Historical discussion on African American Soldiers during the Civil War

Historical discussion on African American Soldiers during the Civil War

Writing interactive assignment #2:

The initial post with well-referenced facts is due by Friday, 11:55 p.m. ET and 2 peer responses are due by Sunday, 11:55 p.m.

Pick one historical figure or group listed below- each of these people or groups are connected to African American History from 1860 to1865.

Tell the class the history of this person(s) or units as it relates to African American Military History and remember to cite where you found your information. Also read two of your peer’s discussions and comment on the units or people they chose in comparison to the ones you wrote about.

Students can pick the same topic, but please do try to avoid all picking the same few topics from this list.

Example of Forum heading title:     3.  USCT 5th Regiment at the Battle of Saltville in 1864

Pick one from the list below of African American Military regiments or figures.

  1. First Sergeant Powhatan Beaty of Richmond, VA at the Battle of Chapin’s Farm in 1864
  2. 13th U.S.C.T at the Chapin’s Farm Battle in 1864
  3. USCT 5th Regiment at the Battle of Saltville in 1864
  4. April 12, 1864 in Fort Pillow, Tennessee
  5. 8th U.S.C.T., from Philadelphia and the Appomattox Campaign
  6. 7th U.S.C.T. regiment, recruited in Maryland and the Appomattox Campaign
  7. 29th USCT
  8. Colonel Ulysses Doubleday’s brigade
  9. 41st U.S.C.T
  10. 45th U.S.C.T
  11. Colonel William W. Woodward’s brigade
  12. 127th U.S.C.T
  13. Major General Edward Ord’s Union Army of the James
  14. Majors James W. Pegram and Thomas P. Turner  forming a troop of colored soldiers
  15. “Negro Brigade” of Confederate States Colored Troops
  16. 73rd U.S.C.T
  17. 1st Louisiana  Native Guard after the siege on Port Hudson on May 27, 1863
  18. CAPTAIN LOUIS A. SNAER, Co. B., 73rd U.S.C.T
  19. 6th U.S.C.T and the combat they encountered at Chapin’s Farm Battle in 1864
  20. Charles Tyler Trowbridge and how is he tied to the 33rd USCT
  21. Cincinnati Black Brigade
  22. 35th U.S.C.T
  23. the Third U. S. Colored Cavalry and the march on Vicksburg
  24. Battle of Fort Blakely and the  11 regiments of Colored Troops who participated in this battle
  25. Robert Small
  26. 54th Massachusetts Volunteer Infantry Regiment’s assault on Fort Wagner
  27. Eighth United States Colored Troops (U.S.C.T.). and the Battle of Olustee, 1864
  28. 1st and 2nd South Carolina Volunteers.  1863
  29. Harriet Tubman’s service in the Civil War
  30. the Corps d”Afrique regiments out of Louisiana
  31. Robert Gould Shaw
  32. Cathay Williams or a.k.a. William Cathay, a soldier of the 8th Indiana Volunteer Infantry Regiment
  33. FIRST Kansas Colored Infantry, the battles at Honey Springs and US Senator James Lane
  34. Camp William Penn  and explain how this place help make African American soldiers a permanent combat group in the US military
  35.  Andersonville POW Prison camp and tell the class the conditions that African American soldiers faced when imprisoned there

The second interactive assignment forum will have you investigate the participation of African Americans in the CIVIL WAR.  The forum will ask you to highlight all the battles or events the one topic you chose from the list participated in the war.

You may use your book and the internet to research sources to help you in your forum.  You will need three distinct and solid references to show your research on this topic posted in your forum and you will need to read three of your peer’s posts to discuss and debate the history of the Reconstruction era.

For online sources, you must ask addition questions. What is the domain (.edu?)? Who publishes the site, or sponsors it? Is it recent (has it been updated)? Are there advertisements or signs that it is a poorly designed website with all kinds of distractions? Is the site supposed to be an academic one? Or is it someone’s pet project?

Remember that this is a formal essay and you need an introduction, body, and conclusion.

