Chapter 27 Documents

Below is the link to the chapter 27 documents:

Documents

Comprehensive Examination Review Sheet

The link below is to the Comprehensive Examination Review Sheet.

Study Well!

St. John's College Advantage Replacement for Missing Document

In the second College Advantage assignment, one of the document links is not working. That document is located below.

Excerpt from Abraham Lincoln, “Address Before the Wisconsin State

Agricultural Society” (1859):

http://www.nal.usda.gov/speccoll/exhibits/lincoln/lincoln_wisconsin.html

The world is agreed that labor is the source from which human wants are mainly supplied. There is no dispute upon this point. From this point, however, men immediately diverge. Much disputation is maintained as to the best way of applying and controlling the labor element. By some it is assumed that labor is available only in connection with capital--that nobody labors, unless somebody else, owning capital, somehow, by the use of that capital, induces him to do it. Having assumed this, they proceed to consider whether it is best that capital shall hire laborers, and thus induce them to work by their own consent; or buy them, and drive them to it without their consent. Having proceeded so far they naturally conclude that all laborers are necessarily either hired laborers, or slaves. They further assume that whoever is once a hired laborer, is fatally fixed in that condition for life; and thence again that his condition is as bad as, or worse than that of a slave. This is the “mud-sill” theory.

But another class of reasoners hold the opinion that there is no such relation between capital and labor, as assumed; and that there is no such thing as a freeman being fatally fixed for life, in the condition of a hired laborer, that both these assumptions are false, and all inferences from them groundless. They hold that labor is prior to, and independent of, capital; that, in fact, capital is the fruit of labor, and could never have existed if labor had not first existed--that labor can exist without capital, but that capital could never have existed without labor. Hence they hold that labor is the superior--greatly the superior--of capital.

They do not deny that there is, and probably always will be, a relation between labor and capital. The error, as they hold, is in assuming that the whole labor of the world exists within that relation. A few men own capital; and that few avoid labor themselves, and with their capital, hire, or buy, another few to labor for them. A large majority belong to neither class--neither work for others, nor have others working for them. Even in all our slave States, except South Carolina, a majority of the whole people of all colors, are neither slaves nor masters. In these Free States, a large majority are neither hirers or hired. Men, with their families--wives, sons and daughters--work for themselves, on their farms, in their houses and in their shops, taking the whole product to themselves, and asking no favors of capital on the one hand, nor of hirelings or slaves on the other. It is not forgotten that a considerable number of persons mingle their own labor with capital; that is, labor with their own hands, and also buy slaves or hire freemen to labor for them; but this is only a mixed, and not a distinct class. No principle stated is disturbed by the existence of this mixed class. Again, as has already been said, the opponents of the “mud-sill” theory insist that there is not, of necessity, any such thing as the free hired laborer being fixed to that condition for life. There is demonstration for saying this. Many independent men, in this assembly, doubtless a few years ago were hired laborers. And their case is almost if not quite the general rule.

The prudent, penniless beginner in the world, labors for wages awhile, saves a surplus with which to buy tools or land, for himself; then labors on his own account another while, and at length hires another new beginner to help him. This, say its advocates, is free labor--the just and generous, and prosperous system, which opens the way for all--gives hope to all, and energy, and progress, and improvement of condition to all. If any continue through life in the condition of the hired laborer, it is not the fault of the system, but because of either a dependent nature which prefers it, or improvidence, folly, or singular misfortune. I have said this much about the elements of labor generally, as introductory to the consideration of a new phase which that element is in process of assuming. The old general rule was that educated people did not perform manual labor. They managed to eat their bread, leaving the toil of producing it to the uneducated. This was not an insupportable evil to the working bees, so long as the class of drones remained very small. But now, especially in these free States, nearly all are educated--quite too nearly all, to leave the labor of the uneducated, in any wise adequate to the support of the whole. It follows from this that henceforth educated people must labor. Otherwise, education itself would become a positive and intolerable evil. No country can sustain, in idleness, more than a small percentage of its numbers. The great majority must labor at something productive. From these premises the problem springs, “How can labor and education be the most satisfactory combined?”

2015 Second Trimester Review Sheet

The link below is to the trimester review sheet

Study Well!

The Abolition Movement

 The links below are to three video clips from a PBS series on the abolition movement.

Abolitionist Movement Part I
Abolitionist Movement Part II
Abolitionist Movement Part III

Judicial Nationalism

The links below are for two half hour videos that recreate court cases that we discuss in chapter twelve. John Marshall used both of these cases to strengthen the federal government.

McCulloch v. Maryland

Gibbons v. Ogden

The "Era of Good Feelings" and Jacksonian America: Book Recommendations

We recommend the following books about the "Era of Good Feelings" or the Jacksonian Period:

John Marshall: The Chief Justice who Saved the Nation by Harlow Giles Unger
American Lion: Andrew Jackson in the White House by John Meacham
William Henry Harrison by Gail Collins

St. John's College Advantage Assignment # 3

St. John’s College Advantage Assignment # 3

The Union

Click on the link below and read the following two documents:

“Speech of the Senator Daniel Webster of Massachusetts, January 26 and 27, 1830”

“Speech of Senator Robert Y. Hayne of South Carolina, January 27, 1830”

Documents

Also re-read the following two documents from the Great Issues book (These documents are on the Chapter 20 worksheet):

South Carolina, Declaration of the Causes of Secession, December 24, 1860

Abraham Lincoln, First Inaugural Address, March 4, 1861

Going into the Civil War, most Southerners were adamant that they had the legal justification to secede from the Union. Abraham Lincoln argues just as passionately that the Southern states have no legal basis to secede. Using the documents, the text, your knowledge of history and outside sources, argue in favor of one of these positions. Make sure that as part of your argument you address and refute the other opinion.

The assignment should be double spaced, and it should be at least two pages. It is due by Wednesday June 3^rd.

St. John's College Advantage Assignment # 2

St. John’s College Advantage Assignment # 2

Slavery

Click on the link below and read the following four documents:

1. William Lloyd Garrison, “On the Constitution and the Union” (1832)

2. John C. Calhoun, “Slavery a Positive Good” (1837)

3. George Fitzhugh, “The Universal Law of Slavery” (1857)

4. Abraham Lincoln, “Annual Address before the Wisconsin State Agricultural Society” (1859)

Documents 

Using the documents, your text, your knowledge of history, and outside sources, create a fictional debate between a northern abolitionist and a southern plantation owner. The debate should include economic, moral, political, and social rationale. It should follow a Lincoln-Douglas debate format and consist of an opening argument by the abolitionist, a response by the plantation owner, a rebuttal by the abolitionist, and a rebuttal by the plantation owner.

The assignment should be double spaced, and it should be at least three pages. It is due by Wednesday, April 22^nd.

*** Any students in the College Advantage Program who would like to partner up and do the assignment as an iMovie should see Mr. Anselmo to discuss specifics. Partners can be from two different classes and even have two different teachers. They just both need to be part of College Advantage.