whites).
o Many tribes accepted this idea, but Tecumseh did not and organized a confederacy to stop this
process
Dream of an Indian Confederacy: Tecumseh and the Prophet
 Tecumseh, leader of a Pan-Indian movement to create an Indian Confederacy to unite all Indian tribes
together to stop white settlement of the west (In a sense, a race war)
o Claimed negotiated treaties were not valid because US negotiated with individual tribes and the
land truly belonged to all the tribes
o This movement was to include the Five Civilized Southern tribes and Northern tribes like the
Shawnee
 His brother Tenskwatawa, the Prophet, was the spiritual leader of the movement
o Preached a message freeing Indians from the evil effects of white culture, especially alcohol
o Message spread and helped unite tribes for Tecumseh
Battle of Tippecanoe (1811)
 Tecumseh was away in the South trying to gain recruits, left instructions not to fight
 General William Henry Harrison took advantage of the opportunity and engaged and defeated the
Indians near Prophetstown, Indiana on Tippecanoe Creek.
 Disillusioned many Indians, as they thought the Prophet’s magic would protect them
 This and the War of 1812 defeat led to the death of Tecumseh’s dream of an Indian Confederacy
War of 1812
 British kept forts in the west and armed Native Americans to weaken the newly formed United States
 Frontiersmen and War Hawks want a chance to free America from this threat
 Tecumseh dies in the war at the Battle of the Thames
 Jackson slaughters a band of Cherokee enemies called the Red Sticks at the Battle of Horseshoe Bend
during the war in the South
 War was a disaster, now there is no European nation left to side with to prevent white settlement of
Indian Western lands. Leads to Jackson and the Indian removal process
Federal Government Phases of Indian Policy
 1830’s, Jackson removal to West, free to roam there
 1851 to 1887 Reservation movement
 1887 to 1924 Assimilation
 1924 to present, citizenship
Andrew Jackson’s Indian Policy
 Indian Removal Act of 1830 forced the Native American tribes of the southeast to leave their homeland
by making them sign treaties to sell their lands to the American government and then move west of the
Mississippi River (modern day Oklahoma area)to freely roam the plains
 White settlers wanted this land to expand their cotton empire
 Cherokee Indians fight this process, led by John Ross
 Cherokee Indians had culturally assimilated to a degree to white culture
 Written language, Constitution, newspaper, had cotton plantations and even owned slaves
 Worcester v. Georgia (1832) - Supreme Court sided with the Cherokee and ruled that the state of
Georgia’s laws had no force in Cherokee territory
 Jackson said, “Marshall has made his decision, now let him enforce it,” and continued Indian removal
West of the Mississippi anyway
 Trail of Tears refers to the forced removal of 15,000 Native Americans from their homeland by the US
Army to Indian Territory in which 4,000 Indians died
 Jackson believed that his policy was humane because if he did not remove them, then frontier settlers
would massacre them. Plus, they would have land to call their own.
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Manifest Destiny saw it as white Americans divine right to settle Indian lands
Indian Removal in the 1830’s
During the Civil War, some Oklahoma tribes fought for the Confederacy, this is part led to an increased
desire to force them onto reservations.
The Homestead Organized and gave away Indian land on the Great Plains
Reservation Movement: 1850’s to 1887
 Destruction of the Buffalo Herds
o The near extinction of the buffalo. 15 million to a few thousand buffalo from 1865 to 1890,
federal government policy to starve and force many Indian tribes onto reservations
o The building of railroads bisected Indian and buffalo land quicken the death of buffalo herds
 Plains Indians warfare ensued from 1865 to 1890 to force Indians onto reservations
 Major battles
o Battle of Little Big Horn (Custard’s Last Stand)- 1876, Indians win, slaughter whole cavalry
unit, yet bad in a sense for Indians because the federal government stepped up its efforts to force
all western tribes onto reservations
o Chief Joseph- Nez Pierce Removal- miles from freedom and the Canadian border, surrendered,
speech : I will fight no more forever!
 According to the 1890 Census, almost all Indian tribes had been conquered and forced onto
reservations. There was no more free land and thus Turner wrote his frontier thesis.
