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APUSH-5-F
Creating state governments
Resources:
History as Destiny: The Case of New York City
Relevant interactive tools:
Colonial City: Revolutionary Battleground
Relevant transcripts:
Urban Crisis: Fire and Water
Relevant transcripts:
The Origins of Slavery in the New World
Relevant pages:
The Struggle for Freedom
Relevant pages:
Relevant texts:
Relevant transcripts:
Relevant interactive tools: Resource Type: Primary Source Since 1873, New York has had fireboxes on its streets. The American Revolution and Its Legacy Resource Type: Document-Based Question In exploring the radical and conservative aspects of the American Revolution, these documents introduce students to the principles of equality and republicanism and the arguments for independence from Great Britain (via the Declaration of Independence and Thomas Paine's Common Sense). Abigail Adams to John Adams Resource Type: Primary Source In 1776, Abigail Adams wrote a letter to her husband, John Adams, who was then attending the Continental Congress in Philadelphia. Benjamin Rush on the Confederation Resource Type: Primary Source Benjamin Rush (c. 1745–1813) was an American physician and signer of the Declaration of Independence. He served as a member of the Continental Congress (1776–77) and for a time in the Continental army; he was also a member of the Pennsylvania convention that ratified the U.S. Constitution. Jefferson on Slavery Resource Type: Primary Source Jefferson questioned the effects of slavery and slaveholding, and foretold its end. The American Revolution and Slavery Resource Type: Document-Based Question The revolutionary era (1775–89) gave birth to contradictory definitions of freedom and equality. For some, freedom and equality entailed the right to property, including slave property. For others, freedom and equality implied universal entitlements that applied to all individuals, including slaves. This DBQ offers students the opportunity to debate these contradictory definitions by analyzing the definition of freedom each author uses in the provided documents. Benjamin Banneker (1731–1806) Resource Type: Primary Source Benjamin Banneker (1731–1806) was the first important black scientist in the United States. He taught himself calculus and trigonometry and created almanacs that made him famous, one of which he sent to Thomas Jefferson, who was at the time, secretary of state. Abolition societies presented his almanacs as evidence of the intellectual capabilities of blacks. Benjamin Banneker (1731–1806) Resource Type: Primary Source Benjamin Banneker (1731–1806) was the first important black scientist in the United States. He taught himself calculus and trigonometry and created almanacs that made him famous, one of which he sent to Thomas Jefferson, who was at the time, secretary of state. Abolition societies presented his almanacs as evidence of the intellectual capabilities of blacks. Thomas Jefferson (1743–1826) Resource Type: Primary Source Thomas Jefferson (1743–1826) expressed his views on blacks and slavery in his book Notes on the State of Virginia, first published in 1781 with corrections and additions published in 1782. The conflicts between Jefferson's private (if inconsistent) somewhat favorable view of blacks and his public assertions and actions bedevil his reputation as a founding father. In 1800 he became the third president of the United States. Phillis Wheatley (c. 1753–84) Resource Type: Primary Source Phillis Wheatley (c. 1753–84), born in Africa, was the first black woman whose poetry was published in the Western Hemisphere. In Europe and the United States in the 1780s, she developed a reputation as a literary figure. A devout Christian, she wove religious themes into many of her poems, including her eulogy for Samuel Sewall, author of The Selling of Joseph. Meanings of Freedom: Slavery Denounced Resource Type: Primary Source The American Revolution: Black Intellectuals Resource Type: Primary Source Phillis Wheatley (1753-84) is the first black woman whose poetry is published in the United States and Great Britain. The American Revolution: Free Blacks Resource Type: Primary Source Richard Allen (1760–1831), founder and first bishop of the African Methodist Episcopal (AME) Church. American Nationhood: Jefferson and Washington Resource Type: Primary Source Benjamin Banneker Conclusion Resource Type: Primary Source An Overseer Doing His Duty by Benjamin Henry Latrobe. In this antislavery watercolor, two female slaves labor under the surveillance of a relaxed overseer (1865). The American Revolution and Its Legacy Resource Type: Document-Based Question In exploring the radical and conservative aspects of the American Revolution, these documents introduce students to the principles of equality and republicanism and the arguments for independence from Great Britain (via the Declaration of Independence and Thomas Paine's Common Sense). Abigail Adams to John Adams Resource Type: Primary Source In 1776, Abigail Adams wrote a letter to her husband, John Adams, who was then attending the Continental Congress in Philadelphia. Manumission of Slaves in North Carolina Resource Type: Primary Source In the wake of the Revolution, many Southern states liberalized their provisions for manumission. By 1790, slaveholders could manumit their slaves throughout the South, except in North Carolina. The Declaration of Independence Resource Type: Primary Source In the Declaration of Independence, the Continental Congress asserted American independence from Britain and justified its decision to do so by citing a series of alleged violations of American rights. A Whig Freeholder on Emancipation Resource Type: Primary Source Pennsylvania, like many of the Northern states, established gradual emancipation. Rewards for Revolutionary War Veterans Resource Type: Primary Source North Carolina, like other states, rewarded veterans of the American Revolution with the granting of land and slaves. Benjamin Rush on the Confederation Resource Type: Primary Source Benjamin Rush (c. 1745–1813) was an American physician and signer of the Declaration of Independence. He served as a member of the Continental Congress (1776–77) and for a time in the Continental army; he was also a member of the Pennsylvania convention that ratified the U.S. Constitution. Jefferson on Slavery Resource Type: Primary Source Jefferson questioned the effects of slavery and slaveholding, and foretold its end. Lord Dunmore's Call to Slaves Resource Type: Primary Source In November 1775, Lord Dunmore called on slaves to desert their masters and join the British army. Vermont's Constitution, 1777 Resource Type: Primary Source The 1777 Vermont constitution included a clause that allowed for gradual emancipation. Freedom Petition of New Hampshire Slaves Resource Type: Primary Source During the revolutionary era, many slaves petitioned colonial or state legislatures for their freedom and filed freedom suits, such as the one submitted by Nero Brewster, a slave, in Portsmouth on November 12, 1779. An Act for Enfranchising Ned Griffin Resource Type: Primary Source In the wake of the Revolution, many Southern states liberalized their provisions for manumission. This came to an end between 1810 and 1820, as Southern lawmakers restricted, and in some cases barred, manumission. Jefferson on Emancipation Resource Type: Primary Source Thomas Jefferson (1743–1826), in this letter to Edward Coles (1786–1868), maintained that emancipation was a task for the younger generation. The American Revolution and Slavery Resource Type: Document-Based Question The revolutionary era (1775–89) gave birth to contradictory definitions of freedom and equality. For some, freedom and equality entailed the right to property, including slave property. For others, freedom and equality implied universal entitlements that applied to all individuals, including slaves. This DBQ offers students the opportunity to debate these contradictory definitions by analyzing the definition of freedom each author uses in the provided documents. | |
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