Enviromental World History

How would you rank revolution (political revolutions in the colonies), colonization, and industrialization in importance for understanding our modern world when you consider our current relationship with the environment? [40 pts]

  1. Uses specific examples from lectures in weeks 7, 8, 9, & 10 [15 pts]
  2. Uses specific examples from Ross(Intro), and Marks chapters 4 and 5 [15 pts]
  3. Take into consideration not only our current social, economic, and political structures but also our relationship with the environment [10 pts]

You can cite lectures (Mevissen, Meiji Japan) and book material (Ross 16) or (Marks 110), etc

Please use an example from each file I uploaded as well as use an example from the chapters i listed below. The book is called Marks the origins of the modern world:

Marks, Chapter 4: The Industrial Revolution and its Consequences, 1750-1850, pgs. 97-125

Marks, Chapter 5: The Gap, pgs. 127-160

The Ottoman Empire

Agenda

  • Lecture
  • Discussion: Marks, “The Gap”
  1. medium-length paper duetonight at 11:59 pm
  2. extra credit due tomorrowat 5 pm
  3. Marks, Chapter 6, “TheGreat Departure”PGS: 161-84
  4. Reading Quiz #10 due nextWed at 11:59 pm
  5. rough draft due in 3 weeksSTART WORK NOW

Learning Objects

  • Name two theories for Ottoman decline.
  • Name three reforms.
  • Name three difficulties for Ottoman Empire before WWI
  • Name three difficulties during WWI
  • 2 examples of efforts to overcome wartime difficulties

In 1829

https://upload.wikimedia.org/wikipedia/commons/1/10/Territorial_changes_of_the_Ottoman_Empire_1829.jpg

In 1913

https://upload.wikimedia.org/wikipedia/commons/1/10/Territorial_changes_of_the_Ottoman_Empire_1829.jpg https://upload.wikimedia.org/wikipedia/commons/6/6e/Territorial_changes_of_the_Ottoman_Empire_1913.jpg

In 1920

https://upload.wikimedia.org/wikipedia/commons/9/90/Territorial_changes_of_the_Ottoman_Empire_1920.jpg

What caused decline?

  • Traditional interpretation:
  • Modernization was toolate
  • composite state (Parker)weakened their reformefforts

https://upload.wikimedia.org/wikipedia/commons/1/12/Edict_of_G%C3%BClhane.jpg

1839 Edict ofGülhane: started reform

Related image

  • Religion:
  • Official Islam
  • permittedJews/Christians (milletsystem)
  • Ethnicity:
  • Pre-19thcentury, identity= religion
  • Nationalism: political-ethnic identity ‘Slav’‘Arab’ ‘Turk’
  • Territory:

https://i.pinimg.com/originals/92/b8/00/92b800f009593647a2b4bbcf89a06107.jpg

In 1829

https://upload.wikimedia.org/wikipedia/commons/1/10/Territorial_changes_of_the_Ottoman_Empire_1829.jpg Related image

  • Religion:
  • Official Islam
  • permittedJews/Christians (milletsystem)
  • Ethnicity:
  • Pre-19thcentury, identity= religion
  • Nationalism: political-ethnic identity ‘Slav’‘Arab’ ‘Turk’
  • Territory:
  • Before 19thcentury =northern Africa, Balkans,Arabian Peninsula

https://i.pinimg.com/originals/92/b8/00/92b800f009593647a2b4bbcf89a06107.jpg

Reform Efforts (Tanzimat= Reorganizing)

  • 1839:Edict ofGülhane
  • Secular laws
  • Compulsory education
  • Regulated taxes
  • Response: some in empirefeared it was foreign“Europeanization”

https://upload.wikimedia.org/wikipedia/commons/8/88/Mustafa_reshid_pasha.jpg

MustafaReşidPasha, a reformer

Reform Efforts (Tanzimat= Reorganizing)

  1. Edict ofTanzimat
  • Equal access to education/jobs
  • Commercial/criminal laws appliedequally to all
  • minority representation on courts
  • Effect: began to respect lingual andreligious differences, BUT non-Muslims also had to join the army

MustafaReşidPasha, a reformer

Mehmet emin ali painting.jpg https://upload.wikimedia.org/wikipedia/commons/c/c2/SPRY%281895%29_p733_-_THE_OTTOMAN_PARLIAMENT%2C_1877.jpg

Constitutional Reform

  • 1876-8: Parliament andnew constitution
  • ended by new sultanAbdülhamid

Image result for 1908 ottoman parliament

Constitutional Reform

  • 1878-1908: rule undersultan withoutconstitution orparliament
  • New constitutiondeclared after YoungTurk revolution
  • Parliament includedpolitical parties

Resistance to Reform

  • Europeans disliked strong OttomanEmpire
  • Religious leaders feared loss ofreligious privileges and power
  • Reform tried to make centralgovernment in Istanbul stronger

The role of the seyhulislam among the Ottomans

Environmental Difficulties

  • Almost no coal deposits
  • Expensive to transport with animals
  • Extremely disadvantageous in 19thcentury
  • better sea transportation =cholera from India spread toMiddle East in 1821
  • 1831-1912: 40 outbreaks