The Assimilation Movement
Helen Hunt Jackson: A Century of Dishonor (1881)
 Chronicled record of government ruthlessness and deceit toward American Indians.
 Exposed the abuses of the Bureau of Indian Affairs
 Had similar emotional impact of Stowe’s Uncle Tom’s Cabin
 Inspired movement to assimilate American Indians "for their own good."
Dawes Severalty Act (1887): Assimilation Policy
 Reformers pushed to no longer treat Native Americans as different tribal nations
 Act intended to break up tribal organizations
 Gave families 160 acres of land, eligible to be citizens in 25 years
 Forced many young Indians to go to boarding schools to be assimilated and re-cultured
o Carlisle School was the most famous (Jim Thorpe attended)
 90 million acres of best land sold off to American settlers
 By 1900, only 200,000 Native Americans were alive
“Ghost Dance Movement”, 1890
 Last ditch attempt by Native Americans to resist American rule
 Spiritual renewal and purification movement
 Wounded Knee, 200 Native Americans massacred by the US Army as a gun went off when they were
surrendering
 Battle marked the end of the Indian resistance
Indian Reorganization Act of 1934
 Overturned Dawes Act of 1887
 Encouraged preservation of Indian culture
 John Collier
 political autonomy of tribes through democratically elected tribal councils
 Citizenship in 1924
WWII to modern day Native American History
 Navajo code talkers in the Pacific Theatre during WWII
 50’s Gov under President Eisenhower tried to push Indians off reservations, “termination policy,” to
integrate them into mainstream America
 (AIM) American Indian Movement, 1968
o Civil rights organization formed to protest poor reservation conditions
o Alcatraz Island, 1969
 Indians occupy the famous disserted island to draw attention Native American issues.
o Wounded Knee, S.D. 1973
 Sioux blockaded roads and demanded compensation for lost fishing rights and lost
lands; gained some rights as a result
o Success: Indian Self-Determination Act, 1975
 More control over internal programs, education and law enforcement on reservations
 Modern Day: many Indian tribes have taken advantage of their independent status to build Casinos,
which have been an economic boom for tribes
African Americans
Colonial
1. Servitude to Slavery
 Until the 1680’s Blacks were treated the same as whites while in servitude, however after
1680 people started investing in slaves, a more profitable choice due to their lifelong bonds,
and entitlement to any children, slavery began to rise. Tobacco in the Chesapeake was the
sight of the first slaves.
2. Atlantic Slave Trade
 Approximately 9 million African Americans enter America as slaves between 1700 and
1850. The 5000 mile journey across the Atlantic was said to be worse than the lifelong
imprisonment. The Interesting Narrative of the Life of Olaudah Equiano is the best
account of the Middle Passage and transatlantic slave trade.
3. Slavery in the Caribbean
 After the Caribbean’s conversion to cultivating sugar black slaves replaced white
indentured servants. Blacks soon outnumbered whites 4:1, inducing irrational fear of slave
rebellion.
4. Slavery in South Carolina
 The scarcity of labor allowed enslaved Africans greater freedom. Black contributions to the
state’s defense allowed for reinforcement of racial interdependence. However soon the need
for labor spiked and South Carolina found itself following suit with the Caribbean. Slaves
were needed for rice and indigo cultivation.
5. Chesapeake versus Lower South
Lower South
Chesapeake
In the lower South slaves worked on large
plantations with as many as 50 other blacks, and
had infrequent contact with their masters.
However in the Chesapeake, worked on much
smaller plantations with fewer than twenty other
blacks, and were under much closer management
by their master.
6. Bacon’s Rebellion
 1676; white indentured servants began to demand rights, thus the use of black slaves rose.
7. African slaves vs. American born slaves
 African slaves had to withstand the hardship of travel, and they often had little in common,
sometimes not even language, with fellow slaves
 American Born Slaves enjoyed better health, experience with both whites and English, and
were more likely to be paired with family members and/or friends.
