In this unit, students will trace the development of sectionalism in the United States as it was driven by the growing dependence upon, and defense of, black slavery in the southern states.

In this video from ThinkTV Dayton, learn about Harriet Beecher Stowe and the basis of her famous book, Uncle Tom's Cabin, that documented racial injustice before the Civil War.

A caricature of Abraham Lincoln, probably appearing soon after his nomination as Republican presidential candidate. The artist contrasts Lincoln's modest posture at the Illinois Republican state convention in Springfield in 1858 with his confident appearance at the 1860 Illinois Republican ratifying convention, also held in Springfield. The two Lincolns are shown joined at the back and seated on a stump. The 1858 Lincoln (facing left) addresses a small audience of men, including a young black man. He denies any presidential ambitions, his words appearing in a cabbage-shaped balloon: "Nobody ever expected me to be President. In my poor, lean, lank face, nobody has ever seen that any Cabbages were sprouting out." In contrast, the 1860 Lincoln (facing right) states, "I come to see, and be seen." There may be, as Wilson maintains, an implied criticism here of Lincoln's reticence about his political views during the 1860 campaign, when from May to November Lincoln made no speeches except for a brief address at the meeting in Springfield. This may explain the less-than-enthusiastic, puzzled look of several of his listeners here. The lithograph is particularly well drawn. Although clearly by a trained and able artist, it is not readily attributable to any of the major known cartoonists of the time.|Title appears as it is written on the item.|Weitenkampf, p. 124.|Wilson, p. 40-41.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1860-25.

Lincoln, Abraham. Abraham Lincoln papers: Series 2. General Correspondence. -1864: Horace Greeley to Abraham Lincoln, August 1, 1862 Clipping of Letter; endorsed by Lincoln. August 1, 1862.Manuscript/Mixed Material. https://www.loc.gov/item/mal4233500/.

An extended and bitter indictment of Jefferson Davis and the Southern slave system. The work consists of a series of twelve vignettes with accompanying verse, following the scheme of the nursery rhyme "The House That Jack Built." The same nursery rhyme was adapted for some of the bank war satires during the Jacksonian era. The vignettes are as follows: 1. the "House," showing the door to a slave pen; 2. bales of cotton, "By rebels call'd king;" 3. slaves at work picking cotton, "field-chattels that made cotton king;" 4. slave families despondently awaiting auction; 5. slave auctioneer, "the thing by some call'd a man;" 6. slave shackles; 7. slave merchants; 8. a slave breeder negotiating in an interior with a slave merchant; on the wall appear portraits of Jefferson Davis and Gen. P.G.T. Beauregard; 9. a cat-o-nine-tails; 10. a slave driver flogging a bound female slave; 11. Jefferson Davis, "the arch-rebel Jeff whose infamous course / Has bro't rest to the plow, and made active the hearse." 12. symbols of slavery, an auctioneer's gavel, whip, auctionnotices, and shackles lying torn and broken with a notice of Jeff Davis's execution because " . . . Jeffs infamous house is doom'd to come down." |Drawn and published by David Claypool Johnston, Boston.|Entered . . . 1863 by D.C. Johnston . . . Massachusetts.|The Library's impression of the work was deposited for copyright on July 3, 1863. The Boston Athenaeum owns Johnston's preliminary pencil drawings for the individual scenes in this work.|Title appears as it is written on the item.|Citizens in Conflict, no. 40-43.|Johnson, no. 75.|Weitenkampf, p. 138.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1863-9.

This course explores fundamental questions about the causes and nature of revolutions by looking at how people overthrow their rulers and establish new governments. Considers a set of major political transformations throughout the world and across centuries to understand the meaning of revolution and evaluate its impact. Examines how revolutionaries have attempted to establish their ideals and realize their goals. Asks whether radical upheavals require bloodshed, violence, or even terror. Seeks to explain why some revolutions succeed and others fail. Materials include the writings of revolutionaries, declarations and constitutions, music, films, art, novels, memoirs, and newspapers.

The artist attacks abolitionist, Free Soil, and other sectionalist interests of 1850 as dangers to the Union. He singles out for indictment radical abolitionist William Lloyd Garrison, Pennsylvania Free Soil advocate David Wilmot, New York journalist Horace Greeley, and Southern states' rights spokesman Senator John C. Calhoun. The three wear fool's caps and gather, like the witches in Shakespeare's "Macbeth," round a large, boiling cauldron, adding to it sacks marked "Free Soil," "Abolition," and "Fourierism" (added by Greeley, a vocal exponent of the doctrines of utopian socialist Charles Fourier). Sacks of "Treason," "Anti-Rent," and "Blue Laws" already simmer in the pot. Wilmot: "Bubble, bubble, toil and trouble! / Boil, Free Soil, / Ther Union spoil; / Come grief and moan, / Peace be none. / Til we divided be!" Garrison: "Bubble, bubble, toil and trouble / Abolition / Our condition / Shall be altered by / Niggars strong as goats / Cut your master's throats / Abolition boil! / We divide the spoil." Greeley: "Bubble, buble [sic], toil and trouble! / Fourierism / War and schism / Till disunion come!" In the background, stands the aging John Calhoun. He announces, "For success to the whole mixture, we invoke our great patron Saint Benedict Arnold." The latter rises from the fire under the pot, commending them, "Well done, good and faithful servants!"|Entered . . . 1850 by J. Baillie.|Published by James Bailley, 87th St. near 3d. Avenue, N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 101.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1850-7.

