Students will examine and interpret a population chart published in 1898 — depicting changes in the makeup of the United States across time in three categories, “foreign stock,” “native stock,” and “colored” — as well as an 1893 political cartoon about immigration. Students will also explain the causes and effects of population change in the late 19th century.

A Whig cartoon spoofing Democratic claims of Western support for Van Buren during the election of 1840. Pursued by animals from the "Alleghany Mountains" and the Mississippi River, including among others a buffalo, alligator, beaver, turtle, and fox, Van Buren flees to the right saying, "This is going for me with a vengeance! I wish I was safe at Kinderhook! [his birthplace and family home was Kinderhook, New York] for I am a used up man!" A parchment "Sub-Treasury Bill" has fallen at his feet, referring to the independent treasury plan, the centerpiece of Van Buren's fiscal program.|Entered . . . 1840 by J. Childs.|Published by John Childs, 90 Nassau St. N.Y.|Signed with monogram: EWC (Edward Williams Clay).|Title appears as it is written on the item.|Weitenkampf, p. 61.|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 1840-53.

A small card bearing a vitriolic indictment of the Confederacy. The artist particularly attacks the the institution of slavery, the foundation of Southern economy. A large shield is flanked by two figures: a planter (left) and a slave. The planter wears spurs and a broad-brimmed hat and smokes a cigar. The slave is clad only in breeches, and his hands are manacled. Above the shield are two crossed flags, the Confederate flag and one bearing a skull and crossbones and the number 290. Between the flags are a rooster and a streamer with the motto "servitudo esto perpetua." On the shield are images associated with the South: a mint julep, a bottle of "Old Rye," a pistol and dagger, a whip and manacles, cotton, tobacco, and sugar plants, and slaves hoeing. In the background left, dominated by the palmetto tree of South Carolina, three planters, one holding a whip, play cards at a table. Beyond, two men duel with pistols. On the right, a female slave is auctioned as two slave children stand by and a black woman watches from a cabin doorway.|G.H. Heap Inv. [i.e., published].|H.H. Tilley Del. et Sc.|Title appears as it is written on the item.|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 1862-13.

Online OER text created for U.S. History 1865 to Present by Dr. June Klees for Bay College.

© 2017 Bay College and Content Creators. Except where otherwise noted this work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

This course focuses on works that caught the popular imagination in the past or present. It emphasizes texts that are related by genre, theme or style. The books studied in this course vary from semester to semester, and the topic for Fall 2006 is Detective Fictions.

Charlotte Temple was the most popular work of fiction in the antebellum United States, and, even after it was supplanted by books like Harriet Beecher Stowe’s Uncle Tom’s Cabin (1852), Charlotte Temple continued to be widely read in America throughout the nineteenth century. Remarkably, many contemporary readers believed this to be a true story, rather than a novel. Or, perhaps better, they enjoyed thinking that Rowson’s story might true, or contained within it the essence of some kind of moral truth, even if at some level they recognized that it was unlikely to be a documentary record of actual events. So strong was this desire to believe in the truth of Charlotte’s sad tale that at some point in the middle of the nineteenth century, a grave stone bearing the name “Charlotte Temple” was laid in the graveyard of New York City’s Trinity Church. It became a tourist destination and a kind of pilgrimage site for the novel’s many fans. In 1903, a man wrote in to the New York Post with his childhood memory of the site: “When I was a boy the story of Charlotte Temple was familiar in the household of every New Yorker. The first tears I ever saw in the eyes of a grown person were shed for her. In that churchyard are graves of heroes, philosophers, and martyrs, whose names are familiar to the youngest scholar, and whose memory is dear to the wisest and best. Their graves, tho marked by imposing monuments, win but a glance of curiosity, while the turf over Charlotte Temple is kept fresh by falling tears.”

Charles Bargue Drawing Course introductionThe Charles Bargue Drawing Course was a highly influential guide to art instruction in the 19th century, which has recently returned to prominence in the Realist painting movement. This module introduces students to the fundamental drawing skills covered in the Charles Bargue Drawing Course, and leads them through the process of completing a Bargue plate copy. 

From pineapples grown in Hawaii to English-speaking call centers outsourced to India, the legacy of the “Age of Imperialism” appears everywhere in our modern world. This class explores the history of European imperialism in its political, economic, and cultural dimensions from the 1840s through the 1960s.