8. Slavery In Louisiana
 Blacks quickly constituted the majority of the population, and they joined forces with the
Natchez Indians in a revolt against the whites, however freedom was awarded to the few
who served in the French militia.
9. Increase in Slavery
 By 1750, African Americans accounted for 20% of the colonial population, and 90% of
these slaves lived in the South
10. Stono Rebellion
 1759; this was the largest slave revolt in colonial history. Slaves heard of freedom in
Spanish Florida so they robbed an arms store, and headed for this freedom killing a few
whites before they were killed. This led to further oppression of slaves, due to the fear of
them running away.
Revolution
11. Lord Dunmore’s Proclamation, 1775
 The proclamation declared martial law and promised freedom for slaves of American
revolutionaries who left their owners and joined the royal forces. Its publication
prompted a flood of slaves (from both patriot and loyalist owners) to run away and
enlist with Dunmore; during the course of the war, between 80,000 to 100,000 slaves
escaped from the plantations. It also raised a furor among Virginia's slave-owning elites
(again of both political persuasions), to whom the possibility of a slave rebellion was a
major fear. The proclamation ultimately failed in meeting Dunmore's objectives; he was
forced out of the colony in 1776. African Americans fought on both sides during the
war.
12. Republicanism and Slavery
 Few political leaders dare confront the issue of slavery. It was a huge controversy because
freeing slaves is supported by the constitution however it would ruin the south’s economy.
13. African Americans and Revivals
 In the south blacks, including slaves, attended camp meetings and enthusiastically
participated in the revival forces. The majority converted to Christianity
14. Free Blacks in the North
 Before the civil war there were less than 2% of free blacks in the north, however those few
lacked meaningful political rights, and were denied basic civil rights.
 Due to the small availability of low paying jobs, those who were lucky enough to be free
suffered from poverty
Antebellum
15. Missouri Compromise of 1830
 Missouri was to be admitted as a slave state, and Maine as a free state in addition slavery
would be forever prohibited north of the 36*30’ parallel
16. African American Community
 African Americans responded to oppression by founding self-help societies and centering
life around church and school. The community lacked diversity because of the limited
economic opportunity
17. Rise of African American Churches
 African Americans tired of being treated as second class worshipers, brought a rise in
independent black churches. Here blacks could worship freely without discrimination. Part
of the larger Second Great Awakening.
18. The Beginnings of Abolitionism
 William Lloyd Garrison represented the transformation from a moderate anti-slave
movement to the more militant abolitionism. On January 1, 1831 the first issue of The
Liberator was published and abolitionism began.
 David Walker, an African American, urged his people to violently fight for freedom in his
pamphlet, Appeal
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 Many free blacks were opposed to the American Colonization Society and Liberia
 To abolitionists slavery was seen as a moral, not an economic issue.
The Underground Railroad
 Harriet Tubman; a method of hiding fugitives and transporting them northward from one
station to the next until they reached freedom in Northern states or Canada.
Spread of Abolitionism
 During the years before the civil war, approximately 200,000 northerners belonged to an
abolitionist society, mainly those in the New England areas.
 Fredrick Douglas was famous for spreading the movement; he escaped slavery in Maryland,
and told in his North Star newspaper, in speeches, his autobiography, a Narrative of the life
of Frederick Douglass
Cotton Boom
 Cotton became the primary export for the South, and more than ¾ of the world’s cotton
came from the U.S. However this single crop agriculture rapidly wore out the soil, luckily
the low population density mitigated the environmental impact.
Slave Trade
 Because the new crops in the Upper South required less labor, they sold their surplus of
slaves to cotton and sugar planters in the Deep South, known as the second middle passage
or being sold down the river.
The Rural South
 The south excelled economically however they severely lagged in manufacturing. With so
little manufacturing, few cities developed in the south. Thus there were fewer schools and a
much lower literacy rate.
 The cotton gin leads to “King Cotton” in the South
Distribution of Slavery
 In 1776 slavery was a national institution, however by 1820 it was confined to the South
and known as the “peculiar institution”
Life of Slaves
 Slave conditions varied greatly based on size of farm or plantation, and the personality of
the master, house servants vs field hands.