Massachusetts senator and prominent antislavery advocate Charles Sumner is attacked here. The artist questions his sincerity as a humanitarian as he shows him dispensing a few coins to a black child on the street, while ignoring the appeal of a ragged white urchin. The scene is witnessed by two stylishly dressed young women. Though unsigned, the print has the relatively skillful draftsmanship and atmospheric quality found in the works of Boston lithographer Fabronius. See, for instance, that artist's "The Mower" (no. 1863-14). "The Secession Bubble" (no. 1862-12) also appears to be by Fabronius. Weitenkampf gives the 1862 date and publisher's imprint.|Boston. Published by G.W. Cottrell. |Probably drawn by Dominique C. Fabronius.|Title appears as it is written on the item.|Weitenkampf, p. 136.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1862-11.

This compilation of secondary sources gives an account for how the Transatlantic slave trade became a key economic feature of the Western coast of Africa, as well as an important economic feature of the "New World" colonies. This is a guided reading with questions throughout for the purpose of assessing students' understanding. Student's are prompted to mark the text for key details as they follow along. An excellent source to print or to use digitally. 

Ben, an enslaved miller at Mount Vernon, discusses freedom. In a reenactment of him thinking aloud, he considers what his life might be like if he runs away from Mount Vernon and gains his freedom as compared to his current life as George Washington's miller.

This collection uses primary sources to explore Incidents in the Life of a Slave Girl by Harriet Jacobs. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

AMH 2091 is an introductory-level survey course that provides an overview of the major events and developments in African American history, from Africa to the present. At its core, the history of African Americans has been connected to attempts to gain freedom. Starting with the West African empires, the course traces African Americans’ quest for freedom through the Slave Trade, Slavery, Reconstruction, the Jim Crow Era, World War I, the Great Migration, the Great Depression, and World War II. It then examines key political, social, and cultural developments of the post-war period focusing on social movements such as the Long Civil Rights Movement, the Black Power Movement, and Women’s Rights Movement. There will be an emphasis on learning the basic chronology and topics of African-American history, analyzing a range of primary and secondary sources, and practicing writing interpretive essays, using primary and secondary sources to support a clear argument.  Students can expect to dedicate 4 – 5 hours a week to writing. 

This course is designed as an introduction to Latin American politics and society for undergraduates at MIT. No background on the region is required. Overall workload (reading, writing, class participation, and examinations) is similar to that of other HASS-D courses. Many of the themes raised here are covered in greater detail in other courses: 21G.020J (New World Literature), 21G.716 (Introduction to Contemporary Hispanic Literature), 21G.730 (Twentieth and Twentyfirst-Century Spanish American Literaturere), 21G.735 (Advanced Topics in Hispanic Literature and Film), 21A.220 (The Conquest of America), 21H.802 (Modern Latin America), 3.982 (The Ancient Andean World), 3.983 (Ancient Mesoamerican Civilization), 17.507 (Democratization and Democratic Collapse), and 17.554 (Political Economy of Latin America).F

Kim discusses how the system of indentured servitude in colonial Virginia transformed into a system of African slavery after Nathaniel Bacon's rebellion against the House of Burgesses.

Kim discusses how the tobacco plantation system led to indentured servitude and eventually slavery in the area surrounding Jamestown and the Chesapeake Bay.

John Brown first made a name for himself as a militant abolitionist in 1854, when Brown traveled to Kansas following the Kansas-Nebraska Act, intent on defending the territory from the scourge of slavery. It was in “Bleeding Kansas,” named for violent conflicts between proslavery and antislavery settlers there, that John Brown led a guerilla warfare campaign against the territory’s proslavery settlers, including a deadly attack against residents of Pottawatomie Creek. By 1859, fueled by donations from wealthy abolitionists, Brown was again ready to strike a blow against slavery and slaveholders—this time in the South.

Calhoun, John C., “Speech on the Reception of Abolition Petitions, February, 1837.”

This course is designed to offer an advanced introduction to key legal issues that arise in the area of property and land-use in American law, with a comparative focus on the laws of India and South Africa. The focus of the course is not on law itself, but on the policy implications of various rules, doctrines and practices which are covered in great detail. Legal rules regulating property are among the most fundamental to American, and most other, economies and societies. The main focus is on American property and land use law due to its prominence in international development policy and practice as a model, though substantial comparative legal materials are also introduced from selected non-western countries such as India and South Africa.

Americans affirmed their independence with the ringing declaration that "all men are created equal." Some of them owned slaves, however,and were unwilling to give them up as they gave speeches and wrote pamphlets championing freedom, liberty, and equality. So "to form a more perfect union" in 1787, certain compromises were made in the Constitution regarding slavery. This settled the slavery controversy for the first few decades of the American republic, but this situation changed with the application of Missouri for statehood in 1819.

This lesson focuses on the shift toward mass production in northern factories and on southern plantations that occurred during the first half of the 19th century. Using an economics-focused approach to examining U.S. history prior to the civil war, students examine the role of slavery, industrialization, regionalism, and political responses that ultimately led to the start of a war.