Us History Midterm Review

Despite the black codes had provided rights such as the marriage legalization and the ownership of property, they violated the free labor principle and denied the African-Americans the right to vote, and sue any white man. Foner (2014) found “In response to planter’s demands that freed people be required to work on the plantations, the Black Codes declared that those who failed to sign yearly labor contracts could be arrested and hired out to white landowners” (p. 570) . In fact, it was a totally failure of what freedom was supposed to be.

     Certain black codes pertained to whites as well. It was unlawful for a black to marry a white, or vice versa. Anyone found convicted of the crime could be sent to prison for life. Many contracts were drawn up as ‘permissions’ for certain blacks. If a freedman ever broke a work contract, he would be forced to forfeit his wages for one full year. Any civilian was permitted to capture and return freedmen who broke their contract. They were rewarded five dollars plus ten cents for every mile he was captured from his owner. However, if anyone was found attempting to persuade a black to break his contract, or give a deserting black any aid, he/she could be convicted of a misdemeanor and forced to pay a fine.

Now that you have reviewed and taken notes on the Articles of Confederation and the U.S. Constitution it is time to respond to your writing prompt:

a. Was published shortly after the landslide victory of Franklin D. Roosevelt in the presidential election of 1936

1. The colonies saw crime as sin; what was the effect of this? What was the “Benefit of Clergy concept.”

When the Civil War ended and slaves were free, Black Codes were established by states. Black Codes were specifically made to limit the freedom of African Americans and forced them to work in poor conditions with low wages. As explained by

6. What ultimately happened to the estimated 10 million Indians living in North America at the time of Columbus' arrival?

iii.The trade introduced new products to Europe and European products to peoples around the world.

1. Which of the following would have supported the actions shown in this cartoon during Reconstruction? (number 1)

In the time period of 1800-1850 white Americans expanded across the vast lands on the western side of the continent and regularly encountered conflict with various Indian nations. In these documents, interactions for the various Indian nations were subjected to different cultivation between each tribe per say that there were responses that filled different needs and demands. Some tribes provided benefits such as agriculture and household manufacture and produced the idea that settlements to be blended and conform into one people. Other interactions created conflict because some of our land purchases were not 100% in compliance with the constitution. Yet some Indian nations

1: Black Codes: A body of laws, statutes, and rules enacted by southern states immediately after the Civil War to regain control over the freed slaves, maintain white supremacy, and ensure the continued supply of cheap labor.

The Black Codes was masked slavery. Other than some new, small leniencies, Mississippi succeeded in making laws that that still controlled African Americans. These Sections were created for the South to bend the rules by exploiting children. These laws were aimed at minors under the age of 18 that were orphans or whose parents were unable to financially provide for them. At this point, the child would be placed back in the “care” of their former master or mistress. These codes stated that the best interest of the minor was to be protected, that they were to be fed, clothed, treated humanely; taught to read if under the age of fifteen and to receive medical attention when sick. In return, the minor, or apprentice would be bounded by indenture until the age of eighteen for a female and twenty one for a male. It was also acceptable for the former owner to chastise under what was allowed for punishment by the common law. If the child were to escape, it was permitted to place the child in jail if refused to return. That only discharge from a master/mistress would be possible if the courts believed the apprentice had a good cause to quit. Those are just few examples to begin with. These codes essentially worked to separate the races in all aspects of life from children to adults, such as marriage, which would result in life in prison if wedded to a white person. They also were not allowed to own any type of weapon unless they served in the United States military, and were to be fined and possibly imprisoned to even drinking liquor to a level of intoxication. Over all, these are just a few of the examples that were laws to “freed” men to be kept

3. What did abolitionists do in response to the slave codes?

In the secondary text Reading the American Past, chapter ten contains five different documents written in the early 1800s. This chapter is title “Republicans in Power” as it covers topics from Thomas Jefferson’s policies for Indians to exerts from a man that served in the War of 1812. Chapter 10 contains documents from Lewis and Clarks journals from their expedition in 1805. Additionally, it holds papers discussing the subject of abolishing slavery in the United States written by a slave. The next document is one that talks against Pennsylvanian law and threats to enslave free African Americans.

Spring of 1540 (pg 6): A Spanish explorer Hernando de Soto went to the temples of Cofachiqui and met the lady of Cofachiqui, where he held a storehouse of weapons and chest upon. After loading their horses with corn and pearls, they continue on their way.