Image result for outbreaks of cholera in mecca

Economic Difficulties

  • Over 90% of society agricultural(biological old regime)
  • only 0.2% of population =manufacturing
  • Infrastructure (railroads/ports/publicutilities) owned by foreigncompanies
  • Sent agricultural goods to ports(bypassed Ottoman control/consumption)

Image result for ottoman peasants

Ottoman Empire on the Eve of War

  • Hadlost most of European territoriesin severalwars (of liberation)from1820s to 1913
  • when alliance with Francerejected,alliedwithGermany(thus, CentralPowers)

https://upload.wikimedia.org/wikipedia/commons/6/6e/Territorial_changes_of_the_Ottoman_Empire_1913.jpg

WWI and the Environmental Difficulties (1/2)

  • Without large reserves of coal oriron ore–no major armamentproduction like in Germany, Russia,or Great Britain
  • Relied on Austrian and Germansupplies
  • Had lost ½ weapons supplies in BalkanWars (1912-13)
  • localgeography + lack of roads =soldiers walked several months toget to front
  • Hard to supply troops without rails orroads

http://s1.e-monsite.com/2009/06/21/04/51412217railroads-short-history-png.png

http://s1.e-monsite.com/2009/06/21/04/51412217railroads-short-history-png.png

WWI and the Environmental Difficulties (2/2)

  • Draft animals were requisitioned forwar
  • Fewer for fields, food productiondropped
  • Revenue from land taxesdecreased(funding for war dried up)
  • Less food = prices increased
  • British/FrenchMediterraneanblockade+ locus plague (1915)causedmassive famine inLebanon
  • 200,000 starved to death
  • Exacerbated by official Ottoman policynot to send grain (to avoid speculation)

Image result for lebanon famines in wwi

https://ichef.bbci.co.uk/news/1024/media/images/78442000/png/_78442325_lebanon.png

Efforts to Overcome Difficulties

  • CemalPasha (navy minister & governor ofGreater Syria)
  • developedroadand rail systems throughout Arabprovinces
  • Forests denuded for fuel and to build railwayties
  • Set up communications and water supply lines in aridregions
  • Still experienced military defeats despite supplies
  • Experimented with tree nurseries and plant gardens
  • Following 1915 typhoid epidemic in Aleppo, hadarchitect design water supply
  • Set up agricultural school

Ahmet djemal.jpg

Conclusions

  • Ottoman Empire collapses in 1922
  • Many provinces break away becauseof poor treatment by Ottomangovernment OR as a result ofBritish/French imperialism
  • Mustafa Kemal (Atatürk)creates Republic of Turkey
  • Modern, secular country
  • Today Turkey looks to Ottoman pastas ‘glory days’

https://upload.wikimedia.org/wikipedia/commons/f/f1/Ataturk_1928.jpg

Learning Objects: Recap

  • Name two theories for Ottoman decline.
  • Name three reforms.
  • Name three difficulties for Ottoman Empire before WWI
  • Name three difficulties during WWI
  • 2 examples of efforts to overcome wartime difficulties

Marks questions

  • Why is the chapter called “The Gap”? What are examples of growing gapsthat Marks describes in the opening pages of the chapter?
  • What is de-industrialization and why did it happen to India? How didindustrial processes change agriculture during this era?
  • How did free trade contribute to inequalities between different regionsaround the world?
  • Compare industrialization in France, Britain, Russia, the US and Japan.
  • What factors led to New Imperialism?
  • Describe some of the environmental consequences of the IndustrialRevolution
  • How did El Niño famines contribute to “the Gap”?
  • How did Europeans useSocial Darwinismto justify imperialism?
  1. medium-length paper due tonight at 11:59 pm
  2. extra credit due tomorrow at 5 pm
  3. Marks, Chapter 6, “The Great Departure”PGS: 161-84
  4. Reading Quiz #10 due next Wed at 11:59 pm
  5. rough draft due in 3 weeks START WORK NOW

HISTORY UNIT 1 (Part-1)

Part Eighteen: Industrializing America

18-5 Address by George Engel, Condemned Haymarket Anarchist (1886)

European immigrants came to the United States seeking a better way of life. The factory condition they experienced contrasted with the promise of liberty that had attracted them to America. These condi- tions stimulated a radical labor response that erupted into violence at Chicago’s Haymarket Square in 1886, as George Engel explains.

