Should be written anything but that. Add a “that” after the “but”.
Oof. What a strong example of how dangerous “white” feminism lacking intersectionality can be. How the same activist who was championing equal rights for all so quickly used racist manipulative tactics to try to get the vote.
[Stanton captured the radical spirit of the hour: “now in the reconstruction,” she declared, “is the opportunity, perhaps for the century, to base our government on the broad principle of equal rights for all.” ((Proceedings of the Eleventh National Women’s Rights Convention, Held at the Church of the Puritans, New York, May 10, 1866 (New York: Johnston, 1866).)) Stanton chose her universal language—“equal rights for all”—with intention, setting an agenda of universal suffrage.]
I think a lot about the fact that black women in the south did not really have the right to vote until 1965….
THIS was the 40 acres and a mule that was promised and then never followed through on. Correct?
How did reconstruction ending return the white democrats to power? I am trying to understand how we went from having over 2000 black men in positions of power to only a handful? I tried posting this already so hopefully this doesn’t show up as a duplicate question.
This is such a powerful image. The tools in the man who is casting his vote’s pocket make me wonder if he left work in a hurry to make sure he was able to make his vote count. I am grateful that Waud captured these men with dignity.
This paragraph and specifically this sentence has me rethinking the cotton picking map we saw in our lecture. The limited mobility probably had a lot to do with these vagrancy laws. (Also I am assuming the exploitative farming contracts referred to here is sharecropping)
And this right here is how slavery never really ended. Chain gangs immediately spring to mind.
So in other words those who pledged loyalty to the Union were allowed to continue to enslave people?
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Some of the paragraphs the text size is smaller then others for not apparent reason.
I don’t know if there is way to fix that but, if possible please try.
It would be fantastic if there were instructor resources (quiz questions, etc.) available as well.
It would be useful to include in the primary sources for Chapter 6, the US Constitution, since so much of that chapter is dedicated to that document. It would also be nice to include a selection from The Federalist Papers so students can understand the framing of the debate over the Constitution. Given the polarized nature of the electorate today, perhaps Federalist 10 would serve the purpose.
It would be great if you could highlight the text and underline it, as if it were a real textbook. Having a toolbar that allows you to take notes like you do in a physical book would be utterly helpful.
Where are the page numbers? I am using the online text for class, and we are asked to site directly from the text. However, unless I am missing something, the online text does not have a convenient way to find the page numbers.
It would be wonderful to have text-to-speech function for the text and textual sources. Many of my students commute, are ESL, or have other accessibility issues. Also, they would learn pronunciations, as well.
Most of the discussions that I have had with other instructors and professors regarding the American Yawp have generated very favorable reviews of the text. One consistent critique, however, is the lack of maps to help with understanding the geographic connections, historical context, and the visualization of historical data and information across the entirety of the text. I tend to agree and geographic/historical map additions to each of the chapters would be extremely helpful.