Students will analyze and compare census data on the education levels of African-Americans in 1850 and in 1880. Students will also discuss how historical events can affect data.

Short Description:
A Few Words that Changed the World brings together short texts - many less than one page long - that profoundly changed the world in which we live. In its initial form, the book's focus is on the growth and development of European empires, and the ways in which peoples responded to that expansion. Over time, we hope that this resource will grow to include other sources, such as songs, poems, and perhaps pieces of art.

Long Description:
A word is dead When it is said, Some say.

I say it just Begins to live That day.

Emily Dickinson, A Word is Dead (1862)

Word Count: 41764

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
A Few Words that Changed the World brings together short texts - many less than one page long - that profoundly changed the world in which we live. In its initial form, the book's focus is on the growth and development of European empires, and the ways in which peoples responded to that expansion. Over time, we hope that this resource will grow to include other sources, such as songs, poems, and perhaps pieces of art.

Long Description:
A word is dead When it is said, Some say.

I say it just Begins to live That day.

Emily Dickinson, A Word is Dead (1862)

Word Count: 33169

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This article sets an historic context for Jules Verne's novel Captain Hatteras (1866), and presents an overview of day-to-day survival on the typical 19th century arctic voyage portrayed in this fictional account.

This course studies several important examples of the genre that between the early 18th century and the end of the 20th has come to seem the definitive literary form for representing and coming to terms with modernity. Syllabi vary, but the class usually attempts to convey a sense of the form’s development over the past few centuries. Among topics likely to be considered are: developments in narrative technique, the novel’s relation to history, national versus linguistic definitions of an “English” novel, social criticism in the novel, realism versus “romance,” the novel’s construction of subjectivities. Writers studied have included Daniel Defoe, Henry Fielding, Samuel Richardson, Lawrence Sterne, Mary Shelley, Jane Austen, Walter Scott, Emily and Charlotte Brontë, Charles Dickens, George Eliot, Joseph Conrad, H. G. Wells, James Joyce, Virginia Woolf, Salman Rushdie.

This class is a global survey of the great transformation in history known as the “Industrial Revolution.” Topics include origins of mechanized production, the factory system, steam propulsion, electrification, mass communications, mass production and automation. Emphasis on the transfer of technology and its many adaptations around the world. Countries treated include Great Britain, France, Germany, the US, Sweden, Russia, Japan, China, and India. Includes brief reflection papers and a final paper.

This is a graduate seminar for students who already have some familiarity with issues in political economy and/or European politics. The objective is to examine the ways in which changes in the international economy and the regimes that regulate it interact with domestic politics, policy-making, and the institutional structures of the political economy in industrialized democracies.

What has been said of Moby-Dick—that it’s the greatest novel no one ever reads—could just as well be said of any number of American “classics” like The Scarlet Letter, Uncle Tom’s Cabin, or The Adventures of Huckleberry Finn. This course reconsiders a small number of nineteenth-century American novels by presenting each in a surprising context.

This course is a survey of significant orchestral masterworks composed during three centuries. Listening assignments include 34 symphonies and 24 concertos, composed from the 1720s to the 1990s. Class discussion and oral presentations focus on the works in 18 miniature scores; prior score-reading experience is helpful. Each of the three written papers reviews a concert attended during the term. Since this is a participatory subject, each student will give oral presentations concerning composers and their symphonies and/or concertos.

This lesson covers the four U.S. wars fought during the 1800s, linking each to other civics content, such as U.S. territories, the national anthem, and the celebration of Memorial Day. We recommend teaching the lesson on the Civil War prior to this one. Covers civics test items 72, 73, 91, 98, and 100.

A refreshing intervention in dance studies, this book brings together elements of historiography, cultural memory, folklore, and dance across comparatively narrow but markedly heterogeneous localities. Rooted in investigations of often newly discovered primary sources, the essays afford many opportunities to compare sociocultural and political reactions to the arrival and practice of popular rotating couple dances, such as the Waltz and the Polka. Leading contributors provide a transnational and affective lens onto strikingly diverse topics, ranging from the evolution of romantic couple dances in Croatia, and Strauss’s visits to Hamburg and Altona in the 1830s, to dance as a tool of cultural preservation and expression in twentieth-century Finland.