When, in the year 1872, I left Germany because it had become impossible for me to gain there, by the labor of my hands, a livelihood such as man is worthy to enjoy-the introduction of machinery having ruined the smaller craftsmen and made the outlook for the future appear very dark to them-I concluded to fare with my family to the land of America, the land that had been praised to me by so many as the land of liberty.

On the occasion of my arrival at Philadelphia, on the 8th of January, 1873, my heart swelled with joy in the hope and in the belief that in the future I would live among free men and in a free country. I made up my mind to become a good citizen of this country, and congratulated myself on having left Germany, and landed in this glorious republic. And I believe my past history will bear witness that I have ever striven to be a good citizen of this country. This is the first occa- sion of my standing before an American court, and on this occasion it is murder of which I am accused. And for what rea- sons do I stand here? For what reasons am I accused of murder? The same that caused me to leave Germany-the poverty-the misery of the working classes.

And here, too, in this “free republic,” in the richest country of the world, there are numerous proletarians for whom no table is set; who, as outcasts of society, stray joylessly through life. I have seen human beings gather their daily food from the garbage heaps of the streets, to quiet therewith their knawing hunger. . . .

When in 1878, I came here from Philadelphia, I strove to better my condition, believing it would be less difficult to establish a means of livelihood here than in Philadelphia, where I had tried in vain to make a living. But here, too, I found myself disappointed. I began to understand that it made no difference to the proletarian, whether he lived in New York, Philadelphia, or Chicago. In the factory in which I worked, I became acquainted with a man who pointed out to me the causes that brought about the difficult and fruitless battles of the workingmen for the means of existence. He explained to me, by the logic of scientific Socialism, how mistaken I was in believing that I could make an independent living by the toil of my hands, so long as machinery, raw material, etc., were guaranteed to the capitalists as private property by the State. . . .

I took part in politics with the earnestness of a good citizen; but I was soon to find that the teachings of a “free ballot box” are a myth and that I had again been duped. I came to the opinion that as long as workingmen are economi- cally enslaved they cannot be politically free. It became clear to me that the working classes would never bring about a form of society guaranteeing work, bread, and a happy life by means of the ballot. . . .

I . . . joined the International Working People’s Association, that was just being organized. The members of that body have the firm conviction, that the workingman can free himself from the tyranny of capitalism only through force; just as all advances of which history speaks, have been brought about through force alone. We see from the history of this country that the first colonists won their liberty only through force that through force slavery was abolished, and just as the man who agitated against slavery in this country, had to ascend the gallows, so also must we. He who speaks for the workingman today must hang. And why? Because this Republic is not governed by people who have obtained their office honestly.

Who are the leaders at Washington that are to guard the interests of this nation? Have they been elected by the people, or by the aid of their money? They have no right to make laws for us, because they were not elected by the people. These are the reasons why I have lost all respect for American laws.

The fact that through the improvement of machinery so many men are thrown out of employment, or at best, working but half the time, brings them to reflection. They have leisure, and they consider how their conditions can be changed. Reading matter that has been written in their interest gets into their hands, and, faulty though their education may be, they can nevertheless cull the truths contained in those writings. This, of course, is not pleasant for the capitalistic class, but they cannot prevent it. And it is my firm conviction that in a comparatively short time the great mass of proletarians will understand that they can be freed from their bonds only through Socialism. One must consider what Carl Schurs said scarcely eight years ago: That, “in this country there is no space for Socialism;” and yet today Socialism stands before the bars of the court. For this reason it is my firm conviction that if these few years sufficed to make Socialism one of the burning questions of the day, it will require but a short time more to put it in practical operation.

All that I have to say in regard to my conviction is, that I was not at all surprised; for it has ever been that the men who have endeavored to enlighten their fellow man have been thrown into prison or put to death, as was the case with John Brown. I have found, long ago, that the workingman has no more rights here than any where else in the world. The State’s Attorney has stated that we were not citizens. I have been a citizen this long time; but it does not occur to me to appeal for my rights as a citizen, knowing as well as I do that this does not make a particle of difference. Citizen or not-as a work-

464

 

 

Part Eighteen: Industrializing America

ingman I am without rights, and therefore I respect neither your rights nor your laws, which are made and directed by one class against the other; the working class.

Of what does my crime consist? That I have labored to bring about a system of society by which it is impossible for one to hoard millions, through

the improvements in machinery, while the great masses sink to degradation and misery. As water and air are free to all, so should the inventions of scientific men be applied for the benefit of all. The statute laws we have are in opposition to the laws of nature, in that they rob the great masses of their rights “to life, liberty, and the pursuit of happiness.”