Organization of slave labor
 House servants and drivers were accorded the highest status, and skilled artisans such as
carpenters and blacksmiths were also given special recognition. However the hardest work
was done by the field hands, who worked an average of 16 hours a day.
Slave maintenance
 Planters generally bought rough, cheap cloth for slave clothing each year, but few had
enough clothing or blankets to keep warm during the winter months causing a high rate of
sickness. Slaves had very low life expectancies because of the harsh conditions in which
they lived
Resistance
 The first slave revolts were in Latin America and occurred with great frequency. The Hatian
revolt terrified slave owners. However the U.S. was quite the opposite, with slave revolts
being very rare.
Nat Turner’s Rebellion
 1831; Nat Turner was a literate slave preacher with a very lenient master, he was
supposedly spoken to by God, and on a night following an eclipse him and 6 confederates
stole out and murder Turner’s master and family. Gaining upwards of 70 recruits along the
journey, they killed 57 whites.
30. Day to Day resistance
 Many slaves used subtle forms of resistance such as running away, mishandling animals,
breaking equipment, working carelessly, theft, and pretending to be unintelligent.
31. Slave Songs and Stories
 Slaves used song and story to express their deepest feelings of love, work, joy, and pain.
32. Slave Religion
 Most slaves sought after Christianity on their own, on many plantations they met secretly at
night in “hush harbors” to freely practice religion.
33. Gag Rule
 1836; muted all anti-slavery petitions, was repealed in 1844.
34. Prigg v. Pennsylvania
 1842; The Supreme Court ruled that Free states could not harbor fugitive slaves.
35. Wilmot Proviso
 1846; Created by David Wilmot this was an amendment stating that none of the territory
won in the Mexican American war would be open to slavery.
36. Slave Power
 Republicans gained support in the 1856 election by showing the political influence of the
planter, the slave owning, class.
37. Compromise of 1850
 A series of 5 bills to deal with the slavery issue in territories 1. California would enter as a
free state 2. New Mexico and Utah would be decided with popular sovereignty 3. The
republic of Texas pay off it’s debts to Mexico 4. The slave trade was abolished in the
District of Columbia 5. The fugitive slave Act, which made anyone who did not report a
runaway liable.
38. Kansas-Nebraska Act
 1854; allowed the territories of Kansas and Nebraska to decide whether they wanted to be a
slave state or not by popular sovereignty, repealing the Missouri Compromise.
 Due to this Act there were severe riots in “bleeding Kansas” because both abolitionists and
those pro-slavery came to Kansas to vote and caused many problems amongst each other.
39. Dred Scott Decision
 1857, Dred Scott was a slave he began his slavery in Missouri a slave state, but moved to
free soil with his master, and kept his loyalty. They then moved back to Missouri where his
master died. Scott tried to sue for his freedom on the premise that he had lived on free soil
for a long period of time. This case made it all the way to the Supreme Court, however lost
there.
40. Election of 1860
 Lincoln was against slavery, and it’s spread and him winning the presidential election was
the straw that broke the camel’s back.
41. Crittenden Compromise
 The U.S’s last hope for avoiding a civil war. This was an amendment reaccepting the
boundary between free and slave states set in the Missouri Compromise and ensured the
continuation of slavery wherever it previously existed. However this did not pass. Thus the
South began to secede beginning with South Carolina.
Civil War/Reconstruction
42. Congressional Attack
 In May of 1861 the army adopted the policy of determining runaway slaves “contraband”
and refusing to return them to their rebel slave owners
 The Confiscation act of 1861 stated that slaves used for military purposes by the
confederacy would become free if they fell into the hands of the union.
43. Emancipation Proclamation
 Stated that slaves within rebel lines would be freed unless the seceded stated returned to the
union by January 1st 1863. This allowed many newly freed black soldiers to join the fight
for the union.
44. In the Civil War
 Approximately 1/7 of the slave population fled the confederacy to join the union army.
African American’s consisted of about 10% of the Union Army. However they were not
granted equal pay until June 1864
45. Black Codes
 Provided African Americans with rights they did not have as slaves such as marriage,
holding property, selling property, to sue, and to be sued in federal courts. However their
rights were not near equal to those of whites. The 14th Amendment stopped these laws.