I am too much a man of feeling not to battle against the societary conditions of today. Every considerate person must combat a system which makes it possible for the individual to rake and hoard millions in a few years, while, on the other side, thousands become tramps and beggars.

Is it to be wondered at that under such circumstances men arise, who strive and struggle to create other conditions, where the humane humanity shall take precedence of all other considerations. This is the aim of Socialism, and to this I joyfully subscribe.

The States Attorney said here that “Anarchy” was “on trial.” Anarchism and Socialism are as much alike, in my opinion, as one egg is to another. They differ only in their tac-

tics. The Anarchists have abandoned the way of liberating humanity which Socialists would take to accomplish this. I say: Believe no more in the ballot, and use all other means at your command. Because we have done so we stand arraigned here today-because we have pointed out to the people the proper way. The Anarchists are being hunted and persecuted for this in every clime, but in the face of it all Anarchism is gaining more and more adherents, and if you cut off our oppor- tunities of open agitation, then will the work be done secretly. If the State’s Attorney thinks he can root out Socialism by hanging seven of our men and condemning the other to fifteen years servitude, he is laboring under a very wrong impres- sion. The tactics simply will be changed-that is all. No power on earth can rob the workingman of his knowledge of how to make bombs-and that knowledge he possesses. . . .

If Anarchism could be rooted out, it would have been accomplished long ago in other countries. On the night on which the first bomb in this country was thrown, I was in my apartments at home. I knew nothing of the conspiracy which the States Attorney pretends to have discovered.

It is true I am acquainted with several of my fellow-defendants with most of them, however, but slightly, through seeing them at meetings, and hearing them speak. Nor do I deny, that I too, have spoken at meetings, saying that, if every workingman had a bomb in his pocket, capitalistic rule would soon come to an end.

That is my opinion, and my wish; it became my conviction, when I mentioned the wickedness of the capitalistic conditions of the day.

When hundreds of workingmen have been destroyed in mines in consequence of faulty preparations, for the repairing of which the owners were too stingy, the capitalistic papers have scarcely noticed it. As with what satisfaction and cruelty they make their report, when here and there workingmen have been fired upon, while striking for a few cents increase in their wages, that they might earn only a scanty subsistance.

Can any one feel any respect for a government that accords rights only to the privileged classes, and none to the workers? We have seen but recently how the coal barons combined to form a conspiracy to raise the price of coal, while at the same time reducing the already low wages of their men. Are they accused of conspiracy on that account? But when working men dare ask an increase in their wages, the militia and the police are sent out to shoot them down.

For such a government as this I can feel no respect, and will combat them, despite their power, despite their police, despite their spies.

I hate and combat, not the individual capitalist, but the system that gives him those privileges. My greatest wish is that workingmen may recognize who are their friends and who are their enemies.

As to my conviction, brought about as it was, through capitalistic influence, I have not one word to say.

1. Compare/contrasts Engel’s hopes and expectations in coming to America and the reality with which he was faced.

2. Why, according to Engel, is it impossible for the working man to gain enough money to make an independent living? What factors are involved in the disenfranchisement and oppression of the working man?

3. Examine and explain Engel’s opinion regarding what the working class must do to gain fair treatment and a chance for success? What historical precedents does Engel cite to support this conclusion? What obstacles stand in the way of the working class? What must be done to overcome these obstacles?

465

Francis

Writing Assignment

Francis of Assisi

Length: 5-pages. Paper should be double spaced, left-justification and in Times New Roman or any regular font.

This is not a research paper, but rather an overview of the book and its main themes and as such there are a number of questions you should address. You should have an introduction and a well-organized analysis of the subject.

Part 1

Monasticism by Francis’s time was many centuries old and had gone through a variety of reforms, so what if anything is new with the Franciscan movement? How did Francis’s brand of ascetic monasticism fit with other traditions encountered in the class? Describe Francis’s relationship with the Papacy. Did Francis achieve his goals with the new Order?

Part 2

The second part of the assignment is a ‘critique’ of the book (Francis of Assisi, Performing the Gospel Life, by Lawrence Cunningham. Discuss the strengths and weaknesses of the book as you see them. Are there sections that seem incomplete or unclear? Are there any unanswered questions? What are some of the limitations of a study such as this? Although the author is an ‘expert’ or a ‘specialist’ and you are not, you still need to learn to read with a ‘critical eye.’ Keep in mind that a ‘critique’ does not necessarily mean a bad or negative review.

Use only the PDF attached

Format and Citation – You should use the Chicago Manual of Style format. A condensed form of this can be found in Kate L. Turabian’s A Manual for Writers of Term Papers, Theses, and Dissertations.