46. Amendments

13th
1865, Abolition of Slavery

14th
1868, Outlawed
discrimination based on skin
color, and kept confederates
from denying African
Americans basic freedoms.

15th
1870; Forbade any state to
deny the right to vote on the
grounds of race, color, or
previous condition of
servitude.
47. Issue of Black Rights
 The central issue dividing the country was black rights. Radicals believed the only way to
maintain loyal governments and develop a republican party in the South were to give blacks
the ballot. Moderates agreed but feared that too great an emphasis on black civil rights
would alienate northern voters
48. Land Issues: 40 Acres and a mule, an empty promise
 Congress needed to confront the issue of whither land should be given to former to former
slaves to foster economic independence or not. Many ideas came through, however in the
end congress rejected all proposals of land distribution
49. Race and Social Equality
 New constitutions proclaimed the principle of equality and granted black adult males the
right to vote. No state outlawed segregation, and South Carolina and Louisiana were the
only states that required integration in Public schools.
50. Education
 African Americans saw education as the best hope for advancement, next to land
ownership. One of the main reasons for desiring literacy in adults was so that they could
read the Bible. Freedman’s Bureau created public education in the South. Black colleges
like Morehead and Fisk were founded.
51. Churches
 The majority of African American life was centered on religion, and as literacy rates
increased, blacks became further intrigued by the Bible, and religion.
52. Sharecropping
 African Americans would farm separate plots of land and then at the end of the year divided
the crop with the white landowner, this almost replaced slavery.
53. Exodusters
 After Reconstruction Freed African Americans traveled westward to Kansas to work as
hired hands.
54. Freedman’s Bureau
 1865; The Bureau supervised all relief and educational activities relating to refugees and
freedmen, including issuing rations, clothing and medicine.
55. Civil Rights Act of 1875
 The last major piece of reconstruction legislation. This law prohibited racial discrimination
in all public accommodations, transportation, places of amusement and juries. However
congress rejected a ban on segregation in public schools.
Pre/Post WW2
56. Nadir- the low point in race relations, 1877, once the army leaves the South to WWI era, 1918
57. Jim Crow Laws
 The term Jim Crow was used to denote a policy of segregation. Within 20 years every
southern state had enacted segregation laws; it began with legalized segregation in trains
and other public conveyances where blacks and whites were likely to mingle. However
soon a complex web of Jim Crow Laws drew an indelible line separating the two races in
almost all aspects of life.
58. Plessy v. Ferguson
 1896; Segregation is legal as long as things are “separate but equal”. The 14th amendment
only assured only political equality and that segregation did not mean inferiority.
59. “For whites Only”
 During the progressive era, African Americans were paid very little attention, Across the
region, the number of lynching greatly increased along with restrictions on black voting and
segregation
60. Ida B. Wells
 A black woman born into slavery, who began and was a strong advocate for the antilynching movement. Unfortunately this cause was never helped.
61.
Booker T. Washington
62.
WEB Du Bois
Accept Social and political equality and try to
Talented tenth of black community must lead
work for economic equality in farming and
for equality
trades.
Strive for full and immediate equality
Created the Tuskegee Institute
Founded Niagara movement
Raised money for Black Schools
Helped from NAACP
Emphasized economic development
63. A “New Negro”
 Wartime labor shortages spurred a migration of over a million African Americans out of the
rural south and into northern industrial cities, the Great Migration
64. Marcus Garvey

He brought his organization, the Universal Negro Improvement Association (UNIA) to
America in 1916 with hopes of restoring black pride by bringing all of the African
Americans back to Africa.
65. Harlem Renaissance
 By the end of World War 1 Harlem was the cultural capital of black America and A
renaissance of black literature, painting and sculpture was brewing. Some important
renaissance people include Claude Mckay, a writer, Langston Hughes, a poet, and Zora
Neale Hurston.
66. KKK
 In 1915 the Klan was reborn. New Klansmen worried about new immigrants, women
pushing out of the cult of domesticity, and African Americans who refused to “recognize
their place”
67. At War
 The army was strictly segregated and generally Blacks were assigned noncombat roles. IN
the navy, they were accepted only as cooks and servants. Despite the prejudice more than a
million black males and females served.
68. Suburbs
 The few black suburbs that existed dated before the war and had little in common with
white suburbia, Black suburbanites were poorer, held lower status jobs, lived in ramshackle
housing and had a lower education.
Civil Rights Movement, 2nd Reconstruction
69. The NAACP
 Thurgood Marshall emerged as the NAACP’s leading attorney he toured the south trying to
get teachers to sue for equal pay, and defending blacks accused of murder in Klan infested
counties.
70. The Brown Decision
 Brown v. Board of Education of Topeka, Kansas1954; schools needed to be integrated,
Overturned the “separate but equal” ruling of Plessy v. Ferguson.
71. Rosa Parks
 In December 1995, a 43 year old black civil rights activist was riding a bus home in
Montgomery, Alabama, when the bus driver demanded she give up her seat to a white man,
she refused. DU to breaking of Jim Crow laws she was arrested and fined.
72.
Martin Luther King Jr.
73.
Malcolm X
Justice through religious, moral, and peaceful
Black Power, Whites are enemies, Black
means
Nationalism
Whites must see the injustice in Jim Crow
“by any means necessary”- violence
Economic Equality
Militant speeches, and confrontation
Nonviolent protest
Opposition to gradualism
Marches, demonstrations, speeches, articles,
books
Assassinated in 1965
Assassinated in 1968
74. Little Rock 9
 After the Brown decision, schools became integrated. The first being a high school in little
rock, nine black students joined and when they exited the bus there were hundreds of people
protesting this integration being nothing but cruel to these innocent teens.
75. Greensboro Sit-In
 1960; four students went into a “whites only” diner and ordered food, they were refused
service, so they refused to leave. This soon caught on to becoming the most common
method of non-violent protest.
76. Freedom Riders
 James farmer, the director of CORE led a group of “freedom riders” on a bus trip into the
heart of the south. They hoped to focus national attention on the inequality of segregated
facilities. These freedom riders were attacked on a regular basis; one of the busses was even
burned.
77. Civil Rights at High Tide
 Whenever integration was attempted, mobs formed, and violence struck. When James
Meredith went to his college dorm, he was ambushed at night and Kennedy needed to call
the federal troops after 2 people were killed and 375 wounded.
78. Letter from Birmingham Jail
 This letter was addressed to local ministers who attempted to end confrontation, and King
defended the use of civil disobedience.
79. March on Washington
 Approximately 250,000 people gathered at the Lincoln Memorial to march and sing in
support of civil rights and racial harmony. Here, Martin Luther King Jr. gave his famous “I
have a dream” speech.
80. Civil Rights Act of 1964
 This bill barred discrimination in public accommodations such as lunch counters, busses
and hotels. It authorized desegregation of schools, museums, and other public facilities. It
also outlawed discrimination in employment and it gave additional protection to voting
rights
81. Voting Rights Act of 1965
 This act suspended literacy tests and authorized officials to supervise election s in many
southern districts. Within a 5 year period black registration in the South jumped from 35%
to 65%.
82. Black Muslims
83. Black Panthers
Led by Malcolm X, was a religious sect
Led by Huey P. Newton, Black Panthers used
dedicated to complete separation from whites
violence as a tool
and black supremacy.
Never had more than 2000 members
84. Soul Music
 The civil rights movement and the rising of black social and political consciousness gave
birth to soul music. It expressed both black pride and separatism. Motown music was a mix
of gospel, blues, and big band jazz.
85.
SLCL
86.
SNCC
Founded in 1960, famous for sit-ins at
Formed in 1957 by Martin Luther King Jr.
Woolworth Department stores
Resist discrimination and appeal to the moral
conscious of Americans, church group
Stokely Carmichael “Black Power”
Organized civil rights activities
Suffered internal strife as militancy grew
By 1967 was diminished